GENERAL BIOLOGY 2 LAS QUATER 4

11

GENERAL BIOLOGY 2

Fourth Quarter

LEARNING ACTIVITY SHEET

Republic of the Philippines

Department of Education

COPYRIGHT PAGE

Learning Activity Sheet in GENERAL BIOLOGY 2
(Grade 11)

Copyright © 2020

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Table of Contents

Compentency ..................... Page number
..................... 1-43
• Compare and contrast the following processes in 44-61
plants and animals: reproduction, development,
nutrition, gas exchange, transport/ circulation,
regulation of body fluids, chemical and nervous
control, immune systems, and sensory and motor
mechanisms (STEM_BIO11/12-IVa-h-1)

• Explain how some organisms maintain steady internal
conditions (e.g., temperature regulation, osmotic
balance and glucose levels) that possess various
structures and processes (STEM_BIO11/12-IVi-j-2)

iii

11

GENERAL BIOLOGY 2

Fourth Quarter Week 1

Plant and Animal Reproduction

GENERAL BIOLOGY 2

NAME: GRADE LEVEL:
SECTION: DATE:

LEARNING ACTIVITY SHEET:
Plant and Animal Reproduction

BACKGROUND INFORMATION FOR LEARNERS
The process of reproduction ensures that a plant or animal species does not disappear
from Earth. This process is very important in maintaining stability in the ecosystem and for the
continuation of life on earth (BYJU classes). In this material you are going to learn about how
plants and animals reproduce.

There are two methods by which living things reproduce—asexual or sexual. Asexual
reproduction allows for a living thing to reproduce without another member of its species,
while Sexual reproduction requires genetic material from two different members of the
species, usually but not always, a male and a female. New individuals are formed from the
combination of haploid gametes to form a genetically unique offspring.

Sexual Reproduction

Plants Animals

• Flowering plants reproduce sexually • Sexual reproduction typically requires a

through a process called pollination. male and a female, however there are

The flowers contain male sex organs hermaphroditic creatures throughout the

(stamen) and female sex organs (pistil). animal kingdom. Some

• Plants can either self-pollinate or cross hermaphrodites—those possessing male

pollinate. Self-pollination happens and female reproductive organs—

when a plant’s own pollen fertilizes its switch sexes later on in life, while some

own ovules. Cross Pollination happens are born with both types of sexual

when the wind or animals move pollen organs. Self-fertilization is more

from one plant to fertilize the ovules on common in animals that have limited
mobility or are not motile, such as
a different plant.
barnacles and clams.

Figure 1.a. Parts of a flower. Source:
https://www.sciencefacts.net/parts-of-
a-flower.html

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Figure 1.b. Male Reproductive Organ Figure 1.c. Female Reproductive Organ
Source: Wikieducator Source:
https://studylib.net/doc/5414627/female-
reproductive-system

Asexual Reproduction

Plants
• Vegetative Propagation is an asexual method of plant reproduction that occurs in its

leaves, roots, and stem. This can occur through regeneration of specific vegetative parts
of a parent plant. For example, garlic and onions reproduce through bulbs, potato plants
reproduce through tubers, and strawberry plants reproduce using stolons.
• Fragmentation involves new plants growing from small parts of the parent plant that
fall to the ground. For example, animals or the wind can break stems or leaves off plants.
This is one of the ways that plants like liverworts and mosses reproduce.

Animals

• Asexual reproduction is generally limited to invertebrates. However, in the absence of
available males, asexual reproduction also has been documented in some species of
snake and some sharks.

• Asexual reproduction in animals occurs through fission, budding, fragmentation, and
parthenogenesis.

• Fission is applied to instances in which an organism appears to split itself into two parts
and, if necessary, regenerate the missing parts of each new organism. For example,
species of turbellarian flatworms commonly called the planarians.

• Budding is a form of asexual reproduction that results from the outgrowth of a part of
the body leading to a separation of the “bud” from the original organism and the
formation of two individuals, one smaller than the other. Budding occurs commonly in
some invertebrate animals such as hydras and corals.

• Fragmentation is the breaking of an individual into parts followed by regeneration. If
the animal is capable of fragmentation, and the parts are big enough, a separate

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individual will regrow from each part. Reproduction through fragmentation is observed
in sponges, some cnidarians, turbellarians, echinoderms, and annelids.
• Parthenogenesis is a form of asexual reproduction in which an egg develops into an
individual without being fertilized. The resulting offspring can be either haploid or
diploid, depending on the process in the species. Parthenogenesis occurs in invertebrates
such as water fleas, rotifers, aphids, stick insects, and ants, wasps, and bees.

LEARNING COMPETENCY
The learner compares and contrasts the following processes in plants and animals:
reproduction, development, nutrition, gas exchange, transport and circulation, regulation of
body fluids, chemical and nervous control, immune systems, and sensory and motor
mechanisms. (STEM_BIO11/12-IVi-j-2)

DIRECTIONS/INSTRUCTIONS
Perform the following activities. If you are at home, you can have the activity together
with your family. Take note of each step. If you have questions, you can contact your teacher
for clarifications and assistance. Enjoy learning!
ACTIVITY 1: Plant and Animal Sexual Reproduction

Study the given images below showing how animals and plants reproduce sexually.
Answer the succeeding questions.

Britannica.com

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https://www.123rf.com/photo_98443437_stock-vector-education-chart-of-biology-for-
reproduction-process-of-human-diagram-vector-illustration-.html
Question to Ponder:
1. What similarities have you observed with the process of sexual reproduction in plants and

animals?

2. How does sexual reproduction in plants differ with animals?

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ACTIVITY 2: Investigating Reproductive Strategies between Plants and Animals
You are an ecologist who wants to find out the advantages and disadvantages of sexual

and asexual reproduction. To answer this question, look for two animals and two plants: one
reproduces sexually and the other asexually. Compare them using the table below.

Plant Plant Animal Animal
Organism that Organism that Organism Organism that

reproduces reproduces that reproduces
sexually asexually reproduces asexually

sexually

Relative complexity
of the organism
(including size)

Number of parents
who contribute
genetic information to
the offspring

Reproductive
Mechanism

Relative amount of
parental care

Genetic Variation in
offspring

Guide Questions:
1. Differentiate sexual and asexual reproduction.

2. In your opinion, which mode of reproduction is more advantageous in terms of promoting
biodiversity? Why?

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ACTIVITY 3: Looking Beyond: CLONING in Animals and Plants

A. READ

Genetically identical offspring are called clones. Both plants and animals can
be cloned. Plant Cloning (vegetative propagation) is an ancient form of producing
desired outcomes in plant species. Artificial vegetative propagation includes processes
such as cutting, grafting and tissue culture. Animal Cloning is the process by which an
entire organism is reproduced from a single cell taken from the parent organism and in
a genetically identical manner. In animals, only embryonic cells are naturally capable
of going through the stages of development in order to generate a new individual. These
cells are totipotent stem cells and they are capable of differentiating into any type of
adult cell found in the organism.

