immune-system

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Module 4.2 Immune System
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General Biology 2
Quarter 2 – Module 4.2:
Compare and Contrast the Process in
Plants and Animals: Immune System

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General Biology 2
Quarter 2 – Module 4.2:
Compare and Contrast the Process in
Plants and Animals: Immune System

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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: Immune System!
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

This contains helpful 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.

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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: Immune System!
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
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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
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What is It This section provides a brief discussion of the

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What’s More This comprises activities for independent

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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.
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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:
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.
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3. Read the instruction carefully before doing each task.
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If you encounter any difficulty in answering the tasks in this module, do not
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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
The study of immune system is considered as one of the most interesting and
relevant topics as of today due to the COVID-19 pandemic. Hence, it is essential to
learn in order to determine how to sustain and to continue the existence of every
living organism in this world.
In your previous lessons, you have discovered the different physiological

processes which are involved between plants and animals. Now, it is your time to
unfold the ideas and concepts of how the immune system works towards the two
main kingdoms of the biotic component: plants and animals.
After reading this module, you should be able to:

1. explain how immune systems work (STEM_BIO11/12-IVa-h-1);
2. describe how immune systems contribute to homeostasis (STEM_BIO11/12-
IVa-h-1), and
3. describe the importance of immune systems (STEM_BIO11/12-IVa-h-1).

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What I Know
Surely, you have enjoyed your journey in discovering the wonders of living
organisms. Now, it’s time to check your knowledge about the topic which will be
discussed!
Activity 1: Multiple Choice
Instruction: Read the following questions carefully and choose the letter
that best describes the answer.
1. Which of these innate immunity defenses prevent pathogens and any

chemicals from entering the body?
A. Barrier Defense
B. Inflammatory Response
C. Internal Defense
2. D. Both B and C
3. Which type of adaptive immune response is responsible for the

production and secretion of antibodies or immunoglobulins?
A. Cell-mediated response
B. Humoral response
C. Innate immune response
D. None of the above
4. The following are the internal defenses of innate immune response

EXCEPT:
A. Chemical mediator
B. Inflammatory response
C. Skin
D. White Blood Cells
For numbers 4-6, match the type of antibody with its corresponding
function:
4. IgM A. For mucosal immune response
5. IgA B. First antibody produced
6. IgE C. Associated with allergic reactions
7. The location where the pre-T cells mature.

A. Bone Marrow
B. Lymph Nodes
C. Spleen
D. Thymus

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8. What will happen if a person cannot produce antibodies?

A. The person will not be effective to combat pathogens.
B. The person will be very healthy and free from any disease.
C. The person will be very susceptible to diseases.
D. Both A and C
For numbers 9-11, match the type of T cells with its corresponding
function:
9. Cytotoxic A. prevent system from harming the body
10. Helper B. recognize virus-infected cells
11. Regulatory C. help other immune cells
12. It is more generic, and non-specific response to infection of plants.

A. Adaptive immune response
B. Innate immune response
C. Cell-mediated response
D. None of the above
13. It is the receptor on the plant cell’s surface that recognizes pathogens.
A. Photoreceptor
B. Virus Receptor
C. Pattern Recognition Receptor (PRR)
D. Protein Receptor
14. These are intracellular plant protein complexes that set off secondary
immune cascades that boost the PAMP-triggered responses.
A. LDR
B. PRR
C. NLR
D. QR
15. This is the ability to remember previous encounters with a certain

substance.
A. Specificity
B. Remember
C. Recall
D. Memory
Great! You may check your answers on the Answer Key page to examine what
you already know. Don’t worry about scores as this module is designed to help
you determine and analyze the various concepts of immune system between
plants and animals! Now, you may proceed to the next page and learn more!

