PLANT AND ANIMAL ORGAN SYSTEMS

AND THEIR FUNCTIONS

(GAS EXCHANGE AND TRANSPORT/CIRCULATION)
for General Biology 2 GRADE 11
Quarter 4 / Week 2

1
 FOREWORD

This self-learning kit (SLK) is designed for students to

explore and understand the diverse ways by which plants
and animals are able to survive. Organisms carry out life
processes including gas exchange, transport, and
circulation.
Gas exchange is the movement of gases across a cell
membrane, which means taking in oxygen needed by
cells and removing carbon dioxide as waste product.
Transport is the movement of substances within an
organism. Substances like oxygen must be transported
across the cell membrane and within the organism.
Circulation, on the other hand, is the movement of blood
through the vessels of the body induced by the pumping
action of the heart.
This SLK is humbly dedicated to our learners who are
at the center of the learning process. We wish that this SLK
will be of great help in addressing their educational needs
given the circumstances we are facing today.
Furthermore, we hope that the content of this SLK will be
fully understood and be applied by learners in their day to
day living.

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LESSON BREATHING AND EXCHANGE
1 OF GASES

OBJECTIVES:

At the end of the lesson, the learners shall be able to:

K: compare and contrast plant and animal gas exchange
S: identify the structures and functions of the respiratory
system in plants and animals
A: recognize the importance of gas exchange to plants and
animals’ way of life

LEARNING COMPETENCY:

Compare and contrast the following processes in 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)

I. WHAT HAPPENED
PRE-ACTIVITY

BREATHING EXERCISE

Procedure:
1. Close your mouth and then press your nose.
2. Hold your breath for a few seconds.
3. Run in place for 30 seconds. Then, sit down and count the number of
breaths you take.

Guide questions:
1. How did you feel after doing the activity?
2. What air did you breathe in and breathe out?
3. What will happen to our body if the air cannot enter?

3
II. WHAT I NEED TO KNOW

DISCUSSION

GAS EXCHANGE

All living organisms obtain energy by metabolizing compounds such as

carbohydrates. The process by which organisms require oxygen for metabolism
is called respiration. Carbon dioxide gas is produced and must be removed
from the body of animals. In plants, carbon dioxide, a waste product of
respiration, is needed for photosynthesis. Carbon dioxide must be available to
plant cells, and oxygen gas must be removed. Animals have to take in oxygen
and expel carbon dioxde in order to survive.
Gas exchange is one of the essential prerequisites for life to continue.
Diffusion across a moist membrane is the basic mechanism of gas exchange.
Diffusion is a process by which molecules move from an area of higher
concentration to an area of lower concentration in the direction following a
concentration gradient. In living organisms, molecules move across cell
membranes which are moistened by fluid.

ANIMALS

In order to survive, animals need to take in oxygen and expel carbon

dioxide. Oxygen and carbon dioxide are two of the many gases found in the
environment which move by diffusion across moist membranes in animals.
Breathing is a mechanical process by which oxygen is taken in and carbon
dioxide is released. The exchange of gases through inhalation and exhalation
is called respiration.

Here are the ways in which animals obtain oxygen:

From the air or water

through the moist surface
directly into the body
(e.g., amoeba, flatworm)

Source: https://schoolbag.info/biology/living/197.html

4
From the air or water
through a thin, moist
body wall of blood
vessels (e.g., earthworm)

Source: https://www.google.com/search?q=Skin+system++earthworms&client=firefox-b-
d&source=lnms&tbm=isch&sa=X&ved=2ahUKEwiwharHu7nuAhURC6YKHUdzAIIQ_AUoAXoE
CBgQAw&biw=1047&bih=501#imgrc=BjXF5NNp0oHDOM

From the air through

spiracles (opening on the
thorax) or a tracheal
system to a system of
ducts to the tissues (e.g.,
insects)

Source: https://schoolbag.info/biology/living/197.html

From water through moist

gill surfaces to blood
vessels (e.g., fishes,
amphibans)

Source: https://schoolbag.info/biology/living/197.html

From the air through

moist lungs surface to
blood vessels (e.g., land
snail, land vertebrate)

