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1. How to Use This Presentation • To View the presentation as a slideshow with effects select “View” on the menu bar and click on “Slide Show.” • To advance through the presentation, click the right-arrow key or the space bar. • From the resources slide, click on any resource to see a presentation for that resource. • From the Chapter menu screen click on any lesson to go directly to that lesson’s presentation. • You may exit the slide show at any time by pressing the Esc key.

2. Resources Bellringers Chapter Presentation Transparencies Standardized Test Prep Image and Math Focus Bank CNN Videos Visual Concepts

3. Plant Processes Chapter 13 Table of Contents Section 1 Photosynthesis Section 2 Reproduction of Flowering Plants Section 3 Plant Responses to the Environment

4. Chapter 13 Section1 Photosynthesis Bellringer Where do you get the energy you need to stay alive? Write your answer in your science journal.

5. Chapter 13 Section1 Photosynthesis Objectives • Describe photosynthesis. • Compare photosynthesis and cellular respiration. • Describe how gas is exchanged in the leaves of plants. • Describe two ways in which photosynthesis is important.

6. Chapter 13 Section1 Photosynthesis Capturing Light Energy • Photosynthesisis the process by which plants algae, and some bacteria use sunlight. Carbon dioxide, and water to make food. • Chlorophyllis a green pigment that captures light energy by photosynthesis. • Chlorophyll is located in structures called grana. Grana are stacks that are found in the chloroplasts of a plant cell.

7. Chapter 13 Section1 Photosynthesis

8. Chapter 13 Section1 Photosynthesis Capturing Light Energy, continued • Making Sugar The light energy captured by chlorophyll is used to help form glucose molecules. In turn, oxygen gas (O2) is given off by plant cells. • Photosynthesis can be summarized by the following chemical equation:

9. Chapter 13 Section1 Photosynthesis Photosynthesis

10. Chapter 13 Section1 Photosynthesis Getting Energy from Sugar • Glucose molecules store energy. Plants use this energy for their life processes. • Cellular respirationis the process by which cells use oxygen to produce energy from food.

11. Chapter 13 Section1 Photosynthesis Gas Exchange • Stomata(singular, stoma) are openings in a leaf or stem that enable gas exchange to occur. • Each stoma is opened and closed by two guard cells. • Transpirationis the process by which plants release water vapor into the air through stomata. If too much water is lost, a plant wilts.

12. Chapter 13 Section1 Photosynthesis

13. Chapter 13 Section1 Photosynthesis The Importance of Photosynthesis • Plants and other photosynthetic organisms, such as some bacteria and many protists, form the base of nearly all food chains on Earth. • Photosynthesis provides the oxygen that plants, animals, and most other organisms need for cellular respiration.

14. Section2 Reproduction of Flowering Plants Chapter 13 Bellringer What are pollination and fertilization? Write your answers in your science journal.

15. Section2 Reproduction of Flowering Plants Chapter 13 Objectives • Describe pollination and fertilization in flowering plants. • Explainhow fruits and seeds are formed from flowers. • Listthree reasons why a seed might be dormant. • List three examples of asexual reproduction in plants.

16. Section2 Reproduction of Flowering Plants Chapter 13 Fertilization • Pollinationhappens when pollen is moved from anthers to stigmas. • Pollen contains sperm. After pollen lands on the style, a tube grows to the ovule. • Fertilization happens when a sperm fuses with the egg in the ovule.

17. Section2 Reproduction of Flowering Plants Chapter 13

18. Section2 Reproduction of Flowering Plants Chapter 13 From Flower to Fruit • After fertilization, the ovule develops into a seed. • The ovary around the ovule becomes a fruit.

19. Section2 Reproduction of Flowering Plants Chapter 13

20. Section2 Reproduction of Flowering Plants Chapter 13 From Flower to Fruit, continued • The fruit helps protect the seed. Fruit often help spread the plant seeds. • Many fruits are edible. Animals eat these fruits and discard the seeds far from the parents. • Other fruits get caught on animal’ s fur or are carried by the wind.

21. Section2 Reproduction of Flowering Plants Chapter 13 Development of a Fruit Click below to watch the Visual Concept. You may stop the video at any time by pressing the Esc key. Visual Concept

22. Section2 Reproduction of Flowering Plants Chapter 13 From Seed to Plant • The young plant inside the seed stops growing once the seed is fully developed. • Dormantdescribes the inactive state of a seed or other plant part when conditions are unfavorable to growth.

23. Section2 Reproduction of Flowering Plants Chapter 13 From Seed to Plant, continued • When seeds are dropped or planted in a suitable environment, the seeds sprout. • Most seeds need water, air, and warm temperatures to germinate, or sprout. • Each plant had an ideal temperature at which most of its seeds will begin to grow.

24. Section2 Reproduction of Flowering Plants Chapter 13 Germination of a Bean Seed

25. Section2 Reproduction of Flowering Plants Chapter 13 Other Methods of Reproduction • The following methods are ways that flowering plantsreproduce asexually: • PlantletsTiny plants grow along the edges of a plant’s leaves until they fall off and grow on their own. • TubersUnderground stems, or tubers, can produce new plants. • RunnersAbove-ground stems from which new plants can grow are called runners.

26. Section3 Plant Responses to the Environment Chapter 13 Bellringer • Answer the following questions in you science journal: • How does the direction of light affect the growth of plants? • How does gravity affect the growth of plants?

