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GENERAL BIOLOGY 2 MODULE 4

ASKI Skills and Knowledge Institute, Inc.

Talavera Agricultural and Social Enterprise Training Center (TASEC)
Brgy. Sampaloc, Talavera 3114, Nueva Ecija, Philippines

LEARNING MODULE
IN

GENERAL BIOLOGY 2
Second Quarter
MODULE 4
Week 7-8 may2-13, 2022

IMPORTANT REMINDERS:

1. For questions and clarifications, you can contact your teacher through the following:
a. Text/Call: # 0926-624-4102
b. Messenger: L.M. Lagmay
Every _____________, from ______________ ONLY. (the provided contact information is for
Educational Purposes ONLY)

2. The deadline of this module’s activities is May 13, 2022 at 3:00 PM . Kindly, compile your
activities in your Portfolio.

3. There will be a deduction in the total score of the assessment if not submitted on time.

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I. MAJOR PARTS OF THE MODULE (Refer to your previous module)

II. MODULE CONTENT

A. CONTENT STANDARD:
The learners demonstrate an understanding of Plant and Animal Organ Systems and their
Functions Feedback Mechanisms

B. PERFORMANCE STANDARD:
The learner transfers learning by Developing a presentation (e.g. role-playing, dramatization, and
other forms of multimedia) to show how an organism maintains homeostasis through the
interaction of the various organ system in the body.

C. TRANSFER GOAL:
Students on their own and in the long run will be able to make a video presentation on different
organs and ways of living of plants and animals.

D. PERFORMANCE TASK:
You are a young environmentalist (ROLE) and as a junior employee, you are tasked to present a
video presentation (PRODUCT) that will use in promoting of conservation of living organisms.
(SITUATION)

The video will use by your company in advertising and helping the preservation of the life of some
organisms. (GOAL) The video needs to be very pleasing and understandable when explaining the
important parts and ways of living of the representative animals (STANDARD).

It will help people (AUDIENCE) to recognize the importance of organisms and how they help each
other in the environment.

E. LEARNING COMPETENCIES: At the end of this module, you should be able to:
A.1 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 (Remembering)

F. SUBJECT MATTER:
Lesson 5: All About Organisms

III. LEARNING CONTENT

LESSON 5 All About Organisms

Objective/s

At the end of the lesson, the students should be able to:

a. identify how plants and animals reproduce;
b. identify how plants and animals develop; and
c. explain the different characteristics of plants and animals in terms of processes in their body.

Before we start with the lesson, let us first check what you know about this lesson. Are you ready? Let’s do it!

“What’s Your Character Development?”

Directions: Identify the given organisms below and describe their characteristics and how they develop
over time.
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This activity is done to check your prior knowledge about our lesson. It also aims to
motivate you as we start with the lesson discussion. If you were able to do it and answer
it, congratulations! If otherwise, do not worry, keep on reading and surely you will learn
more.

I believe you are now ready to enhance your knowledge. Let us start discussing our lesson…

FOCUS QUESTION:
What are the differences between plants
and animals?
All About Organisms

Plants and animals are the main components of what we think is the
environment. These are the hearts of the environment that we
protect.

Plants are like the fabrics that cover the soil, they hold the soil to
reduce erosion and they also improve the quality of water. They
provide us with food, materials, and fuel and they replenish the air
we breathe. Animals on the other hand are also a component of the
environment. Domesticated animals like livestock provide us with
food, fibers, and leather. Wild animals like birds, fish, and insects are
important to support the web activity in the ecosystem.
Let us learn more about them.

Reproduction and Development of Living Things

All plants and animals across the world reproduce in some way or another, as a way of bringing in new
generations and slowly ushering in changes in the species. Some forms of the population seem similar to
humanity's mating process most, but not all, mammalian breeding, for instance, while others seem alien by
comparison.

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For example, some species can reproduce asexually and, others like the platypus, defy the reproductive norms
of their scientific classifications. But still, there is a lot of reproduction across all species that begins with the
fertilization of an egg, and many of the species in the Kingdom Animalia raise their young in different ways.

Reproduction and Development are crucial to maintaining a species population. The process of reproduction
is complex and varies between different families of animals. While all species reproduce in one way or another,
how the eggs are fertilized and the young come into the world differ greatly. Animal and plant growth and
development also vary.