Clones lack genetic diversity. Plant cloning allows a large amount of genetically
identical plants to be produced from a single parent. The advantage of this genetic
uniformity is that all of these plants will have the exact same genetic characteristics,
which may not have been transmitted to seeds formed by sexual reproduction.
However, this reliance on plants with particular genetic makeups reduces overall
genetic diversity. This makes them more susceptible to disease. It also makes them less
adaptable to changes in the environment.

Cloning allows farmers and ranchers to accelerate the reproduction of their most
productive livestock in order to better produce safe and healthy food. Cloning
reproduces the healthiest animals, thus minimizing the use of antibiotics, growth
hormones and other chemicals.

Over the last years, scientists have conducted cloning experiments in a wide
range of plants and animals using a variety of techniques. There were also attempts
made on human cloning.

Questions:

1. What is cloning?

2. What are the benefits of cloning on animals? plants?

3. What do you think is the reason why ethical issues arises more on animal cloning than on
plant cloning?

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B. Write a position paper on your stand on “Human Cloning: Is it Biological Plagiarism?”. Be
guided with the given rubric

RUBRIC FOR SCORING
Position paper

Part Element Meets Standards Approaching Standards Below Standards
Introduction 5 4-3 2-0

Body Has a strong hook, Has a hook, but it may No hook, does not state
Paragraph states main topics, be weak, does not main points, no thesis
suggests clearly state main
organizational points, position is
structure, clear unclear (thesis is weak)
position (thesis)
Content States claim, uses some Claim unclear with no
Clearly states claim, to little appropriate specific details,
uses appropriate evidence struggles to use uses
evidence. appropriate evidence
Struggles to restate Does not restate main
Conclusion Restates claim, ends claim, attempts to end points, does not end
with a profound with a profound with a profound concept
concept. concept
Uses an organizational There is no clear
Organizational Uses a clear structure organizational structure,
Structure organizational
Organization structure. Acceptable argument Does not use structured
Paragraph paragraph structure, paragraphs; unclear
Structure Strong argument claims, lead ins, or claims, lead ins, and
paragraph structure warrants are weak warrants

Works Cited Clearly identifies Clearly identifies Struggles with
Page sources with no sources with some identifying sources with
errors in format. errors in format many errors in format
In-Text Uses at least one in-
Citations text citation for Attempts an in-text No in-text citations
every source. citation
Grammar
Style and Language No grammar and Few grammar and Many grammar and
usage problems usage problems usage problems
Formal
Language Utilizes formal Has some informal Struggles with formal
Score academic language language academic tone
_____/45 Comments

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REFLECTION
Directions: Accomplish this part honestly.

1. I learned that
2. I enjoyed most on
3. I want to learn more on

REFERENCES FOR LEARNERS
A*Biology (2019). Cloning in Plants and Animals. http://astarbiology.com/ocr/cloning-in-

plants-and-animals/
BYJU’S Classes. Explain the Importance of Reproduction in Organisms.

https://byjus.com/questions/explain-the-importance-of-reproduction-in-organisms/
Let’s Talk Science. (2020). Plant reproduction. https://letstalkscience.ca/educational-

resources/backgrounders/plant-reproduction
Lumen Learning (n.d.). Chemical Digestion and Absorption: A Closer Look.

https://courses.lumenlearning.com/ap2/chapter/chemical-digestion-and-absorption-a-
closer-look/
Miller, D. (2018). Reproduction of Plants and Animals. Sciencing.
https://sciencing.com/reproduction-plants-animals-6404461.html

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ANSWER KEY Activity 1. Answer may vary
Activity 2. Answer may vary
Prepared by: Activity 3. Answer may vary
BRYAN R. CONCEPCION, RN
[email protected]
Aurora Senior High School

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GENERAL BIOLOGY 2

Fourth Quarter Week 2

Plants and Animal Growth, Development
and Nutrition

GENERAL BIOLOGY 2

NAME: GRADE LEVEL:
SECTION: DATE:

LEARNING ACTIVITY SHEET
Plant and Animal Growth, Development and Nutrition

BACKGROUND INFORMATION FOR LEARNERS

In your previous activity, you have learned about how plants and animals reproduce. In
this material, you are going to learn how living organisms grow and develop.

Development is the process by which a multicellular organism, beginning with a single
cell, goes through a series of changes, taking on the successive forms that characterize its life
cycle. After the egg is fertilized it is called a zygote, and in the earliest stages of development
a plant or animal is called an embryo. Progress through a series of embryonic stages precedes
emergence of the new, independent organism. Many organisms continue to develop throughout
their lives, with development ceasing only at death. (macmillanhighered.com)

Embryonic Development of a Simple Animal (theosophy2010 (2012))

1. At fertilization an egg cell and a sperm cell fuse and create a zygote (fertilized egg).
After 24 hours the first division takes place: two equally big cells are created, each
being half the size of the zygote. After that the divisions occur approximately every 12
hours. The embryo is and stays spherical and does not grow. The stage of 16 to 64 cells
is called a morula.

2. Then the cells that lie inside migrate from the center to the periphery, some cells die in
the middle and there a cavity is formed. This cavity is filled with fluid. The embryo is
now called a blastula and starts to grow.

3. The cell divisions in the wall of the blastula continue and then some cells bend inwards
to make a tube to the inside. This indentation looks as if a finger is pushed inwards.
This happens at the spot that is called the blastopore (opening of the vesicle). The
embryo is now called a gastrula (gaster = stomach). This indentation-process continues
until the indentation reaches the opposite wall. Then the tissue breaks open. Out of the
blastopore the anus is formed, and the new breakthrough forms the mouth. Between
these two a tube is formed that will become the digestive tract. Between the digestive
tract and the outer wall or skin, a body cavity is formed in which clumps of cells (the
mesoderm) are formed out of which the organs will develop.

Embryonic Development of a Plant (theosophy2010 (2012))

1. When plants flower, pollen will be carried from the stamens to the stigma of the pistil
by wind, insects or other animals. The pollen makes a tube through the style of the pistil
to the egg cell in the ovary. Fertilization takes place and then follows the first division
by which a small apical cell and a large basal cell are formed.

2. The apical cell divides into four cells and forms a small ball. The basal cell ligates cells
at the top. The apical clump of cells grows and forms a spherical ball. The lower part

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with the basal cell stops growing and dividing quite soon. This part is called the
suspensor. This stage is called the globular stage of the embryo.
3. The apical tissue grows sidewards, the cotyledons are formed from this. At the same
time the tissue between the cotyledons and the suspensor differentiates into the growing
point of the root (or apical root meristem), the growing point of the shoot (or apical
shoot meristem) and the connective vascular tissue. The cotyledons grow and fold out.
The seed is formed.
4. The seed grows further and goes into rest. It starts to grow again only when it goes into
the ground and the conditions are favorable for germination. One might speak of "a
double fertilization". First, the pollen fertilizes the egg, then the seed must fall or be
sown into the earth.

