Chapter Resources for Differentiated Instruction

Plant Processes and Reproduction

Lesson Lesson Lesson
Title Page Level
1 2 3
Get Ready to Read 1 all students

Quick Vocabulary 3 all students

Student Lab Safety Form 5 all students

Launch Lab 8 25 45 all students

Content Vocabulary ELL 9 26 46 all students

Lesson Outline ELL 10 27 47 all students

MiniLab 12 29 49 all students

Content Practice A 13 30 50 AL OL BL
Content Practice B 14 31 51 AL OL BL
Language Arts Support 52 all students

Math Skills 32 all students

School to Home 15 33 54 all students

Key Concept Builders 16 34 55 AL OL BL

Enrichment 20 38 59 all students

Challenge 21 39 60 AL OL BL
Lesson Quiz A 22 42 61 AL OL BL
Lesson Quiz B 23 43 62 AL OL BL
Skill Practice 40 all students

Lab A 63–65 AL OL BL
Lab B 66–68 AL OL BL
Lab C 69 AL OL BL
Chapter Key Concepts Builder 70 AL OL BL
Chapter Test A 71–73 AL OL BL
Chapter Test B 74–76 AL OL BL
Chapter Test C 77–79 AL OL BL
Answers (with Lesson Outlines) T2–T20

AL Approaching Level OL On Level BL Beyond Level ELL English-Language Learner

Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.
Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. Permission is
granted to reproduce the material contained herein on the condition that such materials
be reproduced only for classroom use; be provided to students, teachers, and families
without charge; and be used solely in conjunction with the Glencoe Middle School
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1 2 3 4 5 6 7 8 9 10 HES 15 14 13 12 11 10
 To The Teacher
This book contains reproducible pages that support the Student Edition. Descriptions and frequencies
of these resources are listed in the table that follows.

Appropriate
Title Frequency Overview
For
Get Ready Using the Get Ready to Read anticipation guide
to Read: in the Student Edition? This page matches the
1/Chapter anticipation guide in the Student Edition. Students can all students
What do
you think? complete this at the beginning of a chapter and check
their responses at the end.

Need some options to preteach vocabulary and

help students with vocabulary development ? By
Quick folding the Quick Vocabulary sheet in half, students will
1/Chapter have an easy reference tool. Lesson vocabulary, along all students
Vocabulary
with academic vocabulary, review vocabulary, or
multiple-meaning words, are listed and defined. Students
can add other words that they need to remember as well.

Need a standard lab safety form? Each FastFile

Student Lab includes this form that students can complete prior to
1/Chapter each lab. Students indicate that they understand all all students
Safety Form
aspects of the lab. There is a place for the student and
you to sign it.

Want a lab recording page for Student Edition

Launch Lab 1/Lesson Launch Labs ? Each recording page matches the all students
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Student Edition Launch Labs, so students do not need

to use their textbooks in the lab.

Want to help students who need more vocabulary

Content practice? Content Vocabulary pages provide review and
1/Lesson all students
Vocabulary* reinforcement activities. Use these pages to help
students master content terms.

Want an outline of the chapter for a substitute

teacher, for absent students, or for students to
Lesson use for review ? Lesson outlines follow the head and
1/Lesson subhead structure of the Lesson, emphasizing the major all students
Outline*
content objectives. They can be used in many ways. In
addition to those listed above, they can help you
organize teaching notes and accompany student reading.

Want a lab recording page for Student Edition

MiniLab 1/Lesson MiniLabs ? This recording page matches the Student all students
Edition MiniLab, so students do not need to use their
textbooks in the lab.

AL Approaching Level OL On Level BL Beyond Level * ELL English-Language Learner

Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.

Plant Processes and Reproduction iii

 Appropriate
Title Frequency Overview
For
Need more options for content review? Content
Practice A is designed to help students who have
difficulties learning and understanding the vocabulary
Content and Key Concepts of each lesson:
Practice 1/Lesson
• Form A—helps struggling students grasp lesson AL AL AL
(Leveled)
content
• Form B—provides on-level and beyond-level AL OL BL
reinforcement of lesson content

Looking for a way to help students build reading

Language and writing skills in science? Language Arts
Arts 1/Chapter Support pages provide practice using vocabulary, all students
Support language structure clues, and writing skills with science
content.

Want help for students who need to practice

Math Skills 1/Chapter math skills ? This page provides additional practice all students
of the Math Skill in the Student Edition.

Looking for a way to help students with the

School to content ? The School to Home page provides support
1/Lesson all students
Home for a home-learning partner to help a student better
understand the Big Idea of a chapter.

Have students who need more practice with Key

Key Concept Concepts ? Key Concept Builders present the content
4/Lesson in a context different from the Student Edition. These AL AL AL

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Builders
pages can be used whenever a student is struggling
with any of the lesson’s Key Concepts.

Looking for ways to help students to broaden their

Enrichment 1/Lesson understanding of lesson concepts ? Use Enrichment all students
pages to further explore information and Key Concepts
introduced in a lesson.

Want to motivate the independent learner ? The

Challenge 1/Lesson Challenge activity extends information in the Student
AL AL BL
Edition and challenges a student’s abilities. The activity
can be completed in class or at home.

Need options to evaluate students after each

lesson? These quizzes are developed around the Key
Lesson Concepts of a lesson:
Quiz 1/Lesson
(Leveled) • Quiz A—provides more guided questions AL
• Quiz B—provides more short-answer and completion AL OL BL
questions

AL Approaching Level OL On Level BL Beyond Level * ELL English-Language Learner

Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.

iv Plant Processes and Reproduction

 Appropriate
Title Frequency Overview
For
Need a lab recording page for the Skill Practice?
This corresponds to the Skill Practice in the Student
Skill Edition. Write-on lines are included for answers. Tables/
1/Chapter all students
Practice charts/graphs are included for recording observations,
or space is provided for drawing tables/charts/graphs.
Students do not need to use their textbooks in the lab.

Want leveled lab recording pages for the Lab in

the Student Edition? These pages provide leveled
versions of the Student Edition Lab. Write-on lines are
included for answers. Tables/charts/graphs are often
included for recording observations, or space is provided
for creating tables/charts/graphs:

Lab • Version A—This version follows the student edition AL AL AL

1/Chapter
(Leveled) lab but each step of the procedure is broken down
sentence by sentence. Included are check-off boxes
that provide easier processing for struggling learners.
• Version B—This version is the student edition lab. AL OL BL
• Version C—This version is designed to be a challenge AL AL BL
for independent learners. Students must complete
version B before doing version C.

Chapter Key Have students who need more practice with Key
Concepts 1/Chapter Concepts related to the Big Idea? This practice AL AL
AL
Builder page is designed to reinforce chapter content for
struggling students before they take the chapter test.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Need options to assess each student according

to his or her abilities ? These leveled chapter tests
accommodate all students:

Chapter • Version A—provides students with more guided AL AL AL

Test 1/Chapter questions
(Leveled) AL AL
• Version B—more short-answer and completion OL
questions
• Version C—challenges students with more difficult AL AL BL
and open-ended questions

Teacher Want all the answers in one place? These pages

Pages contain the answers for all the practice pages.

AL Approaching Level OL On Level BL Beyond Level * ELL English-Language Learner

Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.

Plant Processes and Reproduction v

 Name Date Class

Get Ready to Read

Plant Processes and Reproduction

What do you think?
Before you read, decide if you agree or disagree with each statement. On
the line before each statement, place an A if you agree or a D if you
disagree. As you read this chapter, see if you change your mind about any
of the statements.

Before You After You

Statements
Read Read

1. Plants do not carry on cellular respiration.

2. Plants are the only organisms that carry on

photosynthesis.

3. Plants do not produce hormones.

4. Plants can respond to their environments.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Seeds contain tiny plant embryos.

6. Flowers are needed for plant reproduction.

What have you learned?

After you read each lesson, return to this worksheet to see if you have
changed your mind about any of the statements related to that lesson. Place
a C after each statement that is correct or an I for those that are incorrect.

Plant Processes and Reproduction 1

 Name Date Class

Quick Vocabulary
Lesson 1 Lesson 2
cellular respiration series of chemical photoperiodism plant’s response to
reactions that convert the energy in the number of hours of darkness in
food molecules into ATP its environment

energy usable power plant hormone substance that acts as

a chemical messenger within plants
photosynthesis series of chemical
reactions that convert light energy, stimulus any change in the
water, and carbon dioxide into environment that causes organisms
glucose and give off oxygen to respond

tropism response that results in plant

growth toward or away from a
stimulus
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Plant Processes and Reproduction 3

Name Date Class

Quick Vocabulary
Lesson 3
alternation of generations occurs spore haploid generation of a plant;
when the life cycle of an organism a daughter cell produced from a
alternates between diploid and haploid structure
haploid stages
stamen male reproductive organ of
embryo immature diploid plant that a flower
develops from the zygote

fruit forms from an ovary and

sometimes other parts of the flower
and contains one or more seeds

generation haploid and diploid

stages in the life cycle of a plant

mitosis process during which a

nucleus and its contents divide

ovary structure found at the base of

the style that contains one or more
ovules

ovule female reproductive structure

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

of a seed plant where the haploid
egg develops

pistil female reproductive organ of

a flower

pollen grain structure that forms

from tissue in the male reproductive
structure of a seed plant and
produces sperm cells

pollination process that occurs when

pollen grains land on a female
reproductive structure of a plant
that is the same species as the plant
that produced the pollen grains

seed structure made up of an

embryo, its food supply, and a
protective covering

4 Plant Processes and Reproduction

 Student Lab/Activity Safety Form
Teacher Approval Initials

Date of Approval

Student Name: Date:

Lab/Activity Title:

• Carefully read the entire lab and answer the following questions.
• Return this completed and signed safety form to your teacher to initial before you
begin the lab/activity.

1. Describe what you will be doing during this lab/activity. Ask your teacher any questions
you might have regarding the lab/activity.

2. Will you be working alone, with a partner, or with a group? (Circle one.)
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. What safety precautions should you take while doing this lab/activity?

4. Write any steps in the procedure, additional safety concerns, or lab safety symbols that
you do not understand.

Student Signature

Plant Processes and Reproduction 5

 Lesson 1 | Energy Processing in Plants

Student Labs and Activities Page Appropriate For:

Launch Lab 8 all students
Content Vocabulary ELL 9 all students
Lesson Outline ELL 10 all students
MiniLab 12 all students
Content Practice A 13 AL AL AL
Content Practice B 14 AL OL BL
School to Home 15 all students
Key Concept Builders 16 AL AL AL
Enrichment 20 all students
Challenge 21 AL AL BL

Assessment
Lesson Quiz A 22 AL AL AL
Lesson Quiz B 23 AL OL BL

Teacher Support
Answers (with Lesson Outlines) T2

AL Approaching Level OL On Level BL Beyond Level ELL English-Language Learner

Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Plant Processes and Reproduction 7

Name Date Class

Launch Lab LESSON 1: 20 minutes

How can you show the movement of materials in a plant?

Most parts of plants need water. They also need a system to move water throughout the
plant so cells can use it for plant processes. Plants that have enough water are rigid, or firm;
those that are lacking water become limp and droopy.

Procedure
1. Read and complete a lab safety form. food coloring into the water. Place
one celery stalk in each beaker.
2. Gently pull two stalks from the base of
a bunch of celery. Leave one stalk 4. After 20 min, observe the celery near
complete. Use a paring knife to the bottom of each stalk. Observe
carefully cut the bottom of the second again after 24 h. Record your
stalk directly across. observations in your Science Journal.
3. Put 100 mL of water in each of two
beakers. Place 3–4 drops of blue

Think About This

1. What happened near the bottom of each celery stalk?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. Why do you think the blue color is only in part of the stalks?

3. Key Concept What did the colored water do? Why do you think this occurred?

8 Plant Processes and Reproduction

 Name Date Class

Content Vocabulary LESSON 1

Energy Processing in Plants

Directions: Complete this chart by writing your answers in the correct spaces. Then answer each question on the
lines provided using the terms listed below.

cellular respiration energy photosynthesis

Photosynthesis Cellular Respiration

1. 2.

In which organelle does this

process occur?

3. 4.

What are the reactants of this

process?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. 6.

What are the products of this

process?

7. Plants conduct both photosynthesis and cellular respiration. How are these two
processes related?

8. What is the energy source that drives photosynthesis?

Plant Processes and Reproduction 9

Name Date Class

Lesson Outline LESSON 1

Energy Processing in Plants

A. Materials for Plant Processes
1. To survive, plants must be able to move materials throughout their
, make their own , and break
down food into a usable form of energy.
2. Just like cells in other organisms, plant cells require to
survive and carry on cell processes.
3. Roots absorb , which travels inside xylem cells in roots
and stems up to leaves.
4. Leaves produce , which is a form of chemical energy.
B. Photosynthesis
1. is a series of chemical reactions that convert light energy,
water, and carbon dioxide into the food-energy molecule glucose and give off oxygen.
2. Green are the major food-producing organs of plants.
3. The cells that make up the top and bottom layers of a leaf are flat, irregularly
shaped cells called cells.
4. On the lower epidermal layer of leaves are small openings

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

called .
5. Mesophyll cells contain the organelle where photosynthesis occurs,
the .
6. In the first step of photosynthesis, plants capture the energy
in .
7. Chemicals that can absorb and reflect light are called .
8. The pigment reflects green light,
other colors of light, and uses this energy for
photosynthesis.
9. During photosynthesis, molecules are split apart,
releasing oxygen into the atmosphere.
10. are made in the second step of photosynthesis.
11. Photosynthesis is important because it produces as much as 90 percent of the
in the atmosphere.

10 Plant Processes and Reproduction

 Name Date Class

Lesson Outline continued

C. Cellular Respiration
1. is a series of chemical reactions that convert the energy
in food molecules into a usable form of energy called ATP.
2. During respiration, molecules are broken down into
smaller amounts, called ATP molecules.
3. Cellular respiration is important to plants because without it they could not
, reproduce, or repair tissues.
4. The products, or end substances, of photosynthesis are
and the energy-rich molecule .
5. Most plants, some protists, and some carry on
photosynthesis.
6. Cellular respiration requires the reactants and oxygen,
produces carbon dioxide and , and releases energy in
the form of ATP.
7. Life on Earth depends on a balance of and cellular
respiration.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Plant Processes and Reproduction 11

Name Date Class

MiniLab LESSON 1: 20 minutes

Can you bag the healthiest radish?

Plants perform both photosynthesis and cellular respiration. Can you observe both
processes in radish seedlings?

Procedure
1. Read and complete a lab safety form. use a different light source. Observe for
4–5 days.
2. Put potting soil in the bottom of a
small, self-sealing plastic bag so 5. Carefully place an open container
that it is 3–4 cm deep. Dampen the soil. of bromthymol blue (0.004%)
solution upright in the bag next to
3. Drop several radish seeds into the bag
the seedlings. Seal the bag. Observe the
and close the top, but allow a small
next day. Record your observations in
opening so air can still get into the bag.
your Science Journal.
4. Place the bag upright in a place that
has a light source. Each group should

Analyze and Conclude

1. Describe the differences in seedling samples among groups. Why are there differences?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. Evaluate What change in the bromthymol blue solution did you observe? Why did the
solution change?

3. Key Concept What processes occurred in the seedlings? Explain your answer.

12 Plant Processes and Reproduction

 Name Date Class

Content Practice A LESSON 1

Energy Processing in Plants

Directions: Complete the flowchart by writing the correct term from the word bank on each line.

carbon dioxide energy hydrogen molecules

oxygen plant chlorophyll sugar molecules

Photosynthesis

Light energy is absorbed by (1) .