Types of Reproduction

Asexual reproduction involves one parent without the fusion of sperm and egg. In essence, the female creature
clones herself and can create an entire population without the presence of males. Asexual reproduction is
generally limited to invertebrates, such as worms and certain sea creatures such as hydras and some species
of sponge and coral as well as starfish and sea urchins. However, in the absence of available males, asexual
reproduction also has been documented in some species of snake and some sharks.

Sexual reproduction, on the other hand, is highly favored throughout the animal kingdom. Sexual reproduction
requires a sperm to fertilize an egg, creating offspring. This can happen through physical contact or as in the
case of some sea life, such as corals, sperm can be carried by the water and cause fertilization. Some creatures
exhibit both asexual and sexual reproduction.

Fertilization
The process of fertilization occurs in both plants and animals. There are, of
course, differences in the details and mechanisms. On the other hand, some of
the similarities are striking. For example, the moss plant has both swimming sperm
cells and eggs. In the moss plant, fertilization occurs by the sperm swimming to
the egg. Vertebrate animals also carry out reproduction by way of sperm and
egg.

One of the differences between plants and animals in this regard is that plants
are, for the most part, sedentary.

The moss plant depends on rain or very wet conditions for the sperm to swim from the male parts of the plant
to the egg in the female parts. In the case of animals, the male and female are individuals that physically
interact with one another in the process of mating.

Embryo Development
Many plants have a structure called the ovary which is the counterpart of
that in animals. In flowering plants, there are male and female flowers. Once
the pollen from the male flower has been transferred to the female flower,
the pollen fertilizes the egg. Once fertilized, the egg begins to develop into
an embryo in much the same way that an animal embryo develops

Germination and Birth

Whereas a vertebrate animal begins its life by exiting the mother's womb either
as an egg that must further develop and hatch or as a newborn individual, in
plants the new plant is "born" by germinating from the seed. In plants and
animals, part of the maturation occurs during the embryonic stage, and the
remainder occurs after birth and germination, respectively.

Maturation
In both plants and animals, the individual matures to the point of being
sexually mature and capable of reproduction. Once the animal is sexually
mature, it can mate, or in the case of plants, carry out pollination and
fertilization. This completes the cycle of reproduction of plants and animals.

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Cloning

Although it occurs in animals often through artificial means, asexual

reproduction is a common occurrence in plants. A shoot or a cutting from a
living plant, whether placed in the soil artificially or through natural means,
can often readily form new roots and grow into a viable new plant. When this
occurs, the plant is a genetic replica, or a clone, of the parent plant. In
contrast to this cloning or asexual reproduction, in sexual reproduction genes
are exchanged and the result is more genetic variability.

Living organisms need to reproduce to sustain their species. Some species reproduce sexually and combine
their DNA to produce a new organism. Sexual reproduction requires both an egg and sperm that combine to
create a new organism that possesses a combination of genes from both parents. Organisms can interact with
each other to achieve this goal, or the egg and sperm can travel via other organisms or wind or water currents.
This offspring, while it contains genetic traits of each of its parents, is genetically unique. This process results in
diversity in populations, which improves the odds of survival in a changing environment.

Other organisms reproduce asexually and create offspring completely on their own. With no other organism
involved, all offspring are genetically identical to the parent. This method of reproduction is common among
single-celled organisms and plants and animals with simple organizations. It tends to occur more rapidly than
sexual reproduction, allowing these species to grow at a faster rate. From the outset, offspring can live
independently, needing nothing from the parent.

Some species are capable of either sexual or asexual reproduction. The simplest organisms have no sex
organs, so asexual reproduction is a necessity. Other species like corals, may reproduce sexually or asexually,
depending on conditions. Though it does not always occur, some species surprise scientists by adapting to
asexual reproduction, sometimes where the species or even an individual organism had reproduced sexually
in the past.

Types of Asexual Reproduction

Asexual reproduction happens most frequently in lower-level organisms, such as uni- and multicellular
organisms that serve as the primary and secondary producers in an ecosystem. This is beneficial as it enables
these organisms to reproduce even when there is no suitable mate for them, enabling them to quickly produce
a large number of offspring with the same genetic makeup.

