General Biology 2

Quarter 2 – Module 3.1:

Compare and Contrast Process in
Plants and Animals: Regulation of
Body Fluids
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 General Biology 2
Quarter 2 – Module 3.1:
Compare and Contrast Process in
Plants and Animals: Regulation of
Body Fluids
Introductory Message
For the facilitator:

Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode (ADM)

Module on Compare and Contrast Process in Plants and Animals: Regulation of Body
Fluid!

This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:

Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode (ADM)

Module on Compare and Contrast Process in Plants and Animals: Regulation of Body
Fluid!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.

What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.

What’s In This is a brief drill or review to help you link

the current lesson with the previous one.

What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.

What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.

What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or blank

sentence/paragraph to be filled into process
what you learned from the lesson.

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 What I Can Do This section provides an activity which will
help you transfer your new knowledge or skill
into real life situations or concerns.

Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.

Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

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 What I Need to Know

The topic, regulation of body fluids, can be considered as one of the most
important lessons in Biology. It is very important in the maintenance of an
organism’s homeostatic life. In your previous lesson, you discovered some other
processes involved between plants and animals. Now, it is your time to unfold the
ideas and concepts behind the process of regulating body fluids that mainly focuses
on the excretory systems of plant and animals.

After reading this module, you should be able to:

1. Describe excretory systems in animals especially the human urinary system
and their functions in homeostasis (STEM_BIO11/12-IVa-h-1);
2. Compare and contrast the regulation of body fluids (excretion process)
between plants and animals;
3. Illustrate and perform activities about the importance of regulating body fluids
as it applies in a real-life scenario.

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 What I Know

Surely, you are enjoying your journey in discovering the wonders of living
organisms. Now, it’s time to check your knowledge about the topic to be
discussed!

Activity 1: Multiple Choice

Instruction: Choose the letter that corresponds to the word or phrase that best
completes the sentence.

1. 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. Nutrition

2. Which types of animals consume little or no energy in maintaining

water balance?
A. Birds
B. Mammals
C. Marine vertebrates
D. Marine invertebrates

3. The following are true about uric acid as a form of nitrogenous

waste except:
A. Excreted by birds and insects
B. Relatively non-toxic
C. Highly soluble in water
D. Energetically expensive to produce from ammonia

For numbers 4-6, match the type of excretory system with the corresponding
animal where each is found:
4. Protonephridia A. Cockroach
5. Metanephridia B. Flatworm
6. Malpighian tubules C. Earthworm

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7. The part of the urinary system that serves to temporarily store urine:
A. Urinary bladder
B. Kidneys
C. Ureter
D. Urethra

8. In each nephron of the kidney, the glomerulus and Bowman’s

capsule:
A. Filter the blood and capture the filtrate.
B. Reabsorb water into the blood.
C. Reabsorb salts and nutrients.
D. Break down harmful toxins and poisons.

9. The following components in the filtrate are reabsorbed back into

the blood except:
A. Water
B. Glucose
C. Amino acids
D. Urea

10. The following are involved in the regulation of mammalian kidney

function except:
A. ADH
B. Aldosterone
C. Oxygen
D. Thirst center in hypothalamus

Great! You may check your answers on the answer key page to get your score.
Don’t worry if you get a low score because this module will surely help you to
determine and analyze the various concepts of work! Proceed to the next page
and learn more!

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 Lesson Compare and Contrast Process

1 in Plants and Animals:

Regulation of Body Fluids
The process of regulating body fluids plays a very important function in
maintaining the balance or homeostasis in the physiology of plants and animals. I
know that you already have a foundation in different body systems that are
responsible for regulating the body fluids of an organism, but have you ever
wondered how the excretory system plays a crucial role in the existence of living
organisms? If yes, let us all discover the mystery concerning its different parts and
functions.
For now, you will make yourself familiar with the different terminologies and
concepts of regulating body fluids through the excretory system focusing on the
mammalian organ, kidney. You will surely enjoy this journey as you continue to
explore this module.

What’s In

Activity 2: Filling-out the Columns

Instruction: On your journey of answering the previous modules, you have

learned the comparisons and contrasts of plants and animals in various physiological
aspects. You have also studied the importance of each of them.

