PLANT AND ANIMAL ORGAN SYSTEMS
AND THEIR FUNCTIONS
(REGULATION OF BODY FLUIDS AND
CHEMICAL AND NERVOUS CONTROL)
for General Biology 2 Grade 11
Quarter 4 / Week 3
FOREWORD
This self-learning kit will serve as guide for the
learners. It will aid them as they learn new ideas
and enrich their existing knowledge. To study
General Biology, one requires a sense of
discipline. The learners will gain knowledge on
the different organ systems in both plants and
animals as well as how these organs respond to
the environment.
In this learning kit, the learners will be able to
compare and contrast the organ systems in both
plants and animals in terms of regulation of body
fluids and chemical and nervous control.
2
Lesson
1
REGULATION OF BODY FLUIDS
OBJECTIVES:
At the end of the lesson, the learners shall be able to:
K: explain the concept of osmoregulation
S: compare and contrast the regulation of body fluids in both
plants and animals
A: recognize the important role of osmoregulation in carrying
out essential life processes
LEARNING COMPETENCY:
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)
I. WHAT HAPPENED
PRE-ACTIVITY
Directions: Read and understand each item carefully. Then, write the letter of
your answer in your notebook.
1. When faced with a sudden drop in environmental temperature, an
endothermic animal will ________.
A. experience a drop in its body temperature
B. wait to see if it goes lower
C. increase muscle activity to generate heat
D. add fur or fat to increase insulation
3
2. How are wastes carried to the kidney for removal?
A. in cells
B. the urine
C. in blood
D. in interstitial fluid
3. What is the cause of a fever of 38.3 °C (101 °F)?
A. too much heat produced by the body
B. upward adjustment of the body temperature set point
C. inadequate cooling mechanisms in the body
D. the heat caused by a viral or bacterial infection
4. Which refers to movement of solvent molecules through a semipermeable
membrane into an area that has a higher solute concentration?
A. osmosis
B. diffusion
C. active transport
D. passive transport
5. Which of the following organ systems is utilized by animals to control the
amount of water that is lost to the environment and maintain osmotic
pressure?
A. Circulatory system
B. Digestive system
C. Reproductive system
D. Excretory system
II. WHAT I NEED TO KNOW
DISCUSSION
Homeostasis
Homeostasis refers to the relatively stable state inside the body of an
animal. Animal organs and organ systems constantly adjust to internal and
external changes in order to maintain this steady state. Examples of internal
conditions maintained homeostatically are the level of blood glucose, body
temperature, blood calcium level. These conditions remain stable because of
physiologic processes that result in negative feedback relationships.
4
The goal of homeostasis is the maintenance of equilibrium around a
specific value of some aspect of the body or its cells called a set point. While
there are normal fluctuations from the set point, the body’s systems will usually
attempt to go back to this point. A change in the internal or external
environment is called a stimulus and is detected by a receptor; the response
of the system is to adjust the activities of the system so the value moves back
toward the set point. For instance, if the body becomes too warm,
adjustments are made to cool the animal. If glucose levels in the blood rise
after a meal, adjustments are made to lower them and to get the nutrient
into tissues that need it or to store it for later use.
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.
Source: https://senecalearning.com/en-GB/definitions/osmosis/
5
Regulators and Conformers
Two major
osmoregulators.
types
of
osmoregulation
are
osmoconformers
and
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).
Osmoregulation Strategies of Different Organisms
Bacteria - When osmolarity increases around bacteria, they may use
transport mechanisms to absorb electrolytes or small organic molecules. The
osmotic stress activates genes in certain bacteria that lead to the synthesis of
osmoprotectant molecules.
Protozoa - Protists use contractile vacuoles to transport ammonia and other
excretory wastes from the cytoplasm to the cell membrane, where the
vacuole opens to the environment. Osmotic pressure forces water into the
cytoplasm, while diffusion and active transport control the flow of water and
electrolytes.