An Organism Divides Itself

There are several ways an organism can create offspring by dividing directly from the parent. This can happen
when the parent’s cells divide through the process of fission, when offspring form attached to the parent
through budding or when a section of the parent is separated from the parent and then grows the missing part
or parts to become a whole separate organism.

Fission Is Simple Division

Fission is the method of asexual reproduction seen in the simplest life forms, such as the amoeba, and tends
to occur rather rapidly. In some species, cell division can occur as quickly as every 20 minutes. All eukaryotic
cells that do not produce gametes (eggs and sperm) reproduce using mitosis. In this process, two identical
daughter cells develop and separate into two distinct organisms.

In the process of binary fission, a cell divides in half and separates so that each half becomes a new
independent organism. At its simplest form, fission occurs when a chromosome is replicated and the cell
expands to accommodate both chromosomes. The cell then elongates and pinches inward at the center as
the two chromosomes move apart before separating and producing two identical cells. In effect, the first
organism becomes two organisms of the same size with no damage done to the parent cell.

In other organisms like algae and some groups of bacteria, the parent cell divides multiple times and separates
into multiple identical offspring. Using multiple fission, they grow and replicate cellular DNA multiple times, they

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produce rapidly dozens or hundreds of smaller cells called hemocytes before they tear open and release the
new organisms that are capable to live independently.

Short-Term Buds
Budding also involves a division. Offspring bud and grow while attached to the parent until mature enough to
survive on their own. After separation, the parent organism remains unchanged from its original state. While
able to survive independent of the parent, these new organisms are smaller in size at first but continue to grow
and mature.

Several plants reproduce in this manner, including those that grow from corms or bulbs, tubers, rhizomes, or
plants with a stolon (commonly known as a runner) that forms adventitious roots that emerge separately from
the primary root and become a new plant. Other plants grow small buds on their leaves that, when separated
from the plant (or when they touch soil), are capable of growing independently. This is how some plants, such
as daffodils, “naturalize” or spread on their own.

Strawberry plants have runners and stems that can root themselves and
create a new plant. Garlic has a corm, which is like a tulip or daffodil bulb,
which can divide and separate to create new plants. Ginger and some flower
irises from rhizomes serve as the foundation for new plants. In some species,
like cactus, the offspring remain attached to the parent but form their colony.

Budding is less common in the animal kingdom, but it is seen in some

organisms like yeast and fixed sea life like hydras, which develop polyps that
break off to form new organisms. Some sponges and corals also reproduce
asexually. After reaching a certain size, some species form polyps and divide
to form a new colony. In other cases, they reproduce sexually, by releasing
sperm or eggs that fertilize in the water and are carried off to grow in another
location.

Splitting off on Their Own

Fragmentation or regeneration occurs when a parent or an organism

“loses” a body part and then regrows what is missing and becomes a new
whole. This is common among many worms, sea urchins, sponges, and
starfish. In the plant kingdom, fragmentation occurs in fungi, lichen, and
photosynthetic algae and bacteria.

A recent study revealed details about the reproductive process of the

freshwater planarian, better known as flatworms. Flatworms are shy
organisms that only reproduce in the dark and when they are undisturbed,
so scientists needed to use continuous video recordings to determine how
the process occurs. They discovered that asexual reproduction in flatworms
occurs predictably, approximately once a month. The process has three
stages: waist formation, pulsation, and rupture.

During the first step which is waist formation, a weak point is created so that pulses cause the organism to break
or rupture at that weak point. Once the worm has separated into two sections, both pieces regrow the missing
section, using stem cells that are already distributed between the two portions.

While this process occurs naturally, artificial reproduction in plants is also possible. This is done through grafting,
layering, or artificially creating roots by placing cuttings in water for some time. Some tissue cultures can be
taken and manipulated in a laboratory to create new plants.

Natural Cloning in Plants

Asexual reproduction in plants via seeds is a natural way of cloning that allows plant embryos to grow from
unfertilized eggs. Apomixis occurs naturally in several tropical and subtropical grasses, orchids, citrus plants,
and wild species of crops such as beets, strawberries, and mangoes. Over 300 species and over 35 families of
plants reproduce through apomixis.

Scientists have worked to develop apomictic plants in hopes of producing crops that are of consistent quality
and yield as well as being more tolerant of weather conditions, and being more disease- and insect-resistant.
This would also allow the production of favorable hybrid species considered too difficult or expensive to grow
using traditional methods. Scientists believe that apomixis technology will reduce the cost and breeding time
of crops and also avoid the complications associated with sexual reproduction and vegetative propagation.