Source: https://schoolbag.info/biology/living/197.html

5
Gas Exchange Systems

The respiratory system’s function is to exchange oxygen and carbon

dioxide between the air and the cells. In simple animals, exchange of gases
directly occurs with the environment, while in some animals like mammals,
breathing is done through the body's nasal passages. The general body
surface of most animals lacks sufficient area to exchange gases for the whole
organism. The solution is a respiratory organ that is extensively folded or
branched, thereby enlarging the available surface area for gas exchange. Air
is a respiratory medium with plentiful O2. Water has much less oxygen and
greater density and viscosity, making gas exchange more challenging in water
than in air. The respiratory surfaces (organs) where gas exchange with the
respiratory medium occurs must be moist, thin, and large enough to supply the
whole body. The following are the various types of gas exchange systems used
by animals:

1. Skin system - The skin or the body surface system is also known as the
integumentary system. Animals that live in moist environments like worms and
amphibians used their moist body surface to breathe in oxygen. Capillaries or
tiny vessels lie just below the skin of worms to facilitate gas exchange between
the external environment and the circulatory system. The skin of frogs is made
up of very thin tissues, allowing smooth exchange of gases.

Source: https://www.brown.edu/Departments/Engineeri Source: http://earthwormresources.weebly.com/respiratory- system.html=

ng/Courses/En123/MuscleExp/Frog%20Respiration.htm 0CAIQjRxqFwoTCNCZpu_9rO4CFQAAAAAdAAAAABAD

2. Gills system - Fish and other aquatic animals use their gills to take up
the dissolved oxygen from water. Gills are thin tissue filaments that are highly
branched and folded. When water passes over the gills, the dissolved oxygen
in water rapidly diffuses across the thin membranes of the gills into the
bloodstream. On the other hand, carbon dioxide in the bloodstream of the
animals leaves through the gills.

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 Source: https://schoolbag.info/biology/living/198.html

3. Tracheal system - Insects,

such as grasshoppers and spiders,
use their tracheae to facilitate gas
exchange. Tracheae consist of air
tubes called spiracles forming
network in the bodies of insects.
Spiracles connect to the tubular
network allowing oxygen to pass
into the body and regulate the
diffusion of CO2 and water vapor.

4. Lung system - A pair of

organs divided into small chambers
filled with capillaries called lungs
are found inside the cavity of land
animals such as humans. The tube
that connects the nose and mouth
to the lungs is called trachea. The
trachea divides into two main
bronchi (singular: bronchus) (the
left and right) which further
subdivides into bronchioles. The tip
of each bronchiole is called
alveolus (plural: alveoli) wherein
actual gas exchange occurs. Lying
flat at the bottom of the chest
cavity (under the lungs) is the
diaphragm, a large muscle that
aids in breathing by moving up and
down. The rib cage encloses the
lungs and protects the respiratory Source: https://www.google.com/search?q=lung+system+high+definition+imag

organs and the heart. Air is inhaled e&tbm=isch&ved=2ahUKEwjCs_GxvL7uAhVC7ZQKHUvaAuEQ2-

cCegQIABAA&oq=lung+system+high+definition+image&gs_lcp=CgNpbWcQA1
through the nasal cavity and CE1_MBWNP98wFg6__zAWgAcAB4AIABAIgBAJIBAJgBFKABAaoBC2d3cy13aXota
W1nwAEB&sclient=img&ei=8ZgSYIL3I8La0wTLtIuIDg&bih=501&biw=1047&client=firefox-b-
crosses the surfaces of the mucous d#imgrc=oWqHUwG81qrwLM

membrane. From the nasal cavity,

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air passes through the pharynx and the larynx to the trachea. Particulates in
the air are removed in the nasal passages preventing damage to the trachea
and lungs.

When we breathe in or inhale, the diaphragm contracts and the ribs

move up making the size of the chest cavity larger, allowing for more space
and less air pressure inside the lungs. Air is pushed in from the outside where
there is higher pressure and is pushed into the lungs where there is lower air
pressure. When we breathe out or exhale, the diagphram relaxes and the ribs
and chest cavity return to their original place, decreasing the space and
increasing the air pressure inside the lungs. Air is pushed to the outside where
there is lower pressure.

