Learning Area General Biology 2 Grade Level 11/12

W4 Quarter 4th Quarter Date

I. LESSON TITLE Plant and Animal Organ Systems and Function
II. MOST ESSENTIAL LEARNING At the end of the lesson students will be able to:
COMPETENCIES (MELCs) • Compare and contrast the following processes in plants and animals:
transport circulation, regulation of body fluids, chemical and nervous control,
immune systems, and sensory and motor mechanisms.

III. CONTENT/CORE CONTENT The learners demonstrate an understanding on Plant and Animal Organ Systems
and their functions.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 30 minutes)
Let us try to recall what you have learned from your previous lesson, list down the different organs involve in gas exchange
and identify the organs for transport and circulation both in Animal and Plants.
The main transport system for animals is the circulatory system. The circulatory system plays a central role in an organism’s
survival. The human circulatory system consists of the heart, blood, and a closed structure system called blood vessels that
includes the arteries, veins, and capillaries. The circulatory system's main functions are to transfer the nutrients and oxygen to
all body cells and to transport waste products to the liver, kidneys, and lungs. This system works through diffusion—the
movement of molecules from an area of high concentration to an area of low concentration. However, diffusion only occurs
over short distances such as between blood and air in the lungs. In terms of the distribution of blood throughout the human
body, the process of bulk flow takes place. Bulk flow is the movement of the blood from an area
of high pressure to an area of low pressure through the action of the heart that pumps the blood
and pressurizes it to flow. This process allows a rapid transport of blood in all parts of the body.

Learning Task 1. How will I fix this? Directions answer and write your answer in a separate sheet
of paper.
1. Describe the picture below. What is the picture all about?
2. What would happen to the place nearby if those trashes/garbage were not ever Figure 1 Solid Waste retrieved from
https://medium.com/@modernspatialdivisions/improper-
picked up or removed? In like manner, what probably be the outcome if your solid-waste-management-in-manila-513224d50b17
organs for disposal or elimination of the toxic metabolic wastes collapsed?
Excellent (5 pts) Good (3 pts) Poor (1 pt)
Correct answer written in a sentence with 2 Correct answer written in a sentence with 1 Correct answer written in a sentence but no
supporting details from the text supporting detail from the text supporting detail
Accurate content and features of the classified Some content and features of the classified objects Content and features need improvement
objects are accurate
Used capitalization and punctuation. All words Used capitalization and punctuation. No capitalization and punctuation used. 3 or more
spelled correctly 1 – 2 spelling mistakes. spelling mistakes
D. Development (Time Frame: 1 hour 20 minutes)
Elimination of toxic and waste substances from the body of organisms is called excretion. Bacteria use the mechanism of
osmosis to gain the water and electrolyte balance, and excrete excess water, solute molecules, and wastes. When osmolarity
increases around bacteria, they may use transport mechanisms to absorb electrolytes or small organic molecules. The osmotic
stress activates genes in certain bacteria that lead to the synthesis of osmoprotectant molecules. Protists use contractile
vacuoles to transport ammonia and other excretory wastes from the cytoplasm to the cell membrane, where the vacuole
opens to the environment. Osmotic pressure forces water into the cytoplasm, while diffusion and active transport control the
flow of water and electrolytes. Plants excrete gases through a structure called stomata. Animals have an excretory system
consisting of a couple of kidneys, ureter, urinary bladder, and urethra. Kidney has a structural unit called nephron where the
blood is filtered. After filtration, pure blood will circulate back to other parts and extracted waste products are passed to the
ureter. Urinary bladder collects urine which is excreted through the urethra.

Learning Task 2. My Urinary System. Directions: Draw the urinary system like the figure below with proper labeling of parts in a
separate sheet. Identify also the parts of the urinary system.

8. Urinary bladder 1. Renal pelvis

9. Urethra (Left side with frontal section) 2. Ureter
10. Adrenal gland 3. Large intestine
11. Renal artery and vein 4. Pelvis
12. Liver 5. Inferior vena cava
13. Urinary system 6. Abdominal aorta
14. Kidney 7. Common iliac artery and vein