Chlorophyll transfers (2) to other plant molecules.

Water (3) split. (5) splits into

carbon and oxygen atoms.

These atoms combine with

(4) is released
into the atmosphere. (6) atoms to
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

form sugar molecules.

(7) act as
an energy source.

Directions: Answer each question on the lines provided.

8. What would happen if a plant never received any light energy?

9. How do animals depend on photosynthesis?

Plant Processes and Reproduction 13

Name Date Class

Content Practice B LESSON 1

Energy Processing in Plants

ATP carbon dioxide chlorophyll chloroplasts energy
glucose mesophyll cells mitochondria oxygen phloem

1 2

6 7

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

9

Clues
Across Down
1. type of cell that contains chloroplasts 2. gas needed for photosynthesis
4. plant pigment necessary for 3. sugar molecule created by photosynthesis
photosynthesis
4. where light energy is captured
6. site of cellular respiration 5. vascular tissue that carries food to the
9. usable power plant
7. usable form of energy
8. gas released during photosynthesis

14 Plant Processes and Reproduction

 Name Date Class

School to Home LESSON 1

Energy Processing in Plants

Directions: Use your textbook to respond to each statement.

1. To survive, plants must be able to move materials throughout their cells.

Identify the two types of vascular tissues that move materials through plants and
describe the function of each type.

2. Plants use photosynthesis to convert light energy into food energy.

Describe the two basic steps in the process of photosynthesis.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. Cellular respiration allows organisms to break down sugar and use it to

perform life functions.
Explain the process of cellular respiration.

4. Life on Earth depends on a balance of photosynthesis and respiration.

Tell how the two processes work in a cycle.

Plant Processes and Reproduction 15

Name Date Class

Key Concept Builder LESSON 1

Energy Processing in Plants

Key Concept How do materials move through plants?

Directions: Answer each question or respond to each statement on the lines provided.

1. Name two types of vascular tissue found in most plants.

2. Through which type of vascular tissue is water transported from the roots to the
stem?

3. Which vascular tissue only allows for the one-way flow of materials?

4. Name three functions needed for a plant to survive:

• Move

• Make

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

• Break

5. Through which type of vascular tissue is sugar produced in the leaves transported
to other plant cells?

6. How does water vapor escape from the plant?

7. Through which vascular tissue is energy brought to cells throughout the plant?

8. Through what structure do carbon dioxide and oxygen pass in and out of the plant?

16 Plant Processes and Reproduction

 Name Date Class

Key Concept Builder LESSON 1

Energy Processing in Plants

Key Concept How do plants perform photosynthesis?

Directions: Answer each question or respond to each statement in the space provided.

1. What is photosynthesis?

2. What is taken 3. In what part of a 4. What happens to 6. Why is this

into the plant? leaf is light water molecules? important for
trapped? life on Earth?

STEP 1
5. What gas is
released?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. Write a summary of what happens during Step 1 of photosynthesis.

8. What was needed 9. What happens to 10. What atoms 12. What happens
in Step 1 that is carbon dioxide? combine? to this
not needed in product?
Step 2?

STEP 2
11. What forms?

13. Write a summary of what happens during Step 2 of photosynthesis.

Plant Processes and Reproduction 17

Name Date Class

Key Concept Builder LESSON 1

Energy Processing in Plants

Key Concept What is cellular respiration?

Directions: On the line before each statement, write T if the statement is true or F if the statement is false. If the
statement is false, change the underlined term to make it true. Write the correct term on the line provided.

1. Energy is required by all organisms for life.

2. Cellular respiration converts energy from the Sun into food molecules.

3. Glucose molecules are broken down into carbon and oxygen.

4. The process of cellular respiration is necessary for a plant to grow and

reproduce.

5. Cellular respiration takes place in chloroplasts.

6. Cellular respiration requires water and produces carbon dioxide as a waste

product.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. Cells must be able to break down glucose because the energy stored in it is too
powerful for cells to use it all at once.

8. The chemical bonds in food molecules provide energy for life.

9. The ability of a plant to repair tissue depends on cellular respiration.

10. Cellular respiration involves a series of chemical reactions.

11. ATP molecules result from the breakdown of water and oxygen.

12. Cellular respiration can occur without photosynthesis.

18 Plant Processes and Reproduction

 Name Date Class

Key Concept Builder LESSON 1

Energy Processing in Plants

Key Concept What is the relationship between photosynthesis and cellular respiration?

Directions: Put a check mark in the appropriate space to show which process is being explained.

Cellular
Process Photosynthesis
Respiration
1. Carbon dioxide is one of the reactants.
2. Energy in the form of ATP is released.
3. Glucose is a product.
4. This occurs within chloroplasts.
5. This process requires light energy.
6. One of the products is water.
7. Sunlight is needed for this process.
8. This process takes place in mitochondria.
9. The result is a usable form of energy called ATP.
10. Oxygen must be present as a reactant.
11. Life depends on this process.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

12. This occurs in plants.

13. Oxygen is released from the plant.
14. These processes are interrelated.
15. Water molecules are split apart.
16. Atoms combine to form sugar.
17. This is required for growth and tissue repair.
18. It produces 90 percent of oxygen in the
atmosphere.

Directions: Answer the question on the lines provided.

19. How are photosynthesis and cellular respiration interrelated?

Plant Processes and Reproduction 19

Name Date Class

Enrichment LESSON 1

Plant Respiration
Green plants perform photosynthesis, The Answer Is in the Equation
but all living things perform cellular Look at the chemical equation for
respiration. You have learned that cellular cellular respiration. C6H12O6 (one molecule
respiration produces the energy molecule of glucose) and 6O2 (six molecules of
ATP from glucose and oxygen. It is ATP oxygen) react together to produce 6CO2
that fuels animal bodies for running, (six molecules of carbon dioxide), 6H2O
finding food, and all the other things for (six molecules of water), and ATP (energy).
which we need energy. But if a plant makes C6H12O6 + 6O2 → 6CO2 + 6H2O + ATP
its own food, why does it need to perform (energy)
cellular respiration to get ATP?
What is the “food” made by plants in
photosynthesis? Glucose. Which molecule
Why Do Plants Perform Cellular
Respiration? do cells use for energy? Not glucose. It’s
Plants don’t run or hunt for food, and ATP. So in cellular respiration, plants use
they don’t breathe in and out with lungs the glucose they make in photosynthesis to
either. Plants give off oxygen as a product produce ATP. No living thing, including
of photosynthesis. They get oxygen for plants, can use glucose directly as energy.
cellular respiration from their own cells Cellular respiration provides the ATP that
and from the environment through special all cells need to support the activities of life.
structures on their leaves. Plant cellular
Where Does Cellular Respiration Occur?
respiration produces carbon dioxide just as

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Within the cytosol of a plant or animal
it does in animals and other heterotrophs.
cell are large organelles called mitochondria.
Remember that a heterotroph is an
Mitochondria are the sites of cellular
organism that consumes plants or other
respiration. These organelles occur in
organisms for food and an autotroph
different numbers depending on the type of
makes its own food through
cell they are in. Mitochondria are usually
photosynthesis. So the question is still,
more numerous in a cell that has a high
“Plants don’t breathe, and they don’t
energy requirement. Mitochondria can
move, and they don’t do hardly any of the
number in the thousands in the leg muscle
things that animals do, so why do they
cells of a marathon runner. Leaf cells that are
perform cellular respiration?”
carrying out the activities of photosynthesis
also contain numerous mitochondria.

Applying Critical-Thinking Skills

Directions: Respond to each statement.

1. Compare photosynthesis with cellular respiration.

2. Predict what the side effects might be of a chemical hormone that interferes with the
normal function of mitochondria when applied to a plant.
3. Infer three functions of a plant cell that require energy in the form of ATP.

20 Plant Processes and Reproduction

 Name Date Class

Challenge LESSON 1

The Colors of Photosynthesis

A pigment is a chemical compound that reflects only a certain wavelength of light.
Chlorophyll is a green pigment that absorbs light energy and moves that energy directly
into the photosynthesis pathway. Did you know that there are other pigments in plants
that help with photosynthesis? There are pigments classified as carotenoids (red, orange,
yellow), xanthins (blue), and erythrins (in red algae). These pigments absorb light energy
and pass that energy to chlorophyll to transfer into the photosynthetic pathway. These
pigments are present in plants year-round but are masked by green chlorophyll most of the
time. In fall, when there is less light, the days are shorter, the temperatures are cooler, and
the rate of photosynthesis slows and stops as food is stored inside the plant. The green
pigment fades, and the brilliant colors of fall become visible.

See the Pigments

Select two leaves—a dark-green leaf and a leaf of a plant that is red or yellow. Some
ornamental shrubs have colorful leaves even in summer. Place each leaf on a piece of waxed
paper, and cover it with a white coffee filter. Use a coin to rub the leaf until the coffee filter
is stained with the leaf’s pigment. Cut the filter into a long strip with the stain on one end.
Tape the strip over the side of a small glass container with the stain at the bottom. With
adult supervision, pour rubbing alcohol into the glass until the stain is covered. You can
also carefully chop the remains of the leaf into fine bits and put it in the alcohol.
Wait about an hour and a half and then observe your setup. Draw your setup in the
space below. Then write a description of your procedure and your results. What do you see
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

on the strip? How many different colors can you see? How can you classify the colors?

Plant Processes and Reproduction 21

Name Date Class

Lesson Quiz A LESSON 1

Energy Processing in Plants

Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.

1. In which part of a plant does photosynthesis take place?

A. the roots
B. the leaves
C. the flowers

2. Plants use chlorophyll during photosynthesis to absorb

A. light.
B. sugar.
C. water.

3. What is the purpose of cellular respiration?

A. to store sugar
B. to release energy
C. to make chlorophyll

Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is
used only once.

glucose mitochondria oxygen

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

phloem stomata xylem

4. Water travels from the roots of a plant to its stems and leaves through
cells.
5. Sugar travels from the leaves to the rest of the plant through
cells.
6. Gases move through openings in leaves called .
7. Plants make energy-storing during photosynthesis.
8. Respiration occurs in the cytoplasm and of cells.
9. Respiration requires , which is a waste given off during
photosynthesis.

22 Plant Processes and Reproduction

 Name Date Class

Lesson Quiz B LESSON 1

Energy Processing in Plants

Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.

1. In which part of a plant leaf does most photosynthesis occur?

A. the cuticle
B. the stomata
C. the chloroplasts
D. the vascular tissue

2. During photosynthesis, chlorophyll absorbs

A. water.
B. glucose.
C. light energy.
D. carbon dioxide.

3. During cellular respiration, your body breaks down glucose and releases
A. ATP.
B. oxygen.
C. hydrogen.
D. chlorophyll.

Completion
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Directions: On each line, write the term that correctly completes each sentence.

4. Water travels from the roots of a plant to its stems and leaves through
cells.
5. Sugars travel from the leaves to the rest of the plant through
cells.
6. Gases such as oxygen and carbon dioxide move through openings in the leaves
called .
7. Plants use light-energy, water, and carbon dioxide to make
during photosynthesis.
8. Respiration occurs in the cytoplasm and of cells.
9. Respiration requires gas, a waste given off during
photosynthesis.

Plant Processes and Reproduction 23

Lesson 2 | Plant Responses

Student Labs and Activities Page Appropriate For:

Launch Lab 25 all students
Content Vocabulary ELL 26 all students
Lesson Outline ELL 27 all students
MiniLab 29 all students
Content Practice A 30 AL AL AL
Content Practice B 31 AL OL BL
Math Skills 32 all students
School to Home 33 all students
Key Concept Builders 34 AL AL AL
Enrichment 38 all students
Challenge 39 AL AL BL
Skill Practice 40 all students
Assessment
Lesson Quiz A 42 AL AL AL
Lesson Quiz B 43 AL OL BL

Teacher Support
Answers (with Lesson Outlines) T4

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

AL Approaching Level OL On Level BL Beyond Level ELL English-Language Learner
Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.

24 Plant Processes and Reproduction

 Name Date Class

Launch Lab LESSON 2: 15 minutes

How do plants respond to stimuli?

Photosynthesis in plants requires light energy. How do plants respond to light in their
environment?

Procedure
1. Read and complete a lab safety form. to one side of the pot, not directly
above the plants.
2. Choose a pot of young radish
seedlings. 5. Check the position of the seedlings
in relation to the toothpicks after
3. Place toothpicks parallel to a few
30 minutes. Record your observations
of the seedlings in the pot in the
in the Data and Observations section
direction of growth.
below.
4. Place the pot near a light source,
such as a gooseneck lamp or next to a
6. Observe the seedlings after two or
more hours. Record your observations.
window. The light source should be

Data and Observations

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Think About This

1. What happened to the position of the seedlings after the first 30 minutes? How could
you tell?

2. What happened to the position of the seedlings after an hour or two?

3. Key Concept Why do you think the position of the seedlings changed?

Plant Processes and Reproduction 25

Name Date Class

Content Vocabulary LESSON 2

Plant Responses
Directions: On each line, write the term from the word bank that correctly replaces the underlined words in each
sentence. NOTE: You may need to change a term to its plural form.

photoperiodism plant hormone stimulus tropism

1. Plants may respond to a change in the environment by

growing toward it or away from it.

2. Seedlings bending toward light and roots curving away

from light are examples of plant growth toward or away
from environmental changes.

3. Due to a response to the number of hours of darkness in

their environment, carnations only flower in the summer,
when the number of daylight hours is greater than the
number of hours of darkness.

4. Auxins, ethylene, gibberellins, and cytokinins are

substances that act as chemical messengers within plants.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

26 Plant Processes and Reproduction

 Name Date Class

Lesson Outline LESSON 2

Plant Responses
A. Stimuli and Plant Responses
1. are any changes in an environment that cause
organisms to respond.
2. A plant will respond to by growing toward it.
3. When stimulated by an insect’s , the two sides of
a Venus flytrap snap shut immediately, trapping the insect inside.
B. Environmental Stimuli
1. Plants responses to different environmental stimuli include
, touch, and .
2. A(n) is a response that results in plant growth toward
or away from a stimulus.
3. The growth of a plant toward or away from light is called
a(n) .
a. Leaves and tend to grow in the direction of light.
b. generally grow away from light.
4. The response of a plant to touch is called a(n) .
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

a. Structures that respond to touch, called , can wrap

around or cling to objects.
b. When , the leaves of Mimosa pudica quickly droop or
fold up.
5. The response of a plant to gravity is called .
a. grow away from gravity.
b. Roots grow gravity.
6. Some plants flower in response to the amount of they
are exposed to.
a. is a plant’s response to the number of hours of
darkness in its environment.
b. Plants that flower when exposed to less than 10–12 hours of darkness are called
plants.

Plant Processes and Reproduction 27

Name Date Class

Lesson Outline continued

c. Short-day plants require 12 or more hours of for

flowering to begin.
d. plants flower when they reach maturity and the
environmental conditions are right.
C. Chemical Stimuli
1. are substances that act as chemical messengers within
plants.
2. Hormones are called because they are usually produced
at one part of a plant and affect another part of that plant.
3. generally cause increased plant growth.
4. helps stimulate the ripening of fruit.
5. increase the rate of cell division and cell elongation in
stems and leaves.
6. increase the rate of cell division in some plants and
slow the aging process of flowers and fruits.
D. Summary of Plant Hormones
1. Plants produce many different .
2. Often, two or more plant hormones interact and produce a

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

plant .
E. Humans and Plant Responses
1. Humans make plants more using plant hormones.
2. Some crop plants are now easier to because humans
understand how they respond to hormones.