PLANTS

Plants exchange their gases with the environment in a straightforward

way. In order to carry on photosynthesis, green plants need a supply of carbon
dioxide and a means of disposing oxygen. An abundant supply of carbon
dioxide must be present in the leaf of a plant and oxygen from photosynthesis
must be removed. Contrary to animals, plants do not have specialized organs
for gas exchange. In aquatic plants, water passes among the tissues providing
a medium for gas exchange, while in terrestrial plants, air enters the tissues and
the gases diffuse into the moisture bathing the internal cells. Each part of the
plant takes care of its own gas exchange needs. Diffusion is the only process
through which much needed oxygen is supplied to all the cells of the plants.
Diffusion occurs in leaves, roots, and stems.

Leaves
Plant leaf consists of stomata (singular: stoma) that allow gas exchange
between the surrounding air and the photosynthetic cells inside the leaf. These
stomata regulate CO2 uptake for photosynthesis and are the major avenues
for the evaporative loss of water. The term stoma refers to the stomatal pore
flanked by two guard cells, which regulate the opening and closing of the
pore.

Source: https://www.google.com/search?q=stomata+in+leaves&tbm=isch&ved=2ahUKEwiZxa2G0b7uAhUJEKYKHQl8CfAQ2-
cCegQIABAA&oq=stomata+in+leaves&gs_lcp=CgNpbWcQA1AAWABgvwNoAHAAeAGAAQCIAQCSAQCYAQSqAQtnd3Mtd2l6LWltZw&sclient=i
mg&ei=m64SYNmLG4mgmAWJ-KWADw&bih=501&biw=1047&client=firefox-b-d#imgrc=bC38b_sbs7bZ7M

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 In between the upper and lower epidermal layers of a leaf is a region
called the mesophyll (from the Greek words mesos: middle, phyll: leaf).
Mesophyll consists mainly of parenchyma cells specialized for photosynthesis.
There are two distinct areas of leaves: the palisade mesophyll consisting of one
or more layers of elongated parenchyma cells on the upper part of the leaf
and the spongy mesophyll below the palisade mesophyll. These parenchyma
cells are more loosely arranged, with a labyrinth of air spaces through which
CO2 and oxygen circulate around the cells and up to the palisade region. The
air spaces are particularly large in the vicinity of the stomata, where gas
exchange with the outside air occurs.

Source: Campbell et al. Biology, 8th edition

Roots and Stems

Roots

Plant roots take oxygen from the air

that is present in between the particles of
soil. Root hair, an extension of the root
epidermal cells, is in direct contact with the
soil. Oxygen diffuses in the root hair,
reaching all the other cells of the roots. It is
through the root hairs that only carbon
dioxide gets diffused into them and is
expelled from the roots of a plant.
Respiration in roots of the plant occurs by
diffusion of oxygen and carbon dioxide Source: https://www.jagranjosh.com/general-
knowledge/respiration-and-excretion-in-plants-1457092137-
through the root hairs. 1

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Stems
The hard stem of big plants and trees has lenticels in them. Lenticels are in the
small area of a bark. These cells are loosely placed, allowing gaseous
exchange of respiratory gases between air and living cells of the woody stem.

Source: https://www.jagranjosh.com/general-knowledge/respiration-and-excretion-in-plants-1457092137-1

Task 1: GAS EXCHANGE IN ANIMALS

Complete the following table that summarizes the structure and function of
respiratory system in different kinds of animals. Write your answers in your
notebook.
Organism Name of respiratory surface Description of process by
(organ) which gas exchange
occurs
Insect
Fish
Frog
Mammal

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Task 2: GAS EXCHANGE IN PLANTS
A. Label the following diagram of a stomata and answer the questions that
follow. Write your answers in your notebook.

B. Fill in the blanks with the correct word(s) to complete the sentences below.
Write your answers in your notebook.

In woody plants, gas exchange also takes place through small broken
parts in the cork layer called (1) _______________ on the stem.
(2)___________ is in direct contact with the soil where oxygen diffuses.

Respiration in roots of the plant occurs by (3) _________ of oxygen and

carbon dioxide through the root hairs.

III. WHAT I HAVE LEARNED

EVALUATION/POST-TEST

A. Venn Diagram. Compare and contrast plant and animal gas exchange.
Write your answers in your notebook. (5 points)

Plants Animals

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B. MULTIPLE CHOICE. Read and understand each item carefully. Then, write the
letter of your answer in your notebook.