Figure 2 Urinary System. Retrieved from

https://commons.wikimedia.org/wiki/File:Urinary_system.svg
IV. LEARNING PHASES AND LEARNING ACTIVITIES
Transport and Circulation in Animals
The delivery system of the heart is separated into two circuits: the pulmonary
and the systemic circuits. The pulmonary circuit, supplied by the right side of the
heart, receives the returning blood, and pumps the blood to the lungs for
reoxygenation and dispatch of carbon dioxide. Oppositely, the systemic circuit,
supplied by the left side of the heart, transports the oxygenated blood to the
entire body. In a process called oxygenation, deoxygenated blood passes
through the right side of the heart which pumps it into large vessels called
pulmonary arteries. It then moves into the lungs where it is ‘cleaned’ as the
carbon dioxide is exchanged with oxygen. The oxygenated blood travels back
into the heart through the pulmonary veins. The oxygenated blood is pumped
into the largest blood vessel and the main artery in the human body called
aorta. Before the blood leaves the aorta, it passes through the small arteries.
Then lastly, it passes through the capillaries which distribute it to all the tissues
of the body. Oxygen and nutrients are delivered to these tissues. Simultaneously, Figure 3 Circulation of blood Retrieved from:
the waste products of the cells are carried away by the blood. As soon as all the https://commons.wikimedia.org/wiki/File:Circulation_of_Blood_
oxygen is used up, the blood goes into the veins and travels back into the heart.
In a closed circulatory system, the circulatory fluid or blood is limited within vessels.Through_the_Heart.jpg
The heart pumps blood into large vessels,
branching into smaller vessels and into different organs. Other animals with closed circulatory system include squids and
earthworms. Humans have also a closed circulatory system. Conversely, in an open circulatory system, the circulatory fluid
called hemolymph coats the body cells. The heart pumps the hemolymph through circulatory vessels and goes into the sinuses
or the spaces surrounding the organs. Arthropods such as grasshoppers have open circulatory systems. The circulatory system
and respiratory systems work together to retain oxygen in the body and extract carbon dioxide from it.

What do you think is the possible consequences should there be a failure in the ability of the body to dispose or eliminate
toxic metabolic wastes? Try to ponder on these questions as you learn. The internal environment of our body is a fluid
environment that bathes the cells (extracellular fluid) composed of the interstitial fluid and blood. Osmoregulation is the active
regulation of body fluids and ion balance in an organism. Plants have no specific osmoregulatory organs however, they have
stomata below their leaves that regulate the amount of water loss. In contrast to humans, kidneys play a great role in
osmoregulation. Plants produce two gaseous waste products i.e. oxygen during photosynthesis and carbon dioxide during
respiration. Excretion of gaseous waste in plants takes place through stomatal pores on leaves and ‘lenticels’ in stems and
released to the air. The plants get rid of these wastes by shedding of leaves, peeling of bark, and felling of fruits. The process
of excretion in plants involves the following: 1. Transpiration: process of elimination of water through the stomatal pores and
from the surfaces of fruits and stems gaseous wastes and water.; 2. Storing: Certain organic wastes are stored in plant parts like
barks and leaves; and 3. Diffusion: Aquatic plants excrete metabolic wastes through diffusion while terrestrial plants excrete
into the soil.

Animals that permit the osmolarity of their body fluids to fit that of the
environment are called Osmoconformers (e.g., Marine invertebrates). They
keep the osmolarity of body fluids different from that of the environment are
called as osmoregulators (e.g., most marine vertebrates, birds, mammals).
Ammonia, urea, and uric acid are the nitrogenous wastes expelled by
animals. These are all toxic to cells. The passage of waste in unicellular
organisms is permitted by the cell surface or cell membrane. A specialized
cytoplasmic organelle in many freshwater protist (e.g. Paramecium) is a
contractile vacuole, that expels excess water out of the cell to prevent lysis.
Protonephridia or Flame Bulb System, a network of tubules that lack internal
openings but have external openings at the body surface called
nephridiopores such as in the flatworm (Dugesia). Most adult mollusks and
annelids have metanephridia as their excretory tubule. The excretory
tubules of insects and other terrestrial arthropods is the malpighian Figure 4 Blood Flow and Anatomy of Kidney. Retrieved from
tubules which is attached to their digestive tract (midgut). In https://courses.lumenlearning.com/cuny-kbcc-ap2/chapter/regulation-of-renal-
mammals the urinary system composed of two kidneys, each with a blood-flow/
ureter, a tube directing to a urinary bladder, with a tube called urethra leading to the body surface. Kidneys are the main
osmoregulatory and excretory organ in mammals. Kidneys have the following parts: 1. Renal capsule, Cortex, Medulla, Renal ,
Ureters and Nephrons – the functional units of the kidney where urine is formed. Filtration takes place in the Bowman’s capsule.
It involves transfer of soluble components like water, glucose urea, salts, and waste from the blood that was filtered by the
glomerulus. Reabsorption involves the absorption of materials that the body still needs like molecules and ions. Those will go
back to the blood between the capillaries and the network of tubules by diffusion and active transport. Secretion takes place
in the nephron. This involves the transfer of removed substances like potassium ion, hydrogen ions, drugs, and toxins from the
blood into the collecting duct and added to the filtrate. Excretion is the exit of urine into the ureter, urinary bladder, and
urethra.

