Learning Area General Biology 2 Grade Level 11/12

W2 Quarter 4 Date
I. LESSON TITLE Compare and Contrast Process in Plants and Animals: Nutrient Procurement
and Processing
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:
nutrition
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)
Hello! How are you feeling today? Let’s review on what you had learned from our previous lessons: Can you still remember the
concept of photosynthesis? When it comes to food, what is the chief difference between plants and animals? One of the major
differences between plants and animals is the plant’s ability to manufacture its own food. Most plants use light energy to
convert carbon dioxide from the air, and water from the soil, into organic compounds for the plants’ source of energy; animals,
however, must procure external supplies of sugars or other compounds as a source of energy. Plants can also synthesize all
their required amino acids and vitamins, while animals must find them in external and certain chemical elements for
metabolism, and those elements are the subject of this week’s lesson.
Let us try if you are familiar with these organisms and the way they obtain their nutrition. Check the appropriate column to
describe them.
Species Autotrophic Heterotrophic
Hoya sp flower
Tick
Philippine Crocodile
Bread Mold
Spirulina (Cyanobacteria)
Ascaris
Palawan Peacock-Pheasant
Tamaraw
D. Development (Time Frame: 1 hour)
Nutrition of Plants and Animals
All organisms need energy to perform various life processes. Energy is necessary because it allows organisms to move, respire,
and digest, to name a few body processes. Nutrition is the process of providing or obtaining food necessary for health, survival,
and growth of an organism. Nutrients refers to any substance required for the growth and maintenance of an organism.
Organisms have different modes of nutrition. Thus, they can be classified based on how they obtain food:
A. Autotrophs –Autotrophic organisms can manufacture their own nutrients by synthesizing inorganic materials. Depending on
the energy source, autotrophs are of two types.
i. Photoautotrophic - Photoautotrophic organisms directly use the energy from the sun and other inorganic substances
such as carbon dioxide and water to form organic food. All photoautotrophs have chlorophyll and other equivalent
pigments that allow them to capture light energy. Examples are plants and some forms of bacteria and protists.
ii. Chemoautotrophic - They use chemicals to create simpler organic substances important for their survival. Such organisms
are called chemoautotrophs. Most bacteria and members of the group Archaea that live in extreme environments such
as volcanoes and deep-sea vents are classified in this group. Common inorganic substances synthesized by the
chemoautotrophs include hydrogen sulphide, sulfur, and ammonia.
B. Heterotrophs – organisms that cannot make their own food and obtain their energy from other organisms. Ex.: animals, fungi.
Listed below are different types of heterotrophic plants that are mainly classified based on their mode of nutrition:
i. Parasitic Nutrition- They depend on other plants and animals for nutrition. Parasitic organisms, or parasites, live on or
inside other living organisms, called hosts, and obtain their food from them. The host does not get any benefit from the
parasite (ex. tapeworms, leeches). Ectoparasitism is the type of parasitism happens when the parasite is outside the
body of the host (ex. fleas in dogs and head lice. Endoparasitism is a type of parasitism involves parasites that live inside
the body of the host. Some endoparasites include roundworms and hookworms and negatively affect the health of
humans.
ii. Insectivorous Nutrition- Some plants have special structural features that help them to trap insects and are commonly
known as carnivorous or heterotrophic plants. These plants digest the insects by secreting digestive juices and absorb
the nutrients from them. These plants grow on the soil that lacks minerals. Examples are Pitcher plant, Venus flytrap.
iii. Saprophytic Nutrition- Saprophytic plants derive nutrition from dead and decaying plants and animals. They dissolve the
dead and decaying matter by secreting digestive juices and absorb the nutrients. Common examples of saprophytes
are fungi (molds, mushrooms, yeasts) and many bacteria.
iv. Holozoic- Organisms ingest solid or liquid food that is then digested and absorbed by the body. This type of nutrition is
subdivided based on the type of organic matter ingested.
