RIZAL COLLEGE OF

School Grade Level Grade 11

TAAL

GRADE 11
Christopher Regie V.
Learning Plan Teacher Learning Area GENERAL BIOLOGY 2
Mendoza
Teaching
MON & FRI
Date and Quarter 2ND SEMESTER
7:00 – 9:00 AM
Time

I. Objectives

A. Content Standards The learner demonstrates understanding of:

 Organ systems of plants and animals in performing
biological processes.

B. Performance Standards The learners should be able to:

 Explain how plants and animals respond to
environmental stimuli.

C. Learning
Competencies/Objectives 1. Determine what are some response of different
organism into changes in environment
2. Know the different between the responses of
plants and animals into different stimuli
3. Appreciate what is the ultimate goal of responses
and stimuli of organisms in changes in
environment.

II. Content
A. Topic HOW DO ORGAN SYSTEMS REACT TO
ENVIRONMENTAL STIMULI?
B. References

C. Materials Michael Russelle S. Alvarez, Sean L. Policarpio, Sheryl

Joyce B. Grijaldo, Arizza Carbonel; GENERAL BIOLOGY 2,
pp.39 - 41

 Laptop
 Smart TV
 Pictures
 Videos
 Sounds
 Songs

B. Development Activities
1. Drill “REVIEW”

There are different random words from the previous lesson

that is attach under students’ chair. The students will find the
surprise word and tell any information, ideas or fun fact about
the word.
 MAIN TOPICS.

1. DIGESTIVE SYSTEM
”REACT MO”
2. CIRCULATORY SYSTEM
3. RESPIRATORY SYSTEM
4. INTEGUMENTARY SYSTEM
5. MUSCULAR SYSTEM
6. SKELETAL SYSTEM
7. NERVOUS SYSTEM
8. REPRODUCTIVE SYSTEM
9. EXCRETORY SYSTEM
10. ENDOCRINE SYSTEM

C. Engage Direction: The teacher will provide various films and

images. For each of the several films and images the teacher
displayed, the learners will select an appropriate emoji.

The class will be divided into (4)four and they will follow the
said directions. They are allowed to takes notes because
they will answer some questions after each video.

VIDEO PRESENTATION GUIDELINES:

1. Keep quiet and listen carefully.
2. Be cooperative
3. Show respect to your group mates.
4. Follow directions correctly.

VIDEO GENRES
1. TAYLOR SWIFT AT GRAMMY’S
2. LIZA AND ENRIQUE GIL SCENE
3.HORROR SCENE
4.VICE GANDA’S COMEDY SPILL
5.CHERRY GIL AND SHARON CUNETA SCENE
6. MEMES
7. SAD PHOTO
8. EINSTEIN PHOTO
9. EINSTEIN PHOTO
10. EINSTEIN PHOTO

QUESTION:
1. What do you feel about the video? (Each group will raise
what emoji is appropriate in the video)
2. If you’re one of the main character in the video what do
you think is your first response?
D. Explore
“FEEL WHAT YOU HEAR”

Direction: The learners will fall in line and will be blindfolded.

While the students are gradually taking their steps, the
teacher will play different sounds and tell about what is
happening in the sorroundings.

Sound:
 Jungle sound
 River sound
 Different animals

E. QUESTION:
1. What do you feel while you are in the tract of exploring the
jungle?
2. What do you imagine while in the jungle?
3. what are your responses everytime you imagined
animals?

F. Elaboration ORGAN SYSTEM REACT TO ENVIRONMENTAL

STIMULI

DIFFERENTIATING ORGAN SYSTEMS OF PLANTS AND

ANIMALS IN PERFORMING BIOLOGICAL PROCESSES

 CHEMICAL AND NERVOUS CONTROL

 The nervous system is responsible for coordinating
the functions of the other body systems via signaling
by neurons. Generally, the nervous system gathers
information, processes the information, and sends
back a corresponding response to the stimulus.


(An Illustration of Neurons)

 Plants also have hormones that can sense and

respond to changing conditions in the environment
and exert internal regulation over growth and
development through the action of hormones, often
times called growth regulators in plants.
 SENSORY AND MOTOR MECHANISMS
 Animals use their ability for locomotion for several
reasons: finding food for nutrition or sexual partners
for reproduction, avoiding predators for survival, and
adjusting to varying environmental conditions.

 Plants, although stationary, can still respond to

environmental stimuli such as light, water, touch, and
wind. These sensory responses are vital for survival,
like during extreme weather changes wherein the

plant still needs nutrients.

 REPRODUCTION
 Reproduction in animals and plants has two possible
modes: sexual and asexual. Sexual reproduction,
mediated by gametes, involves the formation of a
zygote. In contrast, asexual reproduction, no fusion of
the female gamete and male gamete occurs as
reproduction relies entirely on mitotic division.