Figure 1. Animal and Plant Development (https://bit.ly/3fNeguH)

Nutrition is defined as the process of providing and obtaining the food necessary for
the health and growth of plants and animals.

Plant Nutrition

Essential elements are indispensable elements for plant growth. They are divided into
macronutrients and micronutrients. The macronutrients plants require are carbon, nitrogen,
hydrogen, oxygen, phosphorus, potassium, calcium, magnesium, and sulfur. Important
micronutrients include iron, manganese, boron, molybdenum, copper, zinc, chlorine, nickel,
cobalt, silicon, and sodium.

Adaptations of Roots for Mineral Uptake (Mader, S, 2007)
• Minerals enter a plant at its root system, and two mutualistic relationships assist roots
in fulfilling this function. The air all about us contains about 78% nitrogen, but plants
can’t make use of it. Most plants depend on bacteria in the soil to fix nitrogen—that is,
the bacteria change atmospheric Nitrogen to nitrate or ammonium, both of which plants
can take up and use. Some plants, such as legumes, have roots colonized by bacteria
that are able to take up atmospheric nitrogen and reduce it to a form suitable for
incorporation into organic compounds. The bacteria live in root nodules, and the plant

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supplies the bacteria with carbohydrates; the bacteria in turn furnish the plant with
nitrogen compounds.

• Another mutualistic relationship involves fungi and almost all plant roots. This
association is called a mycorrhizal association, literally fungal roots. The hyphae of the
fungus increase the surface area available for water uptake and break down organic
matter, releasing inorganic nutrients that the plant can use. In return, the root furnishes
the fungus with sugars and amino acids.

Photosynthesis (Britannica.com)
Photosynthesis, the process by which green plants and certain other organisms

transform light energy into chemical energy. During photosynthesis in green plants, light
energy is captured and used to convert water, carbon dioxide, and minerals into oxygen and
energy-rich organic compounds.

Animal Nutrition
Animals obtain their nutrition from the consumption of other organisms. In the course

of evolution, animals have formed ways to obtain, process, and digest food as heterotrophs.
Generally, animals need carbohydrates, lipids, and protein as basic organic compounds and
supply of vitamins, minerals, and water as additional nutrient requirements. Carbohydrates
serve as energy stores in which the energy to form ATP, is derived. Essential fatty acids and
amino acids are obtained either from gut symbionts or direct food sources. Vitamins, similar
in plants, are organic compounds that are only needed in minute amounts but essential for
metabolic functions. Minerals are also needed for ion-exchange, body component, and ATP
production.

Animals must convert these macromolecules into the simple molecules required for
maintaining cellular functions, such as assembling new molecules, cells, and tissues. The
conversion of the food consumed to the nutrients required is a multi-step process involving
digestion and absorption. The process of mechanical digestion is relatively simple. It involves
the physical breakdown of food but does not alter its chemical makeup. Chemical digestion,
on the other hand, is a complex process that reduces food into its chemical building blocks,
which are then absorbed to nourish the cells of the body.

The Human Digestive System

Structure Function
Mouth and
esophagus Digestion begins in the mouth. The food is ground up by the teeth
and moistened with saliva to make it easy to swallow. Saliva also has a
Stomach special chemical, called an enzyme, which starts breaking down
carbohydrates into sugars. Once swallowed, muscular contractions of
Small Intestine the esophagus massage the ball of food down into the stomach.

The food passes through a sphincter, or small muscle ring, into the
stomach. Here it is mixed with gastric juices. The stomach is a muscular
bag, and it churns the food to help break it down mechanically as well
as chemically. The food is then squeezed through a second sphincter
into the first part of the small intestine, called the duodenum.

Once in the duodenum, the food is mixed with more digestive
enzymes from the pancreas and bile from the liver. Food is then
squeezed into the lower parts of the small intestine, called the jejunum
and the ileum. Nutrients are absorbed from the ileum, which is lined

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Pancreas with millions of finger-like projections called villi. Each villus is
Liver connected to a mesh of capillaries. This is how nutrients pass into the
Large Intestines bloodstream.

The pancreas is one of the largest glands in the human body. As well
as digestive juices, it secretes a hormone called insulin. Insulin helps to
regulate the amount of sugar in the blood. Diabetes is a condition caused
by problems with insulin production.

The liver has a number of different roles in the body, including:
breaking down fats, using bile stored in the gall bladder; processing
proteins and carbohydrates; filtering and processing impurities, drugs
and toxins; and generation of glucose for short-term energy needs from
other compounds like lactate and amino acids.

Once all the nutrients have been absorbed, the waste is moved into
the large intestine, or bowel. Water is removed and the waste (feces) is
stored in the rectum. It can then be passed out of the body through the
anus.

Figure 2. Digestion begins in the mouth and continues as food travels through the small
intestine. Most absorption occurs in the small intestine.
(https://courses.lumenlearning.com/ap2/chapter/chemical-digestion-and-absorption-a-closer-

look/)

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LEARNING COMPETENCY
The learner compares and contrasts the following processes in plants and animals:
reproduction, development, nutrition, gas exchange, transport and circulation, regulation of
body fluids, chemical and nervous control, immune systems, and sensory and motor
mechanisms. (STEM_BIO11/12-IVi-j-2)

DIRECTIONS/INSTRUCTIONS
Perform the following activities. If you are at home, you can have the activity together
with your family. Take note of each step. If you have questions, you can contact your teacher
for clarifications and assistance. Enjoy learning!
ACTIVITY 1: Crossword Puzzle

Complete the crossword puzzle below.

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ACROSS
2. Fertilized egg
3. transport water and minerals in plants
6. It filters blood and removes wastes
7. serve as energy stores
9. It is formed from the apical tissue as it grows sidewards
10. it is where digestion begins
DOWN
1. It is the union of two haploid gametes
4. The embryo becomes a solid mass of 16 to 64 cells
5. It is a muscular bag that churns the food to help it breakdown mechanically and chemically
8. It is the process by which a multicellular organism goes through a series of changes
ACTIVITY 2: Plant and Animal Growth and Development

Study the given image below i=on the growth and development of animals and plants.
Answer the succeeding questions.

Figure 1. Animal and Plant Development (https://bit.ly/3fNeguH)
GUIDE QUESTIONS:
1. What are the stages in animal embryonic development?

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2. What are the stages in plants’ embryonic development?

3. What are the similarities in plants and animals’ embryonic development?
4. What are the differences in plants and animals’ embryonic development?

ACTIVITY 3. PLANT AND ANIMAL NUTRITION
Study the images on how plants and animals absorb nutrients. Answer the succeeding

questions.

https://simply.science
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https://sites.google.com/site/jakesanimalnutrition/
GUIDE QUESTIONS:
1. How do plants take in nutrients?

