Genbio 2 Mod14 Regulation of Body Fluids Final

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Genbio 2 MOD14 Regulation-of-Body-Fluids.-Final
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Senior High School
General Biology 2
Module 14
Regulation of Body Fluids &
Immune Systems in Plants and
Animals

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General Biology 2
Self-Learning Module (SLM)
Module 14: Regulation of Body Fluids and Immune Systems in Plants and Animals
First Edition, 2020
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SHS
General Biology 2
Module 14
Regulation of Body Fluids &
Immune Systems in Plants and
Animals

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Introductory Message
For the facilitator:
Welcome to the General Biology 2 Self-Learning Module (SLM) on Regulation of Body

Fluids and Immune Systems in Plants and Animals!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher

Hello, my dear facilitator of learning! You are lucky to have this learning
material to easily deliver the lesson for our learners and enhance their
knowledge on Regulation of Body Fluids and Immune Systems in Plants and
Animals.
Please tell our learners to read, understand, analyze, and answer all the
given activities and questions seriously as this material is designed and made
for them. This is also to inform our learners to take some precautionary
measures and some and some activities need extra care.
This is just a reminder my dear facilitator of learning, do not go beyond
our objectives and main goal for our learners. Be an agent of learning. Have
fun in teaching!
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
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For the learner:
Welcome to the General Biology 2 Self-Learning Module (SLM) on Regulation of Body

Fluids and Immune Systems in Plants and Animals!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to

check 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.
What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will

help you transfer your new knowledge or skill
into real life situations or concerns.
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Assessment This is a task which aims to evaluate your

level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:
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module. Use a separate sheet of paper in answering the exercises.
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included in the module.
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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
master the Regulation of Body Fluids and Immune Systems in Plants and Animals.
The scope of this module permits it to be used in many different learning situations.
The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course.
Most Essential Learning Competency:

Compare and contrast processes in plants and animals: reproduction, development,
nutrition, gas exchange, transport/circulation, regulation of body fluids, chemical
and nervous control, immune system, and sensory and motor mechanism.
STEM_BIO11/12-IVa-h-1
This module is divided into two lessons, namely:
Lesson 1 – Regulation of Body Fluids in Plants and Animals
Lesson 2 – Immune Systems in Plants and Animals
After going through this module, you are expected to:
1. describe different types of animals based on the osmolarity of their body

fluids in relation to the environment;
2. enumerate and describe excretory systems in invertebrates;

3. characterize the mammalian urinary system and the role of nephrons and
analyze the role of the kidneys in the body’s acid-base balance;
4. explain how immune system works;
5. describe how immune systems contribute to homeostasis; and
6. describe the importance of immune systems.
What I Know
Directions: Choose the letter of the best answer from the given choices. Write your
answer on a separate sheet of paper.
1. Which process is mainly involved in the regulation of body fluids in the body?
A. Excretion
B. Respiration
C. Transpiration
D. Osmoregulation

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2. The following are types of animal that uses energy in maintaining water
balance, EXCEPT
A. Birds
B. Mammals
C. Marine Vertebrates
D. Marine Invertebrates
3. Which of the components in the filtrate is NOT reabsorbed back to the blood?
A. Urea
B. Water
C. Glucose
D. Amino acids
4. Less filtration and more reabsorption occurs when there is ______.
A. Loss of water
B. Excess of water
C. Shortage of water
D. Absoprtion of water
5. Which of the following excretory products of animals is the least toxic?
A. Urea
B. Ammonia
C. Uric Acid
D. Carbon Dioxide
6. What are the excretory waste of birds and reptiles?
A. Urea
B. Uric Acid
C. Urea and Uric Acid
D. Ammonia and Uric Acid
7. Which of the following organ systems eliminates surplus hydrogen ions
permanently and repair bicarbonate buffering the blood?
A. Urinary System
B. Digestive System
C. Excretory System
D. Circulatory System
8. Reabsortion of the maximum amount of water from the glomerular filtrate occurs
in where?
A. Distal Convoluted tubule
B. Proximal Convoluted tubule
C. Ascending limb of loop of Henle
D. Descending limb of loop of Henles
9. How does the amount of water loss regulated in higher plants?
A. Through the vacuole
B. Transpiration process
C. Through the stomata below the leaves
D. Through the process of photosynthesis

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10. Which of the following set of terms are arranged correctly in a logical sequence?
A. Afferent arteriole, glomerulus, efferent arteriole, capillary network, renal
vein
B. Afferent arteriole, efferent arteriole, glomerulus, capillary network, renal
vein
C. Afferent arteriole, glomerulus, capillary network, efferent arteriole, renal
vein
D. Afferent arteriole, efferent arteriole, capillary network, renal vein,
glomerulus
11. Which of the following is correctly paired?
A. Bowman’s Capsule : Regulates amount of water excreted
B. Glomerulus : Contains more CO2 and less urea
C. Renal Artery : Contains more urea
D. Renal Vein : Anti – diuretic hormone
12. Refer to the following statements in the box for your answer.
I - Oxygenated blood enters each kidney through the renal artery.
II - Filtration is the first stage of urine formation.
A. Statement I is true, statement II is false.