Now that you understand how body fluids are regulated, you think now about what happens to you when they get sick, do
you know the cause of these diseases: common colds (rhinoviruses); diarrhea (various bacterial toxins); influenza (influenza
virus)? When we get sick our body has and immune response to fight these diseases. The immune system is naturally divided
into two categories--innate and adaptive--although these distinctions are not mutually exclusive. The innate immune response
IV. LEARNING PHASES AND LEARNING ACTIVITIES
is always the first response to an infection. Innate immunity refers to nonspecific defense mechanisms that come into play
immediately or within hours of an antigen's appearance in the body. These mechanisms include physical barriers such as skin,
mucous membranes, secretions, chemicals in the blood, and immune system cells that attack foreign cells in the body. If there
is an invading pathogen like a virus (or bacteria or any foreign substance) the body reacts through mucous secretions. Even
the saliva contains agents which are antimicrobial. Internal defenses of the innate immune response consist of phagocytic
cells, natural killer cells, antimicrobial proteins (interferons; the complement
system) and the inflammatory response (that involves histamines, mast cells
and cytokines). Inflammation is characterized by fever, redness, swelling,
pain, and loss of function in the infected area. Inflammation can help kill the
pathogen (fever produces heat that may kill the bacteria/ viruses or make
them stop replicating for example). In adaptive immune response (for
vertebrates only) involves the recognition of traits specific to pathogens using
a vast array of receptors. The adaptive immune response is made possible
because of: Humoral response- production and secretion of antibodies or
immunoglobulins against specific antigens (any foreign body/structure-
pollen, bacteria, virus, dust); and Antibodies which are produced by cells that
secrete them in the bloodstream or display them in the surface of some cells,
ready to face and combat any antigen. Antibodies are of five major types; IgM is the first antibody produced. It coats the
pathogen and promotes endocytosis by macrophages. IgG is a major antibody produced. It activates the other parts of the
immune response and leads to neutralization and destruction of pathogen. IgA is the important antibody for the mucosal
immune response. It prevents pathogens from crossing the epithelium and entering the blood stream. IgE activates mast cells
and leads to the production of histamine, which is why it is also associated with allergic reactions. IgD which the role of this
antibody is still unclear at this point. Cell mediated response- occurs when cytotoxic cells defend the body against infection.
The development of B and T cells, memory cells and plasma cells are important aspects of cell mediated immune mechanism.
Without the innate immune response, the adaptive immune response cannot be activated, because the innate immune
response gives the rest of the immune system signals that say there is a real threat to the body that must be eliminated.
Therefore, stopping inflammation is not always a good thing. For example, you need to have a fever to really mount a full-
blown response against a pathogen so taking paracetamol when you have a mild fever (below 38.3°C) for example, may not
always be a good thing since you may lose the sterilizing effects of the fever and dampen the danger signals that activate the
adaptive immune response. However, it is still best to get medical advice on how to treat disease. Plants on the other hand
don’t have immune systems, but they do respond to disease. Typically, their first line of defense is the death of cells surrounding
infected tissue. This prevents the infection from spreading. Many plants also produce hormones and toxins to fight pathogens.
For example, willow trees produce salicylic acid to kill bacteria. The same compound is used in many acne products for the
same reason. Exciting new research suggests that plants may even
produce chemicals that warn other plants of threats to their health,
allowing the plants to prepare for their own defense. As these and
other responses show, plants may be rooted in place, but they are
far from helpless.
Like all other organisms, plants detect and respond to stimuli in their
environment. Unlike animals, plants cannot run, fly, or swim for food
or away from danger. They are usually rooted to the soil. Instead, a
plant’s primary means of response is to change how it is growing.
Plants also do not have a nervous system to control their responses.
Alternatively, their responses are mostly controlled by hormones,
which are chemical messenger molecules. Plants similarly detect
and respond to the daily cycle of light and darkness. For example,
some plants open their leaves during the day to gather
sunlight and then close their leaves at night to prevent water loss. Figure 5 Nervous System. Retrieved from https://www.physio-
Environmental stimuli that indicate changing seasons trigger other pedia.com/Introduction_to_Neuroanatomy
responses. Many plants respond to the days growing shorter in the
fall by going dormant. They delay growth and development to survive the extreme cold and dryness of winter. Dormancy
ensures that seeds will germinate, and plants will grow only when conditions are favorable. Compared to plants, animals have
chemical and nervous control that allow them to respond to environmental stimuli. Chemical control is under the regulation of
the endocrine system which includes the various hormones. Chemical control is slow acting, but the effect is long-term.
However, nervous control is under the regulation of the nervous system with its system of neuronal mechanisms. Nervous control
is fast-acting, and the effect is short-term, although frequent stimulation can be stored to produce a longer-lasting behavioral
response. Sensory processing includes all central acts of information processing, which link the initial stages of sensory reception
with the creation of subjective sensory perception. Animals normally only respond to stimuli which they choose; they filter out
certain stimuli that surround them and react to others they choose to accept.
E. Engagement (Time Frame: 1hr 20 minutes)
Learning Task 3: Directions: Complete the infographic comparison between plants and animals in terms of transport system.
Comparison Between Plants and Animals in terms of Chemical, Nervous and Sensory Motor Mechanism
Plants Transport System Animals
A. Organs

