PLANT AND ANIMAL ORGAN

SYSTEMS AND THEIR FUNCTIONS

(IMMUNE SYSTEMS)
for General Biology 2 Grade 11
Quarter 4 / Week 5

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 FOREWORD

In this self-learning “kit” will serve as a guide in

comparing and contrasting immune systems of plants and
animals. It will be your aid as you learn new ideas and
enrich your existing knowledge about scientific concepts.

In this learning kit the learners will be able to gain

knowledge in identifying the similarities and differences in
the immune systems of plants and animals.

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OBJECTIVES

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

K: identify the organs and functions of the immune system
S: compare and contrast the plant and animal immune system
using a Venn diagram
A: share the importance of taking care of the body to ensure
well-functioning and healthy immune system

LEARNING COMPTENCY

Compare and contrast the following processes in plants

and animals: immune systems (STEM_BIO11/12-IVa-h-1)

I. WHAT HAPPENED

Source: https://medicine.nus.edu.sg/wp-content/uploads/2020/04/MediCine_Issue34.pdf

“It’s important to know that a strong immune system will not prevent you
from contracting COVID-19. SARS-CoV-2, the virus that causes COVID-19, is a
novel pathogen, meaning those who contract it have no existing antibodies
to mount a defense. For that reason, it remains imperative to continue
practicing social distancing, good hand hygiene, and cough etiquette.

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PRE-ACTIVITY
Direction: Complete the puzzle below using the given clues. Write your
answers in your notebook.

1 2

3 4

7 8

9 10

11

12

13

14

15

Across Down
1. any agent that causes a disease 2. Diseases that can be passed
3. Injections that can help prevent viral (caught) from person to person
infections 4. Soaps and cleaners that prevent the
5. Protection from getting a disease spread of germs
8. Proteins in our bodies that recognize 6. Nonliving things that attack cells and
pathogens and protect us from them make them reproduce their illness
9. Diseases that can't be caught (passed 7. Diseases that are easily passed from
from person to person) person to person
11. Poisonous substances created by 10. Prokaryotic organisms that cause
plants (poison ivy), animals infections
(rattlesnakes), or improperly prepared or
stored food
12. Viruses inject their _____ for cells to
reproduce and infect others
13. _________________ disorders are passed
down from our parent's genes
14. Illnesses cause by many factors
15. Medicines that can be used as
treatment for bacterial diseases

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II. WHAT I NEED TO KNOW

Plants and animals must avoid becoming a free meal to microbes, which
vastly outnumber eukaryotic life in both quantity and diversity. Adaptive
immunity in the strict sense, whereby the host creates an immunological
memory after exposure to a pathogen, is limited to vertebrates. Both plants
and animals (including insects and mammals) have an innate immune system,
which helps protect hosts from the majority of microbes they encounter during
their lifetime.

WHAT IS AN IMMUNE SYSTEM?

An immune system is a complex network of different cellular actions and
signals, allowing an organism to defend itself against a pathogen. The immune
system is based on an exchange of input and output. Immunity, as a system,
operates at a much lower speed. It transmits information by chemical signals,
or through the migration of cells. The immune system, in general, recognizes
and protects the organism against pathogens, whereby foreign structures and
molecules get recognized and an appropriate immune response is produced.
Dysfunction of the immune system can cause autoimmune diseases
(condition arising from an abnormal immune response to a functioning body
part), inflammatory diseases, allergies, and cancer. Immunodeficiency occurs
when the immune system is less active than normal, resulting in recurring and
life-threatening infections.
Immunology is a branch of biology that covers the study of immune
systems in all organisms.

TYPES OF IMMUNITY
Important to mention is that
in some cases the immune system
can be divided into two
categories, which are not mutually
exclusive: The innate and the
adaptive immune system. These
two differ mainly in that, on the one
hand, the innate immune system is
inherited, while the adaptive one is
acquired. Moreover, the innate
immune system refers to
nonspecific defense mechanisms
that come into play immediately http://www.biozoomer.com/2011/02/immunity-
basics.html
after a pathogen is recognized. The
adaptive immune system refers to antigen-specific immune responses and is
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considered to be more complex than the innate one. Once an antigen of a
pathogen is recognized, an army of cells is created, which will then recognize
the specific antigen and attack it. Furthermore, the adaptive immune
response includes a “memory process”, by which the immune system is trained
to handle future infections with the same antigen faster and better.