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Lesson Compare and Contrast Process

in Plants and Animals:
1 Immune System
Throughout the years, it has been a major principle for all living organisms to
consume the other organisms in order to adapt and survive. Likewise, some
microorganisms make use of humans, animals, and plants in order to acquire
nutrients and to reproduce. Hence, this phenomenon can damage the body that may
lead to disease, or, even worst, death.
This time, you will be familiarized in the various terms and concepts of
organism’s immunity which focuses on mammalian mechanisms. Also, you will find
the differences between plants and animals’ ways of resisting damages from
pathogens.
What’s In
Activity 2: My Imagination Works!
Instruction: As part of your exploration, analyze the illustration below and

answer the given questions.
Guide question
1. What can you infer from symbols in the illustration?

2. How can you relate this activity in the functions/ processes of different organ systems
in the body of living organisms? What is/ are the importance/s?

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What’s New
How is it? I am sure that you are having questions in your mind right
now. To answer your curiosities, let us start exploring this activity!
Activity 3: WORD POOL
Arrange the random letters below to form some words which are related to the
concepts of immune system between plants and animals. Place your answers in the
Word pool.
WORD POOL
JUMBLED WORDS
1. N E U I M M YSSMET
2. A P D A I V E T NEUIMM YSSMET
3. N A T E I N NEUIMM YSSMET
4. G I T N A S E N
5. B I T N A D O Y
6. S U M T H Y
7. L E P H E R T LELCS
8. P E C E R P O T
9. HOTPANEGS
10.C R O B M I O T A
Notes of the Teacher

Familiarizing yourself in the words you’ve arranged from the Word
Pool is a great help for you to understand our future lessons.

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What is It
Have you ever experienced common diseases like common colds, diarrhea,
influenza, etc.? Have you ever wondered the reasons of getting sick despite following
healthy precautions? If yes, let us explore this topic and discover the science which
is involved in it.
Immunity is the ability to resist damage from pathogens such as microorganisms

and harmful chemicals. These microorganisms release toxins and internal threats
such as cancer cells which are not good for the body. This mechanism is being
covered in the further study of the Lymphatic System’s defense function that cites
two fully integrated systems in the body such as (see also Figure 1):
• Innate immunity- It is described as fast-acting defense mechanism as it is

the first immunity to respond in an infection. However, its responses never
change from exposure to exposure because specific (the ability to recognize a
certain substance) and memory (the ability to remember previous encounters
with a certain substance) features are not present.
• Adaptive Immunity- It is characterized for having slower responses in the

beginning of an infection. However, it can engage a faster response during the
second exposure to the same bacteria as it exhibits memory and specific
features. Therefore, pathogens are being destroyed before the development of
any symptoms that makes a person immune.
Figure 1. Concept Map of Immune system

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INNATE IMMUNE SYSTEM

The innate immunity gives the rest of immune system a signal to eliminate
some threats in the body. This innate response cannot be activated by an adaptive
immune response as it is being accomplished by:
• Barrier defenses- these are the body’s most basic defense mechanisms
that prevent pathogens and any chemicals from entering. Some of its
common examples are:
a. skin/ other ectodermal derivatives (epithelial surfaces as first
line of defense against any infection) and mucous membranes,
and
b. secretions like tears, saliva, and urine wash.
• Internal defenses- these are the body’s defense systems that consist of
chemical mediators (antimicrobial proteins like interferons and
complement system); white blood cells (phagocytic cells and natural killer
cells)-see Table 1; and inflammatory response which stimulate the
release of chemical mediators once the bacteria infect the tissues.
Inflammation is characterized by fever, redness, swelling, pain and loss of
function in infected area.
THINGS TO REMEMBER
• Our surface epithelia are more than mere physical barriers to

infection. They produce chemical substances that are microbicidal or
inhibit microbial growth. For example, the antibacterial enzyme
lysozyme is secreted in tears and saliva. Also, epithelial cells are held
together by tight junctions which effectively form a seal against the
external environment.
• Acute inflammation can be good since it activates immune response,
but chronic inflammation is bad as it ultimately leads to tissue
damage. Hence, stopping an inflammation is not always a good thing.
White Blood Cells Description/Function