B. Processes
IV. LEARNING PHASES AND LEARNING ACTIVITIES
C.
Learning Task 4. Directions: Read and understand the situation and questions very carefully.
1. The time you woke up in the morning, you drink 2 glasses of water. Shortly after
drinking you feel the need to urinate. Why is this so? Explain your answer by tracing
the path of water from the stomach up to the urinary bladder.
2. Kidney stones are calcium-rich crystals that form inside the kidney. What symptoms
would you expect if the stones lodge in a ureter?
3. Why is protein in the urine a sign of kidney damage? What structures in the kidney
are probably affected?
Additional Activity: Engineering Design. Direction: Using
materials that you may find at home make a kidney model
that can explain the role of the kidney as a filtering system for
blood, describe the by-products of the excretory system and
model the filtering function of a kidney on a larger scale. You
can draw or take picture of your output or send your model
to your teacher. Design Non-Negotiables:
1. The kidneys filter 125 mL of blood/water per minute; 2. Must
filter 1 L or 1000 mL of water ; 3. 60% of your water (blood)
must be conserved (make it back to the collection beaker). Your filtration system will use a 2-liter soda bottle.

A. Assimilation: 20 minutes)
Answer the following questions
1. How important is the transport of substances inside and outside the cell? What might happen if this is not regulated?
2. What do you think are the possible consequences should there be a failure in the ability of the body to dispose or
eliminate toxic metabolic wastes?
3. Describe when inflammation is good and when it is bad
4. Investigate: Rheumatoid Arthritis (“rayuma”), a type of autoimmune diseases and how it is treated. Find out the symptoms,
lifestyles, what population are mostly affected, and any late breaking research regarding the disease. How does T-cell
dysfunction lead to this occurrence? You may create a comic strip
5. Read the article “How Plants Secretly Talk to Each Other” (access at http://bit.ly/plant-talk) . Summarize your learnings.
V. ASSESSMENT (Time Frame: 20 minutes)
(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)
1. All animals have a closed circulatory system, EXCEPT
A. Earthworm B. Grasshopper C. Human D. Squid
2. How the oxygenated blood travels back to the heart?
A. Through the capillaries C. Through the bicuspid valve
B. Through the pulmonary veins D. Through the pulmonary arteries
3. Which process is primarily involved in the control and maintenance of water and ion balance in the body?
A. Respiration B. Osmoregulation C. Excretion D. Circulation
4. Which type of animals consume little or no energy in maintaining water balance?
A. Birds B. Mammals C. Marine vertebrates D. Marine invertebrates
5. What is the type of excretory system in cockroaches?
A. Protonephridia B. Metanephridia C. Kidneys D. Malphigian tubules
6. Which of the following is TRUE about acquired or adaptive immuntiy?
A. Enhances inflammation C. Detection of traits specific to a pathogen
B. General immunity against a pathogen D. The first line of defense against pathogen
VI. REFLECTION (Time Frame: 10 minutes)
• Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8
VII. REFERENCES • Teaching Guide for Senior High School: General Biology 2
• Renal Blood Flow and its Regulation. Retrieved May 31 from https://courses.lumenlearning.com/cuny-kbcc-
ap2/chapter/regulation-of-renal-blood-flow/. Retrieved May 21, 2021
• Reece JB, Urry LA, Wasserman SA, Minorsky PV, Jackson RB. 2011.
• Campbell Biology (10th Edition). US: Benjamin Cummings. 1488 pp.
• https://www.biologycorner.com/2020/05/03/urinary-system-label/
Prepared by: Marianne Kristine A. Rayala Checked by: Jocelyn B. Reyes