B. Statement I is false, statement II is true.
C. Both statements are true
D. Both statement are false.
13. How does Dialysis help patient with kidney disease to live longer?
A. This works like a kidney and filters out extra salt, waste, and fluid.
B. The machines mimic the function of nephrons that purify the blood.
C. Dialysis keeps the body in balance by removing waste, salt, and extra
water to prevent them from building up in the body.
D. A pump in the hemodialysis machine quickly draws out your blood, then
sends it through another machine called a dialyzer.
14. Growing children as well as adults are fun of eating junk foods or something salty
and sweety. Why is it that after eating those foods, there is a desire to drink more
water?
A. Cells will not be dehydrated.
B. Solute concentration is the same inside and outside cell.
C. Solute concentration in the extracellular fluid is increased.
D. Solute concentration in the extracellular fluid is decreased.
15. Osmotic concentration is the measure of solute concentration and osmotic
pressure of the solution. Why is it important that osmotic concentration in the
blood be maintained normal?
A. To filter out extra salt, waste, and fluids
B. To properly draw out nitrogenous wastes
C. To provide a larger surface area for reabsorption of fluids
D. To regulate percentage of water and salts so that excess water and
unwanted salts in the body will not be accumulated.
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Lesson
Regulation of Body Fluids in
1 Plants and Animals
What’s In
Activity 1: What a Mess!

Procedure:
1. Describe the picture below. What is the picture all about?

2. What would happen to the place nearby if those trashes/garbages were not ever
picked up or removed?
3. In like manner, what probably be the outcome if your organs for disposal or
elimination of the toxic metabolic wastes collapsed?
4. Write your answer in a separate sheet of paper.
Original Photo
Scoring Content Completion of task Neatness

Perform all the Wrote the results of
Correctly answered
procedures and the activities in a
10 all the questions in
completed on or before paper without
the activities.
the given time. erasures.
Incorrectly Perform all the
Wrote the results of
answered 1 of the procedures and
8 the activities but
questions in the completed after the given
with one erasure.
activities. time.
Incorrectly Perform all the Wrote the result of
answered 2 of the procedures and the activities with
6
questions in the completed 4 - 5 minutes two or more
activities. after the given time erasures.
0 No Output

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What’s New
Activity 2: My You-Rey-Nary System
Materials: Worksheet, Pencil, Pen, Color Pen
Procedure:
1. Draw the urinary system like the figure below with proper labeling of parts in
your answer sheet. Pick the name of the parts inside the box.
Urinary bladder Ureter Kidney Renal pelvis Urethra

Adrenal gland Renal artery Abdominal aorta Liver
Inferior vena cava Liver Pancreas Renal vein
Assessment Guide for the Activity: Drawing and Labeling

Excellent clear drawing with correct labels of the parts and tracking
(10) of the paths of the urinary system
Very Good clear drawing with minimal error in the labeling of the
(8) parts and tracking of the paths of urinary system
Satisfactory acceptable drawing with some errors in the labeling of the
(6) parts and tracking of the paths of the urinary system
Needs Improvement
Disorganized drawing with many errors in the labeling
(3)
0 No Output

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What is It
Osmoregulation is the active regulation of body fluids and ion balance in an
organism. Plants have no specidifc osmoregualtory organs however, they have
stomata below their leaves that regulate the amount of water loss. In contrast to
humans, kidneys play a great role in osmoregulations.
Animals that permit the osmolarity of their body fluids to fit that of the
environment are called Osmoconformers (e.g. Marine invertebrates). Whereas,
animals that keep the osmolarity of body fluids different from that of the environment
are called as osmoregulators (e.g most marine vertebrates, birds, mammals).
Ammonia, urea and uric acid are the nitrogenous wastes expelled by animals.
These are all toxic to cells. Ammonia are very poisonous to cells and excreted by
aquatic invertebrates, teleosts, and larval amphibians. Urea are excreted down
mainly in the urine of mammals. Uric acid are nitrogenous wastes and water
insoluble produced by mammals, most amphibians, some reptiles, some marine
fishes, and some terrestial invertebrates.
Excretory System In Invertebrates
The passage of waste in unicellular organisms is permitted by the cell surface

or cell membrane. A specialized cytoplasmic organelle in many freshwater protist
(e.g. Paramecium) is a contractile vacuole that casts out surplus water out of the
cell to preclude lysis. Nephridiopores such in a flatworm (Dugesia) has a
Protonephridia or Flame cells which is a network of tubules that has no internal
openings but having external opening at the surface of the body. Most adult mollusks
and annelids have metanephridia as their excretory tubule. The excretory tubules
of insects and other terrestrial arthropods is the malpighian tubules which is
attached to their digestive tract (midgut).
The Mammalian Urinary and Excretory System
Kidneys are the main osmoregulatory and excretory organ in mammals. The
urinary system composed of two kidneys, each with a ureter, a tube directing to
a urinary bladder, with a tube called urethra leading to the body surface.
Kidneys have the following parts:
1. Renal capsule – the outer coat of connective tissue that covers the surface of
each kidney;
2. Cortex – the zone near the capsule made up of blood vessels and nephrons;
3. Medulla – inner zone also made up of blood vessels and nephrons;
4. Nephrons – the functional units of the kidney where urine is formed;
5. Renal pelvis - central cavity in the kidney where urine coming from the
nephrons is stationed before going to the ureter.