Type
Neutrophils -Most abundant type of white blood cell and the first responder to
microbial infection.
Eosinophils -Primary response to the large multicellular parasites (e.g. helminth

infections).
-Do not phagocytose pathogens but instead release chemical products
which perforate cell membranes.
Basophil -Chiefly responsible for initiating inflammatory responses by releasing
the chemicals, “histamine” and “heparin.”
-Promote inflammation as they are the common contributors of allergic
responses.
Monocyte -They are slower to respond than neutrophils but are longer lasting
-It differentiates into two types of cells in response to pathogenic
infection – macrophages (remain in the tissue and phagocytose) and
dendritic cells (present antigen fragments to lymphocytes).
Lymphocyte -Responsible to produce antibodies which target specific antigens

present on pathogens.
-They are more common in the lymphatic system than blood.
Table 1. Types of white blood cells and their functions
https://www.researchgate.net/figure/Illustrations-of-innate-and-adaptive-immune-system-effectors-The-response-
of-the-innate_fig1_264987834
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Figure 2. Innate and adaptive Immune System Effectors
https://www.researchgate.net/figure/Illustrations-of-innate-and-adaptive-immune-system-effectors-The-response-
of-the-innate_fig1_264987834
ADAPTIVE IMMUNE SYSTEM

The adaptive immunity is an acquired immune system that involves the
recognition of traits to certain substance or antigen. Antigen is substance / part
of pathogen that generates an immune response. It is divided into two: foreign
antigen (introduced from outside the body like bacteria, viruses and chemicals);
and self- antigens (molecules that the body produces to stimulate immune system
response).
The adaptive immune response is made possible because of:
I. Humoral response- production and secretion of antibodies (a protein

produced or immunoglobulins by immune system to specifically bind a
target against specific antigens. These antibodies are being produced by
B-cells. B-cells are:
• white blood cells that develop and mature in bone marrow (see figure 3),
• activated when they encounter antigen in the lymph nodes, and
• produced an antibody which recognizes only one kind of antigen
(specificity).
Antibodies are being secreted by B-cells in the bloodstream or being

displayed them in the surface of some cells. They are ready to face and combat
any extracellular pathogens. The five major types of antibodies are being shown
in the table below:
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Type of Antibody Function

IgM It coats the pathogen and promotes
first antibody to appear in the response endocytosis by macrophages.
to initial exposure to an antigen
It activates the other parts of the immune
IgG response and leads to neutralization and
major antibody produced destruction of pathogen. It also provides
immune protection to the fetus and
newborn.
IgA
It prevents pathogens from crossing the
the important antibody for the mucosal
epithelium and entering the blood stream.
immune response
IgE It activates mast cells and leads to the
associated with allergic reactions production of histamine
IgD Antigen-binding receptor on B cells
Table 2. Types of Antibodies and their Functions
THINGS TO REMEMBER
• Adaptive immune response is activated by the presence of foreign substances (proteins,

nucleic acids, sugars, etc. Found on pathogens).
• Drugs and other therapeutic agents can be attached to antibodies that are specific for
antigens on cancer cells, thereby avoiding damage to healthy tissue.
• Vaccines today contain an adjuvant (substance that activates the innate immune response)
along with a protein antigen from the pathogen, or an inactivated version of the pathogen
which stimulates B cells to produce antibodies. After getting the vaccine, you now have cells
that remember the pathogen that can act quickly when you actually get infected with the
disease-causing organism. This memory of the B cells and quick response prevents the
person from feeling any symptoms of the disease.
II. Cell mediated response-

