Senior High School

NOT

General Biology 2
Quarter 4 - Module 2
COMPARE AND CONTRAST
PROCESSES IN PLANTS AND ANIMALS

Department of Education ● Republic of the Philippines

General Biology 2- Grade 12
Alternative Delivery Mode
Quarter 4 - Module 2: Compare and Contrast Processes in Plants and Animals
First Edition, 2020

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 Senior
Senior High
High School
School

General Biology 2
Quarter 4 - Module 2:
Compare and Contrast Processes in Plants
and Animals

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and/or universities. We
encourage teachers and other education stakeholders to email their feedback,
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We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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

Second Quarter
Lesson 1: Nutrition
What I Need to Know .......................................................................................... 1
What’s I Know: Definition of Terms ................................................................... 1
What’s New: ........................................................................................................ 2
What’s Is It: Learning Concepts …………………………………………………….3
What’s More: ....................................................................................................... 6
What I’ve Learned………………………………….........................................6

References ................................................................................................................................... 7
 Module 2
Compare and Contrast Processes in
Plants and Animals
What This Module is About

This module demonstrates your understanding of the characteristics of Earth

that are necessary to support life, particularly on the essential components of this
planet that drives all living things or biotic factors (plants, animals, microorganisms) to
exist. It also emphasizes on the different subsystems (geosphere, hydrosphere,
atmosphere, and biosphere) that make up the Earth and how these systems interact
to produce the kind of Earth we live in today.

This module will help you explore the key concepts on topics that will help you
answer the questions pertaining to our very own, planet earth.

This module has one (1) lesson:

• Lesson 1: Nutrition

What I Need to Know

After going through this module, you are expected to:
1. 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
2. Explain how some organisms maintain steady internal conditions (e.g., temperature
regulation, osmotic balance and glucose levels) that possess various structures and
processes. STEM_BIO11/12-IVi-j-2

i
How to Learn from this Module
To achieve the learning competencies cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

ii
 Lesson Reproduction and
1 Nutrition
Development

What I need to know

Learning Competency:
Compare and contrast the following processes in plants and animals: Nutrition.
(STEM_BIO11/12-IVa-h-1)

Specific Learning Outcomes:

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

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

What I know

PRIOR KNOWLEDGE: Definition of Terms

1. Nutrient 12. Fats

2. Autotrophs 13. Amino acids
3. Heterotrophs 14. Fatty acids
4. Symplast route 15. Phagocytosis
5. Apoplasts route 16. Pinocytosis
6. Root hairs 17. Digestive system
7. Root nodules 18. Endocytosis
8. Mycorrhizae (singular, mycorrhiza) 19. Ingestion
9. Calorie 20. Digestion
10. Carbohydrates 21. Absorption
11. Proteins 22. Elimination

1
 What’s new

PRE-ACTIVITY:

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

2
 What’s is it
INTRODUCTION:

PLANT NUTRITION
Nutrient – refers to any substance required for the growth and maintenance of an organism.
The two types of organisms based on the mode of nutrition are:
A. autotrophs – organisms that obtain energy from sunlight and chemicals to produce
their own food. Examples: plants; chemosynthetic bacteria.
B. heterotrophs – organisms that cannot make their own food and obtain their energy
from other organisms. Examples: animals, fungi.

The nutritional requirements of plants:

• water
• carbon dioxide
A. Further, note that water and carbon dioxide are the raw materials needed for
B. photosynthesis, the process by which plants convert the energy from sunlight into
• chemical energy.
C. essential nutrients or elements – which include macronutrients which are normally
required in amounts above 0.5% of the plant’s dry weight; and micronutrients which
are required in minute or trace amounts;
• examples of macronutrients: C, H, O, N, K, Ca, Mg, P, S
• examples of micronutrients: Cl, Fe, B, Mn, Zn, Co, Mo

The routes for the absorption of water and minerals across plant roots:
A. symplast route – through plasmodesmata
B. apoplast route – along cell walls

Note that the water and minerals from the soil need to reach the conducting tissues
of plants, specifically the xylem

ANIMAL NUTRITION

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

THE NUTRITIONAL REQUIREMENTS OF ANIMALS:

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

3
• Fats – are used to build cell membranes, steroid hormones, and other cellular structures;
also used to insulate nervous tissue, and also serve as an energy source. Fats also contain
certain fat- soluble vitamins that are important for good health. Fats are obtained from oils,
margarine, butter, fried foods, meat, and processed snack foods. They contain a higher
amount of energy per gram than carbohydrates or proteins, about 9 Calories per gram.

• Essential Nutrients – include substances that animals can only get from the foods they
eat because they could not be synthesized inside the body. These include:

➢ Essential amino acids – needed for synthesis of proteins and enzymes;

among the 20 amino acids, eight could not be synthesized by humans: lysine,
tryptophan, threonine, methionine, phenylalanine, leucine, isoleucine and
valine.
➢ Essential fatty acids – used for making special membrane lipids; an example
is linoleic acid in humans.
➢ Vitamins – organic molecules required in small amounts for normal
metabolism; examples include fat-soluble Vitamins A, D, E, K, and water-
soluble Vitamins B, B2, B3, B12, C.