Remember: All animals exhibit nonspecific immune response but specific

ones evolved in vertebrates.

OVERVIEW OF PLANT IMMUNE SYSTEM

Plants are protected from infection by a “skin,” a waxy cuticular layer
atop the cell wall. Would-be pathogens breaching this barrier encounter an
active plant immune system that specifically recognizes pathogen and
altered-self molecules generated during infection. Consequent regulation of a
network of inducible defenses can halt pathogen proliferation and signal distal
plant organs to become nonspecifically primed against further infection.

PLANT – PATHOGEN INTERACTION

Proteins and Factors Involved
Protein in Plant Cell Protein in Pathogen Type Of Plant
Immunity
PRR (Pattern PAMPs / MAMPs Trigger the ETI
Recognition Receptor) recognizes (Pathogen Associated (Effector
Molecular Pattern / Triggered
Microbe Associated Immunity)
Molecular Pattern)
R – Gene (R – Protein Trigger the PTI
/ Resistance Protein) Pathogen Effectors (Pattern / PAMP
Triggered
Immunity)

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 Different proteins & factors
are involved in the plant-pathogen
interaction pathway. Plant cell
possess PRR (Pattern Recognition
Receptor) on its surface which
recognizes
PAMP/MAMP(Pathogen
Associated Molecular Pattern or
Microbe Associated Molecular
Pattern) found on the surface of a
pathogen which invade the cell.
This interaction triggers the PTI
(Pattern/PAMP Triggered Immunity)
reaction which signals expression of https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3869199/figure/F1/?r
eport=objectonly
defense genes in plant cell.

On the other hand, R – Gene (Resistance protein) is activated when

pathogen effector molecules secreted by pathogens get inside the cell which
signals the ETI (Effector Triggered Immunity) reaction. In this process, effector
molecules are detected by a sensing protein called Nucleotide Binding
Leucine-Rich Repeat (NB-LRR) that activates the resistance protein (R – Gene).
This reaction causes ion influx; efflux of hydroxide and potassium ions and influx
of calcium and hydrogen ions. This result to a hypersensitive response in plant
cell wherein an oxidative burst produce Reactive Oxygen Species or ROS (toxic
by-product of aerobic metabolism) thereby destructing the cell (cell
death/apoptosis). The reaction also triggers deposition of lignin forming callous
to the walls of other cell thereby containing the infection.

PREPARING FOR FUTURE ATTACKS

In addition to the HR or other local responses, plants are capable of a
systemic response to a pathogen or pest attack. This is called a systemic
acquired response (SAR). Several pathways lead to broad-ranging resistance
that lasts for a period of days. The signals that induce SAR include salicylic acid
and jasmonic acid. Salicylic acid is the active ingredient in aspirin too! SAR
allows the plant to respond more quickly if it is attacked again. However, this is
not the same as the human immune response where antibodies (proteins) that
recognize specific antigens (foreign proteins) persist in the body. SAR is neither
as specific or long lasting. (Raven, Peter H. et. al. Biology: 12th Edition. 2020)
Plant defense responses. In the gene-for-gene response, a cascade of
events is triggered leading to local cell death (HR response) and longer-term

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resistance in the rest of the plant (SAR).