1. Which of the following is not a structure for gas exchange in plants?

A. Stomata B. Lenticels C. Aerial root hairs D. Flowers

2. What group of vertebrates rely on gas exchange across the skin as well as
at the lungs to maintain sufficient blood oxygen levels?
A. Fish B. Reptile C. Amphibians D. Birds

3. What is the process by which molecules move from an area of higher

concentration to an area of lower concentration in the direction following a
concentration gradient?
A. Respiration B. Diffusion C. Ventilation D. Exhalation

4. Which of the following respiratory systems is not closely associated with a

blood supply?
A. The lung of vertebrate
B. The tracheal system of an insect
C. The gills of a fish
D. The skin of an earthworm

5. Which refers to the organs where gas exchange with the respiratory medium
occurs?
A. Respiratory surface
B. Respiratory medium
C. Respiratory system
D. Respiration

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 REFERENCES

Bayo-ang, R., Coronacion, ML., Jorda, A., and Restubog, AJ. Earth and Life
Science for Senior High School. Educational Resources Corporation: Quezon
City, Metro Manila, 2016

Campbell, Neil A., Reece, Jane B., Lisa A., Urry, Cain, Michael L., Wasserman,
Steven A., Minorsky, Peter V., and Jackson, Robert B. Biology, 8th Edition.
Pearson Education, Inc.: San Francisco, 2008

Mangali, G. and Oliva, M. DIWA Senior High School Series: Earth and Life
Science Module. DIWA Learning Systems Inc.: Makati City, 2016

Exchanging gases. www.hi.com.au

https://bio.libretexts.org/Bookshelves/Introductory_and_General_Biology/Boo
k%3A_Biology_(Kimball)/16%3A_The_Anatomy_and_Physiology_of_Plants/16.0
2%3A_Plant_Physiology/16.2D%3A_Gas_Exchange_in_Plants

https://studyres.com/doc/16389455/compare-and-contrast-process-in-plants-
and-animals--gas-e...
https://www.cliffsnotes.com/study-guides/biology/biology/gas-
exchange/mechanisms-for-gas-exchange

https://courses.lumenlearning.com/boundless-biology/chapter/systems-of-
gas-exchange/

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 14
coordinator.
the same time an adviser and Senior High School Science
handling Grade 11 students at Siaton National High School and at
program in 2016. At present, she is a Special Science Teacher I
the same school through Continuing Professional Education (CPE)
scholarship grant under R.A. 7687. She earned units in education in
Dumaguete City in 2011. She was a recipient of the DOST-SEI
laude, at Negros Oriental State University, Main Campus I,
LIEZEL A. AGOR is a graduate of Bachelor of Science in Biology, cum
ABOUT THE AUTHOR
ANSWER KEY
PRE-ACTIVITY
1. Answers may vary
scenarios.
2. Oxygen, carbon dioxide
3. Oxygen keeps body cells alive. Without oxygen, the cells of the body will die.
relate the lesson to real-life
respiratory system, and be able to
TASK 1
Organism Name of Description of process by which gas exchange
structures and functions of the
respiratory occurs
surface
animal gas exchange, identify the
Insect Tracheae Air enters the body through pores or spiracles and
moves through a series of fine tubules bringing air
compare and contrast plant and
directly to all cells. Gas exchange occurs by
diffusion.
Learners are expected to
Fish Gills Water flows over the gills allowing dissolved oxygen
to diffuse into the capillaries and carbon dioxide to
diffuse out.
Frog Lungs and skin Simple lungs: Air moves in and out, allowing the
exchange.
diffusion of oxygen and carbon dioxide into the
capillaries that line them.
on plant and animal gas
Skin: Gases diffuse directly across the thin, moist
skin that is richly supplied with capillaries.
in General Biology 2, specifically
Mammal Lungs Air moves into the lungs through a series of tubules
that end in small sacs called alveoli where diffusion
sensory and motor mechanisms”
occurs between the alveolar sac and the capillaries
lining them.
control, immune systems, and
TASK 2
fluids, chemical and nervous
A. 1. Stomatal pore /circulation, regulation of body
2. Guard cell
3. Stomata provide the passage through which oxygen and carbon dioxide
nutrition, gas exchange, transport
diffuse into and out of the leaves and stems. Water vapor also evaporates
from plant surfaces through the stomata.
reproduction, development,
B. 1. Lenticels
2. Root hairs
processes in plants and animals:
3. Diffusion
EVALUATION/POST-TEST:
and contrast the following
A. Venn Diagram
on the competency “Compare
Possible Answer: Plants exchange both carbon dioxide and oxygen with their
external surroundings. Carbon dioxide is used for photosynthesis; oxygen is
discussions and activities based
released in this process. Plants also use oxygen for cellular respiration, releasing
carbon dioxide. Animals use oxygen for cellular respiration and release carbon
This self-learning kit contains
dioxide as a by-product.
B. Multiple Choice
1. D 2. C 3. B 4. B 5. A
SYNOPSIS
 TRA
LESSON TRANSPORT AND CIRCULATION
2