i. Herbivorous- Organisms that take in only plants as source of their energy. Ex. sheep, rabbits, and cows
ii. Carnivorous- Organisms that eat other animals are called carnivores. Ex. lions, tigers, and sharks
iii. Omnivorous- Organisms that take both plants and animals are called omnivores. Ex. pigs, hens, and bears
Nutritional Requirements and Absorption of Plants and Animals
Plants have the following nutrient requirement: water, carbon dioxide, essential nutrients,
macronutrients, and micronutrients. Further, note that water and carbon dioxide are the
raw materials needed for photosynthesis, the process by which plants convert the energy
from sunlight into chemical energy. Essential nutrients or elements 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 and micronutrients: Cl, Fe, B, Mn, Zn, Co, Mo. Water and mineral
absorption across plant roots maybe: symplast route, through which water and minerals
move through plasmodesmata or apoplast route – along cell walls. Plant roots have
Figure 1 symplastic and apoplastic specialized absorptive structures:
pathways for ion and water movement • root hairs – slender extensions of specialized epidermal cells that greatly increase the
in the root hair cells, Retrieved from:
https://www.topperlearning.com/answer/sho surface area available for absorption.
w-diagrammatically-sympla%20/ggzw2n8yy • root nodules – localized swellings in roots of certain plants where bacterial cells exist
symbiotically with the plant. The bacteria help the plant fix nitrogen and in turn, and be able to utilize some organic
compounds provided by the plant.
• mycorrhizae (singular, mycorrhiza) – a symbiotic interaction between a young root and a fungus. The fungus obtains sugars
and nitrogen-containing compounds from root cells while the plant is able to get some scarce minerals that the fungus is
better able to absorb from the soil.
Animals on the other hand get their food from plants, either directly by eating plants or indirectly by eating animals that eat
plants. Some animals eat both plants and animals. Animal nutrition includes nutrient requirement, mode of intake of food and
its utilization in the body). Animals have the following nutritional requirements: carbohydrates that serve as a major energy
source, proteins that can also be used as an energy source and fats which are used to build cell membranes, steroid hormones,
and other cellular structures. 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: 20 amino acids, 8 could not be synthesized by humans; fatty
acids which are used for making special membrane lipids; vitamins that are organic molecules required in small amounts for
normal metabolism; trace elements or minerals which are inorganic nutrients needed by the body in minute amounts.
Different types of animals based on feeding mechanisms:
1. substrate-feeders – they live in or on their food source. Examples: earthworms that feed through the soil where they live in;
caterpillars that eat through the leaves where they live on.
2. filter-feeders – include many aquatic animals which draw in water and strain small organisms and food particles present
in the medium. Examples: whales and coelenterates
3. fluid-feeders – suck fluids containing nutrients from a living host. Examples: mosquitoes, leeches, head lice, aphids
4. bulk-feeders – eat relatively large chunks of food and have adaptations like jaws, teeth, tentacles, claws, pincers, etc.
that help in securing the food and tearing it to pieces. Examples: snakes, cats, man
Different Kinds of digestive compartments in animals
• Food vacuoles in unicellular organisms – these fuse with lysosomes that contain hydrolytic enzymes. Example: food
vacuole in a protozoa like Paramecium
• Gastrovascular cavity or incomplete digestive system – composed of a single opening through which food is taken in and
where wastes are disposed of; it is a saclike body cavity. Examples: in the cnidarian Hydra and in flatworm Planaria
• Complete digestive system – essentially like a tube with an opening at one end for taking in food (mouth) and an opening
at the other end where unabsorbed waste materials are eliminated (anus). In between the mouth and anus, are
specialized organs that carry out transport, processing, and absorption of digested nutrients.
Human Digestion and Nutrient Uptake
Main stages of food processing:
A. 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.
B. Digestion – breakdown of food into particles, then into nutrient molecules small enough to be chemically digested by
enzymes involves breaking of chemical bonds through the addition of water, i.e., enzymatic hydrolysis
C. 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.
D. Elimination –expulsion of the undigested and unabsorbed materials from the end of the gut.
Organs involved in food processing in the human digestive system:
A. The Oral Cavity, Pharynx, and Esophagus
i. Oral Cavity – it is where food is initially chewed into shreds by the teeth and mixed with saliva by the tongue.
ii. 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). It blocks breathing as food leaves the pharynx, a flap-like valve (the epiglottis) and the vocal
cords close off the trachea.
iii. Esophagus – connects the pharynx with the stomach. The rhythmic waves of contraction within its muscular wall called
peristaltic contractions or peristalsis propel the food past a sphincter, into the stomach.