As a recall, you need to fill out the table below:

Physiological Processes Plants Animals

Reproduction and
Development
Nutrition
Gas Exchange
Transport and
Circulation

As you have analyzed, various physiological processes should be maintained

for the continuous existence of every living organism. Keep all this information in
your mind as you are about to launch towards another discovery.

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 What’s New

How is it? I am sure that you are having questions in your mind right
now. To answer your curiosities, start exploring this activity.

Activity 3: Word Search

Locate and encircle the given words in the grid, running in one of eight
possible directions horizontally, vertically, or diagonally.

W O S M O C O N F O R M E R S N E K

A R T P L A C E M E N T S A G E C I

E X C R E T I O N L I C A T I E I D

S O B A K E R A Y O L O O F T B N N

U F G R N E P H R O N S N S L Z D E

M E M E C K C O K R Y X A T Q H O Y

J R O L R D A R D N U W N W C O L S

O N F L U I D M T X S E V R S M D E

U Y W O G V B C C U I N O T Z E O L

L E U R E A I E O D Y F S S T O A A

E N E R Z R W N G R E Z T U B S I J

S J O U F B E J A G E N D A J T D O

W F O M A G N O R S T O M A T A I R

X Q I B O T E N D A G E V O L S R A

A Z E R B L E S E M A N F R A I H V

C W T L F I L T R A T I O N R S P I

B I N O R M O R C E Y V I L E N E T

N Y U U R I N E I O N A N G L T N S

Excretion Kidneys Osmoconformers

Filtration Nephridia Stomata
Fluid Nephrons Urea
Homeostasis Nitrogenous Waste Urine

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 Notes to the Teacher
It will be a great help for you to understand our future lessons if
you make yourself familiar to the words you encircled above.

What is It

Living cells contain water, and are surrounded by water, and constantly exchange
water with their environment. For the simplest animals, the water of the external
environment directly surrounds cells. In your previous lessons, you have already
known that in the process of metabolism, some harmful by-products that are being
formed referred to as metabolic wastes. Examples of such are the following:

• Excess water
• Excess salts
• Carbon dioxide
• Nitrogenous wastes- these are the compounds resulted from metabolic
reactions of proteins and nucleic acids. These include:
a. Ammonia- the primary nitrogenous waste for aquatic invertebrates.
It is also the most toxic nitrogen-containing compounds.
b. Urea- it is commonly produced by terrestrial animals. It is also
formed by combining ammonia and bicarbonate ion. It is less toxic
than ammonia.
c. Uric Acid- excreted by birds, insects, and terrestrial reptiles. It is
relatively nontoxic but more energetically expensive to produce than
urea

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These products must be eliminated in the body through the process of excretion.
This process also helps in the regulation of water and ion balance.

Figure 1. Concept map of the excretion system between man and plants

HOW ANIMALS EXCRETE WASTE?

Before we further discuss the regulation of fluid in mammals (humans), let us

have a brief preview of how the excretion process happens on the other animals.
Among the invertebrates, there are several ways of removing their waste products
and there are corresponding systems and organs responsible for it, namely:

• Cell surface or cell

membrane – allows
passage of wastes in
unicellular organisms.

• Contractile vacuole – a
specialized cytoplasmic
organelle in many
freshwater protists (e.g.
Paramecium) that expels
excess water out of the cell
to prevent lysis. Figure 2. Types of excretory organs in animals

• Protonephridia or Flame Bulb System – a network of tubules that lack

internal openings but have external openings at the body surface called
nephridiopores. Examples of such are the Platyhelminthes (Planaria), rotifers,
and some annelids.

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 • Metanephridia – the excretory tubule of most annelids and adult mollusks.
The tubular network has a funnel-like internal opening called a nephrostome
that collects body fluids. One popular example is the earthworm.

• Malpighian Tubules – the excretory tubules of insects and other terrestrial

arthropods attached to their digestive tract (midgut). They do not filter body
fluids; instead, they employ secretion to generate the fluid for release from the
body. Examples are the cockroaches, ants, and other insects.

Amazing! This is how organisms are functionally diverse with each other. In addition,
vertebrates have various organs accountable for the excretion process like the liver,
skin, lungs and the principal organ is the kidney.

