Fibres
Lesson 3 - What are Fibres?
Strand: Plants: Anatomy, Growth, and Function
Step #3 (What are fibres?)
Curriculum Expectations
Course: SBI3U
Learning Goals
A1.5 conduct inquiries, controlling relevant variables, adapting or
extending procedures as required, and using appropriate materials
and equipment safely, accurately, and effectively, to collect
observations and data
F2 investigate the structures and functions of plant tissues, and
factors affecting plant growth
F2.1 use appropriate terminology related to plants, including, but
not limited to: mesophyll, palisade, parenchyma, epidermal tissue,
stomata, root hair, pistil, stamen, venation, auxin, and gibberellin
[C]
F2.3 identify, and draw biological diagrams of, the specialized plant
tissues in roots, stems, and leaves, using a microscope and
models [PR, AI]
At the end of this lesson, students will
identify vascular tissue as the main source
of plant fibre, record and recognize
standard monocot and dicot vascular
bundle patterns, explain the purpose of
vascular tissue in a plant, explain how
vascular tissue contributes to consumable
products such as paper, and evaluate how
growing conditions can affect the growth of
usable plant fibre.
F3 demonstrate an understanding of the diversity of vascular
plants, including their structures, internal transport systems, and
their role in maintaining biodiversity
F3.1 describe the structures of the various types of tissues in
vascular plants, and explain the mechanisms of transport involved
in the processes by which materials are distributed throughout a
plant
F3.2 compare and contrast monocot and dicot plants in terms of
their structures and their evolutionary processes
Kruger Products and the Plant Parts that Make Paper
 Kruger Products uses fibres from a variety of sources.
 Understanding how different fibres contribute to the products and the sources for these fibres can help determine
sustainable forestry practices.
Instructional Components and Context
Readiness
Students are familiar with fundamental phyla of green
plants with particular attention to seed plants.
Terminology
Vascular tissue, vascular bundle, xylem, phloem,
tracheid, sclerenchyma, vessel members, companion
cell, sieve element, stem, monocot, dicot, angiosperm,
gymnosperm
STAO 2013
Materials
1. Notes for Stations (Teacher Reference)
2. Handout #1: Vascular Tissue in Green Plants
3. Images (projections or computer screens)
4. Pictures (texts could be used)
5. Raw celery stalks in beaker of tap water
6. Prepared slides of monocot and dicot stems (crosssection)
7. Microscopes
8. Pencils
9. Model of plant stem structure
10. Mortar & pestle
11. Protective eyewear for students
1
Minds On
Connections
Whole Class + Groups  Brainstorming: How do we use paper?
Groups – Planning the Investigation
Description
Assessment for Learning
Set up 4 different activity stations (if doubled, these make 8 stations) for
students. See Notes for Stations for more information.
Return notes from the microscope exploration of paper.
Start with this question: What part of the plant is used for paper?
- look for students to identify the
structures they found that
connect their exploration notes to
real world experiences
- look for students to question the
materials used in a variety of
items, particularly packaging
Where are these fibres found in a plant?
Action!
Groups of 3-5  Carousel of Activities
Assessment for Learning
Description
- look for students to connect
paper
Organize student groups at the various stations:
a) raw celery, dissection tray, forceps, mortar & pestle, pencils, protective
eyewear
b) model of plant step showing specialized cells or a variety of images
showing specialized cells
c) microscopes, prepared slides: monocot and dicot stems (cross-section),
pencils
d) information (textbook or other resource) about plant vascular tissue
supplemented with additional images (printed or with a computer)
- look for students to explain their
thinking with evidence from this
experience and previous classes
- look for appropriate drawing
techniques
Provide each student with a copy of a graphic organizer. Instruct the students to
paraphrase their own notes based on the group’s discussion at each station.
Include textbooks or other class resources for information.
Consolidation
Whole Class  Sharing for understanding.
Assessment for Learning
Description
- look for completion of the
organizer
Instruct the student groups with similar topics to share their findings and
prepare a brief summary of today’s thinking.
Collect Handout # 1: Vascular Tissue in Green Plants with student notes for
assessment and feedback.
- look for accurate labeling of
diagrams
- look for paraphrased notes
(copied notes do not indicate
understanding)
Assessment as Learning
- look for students to assess their
comprehension of the concepts
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Lesson 3 - What are Fibres?
Teacher Reference
Notes for Stations
Set up stations for student activities before the class arrives.
Doubling the stations allows you to let students work in smaller groups.
Think about traffic flow when organizing the space in your room.
Some students may require extra time, so keep materials on hand for this.
Station A: Celery – a green plant
Have sufficient celery stalks available so that each group can see the fibres running up the
stalk. Keep stalks in a beaker of tap water so that they are turgid. Students do not need to make
wet mounts, but that is an option if you have the facility. Working in groups allows students to
learn using a variety of strengths. The tactile learner might be more inclined to pick up and
manipulate the stalk, but another student can help with the description that can be recorded.
Collaborative interaction can reveal how well students understand the task, and you may need
to assist a group.
Include pencils at this station and encourage students to use biological drawing techniques that
they have learned.
Students should use protective eyewear at this station.
Station B: Vascular tissue in plants
Although the student text or classroom resource should have information about these
structures, you may want to supplement this information with additional images and information
from other sources.
The chart shows that xylem tissue consists of several elements. Xylem cells can be dead and
still conduct water, but additional support like sclerenchyma helps. Phloem, by contrast, is
mostly living cells, but the sieve elements are assisted by the companion cells.
Station C: Prepared slides of stems
Place slides on the microscope and focus them on low power. Students will have to move slides
to see both stems. Be prepared to provide some assistance.
This is another opportunity for students to make biological drawings. Have as many
microscopes as students so that each person can view and draw. The circles are cut to prompt
the student to show the basic pattern in detail inside the slice. This saves some of the time that
would be used to make a complete diagram.
Have a labeled diagram (from a textbook or other source) available to help the student interpret
the image. Remind students to record what they see rather than copy the printed image.
Station D: Vascular tissue in different plants
Textbooks generally have good information regarding the angiosperms. This site
http://www.deanza.edu/faculty/mccauley/6a-labs-plants-05.htm can provide more information on
conifers.
STAO 2013
Lesson 3 - What are Fibres?
Handout #1
Vascular Tissue in Green Plants
Station A: Celery – a green plant
Take a stalk of celery and place it on the dissecting tray.
a) Cut a sample of the celery and use forceps to find parts. Make a diagram.
b) Use a mortar and pestle to crush the celery stalk sample. Make a diagram.
c) Which parts would make paper? Give reasons for your choice.
Station B: Vascular tissue in plants
Refer to the textbook or other resources to make notes about the different cells found in
vascular tissue.
Structure
What it looks like (diagram)
What it does for the plant (function)
tracheid
(xylem)
sclerenchyma
(xylem)
vessel members
(xylem)
companion cell
(phloem)
sieve element
(phloem)
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Station C: Prepared slides of stems
a) Use a pencil to make a biological drawing in part of the circle. Highlight the vascular tissues
so it stands out from the background cells. Show the way vascular bundles are organized in
the stem cells of different plants.
b) Record the magnification. Refer to the resource to label each diagram (as monocot stem or
dicot stem) and the vascular bundles.
Station D: Vascular tissue in different plants
Read through the material provided, examine the images, and complete some notes in the
table.
Gymnosperm
Conifer
Angiosperm
Monocot
Dicot
pine
bamboo
cottonwood
Xylem
Phloem
Sample
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