Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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.

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter Presentation Transparencies Image and Math Focus Bank Bellringers Standardized Test Prep CNN Videos Visual Concepts Resources

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Plant Processes Table of Contents Section 1 Photosynthesis Section 2 Reproduction of Flowering Plants Section 3 Plant Responses to the Environment Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Photosynthesis Bellringer Where do you get the energy you need to stay alive? Write your answer in your science journal. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 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. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Photosynthesis Capturing Light Energy Photosynthesis is the process by which plants algae, and some bacteria use sunlight. Carbon dioxide, and water to make food. Chlorophyll is 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. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Photosynthesis Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 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: Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Photosynthesis Chapter 13 Photosynthesis

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Photosynthesis Getting Energy from Sugar Glucose molecules store energy. Plants use this energy for their life processes. Cellular respiration is the process by which cells use oxygen to produce energy from food. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 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. Transpiration is the process by which plants release water vapor into the air through stomata. If too much water is lost, a plant wilts. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 Photosynthesis Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 1 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. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 Reproduction of Flowering Plants Bellringer What are pollination and fertilization? Write your answers in your science journal. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 Reproduction of Flowering Plants Objectives Describe pollination and fertilization in flowering plants. Explain how fruits and seeds are formed from flowers. List three reasons why a seed might be dormant. List three examples of asexual reproduction in plants. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 Reproduction of Flowering Plants Fertilization Pollination happens 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. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 Reproduction of Flowering Plants Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 Reproduction of Flowering Plants From Flower to Fruit After fertilization, the ovule develops into a seed. The ovary around the ovule becomes a fruit. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 Reproduction of Flowering Plants Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 Reproduction of Flowering Plants 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. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Chapter 13 Click below to watch the Visual Concept. You may stop the video at any time by pressing the Esc key. Visual Concept Development of a Fruit Section 2 Reproduction of Flowering Plants

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 Reproduction of Flowering Plants From Seed to Plant The young plant inside the seed stops growing once the seed is fully developed. Dormant describes the inactive state of a seed or other plant part when conditions are unfavorable to growth. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 Reproduction of Flowering Plants 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. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 Reproduction of Flowering Plants Chapter 13 Germination of a Bean Seed

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 2 Reproduction of Flowering Plants Other Methods of Reproduction The following methods are ways that flowering plants reproduce asexually: Plantlets Tiny plants grow along the edges of a plant’s leaves until they fall off and grow on their own. Tubers Underground stems, or tubers, can produce new plants. Runners Above-ground stems from which new plants can grow are called runners. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Plant Responses to the Environment 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? Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Plant Responses to the Environment 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. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Plant Responses to the Environment 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. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Plant Responses to the Environment Plant Tropisms, continued Light The 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. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Plant Responses to the Environment Plant Tropisms, continued Gravity Plant 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. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Plant Responses to the Environment Seasonal Responses Length of Day The 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. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Plant Responses to the Environment Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Plant Responses to the Environment 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. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Plant Responses to the Environment 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. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Section 3 Plant Responses to the Environment Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Plant Processes Use the terms below to complete the concept map on the next slide. Chapter 13 Concept Map Evergreen Plants Stimulus deciduous Gravitropism Phototropism Seasonal changes

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Concept Map Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Concept Map Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu End of Chapter 13 Show

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Read each of the passages. Then, answer the questions that follow each passage. Chapter 13 Reading

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Passage 1 Cotton 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 Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu 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. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter 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.

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter 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.

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter 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.

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter 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.

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter 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.

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter 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.

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Passage 2 Most 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. Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter In the passage, the word cuticle most likely means which of the following? A protective covering B double doors C water vapor D transpiration

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter In the passage, the word cuticle most likely means which of the following? A protective covering B double doors C water vapor D transpiration

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter Based on the passage, which of the following is true about stomata? F Oxygen enters the leaf through the stomata. G Stomata are always open. H Stomata are surrounded by two guard cells. I Carbon dioxide exits the leaf through the stomata.

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter Based on the passage, which of the following is true about stomata? F Oxygen enters the leaf through the stomata. G Stomata are always open. H Stomata are surrounded by two guard cells. I Carbon dioxide exits the leaf through the stomata.