2. How do animals take in nutrients?

3. How do plants nutrition and absorption similar with animals? how do they differ?

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RUBRIC FOR SCORING

Criteria Poor (0-2) Fair (3-4) Good (5-7_ Exemplary (8-10)
Presentation
Project looks Presentation shows careful Great care was
unprofessiona attempts to arrangement of obvious
l and sloppy arrange the specimens in
specimens in press to produce presentation of
Presentation press to produce professional collection and
professional- looking mounts
looking mounts. careful
Collection arrangement of
Scientific Collection Collection includes a good specimens in
Value does not includes a fair quality data that press to produce
include high quality data that will be of utility professional-
Text and quality data will be of utility looking mounts
labels that will be of to future
Total: utility to to future purposes. (a) Collection
future purposes. (a) preservation of includes high
purposes. preservation of quality data that
critical will be of utility
Few labels are critical representative
present. representative characters on to future
characters on purposes. (a)
specimen preservation of
specimen (flowers, fruits,
(flowers, fruits, stems, leaves, critical
stems, leaves, representative
roots), (b) characters on
roots), (b) accuracy of
accuracy of specimen specimen
specimen identification, (c) (flowers, fruits,
identification, (c) accuracy and stems, leaves,
accuracy and thoroughness of
thoroughness of other specimen roots), (b)
other specimen accuracy of
data specimen
data Most labels are identification, (c)
Present and are accuracy and
Some labels are correctly placed. thoroughness of
present and other specimen

correctly placed. data

All labels are
present and are
correctly placed.

REFLECTION

Directions: Accomplish this part honestly.
1. I learned that

2. I enjoyed most on

3. I want to learn more on

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REFERENCES FOR LEARNERS
Mader, S. (2007). Essential of Biology. McGraw-Hill. New York.
Rea, M. & Dagamac, N. (2017) (General Biology 2. Rex Book Store, Inc., Sampaloc, Manila
https://www.macmillanhighered.com/BrainHoney/Resource/6716/digital_first_content/trunk/

test/hillis2e/hillis2e_ch14_2.html
theosophy2010 (2012). Embryology.

https://www.scribd.com/document/98759283/Embryology

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ANSWER KEY

Prepared by:
BRYAN R. CONCEPCION, RN
[email protected]
Aurora Senior High School

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GENERAL BIOLOGY 2

Fourth Quarter Week 3

Plants and Animal Organ System: Gas
Exchange, Transport and Circulation

GENERAL BIOLOGY 2

NAME: GRADE LEVEL:
SECTION: DATE:

LEARNING ACTIVITY SHEET:
Plants and Animal Organ System: Gas Exchange, Transport and Circulation

BACKGROUND INFORMATION FOR LEARNERS

All living things obtain the energy they need by metabolizing energy-rich compounds,
such as carbohydrates and fats. In most organisms, this metabolism takes place by respiration,
a process that requires oxygen. In the process, carbon dioxide gas is produced and must be
removed from the body. In plant cells, carbon dioxide may appear to be a waste product of
respiration, too, but because it is used in photosynthesis, carbon dioxide may be considered a
by-product. Carbon dioxide must be available to plant cells, and oxygen gas must be removed.
Gas exchange is thus an essential process in energy metabolism, and gas exchange is an
essential prerequisite to life, because where energy is lacking, life cannot continue.

Gas Exchange in Plants
Plants use oxygen to respire, and release carbon dioxide by the process in exchange. In

comparison to people and animals, plants do not have any specialized gas exchange
mechanisms, but they do have stomata located in leaves and lenticels located in stems that are
actively involved in the gaseous exchange.

Although plants are complex organisms, they exchange their gases with the
environment in a rather straightforward way. In aquatic plants, water passes among the tissues
and provides the medium for gas exchange. In terrestrial plants, air enters the tissues, and the
gases diffuse into the moisture bathing the internal cells. In plants, oxygen and carbon dioxide
diffuse through the stomata and the intercellular spaces of the leaves, and the lenticels of the
bark.
• Leaf. In the leaf of the plant, an abundant supply of carbon dioxide must be present, and

oxygen from photosynthesis must be removed. Gases do not pass through the cuticle of the
leaf; they pass through pores called stomata in the cuticle and epidermis. Each stoma (or
stomate) is surrounded by two specialized structures called guard cells. These two cells are
attached together at each end of both cells. Stomata are abundant on the lower surface of
the leaf, and they normally open during the day when the rate of photosynthesis is highest.
Physiological changes in the surrounding guard cells account for the opening and closing
of the stomata.

Figure 1. Cross section of a leaf showing gas
movement through stomata
https://webprojects.oit.ncsu.edu

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• Lenticels. In a woody stem, gas exchange is -impeded, except at lenticels, which are
pockets of loosely arranged cork cells not impregnated with suberin.

Gas Exchange in Animals (CliffNotes, 2020)
In animals, gas exchange follows the same general pattern as in plants. Oxygen and

carbon dioxide move by diffusion across moist membranes.

• Skin. Earthworms exchange oxygen and carbon dioxide directly through their skin. The
oxygen diffuses into tiny blood vessels in the skin surface, where it combines with the red
pigment hemoglobin. Hemoglobin binds loosely to oxygen and carries it through the
animal’s bloodstream. Carbon dioxide is transported back to the skin by the hemoglobin.

• Spiracles. Terrestrial arthropods have a series of openings called spiracles at the body
surface. Spiracles open into tiny air tubes called tracheae, which expand into fine branches
that extend into all parts of the arthropod body.

• Gills. Fishes use outward extensions of their body surface called gills for gas exchange.
Gills are flaps of tissue richly supplied with blood vessels. As a fish swims, it draws water
into its mouth and across the gills. Oxygen diffuses out of the water into the blood vessels
of the gill, while carbon dioxide leaves the blood vessels and enters the water passing by
the gills.

• Lungs. Terrestrial vertebrates such as amphibians, reptiles, birds, and mammals have well-
developed respiratory systems with lungs. Frogs swallow air into their lungs, where oxygen
diffuses into the blood to join with hemoglobin in the red blood cells. Amphibians can also
exchange gases through their skin. Reptiles have folded lungs to provide increased surface
area for gas exchange. Rib muscles assist lung expansion and protect the lungs from injury.

• Air Sacs. Birds have large air spaces called air sacs in their lungs. When a bird inhales, its
rib cage spreads apart and a partial vacuum is created in the lungs. Air rushes into the lungs
and then into the air sacs, where most of the gas exchange occurs. This system is birds’
adaptation to the rigors of flight and their extensive metabolic demands.

The human respiratory system consists of a complex set of organs and tissues that
capture oxygen from the environment and transport the oxygen into the lungs. The organs and
tissues that comprise the human respiratory system include the nose, pharynx, trachea, and
lungs.

Structure Function
Nose
The respiratory system of humans begins with the nose, where air is
Pharynx conditioned by warming and moistening. Bone partitions separate the
nasal cavity into chambers, where air swirls about in currents. Hairs and
Trachea hairlike cilia trap dust particles and purify the air.

The nasal chambers open into a cavity at the rear of the mouth called
the pharynx (throat). From the pharynx, two tubes called Eustachian
tubes open to the middle ear to equalize air pressure there. The pharynx
also contains tonsils and adenoids, which are pockets of lymphatic
tissue used to trap and filter microorganisms.