Source: https://www.bioscience.com.pk/topics/zoology/item/261-osmoregulation-or-homeostasis-in-protozoa
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 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
6
cuticle. Plants that live in dry habitats (xerophytes) store water in vacuoles,
have thick cuticles, and may have structural modifications (i.e., needleshaped 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.
Source: https://www.quora.com/In-plants-what-is-osmoregulation
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.
Source: https://philschatz.com/biology-concepts-book/contents/m45534.html
In human, 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
7
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.
Osmoreceptors in the hypothalamus of the brain monitor changes in
water potential, controlling thirst and secreting ADH. ADH is stored in the
pituitary gland. When it is released, it targets the endothelial cells in the
nephrons of the kidneys. These cells are unique because they have
aquaporins. Water can pass through aquaporins directly rather than having
to navigate through the lipid bilayer of the cell membrane. ADH opens the
water channels of the aquaporins, allowing water to flow. The kidneys
continue to absorb water, returning it to the bloodstream, until the pituitary
gland stops releasing ADH.
ENRICHMENT ACTIVITY
VENN DIAGRAM. Compare and contrast the regulation of body fluids in both
plants and animals. (10 points)
PLANTS
ANIMALS
8
III. WHAT I HAVE LEARNED
POST-TEST
Directions. Cite at least two important roles of osmoregulation in carrying out
essential life processes. Write your answers in your notebook. (5 points each)
1._________________________________________________________________________
2._________________________________________________________________________
9
REFERENCES
Charles Molnar, Homeostasis and Osmoregulation, accessed on
January 27, 2021, https://opentextbc.ca/biology/chapter/11-1homeostasis-and-osmoregulation/
Helmenstine, Anne Marie, Ph.D. "Osmoregulation Definition and
Explanation." ThoughtCo, Aug. 26, 2020, accessed on January 27,
2021, thoughtco.com/osmoregulation-definition-and-explanation4125135.,
Images:
https://senecalearning.com/en-GB/definitions/osmosis/
https://www.quora.com/In-plants-what-is-osmoregulation
https://www.bioscience.com.pk/topics/zoology/item/261-osmoregulation-orhomeostasis-in-protozoa
https://philschatz.com/biology-concepts-book/contents/m45534.html
https://www.thoughtco.com/osmoregulation-definition-andexplanation4125135#:~:text=Plant%20cells%20rely%20on%20vacuol
es%20to%20regulate%20cytoplasm%20osmolarity.&text=Plants%20t
hat%20live%20in%20water,environment%20and%20maintain%20os
motic%20pressure.
10
SYNOPSIS
ANSWER KEY
This self-learning kit is designed
and developed to help the learners
understand the specific lesson about
the plant and animal organ systems
and their functions. This lesson is
made simple and contextualized to
meet the standard of the K-12
curriculum and is modified to help
learners on their self-study habit.
PRE-ACTIVITY
1. C
2. C
3. B
4. A
5. D
With the cooperation of every
individual and effort of the learners,
we can achieve the quality of
education in the teaching-learning
process.
VENN DIAGRAM
Stem/leaves
POST-TEST
1. Osmoregulation is the active regulation of
osmotic pressure to maintain the balance of
water and electrolytes in an organism.
2. Osmoregulation maintains the required
concentration of minerals and water in the cell. It
also helps maintain the homeostasis or the state
of equilibrium with the surrounding environment.
ABOUT THE AUTHOR
THOMAS JOGIE U. TOLEDO finished his course at
Negros Oriental State University with a degree of
Bachelor of Secondary Education major in
Biological Science last 2015. He is a Senior High
School Teacher II at Sumaliring High School and
District Planning Coordinator of Siaton 1 District. He
is currently studying Master of Arts in Science
Teaching at Negros Oriental State University.
11
CHEMICAL AND NERVOUS CONTROL
OBJECTIVES:
At the end of the lesson, the learners shall be able to:
K: compare and contrast the chemical and nervous
control in both plants and animals
S: list down the systems in animals and responses in plants
responsible for chemical and nervous control
A: recognize the importance of chemical and nervous
control in plants and animals
LEARNING COMPETENCY:
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)
I. WHAT HAPPENED
PRE-ACTIVITY
Directions: Choose from the pool of words inside the box to complete the
diagram. Draw the diagram with your answers in your notebook.
