Pdfcoffee.com general-biology-2-quarter-2-module-2-ver-4-pdf-freePdfcoffee.com general-biology-2-quarter-2-module-2-ver-4-pdf-freePdfcoffee.com general-biology-2-quarter-2-module-2-ver-4-pdf-freePdfco PDF

Preview

Summary

NOTGeneral Biology 2Quarter 2 - Module 2COMPARE AND CONTRASTPROCESSES IN PLANTS AND ANIMALSDepartment of Education ● Republic of the PhilippinesSenior High SchoolSenior High SchoolGeneral Biology2Quarter 2 - Module 2:Compare and Contrast Processes in Plantsand AnimalsThis instructional material was ...

Description

Senior High School NOT

General Biology 2 Quarter 2 - Module 2 COMPARE AND CONTRAST PROCESSES IN PLANTS AND ANIMALS

Department of Education ● Republic of the Philippines

Senior High School

General Biology 2 Quarter 2 - Module 2: Compare and Contrast Processes in Plants and Animals

This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@ deped.gov.ph. We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

FAIR USE AND CONTENT DISCLAIMER: This module is for educational purposes only. Borrowed materials (i.e. songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. The publisher and authors do not represent nor claim ownership over them. Sincerest appreciation to those who have made significant contributions to this module.

How to Learn from this Module To achieve the learning competencies cited above, you are to do the following: •

Take your time reading the lessons carefully.

•

Follow the directions and/or instructions in the activities and exercises diligently.

•

Answer all the given tests and exercises.

Icons of this Module What I Need to

This part contains learning objectives that

Know

are set for you to learn as you go along the module.

What I know

This is an assessment as to your level of knowledge to the subject matter at hand, meant specifically to gauge prior related knowledge This part connects previous lesson with that

What’s In

of the current one.

What’s New

An introduction of the new lesson through various activities, before it will be presented to you

What is It

These are discussions of the activities as a way to deepen your discovery and understanding of the concept.

What’s More

These are follow-up activities that are intended for you to practice further in order to master the competencies.

What I Have

Activities designed to process what you

Learned

have learned from the lesson

What I can do

These are tasks that are designed to showcase your skills and knowledge gained, and applied into real-life concerns and situations.

ii

Lesson

1

Reproduction and Development

What I need to know Learning Competency Compare and contrast the following processes in plants and animals: reproduction and development. (STEM_BIO11/12-IVa-h-1) At the end of the lesson, the learners will be able to: • • • • • • •

differentiate asexual from sexual reproduction; and describe different modes of sexual and asexual reproduction describe the different stages of animal development describe human reproductive organ systems enumerate the different types of reproductive cycles describe double fertilization in flowering plants; and explain processes in plant development.

What I know Definition of Terms: 1. Asexual Reproduction

11. Haploid

2. Sexual Reproduction

12. Diploid

3. Fission

13. Gametogenesis

4. Fragmentation

14. Fertilization

5. Budding

15. Cleavage

6. Sporulation

16. Gastrulation

7. Isogamy

17. Organogenesis

8. Heterogamy

18. Growth

9. Bisexual Reproduction

19. Folicular phase

10. Development

20. Ovulation

1

What’s new PRE-ACTIVITY: 1. Differentiate Asexual Reproduction and Sexual Reproduction.

2. Identify the types of asexual reproduction and give examples. Types of Asexual Reproduction Examples 1. 2. 3. 4.

3. Summarize the differences between asexual and sexual reproduction. Asexual Reproduction Sexual Reproduction Number of Parents Involved

Gametes

Genetic composition of offspring

2

What’s is it INTRODUCTION: 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. Animal and Plant Development

Fig. 1-1. Selected developmental stages and processes. Reference: https://tinyurl.com/y5f896m7