is an immune response that
occurs when cytotoxic cells
defend the body against the
microorganisms that live
inside the body cells. It
focuses on handling
pathogens that are not
easily accessible for
antibodies produced by B-
cells like some pathogens
found inside cells such as
viruses. This is due to the
Figure 3. Pathway of B-Cells and T-Cells
production of T-cells. T-
https://www.semanticscholar.org/paper/The-golden-anniversary-of-the-
cells are: thymus-Miller/e37d5b3815bc312c44e482ec5c99037c1051b31c/figure/2
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• the white blood cells that are produced in the bone marrow and mature in the
thymus (see figure 3);
• activated when they encounter antigens in the lymph nodes, and
• needed to recognize an antigen in the context of self-molecules, unlike B cells,
called major histocompatibility complex (MHC) molecules (glycoproteins
that have binding sites for antigens).
There are 3 major types of T cells:
1. Cytotoxic T cells recognize virus-infected cells and kill them.

2. Helper T cells secrete proteins that help other immune cells (B
cells, macrophages, etc.) survive and perform their function.
3. Regulatory T cells control the immune response by turning it off.
They prevent the immune system from harming the body. These are
very important as the loss of function can lead to autoimmune
disease.
THINGS TO REMEMBER
• MHC molecule ensures that the immune system will only be

activated when there is a real infection in the body because T
cell response (particularly the cytotoxic and helper T response)
are very potent and could potentially harm the body if they are
not regulated properly.
Figure 4. Four Ways to Acquire Adaptive Immunity
INVERTEBRATE’S IMMUNE SYSTEM
Invertebrates lack an adaptive immunity. It is a well-known fact that plants and

invertebrate metazoans have only an innate immune system. In most invertebrates,
free circulating cells (hemocytes) are responsible for cell-mediated immunity. When
they are activated, different hemocyte types are capable of phagocytosis, reactive
oxygen species and no production, release of hydrolytic enzymes and antimicrobial
peptides.
By studying starfish, Metschnikow ( Russian microbiologist who first discovered

the invertebrate immune system) was the first to see cells digesting bacteria, a
process he called phagocytosis (the eating of cells by other cells), which paved for the
idea that invertebrates are complex. Another example is that the insects have
peptidoglycan (a component of bacterial cell wall) which triggers a rapid immune
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response. However, once the bacteria have been killed, molecules digest
peptidoglycans; therefore, dampen down the immune response. Regulating the
immune response in this way is important because immune systems, if left
unchecked, can harm an individual by mistakenly attacking cells in the body like
autoimmune diseases in human.
Despite the few studies on invertebrate’s immunology, further studies have been
conducting about the speed and effectivity of their response upon re-exposure to a
stimulus.
PLANT IMMUNE SYSTEM
Like other living organisms, plants also need a way to sustain and defend
themselves from any harm. Plants have two states of being: growth mode and
defense mode in which they can only be in one of those states at a time. Compared
to humans and other animals that have an adaptive immune system, plants display
an extraordinary one by having innate immune system. It is more generic, non-
specific response to infection, and it does not exhibit immune cells or antibodies.
Instead, all plant cells have immune capabilities by having two basic immune
pathways (Figure 5) which are the:
Figure 5. Plant Immune Pathways
https://www.the-scientist.com/infographics/plant-
immunity-34130
1. Pattern recognition receptor (PRR) on the plant cell’s surface recognizes

pathogen-associated molecular patterns (PAMPs) released by invaders, for
example, the flagellar proteins from pathogenic bacteria; then
2. Signaling pathways inside the cell spur the production of reactive oxygen
species (ROS) and antimicrobial compounds which are secreted to combat
the pathogen. PAMP-triggered pathways can also lead to changes in gene
expression and hormone levels.
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Since the bacteria compete for a nutrient to survive, it can interfere with PAMP-
triggered immunity by injecting effector molecules into the plant cell. This event will
lead to set off secondary immune cascades that boost the PAMP-triggered responses
through the presence of intracellular plant protein complexes called nucleotide-
binding domain, leucine-rich repeat receptors (NLRs) that bind to the bacterial
effectors. However, NLR-binding can also lead to plant cell death, limiting the
infection.
Aside from the above discussion, do you know that plants are indeed
extraordinary in terms of protecting themselves?
Yes, plants do have a diverse chemical defense that limit damage from bacteria,
fungi, worms, or plant-eating insects. These organic compounds are produced by
plants as secondary metabolites and do not affect the normal vegetative growth and
development. The table below shows some chemical compounds for plant defense:
Chemical compounds Functions