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6. Ureters – urine bearing tubes that withdraw from kidney and discharge into
the urinary bladder.
Figure 1. Anatomy of the Kidney
Components of Nephrons
A. Bowman’s capsule is a cuplike capsule that completely surrounds the
glumerulus. It collects and directs the filtrate through the continuous renal
tubules. Glumerulus is made up of network of capilliaries where initial filtration
of the blood plasma occurs.
B. Renal Tubules is a long and convoluted structure that emerges from glumerulus
that receive and modify the glomerular filtrate. Renal tubules consist of the
following:
1. Proximal convoluted tubule reabsorbs ions, water and nutrients and
removes toxins and adjust filtrate pH.
2. Loop of Henle is a long U-shaped portion of the tubule that runs urine within
each nephron of the kidney.
3. Distal convoluted tubule selectively selects and absorbs different ions to
maintain blood pH and electrolytes balance.
C. Peritubular Capillaries bring substances to and take substances away to the

renal pelvis.
A. Afferent arteriole is a group of blood vessels that supply the nephron in many
excretory system.
B. Efferent arteriole are blood vessels that carries blood out away from
glomerulus.
D. Collecting duct receives the urine from the renal tubule leading to the renal
pelvis.
Figure 2: Nephron Anatomy

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Mechanism of Urine Formation In Mammalian Nephrons
Filtration takes place in the Bowman’s capsule. It involves transfer of soluble

components like water, glucose urea, salts, and waste from the blood that was
filtered by the glomerulus. Reabsorption involves the absorption of materials that
the body still needs like molecules and ions. Those will go back to the blood between
the capillaries and the network of tubules by diffusion and active transport.
Secretion takes place in the nephron. This involves the transfer of removed
substances like potassium ion, hydrogen ions, drugs, and toxins from the blood into
the collecting duct and added to the filtrate. Excretion is the exit of urine into the
ureter, urinary bladder, and urethra.
Regulation of Mammalian Kidney Function
To keep blood flow and filtration constant during small variations in blood
pressure, receptors in the juxtaglomerular apparatus function in the kidney’s
autoregulation system triggers the constriction or dilation of the afferent arteriole.
Antidiuretic hormone (ADH) promotes water conservation. It is secreted from the
hypothalamus through the pituitary when osmoreceptors detect an increase in the
osmolarity of body fluids. The urine is more concentrated because it makes the walls
of the collecting ducts and distal tubules more passable to water. Sodium
reabsorption is enhanced by aldosterone. There is a decrease in extracellular fluid
volume when there is too much sodium lost. In effect, renin secreted by the kidney
indirectly stimulates the adrenal cortex to secrete aldosterone that stimulates
reabsorption in the collecting ducts and tubules.
A desire to drink is experienced when there is an increase in the solute

concentration in extracellular fluid. It is stimulated when cells in the hypothalamus
thirst center hinder the production of saliva.
Generally, acid-base balance is maintained by controlling hydrogen ions

through buffer systems, respiration, and excretion by the kidneys. Elimination of
excess hydrogen ions, permanently, and restore the bicarbonate buffering ions to the
blood is generally done by the urinary system.
What’s More
Directions: Match the numbered parts of the nephron in column A with its
definition in column B. Write the letter of your answer together with its part’s name
beside the number in a separate sheet of pad paper.

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Column A Column B
A. a network of small blood vessels located at

the beginning of the nephron
B. a duct that reabsorbs ions and regulates
the pH of urine and electrolytes balance
C. a long narrow tube that concentrate and
transport urine from the nephrons
D. a group of blood vessels that supply the
nephrons in many excretory systems.
E. long U-shaped portion of the tubule that
conducts urine within each nephron of the
kidney of reptiles, birds, and mammals
F. blood vessels that carry blood out away
from the glomerulus
G. reabsorbs ions, water and nutrients and
removes toxins and adjust filtrate pH.
H. a cup-like sack that performs the first step
in the filtration of blood to form urine.
What I Have Learned
Direction: Read the paragraph and identify the correct word/s that fit in the given
sentences in the box below.
Urea Excretion Uric Acid Urinary System Kidney Bladder Nephrons

Afferent Arterioles Efferent Arterioles Bowman’s capsule Reabsorption
Pressure Filtration Lungs Secretion
We living organisms, just as our body needs oxygen, water, and food for
energy, we also need to discharge off the waste products. _1_______ is the process by
which metabolic waste and toxins are expelled from an organism. This includes the
removal of _2______, _3_______, and other waste produced from the bloodstream. The
mammalian _4________ consists mainly of _5_____ _ and _6_______. The first one is
filtering the wastes from the blood and get stored from the latter. The functional
units of kidney are the _7________ where the urine is formed. The blood arrives at
the kidney splits them into many _8________. Those will go to the _9_______ where
the waste are taken out of the blood by _10_____. After that, __11_______ happens
when it takes all back the materials that body still needs. Then, _12________ takes
place when substances and other toxins are being removed from the blood and are
added back to the filtrate. Lastly, the final product which is urine, is being excreted
off the body. If our body did not remove these waste, it would build up in the blood
and can cause damage to our body.

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What I Can Do
Directions: Read and understand the situation very carefully. Write your answer in
a separate sheet of pad paper.
The time you woke up in the morning, you drink 2 glasses of water. Shortly
after drinking you feel the need to urinate. Why is this so? Explain your answer by
tracing the path of water from the stomach up to the urinary bladder.
Guide for Scoring
Score Criteria
10 All requirements are shown and exceed expectations. Very neatly done.
Ideas are well organized and shows creativity. Submitted on time.
8 All requirements are shown, well organized and shows creativity.
Submitted on time.
6 Lacks 1 or 2 evidences. Neatly done but shows liitle creativity. Submitted
on time
3 Many requirements are not evident. Disorganized and shows no creativity.
Assessment
1. Which of the following is NOT true about uric acid as a form of nitrogenous waste?
A. Relatively non-toxic
B. Highly soluble in water
C. Excreted by birds and insects
D. Excreted as a semi-solid paste
2. Which part stores urine temporarily?
A. Ureter
B. Kidneys
C. Nephron
D. Urinary Bladder
3. Which of the following is the excretory system of flatworm?
A. Metanephridia
B. Protonephridia
C. Cell membrane
D. Malpighian tubules
4. All of the following are reabsorbed back to the blood EXCEPT
A. Urea
B. Water
C. Glucose
D. Amino acids
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5. Which of the following is NOT involved in the regulation of mammalian kidney

