GENERAL BIOLOGY 2

NAME: GRADE LEVEL:

SECTION: DATE:

LEARNING ACTIVITY SHEET:

Plant and Animal Reproduction
ACTIVITY 1: Plant and Animal Sexual Reproduction
Study the given images below showing how animals and plants reproduce sexually.
Answer the succeeding questions.

1. What similarities have you observed with the process of sexual reproduction in plants and
animals?

2. How does sexual reproduction in plants differ with animals?

ACTIVITY 2: Investigating Reproductive Strategies between Plants and Animals
You are an ecologist who wants to find out the advantages and disadvantages of sexual
and asexual reproduction. To answer this question, look for two animals and two plants: one
reproduces sexually and the other asexually. Compare them using the table below.

Plant Plant Animal Animal

Organism that Organism that Organism Organism that
reproduces reproduces that reproduces
sexually asexually reproduces asexually
sexually

Relative complexity
of the organism
(including size)

Number of parents
who contribute
genetic information to
the offspring

Reproductive
Mechanism

Relative amount of
parental care

Genetic Variation in
offspring

Guide Questions:
1. Differentiate sexual and asexual reproduction.

2. In your opinion, which mode of reproduction is more advantageous in terms of promoting

biodiversity? Why?

ACTIVITY 3: Looking Beyond: CLONING in Animals and Plants

A. READ

Genetically identical offspring are called clones. Both plants and animals can
be cloned. Plant Cloning (vegetative propagation) is an ancient form of producing
desired outcomes in plant species. Artificial vegetative propagation includes processes
such as cutting, grafting and tissue culture. Animal Cloning is the process by which an
entire organism is reproduced from a single cell taken from the parent organism and in
a genetically identical manner. In animals, only embryonic cells are naturally capable
of going through the stages of development in order to generate a new individual.
These cells are totipotent stem cells and they are capable of differentiating into any
type of adult cell found in the organism.
Clones lack genetic diversity. Plant cloning allows a large amount of
genetically identical plants to be produced from a single parent. The advantage of this
genetic uniformity is that all of these plants will have the exact same genetic
characteristics, which may not have been transmitted to seeds formed by sexual
reproduction. However, this reliance on plants with particular genetic makeups
reduces overall genetic diversity. This makes them more susceptible to disease. It also
makes them less adaptable to changes in the environment.
Cloning allows farmers and ranchers to accelerate the reproduction of their
most productive livestock in order to better produce safe and healthy food. Cloning
reproduces the healthiest animals, thus minimizing the use of antibiotics, growth
hormones and other chemicals.
Over the last years, scientists have conducted cloning experiments in a wide
range of plants and animals using a variety of techniques. There were also attempts
made on human cloning.

Questions:

1. What is cloning?

2. What are the benefits of cloning on animals? plants?

3. What do you think is the reason why ethical issues arises more on animal cloning than on
plant cloning?

B. Write a position paper on your stand on “Human Cloning: Is it Biological Plagiarism?”

GENERAL BIOLOGY 2
NAME: GRADE LEVEL:
 SECTION: DATE:
LEARNING ACTIVITY SHEET
Plant and Animal Growth, Development and Nutrition

ACTIVITY 1: Crossword Puzzle

Complete the crossword puzzle below.
ACTIVITY 2: Plant and Animal Growth and Development
Study the given image below i=on the growth and development of animals and plants.
Answer the succeeding questions.

GUIDE QUESTIONS:

1. What are the stages in animal embryonic development?

DOWN
2. What are the stages in plants’ embryonic development?
ACROSS 1. It is the union of two haploid
2. Fertilized egg gametes
3. transport water and minerals in plants 4. The embryo becomes a solid mass
6. It filters blood and removes wastes of 16 to 64 cells
7. serve as energy stores 5. It is a muscular bag that churns the
9. It is formed from the apical tissue as it food to help it breakdown
grows sidewards mechanically and chemically
10. it is where digestion begins 8. It is the process by which a
multicellular organism goes through a
3. What are the similarities in plants and animals’ embryonic development?
series of changes

4. What are the differences in plants and animals’ embryonic development?

ACTIVITY 3. PLANT AND ANIMAL NUTRITION
Study the images on how plants and animals absorb nutrients. Answer the succeeding questions.

GUIDE QUESTIONS:
1. How do plants take in nutrients?

