Republic Act 8293, section states

176 that: No copyright shall subsist in any work

of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,

General Biology 2
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim

Quarter 2 – Module 3.2:

ownership over them.

Published by the Department of Education

Compare and Contrast Process in
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Plants and Animals: Chemical and
Nervous Control
SENIOR HS MODULE DEVELOPMENT TEAM

Author : Angela Marie M. Diwa

Co-Author - Content Editor : Queences Ricel Glocenda
: Sheree Anne P. Bautista
Co-Author - Language Reviewer
Co-Author - Illustrator : Angela Marie M. Diwa
Co-Author - Layout Artist : Melbourne L. Salonga

Team Leaders:
School Head : Reynaldo B. Visda
LRMDS CoordinatorMelbourne
: L. Salonga

DIVISION MANAGEMENT TEAM:

Schools Division Superintendent : Romeo M. Alip, PhD, CESO V
OIC- Asst. Schools Division Superintendent: William Roderick R. Fallorin, CESE
Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD
Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE
Education Program Supervisor, AP/ADM : Romeo M. Layug
Education Program Supervisor, Learning Area
: Edwin Riel Bermillo
Project Development Officer II, LRMDS : Joan T. Briz
Division Librarian II, LRMDS : Rosita P. Serrano
Division Book Designer : Melbourne L. Salonga

Printed in the Philippines by Department of Education – Schools Division of Bataan

Office Address: Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
E-mail Address: bataan@deped.gov.ph

5 0
 General Biology 2
Quarter 2 – Module 3.2:
Compare and Contrast Process in
Plants and Animals: Chemical and
Nervous Control

5 0
Introductory Message
For the facilitator:
Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode (ADM)
Module on Compare and Contrast Process in Plants and Animals: Chemical and
Nervous Control!

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 K by to
the12 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

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

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.

5 0

1
For the learner:

Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode (ADM)

Module on Compare and Contrast Process in Plants and Animals: Chemical and
Nervous Control!

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 help
to 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 into process
what you learned from the lesson.

5 0

2
 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.

Assessment This is atask 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 knowl
edge 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:

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 Knowbefore 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!

5 0

3
 What I Need to Know

The topic about

chemical and nervous control
considered as one of the
broadest vital lessons in discussing the anatomy
physiology
and of living
organisms. It is very important to understand how the various systems, specifically
the nervous and endocrine systems are interconnected and interrelated with each
other in order to perform necessary life functions.
In your previous lessons, you
have already discovered the other processes involving between plants and animals.
Now, it is your time to unfold the ideas and concepts behind the processes
regarding the body’s different chemical and nervous controls.

After reading this module, you should be able to:

1. Compare and contrast chemical and nervous control in plants and animals
(STEM_BIO11/12-IVa-h-1);
2. Describe the mechanisms of chemical and nervous control in animals and
plants; and
3. Illustrate the importance of chemical and nervous controls of animals and
plants.

5 0

4
 What I Know

It is surely that you are enjoying your journey discovering

in the
wonders of living organisms
. Now, it’s time to check your knowledge about
the
topic to be discussed!

Activity 1: Multiple Choice

Instruction:Choose the letter that corresponds to the word or phrase that best
completes the sentence.

1. Which body system is responsible for gathering, processing information and

eliciting corresponding response to the stimulus?
A. Lymphatic System B. Nervous System
C. Endocrine System D. Excretory System
2. Which type of neuron functions for conducting nerve impulses toward the
central nervous system?
A. Sensory neurons B. Motor neuron
C. Interneuron D. None of the above
3. The following are the basic parts of neuron EXCEPT:
A. Axon B. Soma
C. Myelin sheath D. Dendrite
For numbers 4-6, match the tissue/gland of endocrine system with their
corresponding secreted hormone:
4. Pancreas A. Glucagon
5. Adrenal glands B. Growth-releasing hormone
6. Hypothalamus C. Cortisol
7. Pituitary gland D. Growth hormone
8. A plant hormone that inhibits growth but promotes seed dormancy.
A. Cytokinin B. Ethylene
C. Auxin D. Abscisic Acid
9. A plant hormone that promotes fruit ripening.
A. Cytokinin B. Ethylene
C. Auxin D. Abscisic Acid
10. Which phylum of Kingdom Animalia is characterized of lacking a true brain but
have a system of separate but connected nerve cells (neurons)“nerve
callednet”?
a
A. Cnidaria B. Echinodermata
C. Chordata D. Porifera