Biosynthesized in roots from amino acids
and probably involved in defense against
Alkaloids
insect herbivory.
Produced by plants to repel herbivores,

inhibit enzymes, attract pollinators and
fruit dispersers, absorb UV radiation, and
Phenolics decrease competition between plant
neighbors.
Play a role in plant defense, can act like

active compounds in resin or as volatiles,
Terpenoids repellents, and toxins, or can modify
development in herbivores.
Important regulator of defense responses

against chewing insects, necrotrophic
Jasmonic acid (JA) pathogens, and cell-content feeders such
as spider mites and thrips.
Plays a major role in mediating defense; its

Salicylic acid accumulation is essential for induction of
defense responses.
Crucial element for plants, determining

plant development, maintenance, and
Sulfur
resistance to environmental stress
Table 2. Chemical compounds for plant defense
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Because plants tend to interfere

its growth whenever they need to
make a defense from any
pathogens, many species power
down their immune systems at
night when growing ramps up. In
addition, they also tend to lower
their immunity whenever there are
changes in temperature, humidity,
and light exposure, and is likely
dependent on a plant’s microbiota
below and above the soil.
According to the research

conducted by Duke University, they
looked specifically at how plant cells
read these copies when switching
from growth mode to defense
mode. They found out that the
copies of defensive protein genes
have a special signal on them that
tells the cell to only read that copy
when the pathogen is around. Thus,
they tried to work on a small
flowering weed called Arabidopsis Figure 6. Plant’s Natural way of Lowering their Immune
and in rice by putting the special System
signal on copies of genes that https://www.the-scientist.com/infographics/plant-

immunity-34130
provide a broad protective effect for
the plant. By putting the special signal on it, the plant becomes quick to respond to
infections without being in defense mode.
This breakthrough on plant immune systems can make the plants free form any
pathogens and pesticides. But still, future endeavors will be executed to test whether
this special signal works in other plants too.
After you understood the concepts of the animal and plant’s

immune system, now it is your turn to enrich your knowledge
through answering the succeeding activities.
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What’s More
Now, try it for yourself. It is challenging, but it is necessary. Let us go!
Activity 4: Complete Me!

A. Complete the concept map by supplying necessary details about the
system that you have studied.
B. Complete the table below by supplying the types of antibody and T-cell.
Types of Antibody Types of T-Cell

1. 1.
2. 2.
3. 3.
4.
5.
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!
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What I Have Learned
Let us summarize your learning by answering the following activities!
Activity 5: Thinking beyond thinking
Complete the following sentences.
1. The immune system of the body is important in living organisms, because

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

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________.
3. I can explain the comparison and contrast of the immune systems between
plants and animals.
First, I know that_________________________________________________________
In addition,_______________________________________________________________
Finally, ___________________________________________________________________
Now, you have learned new things which you can apply and share with your
friends and classmates.
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What I Can Do
Activity 6: CHECK YOUR UNDERSTANDING!
Discuss each of the following briefly.
1. What is importance of inflammation in the immune response?

2. Describe when the inflammation is good and when it is bad.
3. How does a person get antibodies upon vaccination?
4. What will happen if a person cannot produce antibodies?
5. Why regulatory T cells important?
Let’s assess your learning in this module by answering these activities!
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Assessment
Activity 7: Identification!
Read and analyze the statements in each number and write the correct
answer in the space provided before the number.
___________1. It is the type of cell that produces antibodies.
___________2. It is the location where the T-cells are being produced.
___________3. The antibody involved in inflammatory responses.