After passing through the pharynx, air passes into the windpipe, or
trachea. The opening to the trachea is a slit-like structure called the
glottis. A thin flap of tissue called the epiglottis folds over the opening
during swallowing and prevents food from entering the trachea. At the
upper end of the trachea, several folds of cartilage form the larynx, or

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Lungs voice box. In the larynx, flaplike pairs of tissues called vocal cords
vibrate when a person exhales and produce sounds.

At its lower end, the trachea branches into two large bronchi
(singular, bronchus). These tubes also have smooth muscle and cartilage
rings. The bronchi branch into smaller bronchioles, forming a bronchial
“tree.” The bronchioles terminate in the alveoli.

Human lungs are composed of approximately 300 million alveoli.
Red blood cells pass through the capillaries in single file, and oxygen
from each alveolus enters the red blood cells and binds to the
hemoglobin. In addition, carbon dioxide contained in the plasma and
red blood cells leaves the capillaries and enters the alveoli when a breath
is taken. Most carbon dioxide reaches the alveoli as bicarbonate ions,
and about 25 percent of it is bound loosely to hemoglobin.

Transport System in Plants
The plant transports food, water and minerals through its system by using the xylem and

the phloem. Xylem vessels are composed of dead lignified cells connected end to end. This
allows the transport of water and minerals upward. Phloem is composed of sieve tubes, which
are closely associated with companion cells to facilitate movement of materials across the cell
cytoplasm. These tubes carry the products of photosynthesis in a bidirectional movement to
ensure supply of materials for the growth of buds, roots, and other plant parts.

Both of these conducting tubes run across the plant structure; however, the arrangement
of vascular bundle varies depending on whether it is the stem, leaf, or root, or if the plant is
classified as monocot or dicot.

Transpiration (Biology Dictionary)
Transpiration is the evaporation of water from plants. Most of the water absorbed by

the roots of a plant—as much as 99.5 percent—is not used for growth or metabolism; it is
excess water, and it leaves the plant through transpiration.

• Stomatal Transpiration. Stomatal transpiration is the evaporation of water from a
plant’s stomata. Most of the water that is transpired from a plant is transpired this way;
at least 90% of the water transpired from a plant’s leaves exits through the stomata.

• Cuticular Transpiration. Cuticular transpiration is the evaporation of water from a
plant’s cuticle. The cuticle is a waxy film that covers the surface of a plant’s leaves.
This form of transpiration does not account for much of a plant’s water loss; about 5-
10 percent of the leaves’ water is lost through the cuticle.

• Lenticular Transpiration. Lenticular transpiration is the evaporation of water from
the lenticels of a plant. Lenticels are small openings in the bark of branches and twigs.

Transport System in Animals
The Circulatory System

In animals, the transport system is generally called a circulatory system because the
blood flows through a circuit. Most animals have one or more organs called hearts for pumping
blood. The channels through which the blood flows are the arteries (which lead away from the
heart), the veins (which lead to the heart), and the capillaries (the microscopic blood vessels
between arteries and veins).

The human circulatory system functions to transport blood and oxygen from the lungs
to the various tissues of the body.

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Structure Function
Heart
• The human heart is about the size of a clenched fist. It contains four
Blood chambers: two atria and two ventricles.

Blood • Oxygen-poor blood enters the right atrium through a major vein called the
Vessels vena cava. The blood passes through the tricuspid valve into the right
ventricle.

• Next, the blood is pumped through the pulmonary artery to the lungs for
gas exchange. Oxygen-rich blood returns to the left atrium via the
pulmonary vein. The oxygen-rich blood flows through the bicuspid
(mitral) valve into the left ventricle, from which it is pumped through a
major artery, the aorta. Two valves called semilunar valves are found in
the pulmonary artery and aorta.

• Coronary arteries supply the heart muscle with blood.

• Blood is the medium of transport in the body.

• The fluid portion of the blood, the plasma, is a straw-colored liquid
composed primarily of water. All the important nutrients, the hormones,
and the clotting proteins, as well as the waste products, are transported in
the plasma. Red blood cells and white blood cells are also suspended in the
plasma.

• Arteries, with thick walls, take blood away from the heart to arterioles,
which take blood to capillaries that have walls composed only of epithelial
cells. Venules take blood from capillaries and merge to form veins, which
have thinner walls than arteries have.

Immune Response of Plants (Dangl, J. & Jones, J., 2006)
Plants, unlike mammals, lack mobile defender cells and a somatic adaptive immune

system. Instead, they rely on the innate immunity of each cell and on systemic signals
emanating from infection sites. To successfully defend against biotic threats, plants have
evolved a complex immune system responsible for surveillance, perception, and the activation
of defense. Plant immunity requires multiple signaling processes, the outcome of which vary
according to the lifestyle of the invading pathogen(s). In short, these processes require the
activation of host perception, the regulation of numerous signaling cascades, and transcriptome
reprograming, all of which are highly dynamic in terms of temporal and spatial scales. At the
same time, the development of a single immune event is subjective to the development of plant
immune system, which is co-regulated by numerous processes, including plant ontogenesis and
the host microbiome. Immunogenic plant host factors can be roughly divided into two
categories: molecules which are passively released upon cell damage (‘classical’ damage-
associated molecular patterns, DAMPs), and peptides which are processed and/or secreted
upon infection to modulate the immune response (phytocytokines). In addition, plants can
launch specific, self-tolerant immune responses and establish immune memory.

Immune Response of Animals
The Lymphatic System

The lymphatic system is a network of tissues and organs that help rid the body of toxins,
waste and other unwanted materials. The primary function of the lymphatic system is to
transport lymph, a fluid containing infection-fighting white blood cells, throughout the body.
Instead of returning to the heart through the blood veins, this lymph enters a series of one-way
lymphatic vessels that return the fluid to the circulatory system. Along the way, the ducts pass

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through hundreds of tiny, capsule-like bodies called lymph nodes. Located in the neck, armpits,
and groin, the lymph nodes contain cells that filter the lymph and phagocytize foreign particles.

The spleen is composed primarily of lymph node tissue. Lying close to the stomach, the
spleen is also the site where red blood cells are destroyed. The spleen serves as a reserve blood
supply for the body.

LEARNING COMPETENCY
The learner compares and contrasts the following processes in plants and animals:
reproduction, development, nutrition, gas exchange, transport and circulation, regulation
of body fluids, chemical and nervous control, immune systems, and sensory and motor
mechanisms. (STEM_BIO11/12-IVi-j-2)

DIRECTIONS/INSTRUCTIONS
Perform the following activities. If you are at home, you can have the activity together
with your family. Take note of each step. If you have questions, you can contact your teacher
for clarifications and assistance. Enjoy learning!
ACTIVITY 1: Gas Exchange in Plants and Animals
A. Cross section of a leaf and gas exchange

https://webprojects.oit.ncsu.edu

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B. Gas Exchange in Animals

Atlantic Guitarfish.com
Guide Questions
1. How does gas exchange happen in plants?
2. How does gas exchange happen in animals?
3. How does gas exchange in plants differ with animals?

