General Biology

2
(Quarter 4-Module 2 /Lesson 3-5/
Weeks 3-4)

Plants and Animals Organ

Systems and their Functions
Department of Education SDO- City of San Fernando (LU)
Region 1
 12
General Biology 2
(Quarter 4-Module 2 /Lesson 3-5/
Weeks 3-4)

Plants and Animals Organ

Systems and their Functions
(Gas exchange, Transport/ Circulation,
Regulation of body fluids)

MOST ESSENTIAL LEARNING

COMPETENCIES

 Compare and contrast the following processes in plants and animals:

reproduction, development, nutrition, gas exchange, transport/ circulation,
regulation of body fluids, chemical and nervous control, immune systems, and
sensory and motor mechanisms STEM_BIO11/12-IVa-h-1

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For the parents:

1. Please guide your child while he is studying and answering the tasks provided in
this module.
2. Remind your child about his study time and schedule so he can finish the module.
3. Let your child answer the module activities independently, however, assist him
only when necessary.
4. I will call on a certain time based on the schedule to explain the lessons in the module.
5. Kindly return the whole module and answer sheets on during Fridays at
.
For the learners:
1. Read carefully the directions so that you will know what to do.
2. If there are directions or topics in the module that are difficult for you to
understand, feel free to ask from your parents or companions at home. However, if
you still could not understand, you can call me at this number, so I could explain
it to you clearly.
3. Answer the activities in the module on the specific day for the subject. Use a
separate sheet of paper for your answers. Avoid writing or tearing the pages of this
module because this will be used by other pupils/students like you.
4. Write important concepts in your notebook regarding your lesson. This will help
you in your review later.
5. You need to finish the activities in this module so that you can give this to your
parents on .
Always remember these health tips:

1. Remember to wear your face mask properly and regularly.

2. Always wash your hands with clean water and soap.
3. Cover your mouth and nose with handkerchief whenever you cough or sneeze.
4. Follow the one-meter distance so that you will prevent the spread of the virus.

INTRODUCTIO

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 Welcome to the General Biology 2-Fourth Quarter! This module will help you meet
the standards set by the K to 12 Curriculum while overcoming your personal, social, and
economic constraints in schooling.
This module hopes to engage you into guided and independent activities at your own
pace and time. Furthermore, this also aims to help you acquire the needed 21 st century skills
while taking into consideration your needs and circumstances.

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.

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 section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What I have Learned This includes questions or blank
sentence/paragraph to be filled into 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.
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.

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 What I Need to Know

In order to distribute oxygen and nutrients to cells that are not in direct contact with
oxygen-containing air or water, animals must rely on a circulatory system. Different animals
have different configurations for their circulatory systems. After going through this module,
you are expected to:
1. Describe the passage of air from the outside environment to the lungs;
2. Explain how the lungs are protected from particulate matter;
3. Define osmoregulation; and
4. Differentiate plant and animals in terms of gas exchange, circulation and
osmoregulation.

What I Know

Matching type:
A. Match the pictures in column A with the specialized organs for gas exchange in column
B. Write the letter of your choice on the space provided for.
Column A Column B
1. A. Folded lungs
(earthworm)
2. (spider) B. Skin

3. (fish) C. Spiracles

D. Gills

B. Match the pictures in column A with the classification of plants based on their location
in column B. Write the letter of your choice on the space provided for.
Column A Column B
4. (mangrove) A. Mesophytes

5. (water lily) B. Xerophytes

6. (gumamela) C. Halophytes

7. (succulent) D. Hydrophytes

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 What’s
In
EVERYDAY CONNECTION

Patients undergoing dialysis use dialysis

machines such as the one shown here. Their blood
runs through a tube that is immersed in a solution,
with the walls of the tube actually being
semipermeable membranes. The solution is made so
that urea, the main waste product produced by
humans, is pulled out of the blood through diffusion.
The semi-permeable tube wall allows urea through,
but keeps the larger components of the blood, such as
proteins and blood cells, within the tube. The
“cleaned” blood is eventually returned to the body.