___________4. It is the location where the T-cells are being produced.
___________5. It occurs when the cytotoxic cells defend the body against infection.
___________6. It is a substance / part of pathogen that generate an immune response.
___________7. It is a protein produced by immune system to specifically bind a target.
___________8. These are molecules that ensures that the immune system will only
be activated when there is a real infection in the body.
___________9. These are intracellular plant protein complexes that set off secondary
immune cascades that boost the PAMP-triggered responses.
__________10. It is more generic and non-specific response to infection of plants.
11- 15 ENUMERATE the five hallmarks of inflammation.
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Additional Activity
After a series of activities, I can guarantee that you have been familiarized in
the concepts behind the regulation of body fluids between plants and animals.
Now, it is your time to do our last activity.
Activity 8: CHALLENGE YOURSELF!
Activity 8: Applying Concepts
Make a comic strip showing the different types of antibodies and the
roles they play in the immune response.
The following must be the features in your comic strip:
• Five types of antibodies

• Known function of these antibodies
• Highlight the special features of each antibody based on
sequence of production, amount produced, special shapes, etc.
RUBRICS:
Content
• accuracy of ideas and
50 %
information
• explanation
Creativity 30%
Total 100 %
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WHAT ‘S MORE?
Activity 4: Complete ME!
A
1.Immune System
2.Innate
3.Internal defense
4.Humoral Response
5.Cell-mediated Response
6. Skin; Mucous membranes; secretions
WHAT I HAVE 7Antibodies
LEARNED? 8-12
Activity 5: Thinking IgM, IgG, IgA, IgE, IgD
beyond thinking! 13-15
Cytotoxic T cells
Answers may vary. Helper T cells
Regulatory T cells
WHAT ‘S MORE?
Activity 4: Complete ME!
A
1.Immune System
WHAT ‘S MORE? Activity 4: Complete 2.Innate
ME! 3.Internal defense
B 4.Humoral Response
Type of Types of T-Cell 5.Cell-mediated Response
6. Skin; Mucous membranes; secretions
Antibody
7Antibodies
1.IgM 1.Cytotoxic T-Cells 8-12
2. IgG 2.Helper T-Cells IgM, IgG, IgA, IgE, IgD
3. IgA 3.Regulatory T-Cells 13-15
4.IgE Cytotoxic T cells
Helper T cells
5.IgD
Regulatory T cells
WHAT I KNOW?
WHAT ‘S NEW? WHAT ‘S IN? Activity 2: My Activity 1: Multiple Choice
Activity 3: Word Pool! Imagination Works
1.A
2.B
1.IMMUNE SYSTEM (Answers may still vary) 3.C
2.ADAPTIVE IMMUNE SYSTEM 1.The illustration used symbols of 4.B
3.INNATE IMMUNE SYSTEM the different organ systems and the 5.A
4.ANTIGENS shield represents the immune 6.C
5.ANTIBODY system which is responsible for the 7.A
6. THYMUS protection of the body against any 8.D
7.HELPER T-CELLS harmful pathogens like viruses. 9.B
8. RECEPTOR 2. This activity is very connected on 10.C
9. PATHOGENS how the body system works. The 11.A
10. MICROBIOTA functions of various organ systems 12.B
must be sustained in order to 13.C
maintain homeostatic life. 14.C
15.D
Answer Key
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23
ASSESSMENT
Activity 7: Identification
1.B-Cells 2. Bone marrow
3. IgE 4. Bone marrow
5. Cell-mediated response 6. Antigen
7. Antibody 8. Major Histocompatibility Complex
9. NLR 10. Innate immune system
11-15
Fever, redness. swelling, pain, loss of function
WHAT I CAN DO?
Activity 6: CHECK YOUR UNDERSTANDING!
1.Inflammation can help kill the pathogen. For example, fever
produces heat that may kill the bacteria/ viruses or make them
stop replicating.
2. Acute inflammation can be good since it activates the immune
response, but chronic inflammation (e.g., arthritis, psoriasis,
irritable bowel disease) is bad because it ultimately leads to tissue
damage.
3.Vaccines today contain an adjuvant and protein antigen from
the pathogen which stimulate B cells to produce antibodies.
Through vaccination, you now have cells that remember the
pathogen and can act quickly when you actually get infected with
the disease-causing organism. ADDITIONAL ACTIVITY
4. A person becomes very susceptible to diseases. They cannot Activity 8: Applying
effectively combat pathogens and can eventually die from even the Concepts
mildest infections.
5. Regulatory T cells are very important because loss in their To be checked by subject
function can lead to autoimmune disease. This occurs when the teacher
immune system starts to attack itself.
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References
Bredbenner, Kate. 2017. "Plant Defense and Disease Resistance!". Simplebiologist.

