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Science-7- Quarter-2- Module-3- Levels-OF- Biological-

Organization (1)
Science, Technology and Society (Bulacan State University)

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Science
Quarter 2 - Module 3
Levels of Biological Organization

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Science – Grade 7
Supplementary Learning Resource
Quarter 2: Module 3: Levels of Biological Organization
First Edition, 2020

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included in this book are owned by their respective copyright holders. Every effort has been exerted to locate
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The publisher and authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer : Toni - Rose R. Torres

Editor : Rodrigo F. Roxas
Reviewers : Myrna L. Dela Cruz
Norma Lyn M. Garcia
Illustrator : Carina B. De Jesus
Layout Artist : Rhodora T. Fernando
Management Team:
Norma P. Esteban, EdD CESO V
Leonardo C. Canlas EdD CESE
Fatima M. Punongbayan
Arnelia R. Trajano PhD
Salvador B. Lozano
Nora C. Lising PhD

Printed in the Department of Education, Schools Division of City of Malolos

Office Address: Mc Arthur Highway, Bulihan, City of Malolos, Bulacan
Telefax: (044) 812 – 2006 and (044) 821 - 2007
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7
Science
Quarter 2 - Module 3: Levels of Biological Organization

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Introductory Message
For the facilitator:

As a parent or guardian, it is our responsibility to guide and help our learner in the
best way we can. This module aims to assist you in guiding our learner. This module is
produced to help the learner in reaching the most essential learning competencies even if
we are facing this so-called “new” normal of education. We should face and adopt the
change. This Supplementary Learning Resource provides lessons, activities and exercises
that will compromise the educational needs of our learners. Answers are provided at the
back of this module.

The learners will meet struggles in understanding and in answering the module,
but as a facilitator we are here to help them and to oversee them. Most especially, we are
to teach them the value of honesty while answering this module. Remember: you play a
vital role in your child’s education.

Notes to the Teacher

This contains helpful tips or strategies that will help
you in guiding the learners.

For the learner:

This module is written to keep you motivated in life, to keep you going despite the
adversities that are happening, for you to strive hard in achieving your goals in life.
Learning is a continuous process whether inside or outside the classroom.
There is no permanent in this world except change, so we must accept the fact
that we are now living in the so-called “new normal”. We must adapt this and look for
different ways of learning. Learning resources are important tools in reaching the learners
for them to be educated. Module is a way where you can understand lessons and explore
different activities and exercises.
This Supplementary Learning Resource can be used by anyone in Grade 7 level.
It is all about the different Levels of Biological Organization, This can help you develop
critical and creative thinking, in analyzing situations around us. As you study the lessons,
may you achieve the competency needed and be able to use it in everyday life. Good luck!!

ii

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This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
Module.
This part includes an activity that aims to check
What I Know what you already know about the lesson to take.
If you get all the answers correct (100%), you
may decide to skip this module

What’s In This is a brief drill or review to help you link the

current lesson with the previous one.
In this portion, the new lesson will be introduced
to you in various ways such as a story, a song,
What I New a poem, a problem opener, an
activity, or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.
This comprises activities for independent
practice to solidify your understanding and skills
What’s More of the topic. You may check the answers to the
exercises using the Answer Key at the
end of the module.
This includes questions or blank sentences/
What I have Learned
paragraphs to be filled in to process what you
learned from the lesson.
This section provides an activity that will help
What I can Do you transfer your new knowledge or skill into
real-life situations or concerns.
This is a task which aims to evaluate your level
Assessment of mastery in achieving the learning
competency.
In this portion, another activity will be given to
you to enrich your knowledge or skill of the
Additional Activities lesson learned. This also tends to the retention
of learned concepts.
This contains all the answers in the activities in the
module.
Answer Key

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At the end of this module you will also find:

References This is a list of all sources used in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any
part of the module. Use a separate sheet of paper in answering
the exercises.
2. Don’t forget to answer What I Know before moving on to the
other activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.