B. The Stomach. It is a muscular, stretchable sac located just below the diaphragm. It has 3 important functions. a.) mixes and
stores ingested food; b.) secretes gastric juice that helps dissolve and degrade the food, particularly proteins and c.), it
regulates the passage of food into the small intestine. The churning action of the stomach with the acidity of the gastric juice
convert food into a thick, liquid mixture called chyme.
 IV. LEARNING PHASES AND LEARNING ACTIVITIES
C. Small Intestine. It 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. The rest of the small intestine is devoted to absorbing water and the products of
digestion into the bloodstream. Absorption takes place in the ileum, which surface area is
increased by villi and microvilli.
D. The Accessory Digestive Organs
The liver – secretes bile for emulsifying fats. The gallbladder stores bile produced by the liver.
Whereas , the pancreas secretes enzymes that break down all major food molecules; secretes
buffers against HCl from the stomach; secretes the hormone insulin for control of glucose
metabolism.
E. The Large Intestine or Colon. It concentrates and stores undigested matter by absorbing
mineral ions and water. Small amount of fluid, sodium, and vitamin K are absorbed through its
walls. Many bacteria live and thrive within the large intestine where they help process
undigested material into the final excretory product, feces.
F. The Rectum & Anus . The rectum is a short extension of the large intestine and is the final
segment of the digestive tract, where the compacted undigested food from the colon are
pushed via peristaltic contractions. The distention of the rectum triggers expulsion of feces. The
anus is the terminal opening of the digestive system through which feces are expelled.
Figure 2. Human Digestive System. Retrieved
Mechanisms of digestion and absorption and how nutrients are delivered into cells from https://biologydictionary.net/digestive-system/
Carbohydrate digestion begins in the mouth but could not continue in the stomach due to the acidic pH that destroys the
amylase. It resumes in the small intestine where the resulting monosaccharides are absorbed. Proteins are digested in the
stomach and small intestine. Resulting amino acids are absorbed in the small intestine where they leave the intestinal cell and
enter the blood through a facilitated diffusion carrier in the plasma membranes on the opposite side. Fat digestion occurs
entirely in the small intestine. Although fatty acids and monoglycerides enter epithelial cells from the intestinal lumen, it is
triglycerides that are released on the other side of the cell and carried by blood capillaries to be transported throughout the
body. Most water-soluble vitamins are absorbed by diffusion or active transport. Fat-soluble vitamins follow the pathway for fat
absorption. Nutrients or substances pass through the brush border cells that line the free surface of each villus by active
transport, osmosis, and diffusion across the lipid bilayer of plasma membranes. The nutrients then proceed into the internal
environment and pass to the blood which is collected into the hepatic portal vein leading to the liver. After flowing through
the liver, the blood carrying the nutrients passes into the hepatic vein which carries the blood back to the heart to be distributed
to the different body tissues.

E. Engagement (Time Frame: 1 hour and 30 minutes)

Learning Task 1: Directions: Column A is the definition of term in the Column B. Select the word/s from the Column B that best
describes its definition from the Column A. Write the letter of your answer on your activity notebook.
Column A Column B
1. obtain nutrients from dead matters a. Photoautotrophic
2. ingest solid or liquid food b. Saprotrophic
3. use chemicals to create organic substances c. Holozoic
4. use carbon dioxide and water to form organic food d. Parasitic
5. takes food from other organisms e. Chemoautotrophic
f. Omnivores
Learning Task 2: Observe the micrograph of slides of monocot root and dicot root cross
sections.
1. Draw the monocot and dicot root cross sections. On the drawing, use a red ball pen to
trace the symplast route, and a blue ball pen to trace the apoplast route for the
movement of water from the soil to the xylem. See rubrics below.