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Nutrition: What Plants and Animals Need to Survive

Macronutrients
Cells are essentially a well-organized assemblage of macromolecules and water. Recall that macromolecules
are produced by the polymerization of smaller units called monomers. For cells to build all of the molecules
required to sustain life, they need certain substances, collectively called nutrients. When prokaryotes grow, they
obtain their nutrients from the environment. Nutrients that are required in large amounts are
called macronutrients, whereas those required in smaller or trace amounts are called micronutrients. Just a
handful of elements are considered macronutrients(carbon, hydrogen, oxygen, nitrogen, phosphorus, and
sulfur).

(A mnemonic to remember these elements is the acronym CHONPS.)

Why are these macronutrients needed in large amounts? Because they are the components of organic
compounds in cells, including water. Carbon is the major element in all macromolecules( carbohydrates,
proteins, nucleic acids, lipids, and many other compounds. )

Micronutrients
In addition to these macronutrients, prokaryotes require various metallic elements in small amounts. These are
referred to as micronutrients or trace elements. For example, iron is necessary for the function of the cytochromes
involved in electron-transport reactions. Some prokaryotes require other elements such as boron (B), chromium
(Cr), and manganese (Mn) primarily as enzyme cofactors.
Nutritional Needs and Adaptations in Plants

Plants require only light, water, and about 20 elements to support all their
biochemical needs: these 20 elements are called essential nutrients. For an
element to be regarded as essential, three criteria are required: 1) a plant
cannot complete its life cycle without the element; 2) no other element can
perform the function of the element, and 3) the element is directly involved
in plant nutrition.

Plants obtain food in two different ways. Autotrophic plants can make their
food from inorganic raw materials, such as carbon dioxide and water,
through photosynthesis in the presence of sunlight. Green plants are
included in this group. Some plants, however, are heterotrophic, they are
parasitic and lacking in chlorophyll. These plants, referred to as holo-
parasitic plants, are unable to synthesize organic carbon and draw all of
their nutrients from the host plant.

Plants can also benefit from microbes in getting nutrients. Particular species of bacteria and fungi have co-
evolved along with certain plants to create a mutualistic symbiotic relationship with roots. This improves the
nutrition of both the plant and the microbe. The formation of nodules in legume plants can be considered a
nutritional adaptation of plants. Remember that these are not the only type of adaptations that we may find,
many plants have other adaptations that allow them to thrive under specific conditions.

Nutrients from Other Sources

Some plants cannot produce their food and must obtain their nutrition from outside sources. This may occur with
plants that are parasitic or saprophytic. Some plants are mutualistic symbionts, epiphytes, or insectivorous.

Parasitic Plants
A parasitic plant depends on its host for survival. Some parasitic plants have
no leaves. An example of this is the dodder, which has a weak, cylindrical
stem that coils around the host and forms suckers. From these suckers, cells
invade the host stem and grow to connect with the vascular bundles of the
host. The parasitic plant obtains water and nutrients through these
connections. The plant is a total parasite (a holoparasite) because it is
completely dependent on its host. Other parasitic plants are fully
photosynthetic and only use the host for water and minerals. There are about
4,100 species of parasitic plants.

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Saprophytes
A saprophyte is a plant that does not have chlorophyll and gets its food
from dead matter, similar to bacteria and fungi (note that fungi are often
called saprophytes, which is incorrect because fungi are not plants). Plants
like these use enzymes to convert organic food materials into simpler forms
from which they can absorb nutrients. Most saprophytes do not directly
digest dead matter: instead, they parasitize fungi that digest dead matter
or are mycorrhizal, ultimately obtaining photosynthate from a fungus that
derived photosynthate from its host.

Symbionts

A symbiont is a plant in a symbiotic relationship, with special adaptations such as

mycorrhizae or nodule formation. Fungi also form symbiotic associations with
cyanobacteria and green algae (called lichens). Lichens can sometimes be seen as
colorful growths on the surface of rocks and trees. The algal partner (phycobiont)
makes food autotrophically, some of which it shares with the fungus; the fungal
partner (mycobiont) absorbs water and minerals from the environment, which are
made available to the green alga. If one partner was separated from the other, they
would both die.