We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

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What I Need to Know

This module was designed and written with you in mind. It is here to help you to
understand about the Different structures that make up an organism. The scope of this
module permits it to be used in varied learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

After going through this module, you are expected to:

Describe the different Levels of Biological Organization From cell to Biosphere. (S7LT-IIc-3)

1. Identify the Different levels that make up an organism:

- Cells
- Tissue
- Organs
- Organ System
- Organism

2. Describe how these parts works and affect the higher levels and the entire organism.

3. Describe the parts that make up each level of organization in both Plants and animal
together with their function.

What I Know

Direction: Choose the letter of the best answer. Write the chosen letter on your answer
sheet.

1. The is the basic unit of life.

a. Organ c. Organ system
b. Cell d. Tissue

2. A group of tissues that work together to perform a similar function is called .

(Examples include heart, lungs or stomach).
a. Cell c. Organ
b. Tissue d. Organ System

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3. A group of cells that have similar functions? Examples are nervous, epithelial,
muscle and connective.
a. Cell c. Organ
b. Tissue d. Organ System
4. Organs that work together to Perform a related function is called
.
a. Cell c. Organ System
b. Tissues d. Organs

5. When many organs system work together it can form ?

a. Organ c. Organ system
b. Cells d. Organism
6. This is an example of…

a. Organ system c. Organ

b. Cells d. Tissue
7. This is an example of…

a. Cell c. Organ
b. Organ System d. Tissue
8. The brain is what part of which organ system?
a. Nervous c. Muscular
b. Skeletal d. Digestive
9. The heart pumps blood that carries oxygen and nutrients to the different parts of the
body. To which organ system does the heart belong?
a. Circulatory c. Excretory
b. Digestive d. Reproductive
10. Each part of an organ system plays a specific function. Which of the following
structures DOES NOT match its function?
a. Eyes: Eyesight c. Heart: Circulation
b. Kidneys: Respiration d. Stomach: Digestion

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11. Flowers are the reproductive organs of plants. How are flowers
different from the reproductive organs of animals?
a. Flowers need pollinators like bees to reproduce: animals do not
b. Flowers are shed from time to time: nothing is shed from animals
c. Flowers have male and female parts: animals have either male or female parts.
d. There is no difference between flowers and the reproductive organs of animals.

12. The organ systems of plants consist of the root and shoot system. Why is it
important for these organ systems to work together?
a. To grow and survive
b. To avoid pest and other animals
c. To survive floods and strong winds
d. To survive droughts and earthquakes

13. Cancer starts from cells that start to grow uncontrollably fast. They destroy tissues
and organs. What does this say about the effect of diseased cells on the higher
levels of organization in an organism?
a. Diseased cells do not affect the other parts of an organism
b. Cancer involved only certain kinds of cells and does not affect any other kind of
cell
c. Diseased cells damage the higher levels of organization that make up: tissues,
organs, organ systems and eventually the whole organism.
d. Diseased cells affect only the next higher levels that they make up – the
tissues.

14. Which of the following differentiates organs from tissues?

a. Organs make up tissues: tissues make up organs
b. Tissues make up organs: cells make up tissues
c. Organs and tissues make up an organ system
d. Organs and tissues are made up of cells

15. Which is the correct sequence- from biggest to smallest – of the levels of organization
In an organism?
a. cell – organ – organ system -- tissue
b. organ – organ system– tissue -- cell
c. tissue – cell– organ – organ system
d. organ system – organ – tissue -- cell

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Lesson Organization of Living

1 Things

What’s In

What does “Organization of Living Things” means? We know it all starts with the cells,
it ends with the cell. But for other (Multicellular – many celled organism ex. Plant, animals and Human) the cells come together to form

Levels of Biological Organization – the living world can be organized into different
levels. thus many individual organisms can be organized into the following levels:

Example of these levels of organization are shown in the figure below:

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Direction: Answer the following questions. Write your answer in your notebook.
1. Differentiate unicellular organism to Multicellular Organism?
2. Enumerate the different levels of biological organization from the smallest to the
biggest level.
3. Which do you think has the most complex organization Unicellular or multicellular?

What’s New

In this phase, varied learning experiences shall be introduced this Activity seeks to
answer the questions: What are organisms? And what are they made up of? This will equip
you with skills and knowledge for you to be successful throughout the topic. You will read the
selection and answer the question that follows.

Activity 1: What makes up an Organism

Materials:
activity sheet, pen

Procedure:
1. Read the selection below and answer the question that follows. Write your answer
on a separate sheet of paper.