Great! You may check your answers on the answer key page to get your score.
Don’t worry if you get a low score because this module will surely help you to
determine and analyze the various concepts of body’s different chemical and
nervous control! Proceed to the next page and learn more!

5 0

5
 LessonCompare and Contrast Process
in Plants and Animals:
1 Chemical and Nervous Control
Compared to plants, animals have chemical and nervous control that enable
them to respond to environmental stimuli. Chemical control is under the regulation
of the endocrine system and includes the various hormones and it is slow acting
but having a long-term effect. On the other hand, s control
nervou is under the
regulation of the nervous system with its system of neuronal mechanisms. It is
fast-acting, and the effect is short-term,
but produces
a longer-
lasting behavioral
response.
This lesson will let you understand how the various body parts can control
and coordinate with one another through the presence of these two body systems.

What’s In
Activity 1: Arrange the PUZZLE!

Instruction:On your journey of answering the previous modules, you have

learned the different organ systems responsible for the physiological process
betweenplants and animals. As a recall, you need to arrange all the
pieces
different
(representing the organ systems) below in order to form a BOX (representing the
organism’s body) and answer the corresponding question.

1 4
3

2 6

Guide question
On what manner will you relate this activity on the function/ processes of
different organ systems in the body of living organisms? What is/ are the importance/s?

5 0

6
 What’s New

Activity 2: Word Classify!

Classify whether following words are under the chemical (endocrine system)
or nervous control (nervous system).

NERVOUS CONTROL CHEMICAL CONTROL

Myelin Sheath Thyroxine Secretion Epinephrine

Nerve impulse Hormones Synapse
Ethylene Neurons Brain
Fight or flight responseAdrenal glands Kidneys

Notes to the Students

It will be a great help for you to understand our future lessons if
you make yourself familiar to the words you classified above.

5 0

7
 What is It
Have you ever experienced being caught in a fearful or thrilling situation?
How did you respond or reacted on it? I am sure that you felt and acted very
differently. Perhaps, you are also wondering how your body moved involuntarily to
cope in that certain condition.

This lesson will surely answer your curiosities. So, enjoy this journey as you
continue to explore this module.

NERVOUS SYSTEM
The nervous system is the one responsible for coordinating the functions of
the other body systems. It also enables the body to respond quickly to the changes
in the environment by performing these functions:
• gathers information both from outside and inside the body;
• transmit and process information; and
• elicit the best responses to the stimulus.

A What are the divisions of the nervous system?

.

Figure 1.1 Division of Nervous Systems

Source: http://pharmacologyview.blogspot.com/

The nervous system has two main divisions:central

the nervous system (CNS)
and theperipheral nervous system .(PNS) The CNS is composed of brain
the
(main control center) and spinal
the cord
(connects the brain to other nerves of the

5 0

8
body). The PNS is composed of nerves that branch out from the brain and the
spinal cord to specific body parts and divided further
somatic
into (controls
voluntary body movements)
and autonomicnervous system( control involuntary
actions).

B. What are the functions and structures of the neuron?

Neuronis the basic structural and functional unit of the nervous system. It
transmits electrical signals called
action
an potentialor an impulse across the
system and lets a body part respond accordingly whenever it is being
stimulated. It comprises of basic parts namely:

• Cell body or soma- contains the nucleus and most organelles.

• Axon- a single projection from the soma which carries
impulse
the (a
sudden change in the electric potential of the cell membrane) to the
axon terminal. It may be enveloped myelin
by a sheathfor faster
conduction of impulse.
• Dendrites- several projections which extend outward from the cell
body and receive chemical signals from the axon terminals of another
neuron.
Neurons also have three types such as: sensory, interneuron and motor
neurons.