FOUR KEY PROCESSES UNDERLIE DEVELOPMENT The developmental changes an organism undergoes as it progresses from an embryo to mature adulthood involve four processes: ❖ Determination sets the developmental fate of a cell—what type of cell it will become— even before any characteristics of that cell type are observable. For example, in a developing mammalian embryo, as well as in some adult organs, there are mesenchymal stem cells that look unspecialized. But their fate to become muscle, fat, tendon, or other connective tissue cells has already been determined. ❖ Differentiation is the process by which different types of cells arise from less specialized cells, leading to cells with specific structures and functions. For example, mesenchymal stem cells differentiate to become the cells listed above. ❖ Morphogenesis (Greek for “origin of form”) is the organization and spatial distribution of differentiated cells into the multicellular body and its organs. Morphogenesis can occur by cell division, cell expansion (especially in plants), cell movements, and apoptosis (programmed cell death). ❖ Growth is the increase in size of the body and its organs by cell division and cell expansion. Growth can occur by an increase in the number of cells or by the enlargement of existing cells. Growth continues throughout the individual’s life in some organisms but reaches a more or less stable end point in others. Reference: https://tinyurl.com/y5f896m7 3

HUMAN REPRODUCTIVE SYSTEM Organ system by which humans reproduce and bear live offspring. Provided all organs are present, normally constructed, and functioning properly, the essential features of human reproduction are (1) liberation of an ovum, or egg, at a specific time in the reproductive cycle, (2) internal fertilization of the ovum by spermatozoa, or sperm cells, (3) transport of the fertilized ovum to the uterus, or womb, (4) implantation of the blastocyst, the early embryo developed from the fertilized ovum, in the wall of the uterus, (5) formation of a placenta and maintenance of the unborn child during the entire period of gestation, (6) birth of the child and expulsion of the placenta, and (7) suckling and care of the child, with an eventual return of the maternal organs to virtually their original state.

Fig. 1-2. Human Reproductive System.

What’s more ACTIVITY: 1. Identify and Describe the types of Life cycles. Types of Life Cycles 1. 2. 3.

4

Description

Lesson

2

Nutrition

What I need to know Learning Competency: Compare and contrast the following processes in plants and animals: Nutrition. (STEM_BIO11/12-IVa-h-1) Specific Learning Outcomes: At the end of the lesson, the learners will be able to: • • • •

define nutrient and cite the nutritional requirements of plants and animals enumerate and describe the main stages of food processing; describe the organs involved in food processing in the human digestive system and their roles; summarize the mechanisms of digestion, absorption, and delivery of nutrients into cells;

What I know PRIOR KNOWLEDGE: Definition of Terms 1. Nutrient

12. Fats

2. Autotrophs

13. Amino acids

3. Heterotrophs

14. Fatty acids

4. Symplast route

15. Phagocytosis

5. Apoplasts route

16. Pinocytosis

6. Root hairs

17. Digestive system

7. Root nodules

18. Endocytosis

8. Mycorrhizae (singular, mycorrhiza)

19. Ingestion

9. Calorie

20. Digestion

10. Carbohydrates

21. Absorption

11. Proteins

22. Elimination

5

What’s new PRE-ACTIVITY:

Reference: https://www.evolvingsciences.com/Photosynthesis%20worksheet%20.html

6

What’s is it INTRODUCTION: PLANT NUTRITION Nutrient – refers to any substance required for the growth and maintenance of an organism. The two types of organisms based on the mode of nutrition are: A. autotrophs – organisms that obtain energy from sunlight and chemicals to produce their own food. Examples: plants; chemosynthetic bacteria. B. heterotrophs – organisms that cannot make their own food and obtain their energy from other organisms. Examples: animals, fungi. The nutritional requirements of plants: • water • carbon dioxide A. Further, note that water and carbon dioxide are the raw materials needed for B. photosynthesis, the process by which plants convert the energy from sunlight into • chemical energy. C. essential nutrients or elements – which include macronutrients which are normally required in amounts above 0.5% of the plant’s dry weight; and micronutrients which are required in minute or trace amounts; • examples of macronutrients: C, H, O, N, K, Ca, Mg, P, S • examples of micronutrients: Cl, Fe, B, Mn, Zn, Co, Mo The routes for the absorption of water and minerals across plant roots: A. symplast route – through plasmodesmata B. apoplast route – along cell walls Note that the water and minerals from the soil need to reach the conducting tissues of plants, specifically the xylem

ANIMAL NUTRITION A Calorie is a unit of energy that indicates the amount of energy contained in food. It specifically refers to the amount of heat energy required to raise the temperature of 1 kg (2.2 lb.) of water by 1oC (1.8oF). The greater the number of Calories in a quantity of food, the greater energy it contains (Johnson and Raven, 1996). THE NUTRITIONAL REQUIREMENTS OF ANIMALS: •