function?
A. ADH
B. Renin
C. Oxygen
D. Aldosterone
6. Which of the following substances are filtered from the blood by the kidney?
A. Glucose, Salts and Amino Acids
B. Salts, Ammonia, Urea and Uric Acid
C. Sugar, Ammonia, Uric Acid and Urea
D. Proteins, Vitamins, Sugar and Uric Acid
7. Which statement certainly describes how urine is formed?

A. Tracing the path of the water down to the kidneys.
B. It is formed in the kidneys through filtration of the blood
C. By breaking down harmful toxins and poisons from fluids.
D. It is collected, removed, and concentrate waste products from body fluids.
8. Why does osmotic concentration of the blood be maintained normal?
A. Filters out extra salt, waste, and fluid.
B. Expels properly the nitrogenous wastes.
C. Provides a larger surface area for reabsorption of salt and water.
D. Regulates percentage of water and salts, so it does not accumulate excess
water and unwanted salts in the body.
9. Which of the following is the best long term solution for kidney failure?
A. Urinalysis
B. Dialysis
C. Kidney Transplant
D. Herbal food supplement intake
10. Kindly refer to the following statements in the box for your answer.
I - Non-oxygenated blood enters each kidney through the renal artery.

II - Filtration is the second stage of urine formation
A. Both statement are false.
B. Both statements are true.
C. Statement I is true, statement II is false.
D. Statement I is false, statement II is true.
11. In what way glomerulus and Bowman’s capsule work together in each nephron
in the kidney?
A. By reabsorption of salts and nutrients
B. By reabsorption of water into the blood
C. By breaking down harmful toxins and poison
D. By filtering the blood and capture the filtrate
12. Which of the following processes is the correct sequence in urine formation?
A. Dialysis, ultra-filtration, and tubular secretion
B. Tubular reabsorption and tubular secretion
C. Ultra-filtration, dialysis, and tubular secretion
D. Ultra-filtration, tubular reabsorption, and tubular secretion
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13. Which of the following explains why there is an urge to drink water?
I. When there is too much sodium lost.
II. The solute concentration in the extracellular fluid is increased.
III. When cells in the hypothalamus thirst center hinder saliva production.
A. II only
B. I and II only
C. II and III only
D. I, II and III
14. Reabsorption is the a process where substances still needed by the body such
as molecules and ions are returned back to the blood. Why does reabsorption
important?
A. Excretory system performs its function well.
B. To dispose substances like proteins, amino acids, and glucose
C. Conversion of substances to other form cannot be reused by the body
D. The body conserves reusable substances like proteins and other
macromolecules.
15. A patient is found to have abnormally high concentrations of glucose in his urine.
Why is there an excess glucose in the urine?
A. The collecting duct was impaired that it cannot reabsorb glucose out of the
filtrate at the same level of its capacity.
B. The control of osmotic pressure in the loop of Henle was distorted that it
cannot regulate water and solutes properly anymore.
C. Abnormality occurs in the function of the distal convoluted tubule leading
to incapability of its specialized proteins to transport glucose out of the
filtrate.
D. There is a damage in the proximal convoluted tubule that is incapable of
properly removing all the solute due to extremely high glucose levels in the
filtrate.
Additional Activities
Directions: Explain why presence of large amount of protein in the urine is a sign of
kidney disorder? What structures in the kidney is possibly disturbed? Write your
answer on a separate sheet of pad paper.
Score Criteria
Submitted on time.
6 Lacks 1 or 2 evidences. Neatly done but shows liitle creativity. Submitted
on time
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What I Know
1. Which of the following is a specific barrier defense?
A. Antibodies
B. Natural Killer Cells
C. Mucous membranes
D. Inflammatory response
2. The enzyme present in tears is _____.
A. Amylase
B. Lysozyme
C. pepsin
D. Trypsin
3. Which of the following is an example of internal defense?
A. Complement cascade
B. Mucous secretion
C. Saliva and tears
D. Skin secretions
4. Which of the choices below is NOT a pattern found on pathogens that the immune
system recognizes as foreign?
A. Presence of lipopolysaccharide (LPS)
B. Presence of N-formyl methionine
C. Double stranded DNA
D. Double stranded RNA
5. Which does not belong to the group?
A. Temperature below 370C
B. Fever, redness
C. Loss of function
D. Swelling, pain
6. Which of the following cell types of the innate immune system perform
phagocytosis?
A. Antigen
B. Basophils
C. Macrophages
D. T cells
7. The macrophages that circulate in the bloodstream after they are made in the
bone marrow is called _____ .
A. basophils
B. eosinophils
C. monocytes
D. neutrophil
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8. Which of the following produces only an antibody specific to an antigen?

A. Regulatory cells
B. Animal Cell
C. Mast cells
D. B cells
9. What is contained in vaccines that is being used against infection?
A. toxic enzymes
B. variety of antibiotics
C. weakened pathogens
D. specialized blood cells
10. Kindly refer to the following statements in the box for your answer.
I - Inflammation is an indication given by the body that there is a real infection.