28 Plant Processes and Reproduction

 Name Date Class

MiniLab LESSON 2: 20 minutes

When will plants flower?

Did you ever think plants could have strategies so that they can germinate, live, grow,
reproduce, and continue their species? Photoperiodism is one such strategy.

Procedure
1. In your Science Journal, copy the table 2. Choose 8–10 pictures of flowers.
shown in your textbook to classify Record their names in your table. Use
plants based on their photoperiodisms. the clues on the back of each photo to
determine the correct photoperiodism
of each plant.

Analyze and Conclude

1. Interpret Data Based on your table, which plants would flower during the summer?

2. Explain why some plants flower at the same time every year.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. Infer what might happen if artificial light was put on short-day plants for an hour or
two at night.

4. Key Concept Why would photoperiodism be an important strategy for flowering

plants?

Plant Processes and Reproduction 29

Name Date Class

Content Practice A LESSON 2

Plant Responses
Directions: Circle the term or phrase that correctly completes each sentence.

1. Light, touch, or gravity that causes plant growth toward or away from a stimulus is a
(chemical hormone, tropism).

2. A plant’s tropism to light is called (phototropism, gravitropism).

3. Bending toward the light is a (positive, negative) tropism.

4. If a planter is turned so the plant bends away from the light, the plant will gradually
(bend lower, straighten).

5. The plant’s stems (will, will not) continue to grow upward if the plant is placed in
the dark.

6. Roots that grow (toward, away from) the Sun help anchor the plant in the soil.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. Some plants respond to touch. This is called (thigmotropism, photoperiodism).

8. A higher level of a plant hormone called (gibberellins, auxin) on the dark side of the
plant causes plant cells found there to grow longer.

9. When plant cells on the dark side of a plant grow longer, the plant (bends, dies).

30 Plant Processes and Reproduction

 Name Date Class

Content Practice B LESSON 2

Plant Responses
Directions: On each blank line, write the term from the word bank that correctly completes each sentence.
Some terms may be used more than once or not at all.

auxins chemical day-neutral

environmental ethylene gibberellins
gravitropism hormones interact
long-day negative photoperiodism
productive response roots
stimuli thigmotropism tropism
Any changes in an environment that cause organisms to respond are considered
(1.) . A plant’s (2.) to stimuli could
be slow or rapid, but all plants respond to (3.) .
There are two main types of stimuli: (4.) stimuli and
(5.) stimuli. A positive (6.)
identifies a plants response that results in growth toward a stimulus. There are three
types of tropisms: phototropism, (7.) , and
(8.) . Another type of response, (9.) ,
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

describes a plant’s response to hours of darkness. This response is seen in flowering plants.
Carnations, for example, are (10.) plants, and roses are
(11.) plants.
Chemicals produced by the plant, called (12.) , are also
called messengers because they are produced at one part of the plant and affect another
part. Four examples of plant hormones are (13.) ,
(14.) , (15.) , and cytokinins.
(16.) assist a plant’s response to light, and
(17.) help fruit ripen.
Plants produce many different hormones. Often two or more hormones
(18.) . Scientists study the interaction of hormones to find ways
to make plants more (19.) . Larger plants, faster ripening fruit,
and stronger and longer (20.) are just a few of the changes
brought about by applying additional hormones to plants.

Plant Processes and Reproduction 31

Name Date Class

Math Skills LESSON 2

Use Percentages
Percentages are used to compare a partial amount to a whole amount. A whole amount is
equal to 100%. To calculate percentage, multiply a ratio by 100 and add the percent sign
1 is equal to 0.25, which is 25%.
(%). For example, __
4
To calculate percentage change, first subtract the final amount from the original amount.
Then divide by the original amount and convert to a percentage.
A plant grows 1 mm per day when given pure water. When given water with gibberellins
added, the plant grows 4 mm per day. What is the percentage increase in growth?

Step 1 Subtract the original value from the final value.

4 mm - 1 mm = 3 mm
Step 2 Then set up a ratio. Divide the result of Step 1 by the original amount.
3 mm
_____
1 mm
= 3 mm
Step 3 Multiply by 100 and add a percent sign.
3 × 100 = 300%

Practice
1. A plant grows 3 mm per day when 3. Without chemical stimulus, sunflower
given pure water. When given water seedlings grew to 6 cm in 3 days. With
with gibberellins added, the plant chemical stimulus, sunflower seedlings

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

grows 4 mm per day. What is the grew to 10 cm in 3 days. What was the
percentage increase in growth? percentage increase in growth?

2. A plant grows 5 mm per day when 4. Without chemical stimulus, pea

given pure water. When given water seedlings grew to 1.2 cm in 1 day. With
with gibberellins added, the plant chemical stimulus, pea seedlings grew
grows 10 mm per day. What is the to 2.3 cm in 1 day. What was the
percentage increase in growth? percentage increase in growth?

32 Plant Processes and Reproduction

 Name Date Class

School to Home LESSON 2

Plant Responses
Directions: Use your textbook to complete the table.

Environmental Stimulus or
Plant Stimulus Description of Response
Chemical Stimulus
1. Auxin a. b.

2. Cytokinins a. b.

3. Ethylene a. b.

4. Gibberellins a. b.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Gravitropism a. b.

6. Photoperiodism a. b.

7. Phototropism a. b.

8. Thigmotropism a. b.

Plant Processes and Reproduction 33

Name Date Class

Key Concept Builder LESSON 2

Plant Responses
Key Concept How do plants respond to environmental stimuli?

Directions: On each blank, write the term or phrase that correctly completes each sentence.

1. Changes in the environment that cause an organism to respond are

called .
2. Environmental stimuli include ,
, and .
3. When a response results in plant growth toward or away from a stimulus, the response
is called a(n) .
4. A(n) tropism occurs when the growth is toward the stimulus.
5. Growth of a plant toward or away from light is called .
6. is a plant’s response to gravity.
7. Another response, , describes a plant’s response to touch.
8. Vines that coil around a nearby plant are demonstrating .
9. Flowering plants show a response to darkness called .

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

10. A short-day plant must have more than hours of darkness
to flower.
11. A(n) plant does not seem to be affected by the number of
hours of darkness.
12. Plants that flower in early summer but not in late fall are called
plants.
13. Stems grow away from gravity, and roots grow toward gravity. This
describes .
14. A stem grows even when there is no light.
15. Roots growing away from a source of light are examples of
tropism.
16. Leaves tend to grow in the direction of .
17. The dropping of leaves in the fall is the tree’s response to
stimuli.
18. The tendrils of vines coil as a response to .

34 Plant Processes and Reproduction

 Name Date Class

Key Concept Builder LESSON 2

Plant Responses
Key Concept How do plants respond to environmental stimuli?

Directions: Answer each question in the space provided.

Environmental Stimuli
What is this response
This is the cause. What is the effect?
called?
1. Sunlight enters a room and 1.
shines on a potted plant near
the window.

2. A seed lands on the soil and 2.

starts to grow.

3. The tendril of a vine touches 3.

the branch of a nearby shrub.

4. Day-neutral plants reach 4.

maturity, and environmental
conditions are right.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Short-day plants receive less 5.

than 12 hours of darkness.

6. A potted plant falls on its side 6.

and goes unnoticed.

7. A plant that leans toward the 7.

window is moved outside.

8. A fly lands inside the leaves of 8.

a Venus flytrap.

9. The roots of a plant are pulled 9.

out of the wet soil and left to
lay on the ground.

10. A vine touches the side of a 10.

building.

Plant Processes and Reproduction 35

Name Date Class

Key Concept Builder LESSON 2

Plant Responses
Key Concept How do plants respond to chemical stimuli?

Directions: Label the diagram by writing the three responses plants have to each plant hormone.

1. Auxins

2. Ethylene

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. Gibberellins

4. Cytokinins

Directions: Answer the question on the lines provided.

5. Why are plant hormones called messengers?

36 Plant Processes and Reproduction

 Name Date Class

Key Concept Builder LESSON 2

Plant Responses
Key Concept How do plants respond to chemical stimuli?

Directions: Respond to each statement in the space provided.

Explain how the plant

Describe how the response
List four plant hormones. responds to the plant
benefits the plant.
hormone.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1. Summarize how plant hormones benefit plants.

2. Explain three ways you are dependent on plants.

3. Describe how humans use plant hormones to make plants more productive.

Plant Processes and Reproduction 37

Name Date Class

Enrichment LESSON 2

Forcing Flowers
A plant’s response to changes in the match could cause the plants to fail to
length of days and nights is called bloom and could cost the grower an entire
photoperiodism. A plant that blooms only in season’s crop.
the summer is a long-day, short-night plant Long-day plants are grown in similar,
because in summer, in temperate zones, the but warmed environments to induce them
days are longest and the nights are shortest to bloom in winter, but they are treated to
of any other season. short periods of light during the night
Carnations, chrysanthemums, and hours. Flashes of light are enough to fool
poinsettias are available all year long. There the plant into responding as if it were
are basically two ways that professional having a long day. By understanding
flower growers manipulate flowering in photoperiodism and controlling periods of
plants—controlled-light environments and light, flower growers keep out-of-season
genetic engineering. flowers ready to buy at any time.

Controlled-Light Environments Genetic Engineering

A short-day plant, such as a Some researchers are investigating a
chrysanthemum or mum for short, are specific gene that controls flowering
so-called because when days are short, nights periods. Introducing a certain gene to a
are long, and it is really the long night that plant’s leaves can cause it to flower at a
is critical. Mums have a critical night length time when it normally would not. The
for flowering from between 14 to 16 hours. implication of this kind of genetic

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Professional growers house these plants in manipulation is that plants would not be
vast greenhouses in row after row. To dependent upon seasonal changes in night
lengthen the night and simulate the mums’ length to reproduce. Flower growers would
natural blooming time, the houses are not need expensive greenhouses to force
cooled to approximately 20°C (68°F) and are blooms out of season. Benefits to farmers
sealed from any light from afternoon to the and the world’s food supply are enormous.
next morning. No one is allowed in or out The growing season for food crops with
without night-vision goggles, and they must photoperiods, such as spinach, rice, and
enter an anteroom and close the door before strawberries could be expanded to most of
they enter the greenhouse. Even striking a the year.

Applying Critical-Thinking Skills

Directions: Respond to each statement.

1. Explain a benefit of having certain popular flowers available all year long.
2. Infer what effect expanding a crop’s growing season would have on the world’s food
supplies.
3. Describe two very different ways that certain plants can be manipulated to produce
out-of-season flowers.

38 Plant Processes and Reproduction

 Name Date Class

Challenge LESSON 2

Plant Growth Manipulation

Below is a list of common plant hormones and their typical functions.

Plant Hormone and Typical Function

Hormone Function
Auxins promotes cell growth, root formation on stem and leaf cuttings, stem tip growth
dominance, suppression of lateral buds, and increased number of fruits; concentrated
in stem tips and young leaves
Ethylene promotes ripening of fruit, flowering in some tropical fruits, and dropping of leaves;
concentrated in fruits, flowers, leaves, and roots
Gibberellins promotes elongation growth, germination, seedling growth, increased size of fruit,
and flowering; concentrated in immature seeds; found in all parts of a plant

Apply Knowledge to New Situations

Suppose you are a horticulturist who needs to produce certain effects in some plants you
want to sell. Examine the table of hormones and their typical effects to help determine your
course of action in each situation below. Draw pictures as needed to explain.

Situation Answer to Question Drawing

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1. You have requests from buyers

for a plant that can be grown
only from leaf cuttings. You can
sell the plants if they are fully
rooted and potted for the new
customers. What can you do to
speed up the development of
roots in your leaf cuttings?

2. A pear tree you ordered for

your plant nursery won’t sell
because the fruits are so small.
What can you do to assist this
tree in producing large, robust
fruit?

Plant Processes and Reproduction 39

Name Date Class

Skill Practice Manipulate Variables LESSON 2: 20 minutes

What happens to seeds if you change the intensity of light?

Seeds require light, water, gases, and soil to germinate, grow into seedlings, and then grow
into mature plants. Different types of seeds require different amounts of each of these
factors. What happens if one of these factors is out of balance?

Materials
plastic tub potting soil fast-growing grass seeds
sun shields light source metric ruler
mister bottle with water

Safety
Learn It
In any experiment, it is important to keep everything the same except for the item you are
testing. The one factor you change, or manipulate, is called the independent variable.
Your experiment should also have a control. The control is an individual instance or
experimental subject for which the independent variable is not changed.

Try It
1. Read and complete a lab safety form.
2. Fill the plastic tub with potting soil. Water the soil and then add more soil. Level it to

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

about 1–2 cm from the top. Spread the grass seeds evenly across the soil. Cover the
seeds with a thin layer of soil.
3. Obtain the precut shields of vellum, plastic needlepoint grid, and cardboard. These will
be used to change the intensity of light shining on the soil.
4. Cover the soil with the shields by laying them next to each other. Leave one section of
soil uncovered.
5. Place the tub on a windowsill or under a growing light.
6. Keep the soil damp, not wet, with a mister. Water gently so the seeds stay in position.
7. Design a table to record observations in the Data and Observations section at the top of
the next page. Include columns for day, growth pattern, height, and random sampling
counts. Begin observations when seedlings first emerge. Observe seedlings for 3–5 days.

40 Plant Processes and Reproduction

 Name Date Class

Skill Practice continued

Data and Observations

Apply It
8. Identify the variables and the controls used in this investigation.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

9. Analyze the data you collected through your observations. Which light intensity
appeared to bring about the fullest, tallest growth?

10. Draw Conclusions What would happen if you put one section of seeds in total
darkness? Would it germinate? If you changed the light intensity immediately after the
seeds germinated, would it survive?

11. Key Concept Does the amount of light affect the germination and growth of
grass seeds? Explain.

Plant Processes and Reproduction 41

Name Date Class

Lesson Quiz A LESSON 2

Plant Responses
Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.

1. A Venus flytrap captures insects by responding to which type of stimulus?

A. light
B. touch
C. gravity

2. A hormone is an example of which type of stimulus?

A. chemical
B. reproductive
C. environmental

3. Plants that require 12 or more hours of darkness to flower are called

A. long-day plants.
B. short-day plants.
C. day-neutral plants.

Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is
used only once.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

auxin ethylene gibberellin
photoperiodism phototropism tropism

4. A(n) is a response that results in a plant growth toward or

away from a stimulus.
5. is a plant hormone that stimulates the ripening of fruit.
6. One of the first plant hormones discovered was , which
increases plant growth by causing cells to grow longer.
7. A plant’s response to the number of hours of darkness in its environment
is .
8. Applying the hormone to plants can dramatically increase
the growth of stems and leaves.
9. The growth of a plant toward or away from light is .

42 Plant Processes and Reproduction

 Name Date Class

Lesson Quiz B LESSON 2

Plant Responses
Multiple Choice
Directions: On the line before each question, write the letter of the correct answer.

1. What must occur for a change in the environment to be considered a stimulus?

A. The change must become permanent.
B. The change must be considered beneficial.
C. The environment must become dangerous.
D. The organism must respond to the change.

2. Which of the following is an example of a chemical stimulus?

A. light
B. touch
C. gravity
D. hormones

3. Which growth response allows plant tendrils to wrap around an object?

A. gravitropism
B. phototropism
C. thigmotropism
D. hormonetropism

Short Answer
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Directions: Respond to each statement on the lines provided.