Epiphytes
An epiphyte is a plant that grows on other plants but is not dependent upon the
other plant for nutrition. Epiphytes have two types of roots: clinging aerial roots,
which absorb nutrients from humus that accumulates in the crevices of trees; and
aerial roots, which absorb moisture from the atmosphere.

Insectivorous Plants

An insectivorous plant has specialized leaves to attract and digest insects. The Venus
flytrap is popularly known for its insectivorous mode of nutrition and has leaves that
work as traps. The minerals it obtains from prey compensate for those lacking in the
boggy (low pH) soil of its native North Carolina coastal plains. There are three
sensitive hairs in the center of each half of each leaf. The edges of each leaf are
covered with long spines. Nectar secreted by the plant attracts flies to the leaf. When
a fly touches the sensory hairs, the leaf immediately closes. The next thing that
happens is fluids and enzymes will break down the prey and minerals are absorbed
by the leaf.

Nutritional Needs and Adaptations in Animals

Most animals obtain their nutrients by the consumption of other organisms. At the cellular level, the biological
molecules necessary for animal function are amino acids, lipid molecules, nucleotides, and simple sugars.
However, the food consumed consists of protein, fat, and complex carbohydrates. Animals must convert these
macromolecules into the simple molecules required for maintaining cellular functions, such as assembling new
molecules, cells, and tissues.

The conversion of the food consumed to the nutrients required is a process involving digestion and absorption.
During digestion, food particles are broken down into smaller components, and later, they are absorbed by the
body.

Animals obtain their nutrition from the consumption of other organisms. Depending on their diet, animals can be
classified into the following categories: plant eaters (herbivores), meat-eaters (carnivores), and those that eat
both plants and animals (omnivores). The nutrients and macromolecules present in food are not immediately
accessible to the cells. Several processes modify food within the animal body to make the nutrients and organic
molecules accessible for cellular function. As animals evolved in the complexity of form and function, their
digestive systems have also evolved to accommodate their various dietary needs.

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Herbivores, Omnivores, and Carnivores

Herbivores are animals whose primary food source is plant-based. Examples of

herbivores, as shown below, include vertebrates like deer, koalas, and some bird
species, as well as invertebrates such as crickets and caterpillars. These animals
have evolved digestive systems capable of handling large amounts of plant
material. Herbivores can be classified into frugivores (fruit-eaters), granivores
(seed-eaters), nectivores (nectar feeders), and folivores (leaf eaters).

Carnivores are animals that eat other animals. The

word carnivore is derived from Latin and means
“meat-eater.” Wild cats such as lions and tigers are
examples of vertebrate carnivores, as are snakes and
sharks, while invertebrate carnivores include sea stars,
spiders, and ladybugs. Obligate carnivores are those
that rely entirely on animal flesh to obtain their
nutrients; examples of obligate carnivores are
members of the cat family, such as lions and
cheetahs. Facultative carnivores are those that also eat non-animal food in addition to animal food.

Remember that there is no clear line that differentiates facultative carnivores from omnivores, dogs would be an
example of facultative carnivores.

Omnivores are animals that eat both plants- and animal-derived

food. In Latin, omnivore means to eat everything. Humans, bears,
and chickens are an example of vertebrate omnivores;
invertebrate omnivores include cockroaches and crayfish.

Mechanisms for Gas Exchange

All living things obtain the energy they need by metabolizing energy-rich
compounds, such as carbohydrates and fats. In the majority of organisms, this
metabolism takes place by respiration, a process that requires oxygen. In the
process, carbon dioxide gas is produced and must be removed from the body.

In-plant cells, carbon dioxide may appear to be a waste product of respiration,

too, but because it is used in photosynthesis carbon dioxide may be
considered a by-product.

Carbon dioxide must be available to plant cells, and oxygen gas must be
removed. Gas exchange is an essential process in energy metabolism, and
gas exchange is essential to life because when there is a lack of energy, life
cannot continue.

The basic mechanism of gas exchange is diffusion across a moist membrane. Diffusion is the movement of
molecules from a region of greater concentration to a region of lesser concentration, in the direction following
the concentration gradient. In living systems, the molecules move across cell membranes, which are continuously
moistened by fluid.

