Republic of the Philippines
Department of Education
Region VI- Western Visayas
ESTEFANIA MONTEMAYOR NATIONAL HIGH SCHOOL
Ongol Ilaya, Dumarao, Capiz
DAILY LESSON PLAN IN GENERAL BIOLOGY 2
Division/ School
Name of Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency with
Code
D. Learning Objectives
II. CONTENT
Topic:
Subject Integrated:
Values Integration:
III. LEARNING RESOURCES
A. Materials Needed
B. References
B.1 Teaching guide
B.2 Learners Material
B.3 Additional Materials
From Learning resource
(LR) Portal
C. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson Presenting
new the new lesson.
B. Establishing a
purpose for the lesson
Division of Capiz
CAPIZ DIVISION Grade Level 12 - STEM
OLIVE A. ALEJANDRIA Learning Area SCIENCE
Quarter FOURTH
Duration 1 HOUR
ANNOTATION
The learners demonstrate understanding of Plant and
Animal Organ Systems and their Functions.
The learner should be able to:
a. Develop a presentation (e.g. role-playing, dramatization
and other forms of multimedia) to show how an organism
maintains homeostasis through the interaction of the
various organ systems in the body
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)
1. Describe the plant systems in terms of gas exchange.
Comparison and Contrast of Processes in Plants and
Animals
GAS EXCHANGE
English, Values Education
patience
General Biology 2, Rea, MAD and Dagamac, NHA
First Edition
Learning Activity Sheet No. 1
Laptop/ smartphone, internet connection, paper, ball pen,
and LAS
General Biology 2, Rea, MAD and Dagamac NHA
MELC Matrix K-12 Curriculum
Introductory Activities (5 minutes)
A. Prayer
B. Motivation
Questions on Gas Exchange
1. Ask the students what else do organisms need to acquire
from the environment aside from nutrition? Why?
Suggested response: oxygen – needed for cellular
respiration, in the process of extracting chemical energy
from food (with the exception of anaerobic organisms)
2. What gas is considered a metabolic waste product of
cellular metabolism? How does it leave the organism’s
 body?
Suggested response: carbon dioxide – it diffuses out of the
respiratory surface of the organism
3. Ask the students to cite the structures in plants and
animals that allow for gas exchange.
Suggested responses: please refer to respiratory structures
cited in the lecture
4. Let the students enumerate some respiratory problems
encountered by humans.
Suggested responses: asthma, emphysema, lung cancer,
pneumonia
C. Presenting Read the Background Information for Learners page 1-7 of
examples/instances of LAS.
the new lesson
(ELICIT)
D. Discussing the new Lecture on Gas Exchange
concepts and 1. Define gas exchange:
practicing new skills I. Gas exchange is the uptake of molecular oxygen from the
(ENGAGE) environment and the discharge of carbon dioxide to the
environment.
II. It is often called respiratory exchange or respiration but it
should not be confused with cellular respiration.
III. Oxygen is needed in tissues for aerobic cellular
respiration to occur and extract ATP from food.
IV. Carbon dioxide must be released to prevent
physiological pH in tissues from being very acidic. In plants
however,
the carbon dioxide that is released as a by-product of
cellular respiration may again be taken up for the process of
photosynthesis.
The students should read the objectives of the lesson (3
minutes)
At the end of the lesson, the Grade 11 students should be
able to perform the following task with 75% success:
Describe the plant systems in terms of reproduction,
development, nutrition, gas exchange and transport.
2. State some basic principles influencing gas exchange:
I. The respiratory surface or organ is the part of an
animal’s body where gases are exchanged with the
environment.
To allow for gas exchange, it must be moist, large
enough, and protected from dessication.
II. Respiratory systems rely on the diffusion of gases
down pressure gradients.
A. Partial pressures for each gas in the atmosphere can
be computed; for example, the partial pressure of oxygen
is
160 mm Hg.
B. Fick’s Law states that the amount of diffusion of a gas
across a membrane is proportional to the surface area
and
the difference in partial pressure between the two sides
and inversely proportional to the thickness of the
membrane.
III. Surface-to-volume ratio
A. As an animal grows, the surface area increases at a
 lesser rate than its volume, making diffusion of gases into
the
interior more difficult
B. Animals must have a body design that keeps internal
cells close to the surface (e.g. flatworms) or must have a
system to move the gases inward.
IV. Ventilation
A. It refers to the movement of the respiratory medium
(air or water) over the respiratory surface.
B. Bony fish moves the gill covers (operculum) for water
carrying oxygen to flow across the gill.
C. Humans move the muscles of the thorax to expand
and contract the chest cavity and move air in and out of
the
lungs.
V. Respiratory Pigments or Proteins