Central
system
nervous Brain
Peripheral nervous Spinal cord
system
Motor
neurons
Sensory
neurons
12
Somatic
nervous
system
Autonomic
nervous
system
Sympathetic
division
Parasympathetic
division
Source: http://www.imagequiz.co.uk/quizzes/301469019
II. WHAT I NEED TO KNOW
DISCUSSION:
In animals:
The nervous system
The nervous system uses electrical impulses to collect, process and
respond to information about the environment.
Nervous system cells
The unique structure of neurons makes them specialized for receiving
and transmitting electrical impulses throughout the body. Neurons are
supported by glial cells, which surround, protect, and insulate them.
13
All neurons have several features in common, including a cell body,
dendrites, and an axon. These structures are important for transmitting neural
impulses, electrical signals that allow neurons to communicate with one another.
Neurons are specialized, depending on their required functions:
-
Sensory neurons carry impulses from sense organs, such as the eyes or
ears.
- Motor neurons carry impulses to muscles and glands.
Interneurons transfer signals between sensory and motor neurons, as well as in
between other interneurons.
-
In a resting neuron, there is a separation of ions in the cell regulated by
sodium-potassium pumps. If a neuron receives a large enough signal, the
resting potential changes, producing an electrical impulse called an
action potential. Once an impulse begins, it moves down the axon until it
reaches the axon terminal.
Parts of the nervous system
The nervous system is made up of two parts: the central nervous system (CNS)
and the peripheral nervous system (PNS).
14
The central nervous system (CNS) is made of the brain and the spinal cord.
Commands to the body originate in the brain and the spinal cord connects the
brain with the rest of the nerves in the body.
The PNS can be broken down into two parts:
➢ The somatic nervous system (SNS) regulates voluntary activities such as
muscular movement. It also controls reflexes, such as pulling your hand
away from the hot surface of a stove.
➢ The autonomic nervous system (ANS) regulates activities that are not
under conscious control and has two divisions that are opposite of one
another: the sympathetic and parasympathetic nervous systems. The
sympathetic nervous system prepares the body for “fight-or-flight”
responses, while the parasympathetic nervous system is active during
restful periods.
The endocrine system
Like the nervous system, the endocrine system is a regulatory system.
However, instead of using electrical impulses for signaling, it produces and
uses chemical signals called hormones, which travel through the bloodstream
and control the actions of cells and organs.
15
Source: https://www.khanacademy.org/science/high-school-biology/hs-human-body-systems/hs-thenervous-and-endocrine-systems/a/hs-the-nervous-and-endocrine-systemsreview#:~:text=For%20one%2C%20the%20endocrine%20system,functions%20are%20more%20short%2Dli
ved.
Regulation of the endocrine system
The endocrine system is regulated by negative feedback mechanisms
that work to maintain homeostasis. The concentration of hormones, and how
they affect other body systems, is controlled in this manner. For example,
blood glucose regulation is controlled by insulin and glucagon, hormones
16
produced by the pancreas. When blood glucose increases, the pancreas
releases insulin, which stimulates the uptake of glucose from the blood. This
prevents blood glucose from getting too high. When blood glucose
concentration drops, the pancreas releases glucagon, which stimulates the
breakdown of glycogen and releases glucose into the blood. This raises
blood glucose back to normal levels.
Source: https://www.khanacademy.org/science/high-school-biology/hs-human-body-systems/hs-thenervous-and-endocrine-systems/a/hs-the-nervous-and-endocrine-systemsreview#:~:text=For%20one%2C%20the%20endocrine%20system,functions%20are%20more%20short%2Dli
ved.
In Plants:
Plant Hormones and Sensory Systems
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.
Just as in animals, hormones are signaling molecules which are present in
very small amounts, transported throughout the plant body, and only elicit in
responses in cells which have the appropriate hormone receptors. In plants,
hormones travel large throughout the body via the vascular tissue (xylem and
phloem) and cell-to-cell via plasmodesmata.