Simple organisms

Single-celled organisms, such as bacteria and protozoa, are in constant contact with their external environment.
Gas exchange occurs by diffusion across their membranes. Even in simple multicellular organisms, such as green
algae, their cells may be close to the environment, and gas exchange can occur easily.

In larger organisms, adaptations bring the environment closer to the cells. Liverworts, for example, have many air
chambers in the internal environment. Sponges and hydras have water-filled central cavities, and planaria have
branches of their gastrovascular cavity that connect with all parts of the body.

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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, there is a lot of supply of carbon dioxide, 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 high.

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
exchange 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 on 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.

Sensory and Motor Mechanisms of Organisms

Animals can respond to environmental factors by moving to a new location. But plants are rooted in place and
must respond to the surrounding environmental factors. Plants have systems to detect and respond to light,
gravity, temperature, and physical touch. Receptors sense environmental factors and relay the information to
effector systems it is often through chemical messengers to bring plant responses.

Plant Responses to Light

Plants have several sophisticated uses for light that go far beyond their
ability to photosynthesize low-molecular-weight sugars using only carbon
dioxide, light, and water. Photomorphogenesis is the growth and
development of plants in response to light. It allows plants to optimize their
use of light and space. Photoperiodism is the ability to use light to track
time. Plants can tell the time of day and time of year by sensing and using
various wavelengths of sunlight. Phototropism is a directional response
that allows plants to grow towards, or even away from, light.

The sensing of light in the environment is important to plants, it can be crucial for competition and survival. The
response of plants to light is intervened by different photoreceptors, which are protein covalently bonded to a
light-absorbing pigment called a chromophore. Together, the two are called a chromoprotein.

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The Blue Light Responses

Phototropism is the directional bending of a plant toward or away from a light

source as a response to blue wavelengths of light. Positive phototropism is
growth towards a light source, while negative phototropism (also called
skototropism) is growth away from light.

Other responses under the control of phototropin are leaf opening and
closing, chloroplast movement, and the opening of stomata.

Plant Responses to Gravity

Whether or not they germinate in the light or total darkness, shoots usually sprout up from the ground, and roots
grow down into the ground. A plant laid on its side in the dark will send shoots upward when given enough time.
Gravitropism ensures that roots grow into the soil and that shoots grow toward sunlight. Growth of the shoot apical
tip upward is called negative gravitropism, whereas growth of the roots downward is called positive gravitropism.

Amyloplasts are also known as statoliths. They are specialized plastids that contain starch granules and settle
downward in response to gravity. Amyloplasts are found in shoots and specialized cells of the root cap. When a
plant is tilted, the statoliths drop to the new bottom cell wall. A few hours later, the shoot or root will show growth
in the new vertical direction.

Growth Responses

A plant’s sensory response to external stimuli relies on chemical messengers (hormones). Plant hormones affect
all aspects of plant life, from flowering to fruit setting and maturation, and from phototropism to leaf fall. Potentially
every cell in a plant can produce plant hormones. They can act in their cell of origin or be transported to other
portions of the plant body, with many plant responses involving the synergistic or antagonistic interaction of two
or more hormones. In contrast, animal hormones are produced in specific glands and transported to a distant
site for action, and they act alone.

Plant hormones are a group of unrelated chemical substances that affect plant morphogenesis. There are five
major plant hormones, these are auxins, cytokinins, gibberellins, ethylene, and abscisic acid.

⚫ Auxins - The term auxin is derived from the Greek word auxin, which means “to grow.” Auxins are the main
hormones responsible for cell elongation in phototropism and gravitropism. Commercial use of auxins is
widespread in plant nurseries and for crop production. It is used as a rooting hormone to promote the growth
of adventitious roots on cuttings and detached leaves.

⚫ Cytokinins - The effect of cytokinins was first reported when it was found that adding the liquid endosperm
of coconuts to developing plant embryos in culture stimulated their growth. The stimulating growth factor
was found to be cytokinin, a hormone that promotes cytokinesis (cell division). Cytokinins are known to delay
senescence in leaf tissues, promote mitosis, and stimulate differentiation of the meristem in shoots and roots.

⚫ Gibberellins - are a group of about 125 closely related plant hormones that stimulate shoot elongation, seed
germination, and fruit and flower maturation. GAs are synthesized in the root and stem apical meristems,
young leaves, and seed embryos. In urban areas, GA antagonists are sometimes applied to trees under
power lines to control growth and reduce the frequency of pruning.