II. Inflammation sends signals that there is danger that has to be eliminated to
the adaptive immune response.
A. Statement I is true, statement II is false.

B. Statement II is flase, statement I is true.
C. Both statements are true.
D. Both statements are false.
11. How does IgE antibody works in allergic reactions of an organisms?
A. Activating mast cells and leads to the production of histamine.
B. Activating immune response that leads to the weaken pathogens
C. Coating pathogen and promoting endocytosis by macrophages
D. Preventing pathogen from crossing the epithelium and entering the blood
12. Maria cannot able to produce antibodies in her blood. She can be ______.
I. can be very susceptible to diseases.

II. cannot effectively combat pathogens.
III. can eventually die from even the infections.
IV. can produce his own defense against infectious diseases.
A. I & II only
B. I, III & IV only
C. I, II & III only
D. I, II, III & IV
13. Why does the body’s immune system reacts faster against a pathogen the second
time around than the first time?
A. Innate defenses are strengthened.
B. Pathogens changed so they are not harmful anymore.
C. Proper antibodies are constantly circulating in the blood.
D. Specific lymphocytes quickly produce the proper antibodies.
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14. COVID-19 threatened people all over the world. How does one protect himself
from this terrible invisible enemy?
A. Pathogens cannot be directly eliminated, it is perhaps better to quarantine
the <diseased cell= to prevent spread of infection
B. Produce antibodies for they are good at combating pathogens and they can
eliminate pathogens found inside cells like viruses.
C. Use blood thinners for it is useful in tempering cytokine and preventing a
pathogens from breaking out.
D. Increase exposure and transmission to a range of illness.
15. Anti-measles or Anti-pollo vaccines are required for children. Why is it necessary
that these vaccines be introduced to them?
A. Vaccines have a stronged form of organism (virus or bacterium) that
responds to the B-cells to prevent any symptoms and produces antibodies.
B. Vaccines today have protein antigen from pathogen which stimulates B-
cells to produce antibodies against that pathogen.
C. Vaccines today have active version of the pathogen which stimulates B-
D. Vaccines have induced B-cells that will react if there is an infection
invading your body.
Lesson
Immune Systems in Plants and Animals
2
What’s In
Actity 1: My Best Shield!
1. Define in your own words the term immunity.

2. What are some of the common diseases that you have had encountered in your
life? What happens when you got sick?
3. What do you know about the causes of common colds?
4. Write your answer in a separate sheet of pad papaer.
Scoring Guide

Wrote the results of
Correctly answered Perform all the procedures
the activities in a
10 all the questions in and completed on or before
paper without
the activities. the given time.
erasures
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Incorrectly answered Perform all the procedures Wrote the results of

8 1 of the questions in and completed after the the activities but
the activities. given time. with one erasure
Incorrectly answered Perform all the procedures Wrote the result of
6 2 of the questions in and completed 4-5 minutes the activities with
the activities. after the given time two or more erasures
0 No Output
What’s New
Activity: Wrap Me Up!

Scenario: Assuming you have 1 piece of Watermelon, you cut it in halves and you
cover the other half with plastic food wrap while the other half uncovered. You
dropped food color on both Watermelons.
Analysis: Based on the above scenario, answer the following:
1. What happened to the uncovered half of the Watermelon? To the covered half?
Draw what are your insights.
2. How does the plastic wrap represent as a model of the human skin?
3. What are a few traits of human skin that are not represented by the plastic wrap?
4. What conclusion can draw about the activity?
Scoring Guide

Correctly answered Perform all the Wrote the results of
10 all the questions in procedures and the activities in a
the activities. completed on or before paper without
the given time. erasures.
Incorrectly Perform all the Wrote the results of
8 answered 1 of the procedures and the activities but with
questions in the completed after the one erasure.
activities. given time.
Incorrectly Perform all the Wrote the result of
6 answered 2 of the procedures and the activities with two
questions in the completed 4-5 minutes or more erasures.
activities. after the given time.
0 No Output
What is It
According to plant scientists, plants do not have adaptive immune system and
no immune system cells but have protein on their surface that recognizes different
molecules from a variety of pathogens.
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The ability of plants to recognize and resist specific attackers is hard wired into
genes. Natural or innate immunity and adaptive or aquired immunity are the types
of immunity in animals.
Natural or innate immunity is a non-specific, general immunity against a

pathogen. The two important barriers against foreign bodies are the skin and mucous
membranes of the body. Skin is the first line of defense against infection. Mucous
traps many of the microorganism before they can able to penetrate the lungs.
Lysozyme present in tears, sweats and in saliva degrade the cell wall of bacteria and
other microorganisms. Innate immune response gives signals that there is real
threat to the body that must be eliminated. Internal defenses consist of the
following:
1. Antimicrobial Agents includes Interferon, Interleukins Lactoferrin and
transferrin and complement system.
2. Phagocytic cells engulf particles and microorganisms in the digestive vacuoles
and then break down the cell by the lysozyme. Two types of phagocytic cells:
a. Stationary phagocytes or macrophages are made in the bone marrow.
Monocytes circulate in the bloodstream. When stop circulating and become
localized, they become macrophages.
b. Wandering phagocytes are white blood cells that circulate in the blood
stream called neutrophils and monocytes.
3. Natural Killer cells (NK) are not phagocytic, but they are attached to cell surface
and produce enzymes that destroy cells that have infected with viruses.
4. Inflammation and Fever are non-specific antimicrobial response to infection and
microorganisms. Fever, swelling, redness, pain, and loss of function in the
infected areas are the indications of inflammation. This indicates that immune
system is working. High body temperature during fever kills some bacterial
pathogens and promote phagocyte activity that speeds up an acquired immune
response. It also reduces the concentration of iron in the blood. Microorganism
weakens and eventually die if the amount of iron available for them is reduced.
Adaptive or acquired immunity for vertebrates includes the recognition of