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ACTIVITY 2: Plants and Animal Transport System
Complete the table below to compare and contrast between plant and animal transport and
circulation processes.

PLANTS ANIMALS

Organs involved

Compounds/substances
transported/circulated

Transport and circulation
Mechanism/s

ACTIVITY 3: Looking Beyond: COVID-19 and the LYMPHATIC SYSTEM
Read the given article below about the Lymphatic System and Covid-19. Answer the

guide questions below.

Source: https://bit.ly/2R4jS9F
The Immune System's Fight Against the Coronavirus

A central player in the fight against the novel coronavirus is our immune system. It
protects us against the invader and can even be helpful for its therapy. But sometimes it can
turn against us.
How does our immune system react to the coronavirus?

The coronavirus is — like any other virus — not much more than a shell around genetic
material and a few proteins. To replicate, it needs a host in the form of a living cell. Once
infected, this cell does what the virus commands it to do: copy information, assemble it,
release it.

But this does not go unnoticed. Within a few minutes, the body's immune defense
system intervenes with its innate response: Granulocytes, scavenger cells and killer cells
from the blood and lymphatic system stream in to fight the virus. They are supported by
numerous plasma proteins that either act as messengers or help to destroy the virus.

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For many viruses and bacteria, this initial activity of the immune system is already
sufficient to fight an intruder. It often happens very quickly and efficiently. We often notice
only small signs that the system is working: We have a cold, a fever.

Interferons are a subgroup of signaling proteins that are normally secreted by infected
cells. SARS-CoV-1, which was responsible for the SARS epidemic in 2003, appears to have
suppressed the production of one of these interferons and thus at least delayed the attraction
of immune cells. To what extent this is also the case with SARS-CoV-2, is still unclear.
However, interferons support the body's own virus defense and are now being tested as a
therapy in clinical trials.

At a certain point, however, the host response is so strong that its effect can be
counterproductive. For example, numerous immune cells can enter our lungs and cause the
membrane through which oxygen normally passes from the air into the blood to thicken. The
exchange of gases is restricted, and in the worst case, ventilation may be necessary.
Is there an immunity? How long does it last?

The good news is that it is very likely there is an immunity. This is suggested by the
proximity to other viruses, epidemiological data and animal experiments. Researchers
infected four rhesus monkeys, a species close to humans, with SARS-CoV-2. The monkeys
showed symptoms of COVID-19, the disease caused by the coronavirus, developed
neutralizing antibodies and recovered after a few days. When the recovered animals were
reinfected with the virus, they no longer developed any symptoms: They were immune.

The bad news: It is not (yet) known how long the immunity will last. It depends on
whether a patient has successfully developed neutralizing antibodies. Achim Hörauf
estimates that the immunity should last at least one year. Within this year, every new contact
with the virus acts as a kind of booster vaccination, which in turn might prolong the
immunity.

"The virus is so new that nobody has a reasonable immune response," says the
immunologist. He believes that lifelong immunity is unlikely. This "privilege" is reserved
for viruses that remain in the body for a long time and give our immune system a virtually
permanent opportunity to get to know it. Since the coronavirus is an RNA (and not a DNA)
virus, it cannot permanently settle in the body, says Hörauf.

Guide Questions:
1. How does the immune system fight pathogens?

2. How does our body tell us that our system is working on fighting a pathogen?

3. Why don’t our body have any reasonable immune response on COVID-19?

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REFLECTION
Directions: Accomplish this part honestly.

1. I learned that
2. I enjoyed most on
3. I want to learn more on

REFERENCES FOR LEARNERS
Carthaus, A. (2020). The immune system's fight against the coronavirus. Deutsche Welle.

https://www.dw.com/en/the-immune-systems-fight-against-the-coronavirus/a-
53048894
CliffNotes (2020). Gas Exchange. https://www.cliffsnotes.com/study-
guides/biology/biology/gas-exchange/mechanisms-for-gas-
exchange#:~:text=In%20animals%2C%20gas%20exchange%20follows,occurs%20dire
ctly%20with%20the%20environment.&text=Fishes%20use%20outward%20extensions
%20of,called%20gills%20for%20gas%20exchange.
Mader, S. (2007). Essential of Biology. McGraw-Hill. New York.
Rea, M. & Dagamac, N. (2017) (General Biology 2. Rex Book Store, Inc., Sampaloc, Maila

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ANSWER KEY

Prepared by:
JONNABELLE A. GAMINO
[email protected]
Aurora Senior High School

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GENERAL BIOLOGY 2

Fourth Quarter Week 4
Plants and Animal Organ System: Chemical
and Nervous Control, Sensory and Motor

Mechanism

GENERAL BIOLOGY 2

NAME: GRADE LEVEL:
SECTION: DATE:

LEARNING ACTIVITY SHEET:
Plants and Animal Organ System: Chemical and Nervous Control,

Sensory and Motor Mechanisms

BACKGROUND INFORMATION FOR LEARNERS

Plant Responses to Environmental Stimuli
Environmental signals play a significant role in plant growth and development.

Plant Tropism

• Tropisms are growth responses toward or away from unidirectional stimuli.

• Growth in the direction of a stimulus is known as positive tropism, while growth away
from a stimulus is known as a negative tropism. Common tropic responses in plants
include phototropism, gravitropism, thigmotropism, hydrotropism, thermotropism, and
chemotropism.

• Auxin is responsible for the negative gravitropism exhibited by stems. Stems
grow upward opposite the direction of gravity.

• Phototropism is the directional growth of an organism in response to light.

• Heliotropism is a type of phototropism in which certain plant structures,
typically stems and flowers, follow the path of the sun from east to west as it
moves across the sky. Some heliotropic plants are also able to turn their flowers
back toward the east during the night to ensure that they are facing the direction
of the sun when it rises.

• Thigmotropism describes plant growth in response to touch or contact with a
solid object. Positive thigmotropism is demonstrated by climbing plants or
vines, which have specialized structures called tendrils.

• Gravitropism or geotropism is growth in response to gravity. Gravitropism is
very important in plants as it directs root growth toward the pull of gravity
(positive gravitropism) and stem growth in the opposite direction (negative
gravitropism).

Photoperiodism

• Flowering is a response to seasonal changes, namely length of the night.
• Short-day plants flower when nights are longer than a critical length.
• Long-day plants flower when nights are shorter than a critical length.
• Some plants are day/night neutral.

Phytochrome and Plant Flowering

• Phytochrome is a plant pigment that responds to daylight.

Functions of phytochrome in plant cells include:

• Brings about flowering • Influences leaf expansion

• Encourages germination • Affects stem branching

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Plants usually respond to environmental stimuli such as light, gravity, and seasonal
changes by altering their pattern of growth in some way. Hormones help control these
responses.

Plant hormones are small organic molecules produced by the plant that serve as
chemical signals between cells and tissues. Currently, the five commonly recognized groups of
plant hormones are auxins, gibberellins, cytokinin, abscisic acid, and ethylene.