Raven, Peter H. et. al. Biology: 12th Edition. 2020

OVERVIEW OF ANIMAL IMMUNITY

The immune system can be divided

into three basic lines of defense against
pathogenic infection:
▪ The first line of defense against
infection are the surface barriers
that prevent the entry of
pathogens into the body
▪ The second line of defense are
the non-specific phagocytes
and other internal mechanisms
that comprise innate immunity
▪ The third line of defense are
the specific lymphocytes that
produce antibodies as part of
the adaptive immune response
https://letstalkscience.ca/educational-resources/stem-in-
context/immune-response

https://ib.bioninja.com.au/standard-level/topic-6-human-physiology/63-defence-against-infection/lines-of-defense.html
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HOW IT WORKS

The immune system recognizes invaders

by their antigens, which are proteins on the
surface of the invading bacteria or on virus-
infected cells.
Every cell or substance has its own
specific antigens, and a person’s cells carry
“self-antigens” that are unique to that
individual. Cells with self-antigens are typically
not a threat. Invading germs, however, do not
originate in the body and so do not carry self- https://www.sitcancer.org/clinician/resources
antigens; instead, they carry what are called /melanoma/immune-system
“nonself-antigens.”

The immune system is designed to identify cells with nonself-antigens as

harmful and respond appropriately. Most immune cells release cytokines
(messengers) to help them communicate with other immune cells and control
the response to any threats.

FACING A NORMAL INVADER

When you skin your knee, for example, the immune system’s first barrier,
the skin, is broken, harmful substances can easily enter the body.

https://www.sitcancer.org/clinician/resources/melanoma/immune-system

As soon as the injury occurs, immune cells in the injured tissue begin to
respond and also call other immune cells that have been circulating in your
body to gather at the site and release cytokines to call other immune cells to
help defend the body against invasion. The immune cells can recognize any
bacteria or foreign substances as invaders. Immune cells, known as natural
killer cells, begin to destroy the invaders with a general attack. Although this

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attack can kill some of the invaders, it may not be able to destroy all of them
or prevent them from multiplying.

At the same time, other immune

cells called dendritic cells start to engulf
or “eat” the invaders and their nonself-
antigens. This process causes the
dendritic cells to mature into antigen-
presenting cells (APCs). These APCs
expose the invading cells to the primary
immune cells of the immune system—the
B and T cells—so that these cells can
recognize the invading cells. B cells work
rapidly to produce antibodies which help
identify and stop the invading bacteria.
Viruses, unlike bacteria, like to hide inside
normal cells and may be more difficult for
the immune system to recognize. T cells,
however, are designed to find abnormal
fragments of viruses inside normal cells.
Before these T cells have been activated
to fight viruses and other invaders, they’re
known as “naïve” T cells.
APCs communicate with and
activate the naïve T cells by connecting
to them through protein molecules on
their surfaces. A specific set of proteins on
the APC, called the major
histocompatibility complex (MHC), must
connect to the receptor on each T cell.
This first important connection is
sometimes referred to as Signal 1. This
connection allows the T cell to recognize
antigens on invading cells as a threat (see
Figure 3).
Before a T cell can be fully activated, however, additional molecules on
the surfaces of both cells must also be connected to confirm that an attack
against the invader is necessary. This second signal is known as the co-
stimulatory signal, or Signal 2. If a T cell receives Signal 1 but not Signal 2, the T
cell will die, and the attack is shut down before it even started.
When a T cell receives both Signal 1 and Signal 2, it is able to recognize
the invading cells and destroy them. This fully activated, or effector T cell, then
multiplies to expand the number of T cells that are equipped to defeat the
threat (see Figure 3). Multiple generations of immune cells are created by the
same immune response, and then some T cells transform into regulatory T cells,
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which work to slow and shut down the immune response once the threat is
gone.
Other T cells may become memory T cells. They can stay alive for months
or years, continuing to fight off the same invading cells again. Memory is the
basis of immune protection against disease in general and explains why we
don’t become infected with some diseases, such as measles or chicken pox,
more than once.

ACTIVITY
COMPARE & CONTRAST
Directions: Compare and contrast the immune system/immune response
between plants and animals using a Venn diagram. You may use books,
internet, or journal articles for more information.

III. WHAT I HAVE LEARNED

EVALUATION/POST TEST
IDENTIFICATION:
Part 1. Directions: Identify what is asked for each item. Write your answers on
your answer sheet.

AIDS is an infectious disease that has reached epidemic proportions.