How do dialysis machines remove harmful urea

from the blood? https://openstax.org/books/biology-ap-courses/pages/32-1-
osmoregulation-and-osmotic-balance

A. by facilitated diffusion that allows urea to

diffuse out of the blood
B. by active transport, which allows urea to diffuse out of the blood
C. by creating an osmotic gradient that allows urea to diffuse out of the blood across a
permeable membrane
D. by creating an osmotic gradient that allows urea to diffuse out of the

blood ANSWER:

Why do kidneys fail?

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 What’s New

Lesson Gas Exchange

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A. Gas Exchange in Plants

Although plants are complex organisms, they exchange their gases with the environment
in a rather straightforward way. In aquatic plants, water passes among the tissues and
provides the medium for gas exchange. In terrestrial plants, air enters the tissues, and the
gases diffuse into the moisture bathing the internal cells.
In the leaf of the plant, an abundant supply of carbon dioxide must be present, and
oxygen from photosynthesis must be removed. Gases do not pass through the cuticle of the
leaf; they pass through pores called stomata in the cuticle and epidermis. Stomata are
abundant on the lower surface of the leaf, and they normally open during the day when the
rate of photosynthesis is highest. Physiological changes in the surrounding guard cells
account for the opening and closing of the stomata.

Stomata in a leaf
Carbon dioxide, however, follows the reverse path. It enters through and across cell
membranes into the parenchyma tissues. In each case, the gas involved moves down a
concentration or pressure gradient.

The pressure of water vapor and oxygen is higher inside the leaf’s free space than in the
atmosphere, whereas the partial pressure of carbon dioxide is greater in the atmosphere than
within the free space. Thus, the impetus is for the former two gases to move out of the plant
and for the latter to enter it.

Roots and Stems

Woody stems and mature roots are sheathed in layers of dead cork cells impregnated with
suberin, a waxy, waterproof (and airproof) substance. So, cork is as impervious to oxygen
and carbon dioxide as it is to water. However, the cork of both mature roots and woody stems
is perforated by non-suberized pores called lenticels. These enable oxygen to reach the
intercellular spaces of the interior tissues and carbon dioxide to be released to the
atmosphere.
In many annual plants, the stems are green and almost as important for photosynthesis as
the leaves. These stems use stomata rather than lenticels for gas exchange.
B. Gas Exchange in Animals

In animals, gas exchange follows the same general pattern as in plants. Oxygen and
carbon dioxide move by diffusion across moist membranes. In simple animals, the exchange
occurs directly with the environment. But with complex animals, such as mammals, the
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exchange

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occurs between the environment and the blood. The blood then carries oxygen to deeply
embedded cells and transports carbon dioxide out to where it can be removed from the body.
Earthworms exchange oxygen and carbon dioxide directly through their skin. The oxygen
diffuses into tiny blood vessels in the skin surface, where it combines with the red pigment
hemoglobin. Hemoglobin binds loosely to oxygen and carries it through the animal’s
bloodstream. Carbon dioxide is transported back to the skin by the hemoglobin.
Terrestrial arthropods have a series of openings called spiracles at the body surface.
Spiracles open into tiny air tubes called tracheae, which expand into fine branches that extend
into all parts of the arthropod body.
Fishes use outward extensions of their body surface called gills for gas exchange. Gills
are flaps of tissue richly supplied with blood vessels. As a fish swims, it draws water into its
mouth and across the gills. Oxygen diffuses out of the water into the blood vessels of the gill,
while carbon dioxide leaves the blood vessels and enters the water passing by the gills.
Terrestrial vertebrates such as amphibians, reptiles, birds, and mammals have well-
developed respiratory systems with lungs. Frogs swallow air into their lungs, where oxygen
diffuses into the blood to join with hemoglobin in the red blood cells. Amphibians can also
exchange gases through their skin. Reptiles have folded lungs to provide increased surface
area for gas exchange. Rib muscles assist lung expansion and protect the lungs from injury.
Birds have large air spaces called air sacs in their lungs. When a bird inhales, its rib cage
spreads apart and a partial vacuum is created in the lungs. Air rushes into the lungs and then
into the air sacs, where most of the gas exchange occurs. This system is birds’ adaptation to
the rigors of flight and their extensive metabolic demands.
The lungs of mammals are divided into millions of microscopic air sacs called alveoli (the
singular is alveolus). Each alveolus is surrounded by a rich network of blood vessels for
transporting gases. In addition, mammals have a dome-shaped diaphragm that separates the
thorax from the abdomen, providing a separate chest cavity for breathing and pumping blood.
During inhalation, the diaphragm contracts and flattens to create a partial vacuum in the
lungs. The lungs fill with air, and gas exchange follows.