Plant Hormones Function
Auxin
• Promote primary growth (lengthening) by promoting cell
Gibberellins elongation and increasing the rate of cell division
Cytokinin
• Promote apical dominance – whereby the apex / tip of a plant
Abscisic acid grows while the lateral buds remain undeveloped

Ethylene • Auxin concentrations may change in response to directional
stimuli (i.e., play a key role in tropisms

• Trigger germination in dormant seeds (initiates plant growth)

• Gibberellin also causes stem elongation by promoting cell
elongation and cell division

• Promote cell division (cytokinesis) and ensure roots and shoots
grow at equal rates

• Promotes secondary growth (thickening) and help to control the
rate of branching by a plant

• Cytokinin are also involved in stimulating the growth of fruit

• Abscisic acid (ABA) principally functions to inhibit plant growth
and development

• It promotes the death of leaves (abscission) and is responsible for
seed dormancy

• It generally initiates stress responses in plants (like winter
dormancy in deciduous plants)

• Abscisic acid controls the closing of stomata and hence regulates
water loss in plants

• A gas which acts as a plant hormone and stimulates maturation and
ageing (senescence)

• It is responsible for the ripening of certain fruit (auxins and
gibberellins promote fruit growth but inhibit ripening)

• It also contributes to the loss of leaves (abscission) and the death
of flowers

Animal Chemical and Nervous Control
Many body functions are controlled by the nervous system and the endocrine system.

These two regulatory systems use chemical messengers to affect the function of the other organ
systems and to coordinate activity at different locations in the body.

How do the endocrine and nervous systems differ?

• In the endocrine system, the chemical messengers are hormones released into the blood.

• In the nervous system, the chemical messengers are neurotransmitters sent straight from
one cell to another across a tiny gap.

Since hormones have to travel through the bloodstream to their targets, the endocrine
system usually coordinates processes on a slower time scale than the nervous system in which

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messages are delivered directly to the target cell. In some cases, such as the fight-or-flight
response to an acute threat, the nervous and endocrine systems work together to produce a
response.

Animal Nervous System

Most animals have some type of nervous system with distinct organization of neurons.
In hydras, nerve nets are diffused all over the body to control the contraction and expansion of
gastrovascular cavity. The onset of cephalization marks a more complex nervous system.
Simple cephalized animals, is a simple central nervous system with a small brain and a
longitudinal nerve cord. In more complex invertebrates, the CNS is composed of the brain and
a ventral nerve cords with clusters of neurons called the ganglia. All other nerves on the rest of
the animal are called peripheral nervous system.

The nervous system has three types of neurons specific to its three functions (Fig. 27.3):
1. The nervous system -receives sensory input. Sensory neurons perform this function.
They take nerve impulses from sensory receptors to the CNS. The sensory receptor,
which is the distal end of the axon of a sensory neuron, may be as simple as a naked
nerve ending (a pain receptor), or may be built into a highly complex organ, such as the
eye or ear. In any case, the axon of a sensory neuron can be quite long if the sensory
receptor is far from the CNS.
2. The nervous system performs integration—in other words, the CNS sums up the -input
it receives from all over the body. Interneurons occur entirely within the CNS and take
nerve impulses between various parts of the CNS. Some interneurons lie between
sensory neurons and motor neurons, and some take messages from one side of the spinal
cord to the other or from the brain to the spinal cord, and vice versa. They also form
complex pathways in the brain where processes that account for thinking, memory, and
language occur.
3. The nervous system generates motor output. Motor neurons take nerve impulses from
the CNS to muscles or glands. Motor neurons cause muscle fibers to contract or glands
to secrete, and therefore they are said to innervate these -structures.

The Brain
• The cerebrum functions in sensation, reasoning, learning and memory, language, and
speech. The cerebral cortex has a primary sensory area in the parietal lobe that receives
sensory information from each part of the body and a primary motor area in the frontal
lobe that sends out motor commands to skeletal muscles. Association areas carry on
integration.
• In the diencephalon, the hypothalamus helps control homeostasis; the thalamus
specializes in sending sensory input on to the cerebrum.
• The cerebellum primarily coordinates skeletal muscle contractions.
• In the brain stem, the medulla oblongata has centers for vital functions, such as
breathing and the heartbeat, and helps control the internal organs.

The Endocrine System
The endocrine system is the collection of glands that produce hormones that regulate

metabolism, growth and development, tissue function, sexual function, reproduction, sleep,
and mood, among other things. Hormones are recognized by their target receptors in a “lock
and key” system. Each hormone (key) fits exactly into its receptor (lock). Only those parts of
the body that have the receptor (lock) can respond to the hormone (key). This is why hormones

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affect some parts of the body, but have no effect on others. (The Endocrine Society of Australia,
2018)

Figure 2. Hormones are recognized by
their target receptors in a “lock and
key” system. Each hormone (key) fits
exactly into its receptor (lock). Only
those parts of the body that have the
receptor (lock) can respond to the
hormone (key). This is why hormones
affect some parts of the body, but have
no effect on others. (The Endocrine
Society of Australia, 2018)

Endocrine System Function

Hypothalamus This organ connects the endocrine system with the nervous system.
Pituitary Gland Its main job is to tell your pituitary gland to start or stop making
hormones.
Pineal Gland This is your endocrine system’s master gland. It uses information
Thyroid Gland it gets from the brain to tell other glands in the body what to do. It
Parathyroid makes many important hormones, including growth hormone;
Thymus prolactin, which helps breastfeeding moms make milk; and
Adrenals luteinizing hormone, which manages estrogen in women and
testosterone in men.
Pancreas
It makes a chemical called melatonin that helps the body get ready
to go to sleep.
This gland makes thyroid hormone, which controls metabolism.

This is a set of four small glands behind your thyroid. They play a
role in bone health. The glands control the levels of calcium and
phosphorus.
This gland makes white blood cells called T-lymphocytes that fight
infection and are crucial as a child's immune system develops. The
thymus starts to shrink after puberty.

Best known for making the "fight or flight" hormone adrenaline
(also called epinephrine), these two glands also make hormones
called corticosteroids. They affect metabolism and sexual function,
among other things.
This organ is part of both the digestive and endocrine systems. It
makes digestive enzymes that break down food. It also makes the
hormones insulin and glucagon. These ensure the right amount of
sugar in the bloodstream and your cells.

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Ovaries In women, these organs make estrogen and progesterone. These
Testes hormones help develop breasts at puberty, regulate the menstrual
cycle, and support a pregnancy.

In men, the testes make testosterone. It helps them grow facial and
body hair at puberty. It also tells the penis to grow larger and plays
a role in making sperm.

The Senses
Information processing starts with input from the sensory organs, which transform

physical stimuli such as touch, heat, sound waves, or photons of light into electrochemical
signals.

Chemical Senses- Chemoreception is found universally in animals and is therefore believed to
be the most primitive sense. Human taste buds and olfactory cells are chemoreceptors.
• Taste buds have microvilli with receptors that bind to chemicals in food.
• Olfactory cells have cilia with receptors that bind to odor molecules.