17
Source: https://micro.magnet.fsu.edu/cells/plants/plasmodesmata.html
Potentially every cell in a plant can produce plant hormones. In contrast,
many animal hormones are produced only in specific glands. Plants do not have
specialized hormone-producing glands.
Hormones regulate a variety of plant behaviors in response to different stimuli
or environmental conditions. This page is divided into two parts:
Part 1 - describes some of the hormones that initiate and regulate plant
behaviors.
Part 2 - describes the stimuli that provoke these responses and the pathways
that regulate the responses.
PART 1
Auxins: the master growth regulator
The term auxin is derived from the Greek word auxein, which means “to
grow.” Auxins are the main hormones responsible for cell elongation in
phototropism (movement in response to light) and gravitropism (movement in
response to gravity). Apical dominance (inhibition of lateral bud formation) is
triggered by auxins produced in the apical meristem. Flowering, fruit ripening,
and inhibition of abscission (leaf falling) are other plant responses under the
direct or indirect control of auxins.
18
Cytokinins: cell division
Cytokinins promote cytokinesis (cell division). Cytokinins are most
abundant in growing tissues, such as roots, embryos, and fruits, where cell
division is occurring. Cytokinins also delay senescence (aging) in leaf tissues,
promote mitosis (cell division), and stimulate differentiation of the meristem in
shoots and roots.
Gibberellins: stem, fruit, and seed growth
Gibberellins (GAs) are a group of about 125 closely related plant
hormones that stimulate shoot elongation, seed germination, and fruit and
flower maturation. Maturing grapes are routinely treated with GA to promote
larger fruit size. GAs are synthesized in the root and stem apical meristems,
young leaves, and seed embryos.
Abscisic Acid (ABA): dormancy
Abscisic acid (ABA) causes the abscission (dropping) leaves. ABA
accumulates as a response to stressful environmental conditions, such as
dehydration, cold temperatures, or shortened day lengths. Its activity
counteracts many of the growth-promoting effects of GAs and auxins.
Ethylene: aging
Ethylene promotes fruit ripening, flower wilting, and leaf fall. Ethylene is
unusual as a hormone because it is a volatile gas (C2H4). Aging tissues
(especially older leaves) and nodes of stems produce ethylene. The bestknown effect of the hormone is the promotion of fruit ripening: ethylene
stimulates the conversion of starch and acids into simple sugars. Ethylene also
triggers leaf and fruit abscission, flower fading and dropping.
Systemin: anti-herbivory
Systemin, named for the fact that it is distributed systemically
(everywhere) in the plant body upon production, activates plant responses
to wounds from herbivores. Systemin initiates production of compounds, like
jasmonic acid, which taste bad and inhibit digestion by herbivores (causing a
stomach ache!) to deter them from continuing to eat the plant.
Methyl Salicylate (MeSa): immune response
Methyl salicylate (MeSa) helps regulate responses to infection by
parasites or pathogens. When a parasite or pathogen infects a cell, there is a
specific, localized response called the hypersensitive response (HR). Following
this very localized response, the plant initiates a systemic (whole body)
response called the systemic acquired response (SAR). MeSA is responsible for
inducing the SAR in response to the HR.
19
PART 2
Plant Responses to Stimuli
Plant Responses to Light: Phototropism and Germination
Plants are generally capable of detecting and responding to at least
three wavelengths of light: blue light, red light, and far-red light. The different
wavelengths are detected by different photoreceptors, which are comprised
of a protein covalently bonded to a light-absorbing pigment called a
chromophore. Together, the two are called a chromoprotein. The behaviors
regulated by light stimuli include:
•
•
•
•
phototropism (movement toward light)
stem elongation (growth)
germination (seed sprouting)
photoperiodism (flowering in response to length of day)
Plant Growth Responses
Other plant responses to different growth-related stimuli include:
• Apical dominance
- Many plants grow primarily at a single apical meristem and
have limited lateral branches (which would result in multiple
meristems).