What Is It

Lesson Transport/Circulation
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Circulatory Systems
Single-celled organisms are in constant contact with their environments, obtaining
nutrients and oxygen directly across the cell surface. The same holds true for small and
simple plants and animals, such as algae, bryophytes, sponges, cnidarians, and flatworms.
Larger and

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more complex plants and animals require methods for transporting materials to and from cells
far removed from the external environment. These organisms have evolved transport systems.

Circulatory systems function to transport materials to and from cells throughout an

organism. Organisms ranging from plants to animals have different nutritional requirements.
Due to these differences, various species have evolved distinct circulatory processes to assist
with their specific transport needs.

Plants
Transport systems are found in vascular plants. Vascular networks provide intercellular
communication in terrestrial plants. The systems consist of tubelike connective tissues
organized into xylem and phloem. Xylem transports water and minerals in the plants, while
phloem transports food materials and hormones.

Xylem and phloem tissues are grouped in arrangements called vascular bundles. In
monocot plants, the vascular bundles are scattered throughout the parenchyma tissue in no
particular pattern. In dicot plants, the vascular bundles occur in a circle around a central
region of pith. In woody dicot plants, new xylem forms on the inside of the cambium each
season; the old xylem forms the annual rings of the plant.

Animals
In animals, the transport system is generally called a circulatory system because the
blood flows through a circuit. Most animals have one or more organs called hearts for
pumping blood. The channels through which the blood flows are the arteries (which lead
away from the heart), the veins (which lead to the heart), and the capillaries (the microscopic
blood vessels between arteries and veins).

In animals, such as earthworms, the circulatory system consists of blood, channels,

and five pulsating vessels that function as hearts, rushing blood through the vessels to all the
earthworm’s body parts. Gases bind to hemoglobin in the blood.

Terrestrial arthropods have an open circulatory system. A tubelike heart pumps blood
into a dorsal blood vessel, which empties into the arthropod’s body cavity, or hemocoel.
Contractions of the body muscles gradually move blood back toward the animal’s heart.

All vertebrates have a single, strong muscular heart to pump the blood. In fishes, the
blood accumulates in a thin-walled receiving chamber called the atrium. The blood then
passes through a valve into a pumping chamber, a ventricle. The ventricle contracts and
forces blood out to the gills, where gas exchange occurs, and from there to the remainder of
the body. Veins bring the blood back to the atrium.

Amphibians, such as frogs, have a three-chambered heart. The heart has a right and a
left atrium and a single ventricle. In reptiles, a muscular septum exists between the two sides
of the ventricle, creating a primitive four-chambered heart. Birds have a more sophisticated
four-chambered heart than reptiles. One ventricle pumps blood to the lungs for gas exchange,
while the second pumps oxygen-rich blood to the rest of the body tissues. Mammals also
have a four-chambered heart.

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 What’s More

Lesson Regulation of Body Fluids

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Osmoregulation is the active regulation of osmotic pressure to maintain the balance
of water and electrolytes in an organism. Control of osmotic pressure is needed to perform
biochemical reactions and preserve homeostasis.