OSMOREGULATION

Osmoregulation is the process by which an organism or a cell balances its

uptake and loss of water and dissolved solutes such as sodium ions, chlorine ions,
potassium ions, calcium ions, bicarbonate ions, and proteins. As you may remember,
this process is associated with osmosis osmotic and osmotic pressure. Thus,
osmoregulation can be described as the adjustment of the internal osmotic pressure
of organism or a cell in relation with the surrounding medium. In connection, there
are two types of animals based on the osmolarity (solute concentration):
a. Osmoconformers – allow the osmolarity of their body fluids to match that of
the environment. These include most marine invertebrates because their body
fluids are isosmotic to seawater, they expend little or no energy on maintaining
water balance.

b. Osmoregulators – keep the osmolarity of body fluids different from that of

the environment through discharging water in a hypotonic environment or
they take in water in a hypertonic environment. These include most marine
vertebrates, birds, mammals in which they must expend more energy.

KIDNEY

In this section, we will focus our discussion on how kidneys as principal main
organs perform a crucial role in the osmoregulation and excretion process as part of
the mammalian urinary system.

Structure of the Kidney

1. Renal capsule – the outer coat of connective tissue.

2. Cortex – the zone near the capsule consisting of blood vessels and nephrons.
3. Medulla – inner zone also consisting of blood vessels and nephrons.

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4. Nephrons – the functional units of the kidney responsible for filtering and
retaining water solutes, leaving concentrated urine to be collected in the
central renal pelvis. These have the following components:
a. Bowman’s capsule – an in folded region that encloses a ball of
blood capillaries called glomerulus where initial filtration of the
blood plasma occurs.
b. Renal tubules – receive and modify the glomerular filtrate.
c. Peritubular capillaries – bring substances to and take substances
away from the renal tubules.
d. Collecting duct – receives the urine from the renal tubule leading
to the renal pelvis.

5. Renal pelvis – a central cavity in the kidney where urine coming from the
nephrons is channeled before going to the ureter.

Figure 3. Parts of a kidney and a nephron

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 MECHANISM OF URINE FORMATION IN MAMMALIAN NEPHRONS

Figure 4. Processes involved in urine formation

Have you ever been curious about how urines produced and regulated in
your body? If yes, this will answer your queries as you continue exploring how the
kidney, primarily the nephrons in executing such a process.

Urine formation involves three processes:

I. Filtration –the phase in which blood pressure forces filtrate (water and
small solutes) out of the glomerular capillaries.
-blood cells, proteins, and other large solutes cannot pass the
capillary wall, and they remain in the blood.

*These are the several factors influencing filtration:

a. diameter of arterioles existing in the glomerulus.

b. glomerular capillaries are highly ‘leaky’ to water and small

solutes.

c. volume of blood flow.

II. Tubular Reabsorption- useful materials such as salts, water, glucose, and
amino acids move out from the renal tubules and into adjacent peritubular
capillaries.

III. Tubular Secretion- results in the movement of surplus hydrogen and

potassium ions, uric acid, toxins, and other drugs from the blood into the renal
tubules. These are then secreted, forming urine.

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 After these three processes, the filtrate or urine passes through the collecting
ducts in each kidney that lead to the ureters, urinary bladder, and urethra which is
being held close by the sphincter muscle that controls the flow of urine.

FACTORS REGULATING THE MAMMALIAN KIDNEY FUNCTION

1. Receptors in the juxtaglomerular apparatus function in the kidney’s

autoregulation system.
- trigger constriction or dilation of the afferent arteriole to keep blood
flow and filtration.

2. Antidiuretic hormone (ADH) promotes water conservation.

-it is secreted from the hypothalamus via the pituitary when
osmoreceptors detect an increase in the osmolarity of body fluids.

3. Aldosterone enhances sodium reabsorption.

A. When too much sodium is lost, the kidney secretes an enzyme, renin,
which indirectly stimulates the adrenal cortex to secrete aldosterone,
which in turn stimulates reabsorption in the distal tubule and collecting
ducts.

4. Cells in the hypothalamus thirst center inhibit saliva production and

stimulate the urge to drink when there is an increase in the solute
concentration in extracellular fluid.

ROLE OF THE KIDNEYS IN THE BODY’S ACID-BASE BALANCE

a. Over-all acid-base balance is maintained by controlling hydrogen ions
through buffer systems, respiration, and excretion by the kidneys.
b. Only the urinary system can eliminate excess hydrogen ions, permanently,
and restore the bicarbonate buffering ions to the blood.

