Do we need plants to survive? Please write a short answer response (3-4 sentences) to the following question on half a sheet of paper. Do we need plants to survive?

General Sherman, a Giant Sequoia (Sequoiadendron giganteum), is the world’s tallest tree, measuring 274.9 feet tall and 36.5 feet in diameter.

What is needed to allow plants such as General Sherman grow? Carbon Dioxide

Copyright Pearson Prentice Hall Biology Chapter 8 – pgs. 200- 214 Copyright Pearson Prentice Hall

Copyright Pearson Prentice Hall 8-1 Energy and Life Photo Credit: ©Stone Pgs: 200-203 Copyright Pearson Prentice Hall

Copyright Pearson Prentice Hall Do Now: 1. What did you have for lunch and dinner Yesterday? 2. Why did you eat those meals? TEACHER NOTE: Do Now- I use this to trace back the energy source to the sun. For example- Ham sandwich: ham is a pig which gets its energy from grass which gets its energy from the sun. Cheese comes from a cow which requires energy to produce the milk therefore it gets its energy from the grass which gets its energy from the sun. Hopefully the students answer that they eat those meals for energy and that is when I talk about this is really a unit about energy. You could review the idea about how energy is not created or destroyed which I think is discussed in 9th grade exploring science. Copyright Pearson Prentice Hall

Autotrophs and Heterotrophs Living things need energy to survive. This energy comes from food. The energy in most food comes from the sun. Where do plants get the energy they need to produce food? Copyright Pearson Prentice Hall

Autotrophs and Heterotrophs Plants get energy from the sun to produce their own food. Where is the food produced? ___________ What is the “food” produced by the plant? _________________ Teacher Note: This is where I review prior content from both cell structure and biochemistry. Have students answer and fill in chloroplast for the question. Have students answer glucose. You can help the students by trying to have them remember that cellulose is “plant starch”. Since starch is a large polymer the students should remember that glucose is the monomer for larger molecule. Copyright Pearson Prentice Hall

Autotrophs and Heterotrophs Organism that produce their own food are called: Producers or Autotrophs Auto means “self” (ex: autopilot) Troph means “feeder” autotroph = self feeder, they can automatically produce their own food. Producers can produce their own food! Producers and autotroph are the same. Teacher Notes: get students to understand that producers PRODUCE their own food and we can also call producers, autotrophs. This could also be a fill in slide with the terms “self” and “feeder” as well as the last sentence with “producer” and “autotroph” to help the students make the connection. Copyright Pearson Prentice Hall

Autotrophs and Heterotrophs Are you a producer? WHY? Allow students to answer. Sometimes students think because they can “make” a plate of spaghetti that they technically “make” their own food. Go back to the chloroplast and glucose as the key to being classified as a producer. Copyright Pearson Prentice Hall

Autotrophs and Heterotrophs Organisms that need to consume their food are called: Consumers or Heterotrophs Hetero means “other” Troph means “feeder” Heterotroph = other feeder (needs “other” sources of food since it can NOT self feed) Consumers need to consume their own food. Consumers and Heterotrophs are the same!! Teacher Note: If this slide is too text heavy, it can be split over two slides. Copyright Pearson Prentice Hall

Autotrophs and Heterotrophs Plants and some other types of organisms are able to use light energy from the sun to produce food. What process is this called? _________________________________ Teacher Notes: Students should know this….have them answer and fill in the term “photosynthesis” Copyright Pearson Prentice Hall

Copyright Pearson Prentice Hall 8-1 Organisms that make their own food are called autotrophs. heterotrophs. decomposers. consumers. Copyright Pearson Prentice Hall

Copyright Pearson Prentice Hall 8-1 Most autotrophs obtain their energy from chemicals in the environment. sunlight. carbon dioxide in the air. other producers. Copyright Pearson Prentice Hall

8-2 Photosynthesis: An Overview Photo Credit: ©Stone Copyright Pearson Prentice Hall

Copyright Pearson Prentice Hall 8-BIG IDEA!!! The key cellular process for producing energy form the sun is photosynthesis. Photosynthesis is the process in which green plants use the energy of sunlight to convert water and carbon dioxide into high-energy carbohydrates and oxygen. Teacher Note: What is the picture showing? Plants HARNESS the suns energy!! Copyright Pearson Prentice Hall

The Photosynthesis Equation What is the overall equation for photosynthesis? Teacher Note: Review chemical equations- ask students what they think the reactants and the products of this process are. Share out and write on the board. Copyright Pearson Prentice Hall