4. Define photoperiodism.

5. Contrast a positive and a negative tropism.

6. State two examples of plant hormones. Describe the effect of each on plant growth.

7. Evaluate the use of plant hormones to change the way plants develop.

Plant Processes and Reproduction 43

Lesson 3 | Plant Reproduction

Student Labs and Activities Page Appropriate For:

Launch Lab 45 all students
Content Vocabulary ELL 46 all students
Lesson Outline ELL 47 all students
MiniLab 49 all students
Content Practice A 50 AL AL AL
Content Practice B 51 AL OL BL
Language Arts Support 52 all students
School to Home 54 all students
Key Concept Builders 55 AL AL AL
Enrichment 59 all students
Challenge 60 AL AL BL
Lab A 63 AL AL AL
Lab B 66 AL OL BL
Lab C 69 AL AL BL
Chapter Key Concepts Builder 70 AL AL AL

Assessment
Lesson Quiz A 61 AL AL AL
Lesson Quiz B 62 AL OL BL

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Chapter Test A 71 AL AL AL
Chapter Test B 74 AL OL AL
Chapter Test C 77 AL AL BL

Teacher Support
Answers (with Lesson Outlines) T6

AL Approaching Level OL On Level BL Beyond Level ELL English-Language Learner

Teacher evaluation will determine which activities to use or modify to meet any ELL student’s proficiency level.

44 Plant Processes and Reproduction

 Name Date Class

Launch Lab LESSON 3: 15 minutes

How can you identify fruits?

Flowering plants grow from seeds that they produce. Animals depend on flowering plants
for food. The function of the fruit is to disperse the seeds for plant reproduction.

Procedure
1. Read and complete a lab safety form. 4. Place each food item on a piece of
plastic wrap. Use a plastic or
2. Make a two-column table in your
paring knife to cut the items in half.
Science Journal. Label the columns
Fruits and Not Fruits. 5. Examine the inside of each food item.
Record your observations.
3. Examine a collection of food items.
Determine whether each item is a fruit.
Record your observations in your table.

Think About This

1. What observations did you make about the insides of the food items? Would you
reclassify any food item based on your observations? Explain.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. How can the number of seeds or how they are placed in the fruit help with seed
dispersal?

3. Key Concept What role do you think a fruit has in a flowering plant’s
reproduction?

Plant Processes and Reproduction 45

Name Date Class

Content Vocabulary LESSON 3

Plant Reproduction
Directions: Make a labeled drawing to represent each term below. Then answer each question or respond to each
statement on the lines provided.

1. alternation of generations 2. embryo

3. Define fruit and give one example of a fruit.

4. What is mitosis?

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5. Explain the relationship between an ovule and ovary.

6. What role do pollen grains play in the process of pollination?

7. Compare and contrast pistils and stamens.

8. How is a seed different from a fruit?

9. What is a spore?

46 Plant Processes and Reproduction

 Name Date Class

Lesson Outline LESSON 3

Plant Reproduction
A. Asexual Reproduction Versus Sexual Reproduction
1. Plants can asexually or sexually.
2. reproduction occurs when a portion of a plant develops
into a separate new plant that is genetically identical to the parent.
3. One advantage of asexual reproduction is that just one parent organism can
produce .
4. reproduction in plants usually requires two parent
organisms.
5. Sexual reproduction occurs when a plant’s sperm combines with a
plant’s .
6. A new plant produced by reproduction is a genetic
combination of its parents.
B. Alternation of Generations
1. Plants have two life stages called .
2. of is when the life cycle of
an organism alternates between diploid and haploid generations.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. Daughter cells produced from haploid structures are .

4. Spores grow by and cell division and form the haploid
generation of a plant.
5. In most plants, the generation is tiny and lives
surrounded by special tissues of the diploid plant.
6. Fertilization takes place when a haploid sperm and a haploid egg fuse and form a
diploid . Through mitosis and cell division, the zygote
grows into the generation of a plant.
C. Reproduction in Seedless Plants
1. The first land plants to inhabit Earth probably were
plants—plants that grow from haploid spores, not from seeds.
2. Moss plants grow by and cell division from haploid
spores produced by the diploid generation.
3. The generations of ferns are the green leafy plants
often seen in forests.

Plant Processes and Reproduction 47

Name Date Class

Lesson Outline continued

D. How do seed plants reproduce?

1. Unlike seedless plants, the generation of a seed plant is
located within diploid tissue.
2. A(n) forms from tissue in a male reproductive structure
of a seed plant.
a. Pollen grains produce cells.
b. occurs when pollen grains land on a female
reproductive structure of a plant that is the same species as the pollen grains.
3. The female reproductive structure of a seed plant where the haploid egg develops is
called the .
a. After fertilization occurs, a zygote forms and develops into a(n)
, which is an immature diploid plant that develops
from the zygote.
b. An embryo, its food supply, and a protective covering make up
a(n) .
4. Flowerless seed plants are also known as .
a. The most common gymnosperms are , which are trees
and shrubs that have needlelike or scalelike leaves.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

b. The male and female reproductive structures of conifers are
called .
5. Fruits and vegetables come from , or flowering plants.
a. The male reproductive organ of a flower is the .
b. The female reproductive organ of a flower is the .
c. The of a flower contains one or more ovules.
d. Angiosperm pollen grains travel by wind, gravity, water, or animal from the
anther to the , where pollination occurs.
e. The ovary and sometimes other parts of a flower will develop into a(n)
that contains one or more seeds.
f. Fruits and seeds are important sources of for people
and animals.
g. When an animal eats a fruit, the fruit’s can pass
through the animal’s digestive system with little or no damage.

48 Plant Processes and Reproduction

 Name Date Class

MiniLab LESSON 3: 20 minutes

Can you model the perfect flower?

Minerals are natural resources that you use daily. Metal pots, ceramic dishes, and toothpaste
are a few examples of things that are made from minerals.

Procedure
1. Read and complete a lab safety form. paper, tag board, pom poms,
plastic beads, scissors, and glue.
2. In the Data and Observations section
below, list all the parts your flower has 4. Check your model to make sure each
as an angiosperm. flower part is in the correct proportion
and shows how it interacts with other
3. Make a large 3-dimensional model
flower parts.
of your new flower using chenille
stems, tissue paper, construction 5. Name your flower. Create a key to
identify each part and its function.

Data and Observations

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Analyze and Conclude

1. Analyze Why do flowers have colorful petals and strong scents?

2. Infer Why does the end of the stigma feel sticky?

3. Key Concept Could your flower be self-pollinating? Explain.

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Content Practice A LESSON 3

Plant Reproduction
Directions: Write each word bank term in the correct location in the Venn diagram.

adult conifer anther egg embryo

female cone with ovule fertilization filament male cone with pollen
ovary ovule pine seed pollen
pollination seed sperm stamen
stigma style young seedling zygote

Plant Reproduction
1. Flowerless Seed Plants 2. Both 3. Flowering Seed Plants

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

50 Plant Processes and Reproduction

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Content Practice B LESSON 3

Plant Reproduction
Directions: Answer each question in the space provided.

Compare and Contrast

How are they the same? How are they different?

Asexual and sexual • •
reproduction in plants

Diploid generation • •
and haploid
generation

Life cycle of a moss • •

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

and of a fern

Flowerless seed • •
plants and flowering
Seed Plants

Pollen grains and • •

ovules

Plant Processes and Reproduction 51

Name Date Class

Language Arts Support LESSON 3

Readers’ Theater
CHARACTERS: Mr. Jenkins (florist), Ms. Lee (florist), Jenny (helper), and Ileana (helper)
SETTING: A florist’s workshop
Mr. Jenkins: (into the phone) Thank you for your order, Ms. Gomez. We’ll have the flowers
delivered to Fran’s house by two o’clock this afternoon. (hangs up the phone) Ms. Lee, can
you take care of the order for Ms. Gomez?

Ms. Lee: Absolutely. What kinds of flowers does she want?

Jenny: Probably an arrangement just like the last one—roses, mums, and daisies with a few
ferns.

Ileana: What’s the difference? Plants are all alike. They all have flowers and seeds.
Mr. Jenkins: I think that all plants are beautiful, each in their own way. There are so many
different kinds of plants—you could never get bored with them!

Ms. Lee: Actually, all of them don’t have seeds or flowers. The mosses and ferns that we use
in our flower shop, for example, are seedless plants.

Ileana: You’re kidding!

Mr. Jenkins: Jenny, maybe you can explain plant reproduction to Ileana using what you
learned in your college course in botany.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Jenny: One important thing I learned is that plants have two life stages called generations.
One generation is the diploid stage, and the other is the haploid stage. So plants go back
and forth between these two stages, and that’s called alternation of generations.

Ms. Lee: I never knew that.

Ileana: But how do plants grow without seeds? I thought all plants grew from seeds. In my
high school biology class, we learned that pollen grains form inside the stamen, which is
the male reproductive structure of a plant. Plants are pollinated when these grains are
transferred to the stigma, located at the top of the pistil, which is the female reproductive
structure of a plant. I thought that’s the way it happened with every plant.

Jenny: No, that only happens with seed plants. In those plants, the female reproductive
structure contains ovules. When pollination occurs, a seed develops after an ovule is
fertilized. The seed contains an embryo, along with a food supply and a protective covering.
Seedless plants grow from haploid spores, not seeds.

Ileana: Okay, so some plants don’t have seeds. But some plants don’t have flowers either?

52 Plant Processes and Reproduction

 Name Date Class

Reader’s Theater continued

Mr. Jenkins: Correct. Some plants, like moss, have no seeds and no flowers. Other plants do
have seeds but they do not have flowers. These plants are called gymnosperms. The most
common gymnosperms are conifers, like pine trees, firs, redwoods, or yews. They produce
their male and female reproductive structures in cones, not flowers.

Ms. Lee: Gymnosperms are beautiful, but everyone seems to like the flowering plants best.
Jenny: Flowering plants are called angiosperms. Did you know that almost all the fruits
and vegetables we eat come from angiosperms?

Ileana: Really? So we just ate angiosperms for lunch?

Jenny: We sure did. Fruits develop from the ovaries of flowering plants. After pollination
occurs, a pollen tube grows down from the pollen grain to the ovary at the base of the
pistil. Sperm develop from a haploid cell in the pollen tube, and when they enter an ovule,
the sperm are released and fertilization takes place.

Mr. Jenkins: After fertilization occurs, a zygote forms and develops into an embryo. The
embryo, inside its ovule, becomes a seed.

Ms. Lee: That’s right, and remember that an ovary contains one or more ovules. So the
ovary develops into a fruit that contains one or more seeds. Peapods, tomatoes, peppers,
avocados, and walnuts are fruits!

Jenny: And then the seeds can grow into new plants, so the cycle starts over again.
Ileana: Wow, I didn’t realize that plants are so interesting.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Jenny: Now that we’ve had our botany lesson, let’s get to work and put some of these
beautiful plants into an arrangement for Fran’s birthday!

Plant Processes and Reproduction 53

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School to Home LESSON 3

Plant Reproduction
Directions: Use your textbook to answer each question or respond to each statement.

1. The life cycle of all plants includes an alternation of generations.

What is an alternation of generations?

2. Seedless plants can reproduce from spores.

Describe the life cycle of a moss plant. Include a description of the haploid and
diploid stages of its life cycle.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. Seed plants reproduce as gymnosperms or angiosperms.
Compare and contrast the structures that common gymnosperms and angiosperms
use for reproduction.

4. Flowering plants create seeds surrounded by a fruit.

Identify some of the different types of fruits produced by flowering plants and explain
how humans and animals help spread the seeds inside them.

54 Plant Processes and Reproduction

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Key Concept Builder LESSON 3

Plant Reproduction
Key Concept What is the alternation of generations in plants?

fertilization diploid diploid

zygote plant

sperm egg

haploid haploid
meiosis
plant spores

Directions: Use the diagram to answer each question on the lines provided.

1. What happens during fertilization?

2. What forms as a result of fertilization?

3. What happens in certain cells in the reproductive structures of a diploid plant?
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

4. What are the daughter cells produced from the haploid structure called?

5. How do haploid spores grow to form the haploid generation of a plant?

6. What do certain reproductive cells of the haploid generation produce?

7. When does the diploid generation in plants begin?

8. When does the haploid generation in plants begin?
9. Does the diagram show sexual or asexual reproduction? How do you know?

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Key Concept Builder LESSON 3

Plant Reproduction
Key Concept How do seedless plants reproduce?

Directions: One each blank, write the term or phrase that correctly completes each sentence.

1. The first plants to inhabit Earth most likely were .

2. Two examples of seedless plants found on Earth today are

and .

3. The life cycle of a fern is an example of generations.

4. The diploid generation of ferns looks like green .

5. In ferns, haploid are produced by the diploid generation.

6. Haploid plants produce and .

7. Reproduction in ferns and mosses includes the alternation

of .

8. Like ferns, mosses are another example of a(n) plant.

9. Moss found on rocks, bark, and soil are plants.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

10. Haploid plants grow by and .

11. Haploid spores have structures and

structures.

12. Male structures produce .

13. Female structures produce .

14. When eggs and sperm unite, they form the .

15. Mosses and ferns are usually found in environments.

16. For sperm produced by mosses and ferns to reach a(n)

, they must swim through a film of water.

17. The process during which a nucleus and its contents divide is
called .

18. Seedless plants are plants that grow from instead of from
seeds.

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Key Concept Builder LESSON 3

Plant Reproduction
Key Concept How do seed plants reproduce?

Directions: On the line before each statement, write T if the statement is true or F is the statement is false. If the
statement is false, change the underlined word(s) to make it true. Write your changes on the lines provided.

1. Most land plants that cover Earth are seedless plants.

2. Seed plants include flowerless seed plants and haploid seed plants.

3. The haploid generation is within the diploid tissue in a seed plant.

4. Haploid sperm and haploid eggs join during fertilization.

5. Pollen grains form from tissue in the male reproductive structure of seed plants.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

6. Pollen grains have soft, protective coverings.

7. Eggs are produced from pollen cells.

8. Pollen cells are transported by wind, animals, gravity, and water currents.

9. Only a few pollen grains are produced by male reproductive structures.

10. Pollination occurs when pollen grains land on a female reproductive structure
of the same species.

11. For pollination to occur, the sperm and eggs must be of the same
species.

12. Sperm enter the embryo following pollination.

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Key Concept Builder LESSON 3

Plant Reproduction
Key Concept How do seed plants reproduce?

Directions: Answer each question or respond to each statement in the space provided.

Gymnosperm Angiosperm
1. What is a gymnosperm? 2. What is an angiosperm?