OBJECTIVES:

At the end of the lesson, the learners shall be able to:

K: compare and contrast circulation and transport in plants
and animals
S: identify the structures and functions of the circulatory and
transport systems in animals and plants
A: demonstrate understanding on the relevance of circulatory
and transport systems to the survival of organisms

LEARNING COMPETENCY:

Compare and contrast the following processes in 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)

I. WHAT HAPPENED

PRE-ACTIVITY

CHECK YOUR PULSE

Procedure:
1. Place the middle and index finger of
your right hand on the inner side of your
left wrist.
2. Count the number of pulse beats in one
minute.

Guide Questions:
1. Can you feel some throbbing Source: shutterstock.com
movements?
2. Why do you think there is throbbing?

15
 3. How many pulse beats could you count?

II. WHAT I NEED TO KNOW

DISCUSSION

CIRCULATORY SYSTEM

You have learned already that organisms require food, water, and
oxygen for survival. These are transported to different parts of the body while
wastes are excreted from the body. The circulatory system functions to support
life as it feeds our cells with food and oxygen. Part of the task of this system is
the removal of waste products.

Animal Circulatory System

The heart and the blood vessels function to transport substances and
together form the circulatory system. More complex animals have either open
or closed circulatory systems. In an open circulatory system, there is no
distinction between blood and interstitial fluid. This general body fluid is more
correctly called hemolymph. In a closed circulatory system, blood is confined
to vessels and is distinct from the interstitial fluid. There are two divisions of the
circulatory system: the lymphatic division (helps return tissue to the blood) and
the blood division (a closed circuit). There are three main parts of the
circulatory system: the heart, blood vessels, and blood.

The Human Heart

The heart is a bundle of

muscles about the size of the
fist. It is located in the center of
the chest in between the lungs
and is tilted to one side and
points downward to the left. The
heart is divided into two
chambers: the top chamber
called atrium (plural: atria) and
the bottom chamber called the
ventricle. Between each atrium
and ventricle is a valve that
prevents the blood from flowing Source: ncert.nic.in
backwards. It acts like a one-
way door that keeps the blood move in only one direction. There are four
bloods in the heart: the tricuspid (right), bicuspid (left), pulmonary, and aortic
valves. The tricuspid and bicuspid valves open when the atria contract. The
pulmonary and aortic valves open when the ventricles contract. We can have

16
one heartbeat cycle when these two phases are repeated. The heartbeat
sound is caused by the contraction of the muscles and the slamming shut of
the valves.

Blood Vessels

The circulatory sytem is a closed system, and blood moves through the
body in tubes called vessels. There are three kinds of blood vessels that make
up the circulatory system: arteries, veins, and capillaries.

Arteries have thick muscular walls.

They are elastic and expand every time
the ventricles contract. They carry blood
away from the heart. The blood in the
arteries is bright red because it contains
much oxygen. The large artery is the aorta.
Veins have muscular walls but are much
thinner than the walls of the arteries. They
carry blood toward the heart. The blood in
the veins is blue in color because it lacks
oxygen. Some of our veins can easily be
seen as these are found right under the
surface of our skin. Capillaries are tiny
vessels that connects arteries to veins. The
wall of capillaries are only one-cell thick
and red blood cells pass through them in Source: ncert.nic.in
single file.

The circulatory system is composed of two separate systems: one part of

the system pumps blood to the lungs and the other part pumps blood to the
body. Blood needs to go to the lungs to pick up oxygen before it can proceed
to the different parts of the body.