The Photosynthesis Equation The equation for photosynthesis is: 6CO2 + 6H2O C6H12O6 + 6O2 carbon dioxide + water sugar (glucose) + oxygen Copyright Pearson Prentice Hall

The Photosynthesis Equation Photosynthesis uses the energy of sunlight to convert water and carbon dioxide into high-energy sugars and oxygen. Copyright Pearson Prentice Hall

Copyright Pearson Prentice Hall 8-2 The raw materials (reactants) required for plants to carry out photosynthesis are A. carbon dioxide and oxygen. B. oxygen and sugars. C. carbon dioxide and water. D. oxygen and water. See if students mention “Light energy” as a requirement. I need to check the pre/post test to see if “light” is listed as a reactant or requirement. Copyright Pearson Prentice Hall

Copyright Pearson Prentice Hall 8-2 The products of the photosynthetic reactions are: A. carbon dioxide and oxygen. B. oxygen and sugars. C. carbon dioxide and water. D. oxygen and water. Copyright Pearson Prentice Hall

8-3 The Reactions of Photosynthesis Photo Credit: ©Stone Copyright Pearson Prentice Hall

Copyright Pearson Prentice Hall Inside a Chloroplast In plants, photosynthesis takes place inside chloroplasts. Inside a Chloroplast Plant Plant cells Chloroplast ****Chloroplast is where glucose, the plants food is made, by absorbing light energy and converting it to chemical energy Copyright Pearson Prentice Hall

Light- dependent reactions Inside a Chloroplast H2O CO2 Light NADP+ ADP + P Light- dependent reactions Calvin Cycle Calvin cycle Teacher Note: You can mention that there are two different reactions that happen during photosynthesis and that each produces the different products. The light reaction NEEDS the light and the Calvin Cycle does not but it does need the other products to work. Therefore light energy is essential. Chloroplast O2 Sugars Copyright Pearson Prentice Hall

Factors Affecting Photosynthesis Amount of Water Light Intensity Temperature How could we measure the rate of photosynthesis in a laboratory? Teacher Notes: Water: Discuss that water is a reactant for photosynthesis- discuss how plants have adapted to various water amount in different environments to ensure that water is conserved to ensure that photosynthesis is happening. Light Intensity: Light is also required for photosynthesis to take place. The more light available the more the plant can harness to full photosynthesis Temperature: Ask students to think about why temperature is listed since it is not one of the requirements for photosynthesis. Try to get them to think about enzymes without saying enzymes. Enzymes are denatured at low temperatures. Ask students what else could be on the list knowing what they now know about photosyntheis- CO2 Question- Can be measured by the products of the chemical reactions- glucose and oxygen levels. Copyright Pearson Prentice Hall

PHOTOSYNTHESIS What affects photosynthesis? Light intensity: as light increases, rate of photosynthesis increases

PHOTOSYNTHESIS What affects photosynthesis? Carbon Dioxide: As CO2 increases, rate of photosynthesis increases

PHOTOSYNTHESIS What affects photosynthesis? Temperature: Temperature Low = Rate of photosynthesis low Temperature Increases = Rate of photosynthesis increases If temperature too hot, rate drops

What is happening in this picture? Teacher Note: Have students identify that it is the affect of light intensity on the rate of photosynthesis. Ask the students what the bubbles of gas consist of? What would happen to the amounts of bubbles if the light source was moved farther away? Copyright Pearson Prentice Hall

Copyright Pearson Prentice Hall What is happening here? Teacher Notes: Explain the lab setup and ask the students why the resulting leaf looks the way it does?- no glucose means no monomers for starch (cellulose) Relate this back to the biochemistry unit as well as the use of indicators used in the dialysis tubing experiment. Copyright Pearson Prentice Hall

Copyright Pearson Prentice Hall Actual leaves Copyright Pearson Prentice Hall

Don’t forget to thank a plant today!!! Teacher Notes: Ask students why we should thank a plant- Provide food for us Provide oxygen for us Capture energy for us….give them an idea of what is to come next…..cellular respiration Copyright Pearson Prentice Hall

Copyright Pearson Prentice Hall 8-3 In plants, photosynthesis takes place inside the thylakoids. chloroplasts. photosystems. chlorophyll. Copyright Pearson Prentice Hall

Copyright Pearson Prentice Hall 8-3 Which of the following factors does NOT directly affect photosynthesis? wind water supply temperature light intensity Copyright Pearson Prentice Hall

Photosynthesis - Exit Slip Number your paper 1-6 and answer 1. Who does it? 2. Where does it occur? 3. Why is it important to us? 4. What are the reactants? 5. What are the products? 6. Write the equation for photosynthesis?