Q1 – Q4. Look at the Pictures below. Identify the name of each picture.

1. 2. 3. 4.

Q5. What is the common among the 4 pictures?

A. they are all living things B. They are all non – living things

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The next picture below shows some organ system of humans that you may be familiar with

Q6. – Q11. Give the function of each of the organ system in the above picture.

Circulatory System –

Nervous System –

Respiratory System -

Digestive System –

Skeletal System –

Muscular System -

Q12 – Q17. Give the functions of the other organ system below.

Integumentary System -

Endocrine System -

Lymphatic System -

Reproductive System -
16. Excretory System -

17. Immune System -

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See picture below.

Structure of Plants

Q18. In what ways are the functions of the organ system of plants similar to those of
animals?
A. Like the organ system of animals those of plants are of the same structure.
B. Like the organ system of animals those of plants have parts that work together.

Q19. In what ways are the functions of the organ system of plants different to those of
animals?
A. Plants have only 2 organs system while animals have 10 or more organ
system
B. plants have only two organs system while animals have 5 organ system.

Q20 – Q24. To what organ system do the following organs work for? Choose your answer
inside the parenthesis.

20. Heart - ( Nervous system or Circulatory system )

21. Kidney - ( Integumentary System or Excretory system)
22. Lungs - ( Respiratory System or Endocrine System )
23. Brain - ( Immune System or Nervous System )
24. Stomach - (Muscular System or Digestive System )

Q25. What do you think will happen to them (for example the heart) if any of their parts were
injured or diseased?
A. The heart will continue its function. B. The heart will suffer

Q26. What will happen to the organism?

A. The organism will suffer B. the organism will be stronger.

Q27. What procedure can a medical doctor do to correct an injury to those organs?
A. plastic surgery B. Heart transplant

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The picture below shows a flower.

Q28. In what ways are flowers similar to the reproductive organs of animals?
A. Complete flowers have both male and female reproductive parts like those
of the animals.
B. both reproductive organs are completely the same.

Q29. In what ways are they different?

A. Plants can dispense with their flower just like animals
B. plants dispense with their flower while animals reproduce sexually

Q30 – Q32. How do flowers, leaves and stem help plants meet their basic needs?
30. Flower -

31. Leaves -

32. Stem -

Q33. What do you think will happen to the plant if any of these parts that make up the shoots
system was injured or diseased?
A. Anything that happens to any of its parts will not affect the whole plant
B. Anything that happens to any of its parts will affect the whole plant as well

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Next picture shows a root of a tree (organ of a plant) that make up the root system.

Q34. Aside from absorbing water and nutrients. What other functions do the roots serve?
A. Provide anchorage to the plant
B. makes food for the whole plant

Q35. What do you think will happen to the roots if the tissues that make them up were injured
or diseased?
A. The function of the root will not be affected
B. The function of the root will be affected

Q36. If the roots were injured or diseased, what do you think will happen to the plants?
A. The plant will grow healthier
B. Serious damage to the root will kill the plant

Q37.What do you think will happen to the tissues, Organs and organ systems if the cells
were injured or diseased?
A. The higher level of organization is not affected as well
B. The higher level of organization is affected as well

Q38. If the tissues, organ and organ system were injured or diseased, what do you think will
happen to the organism?
A. Anything happen to the smallest of parts that make up an organism will affect the
organism as a whole.
B. The organism will grow and each part will perform its function.

Take a closer look at the next set of pictures. They are different kinds of tissues of
plants and animals.

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Q39. What would you think will happen to the Plant or animal organs if this tissue were
injured or diseased?
A. both plant and animal organ will continue to perform its function.
B. both plant and animal organ will suffer from any injury of the tissues

Q40. If these tissues were injured or diseased, what do you think will happen to the organ
systems in both plants and animal?
A. both plant and animal organ system will not suffer
B. both plant and animals’ organ system will suffer

Q41. If these tissues were injured or diseased, what do you think will happen to the
Organism?
A. both Organism (Plant and animal) will suffer
B. Both organism (Plants and animals) will not be affected.

Next picture shows a models of animal and plant cells

Take a closer look at the models of animals and plant cells.