• Leaf abscission
- Some plants drop leaves in response to changing seasons
(based on temperatures, photoperiod, water, or other
environmental conditions).
• Fruit growth
- Growth of fruits in size is promoted by gibberellins.
• Fruit ripening
- Once fruits have grown to the appropriate size, they begin
ripening; this process is stimulated by ethylene.
Plant Responses to Water or Water Stress (Drought)
•
Germination
- Though we previously discussed germination controlled by the
phytochrome system, the seeds of some plant species instead
rely on the imbibition (intake) of water to initiate germination.
20
•
Stomatal closing
- As briefly noted above, activation of phot1 and phot2 by blue
light cause stomata to open to permit gas exchange so that
photosynthesis can occur.
•
Local cell death
- In drought conditions, the immediate response is closing
stomata, as noted above. However, because closed stomata
prevent gas exchange, plants will die if the stomata remain
closed for too long.
Plant Responses to Touch: Thigmotropism
Thigmotropism is movement in response to touch. Different plant species
have different types of responses to touch, including slow thigmotropism and
fast thigmotropism.
• Slow thigmotropism
- describes a plant response to a touch stimulus that affects
direction of growth, such as vines that wrap around or grow
along structures
• Fast thigmotropism
- only occurs in a few plant species, and describes a rapid plant
response to touch such the way the Venus flytrap snaps shut to
trap an insect, or the way mimosa plants clamp their leaves
closed in response to touch
21
Source: https://www.sciencemag.org/news/2020/05/how-venus-flytraps-evolved-their-taste-meat
ENRICHMENT ACTIVITIES
A. Compare and contrast the chemical and nervous control in both plants
and animals. Do this in your notebook.
PLANTS
ANIMALS
B. List down at least three systems in animals and three responses in plants
responsible for chemical and nervous control. Write your answers in your
notebook.
Animals: 1. _____________
2. _____________
3. _____________
Plants: 1. ______________
2. ______________
3. ______________
C. Cite at least two importance of chemical and nervous control in plants
and animals. Write your answers in your notebook.
1._______________________________________
2._______________________________________
22
III. WHAT I HAVE LEARNED
POST-TEST
Directions: Read each item carefully. Then, write the letter of your answer on
your answer sheet
.
1. It is a system that uses electrical impulses to collect, process and respond
to information about the environment.
A. Nervous
C. Respiratory
E. All of the above
B. Digestive
D. Immune
2. It is a type of neuron that carry impulses to muscles and glands.
A. Sensory
C. Interneurons
E. None of the above
B. Motor
D. Entraneurons
3. It is a movement toward or away from light.
A. Phototropism
C. Photoreceptors
B. Photoperiodism
D. Phototropins
E. None of the above
4. The chromoproteins responsible for mediating the phototropic response is
called_________.
A. Phototropism
C. Photoreceptors
E. None of the above
B. Photoperiodism
D. Phototropins
5. It is also known as statoliths which are specialized cellular compartments
containing starch granules that move in response to gravity.
A. Apical dominance
C. Leaf abscission
E. Fruit ripening
B. Amyloplasts
D. Fruit growth
6. Some plants drop leaves in response to changing seasons (based on
temperatures, photoperiod, water, or other environmental conditions). This
process is called________.
A. Apical dominance
C. Leaf abscission
E. Fruit ripening
B. Amyloplasts
D. Fruit growth
7. It is a phenomenon wherein many plants grow primarily at a single apical
meristem and have limited lateral branches (which would result in multiple
meristems).
A. Apical dominance
C. Leaf abscission
E. Fruit ripening
B. Amyloplasts
D. Fruit growth
8. In animals, ___________ is called the regulatory system.
A. Nervous System
C. Endocrine System
E. All of the above
B. Digestive System
D. Immune System
23
9. It transfers signals between sensory and motor neurons as well as in
between other interneurons.
A. Sensory
C. Interneurons
E. None of the above
B. Motor
D. Entraneurons
10. The neurons that carry impulses from sense organs, such as the eyes or
ears are called________.