THE MAIN STAGES OF FOOD PROCESSING:

1. Ingestion – the act of eating or feeding; this is coupled with the mechanical breakdown
of food into smaller pieces allowing for a greater surface area for chemical digestion.
2. Digestion – breakdown of food into particles, then into nutrient molecules small
enough to be Chemical digestion by enzymes involves breaking of chemical bonds
through the addition of water, i.e., enzymatic hydrolysis
3. Absorption – passage of digested nutrients and fluid across the tube wall and into the
body fluids; the cells take up (absorb) small molecules such as amino acids and simple
sugars.
4. Elimination –expulsion of the undigested and unabsorbed materials from the end of
the gut.

THE ORGANS INVOLVED IN FOOD PROCESSING IN THE HUMAN DIGESTIVE SYSTEM:

A. The Oral Cavity, Pharynx, and Esophagus

• Oral Cavity – it is where food is initially chewed into shreds by the teeth, and mixed
with saliva by the tongue. Saliva is secreted into the mouth by three pairs of salivary
glands located above the upper jaw and below the lower jaw.
• Pharynx –the region in the back of the throat that serves as the entrance to the
esophagus that connects to the stomach and trachea (windpipe) that serves as airway
to the lungs. To block breathing as food leaves the pharynx, a flap-like valve (the
epiglottis) and the vocal cords close off the trachea.
• Esophagus – connects the pharynx with the stomach. No digestion takes place within
the esophagus but the contractions within its muscular wall propel the food past a
sphincter, into the stomach. The rhythmic waves of contraction of the smooth muscle
wall of the esophagus are called peristaltic contractions or peristalsis. The esophagus
is about 25 cm (10 in.) long.

4
B. The Stomach
The stomach is a muscular, stretchable sac located just below the diaphragm. It has three
important functions.
➢ First, it mixes and stores ingested food.
➢ Second, it secretes gastric juice that helps dissolve and degrade the food,
particularly proteins.
➢ Third, it regulates the passage of food into the small intestine.
• The gastric juice is a combination of HCl and acid-stable proteases.
• The churning action of the stomach together with the potent acidity of the gastric juice
convert food into a thick, liquid mixture called chyme.

C. Small Intestine

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

D. The Accessory Digestive Organs

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

5
 What’s more

ACTIVITY:

1. Illustrate the steps in the digestive system. Label the organs involved and specify their
functions.

What’s I’ve learned

POST QUIZ:

1. Give three examples of nutrient deficiencies in plants and the corresponding symptoms.

2. Research on examples of parasitic plants and predator plants. Give an example for each.

What structural adaptations are present in these plants that allow them to acquire

nutrition through parasitism and predation?

3. What contributes to the absorption capacity of the small intestine?

4. Why doesn’t gastric juice destroy the stomach cells that make it?

5. What are the cells making up the gastric glands of the stomach?

6
References

Canva. Accessed on November 5, 2020. https://www.canva.com/education

Department of Education Central Office. Most Essential Learning Competencies
(MELCs). 2020.
http://jyssbio5158.weebly.com/the-human-eye.html
https://open.oregonstate.education/aandp/chapter/13-1-sensory-receptors/
https://www.evolvingsciences.com/Photosynthesis%20worksheet%20.html
https://www.macmillanhighered.com/BrainHoney/Resource/6716/digital_first_content/trunk/t
est/hillis2e/hillis2e_ch14_2.html
https://www.s-cool.co.uk/a-level/biology/gas-exchange/revise-it/gas-exchange-in-
plants#:~:text=Plants%20obtain%20the%20gases%20they,underside%20of%20the%2
0leaf%20%2D%20stomata.
https://www.s-cool.co.uk/a-level/biology/gas-exchange/revise-it/gas-exchange-in-
plants#:~:text=Plants%20obtain%20the%20gases%20they,underside%20of%2
0the%20leaf%20%2D%
The Commission on Higher Education. Teaching Guide for Senior High School
General Biology 2

FAIR USE AND CONTENT DISCLAIMER: This SLM (Self Learning Module) is
for educational purposes only. Borrowed materials (i.e. songs, stories, poems,
pictures, photos, brand names, trademarks, etc.) included in these modules are
owned by their respective copyright holders. The publisher and authors do not
represent nor claim ownership over them.

For inquiries or feedback, please write or call:

Department of Education – Division of Cagayan de Oro City

Office Address: Fr. William F. Masterson Ave Upper Balulang
Cagayan de Oro
Telephone Nos.: (08822)855-0048
E-mail Address: cagayandeoro.city@deped.gov.ph