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter Which of the following statements about water vapor is a fact in the passage? A Water vapor enters the leaf through the stomata. B Water vapor is produced during photosynthesis. C Water vapor is lost through transpiration. D Water vapor does not enter or exit the leaf.

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter Which of the following statements about water vapor is a fact in the passage? A Water vapor enters the leaf through the stomata. B Water vapor is produced during photosynthesis. C Water vapor is lost through transpiration. D Water vapor does not enter or exit the leaf.

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation The graph below shows the pollen counts for three kinds of plants over a 5-day period. Use the graph below to answer the questions that follow. Chapter 13 Interpreting Graphics

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter On which of the following days was grass pollen the most common type of pollen? A April 21 B April 22 C April 23 D April 24

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter On which of the following days was grass pollen the most common type of pollen? A April 21 B April 22 C April 23 D April 24

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter What was the total pollen count for April 24? F 30 pollen grains per cubic meter G 100 pollen grains per cubic meter H 190 pollen grains per cubic meter I 320 pollen grains per cubic meter

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter What was the total pollen count for April 24? F 30 pollen grains per cubic meter G 100 pollen grains per cubic meter H 190 pollen grains per cubic meter I 320 pollen grains per cubic meter

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter On what days were the total pollen counts lower than 100 pollen grains per cubic meter? A April 21, April 22, and April 23 B April 22 and April 23 C April 23, April 24, and April 25 D April 24 and April 25

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter On what days were the total pollen counts lower than 100 pollen grains per cubic meter? A April 21, April 22, and April 23 B April 22 and April 23 C April 23, April 24, and April 25 D April 24 and April 25

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter What was the pollen count for grasses on April 25? F 0 pollen grains per cubic meter G 75 pollen grains per cubic meter H 175 pollen grains per cubic meter I 250 pollen grains per cubic meter

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter What was the pollen count for grasses on April 25? F 0 pollen grains per cubic meter G 75 pollen grains per cubic meter H 175 pollen grains per cubic meter I 250 pollen grains per cubic meter

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Read each question, and choose the best answer. Chapter 13 Math

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation 1. Choose the list in which the numbers are in order from smallest to greatest. A 0.123, 0.132, 0.321, B 0.321, 0.231, 0.132, C 0.123, 0.132, 0.231, D 0.123, 0.231, 0.132, Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation 1. Choose the list in which the numbers are in order from smallest to greatest. A 0.123, 0.132, 0.321, B 0.321, 0.231, 0.132, C 0.123, 0.132, 0.231, D 0.123, 0.231, 0.132, Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation 2. If a plant stem takes 6 h to bend 90° toward the light coming from a window, about how many degrees does the stem bend each minute? F 0.07° G 0.25° H 4° I 15° Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation 2. If a plant stem takes 6 h to bend 90° toward the light coming from a window, about how many degrees does the stem bend each minute? F 0.07° G 0.25° H 4° I 15° Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation 3. If 50 = 3x + 20, what is x? A 10 B 23 C 73 D 90 Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation 3. If 50 = 3x + 20, what is x? A 10 B 23 C 73 D 90 Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation 4. In a swamp that is 20 km long and 15 km wide, there are 1,200 orchid plants. On average, how many orchids are there per square kilometer in this swamp? F 4 G 35 H 60 I 80 Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation 4. In a swamp that is 20 km long and 15 km wide, there are 1,200 orchid plants. On average, how many orchids are there per square kilometer in this swamp? F 4 G 35 H 60 I 80 Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation 5. A certain plant grows 0.12 cm per day. About how many meters will the plant grow in a year? A m B 0.44 m C 4.4 m D 44 m Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation 5. A certain plant grows 0.12 cm per day. About how many meters will the plant grow in a year? A m B 0.44 m C 4.4 m D 44 m Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu Standardized Test Preparation Chapter 13

Copyright © by Holt, Rinehart and Winston. All rights reserved. ResourcesChapter menu CNN Videos Growing Plants in Space Tropical Reforestation Chapter 13