Q42. What do you think will happen to the tissues, organs and organ systems if these cells
were injured or diseased?
A. When cells are injured the higher levels (tissues, organs and organ system) of
organization that they make up are affected as well
B. When cells are injured the higher levels (tissues, organs and organ system) of
organization that they make up will continue to function well.

Q43. Organs and organ system were injured or diseased, what do you thing will happen to
the living organism?
A. Anything happen to the smallest part (cells) up to the largest part (tissue, organ
and organ system) will most likely affect the whole organism
B. Anything happen to the smallest part (cells) up to the largest part (tissue, organ
and organ system) will have no effect to the whole organism

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What is it

 CELLS are the basics units of structure and function of all living organism. These
cells are grouped together to form more complex structures: tissues, organs and
organ system.
 TISSUES are Group of cells of the same kind.
 ORGANS are Structure composed of one or more types of tissues.
 ORGAN SYSTEM are group of organs that work together to perform a certain
function.
 You are an ORGANISM it is defined as a living individual
 Plants are also made up of Organ systems: the root and shoot system The root
system absorbs water and nutrients, while the shoot system moves them to the
different parts of the plants.
 Animals and plants are very different organism and yet they are both made up of
parts that are organized similarly.
 Flowers are the reproductive organs of plants together with the leaves and the stems
(organs in plants) and they make up the shoot system.

Lesson
Organs and Organ System of
2 Human
In this Lesson you will learn that the human body is made up of several
organ systems that continuously work together as a unit to make sure the body
keeps functioning. There are ten major organ systems in the body, each of which
plays a different role in helping our body work.

For you to be able to classify the organs in each organ system let us perform the
following activity:

Activity 2: WE ARE FAMILY

MATERIALS
Paper and pen

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PROCEDURE:
A. Below are sets of illustrations depicting the different organs of the human body.
Identify which organ does not belong to each set, then on the table provided below
explain why the organ should not be part of the group.

ORGANS REASONS

1.

2.

B. WHERE DO I BELONG?

A. Classify the organs in the box based on your prior knowledge of the human organ
systems.

spinal cord tendons ligaments gall bladder urinary bladder

heart ureter lungs kidney skull
triceps nerves esophagus liver trachea
stomach hair ovaries arteries larynx
urethra ribs nails biceps pituitary gland
nose nephron uterus brain large intestine

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SKELETAL MUSCULAR NERVOUS RESPIRATORY CIRCULATORY

SYSTEM SYSTEM SYSTEM SYSTEM SYSTEM

ENDOCRINE DIGESTIVE EXCRETORY INTEGUMENTARY REPRODUCTIVE

SYSTEM SYSTEM SYSTEM SYSTEM SYSTEM

Our body is made up of an amazing collection of organs and organs system all
working together to perform a certain function in an organism’s body and to maintain a stable
environment. The human body has 10 different organ systems.

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Organ Systems : Their Main Components and Functions in Mammals

Organ System Main Components Main Functions
Digestive Mouth, pharynx, esophagus, Food processing (ingestion, digestion,
stomach, intestines, liver, absorption, elimination)
pancreas, anus

Circulatory Heart, blood vessels, blood Internal distribution of materials

Respiratory Lungs, trachea, other breathing Gas exchange (uptake of oxygen;

tubes disposal of carbon dioxide)

Immune and Bone marrow, lymph nodes, Body defense (fighting infections and
lymphatic thymus, spleen, lymph vessels, cancer)
white blood cells

Excretory Kidneys, ureters, urinary bladder, Disposal of metabolic wastes,

urethra regulation of osmotic balance of blood

Endocrine Pituitary, thyroid, pancreas, Coordination of body activities (such

adrenal and other hormone- as digestion and metabolism)
secreting glands
Reproductive Reproduction
Ovaries or testes and associated
organs Coordination of body activities,
Nervous detection of stimuli and formulation of
Brain, spinal cord, nerves, response to them
sensory organs
Integumentary Protection against mechanical injury,
Skin and its derivatives (such as infection, drying out: thermoregulation
hair, claws, skin glands)
Skeletal Body support, protection of internal
Skeleton (bones, tendons, organs, movement
ligaments, cartilage)
Muscular Locomotion and other movement
Skeletal muscles

Self-Test

Direction: Identify the organ system that is being described.