Blood
What happens when you get a cut on your body? Blood flows out. But
what is blood? Blood is a fluid that carries most of the materials necessary for
life. It transports substances like digested food from the small intestine to the
other parts of the body and carries oxygen from the lungs. There are two
different parts of the blood: the nonliving liquid part called plasma (yellowish
fluid, 55% of the blood) and the three kinds of cells (red blood cells, white blood
cells, and platelets – 45% of the blood).

Red blood cells (RBCs) also called erythrocytes are the key to life. They
constantly travel through the body, delivering oxygen and removing waste.
White blood cells (WBCs) are larger and less numerous than RBC. They are also

17
called leukocytes. They circulate in the blood for weeks before leaving the
blood and entering other tissues. They also help defend the body against
infection. Platelets or thrombocytes are small, colorless cell fragments in our
blood that form clots and stop or prevent bleeding. They are made in our bone
marrow, the sponge-like tissue in our bones. The bone marrow contains stem
cells that develop into red blood cells, white blood cells, and platelets.

Source: https://selfhacked.com/blog/how-to-increase-
Source: dbusiness.com and-decrease-white-blood-cells/

EXCRETORY SYSTEM IN HUMANS

How can wastes present in the blood

be removed from the body? Blood
capillaries in the kidneys filter the blood. The
blood that reaches the two kidneys
contains both useful and harmful
substances. The useful substances are
absorbed back into the blood, while wastes
dissolved in water are removed as urine.
From the kidneys, the urine goes into the
urinary bladder through tube-like ureters,
stored in the bladder, and is passed out
through the urinary opening at the end of a
muscular tube called urethra. The kidneys,
ureters, bladder and urethra form the
excretory system. The urine consists of the
Source: ncert.nic.in
following: 95% water, 2.5% urea, and 2.5%
other waste products.

You may have noticed that during a hot summer we sweat a lot. The
sweat contains water and salts which appear as patches formed on our

18
clothes, especially in areas like underarms. These marks are left by salts present
in the sweat.

TRANSPORT OF SUBSTANCES IN PLANTS

Plants take water and mineral nutrients from the soil through the roots
and transport it to the leaves. Using water and carbon dioxide, the leaves
prepare food for the plant through the process of photosynthesis. Remember
that food is the source of energy, and organisms acquire energy from the
breakdown of glucose to carry out essential life processes. How are water and
nutrients absorbed by the roots and transported to the leaves?

Transport of Water and Minerals

Plant roots play an important role in the absorption of water and

minerals. These have root hairs. Plants have pipe-like vessels made of special
cells, forming the vascular tissue, to transport water and nutrients from the soil.
Plants have pipes that transport water to the entire plant just like what we have
at home for the supply water. There are two types of vascular tissues in plants:
the xylem and the phloem.

a. Xylem - tissues that form a continuous network of channels connecting

roots to the leaves through the stem and transporting water
and nutrients to the entire plant

b. Phloem - tissues that transport sugars from the leaves down to the rest
of the plant

Source: http://mrmitchellsbiology.weebly.com/parts-of-a-plant.html

19
Transpiration

Plants release a lot of water through the process of transpiration. Plants

absorb mineral nutrients and water from the soil, but not all the water absorbed
is utilized by the plant. The water evaporates through the stomata present on
the surface of the leaves by transpiration. The evaporation of water from
leaves generates a suction pull (similar to sucking water through a straw),
pulling the water to great heights in tall trees. Transpiration cools the plant.

Task I. COMPLETE THE STATEMENTS

Fill in the blanks with the correct word(s) to complete the sentences below.
Write your answers in your notebook.

1. The blood from the heart is transported to all parts of the body by
________.
2. Hemoglobin is present in _____ cells.
3. Arteries and veins are joined by a network of _______.
4. The rhythmic expansion and contraction of the heart is ______.
5. They _______ carry blood toward the heart.

Task 2. MATCHING ITEMS

Match the structures in Column A with the functions given in Column B. Write
your answers in your notebook.

Column A Column B

1. Stomata A. Absorption of water

2. Xylem B. Transpiration
3. Root hairs C. Transport of food
4. Phloem D. Transport of water
E. Synthesis of carbohydrates

20
III. WHAT I HAVE LEARNED

EVALUATION/POST-TEST

I. COMPLETE ME

Compare and contrast plant and animal transport/circulation using the table
below. Include the processes, the structures involved, and the substances
transported and the direction of flow. Write your answers in your notebook.