•

Carbohydrates – serve as a major energy source for the cells in the body. These are usually obtained from grains, cereals, breads, fruits, and vegetables. On average, carbohydrates contain 4 Calories per gram. Proteins – can also be used as an energy source but the body mainly uses these as building materials for cell structures and as enzymes, hormones, parts of muscles, and bones. Proteins come from dairy products, poultry, fish, meat, and grains. Like carbohydrates, proteins also contain 4 Calories per gram. 7

•

Fats – are used to build cell membranes, steroid hormones, and other cellular structures; also used to insulate nervous tissue, and also serve as an energy source. Fats also contain certain fat- soluble vitamins that are important for good health. Fats are obtained from oils, margarine, butter, fried foods, meat, and processed snack foods. They contain a higher amount of energy per gram than carbohydrates or proteins, about 9 Calories per gram.

•

Essential Nutrients – include substances that animals can only get from the foods they eat because they could not be synthesized inside the body. These include: ➢ Essential amino acids – needed for synthesis of proteins and enzymes; among the 20 amino acids, eight could not be synthesized by humans: lysine, tryptophan, threonine, methionine, phenylalanine, leucine, isoleucine and valine. ➢ Essential fatty acids – used for making special membrane lipids; an example is linoleic acid in humans. ➢ Vitamins – organic molecules required in small amounts for normal metabolism; examples include fat-soluble Vitamins A, D, E, K, and watersoluble Vitamins B, B2, B3, B12, C.

THE MAIN STAGES OF FOOD PROCESSING: 1. Ingestion – the act of eating or feeding; this is coupled with the mechanical breakdown of food into smaller pieces allowing for a greater surface area for chemical digestion. 2. Digestion – breakdown of food into particles, then into nutrient molecules small enough to be Chemical digestion by enzymes involves breaking of chemical bonds through the addition of water, i.e., enzymatic hydrolysis 3. Absorption – passage of digested nutrients and fluid across the tube wall and into the body fluids; the cells take up (absorb) small molecules such as amino acids and simple sugars. 4. Elimination –expulsion of the undigested and unabsorbed materials from the end of the gut. THE ORGANS INVOLVED IN FOOD PROCESSING IN THE HUMAN DIGESTIVE SYSTEM: A. The Oral Cavity, Pharynx, and Esophagus • Oral Cavity – it is where food is initially chewed into shreds by the teeth, and mixed with saliva by the tongue. Saliva is secreted into the mouth by three pairs of salivary glands located above the upper jaw and below the lower jaw. • Pharynx –the region in the back of the throat that serves as the entrance to the esophagus that connects to the stomach and trachea (windpipe) that serves as airway to the lungs. To block breathing as food leaves the pharynx, a flap-like valve (the epiglottis) and the vocal cords close off the trachea. • Esophagus – connects the pharynx with the stomach. No digestion takes place within the esophagus but the contractions within its muscular wall propel the food past a sphincter, into the stomach. The rhythmic waves of contraction of the smooth muscle wall of the esophagus are called peristaltic contractions or peristalsis. The esophagus is about 25 cm (10 in.) long. B. The Stomach 8

The stomach is a muscular, stretchable sac located just below the diaphragm. It has three important functions. ➢ First, it mixes and stores ingested food. ➢ Second, it secretes gastric juice that helps dissolve and degrade the food, particularly proteins. ➢ Third, it regulates the passage of food into the small intestine. • The gastric juice is a combination of HCl and acid-stable proteases. • The churning action of the stomach together with the potent acidity of the gastric juice convert food into a thick, liquid mixture called chyme. C. Small Intestine • •

• •

The small intestine is approximately 6 meters long and is composed of three regions: the duodenum, jejunum, and ileum. It is where most enzymatic hydrolysis of the macromolecules from food occurs. The complete digestion of carbohydrates, fats, and proteins occurs in the duodenum, about the first 25 cm. of the small intestine. The rest of the small intestine is devoted to absorbing water and the products of digestion into the bloodstream. Absorption of the end products of digestion takes place in the ileum, the surface area of which is increased by villi and microvilli.