1. This system is made up of the heart, blood, blood vessels, and lymphatic. It circulates the
blood in the body.
2. The organs involved in this system include the mouth, stomach, and intestines. This
system is meant to break down the food and absorb nutrient from it into the
blood

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3. This system is made up of a collection of glands, including the pituitary and thyroid glands,
as well as the ovaries and testes. This system is complementary to the nervous system.
Secretes hormones and regulate bodily processes
4. This system consists of the skin, hair, nails, and sweat glands. This is a covering system
that covers the whole-body surface
5. This system is made up of muscles which are responsible for
movements.

Lesson
Model of the content of a Man’s
3 Body (Biological Cutout)

For you to be able to visualize the arrangement of the contents of

a man’s body and the organs it composed of let us construct a model of a
human beings.

MATERIALS NEEDED:
scissors crayons or colored pencil
paste cardboard

PROCEDURE:
1. Shade all bones of the skeleton with the PENCIL. Cut around the dotted lines.
Paste the back and stick onto a cardboard.
2. Color the windpipe ( w ) PINK, the lungs ( l ) RED, and the portion of the Heart ( h )
this can be seen DEEP RED. Paste at the top to connect with dotted lines to nose
and mouth.
3. Go over the outline of the diaphragm in ink and paste into position below, touching
the lungs.
4. Color the reproductive organs RED. Cutout. Paste the back of the tube which is
marked by an arrow and stick over the line marked X on 1.
5. Color the kidneys ( k ) RED and the rest YELLOW. Cutout. Paste the back of the
tube that is marked by an arrow and stick over the tube in 4.16
6. Draw a zigzag stripe in the food pipe. Color the stomach ( s ) GREEN. Shade the
small intestine ( i ) with pencils and the dotted lines of the large intestine ( l ) BLUE.
Color the appendix ( a ) ORANGE. Color the pancreas that lies behind the
stomach BROWN. Cut out. Paste the back of the top half of the food pipe and
stick alongside the windpipe on the figure and beneath the heart and the lungs.
7. Color the liver RED and attach with tape so that the top lies below and touching the
diaphragm.
8. Shade with pencil. Cutout. Paste the back of tabs and stick so that broken lines
correspond with those in part 1 and pelvis encircles the intestine.
9. Shade the front ribs, breastbone and collarbones with PENCIL. Cutout. Paste the
back of the left collarbone and stick above along the left shoulder blade.

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Self-Test:

Direction: Identify the organ system of man illustrated below.

1. 2. 3.

4. 5.

Lesson
Plant Organ and Organ System

4
Comparing Human Organ Systems to Plant Organ Systems

Before we start, Take note that Both humans and plants have organ systems that play a
huge role in their survival and function. There are several similarities and differences
between the systems of these two organisms. One of which is the number of organ system
animals have 10 organ system while in plant it is only composed of the root and shoot
system.

To identify the different organ and organ system of a plant let us perform the next activity:
MATERIALS NEEDED:
colored paper
scissors
glue

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PROCEDURE
1. Get the colored paper. Set aside.
2. Print the pictures (for the online learners) or get a copy.
3. Color each parts of the plant.
4. Cut and paste the picture of the plant on the colored paper cut all the boxes
including the parts and function.
5. Paste the part pointed by the heavy line using the terms you cut, where the part of
the plant should be and its function opposite it.

A. PARTS
FLOWERS
LEAVES
ROOTS
FRUITS
STEM

B. FUNCTIONS
- SOAKS UP WATER AND STORES FOOD.
- HOLDS THE SEEDS
- MAKE THE SEED AND FRUITS FOR THE PLANTS
- SUPPORT THE PLANT AND CARRY FOOD AND WATER
- MAKE THE FOOD FOR THE PLANT AND RELEASE OXYGEN

FIGURE 1: SHOWS THAT A PLANT HAS 2 ORGAN SYSTEM THE ROOT AND THE
SHOOTS SYSTEM.

1.

2.

3.

4.

5.

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Self-Test
Direction: Tick (�) against the true statement and (�) against the false one:
1. The stem helps the plant to stand upright.
2. The stem carries water to the leaves.
3. Generally, roots grow above the ground.
4. Roots and shoots are the two basic parts of a plant.
5. Plants get water and salts from the soil.