How Osmoregulation Works

Osmosis is the movement of solvent molecules through a semipermeable membrane
into an area that has a higher solute concentration. Osmotic pressure is the external pressure
needed to prevent the solvent from crossing the membrane. Osmotic pressure depends on the
concentration of solute particles. In an organism, the solvent is water and the solute particles
are mainly dissolved salts and other ions, since larger molecules (proteins and
polysaccharides) and nonpolar or hydrophobic molecules (dissolved gases, lipids) don't cross
a semipermeable membrane. To maintain the water and electrolyte balance, organisms
excrete excess water, solute molecules, and wastes.

There are two strategies used for osmoregulation—conforming and regulating.

 Osmoconformers use active or passive processes to match their internal osmolarity
to that of the environment. This is commonly seen in marine invertebrates, which
have the same internal osmotic pressure inside their cells as the outside water, even
though the chemical composition of the solutes may be different.

 Osmoregulators control internal osmotic pressure so that conditions are maintained

within a tightly-regulated range. Many animals are osmoregulators, including
vertebrates (like humans).

Plants
Higher plants use the stomata on the underside of leaves to control water loss. Plant
cells rely on vacuoles to regulate cytoplasm osmolarity. Plants that live in hydrated soil
(mesophytes) easily compensate for water lost from transpiration by absorbing more water.
The leaves and stem of the plants may be protected from excessive water loss by a waxy
outer coating called the cuticle. Plants that live in dry habitats (xerophytes) store water in
vacuoles, have thick cuticles, and may have structural modifications (i.e., needle-shaped
leaves, protected stomata) to protect against water loss. Plants that live in salty environments
(halophytes) have to regulate not only water intake/loss but also the effect on osmotic
pressure by salt. Some species store salts in their roots so the low water potential will draw
the solvent in via osmosis. Salt may be excreted onto leaves to trap water molecules for
absorption by leaf cells. Plants that live in water or damp environments (hydrophytes) can
absorb water across their entire surface.

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Animals
Animals utilize an excretory system to control the amount of water that is lost to the
environment and maintain osmotic pressure. Protein metabolism also generates waste
molecules which could disrupt osmotic pressure. The organs that are responsible for
osmoregulation depend on the species.
Contractile vacuoles are found in the cytoplasm of various protists, such as
paramecia and amoebas. These vacuoles accumulate water, merge with the plasma
membrane, and release the water to the environment.
Flame cells are found in various Platyhelminthes, such as planaria. The flame
cells are distributed along a branched tube system that permeates the flatworm. Body
fluids are filtered across the flame cells, whose internal cilia move the fluids through
the tube system. Wastes (water and salts) are excreted from the tube system through
pores that exit the body.
Nephridia (or metanephridia) occur in pairs within each segment of most
annelids, such as earthworms. Interstitial fluids enter a nephridium through a ciliated
opening called a nephrostome. Nephridia exemplify a tube-type excretory system,
where body fluids are selectively filtered as they pass through the tube. Materials to
be retained are secreted back into the body fluids, while concentrated wastes continue
through the tube to be excreted at the far end.
Malpighian tubules occur in many arthropods, such as terrestrial insects.
Tubes attached to the midsection of the digestive tract of insects (midgut) collect body
fluids from the hemolymph that bathe the cells. The fluids, which include both
nitrogen wastes and materials to be retained (salts and water), are deposited into the
midgut. As the fluids passthrough the hindgut of the insect (along with digested food),
materials to be retained pass back out though the walls of the digestive tract. Wastes
continue in the tract and are excreted through the anus.
Marine fish. The body of a marine fish is hypoosmotic with its environment — that is, it is
less salty than the surrounding water. Thus, water is constantly lost by osmosis. In order to
maintain their proper internal environment, marine fish constantly drink, rarely urinate, and
secrete accumulated salts (that they acquire when they drink) out through their gills.
Fresh water fish. The body of a fresh water fish is hyperosmotic, or saltier than the
surrounding water. Thus, water constantly diffuses into the fish. In response, fresh water fish
rarely drink, constantly urinate, and absorb salts through their gills.
Osmoregulation in Humans
In humans, the primary organ that regulates water is the kidney. Water, glucose, and
amino acids may be reabsorbed from the glomerular filtrate in the kidneys or it may continue
through the ureters to the bladder for excretion in urine. In this way, the kidneys maintain the
electrolyte balance of the blood and also regulate blood pressure. Absorption is controlled by
the hormones aldosterone, antidiuretic hormone (ADH), and angiotensin II. Humans also lose
water and electrolytes via perspiration.