⚫ Abscisic Acid - The plant hormone abscisic acid (ABA) was first discovered as the agent that causes the
abscission or dropping of cotton bolls. However, more recent studies indicate that ABA plays only a minor
role in the abscission process. ABA accumulates as a response to stressful environmental conditions, such as
dehydration, cold temperatures, or shortened day lengths. Its activity counters many of the growth-
promoting effects of GAs and auxins.

Plant Responses to Wind and Touch

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The shoot of a pea plant winds around a trellis, while a tree grows on an
angle in response to strong prevailing winds. These are examples of how
plants respond to touch or wind.

The movement of a plant subjected to constant directional pressure is

called thigmotropism, from the Greek words thigma meaning “touch,”
and tropism implying “direction.” Tendrils are one example of this. The
meristematic region of tendrils is very touched sensitive, light touch will
evoke a quick coiling response. Cells in contact with a support surface
contract, whereas cells on the opposite side of the support expand.
A thigmonastic response is a touch response independent of the direction
of the stimulus.

In the Venus flytrap, two leaves are joined e and lined with thin fork-like spikes on the outer edges. Tiny hairs are
located inside the trap. When an insect brushes against these hairs, touching two or more of them in succession,
the leaves close quickly, trapping the prey. Glands on the leaf surface secrete enzymes that slowly digest the
insect. The released nutrients are absorbed by the leaves, which reopen for the next meal.

Thigmomorphogenesis is a slow developmental change in the shape of a plant subjected to continuous

mechanical stress. When trees bend in the wind, for example, growth is usually undersized and the trunk thickens.

Sensory Processing in Animals

The sensory system detects signals from the outside environment and
communicates them to the body via the nervous system. The sensory system
relies on specialized sensory receptor cells that transduce external stimuli
into changes in membrane potentials. If the changes in membrane
potential are sufficient to induce an action potential, then these action
potentials are then communicated along neurons within the afferent
division of the PNS to the CNS for information processing. The CNS integrates
and interprets the incoming signals to effect a response to the appropriate
body systems via the efferent division of the PNS.

Sensory receptor cells can be:

1. specialized neurons (the receptor cell is also a neuron)
2. specialized sensory cells which synapse with a neuron (the receptor cell secretes neurotransmitters to stimulate
changes in membrane potential in the synapsed neuron)

Different sensory receptor cells are specialized for different types of stimuli and are categorized by the type of
stimulus they detect. Sensory receptor cells include
A. Mechanoreceptors: respond to physical deformation of the cell membrane from mechanical energy or
pressure, including touch, stretch, motion, or sound
B. Chemoreceptors: respond to specific molecules, often dissolved in a specific medium (such as saliva or
mucus), or airborne molecules
C. Photoreceptors: respond to radiant energy (visible light in most vertebrates; visible as well as UV light in many
insects)
D. Nociceptors: respond to “noxious” stimuli or essentially anything that causes tissue damage
E. Thermoreceptors: respond to heat or cold

Humans and many other vertebrates have at least five special senses, the olfaction (smell), gustation (taste), an
equilibrium for balance and body position, vision, and hearing. Additionally, we possess general senses, also
called somatosensation, which respond to stimuli like temperature, pain, pressure, and vibration.

DID YOU KNOW…

that pandas don’t have particular sleeping spots?
They simply fall asleep wherever they happen to be.

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IV. RELATED READINGS/OTHER LEARNING SOURCES

To further your knowledge try to watch these videos:
⚫ https://www.cliffsnotes.com/study-guides/biology/plant-biology/tissues/growth-and-development

⚫ https://www.sciencedirect.com/science/article/abs/pii/S0962892499016499

QUOTATION:

“Let your love flow out on all living things”

V. PARENT’S INTERVENTION

1. Share your knowledge to your parents/guardians about the different characteristics.

2. Identify their importance to humans.

VI. References

REFERENCES CLIPART/PHOTOS

Olivar, J (2016) Exploring Life Through Science Series. 927 Quezon Ave. https://byjus.com/biology/binary-fission/
Quezon City: Phoenix Publishing House, INC.