What’s More

Direction: Identify what level of biological organization does the following pictures
represents. Write: CELL, TISSUE, ORGAN, ORGAN SYSTEM or ORGANISM

4. 5.
1. 2. 3.

What I Have Learned

 The levels of biological organization are the hierarchy of living organisms from
simplest to most complex:
 Organisms are made up of parts: organ system, organ, tissues and cells.
 Cell: Basic unit of structure and function of all living things. It is also known to
be the basic building block of life.it is called as such because it is the smallest
living entity that can function on its own. At cellular level, organisms can be
classified into two: single-celled organisms (unicellular) and multiple-celled
organisms (multi-cellular).

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 Tissue a group of interconnected cells that perform the same function.

 Organ is a collection of tissues and similar structures that all function as one.
The tissues of an organ work together to perform a specific function. organs of
animals include the brain, heart, stomach, eyes, and many more. In plants,
their organs include the flowers (if there is) roots, stems, and the leaves
 Organ system is an association of different organs Group of organs that work
together to perform a certain function. While each organ system in an
organism work as a distinct entity, they all function in cooperation with each
other in order to help keep the organism alive. In plants, organ systems
include the root and shoot system,
 Organism: any living thing that is composed of various organ systems that
function altogether.
 The human body is made up of organs system that work together , in turn
organ systems are made up of organs whose function are related with each
other thus this organs are made up of even smaller structures: the tissues and
cells.
 Whatever happens to the smaller structures will affect the bigger structures
and eventually the whole organism thus these structures work together to
carry out specific functions to make the organism meet its basic needs and
survive
 We need to keep our cells and tissues healthy to make our organs, organ
system, and the whole body healthy.
 Like us, these plants and animals are also organism. They have basic needs
that include proper care for them.

What I can Do
Activity: Ballpen assembly

PROCEDURE;

1. Get 3 different types of ballpen (ex. pilot, hbw, panda etc. )

2. Ask someone in your household to remove 1-part form one of the ballpen
as they disassemble it and place it on a tray.
3. Identify the parts that are being asked. (DRAW THE PART ON THE BOX)
and give its function.
Part A :

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PART FUNCTION

a. Barrel
b. ink tube
c. ballpoint
d. cap
e. Barrel shell cap ( end to end )

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PART B:
3. Assemble the ballpen (Make sure each parts fits with one another)
Q1. What ballpen brand has a missing part?
Q2. What is the missing part?
Q3. What is the function of the missing part?
Q4. Can we use the ballpen without the missing part ( YES / NO )
Q5. Why or Why not?
Q6. If we replace the missing part with the part from another ballpen Do you think it
will work? (YES / NO )
Q7. Why or Why not?
Q8. – Q10. Give at least 3 similarities or differences between the structure and
function of a ballpen with that of the function and structure in an organism.
a.
b.
c.

Assessment
Direction: Choose the letter of the correct answer. Write the chosen letter on your
answer sheet.

1. Which is the CORRECT sequence – from smallest to biggest – of the levels of biological
organization in an organism?
A. cell – tissue – organ – organ system – organism
B. cell – organ – organ system – tissue – organism
C. cell – organ system – organ – tissue – organism
D. cell – tissue – organism – organ – organ system
2. Which of the following is an organ of the circulatory system?
A. heart C. roots
B. kidney. D. stems
3. Which of the following is TRUE?
A. Groups of organs working together are called cells.
B. groups of cells working together are called tissues
C. Groups of organs working together are called organisms.
D. Groups of tissues, working together are called organ systems
4. Plants also have organ systems. Which plant organ does NOT belong to the shoot
system?
A. flower C. roots
B. leaf D. stem
5. Each part of an organ system plays a specific function. Which of the following structures
DOES NOT match its function?
A. eyes – sight C. kidneys – excretion
B. heart – circulation D. ears – respiration
6. How do plants benefit from the root system?
A. They obtain water and nutrients from the soil.
B. They provide strength and support