Figure 1.2 Typical neuron with its parts and the direction of impulse transmission.
http://img.docstoccdn.com/thumb/orig/99214785.png

5 0

9
 C. How does transmission across synapses happen?
Synapseis the junction that connect neurons with one another. The
moment an action potential reaches the axon’s terminal, a series of events
will be created leading to the stimulation of the next neuron. Chemicals
calledneurotransmitters
are released which facilitate the transmission of an
impulse across a synapse.

Figure 1.3 Synapse and synaptic transmission

From https://images.app.goo.gl/eXiAQosjxdFfjtYq7

D. How Diverse is the

Nervous Systems of Kingdom Animalia?

Kingdom Animalia cover a vast array of different organism from different

phyla down to species. Every organism possesses variation from one another in
terms of structure and complexity most especially in their nervous systems.

Description of Nervous
Phylum Illustration
System

-lack a true brain

have a system of
Cnidaria
separate but connected
(jellyfish, hydra)
nerve cells (neurons)
called a“nerve net”

5 0

10
 -have nerve cells that
Echinodermata
are bundled into fibers
(sea stars)
called nerves

-lack a true nervous

system; They rely on
Porifera
water in/out take,
(sea Sponge)
oxygen intake, waste
removal and digestion.

-have both a central

nervous system -made
up of a small “brain”
and two nerve cords;
Platyhelminthes
and peripheral nervous
(flatworms, planaria)
system containing a
system of nerves that
extend throughout the
body.

-more complex but also

decentralized
-contains a brain,
ventral nerve cord, and
Arthropoda ganglia (clusters of
(insects) connected neurons
that can control
movements and
behaviors without input
from the brain)

5 0

11
 -most complicated of
invertebrate nervous
systems
-they have neurons that
Mollusca are organized in
(octopus, squid) specialized lobes and
eyes that are
structurally like
vertebrate species.

-more complex,
centralized, and
specialized
-their shared basic
Chordata structure: a CNS that
(humans) contains a brain and
spinal cord and a PNS
made up of peripheral
sensory and motor
nerves

Table 1.1 An overview on the Diverse Nervous Systems of Kingdom Animalia

Source: http://plantbiotechinfo.blogspot.com/2011/10/plant-hormones-and-growth-regulators.html

One interesting difference between the nervous systems of invertebrates and

vertebrates is that the nerve cords of many invertebrates are located ventrally
whereas the vertebrate spinal cords are located dorsally.

ENDOCRINE SYSTEM

Endocrine system is responsible for the chemical coordination of body

functions. It is composed of ductless glands that release hormones.
Hormonesare
chemical messengers secreted by a gland and affect a specific target tissue or
organ. It plays also a crucial role in maintaining
the homeostasis of the body
system.

5 0

12
 Figure 1.4 Major endocrine glands, the hormones that they release and their specific
functions
From http://usdbiology.com/cliff/Courses/General%20Biology/153figs/47_02_endocrine_system-L.jpg

A How to describe the hormones of invertebrates?

.
Invertebrates also have some form of endocrine regulations that its level of
complexity is similar of that vertebrates. However, they have fewer hormone that
regulate narrower range of body processes and responses. An example of this is the
insect that secretes hormones neurosecretory
from cells(specialized nerve cells
capable of synthesizing and secreting hormones) and also from endocrine glands.
Insect physiologists have discovered that molting and metamorphosis are primarily
controlled by interaction of two hormones, one favoring growth and differentiation
of adult structures and another favoring retention of juvenile structures. These two
hormones are molting hormone or ecdysone
, produced by the prothoracic gland,
and juvenile hormone , produced by the corpora allata.Moreover, the
endocrinology of other invertebrates awaits a further study and discovery.