2. How do animals take in nutrients?

3. How do plants nutrition and absorption similar with animals? how do they differ?
 GENERAL BIOLOGY 2
NAME: GRADE LEVEL:
SECTION: DATE:

LEARNING ACTIVITY SHEET:

Plants and Animal Organ System: Gas Exchange, Transport and Circulation
ACTIVITY 1: Gas Exchange in Plants and Animals
A. Cross section of a leaf and gas exchange

B. Gas Exchange in Animals

1. How does gas exchange happen in plants?

2. How does gas exchange happen in animals?

 3. How does gas exchange in plants differ with animals?

ACTIVITY 2: Plants and Animal Transport System

Complete the table below to compare and contrast between plant and animal transport and
circulation processes.

PLANTS ANIMALS
Organs involved

Compounds/substances
transported/circulated

Transport and circulation

Mechanism/s

ACTIVITY 3: Looking Beyond: COVID-19 and the LYMPHATIC SYSTEM

Read the given article below about the Lymphatic System and Covid-19. Answer the
guide questions below.

The Immune System's Fight Against the Coronavirus

A central player in the fight against the novel coronavirus is our immune system. It protects us
against the invader and can even be helpful for its therapy. But sometimes it can turn against us.
How does our immune system react to the coronavirus?
The coronavirus is — like any other virus — not much more than a shell around genetic material and a
few proteins. To replicate, it needs a host in the form of a living cell. Once infected, this cell does what
the virus commands it to do: copy information, assemble it, release it.
But this does not go unnoticed. Within a few minutes, the body's immune defense system
intervenes with its innate response: Granulocytes, scavenger cells and killer cells from the blood and
lymphatic system stream in to fight the virus. They are supported by numerous plasma proteins that
either act as messengers or help to destroy the virus.

For many viruses and bacteria, this initial activity of the immune system is already sufficient to fight
an intruder. It often happens very quickly and efficiently. We often notice only small signs that the system is working:
We have a cold, a fever.
Interferons are a subgroup of signaling proteins that are normally secreted by infected cells. SARS-CoV-1, which was
responsible for the SARS epidemic in 2003, appears to have suppressed the production of one of these interferons
and thus at least delayed the attraction of immune cells. To what extent this is also the case with SARS-CoV-2, is still
unclear. However, interferons support the body's own virus defense and are now being tested as a therapy in clinical
trials.
At a certain point, however, the host response is so strong that its effect can be counterproductive. For example,
numerous immune cells can enter our lungs and cause the membrane through which oxygen normally passes from
the air into the blood to thicken. The exchange of gases is restricted, and in the worst case, ventilation may be
necessary.
Is there an immunity? How long does it last?
The good news is that it is very likely there is an immunity. This is suggested by the proximity to other viruses,
epidemiological data and animal experiments. Researchers infected four rhesus monkeys, a species close to humans,
with SARS-CoV-2. The monkeys showed symptoms of COVID-19, the disease caused by the coronavirus, developed
neutralizing antibodies and recovered after a few days. When the recovered animals were reinfected with the virus,
they no longer developed any symptoms: They were immune.
The bad news: It is not (yet) known how long the immunity will last. It depends on whether a patient has successfully
developed neutralizing antibodies. Achim Hörauf estimates that the immunity should last at least one year. Within
this year, every new contact with the virus acts as a kind of booster vaccination, which in turn might prolong the
immunity.
"The virus is so new that nobody has a reasonable immune response," says the immunologist. He believes that
lifelong immunity is unlikely. This "privilege" is reserved for viruses that remain in the body for a long time and give
our immune system a virtually permanent opportunity to get to know it. Since the coronavirus is an RNA (and not a
DNA) virus, it cannot permanently settle in the body, says Hörauf.
Guide Questions:
1. How does the immune system fight pathogens?

2. How does our body tell us that our system is working on fighting a pathogen?

3. Why don’t our body have any reasonable immune response on COVID-19?

GENERAL BIOLOGY 2
 NAME: GRADE LEVEL:
SECTION: DATE:

LEARNING ACTIVITY SHEET:

Plants and Animal Organ System: Chemical and Nervous Control,
Sensory and Motor Mechanisms
ACTIVITY 1: Plant Hormones and Responses to Environment
A. Put a check () on the plant hormone/s that is/are responsible for the given plant
development and/or responses. You may check more than one plant hormone.

Plant Growth Fruit Seed

Germination Flowering Abscission
Hormones Maturity Development Dormancy

Gibberellin

Auxin

Cytokinin

Ethylene

Abscisic
Acid

B. Complete the table below. And answer the succeeding guide question.

Plants Tropism Stimulus Response

1. Sunflower
2. Morning glory twining
3. Sensitive Plant (Makahiya)
4. Venus flytrap
5. Corn roots

Guide Questions
1. What is a tropism?