3. What can be said about the seeds of 4. Why do many animals depend on
gymnosperms? angiosperms for food?

5. Draw a diagram showing reproduction in 6. Draw a diagram showing the male and female
flowerless seed plants. parts of an angiosperm.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

7. Describe the life cycle of a gymnosperm. 8. Describe the life cycle of an angiosperm.

58 Plant Processes and Reproduction

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Enrichment LESSON 3

Seeds on the Move

The one time in the lives of most plants than pollen grains, so they need a little
that they will move any significant assistance to stay airborne until a breeze
distance is during the seed stage. Seeds are takes them aloft. One adaptation for seed
more likely to grow when they travel away flight is wings. These are not wings that
from the parent plant. Over time, plants flap, but gossamer structures that fan out
and seeds have developed adaptations that from the seed, designed to catch the wind.
help seeds move. There are several different The seeds of a red maple are perfectly
strategies for seed dispersal. shaped to cause seeds to spin like tiny
helicopters as they drop to catch the wind.
Animal Food
Animals that eat fleshy fruits usually Explosions and Shakers
swallow the seeds, too. A swallowed seed Some plants produce seeds in pods that
travels through the digestive system and is develop tensions throughout the pod as the
deposited, covered in fertilizer. An example seeds develop. All it takes is a nudge from
of this type of seed dispersal is when a bird an insect, a breeze, or the brush of an
has eaten blackberries. animal to make the pod crack open and
fling seeds in many directions. Peas and
Hitching a Ride touch-me-nots do this. Other seeds like
Some seeds have outer coats that are poppies develop in a hard pod with tiny
hard, abrasive, or heavily barbed with holes. As the wind shakes the pod, the
hooks on the end of sharp spines. These seeds fall like pepper from a shaker.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

seeds readily snag onto a passing animal’s

fur or person’s clothing. Animals often Drop and Roll or Float
become irritated when there are too many Many seeds are too large to fly on the
burrs stuck to them. When you see deer wind, or they are not tasty. Some seeds are
rubbing against trees or wallowing in the too high in the plant for animals to reach.
dirt, they are probably trying to dislodge When a horse chestnut drops, for example,
sticky seeds, such as burdock and its case might crack open, allowing the seed
cockleburs. to roll away from the plant. Some seeds
such as coconuts and mangrove seeds can
Wind and Flight Plans drop into or near water, and they float
Like pollen, some seeds are carried by away with the tide.
wind. Seeds are generally larger and heavier

Applying Critical-Thinking Skills

Directions: Respond to each statement.

1. Name three mechanisms of seed dispersal.

2. Describe how the dispersal of seeds by animals is a mutually beneficial relationship.
3. Assess the benefits of seeds traveling away from the parent plant.

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Challenge LESSON 3

Is it a fruit or a vegetable?
Some people say that if it is sweet, it is a fruit and that if it is not sweet, it is a vegetable.
Should that be enough to satisfy a scientist? No, but it might satisfy a chef. There is a
scientific definition for fruit, but vegetable is a cooking term. Scientifically, fruit is the
ripened ovary of the flower of a seed-bearing plant. Fruits contain seeds, often surrounded
by a fleshy pulp and/or a seed case. A nut is botanically a fruit. What we call vegetables are
just the edible parts of a plant that are not the seed parts. In everyday language, we call
them vegetables, but botanically they are roots (carrots), leaves (spinach), stems (celery),
and tubers (potatoes).

Distinguish between Fruits and Vegetables

Research each of the foods below. Then draw each food, color and label your drawing,
and write a sentence about each one that explains whether it is a vegetable or a fruit and why.
Labels may include fleshy pulp, stem, leaf, tuber, root, fruit, seed, vegetable or another label.

1. Tomato 2. Squash

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. Avocado 4. Garlic

5. English peas 6. Asparagus

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Lesson Quiz A LESSON 3

Plant Reproduction
Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.

1. Which type of plant produces a seed without a flower?

A. fern
B. moss
C. conifer
2. The alternation of generations occurs when the life cycle of an organism
alternates between
A. haploid and diploid generations.
B. seedless and seed-producing generations.
C. flowering and non-flowering generations.

3. Which of the following is always true about a fruit?

A. It is edible.
B. It contains a seed.
C. It is colorful and juicy.

Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is
used only once.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

cone ferns fertilization pistil

pollination seed spores

4. develop into the haploid generation of seedless plants.

5. A consists of an embryo, a supply of food, and a protective
covering.
6. occurs when pollen lands on a female reproductive
structure of the same plant species.
7. A is the reproductive structure of the most common
gymnosperms, conifers.
8. The female reproductive structure of a flower is the .
9. occurs when a sperm cell combines with an egg inside a
flower’s ovule.
10. Mosses and are seedless plants that show an alternation of
generations.

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Lesson Quiz B LESSON 3

Plant Reproduction
Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.

1. Which statement describes a characteristic of gymnosperms?

A. They produce spores.
B. They produce colorful flowers.
C. They produce horizontal stems called stolons.
D. They produce seeds that are not surrounded by fruit.
2. A haploid moss plant produces sperm and egg cells that unite during
fertilization to create a
A. seed.
B. spore.
C. stolon.
D. zygote.

3. Which structure develops into a fruit?

A. sepal
B. ovary
C. pollen
D. stamen

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Completion
Directions: On each line, write the term that correctly completes each sentence.

4. A(n) develops into the haploid generation of a plant.

5. A(n) consists of an embryo, a supply of food, and a
protective covering.
6. occurs when the male reproductive structure of a seed
plant lands on a female structure of the same species.
7. A(n) is the reproductive structure of conifers, such as pine
and spruce trees.
8. The female reproductive structure of a flower is the .
9. occurs when sperm from a pollen tube unites with an egg
inside a flower’s ovule.
10. Mosses and are seedless plants that show an alternation of
generations.

62 Plant Processes and Reproduction

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Lab A 2–3 class periods

Design a Stimulating Environment for Plants

Plants usually respond to stimuli in the environment by growing. The response to light is
phototropism; plants grow toward the light. The growth response of gravitropism is a little
more complicated; stems grow away from the direction of gravity (negative gravitropism),
and roots grow in the direction of gravity (positive gravitropism). Plant response to touch is
called thigmotropism. Tropisms enable plants to get the things they need to grow.

Ask a Question
You have explored tropisms in other labs in this chapter. What questions would you like to
answer more thoroughly, or what outcomes would you like to double-check? Do you have
another approach in mind to investigate one of the tropisms? Ask a question that you
would like to investigate further. Make sure it is testable; think about the variables and
equipment you would need.

Materials
one quad of plants
Also needed: appropriate materials to perform lab

Safety
Make Observations
1. Read and complete a lab safety form.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. Examine your quad of plants and decide which tropism you want to explore.
3. Make a plan and write it on the lines below.

4. Have your teacher approve your plan for your investigation.

5. Choose materials from those provided by your teacher for a simple lab setup.
6. Decide the criteria you will use to show the outcomes you expect.

7. Set up your lab according to your plan.

Plant Processes and Reproduction 63

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Lab A continued

Form a Hypothesis
8. After observing your plants and lab setup, formulate a hypothesis on how your
selected tropism will change the direction of your plants’ growth.

Test Your Hypothesis

9. Make any necessary modifications to your setup so your procedure will move toward
your expected outcome.
10. Record your observations in the data table below.
11. Make your observations as you directed and record carefully.

of Plant
Time period
1 2 3 4
Day 0 prior to
tropism

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Day 1

Day 2

Day 3

Lab Tips
• Discuss the possible materials you will use with your lab partner. Remember that the
materials should help you learn more about the tropism you selected.
• Be creative when deciding how to test the tropism you selected.

64 Plant Processes and Reproduction

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Lab A continued

Analyze and Conclude

12. Compare the position of the parts of your plant at the beginning and end of your
study. Check to see if the change is easily visible and measurable; try not to jump to
conclusions.

13. Consider the possible causes of the changes. Determine if it was changing the
variable that brought about the effect. Explain.

14. Relate how the tropism you modeled could enable plants to meet their needs and
survive.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

15. The Big Idea What might happen if the stimulus you provided for the plant was
enlarged, minimized, or eliminated?

Remember to use scientific

methods.

Communicate Your Results Make Observations

Prepare a drama to present your findings. Group members Ask a Question
or volunteers from the class can wear pictures or signs to
indicate their roles. Begin with role-playing a healthy plant. Form a Hypothesis
Add the role of the stimulus, and be sure to identify the Test your Hypothesis
tropism and show results in the plant(s).
Analyze and Conclude

Communicate Results

Plant Processes and Reproduction 65

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Lab B 2–3 class periods

Design a Stimulating Environment for Plants

Plants usually respond to stimuli in the environment by growing. The response to light is
phototropism; plants grow toward the light. The growth response of gravitropism is a little
more complicated; stems grow away from the direction of gravity (negative gravitropism),
and roots grow in the direction of gravity (positive gravitropism). Plant response to touch
is called thigmotropism. Tropisms enable plants to get the things they require to grow.

Ask a Question
You have explored tropisms in other labs in this chapter. What questions would you like to
answer more thoroughly, or what outcomes would you like to double-check? Do you have
another approach in mind to investigate one of the tropisms? Ask a question that you
would like to investigate further. Make sure it is testable; think about the variables and
equipment you would need.

Materials
one quad of plants
Also needed: appropriate materials to perform lab

Safety
Make Observations
1. Read and complete a lab safety form.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

2. Examine your quad of plants and decide which tropism you want to explore.
3. Make a plan and write it on the lines below.

4. Have your teacher approve your plan for your investigation.

5. Choose materials from those provided by your teacher for a simple lab setup.
6. Decide the criteria you will use to show the outcomes you expect.

7. Set up your lab according to your plan.

66 Plant Processes and Reproduction

 Name Date Class

Lab B continued

Form a Hypothesis
8. After observing your plants and lab setup, formulate a hypothesis on how your selected
tropism will change the direction of your plants’ growth.

Test Your Hypothesis

9. Make any necessary modifications to your setup so your procedure will move toward
your expected outcome.
10. Record your observations in the data table below.
11. Make your observations as you directed and record carefully.

[Variable Observed] of Plant

Time period
1 2 3 4
Day 0 prior to
tropism

Day 1
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Day 2

Day 3

Lab Tips
• Discuss the possible materials you will use with your lab partner. Remember that the
materials should help you learn more about the tropism you selected.
• Be creative when deciding how to test the tropism you selected.

Analyze and Conclude

12. Compare the position of the parts of your plant at the beginning and end of your study.
Check to see if the change is easily visible and measurable; try not to jump to conclusions.

Plant Processes and Reproduction 67

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Lab B continued

13. Consider the possible causes of the changes. Determine if it was changing the variable
that brought about the effect. Explain.

14. Relate how the tropism you modeled could enable plants to meet their needs and survive.

15. The Big Idea What might happen if the stimulus

you provided for the plant was enlarged, minimized, or Remember to use scientific
methods.
eliminated?
Make Observations

Ask a Question

Form a Hypothesis

Test your Hypothesis

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Communicate Your Results Analyze and Conclude
Prepare a drama to present your findings. Group members
Communicate Results
or volunteers from the class can wear pictures or signs to
indicate their roles. Begin with students role-playing a
healthy plant. Add the role of the stimulus, and be sure to
identify the tropism and show results in the plant(s).

Extension

Phototropism is one of the plant responses to stimuli that you have been able to explore
easily by changing the position of the light source or plants in relation to the light source.
What might happen if you changed the light source itself? Would your plants react the
same way if you put a colored plastic sheet between the light and the plant? Would a red
filter cause the same response as a green filter? What if you used different plants? For
example, some mustard seeds are fast-germinating. Would these respond the same way as
the other plants?

68 Plant Processes and Reproduction

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Lab C

Investigating Plant Tropisms

Directions: Use the information and data from the Lab Design a Stimulating Environment for Plants to
perform this lab.

You have learned that plants respond to various stimuli in their environments. These
responses to stimuli are called tropisms. In Lab B you investigated a plant tropism of your
choice. Choose another plant tropism and design a procedure to investigate how it affects
plants.
Please note that you must complete Lab B before beginning Lab C. Also, have your teacher
approve your design and safety procedures before beginning your experiment.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

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Chapter Key Concepts Builder

Plant Processes and Reproduction

End-of-Chapter Practice
Directions: Work with a small group to design an experiment that demonstrates a plant’s response to an
environmental stimulus.

• As a group, make a list of the concepts presented in this chapter on environmental

stimuli. Discuss the different types of environmental stimuli. Talk about how plants
respond to different environmental stimuli.

Types of environmental stimuli: How plants respond:

• Then,

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

As a group, decide on which How the group will demonstrate Materials needed:
plant response the group the plant response:
would like to demonstrate:
Time required:
Plant response:
How the results of the
experiment will be recorded: Environmental conditions
Why the group chose this required:
response to demonstrate:

• As a group, discuss the experiment and results.

• Plan how to present the group’s experiment to the class.
• Present the experiment and results to the class.

The experiment should include the following:

• following the scientific method
• using a chart or graph to report results
• providing for the participation of each group member

70 Plant Processes and Reproduction

 Name Date Class

Chapter Test A

Plant Processes and Reproduction

Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.

1. What is the function of phloem and xylem?

A. provide energy for the plant
B. allow reproduction in the plant
C. transport materials through the plant

2. A plant demonstrates phototropism by

A. growing toward light.
B. growing away from water.
C. growing with the force of gravity.

3. When the life cycle of an organism switches back and forth between haploid
and diploid generations, it is
A. the result of mitosis.
B. the process of pollination.
C. the alternation of generations.

4. Seedless plants, such as mosses, have a generation that reproduces using

A. spores.
B. pollen.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

C. flowers.

5. The product of cellular respiration is

A. energy.
B. oxygen.
C. sunlight.

6. Pollination occurs when pollen grains land on

A. zygotes.
B. sperm cells.
C. female reproductive structures.

7. All seed plants have

A. fruit.
B. ovules.
C. flowers.

Plant Processes and Reproduction 71

Name Date Class

Chapter Test A continued

Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Each term is
used only once.

flowers fruit photoperiodism pollen grain

seed stimulus touch tropism
8. A is made up of an embryo, its food supply, and
a protective coating.
9. Reproduction in angiosperms begins in the plant’s .
10. A is a male reproductive structure that produces a plant’s
sperm cells.
11. After fertilization, the ovary of a flower develops into a that
contains seeds.
12. A change in the environment that causes an organism to respond is called
a .
13. The growth of a plant toward or away from a stimulus is referred to as
a .
14. Thigmotropism is the response of a plant to .

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Interpreting a Diagram
Directions: Label this diagram by writing the correct term from the word bank on each line. Each term is used
only once.

carbon dioxide oxygen sugar water

Photosynthesis
16. Takes in 18. Gives off
Sunlight
energy

17. Produces
15. Takes in

72 Plant Processes and Reproduction

 Name Date Class

Chapter Test A continued

Short Answer
Directions: Respond to each statement on the lines provided.

19. Explain why photosynthesis is important.

20. Describe the importance of cones to conifers.

21. Identify how a plant hormone, such as ethylene, causes changes in a plant.

Concept Application
Directions: Respond to each statement on the lines provided. Use complete sentences.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

22. State how photosynthesis and respiration are connected and cyclical.

23. Write a paragraph describing the fertilization of a flowering seed plant. Use these
terms in your paragraph: embryo, fertilization, ovule, pistil, pollination, sperm, seed.

Plant Processes and Reproduction 73

Name Date Class

Chapter Test B

Plant Processes and Reproduction

Multiple Choice
Directions: On the line before each question, write the letter of the correct answer.

1. Which structure is responsible for moving sugars throughout a plant?

A. xylem
B. phloem
C. stomata
D. chlorophyll

2. Which factor is NOT an environmental stimulus that plants respond to by

means of a tropism?
A. light
B. wind
C. touch
D. gravity

3. Alternation of generations describes the movement between which two stages

of a plant’s life cycle?
A. haploid and diploid
B. flowering and non-flowering
C. gymnosperm and angiosperm
D. reproductive and nonreproductive

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Completion
Directions: On each line, write the term from the word bank that correctly completes each sentence. Not all
terms are used.

embryo flowers fruit ovule

photoperiodism plant hormone pollen grain seed
spore stimulus tropism touch

4. A(n) is made up of an embryo, its food supply, and a

protective coating.
5. Reproduction in angiosperms begins in .
6. is a plant’s response to the number of hours of darkness in
its environment.
7. A(n) is a male reproductive structure that produces sperm
cells in plants.
8. After fertilization, the ovary of a flower develops into a(n)
that contains seeds.