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 What I Can Do

“My Aquarium”
Direction: Make your own aquarium by selecting the appropriate organisms and materials in
the word pool below. Write your answer inside the aquarium. (Correctness of answers-5
points and Explanation -5 points)

Water Fish Plants Accessories

Water
Fresh Distilled Tilapia Janitor fish Moneywort Pebbles Sand
lettuce
Mineral Sea Shrimp Mollies Peace lily Kangkong Air pump LED light

Tap Alkaline Gold fish Eel Aragan Pothos Filter Others

Processing question: Do you think that the organisms in the aquarium can sustain life for a
long time? Support your answer by explaining the relationship/s of all the materials that you
have selected.

Assessment
I. TABLE COMPLETION: Compare and contrast plants and animals’ processes by
supplying the needed information in the table below.

PLANTS ANIMALS
1. 4.
Gas exchange
2. 5.
Transport/location
3. 6.
Regulation of body fluids.

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II. IDENTIFICATION: Identify what is being described in each statement. Write your
answer on the space provided for.
7. It is the movement of solvent molecules through a semipermeable
membrane into an area that has a higher solute concentration.
8. These are abundant on the lower surface of the leaf, and they normally
open during the day when the rate of photosynthesis is highest.
9. It is controlled by the hormones aldosterone, antidiuretic hormone
(ADH), and angiotensin II.
10. It binds loosely to oxygen and carries it through the animal’s
bloodstream.

Additional Activities
Blood circulation

Direction: Trace the blood circulation of the human circulatory system using a flow chart. (5
points for originality of flow chart ; 5 points for the correctness of answers)

References

https://bio.libretexts.org/Bookshelves/Introductory_and_General_Biology/Book%3A_
Biology_(Kimball)/16%3A_The_Anatomy_and_Physiology_of_Plants/16.02%3A_Pla
nt_Physiology/16.2D%3A_Gas_Exchange_in_Plants
http://lifeofplant.blogspot.com/2011/04/gas-exchange-in- plants.html#:~:text=Gas
%20exchange%20is%20the%20process,carbon%20dioxide
%20enters%20plant%20leaves.&text=On%20balance%2C%20therefore%2C%20pla nts
%20use,lower%20surface%20of%20the%20leaf.
https://www.cliffsnotes.com/study-guides/biology/biology/gas-exchange/mechanisms-
for-gas- exchange#:~:text=In%20animals%2C%20gas%20exchange
%20follows,occurs%20di rectly%20with%20the%20environment.&text=Hemoglobin
%20binds%20loosely%20t o%20oxygen%20and%20carries%20it%20through%20the
%20animal's%20bloodstre am.
https://www.cliffsnotes.com/study-guides/biology/biology/blood-and-
circulation/circulatory-systems
Helmenstine, Anne Marie, Ph.D. (2020, August 26). Osmoregulation Definition and
Explanation. Retrieved from https://www.thoughtco.com/osmoregulation-definition-
and-explanation-4125135

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 Development Team of the Module

Writer: Mylene M. Gurtiza- De Guzman

Editors/Evaluators/Reviewers: Thea Zonette S. Medrano
Brenda A. Sabado, Principal IV
Edgardo P. Cosares, EPS Science
Management Team: Dr. Rowena C. Banzon, CESO V, SDS
Dr. Wilfredo E. Sindayen, ASDS
Dr. Agnes B. Cacap, Chief- CID
Dr. Jose Mari P. Almeida, Chief- SGOD
Genevieve B. Ugay, EPS- LRMS
Hazel B. Libatique, Librarian II
Aurelio C. Dayag, Jr., PDO II