A. Adaptations of animals for gas exchange include
respiratory pigments that bind and transport gases.
B. The respiratory pigment of vertebrates is hemoglobin
while that of invertebrates (e.g. arthropods and molluscs)
is hemocyanin.
C. Blood cannot carry sufficient oxygen and carbon
dioxide in dissolved form to meet the body’s
requirements;
hemoglobin helps enhance its capacity.
3. Describe structures for gas exchange in plants:
I. Stomates in leaves
E. Discussing the new Lenticels in stems ASSESSMENT
concepts and III. Root hairs in aerial roots GUIDE (FOR THE
practicing new skills IV. Pneumatophores or the lateral roots of mangroves ACTIVITY AND
(EXPLORE) 4. Describe respiratory surfaces or organs in invertebrates: LABORATORY
I. Cell surface or cell membrane – especially used in WORK NUMBERS 2
AND 3
unicellular organisms
INVOLVING
II. Integumentary exchange – refers to the general body DRAWING
surface or skin used by animals with high surface-to-volume LABELING)
ratio; e.g. flatworm and earthworm. Amphibians also use 1. (POOR
their skin in addition to lungs as gas exchange surface (POOR)) –
III. External Gills – used by invertebrates that live in aquatic disorganized drawing
habitats; gills are highly folded, thin- walled, vascularized with many errors in
epidermis that project outward from the body; e.g. crayfish, the labeling of cell
lobster, sea star, nudibranch layers in the root
IV. Tracheal system in arthropods – utilizes fine air- cross sections and in
conducting tubules to provide gaseous exchange at the the
tracing of the
cellular
apoplast and
level; it is not dependent on a circulatory system; e.g. symplast routes.
insects, spiders 2. (SATISFACTORY
5. Describe respiratory surfaces in vertebrates: (SATISFACTORY)) –
I. External Gills – thin, vascularized epidermis that project acceptable drawing
from the body surface of a few amphibians; e.g. larval with some errors in
salamander the labeling of cell
II. Internal Gills – rows of slits or pockets in adult fishes layers in the root
positioned at the back of the mouth such that water that cross sections and
enters in the tracing of the
the mouth can flow over them as it exits just behind the apoplast and
head. symplast routes.
3. (VERY GOOD) –
A. Water flows over the gills and blood circulates through
them in OPPOSITE DIRECTIONS. clear drawing with
B. This mechanism, called countercurrent flow, is highly minimal error in the
efficient in extracting oxygen from water, whose oxygen labeling of cell layers
content is lower than air. in the root cross
III. Lungs – internal respiratory surfaces shaped as a cavity sections and in the
tracing of the
or sac; lungs provide a membrane for gaseous exchange;
apoplast and
since they are not in direct contact with all other parts of the symplast routes.
body, lungs require a circulatory 4. (EXCELLENT
A. Air moves by bulk flow into and out of the lung. (EXCELLENT)) –
B. Gases diffuse across the inner respiratory surfaces of clear drawing with
the lungs. correct labels for the
C. Pulmonary circulation allows the diffusion of dissolved cell layers in the root
gases across lung capillaries cross sections; and
D. In body tissues, oxygen diffuses from blood ? interstitial accurate tracing
fluid ? cells; the pathway of carbon dioxide is in reverse of the apoplast and
E. All lungs receive deoxygenated blood from the heart and symplast routes.
ASSESSMENT
return oxygenated blood to the heart
GUIDE (FOR QUIZ
6. Compare breathing mechanisms in vertebrates: AND
I. Amphibians ventilate their lungs by positive pressure ASSIGNMENT): THE
breathing which forces air down the trachea. TEACHER MAY
II. Birds use a system of air sacs as blower to keep air ASSIGN
flowing through the lungs in one direction only, preventing POINTS TO THE
the QUESTIONS
mixing of incoming and outgoing air. 1. (POOR)
III. Mammals ventilate their lungs by negative pressure (POOR) – 74% and
breathing which pulls air into the lungs when the volume of below
the 2. (FAIR
lungs expands as the rib muscles and diaphragm contract. (FAIR)) – 75 TO 79%
correct
However, the incoming and outgoing air mix, decreasing
3. (SATISFACTORY
the efficiency of ventilation. (SATISFACTORY)) –
7. Describe the human respiratory system: 80 to 84% correct
I. Air enters or leaves the respiratory system through nasal 4. (VERY
cavities where air is filtered by hair and cilia, warmed by (VERY
blood vessels, and moistened with mucus. SATISFACTORY)
8. Discuss the coordination of gas exchange and SATISFACTORY) –
circulation: 85 to 89% correct
I. Oxygen Transport 5. (OUTSTANDING
A. Oxygen diffuses down a pressure gradient from the (OUTSTANDING)) –
lungs into the blood plasma ? red blood cells ? binds to 90 to 100% correct
hemoglobin (4 molecules per hemoglobin to form
oxyhemoglobin).
B. Hemoglobin gives up its oxygen in tissues where partial
pressure of oxygen is low, blood is warmer, partial pressure