74 Plant Processes and Reproduction

 Name Date Class

Chapter Test B continued

9. A change in the environment that causes an organism to respond is called

a(n) .
10. The growth of a plant toward or away from a stimulus is referred to as
a(n) .
11. Thigmotropism is the response of a plant to .

Interpreting a Diagram
Directions: Label this diagram by writing the correct term from the word bank on each line. Not all terms are used.

ATP carbon dioxide chlorophyll

oxygen sugar water

Photosynthesis
13. Takes in 15. Gives off
Sunlight
energy

14. Produces
12. Takes in
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Short Answer
Directions: Respond to each statement on the lines provided.

16. Predict why problems with photosynthesis would affect humans and animals as well
as plants.

17. Your friend says she saw a large patch of moss plants growing on the side of a tree.
Infer whether she saw the haploid or diploid stage of these plants and explain the
difference between the two.

Plant Processes and Reproduction 75

Name Date Class

Chapter Test B continued

18. Examine why flowering plants cannot reproduce without pollination.

Concept Application
Directions: Respond to each statement on the lines provided. Use complete sentences.

19. Assess the following statement: A disease that prevents a pine tree from producing
cones would not greatly affect the tree’s life cycle.

20. Identify the relationship between an ovule and seeds in a seed plant.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

21. Show how people use plant hormones to improve the plants they grow and use.

22. Defend the following statement: Cellular respiration depends on photosynthesis.

23. Write a paragraph that explains the fertilization of an angiosperm.

76 Plant Processes and Reproduction

 Name Date Class

Chapter Test C

Plant Processes and Reproduction

Multiple Choice
Directions: On the line before each question or statement, write the letter of the correct answer.

1. Which problem would quickly occur in a plant when the xylem is not
functioning properly?
A. The plant would wilt.
B. The plant would turn yellow.
C. The plant would stay very small.
D. The plant would not produce seeds.

2. Which plant structure displays positive gravitropism and negative

phototropism?
A. roots
B. stems
C. leaves
D. flowers

3. The haploid structures of a fern plant grow from

A. eggs.
B. seeds.
C. spores.
D. zygotes.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Completion
Directions: On each line, write the term that correctly completes each sentence.

4. A(n) is made up of an embryo, its food supply, and a

protective coating.
5. Reproduction in an angiosperm begins in the plant’s .
6. is a plant’s response to the number of hours of darkness in
its environment.
7. A(n) is a male reproductive structure that produces a plant’s
sperm cells.
8. After fertilization, the ovary of a flower develops into a(n)
that contains seeds.
9. A change in the environment that causes an organism to respond is called
a(n) .

Plant Processes and Reproduction 77

Name Date Class

Chapter Test C continued

10. The growth of a plant toward or away from a stimulus is referred to as

a(n) .
11. Thigmotropism is the response of a plant to .

Interpreting a Diagram
Directions: Label this diagram by writing the correct term on each line.

Photosynthesis
13. Takes in 15. Gives off
Sunlight
energy

14. Produces
12. Takes in

16. Describe the transformation of energy that takes place during photosynthesis.

Short Answer

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Directions: Respond to each statement on the lines provided.

17. Analyze the following statement: The haploid stage is a more prominent part of the
life cycle of seedless plants than seed-producing plants.

18. Assess why cellular respiration is important to all organisms and describe where it
occurs in the cell.

78 Plant Processes and Reproduction

 Name Date Class

Chapter Test C continued

19. Contrast the function of pollination and fertilization in seed plants.

20. Consider what a pine tree’s cones and an apple tree’s flowers have in common.

21. Examine how the role of ovules differs in seedless and seed-producing plants.

Concept Application
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Directions: Respond to each statement on the lines provided. Use complete sentences.

22. Describe how environmental stimuli and chemical stimuli contribute to the tendency
of a plant to grow toward sunlight.

23. Assess how the failure of pollen grains to produce pollen tubes would affect the ability
of angiosperms to reproduce.

Plant Processes and Reproduction 79

 Teacher Pages
Lesson Outlines for Teaching T2

Answers T8
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Plant Processes and Reproduction T1

Lesson Outline for Teaching
Lesson 1: Energy Processing in Plants
A. Materials for Plant Processes
1. To survive, plants must be able to move materials throughout their cells, make their
own food, and break down food into a usable form of energy.
2. Just like cells in other organisms, plant cells require water to survive and carry on
cell processes.
3. Roots absorb water, which travels inside xylem cells in roots and stems up to leaves.
4. Leaves produce sugar, which is a form of chemical energy.
B. Photosynthesis
1. Photosynthesis is a series of chemical reactions that convert light energy, water, and
carbon dioxide into the food-energy molecule glucose and give off oxygen.
2. Green leaves are the major food-producing organs of plants.
3. The cells that make up the top and bottom layers of a leaf are flat, irregularly
shaped cells called epidermal cells.
4. On the lower epidermal layer of leaves are small openings called stomata.
5. Mesophyll cells contain the organelle where photosynthesis occurs, the chloroplast.
6. In the first step of photosynthesis, plants capture the energy in light.
7. Chemicals that can absorb and reflect light are called pigments.
8. The pigment chlorophyll reflects green light, absorbs other colors of light, and uses

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

this energy for photosynthesis.
9. During photosynthesis, water molecules are split apart, releasing oxygen into the
atmosphere.
10. Sugars are made in the second step of photosynthesis.
11. Photosynthesis is important because it produces as much as 90 percent of the
oxygen in the atmosphere.
C. Cellular Respiration
1. Cellular respiration is a series of chemical reactions that convert the energy in food
molecules into a usable form of energy called ATP.
2. During respiration, glucose molecules are broken down into smaller amounts,
called ATP molecules.
3. Cellular respiration is important to plants because without it they could not grow,
reproduce, or repair tissues.
4. The products, or end substances, of photosynthesis are oxygen and the energy-rich
molecule glucose.
5. Most plants, some protists, and some bacteria carry on photosynthesis.

T2 Plant Processes and Reproduction

 Lesson Outline continued

6. Cellular respiration requires the reactants glucose and oxygen, produces carbon
dioxide and water, and releases energy in the form of ATP.
7. Life on Earth depends on a balance of photosynthesis and cellular respiration.

Discussion Question
How are photosynthesis and cellular respiration interrelated?
The products in photosynthesis are the reactants needed for cellular respiration. Therefore,
they are opposite processes that form a cycle.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Plant Processes and Reproduction T3

Lesson Outline for Teaching
Lesson 2: Plant Responses
A. Stimuli and Plant Responses
1. Stimuli are any changes in an environment that cause organisms to respond.
2. A plant will respond to light by growing toward it.
3. When stimulated by an insect’s touch, the two sides of a Venus flytrap snap shut
immediately, trapping the insect inside.
B. Environmental Stimuli
1. Plants responses to different environmental stimuli include light, touch,
and gravity.
2. A(n) tropism is a response that results in plant growth toward or away from a
stimulus.
3. The growth of a plant toward or away from light is called a(n) phototropism.
a. Leaves and stems tend to grow in the direction of light.
b. Roots generally grow away from light.
4. The response of a plant to touch is called a(n) thigmotropism.
a. Structures that respond to touch, called tendrils, can wrap around or cling to
objects.
b. When touched, the leaves of Mimosa pudica quickly droop or fold up.
5. The response of a plant to gravity is called gravitropism.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

a. Stems grow away from gravity.
b. Roots grow toward gravity.
6. Some plants flower in response to the amount of darkness they are exposed to.
a. Photoperiodism is a plant’s response to the number of hours of darkness in its
environment.
b. Plants that flower when exposed to less than 10–12 hours of darkness are called
long-day plants.
c. Short-day plants require 12 or more hours of darkness for flowering to begin.
d. Day-neutral plants flower when they reach maturity and the environmental
conditions are right.
C. Chemical Stimuli
1. Plant hormones are substances that act as chemical messengers within plants.
2. Hormones are called messengers because they are usually produced at one part of a
plant and affect another part of that plant.
3. Auxins generally cause increased plant growth.

T4 Plant Processes and Reproduction

 Lesson Outline continued

4. Ethylene helps stimulate the ripening of fruit.

5. Gibberellins increase the rate of cell division and cell elongation.
6. Cytokinins increase the rate of cell division in some plants and slow the aging
process of flowers and fruits.
D. Summary of Plant Hormones
1. Plants produce many different hormones.
2. Often, two or more plant hormones interact and produce a plant response.
E. Humans and Plant Responses
1. Humans make plants more productive using plant hormones.
2. Some crop plants are now easier to grow because humans understand how they
respond to hormones.

Discussion Question
What are two ways that plants respond to gravity?
Plant stems grow away from gravity. Plant roots grow toward gravity.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Plant Processes and Reproduction T5

Lesson Outline for Teaching
Lesson 3: Plant Reproduction
A. Asexual Reproduction Versus Sexual Reproduction
1. Plants can reproduce asexually or sexually.
2. Asexual reproduction occurs when a portion of a plant develops into a separate new
plant that is genetically identical to the parent.
3. One advantage of asexual reproduction is that just one parent organism can
produce offspring.
4. Sexual reproduction in plants usually requires two parent organisms.
5. Sexual reproduction occurs when a plant’s sperm combines with a plant’s egg.
6. A new plant produced by sexual reproduction is a genetic combination of its
parents.
B. Alternation of Generations
1. Plants have two life stages called generations.
2. Alternation of generations is when the life cycle of an organism alternates between
diploid and haploid generations.
3. Daughter cells produced from haploid structures are spores.
4. Spores grow by mitosis and cell division and form the haploid generation of
a plant.
5. In most plants, the haploid generation is tiny and lives surrounded by special

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

tissues of the diploid plant.
6. Fertilization takes place when a haploid sperm and a haploid egg fuse and form
a diploid zygote.
7. Through mitosis and cell division, a zygote grows into the diploid generation of
a plant.
C. Reproduction in Seedless Plants
1. The first land plants to inhabit Earth probably were seedless plants—plants that
grow from haploid spores, not from seeds.
2. Moss plants grow by mitosis and cell division from haploid spores produced by the
diploid generation.
3. The diploid generations of ferns are the green leafy plants often seen in forests.
D. How do seed plants reproduce?
1. Unlike seedless plants, the haploid generation of a seed plant is located within
diploid tissue.

T6 Plant Processes and Reproduction

 Lesson Outline continued

2. A(n) pollen grain forms from tissue in a male reproductive structure of a seed plant.
a. Pollen grains produce sperm cells.
b. Pollination occurs when pollen grains land on a female reproductive structure of
a plant that is the same species as the pollen grains.
3. The female reproductive structure of a seed plant where the haploid egg develops is
called the ovule.
a. After fertilization occurs, a zygote forms and develops into a(n) embryo, which is
an immature diploid plant that develops from the zygote.
b. An embryo, its food supply, and a protective covering make up a(n) seed.
4. Flowerless seed plants are also known as gymnosperms.
a. The most common gymnosperms are conifers, which are trees and shrubs that
have needlelike or scalelike leaves.
b. The male and female reproductive structures of conifers are called cones.
5. Fruits and vegetables come from angiosperms, or flowering plants.
a. The male reproductive organ of a flower is the stamen.
b. The female reproductive organ of a flower is the pistil.
c. The ovary of a flower contains one or more ovules.
d. Angiosperm pollen grains travel by wind, gravity, water, or animal from the
anther to the stigma, where pollination occurs.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

e. The ovary and sometimes other parts of a flower will develop into a(n) fruit that
contains one or more seeds.
f. Fruits and seeds are important sources of food for people and animals.
g. When an animal eats a fruit, the fruit’s seeds can pass through the animal’s
digestive system with little or no damage.

Discussion Question
What happens during sexual reproduction in plants?
Sexual reproduction occurs when a plant’s sperm cell combines with a plant’s egg. A
resulting zygote can grow into a plant. This new plant is a genetic combination of its
parents.

Plant Processes and Reproduction T7

Answers
What do you think? (page 1) occurred in the leaves because they are green.
1. Disagree; all organisms need energy from The leaves appear green because they contain
cellular respiration. the pigment chlorophyll, which reflects green
light.
2. Disagree; some protists and bacteria can
perform photosynthesis as well. Content Practice A (page 13)
3. Disagree; plants do produce hormones. 1. plant chlorophyll
4. Agree; plants can respond to light, gravity, 2. energy
touch, and hormones. 3. molecules
5. Agree; a seed contains a plant embryo and a 4. oxygen
food supply protected by an outer covering.
5. carbon dioxide
6. Disagree; some plants can reproduce without
6. hydrogen
flowers.
7. sugar molecules
Lesson 1 8. Photosynthesis could not happen.
Launch Lab (page 8) 9. Animals breathe oxygen released by plants.
1. The stalk pulled directly from the bunch did Content Practice B (page 14)
not change; and the stalk with the straight
1. mesophyll cells
cut had a darker blue line that extended up
one rib. 2. carbon dioxide
2. The blue-colored water went through 3. glucose
specialized cells that transport water upward 4. (across) chlorophyll; (down) chloroplasts
through the stalk of the plant.
5. phloem
3. The tissue in the plant that transports water
and materials is in the part of the stalk that 6. mitochondria
appears blue. The specialized cells carry water 7. ATP
upward through these cells. 8. oxygen
Content Vocabulary (page 9) 9. energy
1. chloroplasts
School to Home (page 15)
2. mitochondria 1. Phloem moves sugar produced by leaves

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. sunlight, carbon dioxide (CO2), water (H2O) through a plant. Xylem moves water taken in
4. glucose [sugar], oxygen (O2) by roots up through stems and into leaves.