1. Why do plants respond to different stimuli in their environments?

2. Do all parts of a plant respond the same way to stimuli? Elaborate.

ACTIVITY 2: VENN DIAGRAMING

Compare and contrast the way plants and animals respond to stimuli by completing
 the Venn diagram below.

PLANTS ANIMALS

ACTIVITY 3: Health Connect

Some drugs/medications are known to act as neurotransmitter. Search for five of these compounds
and identify what responses each imitates in some other neurotransmitters.

Effect on Neuron/ Body’s

Drugs/Compounds Similar Neurotransmitter
Response
Guide Questions

1. How do drugs or compounds enhance or interfere with the activity of neurotransmitters

and receptors within the synapses of the brain?

2. How does drug dependence result to chemical imbalance to brain?

ACTIVITY 4: Concluding Task

Create a 3D Model presentation on your chosen organ system of either plant or animal
using recyclable materials. Be guided with the given rubric:

RUBRIC FOR SCORING

Below Average Average Above Average Excellent

Diagram
(1-3 points) (4-6 (7-8 points) (9-10 points)
points)
Few required Some required Most required All required
Model items are items are items are items are
components represented in represented in represented in represented in
the model. the model. the model. the model.
Most labels are All labels are
Some labels are
Text and Few labels are Present and are present and are
present and
labels present. correctly correctly
correctly placed. placed. placed.
3D model
3D model
Creativity appearance Highly creative,
appearance meets Creative 3D
and shows least exceptional
lesson model
appearance effort 3D model
requirements.
required.
3D model did not Recyclable
Few recyclable Smart use of
Resource use any materials are
materials are used recyclable
fulness recyclable used in the 3D
in the 3D model materials
material. model
Score
 GENERAL BIOLOGY 2
NAME: GRADE LEVEL:
SECTION: DATE:

LEARNING ACTIVITY SHEET MAINTAINING STEADY INTERNAL CONDITIONS

ACTIVITY NO. 1: FACT OR BLUFF?
Analyze each statement below. If the statement is correct write FACT and give your
reason. If it is incorrect, write BLUFF and underline the word/words that makes the statement
incorrect and write the correct answer on the line provided after the statement.

1. The tendency to maintain a stable, relatively constant internal environment is

called homeostasis.
2. Maintenance of homeostasis usually involves negative feedback loops.

3. The normal body temperature of a human being is 98.8 0C.

4. When an individual strenuously exercise, his body temperature can reach

below the set point.
5. Glucagon decreases the concentration of glucose in the blood.

6. Diabetes happens when a person’s pancreas cannot make enough insulin.

7. Positive feedback loop amplifies the starting signal.

8. Oxytocin increases uterine contraction.

9. The neurons send a signal that leads to release of the hormone oxytocin from
the pituitary gland.
10. The body maintains homeostasis for many factors in addition to temperature.

Guide Questions:
1. What does homeostasis mean and how does it work?

1. Why is the endocrine system important in homeostasis?

2. How does homeostatic disruption/imbalance affect the body? Cite an example of the
resultant complications that may occur.

ACTIVITY NO. 2. FILL IN!

Study the diagram below. Label the corresponding box into an appropriate action.
Choose the answer from the box below.
 Skin and brain sense change Rise in body temperature

Skin makes sweat and blood vessels dilate Command from the brain

ACTIVITY 3. LOGIC DIAGRAM

Compare and contrast Feedback loops using a Venn Diagram.

Positive Feedback Negative Feedback

Similarities

Guide Questions:

1. A negative feedback loop causes a decrease in function; a positive feedback loop will
increase a function. It reinforces the change until the stimulus is removed. With these,
give two (2) concrete examples to explain these feedbacks.
 2. How can you relate negative feedback mechanism in your daily life activities? Give at
least one (1) and explain.

Activity No. 4. HOW IT WORKS?

A concerned individual regarding his/her health condition read about the maintenance
of blood glucose levels in the body and he/she presented to you a diagram, as shown below.
As endocrinologist, you are tasked to interpret the said diagram through an

Infomercial/VLOG.
Guide Questions:

1. What are the other Negative Feedback mechanisms in the body and how do they work?

2. How do the endocrine and nervous systems work or interact to maintain homeostasis or
dynamic equilibrium in the body? Provide an example.