of carbon dioxide is higher, and pH is lower; these four
conditions occur in tissues with high metabolism.
II. Carbon Dioxide Transport
A. Carbon dioxide diffuses down its partial pressure
gradient from the tissues into the blood plasma and red
blood cells
? air in alveoli.
B. Seven percent is dissolved in plasma, 23% binds with
hemoglobin to form carbaminohemoglobin, and 70% is in
bicarbonate form.
C. Bicarbonate and carbonic acid formation is enhanced by
the enzyme carbonic anhydrase, which is located in the
red blood cells.
III. Coordination of air flow with blood flow:
A. Gas exchange in the alveoli is most efficient when air
flow equals the rate of blood flow.
B. Local controls within the lungs correct imbalances in air
and blood flow by constricting or dilating both bronchioles
and arterioles.
9. Explain the control of respiration in vertebrates:
I. The nervous system controls oxygen and carbon dioxide
levels for the entire body by regulating the rate and depth
of breathing.
II. The brain monitors the pH of the cerebrospinal fluid
through sensors (reflecting carbon dioxide concentration in
the
blood).
III. Secondary control is exerted by sensors in the aorta and
carotid arteries that monitor blood levels of oxygen as well
as carbon dioxide (via blood pH).
10. Describe some respiratory adaptations to extreme
conditions such as low-oxygen environments:
I. Animals that inhabit high altitudes have larger hearts and
lungs, and hemoglobin with a high affinity for binding
oxygen.
II. Many diving animals have unusually high hematocrits
(ratio of the volume of packed red blood cells to the volume
of
whole blood) and also muscles with high amounts of
myoglobin (an oxygen-binding protein found in muscle
cells)
11. Cite some respiratory problems and impact on public
health:
I. In a respiratory disorder like asthma, the muscles around
bronchioles contract more than usual, increasing
resistance to airflow.
II. Emphysema is an abnormal condition of the lungs
marked by decreased respiratory function; associated with
smoking or chronic bronchitis or old age.
III. Smoking tobacco products is one of the leading global
causes of death and is strongly linked to cancer,
cardiovascular disease, stroke, and emphysema.
IV. Pneumonia is an infectious disease involving
inflammation and fluid buildup in the lungs.
Practice 40 mins
Cross Section of Species
1. As an alternative to a pure lecture discussion, questions
related to the different structures for gas exchange in plants
and animals may be asked. As each respiratory structure is
discussed, reference to an overhead transparency or
visual is suggested.
2. Ask the students to observe and draw the following either
from a microscopic examination or through the use of
visual aids: (a) monocot leaf cross section e.g. Zea mays;
(b) dicot leaf cross section e.g. Ixora sp. Label the upper
and lower epidermis, mesophyll, and vascular bundles.
3. Describe how air can enter the leaf. If the following are
available (microscopes, slides, coverslips, scalpel or blade),
prepare thin sections of the upper and lower epidermal
 surfaces of Rhoeo spathacea. Examine the stomata under
the
microscope for both the upper and lower epidermis. Which
side contains more stomates? Draw the leaf epidermis
showing the stoma. Label the stomatal pore, guard cells,
and subsidiary or accessory cells.
4. Draw an insect tracheal system from a visual aid. The
large tracheae are reinforced by thickened spiral rings of
cuticle called taenidia while the smaller tracheae have
annular rings. Label the large tracheae, taenidia, smaller
tracheae, and annular rings. As an alternative, dissect a
cockroach and locate the tracheal system. Under the
dissecting microscope, these appear as silvery white tubes
throughout the insect’s body.
5. Pith and dissect a toad. Examine the external nares and
the oral cavity. Locate the epiglottis which leads to the
glottis. Observe the lungs in the chest cavity. What do you
call the numerous branches and the air sacs found in the
lungs? Draw a diagrammatic representation of the
respiratory system of the toad. Label the external nares,
pharynx,
epiglottis, glottis, larynx, trachea, bronchi, and lungs.
Enrichment 10 mins
Conceptual Questions
1. Why is the position of lung tissues within the body an
advantage for terrestrial animals?
2. After a heavy rain, earthworms come to the surface. How
would you explain this behavior in terms of an
earthworm’s requirements for gas exchange?
3. How does an increase in the carbon dioxide
concentration in the blood affect the pH of the cerebrospinal
fluid?
Teacher Tip: Answer to Question 3: An increase in blood
carbon dioxide concentration causes an increase in
the rate of carbon dioxide diffusion into the cerebrospinal
fluid, where the carbon dioxide combines with
water to form carbonic acid. Dissociation of carbonic acid
releases hydrogen ions, decreasing the pH of the
cerebrospinal fluid (Reece et al., 2011).