HOW PLANTS EXCRETE WASTE?

Plants as a living organism are known for their production of relatively little
waste because they have less active metabolism as compared to animals. Stomata
are the tiny openings found at the back portion of the leaf to allow the entrance of
water and carbon dioxide into the plant, and light can combine with both molecules
making photosynthesis to happen. At the same time, the waste products, oxygen,
can escape through the stomata.

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 Figure 5. Guard cells controlling the closing and opening of stomata. When
the guard swell with water, the stoma opens (left). When the guard cells
lose water, they bend together closing the stoma (right).

As you may observe, there are instances that the leaves are drying out then die
because the stomata are open too long. To prevent extreme water losses, each stoma
has two guard cells controlling its opening and closing. This process keeps the
transpiration- the flowing in of carbon dioxide ad flowing out of oxygen.

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 What’s More

It is now your turn to try it for yourself. This can be challenging but we know
you will not step back without even trying. Let us go!

Activity 4: Label Me!

Label the missing parts of kidney and nephron.

Congratulations! You made it! Now check your answers on the answer key page.
How’s your score? Check the activities below to reinforce your learning!

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 What I Have Learned

Let us summarize your learning by answering the following activity!

Activity 5: Thinking beyond thinking

Complete the following sentences.

1. The regulation of body fluids are important in living organisms because

___________________________________________________________________________
___________________________________________________________________________
.

2. In this module, I have learned that plants and animals are

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

3. I can explain the concepts in regulating body fluids in mammalian excretory

system. First, I know that_________________________________________________
In addition,_______________________________________________________________
Finally, ___________________________________________________________________

Now, you know something that I know, which you can also apply and share
to your friends and classmates.

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 What I Can Do

Activity 6: CHECK YOUR UNDERSTANDING!

Discuss each of the following briefly.

1. List and describe the three main organs of the excretory system. Explain the
function of each part.
2. Describe what happens inside the filtering unit of the kidney
3. How do the kidneys help maintain homeostasis in the body?
4. Describe how guard cells regulate transpiration
5. Shortly after you drink a large glass of water, you will feel the urge to
urinate. Explain this observation. Begin by tracing the path of water,
starting at the stomach, and ending with the arrival of urine in the
bladder.

Let’s assess your learning in this module by answering these activities!

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 Assessment

Activity 7: Making the RIGHT choice!

Read and analyze the statements in each number and write the correct
answer in the space provided before the number.

A. If the two statements are both correct

B. If the first statement is correct while the second one is not
C. If the second statement is correct while the first one is not
D. If the two statements are both incorrect

______1. I. The skin, lungs, and kidneys are specialized to excrete wastes.
II. Guard cells control the opening and closing of stomata.

______2. I. Urea is the primary nitrogenous waste for aquatic invertebrates, teleost,
and larval animals.
II. Osmoregulators keep the osmolarity of body fluids different from that of
the environment.

________3. I. Metabolism is the elimination of metabolic wastes including

nitrogenous wastes produced from the breakdown of proteins.
II. Diffusion is the movement of water from a region of higher osmolarity
to a region of lower osmolarity across a selectively permeable membrane.

________4. I. The functional units of the kidney where urine is formed.

II. Kidneys serve as specialized organs for osmoregulation and excretion.

________5. I. Receptors in the juxtaglomerular apparatus function in the kidney’s

auto regulation system.
II. Renal cortex is the inner zone of the kidney consist of blood vessels
and nephrons.

________6. I. Examples of metabolic wastes are sucrose, ammonia, carbon dioxide,

and excess water.
II. Glomeruli are a fine network of capillaries that are found in each
Bowman’s capsule.
________7. I. Metanephridia is the excretory tubule of most annelids and adult
mollusks.
II. Malpighian tubules are excretory tubules of insects and other
terrestrial arthropods.

________8. I. Filtration is the phase in which blood pressure forces filtrate (water
and small solutes) out of the glomerular capillaries.
II. The volume of the blood flow affects the rate of filtration.

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________9. I. Renin enhances the sodium reabsorption.