https://www.special-learning.com/article/the-benefits-of- https://bio.libretexts.org/Bookshelves/Introductory_and_General_Biology/B
hippotherapy-for-the-autistic-population/ ook%3A_General_Biology_(Boundless)/30%3A_Plant_Form_and_Physiology/
30.7%3A_Plant_Sensory_Systems_and_Responses/30.7A%3A_Plant_Respons
es_to_Light

https://www.shutterstock.com/search/stomata http://sandeep10.weebly.com/respiration.html

https://www.countryliving.com/gardening/g3280/flower-pictures/ https://www.snapsolve.com/solutions/Longanswer-question-Why-are-
budding-fragmentation-and-regeneration-all-considere-1672378974329857

https://www.thoughtco.com/vegetative-propagation-4138604 https://www.dec.ny.gov/permits/91739.html

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PART 1: Self-Check!

Please describe your learning experience for this week’s module by shading the
corresponding emoji.

I have fully understood the I have understood most of I have some questions in I need help in
module and I am ready to the concepts presented mind that need to be understanding the
move to the next topic. in the module clarified to better module
understand

PART II: Activity Time!

Learning Competency: A.1 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 (Remembering)

Direction: Using the Frayer model, explain the different processes in plants and animals. Identify their
characteristics.

Criteria Excellent Very good Fair (2 points) Needs Score

(4 points) (3 points) Improvement
(1point)
Content Very Somewhat Gives some Gives no new
informative informative new information and
and well and organized information is very poorly
organized but is poorly organized
organized
Total Score

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Were you able to answer our activity? If not, there might be part of the
lesson you still have to comprehend more. Try reading it again then
accomplish our activity. YOU CAN DO IT!

If you were able to do it, it means that you succeeded in your reading
journey.

Congratulations!

This should be submitted to the assigned subject teacher.

ASKI Skills and Knowledge Institute, Inc.
General Biology 1I
2nd Quarter
Week No. 7-8 (May 2-13, 2022)
NAME:________________________________________________________ SCORE: ________________
GRADE & SECTION:____________________________________________ DATE: ________________
Assessment #4
Activity Title: “Living-Things”
Type of Activity: Writing Activity
Learning Competency: A.1 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 (Remembering)
Essential Question: What are the processes involved in living things?

Directions: Read the instructions carefully to avoid mistakes in doing your quiz.

A. Fill in the blanks. Identify each word missing in each number.

1. _______________________ involves one parent without the fusion of sperm and egg.
2. The process of fertilization occurs in ____________________________.
3. Asexual reproduction happens most frequently in ___________________________.
4. Offspring form attached to the parent through ________________________.
5. _______________________ is the method of asexual reproduction seen in the simplest life forms.
6. _______________________ occurs when a parent or an organism “loses” a body part.
7. ____________________ occurs naturally in a number of tropical and subtropical grasses, orchids, citrus plants.
8. Cells build all of the molecules required to sustain life, they need certain substances, collectively
called ___________________.
9. _____________________ plants can make their own food from inorganic raw materials.
10. Saprophyte is a plant that does not have________________________ and gets its food from dead matter.
11. A __________________ is a plant in a symbiotic relationship, with special adaptations such as mycorrhizae or
nodule formation.
12. An ________________________ plant has specialized leaves to attract and digest insects.
13. The word carnivore is derived from Latin and literally means _________________________.
14. ______________________ are animals that eat both plant- and animal-derived food.
15. _______________________ is the movement of molecules from a region of greater concentration to a region of
lesser concentration.
16. _______________________ is the growth and development of plants in response to light.
17. ________________________ is a directional response that allows plants to grow towards, or even away from,
light.
18. The term auxin is derived from the Greek word auxein, which means _________________.
19. ________________________is a respond to physical deformation of the cell membrane from mechanical energy
or pressure, including touch, stretch, motion, or sound.
20. _________________is a respond to radiant energy (visible light in most vertebrates; visible as well as UV light in
many insects).

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Pledge of Honesty

I do solemly pledge that I answered all the activities and assessments with the best of my
ability. I carefully read the directions and use my understanding to submit my assessment on time. I
did not ask others to accomplish these activities and assessments on my behalf.

I am aware that if my output is proven to be copied and pasted from a source, my score will
be subjected for a deduction or invalidation. I acknowledge that honesty is a virtue that would build
my character as an individual.

______________________________ _________________________________

Name and Signature of the Student Name and Signature of the Parent

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