Fibres
Lesson 4 – Model Fibres
Strand: Plants: Anatomy, Growth, and Function
Step #4 (Model 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
A1.10 draw conclusions based on inquiry results and research findings,
and justify their conclusions with reference to scientific knowledge
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 use terminology accurately,
connect the organization of
vascular bundles to some
characteristic growth patterns of
some plants, describe how the
physical structure of fibres affects
pulp and other products, and
assess the variety of source fibres
available.
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
F3.4 describe the various factors that affect plant growth
Kruger Products and Growth Patterns
 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 some key components of
vascular tissue found in seed plants.
 Students are familiar with plant taxonomy (Angiosperms
vs. Gymnosperms).
 Students have completed microscope work with plant
structure.
Terminology
Vascular tissue, vascular bundle, xylem, phloem, tracheid,
vessel members, sclerenchyma, companion cell, sieve
element, stem, monocot, dicot, angiosperm, gymnosperm,
pulp
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Materials
1. Crisped rice (such as Rice Krispies)
2. Plastic drinking straws
3. Dry penne
4. Wafer tube cookies (not with chocolate)
5. Tape and/or glue
6. Beakers
7. Non-breakable container (for mashing models at
the end)
8. Tap water
9. Pestles
10. Pencils
11. Protective eyewear for students
12. Handout #1: Making a Model
1
Minds
Connections
Whole Class - partners  How are fibres important for paper?
Assessment for Learning
Description
- look for students to identify
plant tissue as the fibres in paper
Review key concepts. These questions require the application of knowledge;
this assesses understanding better than simple recall. Note students who need
help.
Of xylem or phloem, decide which tissue is more important for making paper.
If the discussion stops here, review the organizer page to look at the structure
and function of the different tissues. Xylem has strong open tubes that extend
up to carry water to the top of the plant. Some plants have phloem with fibres
used for paper.
At this point, assign students to consider only one xylem component and work
with a partner to explain how this component can be considered a fibre.
- look for students to describe
fibres in terms of vascular tissue
- look for accurate labels using
appropriate terminology
Assessment as Learning
- look for students to assess their
confidence in their understanding
How is a xylem element (tracheid, sclerenchyma, vessel member) also a fibre?
The tracheid is found mostly in conifers, and it can be a long, fortified tube.
The vessel member, found mostly in angiosperms, can be a long, fortified tube.
Sclerenchyma are fortifications fibres that help support the other cells.
Before sharing, ask students to assess their confidence in their responses.
After sharing answers, ask them to assess their understanding of the
discussion.
Ending the discussion:
All components, depending on the plant source, can make paper. It is a mixture
of fibres.
Action!
Groups of 2-5  Making a model
Assessment for Learning
Description
- look for students to use the
organization of bundles to explain
plant characteristics
Organize student groups to make models of vascular tissue in plants.
With teacher guidance, some students may use this time to better learn the key
concepts.
Provide each student with a copy of Handout #1: Making a Model.
a) Groups make 3-D models of the slides of monocot and dicot stems.
b) Groups use one set of materials to make vascular tissue models to share.
This reduces the quantity of materials used. Some groups use plastic
straws, others use pasta penne and others use wafer cookie tubes. Remind
students that these materials cannot be eaten.
c) Using results from Organizer 1, students create criteria for ranking the pulp
produced. Using their different models, students make pulp and share their
products so that everyone can rank the pulp as suitable for paper
production.
- look for previous work to be
used to support thinking
- look for appropriate drawing
technique
- look for teamwork and
interaction
- look for innovative approaches
- provide feedback on an ongoing
basis
Students should use protective eyewear.
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Consolidation
Whole Class + Partners  Explaining together.
Assessment for Learning
Description
- look for connections between
personal consumption and
resource use
Ask students: Which “pulp” had the best rank and why?
Review the criteria students developed.
Point out that paper has tree fibres. Instruct students to work with a partner to
first think about sources of fibre, then share ideas and suggest other sources
of fibre for paper.
Ask students to assess their understanding of vascular tissue in plants.
Assessment as Learning
- look for reflection on personal
practice
Collect Handout #1: Making a Model with student notes for assessment and
feedback.
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Lesson 4 – Model Fibres
Handout #1
Making a Model
Step 1: Understanding vascular bundles in the monocot and dicot
For this step, you will use two beakers, crisped rice, and the tubes provided.
i)
Add crisped rice to each of the beakers. This rice represents the background cells in a
stem.
ii) The tubes represent the vascular bundles. Place tubes in one beaker so that they are
arranged like the vascular bundles in a monocot stem. Place tubes in the second beaker
so that they are arranged like the vascular bundles in a dicot stem.
iii) Make two diagrams of each beaker. Explain how you viewed the beaker for each
diagram.
Step 2: Construction
i)
List the materials you used and describe what you did.
ii) Make a diagram of your model.
iii) Use this table to describe how your model is LIKE/NOT LIKE a plant fibre.
How this model is LIKE a plant fibre
How this model is NOT LIKE a plant fibre
Step 3: Making and ranking pulp
Add your model to a container of water. Wait 10 minutes.
As you wait, review your magnified diagrams of paper towel and coffee filter paper.
Create two or three criteria that make these samples successful paper.
a)
b)
c)
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After waiting, use a pestle to grind the model plant matter and make pulp.
Describe the different pulps produced and rank each using your criteria.
MODEL
Plastic
Pasta
Cookie
Description
of pulp
Rank
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