traits specific to pathogens using a huge range of receptors. It is the second line of
defense that is activated when pathogen is not destroyed by our nonspecific defenses.
The adaptive immune response is made possible because of:
a. Humoral response is the production and secretion of antibodies against
specific antigens (a protein, a foreign body like pollen, bacteria, dust, virus).
b. Cell mediated response occurs when cytotoxic cells defend the body against
infection.
ANTIBODY AND ANTIGEN
Antibody is a protein molecule produced by lymphocytes from advanced

vertebrates like mammals. They protect the organisms by fastening and eliminating
foreign molecules by activating mechanisms of the immune system. Antigen is a
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substance or part of pathogen that stimulate production of a specific antibody for

the given target.
B cells are white blood cells that develop and mature in the bone marrow.
They are activated when they encounter antigen in the lymph nodes. Activated B
cells produce antibodies, proteins that recognize and bind to specific parts of the
pathogen called antigens. Each B cell produces only antibody which recognizes only
one kind of antigen.
Five Major Classifications of Antibodies

IgD Present on surface of many B cells, but function is uncertain.
Found on surface of B cells and plasma. It acts as a B cell surface
IgM receptor for antigens secreted early in primary response.
Most abundant immunoglobulin in the blood plasma, approximately
IgG 75% of antibodies are in this class.
Produced by plasma cells in the digestive, respiratory and urinary
IgA systems, where it protects the surface linings by preventing
attachment of bacteria to surfaces of epithelial cells.
IgE It activates mast cells and leads to the production of histamine
responsible for allergic reactions, such as hay fever and asthma.
The T cells are white blood cells made in the bone marrow and mature in the
thymus. They are activated when they meet antigens in the lymph nodes. T cells need
to distinguish an antigen in the context of self-molecules called major
histocompatibility complex (MHC) molecules. This is to assure that the immune
system will only be activated when there is a real infection in the body. Three types
of T-cells:
1. Cytotoxic T cells are effectors that kill infected cells, tumor cells, and foreign
cells by a touch-kill mechanism.
2. Helper T cells secrete proteins that help other immune cells (B cells,
macrophages) survive and perform their function.
3. Regulatory T cells control and turn off the immune response. This prevents
the immune system from harming the body. Loss in function leads to
autoimmune disease where the immune system starts to attack itself.
What’s More
Directions: Write T if the statement is correct and F if it is wrong. Write your

answer on a sepatate sheet of pad paper.
1. Inflammation is important because it is the body’s way signaling the immune
system to heal and repair damage tissues.
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2. Chronic inflammation is good that it is just flows up and then dies down after
it activated the immune system.
3. If a person cannot produce antibodies, they can still effectively combat all his
pathogens and invulnerable to diseases.
4. There is a danger of developing an autoimmune disorder if a man losses all
his regulatory T cells.
5. An individual whose thymus has been removed cannot mature T cells but can
still mature B cells.
What I Have Learned
Directions: Read the paragraph and identify the correct word/s that fit in the
given sentences in the box below
Pathogens skin innate immune response Adaptive immune response

phagocytic cell natural killer cell Antimicrobial protein Antigen
inflammatory response Inflammation B cells Antibodies T cells
immune system Cytotoxic T cells Regulatory T cells Natural Killer Cells
We’re figthing against war, a war on foreign / harmful bodies invading our
body systems. To win this battle, we have our own defense and offense
mechanisms. Our first line of defense is the ___1____. If _2______ (like
virus/bacteria) invading the body gets through that, the 3_______will be the first
to responds to it, and without it, the ___4 cannot be activated because it is like
an intelligence agent that sends signal that there is a threat. The responding team
consist of__5_____, 6, ______, _7. _____ and _8_____. Some of their actions are
_9_______ which is characterized by fever, redness, swelling , pain, and loss of
function. In 3-4 days of infection, the adaptive immune response will be activated
and 10._____ will produce an 11. that target 12._______. If that cells cannot
handle it, there goes the 13. _______to assist. You can thank them after all. That’s
the body’s 14.________ attempt to protect, repair the damages, and begin its natural
healing process. The battle is over, and, in every battle, there is always casualty.
So, the 15______is now signing off the immune response.
What I Can Do
Directions: Read and understand the situation below. Then, write your answer in
a separate sheet of pad paper.
Investigate: Rheumatoid Arthritis (<rayuma=), a type of autoimmune diseases

and how it is treated.
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Find out the symptoms, lifestyles, what population are mostly affected, and any late-
breaking research regarding the disease. How does T-cell dysfunction lead to this
occurence?
Score Criteria
Submitted on time.
6 Lacks 1 or 2 evidences. Neatly done but shows little creativity. Submitted
on time
Assessment
1. Saliva and tears contain enzyme that kills bacteria. What is this enzyme called?
A. Amylase
B. Lysozyme
C. Pepsin
D. Trypsin
2. Which of the following is a nonspecific barrier defense?

A. B cells
B. Antibodies
C. Natural Killer Cells
D. Mucous membranes
3. Which of the following is NOT a surface barrier to pathogen entry?