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C. they manufacture food

D. They produce flowers.
7. The kidneys functions to filter and to remove the waste from the blood that is harmful to
the body. What might happen to the person it fails to functions?
A. The kidney will be damaged.
B. the cells of the kidney will be affected
C. There is no significant effect to the person
D. The person will suffer and need to undergo dialysis treatment.
8. Angelo’s father was hospitalized due to chest pain and difficulty of breathing. Laboratory
examination revealed increased cholesterol in blood. Which organ system is mostly
affected.
A. circulatory system C. excretory system
B. nervous system D. Digestive system
9. James loves to eat junk food and enjoys adding fish sauce (patis) and soy sauce in his
meal. One day, he was complaining of difficulty in urinating accompanied by severe
pain in the side and back below the ribs. Which organ has a problem in this situation?
A. heart C. lung
B. kidney D. stomach
10. Smoking causes diseases in the respiratory system. The organs and tissues are
damaged by this activity. What is the effect of diseased cells on the higher levels of
organization in an organism?
A. Smoking affects only certain kinds of organs and does not affect any other
kind of organ in the human body.
B. Diseased cells damage the higher levels of organization they make up:
tissue, organs, organ system and eventually the whole organism
C. Smoking affects only the next higher levels of organization that they make up –
the tissues
D. diseased cells do not affect the other parts of an organism
11. Flowers are the reproductive organs of plants. How are flowers different from the
reproductive organs of animals?
A. Flowers need pollinators like bees to reproduce: animals do not
B. Flowers are shed from time to time: nothing is shed from animals
C. Flowers have male and female parts: animals have either male or female parts.
D. There is no difference between flowers and the reproductive organs of animal
12. The organ systems of plants consist of the root and shoot system. Why is it important for
this organ system to work together?
A. To grow and survive
B. To avoid pest and other animals
C. To survive floods and strong winds
D. To survive droughts and earthquakes
13. Cancer starts from cells that start to grow uncontrollably fast. They destroy tissues and
organs. What does this say about the effect of diseased cells on the higher levels of
organization in an organism?
A. Diseased cells do not affect the other parts of an organism
B. Cancer involved only certain kinds of cells and does not affect any other kind of
cell tissues, organs, organ systems and eventually the whole organism.
C. Diseased cells damage the higher levels of organization that make up: tissues,
organs, organ systems and eventually the whole organism.

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D. Diseased cells affect only the next higher levels that they make up – the tissues
14. Which of the following differentiates organs from tissues?
A. Organs make up tissues: tissues make up organs
B. Tissues make up organs: cells make up tissues
C. Organs and tissues make up an organ system
D. Organs and tissues are made up of cells
15. Which is the correct sequence- from biggest to smallest – of the levels of organization in
an organism?
A. cell – organ – organ system -- tissue
B. organ – organ system– tissue -- cell
C. tissue – cell– organ – organ system
D. organ system – organ – tissue -- cell

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Additional Activities

Direction: Write the words listed below on the pyramid. Put them in the correct order, so
you have the smallest structure on the top and work up to the largest.

Key words: Organism, Cell, Organelle, Tissue, Organ system and Organ.

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Answer Key

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References

n.d. https://flexbooks.ck12.org/cbook/ck-12-biology-flexbook-
2.0/section/1.7/primary/lesson/organization-of-living-things- bio/?
fbclid=IwAR3_H1WqiZ2VVL1jBjPATGvRWgCZKnoovVLnCNa9lAQhJgiz7E-5dgYYWYo
(accessed october 21, 2020).

"organization of living thing." flexbooks.ck12.org. n.d. https://flexbooks.ck12.org/cbook/ck-12-

biology-flexbook-2.0/section/1.7/primary/lesson/organization-of-living-things- bio/?
fbclid=IwAR3_H1WqiZ2VVL1jBjPATGvRWgCZKnoovVLnCNa9lAQhJgiz7E-5dgYYWYo
(accessed october 21, 2020).

WEBSITES:
https://www.kullabs.com/classes/subjects/units/lessons/notes/note-detail/844
https://www.studyblue.com/notes/note/n/chapter-40%C2%A0/deck/6646931
http://sciencenetlinks.com/student-teacher-sheets/organ-systems/
https://www.proprofsdiscuss.com/c/organ-system

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For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources

(DepEd-BLR) Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph

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