5 0

13
 Table 1.2 An overview of plant hormones
from http://plantbiotechinfo.blogspot.com/2011/10/plant-hormones-and-growth-regulators.html

Plant hormones are essential for cell growth, whether under normal
conditions or under stress conditions. Thus, hormones
these also maintain the
homeostatic life of plants.

And there you have it! How was it for you? I know you are very delighted and
focus on our discussions above!

15

5 0
 B. How can the nervous system and endocrine system be linked?

The endocrine and the nervous system are structurally and functionally
coordinated with each other through a series of feedback mechanisms. Particularly,
the crucial link between them is the hormone secretion of neurosecretory cells that
can be exemplified by the hypothalamus in the forebrain which is vital in
controlling the activities of pituitary gland and other endocrine glands. Thus, it is
the center of the endocrine system.

Figure 1.5 Simple coordination between the nervous and endocrine system
From http://csls-text3.c.u-tokyo.ac.jp/images/fig/fig05_07.jpg

PLANT HORMONES HELP IN GROWTH AND REGULATION

Like animals, plants also have hormones or chemical messengers. They help
in the regulation of various biochemical and physiological responses that tend to
change their morphological features. It includes seed germination, flowering,
photosynthesis, fruit ripening and shoot and root development.
As you may observe on Table
the 1.2,some hormones exhibit a growth and
inhibiting effects in some parts of the plants. These mechanisms tend to have a
positive impact on the plant’s growth and development for them to cope in
unfavorable conditions. A good example of thisAbscisic
is the Acid
that induces
dormancy in seeds by blocking germination and promoting the synthesis of storage
proteins. Plants adapted to temperate climates require a long period of cold
temperature before seeds germinate. This mechanism protects young plants from
sprouting too early during unseasonably warm weather in winter. As the hormone
gradually breaks down over winter, the seed is released from dormancy and
germinates when conditions are favorable in spring. The strong antagonist of this
hormone is Gibberellins which aim to break dormancy. The table below shows a list
of plant hormones and their specific actions.

14

5 0
 What’s More

It is now your turn to try it for yourself. This can be challenging but we know
you will not step back without even trying. Let us go!

Activity 3: Guess Who?

“By ‘life,’ we mean a thing that can nourish itself and grow and decay.”

Who is the famous scientist/ philosopher who quoted these words?

Code: ____ ____ ____ ____ ____ ____ ____ _____ _____
1 2 3 4 5 6 7 8 9
฀ ฀ ฀ 2 ฀ 2

฀ ฀ℎ฀ ฀ ฀

฀ ฀ 3 ฀1 ฀
฀ ฀ ฀ Glucagon

฀ 1 ฀ 2 ฀ ฀ 1

฀ ฀ Endocrine system ฀ℎ฀

_______1. It contains the nucleus and most organelles.

_______2. It aims to promote seed and bud germination, stem elongation, and
leaf growth.
_______ 3. It is the division of PNS controls
that the voluntary body
movements.
_______ 4. It isvital in controlling the activities of pituitary gland and
other endocrine glands.
are the chemical messengers secreted by a gland.
_______ 5. These
_______ 6. It is the junction that connect neurons with one another.

_______7. It is a single projection from the soma which carries

impulse.
the
_______ 8. A hormone that increases the blood glucose.

_______9. The system responsible for the chemical coordination of body

functions.

Congratulations!
You made it! Now check your answers on the answer key page.
How’s your score? Check the activities below to reinforce your learning!

5 0

16
 What I Have Learned

Let us summarize your learning by answering the following activity!

Activity 4: Thinking beyond thinking

Complete the following sentences.

1. The nervous and fluids are important in living organisms because

___________________________________________________________________________
___________________________________________________________________________
.

2. In this module, I have learned that plants and animals are

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.

3. I can explain the concepts behind the nervous and chemical controls.
First, I know that________________________________________________________
In addition,_______________________________________________________________
Finally, ___________________________________________________________________

Now, you know something that I know, which you can also share to your
friends and classmates.
 What I Can Do

Activity 5: CHECK YOUR UNDERSTANDING!