A. Skin secretions
B. Saliva and tears
C. Mucous secretion
D. Complement cascade
4. Which of the following is TRUE about acquired or adaptive immuntiy?
A. Enhances inflammation
B. General immunity against a pathogen
C. Detection of traits specific to a pathogen
D. The first line of defense against pathogen
5. Which of the following is NOT a characteristic of inflammation?

A. Fever, redness
B. Loss of fuction
C. Swelling, pain
D. Temperature below 370C
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6. B cells are white blood cells produced and mature in the bone marrow. Which of
the followng best describe its function?
A. Attack other immune cells
B. Produce antibodies for general immunity response
C. Produce antobodies specific to one kind of antigen only
D. Can be activated even if they cannot meet antigen in the lymph nodes.
7. Monocytes circulates in the bloodstream, after it stops circulating and localized,

what phagocytic cell type does it become?
A. B cell
B. T cell
C. Macrophage
D. Neutrophil
8. Which of the following act significantly in Major Histocompatibility Complex

(MHC) that refers to a large group of that code for proteins?
A. Phagocytosis by lymphocytes
B. Phagocytosis by macrophages
C. Antigen presentation to T lymphocytes
D. Antigen presentation to B lymphocytes
9. Which of the following cells that when a pathogen is encountered by the body
for the first time, it would not be part of the immune response?
A. Macrophages
B. Monocytes
C. Neutrophils
D. T-cells
10. IgE activates mast cells which is responsible for the release of histamine for
allergies, asthma is one of them. What must be done to prevent from allergic
reactions?
A. By taking aantibiotic.
B. Eating histamine rich foods to boost the resistance
C. Exposure to the environment that will trigger the reaction.
D. By taking anti-histamine and avoid eating histamine rich foods
11. If a person cannot produce antibodies, what possibly may happen to him?
I. can be very susceptible to diseases
II. cannot effectively combat pathogens
III. can eventually die from even the mildest infections.
IV. can produce his own defense against infectious diseases
A. I & II only
B. I,II & III only
C. I ,III and IV only
D. I,II,III and IV
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12. Why is it important to wash our hands frequently with soap and water especially
at this time of pandemic?
A. Hands are our internal defense.
B. Immunity response will be enhanced.
C. Penetration of pathogens would be possible.
D. Skin is our first line of defense against infection.
13. Loss of regulatory T cells lead to developing autoimmune disease that attack its
own cell. Athritis is an example of this disease. What one may experience or
suffer due to this disease?
A. Headache
B. Abdominal pain
C. Difficulty in breathing
D. Pain in the joints
14. Amidst this Covid-19 pandemic, we had to protect our body from pathogens
hiding within a <diseased cell= sorrounding us now, how should we do that?
A. Increase exposure to and transmission of a range of illness by avoiding
anyone showing symptoms.
B. Use blood thinners for it is useful in tempering cytokine and preventing a
pathogens from breaking out.
C. Produce antibodies for they are good at combating pathogens and they can
eliminate pathogens found inside cells like viruses.
D. Pathogens cannot be directly eliminated, it is perhaps better to quarantine
the <diseased cell= to prevent spread of infection.
15. Vaccination is very indispensable to humans and animals to get rid from
pathogens. How does a person get antibodies upon vaccination?
A. Vaccines have induced B-cells that react if infection invades your body.
B. Vaccines today have active version of the pathogen which stimulates B-
C. Vaccines today have protein antigen from pathogen which stimulates B-
D. Vaccines have a stronged form of organism (virus or bacterium) that
responds to the B-cells to prevent any symptoms and produces antibodies.
22

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Additional Activities
Directions: This time, you are going to act as an immunologist. Create a comic
strip showing the different types of antibodies and the roles they play in the
immune system. You can use colored materials if available for your output.
Assessment Guide for the Activity: Comic Strip
Clear and with complete information on the five types of
Excellent
antibodies, highlighting special features on sequence of
(90-100)
production, and shapes. Submitted on time.
Very Clear but with minimal errors in the information and functions of
Satisfactory the five types of antibodies. Special features are highlighted,
(85-89) Completed and submitted on time.
Satisfactory Good enough with some errors in functions, specials features are
(79-84) not highlighted, lacks one type of antibody. Not submitted on time
Poor (75-78) Disorganized output
23

24
What I Have Learned
Lesson 2:
What I Have Learned
1. Skin Assessment What I Have Learned
2. Pathogen Lesson 2 What I Know Lesson 1
3. Innate Immune 1. B Lesson 2
2. D 1. Excretion
Response 1. A
3. D 2. B 2. Urea
4. Adaptive Immune
4. C 3. A 3. Uric Acid
Response 5. D 4. C 4. Urinary System
5. Phagocytic Cell 6. C 5. A 5. Kidney
6. Natural Killer Cells 7. C 6. C
8. C 6. Bladder
7. Antimicrobial Agent 7. C
9. D 8. D 7. Nephrons
8. Inflammatory Response
10. D 9. C 8. Afferent Arterioles
9. Inflammation 11. B 10. C 9. Bowman’s capsule
10. B cells 12. D 11. A 10. Pressure filtration
11. Antibodies 13. D 12. C
14. D 11. Reabsorption
12. Antigen 13. D
15. C 12. Secretion
13. T cells 14. A
14. Immune system 15. B
15. Regulatory T Cells
What’s More Assessment What I know
What’s New
Lesson 1 Lesson 1 Lesson 1
Lesson 1
1. G. Proximal 1. B 1. D
1. Adrenal gland
2. D 2. D
Convoluted Tubule 2. Renal Artery
3. B 3. A
2. B. Distal 3. Abdominal aorta 4. C
4. A
Convoluted Tubule 4. Inferior vena cava 5. C
5. C
3. A. Glomerulus 5. Ureter 6. B
6. B
4. H. Bowman’s 7. A
6. Urinary bladder 7. B
8. B
Capsule 7. Urethra 8. D 9. C
5. C. Collecting 8. Renal vein 9. C 10. C
Tubule 9. Renal pelvis 10. A 11. D
6. E. Henle’s Loop 11. D 12. C
10. Kidney
7. F. Efferent 12. D 13. B
13. C 14. C
Arteriole
14. D 15. D
8. D. Afferent
15. D
Arteriole
Answer Key
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References
In Biology II: Teacher's Guide, 47. Mandaluyong City: Book Media Press Inc., 2009.
Alvarez, et.al. In Science 10 Teacher's Guide, 236. Pasig City: Department of