ANIMALS PLANTS

B. ANSWER ME

Answer the following questions briefly. Write your answers in your notebook.

1. Why is transport of materials necessary in a plant or in an animal?

___________________________________________________________________________
_____________________________________________________

2. What will happen if there are no specialized transport systems in organisms?

___________________________________________________________________________
_____________________________________________________

21
 REFERENCES

Bayo-ang, R., Coronacion, ML., Jorda, A., and Restubog, AJ. Earth
and Life Science for Senior High School. Educational Resources
Corporation: Quezon City, Metro Manila, 2016

Campbell, Neil A., Reece, Jane B. , Lisa A., Urry, Cain, Michael L.,
Wasserman, Steven A., Minorsky, Peter V., and Jackson, Robert B.
Biology, 8th Edition. Pearson Education, Inc.: San Francisco, 2008

Mangali, G. and Oliva, M. DIWA Senior High School Series: Earth and
Life Science Module. DIWA Learning Systems Inc.: Makati City, 2016

Exchanging gases. www.hi.com.au

http://mrmitchellsbiology.weebly.com/parts-of-a-plant.html

https://www.jagranjosh.com/general-knowledge/respiration-and-excretion-
in-plants-1457092137-1

ncert.nic.in

www.redcrossblood.org

22
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

FAY C. LUAREZ, TM, Ed.D., Ph.D.

OIC - Assistant Schools Division Superintendent
Acting CID Chief

NILITA L. RAGAY, Ed.D.

OIC - Assistant Schools Division Superintendent

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ARNOLD R. JUNGCO
PSDS - Division Science Coordinator

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

LIEZEL A. AGOR
WRITER

IVANNE RAY A. GIDOR

LAYOUT ARTIST

_________________________________
ALPHA QA TEAM
LIEZEL A. AGOR
MA. OFELIA I. BUSCATO
ANDRE ARIEL B. CADIVIDA
THOMAS JOGIE U. TOLEDO

BETA QA TEAM
LIEZEL A. AGOR
JOAN Y. BUBULI
LIELIN A. DE LA ZERNA
PETER PAUL A. PATRON
THOMAS JOGIE U. TOLEDO

DISCLAIMER

The information, activities and assessments used in this material are designed to provide
accessible learning modality to the teachers and learners of the Division of Negros Oriental. The
contents of this module are carefully researched, chosen, and evaluated to comply with the set
learning competencies. The writers and evaluator were clearly instructed to give credits to
information and illustrations used to substantiate this material. All content is subject to copyright and
may not be reproduced in any form without expressed written consent from the division.

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SYNOPSIS
This self-learning kit contains
discussions and activities based on
the competency “Compare and
contrast the following processes in
and oxygen and waste products will not be removed.
2. Cells will not be supplied with substances such as food
the body.
1. Nutrients and oxygen are made available to all parts of
B. ANSWER ME

plants and animals: reproduction,

development, nutrition, gas exchan
ge, transport/circulation, regulation
of body fluids, chemical and
nervous control, immune systems,
and sensory and motor
mechanisms” in General Biology 2, I. COMPLETE ME
specifically on plant and animal EVALUATION/POST-TEST
transport/circulation. 4. C
3. A
Learners are expected to 2. D

accomplish the learning objectives

1. B
TASK 2
and understand the concepts of
transport/circulation, compare and 5. veins

contrast plant and animal

4. heartbeat
3. capillaries
transport/circulation, and be able 2. red blood cells

to relate the lesson to real-life

1. arteries
TASK 1
situations.
beats per minute.
resting person usually has a pulse rate between 72 and 80
3. The number of beats per minute is called the pulse rate. A
flowing in the arteries.
2. The throbbing is called the pulse, and it is due to the blood
1. Yes
PRE-ACTIVITY

ANSWER KEY

ABOUT THE AUTHOR

LIEZEL A. AGOR is a graduate of Bachelor of Science in Biology, cum
laude, at Negros Oriental State University, Main Campus I,
Dumaguete City in 2011. She was a recipient of the DOST-SEI
scholarship grant under R.A. 7687. She earned units in education in
the same school through Continuing Professional Education (CPE)
program in 2016. At present, she is a Special Science Teacher I
handling Grade 11 students at Siaton National High School and at
the same time an adviser and Senior High School Science
coordinator.
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