27. Section3 Plant Responses to the Environment Chapter 13 Objectives • Describe how plants may respond to light and gravity. • Explain how some plants respond to night length. • Describe how some plants respond to the changes of season.

28. Section3 Plant Responses to the Environment Chapter 13 Plant Tropisms • Tropism is the movement of all or part of an organism in response to an external stimulus, such as light. • Plant growth toward a stimulus is a a positive tropism. • Plant growth away from a stimulus is a negative tropism.

29. Section3 Plant Responses to the Environment Chapter 13 Plant Tropisms, continued • LightThe shoot of a plant’s tips bend toward the a source of light. Bending toward the light is a positive tropism. • A change in the direction a plant grows that is caused by light is called phototropism.

30. Section3 Plant Responses to the Environment Chapter 13 Plant Tropisms, continued • GravityPlant growth also changes in response to the direction of gravity. This change is called gravitropism. • Shoot tips have negative gravitropism. They grow away from the center of the Earth. • Root tips have positive gravitropism. They grow towards the center of the Earth.

31. Section3 Plant Responses to the Environment Chapter 13 Seasonal Responses • Length of DayThe difference between day length and night length is an important environmental stimulus for many plants. This stimulus can cause plants to begin reproducing. • Plants that reproduce in fall or winter are called short-day plants. • Plants that reproduce in spring or summer are called long-day plants.

32. Section3 Plant Responses to the Environment Chapter 13

33. Section3 Plant Responses to the Environment Chapter 13 Seasonal Responses, continued • Evergreen trees, such as pine and holly, shed leaves year round so that some leaves are always on the tree. • Deciduous trees, such as maple, oak, and elm trees, lose all of their leaves each year. • Deciduous trees lose all of their leaves around the same time each year.

34. Section3 Plant Responses to the Environment Chapter 13 Seasonal Responses, continued • The leaves of deciduous trees may change color before they are lost. • Green chlorophyll breaks down in fall, revealing pigments that are usually hidden.

35. Section3 Plant Responses to the Environment Chapter 13

36. Chapter 13 Plant Processes Concept Map Use the terms below to complete the concept map on the next slide.

37. Chapter 13 Concept Map

38. Chapter 13 Concept Map

39. End of Chapter 13 Show

40. Chapter 13 Standardized Test Preparation Reading Read each of the passages. Then, answer the questions that follow each passage.

41. Chapter 13 Standardized Test Preparation Passage 1Cotton fibers are contained in the plant’s seed pods, or bolls. Bolls open at maturity to reveal a fuzzy mass of fibers and seeds. Once the seeds are removed, the fibers can be twisted into yarn and used to make many kinds of fabric. The fibers in cotton plants are naturally white, so they must be dyed with chemicals to create the bright colors seen in many fabrics. .Continued on the next slide

42. Chapter 13 Standardized Test Preparation Passage 1, continued Different shades of cotton have been harvested by Native Americans for centuries. These types of cotton showed some resistance to insect pests but had fibers too short to be used by the textile industry. Crossbreeding these types of cotton with other varieties of cotton has produced strains of colored cotton with long fibers.

43. Chapter 13 Standardized Test Preparation 1. Which of the following statements is a fact in the passage? A Crossbreeding colored cotton has produced colored cotton with short fibers. B Colored cotton is better than white cotton. C Cotton fibers can be used to make fabrics. D Native Americans harvested only white cotton.

44. Chapter 13 Standardized Test Preparation 1. Which of the following statements is a fact in the passage? A Crossbreeding colored cotton has produced colored cotton with short fibers. B Colored cotton is better than white cotton. C Cotton fibers can be used to make fabrics. D Native Americans harvested only white cotton.

45. Chapter 13 Standardized Test Preparation 2. Based on the passage, how are bright fabric colors produced? F The cotton fibers are twisted into a yarn. G Crossbreeding different varieties of cotton produces brightly colored fabrics. H Cotton with long fibers is always brightly colored. I Cotton must be dyed with chemicals.

46. Chapter 13 Standardized Test Preparation 2. Based on the passage, how are bright fabric colors produced? F The cotton fibers are twisted into a yarn. G Crossbreeding different varieties of cotton produces brightly colored fabrics. H Cotton with long fibers is always brightly colored. I Cotton must be dyed with chemicals.

47. Chapter 13 Standardized Test Preparation 3. Based on the passage, how has crossbreeding benefited the textile industry? A It produced colored cotton with long fibers. B It produced white cotton with long fibers. C It produced cotton yarn. D It produced brightly colored cotton.

48. Chapter 13 Standardized Test Preparation 3. Based on the passage, how has crossbreeding benefited the textile industry? A It produced colored cotton with long fibers. B It produced white cotton with long fibers. C It produced cotton yarn. D It produced brightly colored cotton.

49. Chapter 13 Standardized Test Preparation Passage 2Most above-ground plant surfaces are covered by a waxy cuticle. The cuticle protects the plant from water loss. Carbon dioxide enters the plant’s leaves through stomata (singular, stoma). A stoma is an opening in the leaf’s epidermis and cuticle. Each stoma is surrounded by two guard cells, which act like double doors, opening and closing the gap. When stomata are open, carbon dioxide enters the leaf. The oxygen produced during photosynthesis diffuses out of leaf cells and exits the leaf through the stomata. Water vapor also exits the leaf in this way. The loss of water from leaves is called transpiration.

50. Chapter 13 Standardized Test Preparation 1. In the passage, the word cuticle most likely means which of the following? A protective covering B double doors C water vapor D transpiration