2. Give three examples of nutrient deficiencies in plants and the corresponding symptoms.
3. Research on and give examples of parasitic plants and predator plants. What structural
adaptations are present in these plants that allow them to acquire nutrition?

Rubrics for no. 2 Figure 3. Monocot and Dicot Cross Section.

4. (POOR) – disorganized drawing with many errors in the labeling of cell layers in the root cross sections and in the tracing of the Retrieved from:
apoplast and symplast routes. https://www.slideshare.net/mahmoudmahrous19/
6 pts (SATISFACTORY) – acceptable drawing with some errors in the labeling of cell layers in the root cross sections and in the tracing monocotyledons-vs-dicotyledons-9
of the apoplast and symplast routes.
8 pts (VERY GOOD) – clear drawing with minimal error in the labeling of cell layers in the root cross sections and in the tracing of the apoplast and symplast routes.
10 pts (EXCELLENT) – clear drawing with correct labels for the cell layers in the root cross sections; and accurate tracing of the apoplast and symplast routes.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
Learning Task 3: Answer the following questions:
1. Enumerate the major digestive enzymes for carbohydrate, protein, fat, and nucleic acid digestion.
2. What contributes to the absorption capacity of the small intestine?
3. Why doesn’t gastric juice destroy the stomach cells that make it? Identify the cells making up the gastric gland.
4. Describe the following ailments associated with the digestive system and identify their causes: A. Gastric ulcers, Acid reflux
and Heartburn
Additional Activity: (If online source is possible)
1. Observe and draw a Paramecium (label the food vacuole) Hydra or Planaria (label the gastrovascular cavity).
2. Draw a complete digestive system of an invertebrate such as a cockroach or grasshopper. Label the parts such as: salivary
glands, esophagus, crop, gizzard, gastric caeca, mesenteron, Malpighian tubules, small intestine (ileum), large intestine
(colon), rectum, and anus.
3. Draw a complete digestive system of a frog. Observe the following organs: mouth or buccal cavity, tongue, pharynx,
esophagus, stomach, small intestine, large intestine (colon), cloaca, anus. Also find the accessory organs: liver, gallbladder,
pancreas. Draw and label all the parts.
A. Assimilation (Time Frame: 20 minutes)
Let us check how much you have gained from this lesson. Try answering the following questions.
1. How does animal nutrition differ from plant nutrition?
2. What important roles do autotrophs play in the ecosystem? Would an ecosystem function without them? Why or why not?
V. ASSESSMENT (Time Frame: 30 minutes)
(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)
1. Which of the following organisms is an example of ectoparasitism?
A. Earthworm B. Hookworm C. Lice D. Roundworm
2. All of the following is considered as Holozoic, EXCEPT
A. Eats other animals C. Synthesizes inorganic substances
B. Takes only plant as their food D. Takes both plants and animals as their food
3. Which of the following is NOT classified as Autotrophic?
A. Obtain their energy by digesting organic matter C. Use chemicals to create simpler organic substances
B. Organisms directly use the energy from the sun D. Utilize inorganic substances such as carbon dioxide and water
4. Which of the following statements regarding the vertebrate stomach is not correct?
A. Its cells secrete the protease enzyme pepsin. C. It is the initial site of protein digestion.
B. It is a saclike organ that evolved to store food. E. Absorption of many nutrients occurs there.
5. Which of the following is correct?
A. Carbohydrate digestion starts in the mouth and resumes in the small intestine.
B. Protein digestion occurs only in the small intestine.
C. Fat digestion occurs in the stomach and small intestine.
D. Both water-soluble and fat-soluble vitamins are absorbed by diffusion or active transport.
VI. REFLECTION (Time Frame: ____10minutes_____)
• 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
Reece JB, Urry LA, Cain ML, Wasseman SA, Minorsky PV, and RB Jackson. Campbell Biology. Tenth Edition.
Boston, USA: Pearson Education, Inc. 1279p.
https://byjus.com/biology/nutrition-in-plants/
Prepared by: Marianne Kristine A. Rayala Checked by: Jocelyn B. Reyes Roxanne L. Llona
Lailane P. Legacion