II. Aldosterone promotes water conservation.

________10. I. Filtrate or urine passes through the collecting ducts in each kidney
that lead to the ureters, urinary bladder, and urethra.
II. Lysosomes are specialized cytoplasmic organelle in many freshwater
protists that expels excess water out of the cell to prevent lysis.

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 Additional Activity

After a series of activities, I am sure that you are now more knowledgeable
about the concepts behind the regulation of body fluids between plants and
animals. Thus, it is now time for you to turn your wheel in our last activity.
Activity 8: CHALLENGE YOURSELF!

Activity 8: Applying Concepts

Analyze the following problems and make research on how our lesson
can be contextualized in a real-life scenario.

1. Of the three processes – filtration, reabsorption, secretion – which

is (are) accomplished by a kidney dialysis machine? Explain any limitations
of the device.
2. Why do high-protein diet supplements for increasing muscle mass
or losing weight include warnings stating that water intake must be
increased when consuming the product?

3. Why do eating salty foods make you thirsty? Why do eating salty
foods make you temporarily gain weight?

Content
50 %
Organization of Ideas
30%
Grammar
20 %
Total
100 %

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 22
1. WHAT ‘S NEW? Activity 3: Word Search
W O S M O C O N F O R M E R S N E K
A R T P L A C E M E N T S A G E C I
E X C R E T I O N L I C A T I E I D
S O B A K E R A Y O L O O F T B N N
U F G R N E P H R O N S N S L Z D E
M E M E C K C O K R Y X A T Q H O Y
J R O L R D A R D N U W N W C O L S
O N F L U I D M T X S E V R S M D E
U Y W O G V B C C U I N O T Z E O L
L E U R E A I E O D Y F S S T O A A
E N E R Z R W N G R E Z T U B S I J
S J O U F B E J A G E N D A J T D O
W F O M A G N O R S T O M A T A I R
X Q I B O T E N D A G E V O L S R A
A Z E R B L E S E M A N F R A I H V
C W T L F I L T R A T I O N R S P I
B I N O R M O R C E Y V I L E N E T
N Y U U R I N E I O N A N G L T N S
WHAT ‘S IN? Activity 2: Column Notes
Physiological What I
Plants Animals Know:
Processes
1. B
Answers may Answers may 2. D
Reproduction and
Development vary. vary. 3. C
4. B
Nutrition 5. C
6. A
7. A
Gas Exchange
8. A
9. D
Transport and 10. C
Circulation
Answer Key
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WHAT ‘S MORE?
1.Renal tubule
2.Nephron
3. Glomerulus
4.Ureter
5. Renal vein
6.Renal Artery
7.Interlobular vein
8. Medulla
ASSESSMENT 9. Cortex
10. Renal pelvis
1. A
2. C
3. D
ADDITIONAL ACTIVITY 4. A
WHAT I HAVE LEARNED?
Answers may vary. 5. B
Answers may vary
6. C
7. A
8. A WHAT I CAN DO?
9. D
10. B Answers may vary
References

CHED K to 12 Transition Program Management Unit. 2016. "Teaching Guide

for Senior High School: General Biology 2". Quezon City: Commission
on Higher Education.

Joacquin, Crescencia, Catherine Genevieve Lagunzad, and Lilia Rabago.

2003. Functional Biology (Modular Approach). 1st ed. Quezon City: Vibal
Publishing House, Inc.

Ramos, John Donnie, and Ana Cherylle Morales-Ramos. 2011. Biology:

Exploring Life Through Science. 2nd ed. Quezon City: Phoenix
Publishing House, Inc.

"Corn Leaf Epidermis". 2020. Corn Journal.

https://www.cornjournal.com/corn-journal/corn-leaf-epidermis.

Foundation, CK-12. 2020. "23.4 The Excretory System". CK-12 Foundation.

https://www.ck12.org/book/ck-12-biology/section/23.4/.

SlideServe. 2020. Ch. 38 - Excretory Systems & Body Fluid Regulation -

Powerpoint PPT Presentation. Video. Accessed October 13.
https://www.slideserve.com/preston/ch-38-excretory-systems-body-
fluid-regulation.

WorldTrend.2020. "Glomerulus (Kidney)". Globletrend.Blogspot.Com.

http://globletrend.blogspot.com /2015/07/glomerulus-kidney.html.

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For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph

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