Fibres
Lesson 2 - Making It Personal: Consuming Plant Fibres
Strand: Plants: Anatomy, Growth, and Function
Step #2 (Making it personal: consuming plant fibres)
Curriculum Expectations
Learning Goals
A1 demonstrate scientific investigation skills (related to both inquiry
and research) in the four areas of skills (initiating and planning,
performing and recording, analysing and interpreting, and
communicating)
A1.1 formulate relevant scientific questions about collecting
observations and data observed relationships, ideas, problems, or
issues, make informed predictions, and/or formulate educated
hypotheses to focus inquiries or research
At the end of this lesson, students will:
 connect their use of various papers to
fibres that make up paper
 identify an area of further research
 plan their research based on previous
research experiences in class
 share their plans for peer review
 submit the research plan for feedback
Course: SBI3U
F1 evaluate the importance of sustainable use of plants to Canadian
society and other cultures;
F1.1 evaluate, on the basis of research, the importance of plants to
the growth and development of Canadian society [IP, PR, AI, C]
F1.2 evaluate, on the basis of research, ways in which different
societies or cultures have used plants to sustain human populations
while supporting environmental sustainability [IP, PR, AI, C]
Kruger Products and Making Paper from a Variety of Sources
 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
The class follows established norms for this type of
discussion. Students know how to plan a research inquiry.
Students are familiar with key aspects of Climate Change from
SNC2D (i.e., sources and sinks for CO2).
Terminology
Consumers, consumerism, renewable resources, nonrenewable resources, sustainability, sustainable choices
Materials
1. Handout #1: Paper Use
2. Research Project Assignment (can be modified
where appropriate) – Handout #2: Paper
Trees and Me: How Choices Make a
Difference
Minds On
Connections
Whole Class + Groups  Brainstorming: How do we use paper?
Assessment for Learning
Description
- look for students to connect this
session to real world experiences
Start with this simple question: How do we use paper?
After a few obvious uses (writing, reading, tests), split the class into smaller
groups to continue the list. Prompt them by holding up a paper-based package
(boxboard for cereal, cover of candy, food wrapper from a place like
McDonald’s or Tim’s), and then remind them of the paper they previously
observed: coffee filter and paper towel. You may need to include toilet paper as
a kind of paper that we use.
- look for students to question the
materials used in a variety of
items, particularly packaging
As a whole class, collect and review the uses identified by students. Add any
that they have missed.
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Action!
Groups of 2-4  Groups to Plan and Investigate Research
Assessment for Learning
Description
- look for students to connect
paper production as a source of
CO2 emission and that tree
harvesting removes sinks for CO2
Ask the groups: What natural resource is required for paper? Ask for specifics: if
a group identifies trees, ask them for more. What kind of tree? or Where are
these trees?
Provide each group with one copy of Handout #1: Paper Use. Groups review
their earlier discussion and complete section A.
Ask the groups: How is paper production linked to climate change?
- look for students to connect
their everyday use of paper
products to aspects of climate
change
Some review may be needed as groups discuss and complete section B.
Distribute part C among different groups; these can be assigned or studentselected.
Where appropriate (technology is available in the classroom), groups can
connect to http://www.mnr.gov.on.ca/en/Business/ClimateChange/index.html to
find their topic.
Consolidation
Groups of 2-4  Sharing thinking, learning, and asking questions.
Assessment for Learning
Description
- look for connections between
personal consumption and
resource use
Instruct the student groups with similar topics to share their findings and
prepare a brief summary of today’s thinking.
Groups present how they Understand that paper use connects to Climate
Change; how they can take action to Mitigate change; and how they will Adapt
as change continues.
Capture student thinking to share with students so they can complete
organizers.
- look for connections between
ideas already discussed to the
concepts of Understand, Mitigate
and Adapt
Ask groups to complete section D: How well do you follow this concept?
Assessment as Learning
Present a question to start research:
- look for students to assess their
comprehension of the concepts
How can industry support forests and support Canadian paper production and
use?
Instruct groups to take this question and list points for this research guide:
Review your key investigation points
What do you need to know?
How are you going to find this?
How are you going to present your findings?
Instruct students to submit their work for sharing later. Each student will
revise this topic to complete as a research project. The collective work
completed today will be available to students in preparation of their research.
Give students a Due Date and a description of the project. See Handout #2:
Paper, Trees, and Me
More class time can be used for further research where appropriate.
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Lesson 2 Making It Personal: Consuming Plant Fibres
Handout #1
Paper Use
PAPER
A
How We Use Paper
B
Resources Used Up
Connecting to Climate Change
C
Understand
We need to understand and
track the impacts of climate
change on ecosystems and
natural resources in Ontario.
D
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Mitigate
We can mitigate (slow down)
climate change by cutting
greenhouse gas emissions and
removing carbon from the
atmosphere.
Adapt
All across Ontario, we can
prepare for the effects of
climate change, such as more
severe weather.
How can industry support forests and support Canadian paper production and use?
Lesson 2 - Making It Personal: Consuming Plant Fibres
Handout #2
Paper, Trees, and Me: How Choices Make a Difference
Topic: How can industry support both forests and the Canadian production and use of paper?
Description:
This topic has been introduced in class as an opportunity for sharing thinking. Notes from this
discussion will be available as reference.
As an individual, you will now take this Topic and modify it so that you can explore one factor in
depth. Important aspects of this project include your own planning on how to find information,
and creating a product that effectively presents your findings.
Due Dates:
Revised topic: ___________________
Outline of research: _______________
Product outline: __________________
Final Product Due: ________________
Assessment of Learning:
Consider this rubric as a guide that can be modified or discarded if the class co-creates the
criteria.
Category
K/U
Understanding of
content presented
Level 1
Level 2
Level 3
Level 4
Minor
paraphrasing of
research shows
limited grasp of
concepts.
Paraphrased
information with
stock phrases
shows varied
grasp of
concepts.
Effectively
paraphrased
research shows a
strong grasp of
concepts.
Information
presented in
student voice
shows thorough
understanding.
Given topic and
ideas mentioned
in class form the
plan for simple
research.
A modified topic
based on ideas
raised in class
starts a plan for
research.
Topic developed
is connected to a
strong sense of
research
direction.
Original topic
poses a question
directing new
research as
planned.
Thinks critically to
evaluate research
information
Information
connected to
topic
Information
describes topic
Information well
related to the
topic
Information
expresses topic
C
Format helps to
organize and
express ideas
and information
Format allows
ideas and
information to be
presented.
Format helps to
organize the
ideas and
information.
Format
organization
helps present
information that
works to ideas.
Format organizes
information to
express the
ideas.
Proposes course
of action with
limited connection
to the research
information.
Proposes course
of action that is
connected to the
research
information.
Proposes course
of action that
uses ideas from
research
information.
Proposed course
of action is
presented as the
result of the
information
researched.
T/I
Develops a topic
and plans for
research
A
Practical action
suggested as
relates to topic
developed
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