http://simplebiologist.com/2017/06/23/plant-defense-disease-resistance/.
Canesi, Laura, and Petra Procházková. 2014. "The Invertebrate Immune System As
A Model for Investigating the Environmental Impact Of
Nanoparticles". Nanoparticles and The Immune System, 91-112.
doi:10.1016/b978-0-12-408085-0.00007-8.
CHED K to 12 Transition Program Management Unit. 2016. "Teaching Guide

for Senior High School: General Biology 2". Quezon City: Commission on
Higher Education.
European Science Foundation. "Invertebrate Immune Systems Are Anything But

Simple." ScienceDaily. www.sciencedaily.com/releases/2007/06/
070621102626. htm (accessed October 15, 2020).
Keener, Amanda. 2016. "Holding Their Ground". The Scientist Magazine ®.

https://www.the-scientist.com/features/holding-their-ground-34128.
Sánchez-Sánchez, Hermilo, and Alina Morquecho-Contreras. 2017. "Chemical Plant

Defense Against Herbivores". Herbivores, 3. doi:10.5772/67346.
"Types of Leukocytes". 2020. Ib.Bioninja.Com.Au. Accessed October 18.

https://ib.bioninja.com.au/standard-level/topic-6-human-physiology/63-
defence-against-infectio/types-of-leukocytes.html.
VanPutte, Cinnamon L, Jennifer L Regan, and Andrew F Russo. 2016. Seeley's

Essentials of Anatomy & Physiology. 9th ed. New York, NY: McGraw-Hill
Education.
24

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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
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Module 4.2 Immune System

MedLab (University of Batangas)

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Published by the Department of Education

SENIOR HS MODULE DEVELOPMENT TEAM

Author : Angela Marie M. Diwa

DIVISION MANAGEMENT TEAM:

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

Notes to the Teacher

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For the learner:

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

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

The following are some reminders in using this module:

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What I Need to Know

In your previous lessons, you have discovered the different physiological

After reading this module, you should be able to:

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Activity 1: Multiple Choice

1. Which of these innate immunity defenses prevent pathogens and any

3. Which type of adaptive immune response is responsible for the

4. The following are the internal defenses of innate immune response

7. The location where the pre-T cells mature.

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8. What will happen if a person cannot produce antibodies?

12. It is more generic, and non-specific response to infection of plants.

15. This is the ability to remember previous encounters with a certain

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Lesson Compare and Contrast Process

Activity 2: My Imagination Works!

Instruction: As part of your exploration, analyze the illustration below and

1. What can you infer from symbols in the illustration?

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Activity 3: WORD POOL

Notes of the Teacher

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Immunity is the ability to resist damage from pathogens such as microorganisms

• Innate immunity- It is described as fast-acting defense mechanism as it is

• Adaptive Immunity- It is characterized for having slower responses in the

Figure 1. Concept Map of Immune system

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INNATE IMMUNE SYSTEM

• Our surface epithelia are more than mere physical barriers to

White Blood Cells Description/Function