5. glucose, oxygen (O2) 2. During the first step, leaves capture light
energy in their chloroplasts. In step 2, some
6. carbon dioxide (CO2), water (H2O), ATP of this energy is used to break down carbon
7. Through photosynthesis, plants produce dioxide into carbon and oxygen. These atoms
glucose. Cellular respiration then breaks down combine with hydrogen from split water
the glucose to release energy the plant can use. molecules to form sugar molecules. Much of
the sugar is stored for future use by the plant
8. Sunlight is the energy source that drives
or organisms that eat the plant.
photosynthesis.
3. During cellular respiration (which takes place
MiniLab (page 12) in the mitochondria and cytoplasm), glucose
1. The answer to this will depend on where is broken down into ATP molecules in the
students put their bags; light through diffused presence of oxygen. Carbon dioxide and water
windows or north-facing windows might are waste products of the reaction.
produce less growth.
4. Each process depends on by-products of the
2. The color of the indicator changed from deep other. Photosynthesis uses water and carbon
blue to medium green and finally to a golden dioxide to make sugar, producing oxygen as a
brown. It changed due to the presence of byproduct. Respiration uses oxygen to break
carbon dioxide. down glucose and release energy, producing
3. Respiration occurred in the germinating seeds carbon dioxide and water as by-products.
and seedlings. Carbon dioxide is given off Key Concept Builder (page 16)
during respiration. Because the indicator
1. xylem, phloem
showed it was present, the plants must be
using the process of respiration. Photosynthesis 2. xylem

T8 Plant Processes and Reproduction

 Answers continued
3. xylem 19. Answers will vary. Possible answer:
4. move materials throughout their cells, make Photosynthesis and cellular respiration are
their own food, break down food into a interrelated because the ability of one process
usable form of energy to occur depends on the other process also
occurring.
5. phloem
6. through tiny openings in the leaves called
Enrichment (page 20)
stomata 1. Answers will vary. Possible answer: The
chemical equations for photosynthesis and
7. phloem cellular respiration are basically the reverse of
8. through tiny openings in the leaves called one another. The products of one are the
stomata reactants of the other, although the chemical
pathways for each process are much different.
Key Concept Builder (page 17) Also, photosynthesis is performed only by
1. Photosynthesis is a series of chemical autotrophs and occurs in chloroplasts, but
reactions that convert light energy, water, and cellular respiration takes place in all living
carbon dioxide into the food-energy molecule things in mitochondria.
glucose and give off oxygen.
2. Answers will vary. Possible answer: Because
2. light, carbon dioxide, water mitochondria are the sites of cellular
3. in chloroplasts found in mesophyll cells respiration, a plant might cease ATP
production. If ATP production stopped, there
4. split apart
would be no energy available to carry out the
5. oxygen life functions of cell. Eventually, the plant
6. produces 90 percent of all oxygen in the would die from the lack of energy.
atmosphere needed for life 3. Students should list any three of the following
7. Energy from the Sun is captured in chloroplasts, cellular functions: mitosis, meiosis,
and water molecules are split apart. reproductive activities, growth, hormone
production, transport, photosynthesis,
8. light tropisms. Other accurate cellular functions
9. broken down into carbon and oxygen atoms that are activities of life are acceptable.
10. carbon, oxygen, hydrogen Challenge (page 21)
11. sugar molecules Student drawings should include the glass or beaker
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

12. energy source, stored for later use with a strip of paper over the side and the stained
part of the strip inside the alcohol, and they may
13. Carbon dioxide is broken into carbon and include the pigment climbing up the filter as the
oxygen atoms that combine with hydrogen to paper absorbs the alcohol. Drawings should be
form sugar molecules, which are used as an accurately labeled. The alcohol will travel up the
energy source or stored for later use. strip in a capillary action, moving and separating
Key Concept Builder (page 18) the pigments as it goes. The procedure should be as
described in the instructions. Look for conclusions
1. T
that indicate that students have seen from one to
2. F; energy in food molecules into ATP three shades of green on the strip with the green
3. F; carbon dioxide leaf. Students will see carotenoids and xanthins in
the colored leaf (reds, oranges, and yellows), and
4. T
may see some yellow in the green leaf. If this activity
5. F; mitochondria is done in the fall, students will see mostly carotenoids.
6. F; oxygen Xanthins are converted from glucose in the leaf,
and are also more strongly present in the fall.
7. T
8. T Lesson Quiz A (page 22)
Multiple Choice
9. T
1. B
10. T
2. A
11. F; glucose
3. B
12. F; cannot occur
Completion
Key Concept Builder (page 19) 4. xylem
For the completed table, see page T18. 5. phloem

Plant Processes and Reproduction T9

Answers continued
6. stomata Content Practice A (page 30)
7. glucose 1. tropism
8. mitochondria 2. phototropism
9. oxygen 3. positive

Lesson Quiz B (page 23) 4. straighten

Multiple Choice 5. will
1. C 6. away from
2. C 7. thigmotropism
3. A 8. auxin
Completion 9. bends
4. xylem
Content Practice B (page 31)
5. phloem
1. stimuli
6. stomata
2. response
7. glucose
3. stimuli
8. mitochondria
4. environmental
9. oxygen
5. chemical
Lesson 2 6. tropism
Launch Lab (page 25) 7, 8. (either order) thigmotropism, gravitropism
1. Many of the seedlings changed their position 9. photoperiodism
and looked like they were leaning toward the 10. long-day
light. I could tell because their position had
changed relative to the toothpicks that were 11. day-neutral
next to them. 12. hormones
2. The seedlings bent in the opposite direction 13, 14, 15. (any order) auxins, ethylene, gibberellins
from where they were before the pot was 16. Auxins
moved.
17. ethylene

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. A tropism is growth of the plant relative to a
stimulus in the environment; phototropism is 18. interact
a plant response to light. When the light was 19. productive
moved to the other side of the seedlings, they
20. roots
began to grow toward the new position of the
light. Math Skills (page 32)
1%
1. 33__
Content Vocabulary (page 26) 3
1. stimulus 2. 100%
2%
3. 66__
2. tropisms 3
3. photoperiodism 2%
4. 91__
3
4. plant hormones School to Home (page 33)
MiniLab (page 29) 1. a. Increases length of cells and causes plants
1. Answers will vary. to grow toward light; b. chemical

2. Their flowering is a response to the length of 2. a. Increases the rate of cell division and slows
darkness at that time of year. the aging of fruits and flowers; b. chemical

3. If plants required a given number of hours of 3. a. Stimulates ripening of fruit; b. chemical

night to flower, putting a light on them for a 4. a. Increase the rate of cell division and cell
while at night would prevent the response of elongation; b. chemical
flowering. 5. a. Response to gravity; b. environmental
4. Plants would flower at that time of year when 6. a. Response to the number of daily hours of
they have the best chance of being pollinated darkness in an environment; b. environmental
and producing fruits.
7. a. Response to the number of hours of
darkness; b. environmental

T10 Plant Processes and Reproduction

 Answers continued
8. a. Response to touch; b. environmental 4. (in any order) increase rate of cell division,
slow the aging process of flowers; slow the
Key Concept Builder (page 34) aging process of fruit
1. stimuli
5. Plant hormones usually are produced at one
2. (any order) light, touch, gravity part of the plant and affect another part of
3. tropism the plant.
4. positive Key Concept Builder (page 37)
5. phototropism For the completed table, see page T18.
6. gravitropism 1. Plant hormones increase plant growth and
length, stimulate the ripening of fruit, and
7. thigmotropism
slow the aging process of flowers and fruits.
8. thigmotropism All these plant responses help the plant
9. photoperiodism survive and reproduce.
10. twelve 2. Answers will vary. Students should relate that
they depend on plants for food, clothing,
11. day-neutral
shelter, and/or fuel to power their homes and
12. long-day family vehicles.
13. gravitropism 3. Answers will vary. Students might relate that
14. upward human apply synthetic hormones to plants to
increase their size and yields and to stimulate
15. negative ripening of the fruit.
16. light
Enrichment (page 38)
17. environmental
1. Answers will vary. Possible answer: People
18. touch enjoy flowers, and they are used for many
events and in many celebrations. Certain
Key Concept Builder (page 35) flowers are in demand year-round, and their
1. The plant bends toward the source of light; growth and sales are a multimillion dollar
phototropism industry.
2. The root grows into the ground; the stem 2. A longer growing season could possibly
grows upward; gravitropism increase the number of times a crop, such as
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. The tendril begins to coil around the branch; rice or spinach, could be harvested in a single
thigmotropism season. This could theoretically produce twice
as much food.
4. The plants begin to flower; photoperiodism
3. One way plants can be manipulated into
5. The plants do not produce flowers;
producing flowers out of season is by
photoperiodism
controlling their photoperiod. Long-day
6. The plant begins to turn upward; gravitropism plants can be exposed to light at night to
7. The plant most likely will straighten; induce flowering. Short-day plants can be
phototropism placed in darkness for long periods each night
to induce flowering. Another way plants can
8. The leaves snap shut and the fly is digested by
be manipulated into producing flowers out of
the plant; gravitropism
season is by introducing a specific gene to
9. The roots will bend toward the soil and their leaves that causes them to flower
reenter it; gravitropism without regard to a photoperiod.
10. The vine begins to grow up the side of the Challenge (page 39)
building; thigmotropism
1. To promote root formation and growth, the
Key Concept Builder (page 36) end of the stem can be treated with an auxin
1. (in any order) increase plant growth, cells hormone. Auxins promote root formation on
grow longer, plants grow toward light stem and leaf cuttings, so they will develop
stronger and faster than if they were left alone.
2. (in any order) stimulates the ripening of fruit,
causes nearby fruit to ripen, causes leaves to 2. To increase the size of fruit, the tree should be
drop, treated with gibberellins. Auxins will also tend
to increase the number of fruits produced, but
3. (in any order) increase the rate of cell division, for size and robustness, gibberellins would be
cause cell elongation, increase growth of stems effective.
and leaves

Plant Processes and Reproduction T11

Answers continued
Skill Practice (pages 40–41) 7. Answers will vary. Possible answer: People use
8. Light intensity is the variable; controls are plant hormones to change the way plants
soil, water, time (every 2 days). Students may grow and develop. Some of these changes can
consider the amount of water a variable, if be beneficial. Ethylene can be used to ripen
they do not measure when they water fruit at a time that is most convenient for its
throughout the investigation. sale. The application of gibberellins or
9. The light under the vellum appeared to bring cytokinins to plants can increase their growth,
the fullest and tallest grass. making fruits and vegetables larger and more
appealing. Cytokinins can slow the aging of
10. Light is necessary for germination of grass flowers and fruits, giving them a longer shelf
seeds; they would not germinate. If the plants life in stores.
were very young, only 0.5 cm in height, they
would probably not survive.
Lesson 3
11. Light is an important factor in the
germination of grass. Plants need to
Launch Lab (page 45)
photosynthesize and produce their own 1. Answers will vary according to the fruits the
energy for their cell processes. Too much or students chose. Fruits have seeds inside them.
too little light could have a negative effect on Students should find that the seeds are
grass and other plants. arranged in one of three ways: embedded in
the flesh or on the outside of the flesh, one
Lesson Quiz A (page 42) seed enclosed in a hard case surrounded by
Multiple Choice the flesh, or enclosed in a core surrounded by
1. B the flesh.
2. A 2. The more seeds that are produced, the greater
3. B the chance is that at least one seed will develop
into a new plant. Seeds that are small and
Completion within the flesh of the fruit, such as some
4. tropism berries, are more likely to be swallowed,
5. Ethylene carried to another location, and then excreted
by the animal that ate the fruit. Larger seeds,
6. auxin
such as the seed inside the pit of a peach,
7. photoperiodism will just be discarded by an animal that eats
8. gibberellin the fruit.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

9. phototropism 3. A fruit is a means for the plant’s seeds to be
dispersed. With no fruit, the plant’s seeds
Lesson Quiz B (page 43) would stay with the plant, greatly reducing
Multiple Choice the possibility that the plant’s numbers will
1. D increase. Fruits were an evolutionary strategy
2. D for the continuation of plant species.

3. C Content Vocabulary (page 46)

Short Answer Answers will vary. Possible responses:
4. Photoperiodism is the response of a plant 1. Drawings should be similar to Figure 14 in
to the number hours of darkness in its Lesson 3 of the student textbook. Drawings
environment. should include a box labeled “diploid plant”
5. A positive tropism is when a plant grows and a box labeled “haploid plant” with arrows
toward a stimulus, such as when a plant connecting the boxes in a cycle. Additional
grows toward light. A negative tropism is details could include processes of meiosis,
when a plant grows away from a stimulus, formation of spores, formation of sperm and
such as when a plant’s stems grow upward egg, fertilization, formation of zygote.
and away from the pull of gravity. 2. Drawings will vary. Sample drawing: A seed,
6. Possible answers: Auxins increase plant for example, a bean, with the embryo
growth and cause plants to grow toward light. (immature diploid plant) circled or marked
Ethylene causes fruit to ripen. Plant roots with an arrow.
produce gibberellins, which increase the rate 3. A fruit is a plant structure that contains one
of cell division and elongation. Cytokinins or more seeds. Examples will vary but may
increase the rate of cell division in some include pea pods or an ear of corn.
plants and can also slow the aging of flowers
4. Mitosis is the process during which a nucleus
and fruits. Students can list any two.
divides.

T12 Plant Processes and Reproduction

 Answers continued
5. In a seed plant, the ovule is where the haploid 4. Fruits can include fleshy structures such as
egg develops and the ovary contains the ovule. berries and tomatoes. Fruits can also be fairly
6. Pollen grains are structures formed from the dry structures such as pea pods and ears of
male reproductive structure of seed plants. In corn. Humans and other animals often use
the process called pollination, pollen grains fruits for food. People disperse fruit seeds by
land on the female reproductive structure of eating fruits, then discarding or planting the
a plant that is the same species of plant that seeds far from the parent plant. Animals also
produced the pollen grains. disperse seeds by eating fruits and eliminating
seeds in their waste, often far from the plant
7. Both are reproductive organs in flowers. The that produced the seeds.
stamen is male, and the pistil is female.
8. Seeds are made up of an embryo, its food supply,
Key Concept Builder (page 55)
and an outer covering. Fruits contain seeds. 1. The egg and sperm fuse.
9. A spore is the haploid generation of a plant and 2. diploid zygote
daughter cell produced from a haploid plant. 3. meiosis
MiniLab (page 49) 4. spores
1. The petals and scent of a flower attract bees 5. by mitosis and cell division
and other insects that pollinate the flower.
6. sperm or eggs
2. The stickiness helps capture and hold pollen
7. with fertilization
grains. This prevents wind and water from
moving the pollen away before it fertilizes the 8. with meiosis
flower. 9. Sexual; two parents are part of the diagram,
3. The flower could be self-pollinating if it has one producing sperm and one producing
male and female reproductive parts. an egg.

Content Practice A (page 50) Key Concept Builder (page 56)

1. (in any order) female cone with ovule, male 1. seedless plants
cone with pollen, young seedling, pine seed, 2. (either order) mosses, ferns
adult conifer, pollination
3. alternative
2. (in any order) ovule, sperm, pollen, fertilization,
4. leafy plants
zygote
5. spores
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

3. (in any order) filament, ovary, style, stigma,

stamen, anther, egg, embryo, seed 6. (either order) eggs, sperm

Content Practice B (page 51) 7. generations

For the completed table, see page T19. 8. seedless
Answers will vary. Accept all correct responses. 9. haploid

School to Home (page 54) 10. (either order) mitosis, cell division
1. Plants and some other organisms have two 11. (either order) male, female
generations—one haploid and one diploid. 12. sperm
Alternation of generations occurs when the
13. eggs
life cycle of an organism alternates between a
haploid and a diploid generation. In plants, 14. diploid generation
the haploid generation starts with meiosis. 15. moist
The diploid generation starts with fertilization.
16. egg
2. Small haploid moss plants grow from haploid
spores. The haploid plants produce sperm 17. mitosis
and egg cells that combine (in fertilization) 18. haploid spores
to create a diploid zygote. The zygote becomes
the diploid generation of moss plants. This Key Concept Builder (page 57)
generation consists of tiny plants that produce 1. F; grow from seeds
spores and continue the cycle by producing 2. F; flowering
another generation of haploid plants.
3. T
3. The main reproductive structures in the most
4. T
common gymnosperms (conifers) are cones.
The main reproductive structures in 5. T
angiosperms are flowers.