Read lesson on LAS page 1 - 5.

For online learners:
(The Aufbau Principle)
(https://youtu.be/SvlDqyV5lXQ?t=41)
F. Developing mastery Giving Key Concepts through additional reading materials.
(Lead to formative
Assessment)
(EXPLAIN)

G. Finding practical Unlocking of Difficulties:

application of Atomic orbital
concepts and skills in Quantum Numbers
daily living Mnemonics
(ELABORATE) Electronic Configuration
Guide Question:
1. What words/terms are used to express where an
 electron is located in an atom?
2. Write the orbital diagram and the electron
configurations (complete and shorthand)
H. Making generalization 1. Which of the following is not a structure for gas exchange
and abstractions in plants?
about the lesson. A. Stomates
B. Lenticels
C. Aerial root hairs
D. Flowers
E. Pneumatophores
2. Which of the following respiratory systems is not closely
associated with a blood supply?
A. The lungs of a vertebrate
B. The tracheal system of an insect
C. The gills of a fish
D. The skin of an earthworm
3. When you hold your breath, which of the following gas
changes in the blood first leads to the urge to breathe?
A. Rising oxygen
B. Falling oxygen
C. Rising carbon dioxide
D. Falling carbon dioxide
E. Rising carbon dioxide and falling oxygen
4. The driving force for diffusion of oxygen across the cells
of a respiratory organ is:
A. The difference in partial pressure of oxygen in the
environment and in the blood.
B. The humidity.
C. The partial pressure of carbon dioxide in the blood.
D. The temperature.
E. All of the above.
5. The process of bringing oxygenated water or air into
contact with a gas-exchange surface is:
A. Respiration
B. Ventilation
C. Inspiration
D. Resuscitation
E. Exhalation
6. The group of vertebrates that relies on gas exchange
across the skin as well as at the lungs to maintain sufficient
blood oxygen levels is:
A. The fishes
B. The reptiles
C. The amphibians
D. The birds
E. The mammals
7. In negative pressure filling, air moves into the lungs
when_A. The volume of the thoracic cavity increases
B. The pressure in the thoracic cavity decreases
C. Air is forced down the trachea by muscular contractions
of the mouth and pharynx
D. All of the above
E. A and B only
8. Which of the following factors does not alter the rate of
breathing by influencing the respiratory centers of the
brain?
 A. Carbon dioxide partial pressures in the blood
B. Oxygen partial pressures in the blood
C. Blood pH
D. Blood glucose levels
E. Hydrogen ion concentration in the blood
9. With rare exceptions, the majority of oxygen is
transported in the blood of vertebrates
A. By binding to plasma proteins
B. By binding to hemoglobin in erythrocytes
C. As a component of large organic molecules that are
broken down by the cells
D. As dissolved gas in the cytoplasm of erythrocytes
E. By binding to myoglobin
10. Which of the following is brought about by infection and
involves inflammation and fluid buildup in the lungs?
A. Emphysema
B. Pneumonia
C. Asthma
D. Coughing
E. Sneezing
I. Evaluating learning. Answer the table on page 5 of LAS.
(EVALUATE)
J. Additional activities for 1. Explain the underlying mechanism in the opening and
application for closing of a stomate.
remediation
(EXTENDED) 2. How does oxygen get to the different parts of the plant?
3. Explain countercurrent flow. How does it help make the
fish gill the most efficient respiratory organ?
4. Compare the avian and mammalian lungs in terms of
structure and respiratory function.
5. Discuss the special adaptations for life at high altitudes.
6. In what form does most of the carbon dioxide travel in the
blood? How and where is this molecule produced?
7. How does the brain control inspiration and expiration?
How do peripheral and central chemoreceptors influence
the brain’s control of breathing?
8. What respiratory problems can arise from habitual
smoking? Explain how these problems may develop due to
smoking.
V. REMARKS
VI. REFLECTIONS

Prepared by: OLIVE A. ALEJANDRIA

Master Teacher 1

Checked by: LIZA P. SEWALA

Subject Coordinator Approving Authority:

ROLANDO B. RICARDO JR. EdD.

Principal IV