 For land plants, this enhances the ability of plants to

survive and reproduce on land.
 Gametophyte, the stage of the life cycle of a plant that
is haploid, produces gametes via mitosis. These
gametes fuse to form a zygote that develops into a
sporophyte.

The Gumamela Flower

The Fern Plant

 Sporophyte is the stage of the life cycle of a plant

that is diploid. It is the most recognizable structure in
most flowering plants. The sporophyte produces
haploid spores by meiosis in structures called
sporangia.

 NUTRITION
 There are two types of organisms based on the mode
of nutrition:
 (1)Autotrophs are organisms like plants, or
chemosynthetic bacteria, that obtain energy from
sunlight and chemicals to produce their own food;
(2)Heterotrophs, organisms such as animals and
fungi, cannot make their own food and obtain their
energy from other organisms.
 The Venus Fly Trap plant

The Pitcher Plant

 For animals, digestion and absorption are inseparable

in the total function of providing nutrition to body cells.
 In plants, roots are used to absorb minerals and
water. The absorption of water and minerals across
plant roots is either via the symplast route – through
plasmodesmata, or apoplast route – through cell
walls. The water and minerals from the soil reach the
conducting tissues of plants, specifically the xylem via
these two routes

 GAS EXCHANGE
 Oxygen (O2) is needed in animal tissues for aerobic
cellular respiration to occur and extract ATP from
food.
 On the other hand, CO2 that is released as a by-
product of cellular respiration can be taken up by
plants for photosynthesis.

 Transport and Circulation

 In animals, the heart pumps and moves circulatory
fluid through vessels.
 In most vascular plants, the leaf is the plant organ
where photosynthesis mainly occur, specifically the
palisade mesophyll where the chloroplasts are.

 Regulation of Body Fluids

 For most organisms, the fluid environment that bathes
the cells (extracellular fluid) composed of the
interstitial fluid and blood is called the internal
environment. Animals excrete only 3 types of
nitrogenous wastes. Ammonia, the primary
nitrogenous waste for aquatic invertebrates, and
amphibians, is readily soluble in water but is also
highly toxic.

 Immune System
 Animals have two types of immune system to protect
the body from pathogenic attack:
 Innate immunity is common in all animals which
involves barrier defenses like the skin, mucous
membranes and secretions as well as molecular
recognition based on receptor proteins that bind to
pathogen molecules.
  Plants, unlike vertebrates, lack defender cells and an
adaptive immune system. Instead, plants respond to
infection relying on the two-branched innate immunity:
first, molecules common to many microbes are
recognized, and second, based on systemic signals

emanating from infection sites.

CHANGE IN ENVIRONMENT(PERSIVE)

AFFARENT(INCOMING)

BRAIN

EFFERENT(OUTGOING

RESPONSE

G. Evaluate
“QUIZ”

DIRECTION: IDENTIFICATION

Supply the needed information by analyzing the given

information.

1. It is responsible for coordinating the functions of the other

body systems via signaling by neurons. It also system
gathers information, processes the information, and sends back
a corresponding response to the stimulus. 
2. It is the functional unit of the nervous system and can be
found inside the brain that transmits information.
3. Plants also have hormones that can sense and respond to
changing conditions in the environment and exert internal
regulation over growth and development through the action
 of hormones, often times called___________
4. It is responsible for cell elongation in phototropism (light)
and gravitropism (gravity).
5. These are known to promote cell division.
6. These are responsible for “ASSIGNMENT”
stem, fruit, and seed growth.
7. This kind of reproduction is mediated by gametes, involves
the formation of a zygote.
8. There no fusion of the female gamete and male gamete
occurs as reproduction relies entirely on mitotic division.
9. It is the stage of the life cycle of a plant that is diploid. It is
the most recognizable structure in most flowering plants.
10. These are organisms such as animals and fungi, cannot
make their own food and obtain their energy from other
organisms.

KEY TO CORRECTION

1. NERVOUS SYSTEM
2. NEURONS
3. PLANT REGULATORS
4. AUXIN
5. CYTOKININS
6. GIBBERELLINS (GA)
7. SEXUAL REPRODUCTION
8. ASEXUAL REPRODUCTION
9. SPOROPHYTE
10. HETEROTHROPHS

H. Extend DIRECTION: COMPLETE THE TABLE BY THE

FOLLOWING INFORMATION NEEDED.

 List 5 organisms with their corresponding stimuli and

response with the stimuli.
ORGANISM STIMULI RESPONSE
1.
2.
3.
4.
5.

Prepared by:

CHRISTOPHER REGIE V. MENDOZA, LPT

General Biology 2 Teacher

JERLYN V. LOPEZ M.ED

SHS Principal