Plant Processes and Reproduction T13

Answers continued
6. F; hard dropped and took root under a parent plant,
7. F; sperm their chances of survival are lessened because
of competition for light, water, and
8. T nutrients.
9. F; many
Challenge (page 60)
10. T
Drawings should be accurate, not necessarily artistic.
11. T
1. Tomato is a fruit because it contains seeds and
12. F; ovule has a fleshy pulp. Drawings should show a
tomato cut open with the seeds visible.
Key Concept Builder (page 58) Appropriate labels include fleshy pulp, seed,
1. a flowerless seed plant and/or fruit.
2. a flowering seed plant 2. Squash is a fruit because it contains seeds
3. Gymnosperm seeds are not surrounded by inside a fleshy pulp. Drawings should be
a fruit. relatively accurate for the type of squash drawn
(yellow, zucchini, butternut, etc.). Appropriate
4. Many animals eat the fruits and vegetables
labels include fleshy pulp, seed, and/or fruit.
that come from angiosperms.
3. Avocado is a fruit because it contains a seed
5. Student diagrams should show an alternation
inside a fleshy pulp. Appropriate labels
of generations. Cones contain the haploid
include fleshy pulp, seed, and/or fruit.
generation. A zygote following fertilization
contains the diploid generation. 4. Garlic is a vegetable because it does not
contain seeds. It is a root structure called a
6. Student diagrams should show a flower with
bulb. Appropriate labels include vegetable
the male structure (stamen) and the female
and/or bulb.
structure (pistil).
5. English peas are dry fruits. They are seeds
7. Cones contain the haploid generation. The
surrounded by a fleshy pod that dries as the
female cone contains the ovule. The male
seeds mature. Appropriate labels include fruit,
cones contain pollen. Fertilization follows
pod, and/or seed.
pollination. A diploid zygote results, seeds are
dispersed, and a young seedling begins to 6. Asparagus is a vegetable because it does not
grow after the seed takes root. contain seeds. Asparagus is a stem. Appropriate
labels include vegetable and/or stem.
8. Pollination occurs when pollen grains from

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

the anther land on the stigma. A pollen tube Lesson Quiz A (page 61)
grows from the pollen grain into the stigma Multiple Choice
and down the style to the ovary at the base 1. C
of the pistil. Sperm develop from a haploid
cell in the pollen tube. Fertilization takes 2. A
place when the pollen tube enters an ovule. 3. B
A zygote develops into an embryo. Each ovule
Completion
and its embryo become a seed.
4. Spores
Enrichment (page 59) 5. seed
1. Answers include any three mechanisms of 6. pollination
seed dispersal, including moving by wind,
by being eaten or carried by animals, by 7. cone
water, or by being shaken or propelled from 8. pistil
a seed pod.
9. Fertilization
2. A seed-dispersal relationship between a species
10. ferns
of plant and a species of animal is a relationship
that results in an effective way to move seeds Lesson Quiz B (page 62)
to new locations and reduce competition and Multiple Choice
overcrowding among the plant colony, which 1. D
benefits the plant. In return, the animals get
food and the nutrition they need to survive 2. D
and reproduce. 3. B
3. Seeds need to be dispersed to locations away Completion
from parent plants to reduce overcrowding 4. spore
and to establish new colonies. If seeds 5. seed

T14 Plant Processes and Reproduction

 Answers continued
6. Pollination Sample procedure:
7. cone Ask a Question How do plants respond to light?
8. pistil Form a Hypothesis Student hypotheses will vary, but
9. Fertilization the following is an example: If I place a plant near a
window, then the plant will bend and grow toward
10. ferns the window, because plants respond to light by
Labs A and B (pages 63, 66) growing toward it.
12. Students should see some change in the Test Your Hypothesis Testing procedures will vary, but
positions of the stem (and/or roots) as a the following is an example:
positive response to the stimuli they used. If • Choose two similar plants. Place one next to a
they can measure the difference in millimeters window and the other one in an area where it
or see the bend, then they are not just hoping gets light from all sides.
the change occurred.
• Each day for several weeks, give both plants
13. Students can develop more acute observation identical amounts of water. Observe each
skills by becoming aware of the surroundings plant’s growth and record observations.
of their lab environment. Although they
Analyze and Conclude Students should present an
might have changed the position of the
analysis of their data and some conclusion.
growing lab lighting, they should know that
the classroom light changed and might have Chapter Key Concepts Builder (page 70)
some effect on their outcomes. They should Students should work cooperatively to complete the
be able to explain why their light (or stimulus) activity. Experiments should show an understanding
actually made a difference. of the scientific method, including use of a control.
14. Students should know the needs of plants for Students should be able to clearly explain the
survival and reproduction at this time. For environmental stimuli and the plant’s response and
example, if they used phototropism, they describe how the response benefits the plant. Charts
should be able to explain that because plants or graphs designed to show the results of the
need light for photosynthesis, they bent experiment should be neat and accurate.
toward the light.
Chapter Test A (page 71)
15. Students should be able to conceptualize
Multiple Choice
information about plants in general and
1. C
conclude that not all plants need the same
2. A
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

amount of light, water, or space, and so on.

At this point, they should be able to suggest 3. C
that too much light or too little light might
4. A
not be healthful for their plant or any plant,
in general. 5. A
Communicate Your Results For the completed rubric, 6. C
see page T20. 7. B
The teacher can use a generic rubric for lab activity
and choose those components that are most valid
Chapter Test A (page 72)
for the approach used with the students. The teacher Completion
could also design a rubric that relates directly to 8. seed
each step required. 9. flowers
B. Extension Wisconsin Fast Plants has numerous 10. pollen grain
activities to explore tropisms and plant processes on
11. fruit
their web site.
12. stimulus
Chapter Lab C (page 69)
13. tropism
Please note:
14. touch
• Students must complete Lab B before they are
assigned Lab C. Interpreting a Diagram
15. water or H2O
• The procedure given below is just one
possibility of many. 16. carbon dioxide or CO2

• If you have students perform the labs they 17. sugar or C6H12O6
design, make sure proper safety precautions 18. oxygen or O2
are included before allowing them to proceed.

Plant Processes and Reproduction T15

Answers continued
Chapter Test A (page 73) 13. carbon dioxide or CO2
Short Answer 14. sugar or C6H12O6
19. Photosynthesis allows plants to produce the
15. oxygen or O2
sugar that almost all organisms on Earth use
as food and that they break down to obtain Short Answer
energy for life processes. 16. Humans and animals cannot perform
photosynthesis and make their own energy-
20. Cones are the reproductive structures of storing sugars. They rely on the sugars created
conifers. They contain the sperm and egg cells by plants during photosynthesis for energy. If
that combine during fertilization to produce plants were unable to undergo photosynthesis,
the seeds that continue the conifer’s life cycle. humans, animals, and plants would have no
21. Ethylene is a plant hormone that causes fruits source of energy for life processes.
to ripen. Rotting fruit also gives off ethylene, 17. The haploid form of a moss plant is the larger,
which can cause nearby fruit to rot as well. green plant that most people are familiar
Concept Application with. It is likely that the friend saw this form,
22. They are connected because each process because the diploid stage of the moss plant is
cannot take place without the waste products small and much more difficult to notice.
of the other. During photosynthesis, carbon
dioxide and water interact in the presence of Chapter Test B (page 76)
light to create sugars. The waste products of 18. Fertilization is necessary for reproduction, and
photosynthesis include oxygen, which is fertilization cannot occur unless pollination
needed during respiration. Oxygen is used occurs first. During pollination, male pollen
during respiration to break down sugars and grains make their first contact with the female
release energy. The by-products of respiration reproductive structures of a flowering plant.
include carbon dioxide and water, which cycle The pollen grains then release sperm cells,
back to be used again during photosynthesis. which join with eggs cells to complete the
fertilization process.
23. Answers will vary. Possible answer: First, male
pollen grains land on the top of a flower’s Concept Application
pistil, its female reproductive structure. This is 19. The statement is untrue. Cones are the
pollination. A pollen tube then grows from reproductive structures of conifers, such as
the pollen grain down into the ovary at the pine trees. They carry sperm cells and egg
base of the pistil. Sperm develops in the tube cells within them. Without cones, the pine
and travels down into ovules (inside the tree would not be able to reproduce and its

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

ovary). This is fertilization, which produces a life cycle would end.
zygote that develops into an embryo. Each 20. Ovules are needed to produce seeds. Ovules
ovule and its embryo become a seed that can are the female reproductive structures of seed
sprout and continue the plant’s life cycle. plants, in which fertilization by male sperm
cells takes place. After fertilization, the ovule
Chapter Test B (page 74)
becomes a zygote and then an embryo. The
Multiple Choice embryo eventually becomes part of a seed.
1. B
21. People use plant hormones in various ways to
2. B manipulate the growth and development of
3. A plants. For example, plant hormones such as
Completion gibberellins can be used to increase the
4. seed growth rate of plant stems and leaves. The
plant hormone ethylene can cause fruits to
5. flowers ripen at a specific time.
6. Photoperiodism 22. During respiration, the body breaks down
7. pollen grain glucose to release energy for life processes.
This glucose was created and stored during
8. fruit
photosynthesis. Without photosynthesis, the
Chapter Test B (page 75) body would have no supply of stored food
9. stimulus energy to use.
10. tropism 23. Answers will vary. Possible answer: First, male
pollen grains land on the top of a flower’s
11. touch pistil, its female reproductive structure. This is
Interpreting a Diagram pollination. A pollen tube then grows from
12. water or H2O the pollen grain down into the ovary at the

T16 Plant Processes and Reproduction

 Answers continued
base of the pistil. Sperm develops in the tube 18. Cellular respiration occurs in the mitochondria
and travels down into ovules (inside the and cytoplasm of cells. Cellular respiration
ovary). This is fertilization, which produces a allows an organism to release and use the
zygote that develops into an embryo. Each stored energy in glucose. Without cellular
ovule and its embryo become a seed that can respiration, organisms would not have energy
sprout and continue the plant’s life cycle. to live and reproduce.
Chapter Test C (page 77) Chapter Test C (page 79)
Multiple Choice 19. During pollination, male pollen grains come
1. A into contact with the female reproductive
2. A structures of the plant. This step is necessary
to set up fertilization. During fertilization,
3. C male sperm cells contained within pollen
Completion grains unite with female egg cells to produce
4. seed a zygote that eventually becomes a new plant.
5. flowers 20. Both are structures in which plant reproduction
takes place. Cones hold the male sperm cells
6. Photoperiodism
and female eggs cells of conifers. Flowers hold
7. pollen grain the sperm and egg cells of angiosperms.
8. fruit Pollination and fertilization occur within cones
and flowers.
9. stimulus
21. Students should recall that ovules do not exist
Chapter Test C (page 78) in seedless plants, so they have no role. In
10. tropism seed-producing plants, ovules are female
11. touch reproductive structures. Ovules are the place
where fertilization occurs, and they eventually
Interpreting a Diagram develop into embryos that become part of
12. water or H2O seeds.
13. carbon dioxide or CO2 Concept Application
14. sugar or C6H12O6 22. Phototropism is an environmental stimulus
that causes a plant to grow toward light.
15. oxygen or O2
However, the actual cellular growth that
16. During photosynthesis, chlorophyll captures occurs is a response to auxin, a plant
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

light energy from the Sun and transforms it hormone that is a chemical stimulus. Auxin
into the stored food-energy of the sugar increases on the side of the plant away from
glucose. The process uses water and carbon the light source. This causes cells on this dark
dioxide and gives off oxygen as a by-product. side to elongate, making the plant bend
Short Answer toward the light.
17. The haploid stage in seed-producing plants is 23. The pollen tubes are the pathway sperm use to
typically very small and often enclosed within move from the tip of the pistil (the stigma)
a diploid structure. However, in seedless down into the ovule of a flower. The ovule is
plants, the haploid stage can be more where the sperm cell and egg cell unite, and
prominent. In some seedless plants, such as fertilization of a flowering plant (or angiosperm)
mosses, the haploid structure is actually larger takes place. Without the ability to produce
and more prominent than the diploid these tubes, fertilization would not take place
structure. and the plant would not be able to reproduce.

Plant Processes and Reproduction T17

Answers continued
Charts and Tables
Key Concept Builder (page 19)

Process Photosynthesis Cellular Respiration

1. Carbon dioxide is one of the reactants. ✓

2. Energy in the form of ATP is released. ✓

3. Glucose is a product. ✓

4. This occurs within chloroplasts. ✓

5. This process requires light energy. ✓

6. One of the products is water. ✓

7. Sunlight is needed for this process. ✓

8. This process takes place in mitochondria. ✓

9. The result is a usable form of energy called ATP ✓

10. Oxygen must be present as a reactant. ✓

11. Life depends on this process. ✓ ✓

12. This occurs in plants. ✓ ✓

13. Oxygen is released from the plant. ✓

14. These processes are interrelated ✓ ✓

15. Water molecules are split apart. ✓

16. Atoms combine to form sugar. ✓

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

17. This is required for growth and tissue repair. ✓

18. It produces 90 percent of oxygen in the atmosphere. ✓

Key Concept Builder (page 37)

Explain how the plant responds to the Describe how the response benefits
List four plant hormones.
plant hormone. the plant.
auxins increase plant growth by causing cells to This causes the stem to bend toward the
grow longer light so as much light as possible reaches
the leaves.

ethylene stimulates the ripening of fruit This helps with seed dispersal as animals
eat the ripe fruit or the ripened fruit falls
from the plant.

gibberellins stimulate cell division and cell elongation Leaves and stems increase in size,
allowing the plant to receive more
sunlight.

cytokinins increase the rate of cell division and slow Plants grow faster. Longer flowering
the aging process of flowers and fruits extends pollination time.

T18 Plant Processes and Reproduction

 Answers continued
Content Practice B (page 51)

Compare and Contrast

How are they the same? How are they different?

Asexual and Sexual • Both result in new • In asexual reproduction, one parent produces
Reproduction in Plants organisms. offspring.
• Sexual reproduction usually requires two
parent organisms.

Diploid Generation and • Both are part of the life cycle • The diploid generation begins with
Haploid Generation of plants that reproduce fertilization.
sexually. • The haploid generation begins with meiosis.

Life Cycle of a Moss and Life • Both show an alternation of • In moss, the tiny, green, moist plants are
Cycle of a Fern generations. haploid plants.
• In ferns, the diploid generations are the green,
leafy plants often seen in forests.

Flowerless Seed Plants and • Life cycles include • Flowerless seed plants produce cones that
Flowering Seed Plants pollination and fertilization. contain an ovule or pollen.
• Flowering seed plants contain the male and
female reproductive structures within the
flower.

Pollen Grains and Ovules • Both are needed for sexual • Pollen grains produce sperm cells.
reproduction. • Ovules are where the egg develops.
Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Plant Processes and Reproduction T19

Answers continued
Communicate Your Results

Question Clear and relevant; Valid question Question is Question does not
showed students connected to the identified, but reflect consideration
understood the concept. connection to actual of the concept.
concept. concept is weak.

Hypothesis Relevant and is Reflects some Connected to the Is not stated as

directly connected connection to the question and stated directed or does not
to the question and question. Stated as as directed but does actually reflect the
concept. Stated as directed and uses not use correct question.
directed and uses scientific vocabulary science vocabulary
scientific vocabulary and concepts. and concepts.
and concepts.

Procedure Detailed step-by- Well written Procedure is not Procedure is not well
step instructions are procedure, as a complete enough to written or is missing
stated and the whole, but one or draw an accurate important steps.
procedure could be two confusing steps conclusion.
repeated. that could be
misinterpreted.

Observations Recording is detailed Observations could The minimum is No detail and not a
and accurate. Chose be more detailed; shown and some good choice for data
the best way to does not show the accuracy could be that needs analysis.
present data. whole picture. questioned.

Conclusion Conclusion is logical Conclusion makes There is a minimum There is no

and reflects the connections to the connection shown connection made to
question, the hypothesis but between the the hypothesis.
variables and their leaves some experiment
role in the variables components, the

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

experiment and the unexplained. hypothesis and the
hypothesis. question.

T20 Plant Processes and Reproduction