D. The Accessory Digestive Organs • •

•

Pancreas, Liver, and Gallbladder – review the functions discussed in previous meeting. The Large Intestine or Colon o The large intestine is much shorter than the small intestine, about 1 meter. o It concentrates and stores undigested matter by absorbing mineral ions and water. A small amount of fluid, sodium, and vitamin K are absorbed through its walls. o Unlike the small intestine, it does not coil up and does not have villi and has only one thirtieth of the absorptive surface area of the small intestine. o Many bacteria live and thrive within the large intestine where they help process undigested material into the final excretory product, feces. The Rectum and Anus o The rectum is a short extension of the large intestine and is the final segment of the digestive tract. It is where the compacted undigested food from the colon are pushed via peristaltic contractions. o The distention of the rectum triggers expulsion of feces. o The anus is the terminal opening of the digestive system through which feces are expelled.

9

What’s more ACTIVITY: 1. Illustrate the steps in the digestive system. Label the organs involved and specify their functions.

What’s I’ve learned

POST QUIZ: 1. Give three examples of nutrient deficiencies in plants and the corresponding symptoms. 2. Research on examples of parasitic plants and predator plants. Give an example for each. What structural adaptations are present in these plants that allow them to acquire nutrition through parasitism and predation?

3. What contributes to the absorption capacity of the small intestine? 4. Why doesn’t gastric juice destroy the stomach cells that make it? 5. What are the cells making up the gastric glands of the stomach?

10

Lesson

3

Gas Exchange

What I need to know Learning Competency The learners shall be able to compare and contrast gas exchange in plants and animals. (STEM_BIO11/12-IVa-h-1) Specific Learning Outcomes At the end of the lesson, the learners will be able to: • • • •

state some basic principles IN gas exchange; describe the structures for gas exchange in plants and animals; describe the organs in the human respiratory system and their roles; discuss the coordination of gas exchange and circulation;

What I know PRIOR KNOWLEDGE: Definition of Terms 1. Respiration 2. Cellular Respiration 3. Positive pressure breathing 4. Negative pressure breathing 5. Air sacs 6. Oxygen Transport 7. Carbon dioxide transport

What’s new PRE-ACTIVITY: 1. Identify the Organs of the Respiratory System and its functions. 2. Identify the Plant structures responsible for gas exchange and its functions. 11

What’s is it

INTRODUCTION:

Plants obtain the gases they need through their leaves. They require oxygen for respiration and carbon dioxide for photosynthesis. The gases diffuse into the intercellular spaces of the leaf through pores, which are normally on the underside of the leaf - stomata. From these spaces they will diffuse into the cells that require them. Stomatal opening and closing depends on changes in the turgor of the guard cells. When water flows into the guard cells by osmosis, their turgor increases, and they expand. Due to the relatively inelastic inner wall, the guard cells bend and draw away from each other, so the pore opens. If the guard cells loose water the opposite happens and the pore closes. The guard cells lower their water potential to draw in water from the surrounding epidermal cells, by actively accumulating potassium ions. This requires energy in the form of ATP which, is supplied by the chloroplasts in the guard cells. Respiration occurs throughout the day and night, providing the plant with a supply of energy. Photosynthesis can only occur during sunlight hours so it stops at night. A product of respiration is carbon dioxide. This can be used directly by the plant in photosynthesis. However, during the day, photosynthesis can be going 10 or even 20 times faster than respiration (depending on light intensity), so the stomata must stay open so that the plant has enough carbon dioxide, most of which diffuses in from the external atmosphere.

Reference:https://www.s-cool.co.uk/a-level/biology/gas-exchange/revise-it/gas-exchange-inplants#:~:text=Plants%20obtain%20the%20gases%20they,underside%20of%20the%20leaf%20%2D %20stomata.

12

In animals, gas exchange follows the same general pattern as in plants. Oxygen and carbon dioxide move by diffusion across moist membranes. In simple animals, the exchange occurs directly with the environment. But with complex animals, such as mammals, the exchange occurs between the environment and the blood. The blood then carries oxygen to deeply embedded cells and transports carbon dioxide out to where it can be removed from the body Earthworms exchange oxygen and carbon dioxide directly through...