A. Discuss each of the following briefly.

1. Explain the divisions of the nervous system.

2. Summarize the events involved in the synaptic transmission of a
nerve impulse.
3. Explain how hormones work.
4. Differentiate the functions of the endocrine and nervous system.

B. Draw and describe the structure of typical neuron.

CRITERIA SCORE
(POOR) – disorganized drawing with
many errors in the labeling of neuron
functions and structures.

75% -79%

(SATISFACTORY) – acceptable drawing

with some errors in the labeling of
neuron functions and structures.

80 to 84%
(VERY GOOD) – clear drawing with
minimal error in the labeling of neuron
functions and structures.

85 to 89% correct
(EXCELLENT) – clear drawing with
correct labels for the neuron functions
and structures.

90 to 100% correct
 Assessment

Modified True or False

Read and analyze the following statements below. Identify whether the
statements provide facts or not. Write letter “T” if it is true and if it is false,
underline the term/s that make/s it incorrect then write the correct word to be
used instead. Use the provided space before each number in executing this task.

_____1. Hormones are chemicals released to facilitate transmission of impulse

across synapse.
_____2. Chemical coordination of body functions is mediated by endocrine system.
_____3. Ethylene promotes fruit ripening.
_____4. Myelin sheath enveloped axon for faster conduction of impulse.
_____5. Thyroid gland is responsible for the secretion of thyroid-releasing hormone.

_____6. Cytokinin induces dormancy in seeds by blocking germination and

promoting the synthesis of storage proteins.

______7.The endocrine and the nervous system are structurally and functionally
coordinated with each other.

______8. Platyhelminthes
contain a brain, ventral nerve cord, and ganglia.

______9. Neurosecretory cellsspecialized

are nerve cells capable of synthesizing and
secreting hormones
.

______10.CNS is composed of nerves that branch out from the brain and the spinal
cord to specific body parts
References
Additional Activity
Barrington, Ernest. 2019. "Hormone".
Encyclopedia Britannica
.
https://www.britannica.com/science/hormone.

CHED K to 12 Transition Program Management Unit. 2016. "Teaching Guide

Afterfor
series of activities,
Senior I am sure
High School: that Biology
General you are now more
City: knowledgeable
2". Quezon Commission on in the
Higher behind
concepts Education.
the regulation of body fluids between plants and animals.
Thus, it is now time for you to turn your wheel in our last activity.
"Diversity of Nervous Systems | Biology for Majors II".
2020. Courses.Lumenlearning.Com . https://courses.lumenlearning.com/
wm-biology2/chapter/diversity-of-nervous systems/#:~:text=Compared%20
to%20
Applying Concepts invertebrates%2C%20vertebrate%20nervous,complex%2C%20
centralized%2C%20and%20specialized.&text=One%20interesting%20differen
ce%20between%20the,spinal%20cords%20are%20located%20dorsally.
Develop a presentation (e.g. role-playing, dramatization and other
forms of multimedia)
"Invertebrate Hormones |to show Coordination
Chemical how an organism
| Activitymaintains
of Life". homeostasis
through the
2020 interaction of .https://biocyclopedia.com/index/general_zoology
. Biocyclopedia.Comvarious organ systems in the body.
/ invertebrate_hormones.php.

Joacquin, Crescencia,
Content Catherine Genevieve Lagunzad,
40 %and Lilia Rabago.
2003. Functional Biology (Modular Approach)
. 1st ed. Quezon City: Vibal
Publishing House, Inc.
Flow of Ideas 20%
Ramos, John Donnie, and Ana Cherylle Morales-Ramos. Biology:
2011.
Delivery
Exploring Life Through Science 20 %City: Phoenix Publishing
. 2nd ed. Quezon
House, Inc.
Appropriateness of medium of
20%
Presentation
Shawky Soliman, Amira. 2020. "Plant Growth Hormones".
Cell Growth.
doi:10.5772/intechopen.84350.
Total 100 %

22

5 0
For inquiries or feedback, please write or call:

Department of Education – Region III,

Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: bataan@deped.gov.ph

23

5 0