Describe the nature of this disease and identify two ways to prevent or control
the spread of infectious diseases, such as AIDS. In your response be sure to
include:
___________ 1. The type of pathogen that causes AIDS
___________ 2. The system of the body attacked by the pathogen
___________ 3. The effect on the body when this system is weakened by AIDS
___________ 4. Two ways to prevent or control the spread of infectious diseases,
such as AIDS

Part 2: Directions: Share at least 6 ways of taking care of the body to ensure
well-functioning and healthy immune system.
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 REFERENCES

Choudary, Anuj et. al. “ROS & oxidative burst: Roots in plant development.”
Plant Diversity, vol. 42, no.1, Feb 2020, 33-43,
ncbi.nlm.nih.gov/pmc/articles/PMC7046507. Accessed Jan 2021.

Haney, Cara H. and Urbach, Jonathan M. “Differences & Similarities: Innate

immunity in plants & animals.” Biochemical Society, Oct 014, 40-44,
https://www.researchgate.net/publication/287028110. Accessed Jan
2021.

“Plant immunity & PRRs: A guide & introduction to plant immunity & PRRs.”
iGEMUZurich, 2020. Accessed Jan 2021.

Raven, Peter H. et. al. Biology: 12th Edition. 2020

Solomon, Eldra P. et. al. Biology: 8th Edition. Thomson Learning Academic
Resource Center. Belmont, California. 2008

https://www.youtube.com/watch?app=desktop&v=k9QAyP3bYmc
https://www.youtube.com/results?search_query=compare+and+contrast+p
alnt+and+animal+immune+system
https://en.wikipedia.org/wiki/Immunology
https://en.wikipedia.org/wiki/Immune_system
https://www.aber.ac.uk/~dcswww/ISYS/immune_system.html
https://www.sitcancer.org/clinician/resources/melanoma/immune-system
https://ib.bioninja.com.au/standard-level/topic-6-human-physiology/63-
defence-against-infectio/lines-of-defense.html

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 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

JOELYZA M. ARCILLA EdD

OIC - Assistant Schools Division Superintendent

MARCELO K. PALISPIS EdD JD

OIC - Assistant Schools Division Superintendent

NILITA L. RAGAY EdD

OIC - Assistant Schools Division Superintendent / CID Chief

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)

PABLO ACIERTO RAGAY JR.

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. BESAS
JOAN B. VALENCIA
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 NegOr_Q4_GenBio2_SLKWeek5_v2
from the division.

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SYNOPSIS

This Self Learning Kit is designed to •

Get enough sleep to avoid fatigued.
help learners understand the concept of system.
immunity among plants and animals, • Eat a healthy diet to boost the immune
engaging and concise manner possible,
Sample answer:

contextualized to meet the standards of the

Part 2: Answers may vary
needles, etc.
K to 12 curriculum thereby, facilitating 4. Abstinence, condom use, no shared
optimum learning. 3. The body will be more prone to infections.
Learners are then expected to 2. Immune System
accomplish the objective set at the start of
1. Virus

the lesson immune systems. Moreover, the

Part 1.
What I learned
author hopes that this module increases Answers may vary
your engagement, help retain & remember Activities
information easily and deepened your
understanding of the concept through the
15. Antibodies

hands-on and application-based learning

14. Disease
13. Genetic
opportunities provided in this module. 12, DNA
As you proceed with being engaged 11. Toxins 10. Bacteria
in this simple module, remember to 9. Noncommunicable
internalize these concepts, and be
8. Antigens 7. Contagious

prepared to apply these things in the future.

5. Immunity 6. Virus
3. Vaccination 4. Disinfectants
1. Pathogen 2. Communicable
Across: Down:
Sci-Quiz 1
ANSWERS KEY

AUTHOR & ILLUSTRATOR, LAYOUT ARTIST

PABLO ACIERTO RAGAY JR. Finished his course at Negros
Oriental State University with a degree of Bachelor in
Secondary Education major in Biological Science last
2015. A teacher/adviser of grade 12 at Caticugan High
School in the Senior High department, a senior high focal
person and at the same time, the acting SHS registrar. He
is currently taking Master of Arts in Science Teaching at
Negros Oriental State University.
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