Education, 2015.
Barnum, Susan R. "Basic Principles on Immunology." In Biotechnology: An

Introduction, 94-114. Belmont: Thomson Brooks/Cole, 2005.
Blaus, Bruce. CCSearch.creativecommons.org. <Nephron Anatomy= licensed under

CC BY-SA 4.0. (https://creativecommons.org/licenses/by-
sa/4.0/?ref=ccsearch&atype=rich). Accessed July 22, 2020.
https://ccsearch.creativecommons.org/photos/4b9bbb24-31a4-44e4-a977-
7f563a448bcb.
Capco, Carmelita M., and Yang, Gilbert C. In Biology: You and the Natural World, by
Carmelita M., and Yang, Gilbert C. Capco, 199-201. Quezon City: Pheon ix
Publishing House, 2010.
cellsalive.com. <Quiz 3: The Immune System.= Accessed August 06, 2020.
https://www.cellsalive.com/quiz3.htm.
CHED. "Teaching Guide for Senior High School." Compare and Contrast Process in
Plants and Animals: Regulation of Body Fluids and Immune System, 2020: 194-
213.
Diez, Mercedes. "Summer Research Program for Science Teachers." Manhattan,

1998.
Dodds, Peter. abc.net.au. "Do plants have immune system?". Accessed August 06,
2020.
https://www.abc.net.au/science/articles/2012/06/12/3522493.htm#:~:tex
t=Hard%2Dwired%20resistance,hard%2Dwired%20into%20their%20genes.
Helmenstine, Anne Marie Ph.D. ThoughtCo.com. "Osmoregulation". Accessed August

06, 2020. https://www.thoughtco.com/osmoregulation-definition-and-
explanation-4125135.
Mariano, Jan Jason M., and Madriaga, Estrellita A. Science Links II: Biology. Manila:
Rex Book Store Inc., 2012.
Sample Rubric - Short Essay (derived from Pierce College). March 20, 2009
"The Excretory System." In Biology: Science and Technology II, 109-111. Quezon City:
Studio Graphics Corp., 2004.
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Disclaimer
This Self-Learning Module (SLM) was developed by the DepEd SOCCSKSARGEN with
the primary objective of preparing for and addressing the new normal. Contents of
this module were based on DepEd’s Most Essential learning Competencies (MELC).
This is a supplementary material used by all learners of region XII in all public
schools beginning 2020-2021. This process of LR development was observed in the
production of this module. This version 1.0. We highly encourage feedback, coments,
and recommendations.
For inquiries or feedback, please write or call: Department of Education –

SOCCSKSARGEN
Learning Resource Management System (LRMS)
Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax No.: (083) 2288825/ (083)2281893

Email Address: region12@deped.gov.ph

Genbio 2 Mod14 Regulation of Body Fluids Final

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Genbio 2 MOD14 Regulation-of-Body-Fluids.-Final

Medical Technology (Southwestern University PHINMA)

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Welcome to the General Biology 2 Self-Learning Module (SLM) on Regulation of Body

Notes to the Teacher

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For the learner:

Welcome to the General Biology 2 Self-Learning Module (SLM) on Regulation of Body

This module has the following parts and corresponding icons:

What I Know This part includes an activity that aims to

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

What’s New In this portion, the new lesson will be

What is It This section provides a brief discussion of the

What’s More This comprises activities for independent

What I Have Learned This includes questions or blank

What I Can Do This section provides an activity which will

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Assessment This is a task which aims to evaluate your

Additional Activities In this portion, another activity will be given

Answer Key This contains answers to all activities in the

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:

3. Read the instruction carefully before doing each task.

5. Finish the task at hand before proceeding to the next.

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What I Need to Know

Most Essential Learning Competency:

After going through this module, you are expected to:

1. describe different types of animals based on the osmolarity of their body

2. enumerate and describe excretory systems in invertebrates;

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A. Statement I is true, statement II is false.

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Activity 1: What a Mess!

1. Describe the picture below. What is the picture all about?

Scoring Content Completion of task Neatness

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Materials: Worksheet, Pencil, Pen, Color Pen

Urinary bladder Ureter Kidney Renal pelvis Urethra

Assessment Guide for the Activity: Drawing and Labeling

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Excretory System In Invertebrates

The passage of waste in unicellular organisms is permitted by the cell surface

The Mammalian Urinary and Excretory System

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Figure 1. Anatomy of the Kidney

C. Peritubular Capillaries bring substances to and take substances away to the

Figure 2: Nephron Anatomy

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Mechanism of Urine Formation In Mammalian Nephrons

Filtration takes place in the Bowman’s capsule. It involves transfer of soluble

Regulation of Mammalian Kidney Function