The Senses of Hearing and Balance- Mammals have an ear that may have evolved from the
lateral line of fishes. The sensory receptors for hearing are hair cells with stereocilia that
respond to pressure waves.
• Hair cells respond to stimuli that have been received by the outer ear and amplified
by the ossicles in the middle ear.
• Hair cells are found in the spiral organ and are located in the cochlear canal of the
cochlea. The spiral organ generates nerve impulses that travel to the brain.
The sensory receptors for balance (equilibrium) are also hair cells with stereo-cilia.
• Hair cells in the base of the semicircular canals provide rotational equilibrium.
• Hair cells in the utricle and saccule provide gravitational equilibrium.

The Sense of Vision- Arthropods have a compound eye; squids and humans have a camera-type
eye. In humans, the photoreceptors:
• Respond to light that has been focused by the cornea and lens.
• Consist of two types, rods and cones. In rods, rhodopsin splits into opsin and
retinal.
• Communicate with the next layer of cells in the retina. Integration occurs in the
three layers of the retina before nerve impulses go to the brain.

The Motor Systems

Together, the muscles and bones support the body and allow parts to move; help
protect internal organs; and assist the functioning of other systems.

In addition:
• Skeletal muscle contraction assists movement of blood in cardiovascular veins

and lymphatic vessels.
• Skeletal muscles provide heat that warms the body.
• Bones are storage areas for calcium and phosphorous salts, as well as sites for

blood cell formation.

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LEARNING COMPETENCY

The learner compares and contrasts the following processes in plants and animals:
reproduction, development, nutrition, gas exchange, transport and circulation, regulation of
body fluids, chemical and nervous control, immune systems, and sensory and motor
mechanisms. (STEM_BIO11/12-IVi-j-2)

DIRECTIONS/INSTRUCTIONS

Perform the following activities. If you are at home, you can have the activity together
with your family. Take note of each step. If you have questions, you can contact your teacher
for clarifications and assistance. Enjoy learning!

ACTIVITY 1: Plant Hormones and Responses to Environment
A. Put a check (✓) on the plant hormone/s that is/are responsible for the given plant
development and/or responses. You may check more than one plant hormone.

Plant Germination Growth Flowering Fruit Abscission Seed
Hormones Maturity Development Dormancy

Gibberellin

Auxin
Cytokinin
Ethylene

Abscisic
Acid

B. Complete the table below. And answer the succeeding guide question.

Plants Tropism Stimulus Response
1. Sunflower
2. Morning glory twining
3. Sensitive Plant (Makahiya)
4. Venus flytrap
5. Corn roots

Guide Questions
1. What is a tropism?

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2. Why do plants respond to different stimuli in their environments?

3. Do all parts of a plant respond the same way to stimuli? Elaborate.

ACTIVITY 2: VENN DIAGRAMING
Compare and contrast the way plants and animals respond to stimuli by completing

the Venn diagram below.

PLANTS ANIMALS

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ACTIVITY 3: Health Connect
Some drugs/medications are known to act as neurotransmitter. Search for five of these
compounds and identify what responses each imitates in some other neurotransmitters.

Drugs/Compounds Similar Neurotransmitter Effect on Neuron/ Body’s
Response

Guide Questions
1. How do drugs or compounds enhance or interfere with the activity of neurotransmitters and

receptors within the synapses of the brain?

2. How does drug dependence result to chemical imbalance to brain?

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ACTIVITY 4: Concluding Task
Create a 3D Model presentation on your chosen organ system of either plant or animal
using recyclable materials. Be guided with the given rubric:

RUBRIC FOR SCORING

Diagram Below Average Average Above Average Excellent
(1-3 points) (4-6 points) (7-8 points) (9-10 points)

Model Few required Some required Most required All required
components items are items are items are items are

represented in represented in the represented in represented in
the model. model. the model. the model.

Text and Few labels are Some labels are Most labels are All labels are
labels present. present and Present and are present and are

correctly placed. correctly correctly
placed. placed.
3D model
Creativity 3D model appearance meets Creative 3D Highly creative,
and appearance model exceptional
shows least lesson 3D model
appearance requirements.
effort Recyclable Smart use of
Resource required. Few recyclable materials are recyclable
fulness materials are used used in the 3D materials
3D model did in the 3D model
not use any model
recyclable

material.

Score

REFLECTION
Directions: Accomplish this part honestly.

1. I learned that

2. I enjoyed most on

3. I want to learn more on

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REFERENCES FOR LEARNERS
Dansiger, M. (2019). The Endocrine System and Glands of the Human Body. WebMD.

https://www.webmd.com/diabetes/endocrine-system-facts
Mader, S. (2007). Essential of Biology. McGraw-Hill. New York.
Rea, M. & Dagamac, N. (2017) (General Biology 2. Rex Book Store, Inc., Sampaloc, Manila
Endocrine Society of Australia (2018). The Endocrine System (or Hormonal System)

https://www.hormones-australia.org.au/the-endocrine-
system/#:~:text=Hormones%20are%20recognised%20by%20their,have%20no%20eff
ect%20on%20others.

Note: Practice Personal Hygiene Protocols 44
always

Activity 1. ANSWER KEY

Plant Germination Growth FloweringNote: Practice Personal Hygiene Protocols 45FruitAbscissionSeed
Hormones Maturity alwaysDevelopmentDormancy

Gibberellin ✓ ✓✓

Auxin ✓ ✓✓ ✓ ✓
Cytokinin ✓ ✓ ✓ ✓
Ethylene ✓ ✓
✓

Abscisic ✓ ✓
Acid

Plants Tropism Stimulus Response

1. Sunflower Phototropism Light Flower bend

towards the sun

2. Morning glory twining Thigmotropism Twining support Tendrils wave

around a twining

support

3. Sensitive Plant (Makahiya) Thigmotropism Touch The leaves closes

when touched

4. Venus flytrap Thigmotropism Touch/ Flying The leaf closes

insects shut when

triggered

5. Corn roots Gravitropism Gravity The roots grow

downward towards

gravity

Guide Questions

1. Tropisms are growth responses toward or away from unidirectional stimuli.

2. Plant responses are controlled by hormones and respond differently to their environment.

3. Not all part of a plant responds the same way to stimuli. Their responses are influence by

certain hormones that dictates how they respond. For example, roots respond to gravity

positively while its stem responds negatively.

Prepared by:
JONNABELLE A. GAMINO
[email protected]
AURORA SENIOR HIGH SCHOOL

Note: Practice Personal Hygiene Protocols 46
always

Activity 2.
The answer may include but not limited to the following

Plant
• Tropism
• Plant Hormones

Animal
• Motor movement
• Nervous System
• Endocrine System

Similarity
They both have hormones that dictates how they respond to stimuli

Activity 3.
Answer may vary

Activity 4
Refer to the given rubric

GENERAL BIOLOGY 2

Fourth Quarter Weeks 5-6

Maintaining Steady Internal Conditions