A. Sensory
C. Interneurons
E. None of the above
B. Motor
D. Entraneurons
24
REFERENCES
Division of the nervous system, accessed January 20, 2021,
http://pharmacological-notes-free.blogspot.com
© 2021 Khan Academy, The nervous and endocrine systems review,
accessed January 30, 2021, https://www.khanacademy.org/science/highschool-biology/hs-human-body-systems/hs-the-nervous-and-endocrinesystems/a/hs-the-nervous-and-endocrine-systemsreview#:~:text=For%20one%2C%20the%20endocrine%20system,functions%20a
re%20more%20short%2Dlived.
Georgia Tech Biological Science: Plant Hormones and Sensory
Systems,
accessed
January
31,
2021.
https://organismalbio.biosci.gatech.edu/chemical-and-electricalsignals/plant-hormones-and-sensory-systems/
Images:
http://www.imagequiz.co.uk/quizzes/301469019
https://commons.wikimedia.org/wiki/File:Neuron.svg
https://commons.wikimedia.org/wiki/File:Nervous_system_diagram
_unlabeled.svg
https://commons.wikimedia.org/wiki/File:1801_The_Endocrine_Syst
em.jpg
https://micro.magnet.fsu.edu/cells/plants/plasmodesmata.html
https://www.sciencemag.org/news/2020/05/how-venus-flytrapsevolved-their-taste-meat
25
DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL
SENEN PRISCILLO P. PAULIN, CESO V
Schools Division Superintendent
FAY C. LUAREZ, TM, Ed.D., Ph.D.
OIC - Assistant Schools Division Superintendent
Acting CID Chief
NILITA L. RAGAY, Ed.D.
OIC - Assistant Schools Division Superintendent
ROSELA R. ABIERA
Education Program Supervisor – (LRMS)
ARNOLD R. JUNGCO
PSDS – Division Science Coordinator
MARICEL S. RASID
Librarian II (LRMDS)
ELMAR L. CABRERA
PDO II (LRMDS)
RUSSEL C. CADAY
WRITER
IVANNE RAY A. GIDOR
LAYOUT ARTIST
_________________________________
ALPHA QA TEAM
LIEZEL A. AGOR
MA. OFELIA I. BUSCATO
ANDRE ARIEL B. CADIVIDA
THOMAS JOGIE U. TOLEDO
BETA QA TEAM
LIEZEL A. AGOR
JOAN Y. BUBULI
LIELIN A. DE LA ZERNA
PETER PAUL A. PATRON
THOMAS JOGIE U. TOLEDO
DISCLAIMER
The information, activities and assessments used in this material are designed to provide
accessible learning modality to the teachers and learners of the Division of Negros Oriental. The
contents of this module are carefully researched, chosen, and evaluated to comply with the set
learning competencies. The writers and evaluator were clearly instructed to give credits to
information and illustrations used to substantiate this material. All content is subject to copyright and
may not be reproduced in any form without expressed written consent from the division.
26
SYNOPSIS
ANSWER KEY
PRE-ACTIVITY
Activity 1
This self-learning kit is designed
and developed to help the learners
understand the specific lesson about
the chemical and nervous control.
This lesson is made simple and
contextualized to meet the standards
of the K-12 curriculum and is modified
to help learners on their self-study
habit.
With the cooperation of every
individual and efforts of the learners,
we can achieve the quality of
education in the teaching-learning
process.
Activity 2:
A. Animals: central nervous system, peripheral nervous
system, somatic nervous system
B. Plants: phototropism, thigmotropism, photoperiodism
C. The central nervous system consists of the brain and
spinal cord. The brain plays a central role in the control of
most bodily functions, including awareness, movements,
sensations, thoughts, speech, and memory.
Hormones regulate a variety of plant behaviors in
response to different stimuli or environmental conditions
EVALUATION/POST-TEST
1. A 2. B 3. A 4. D 5. B
ABOUT THE AUTHOR
6. C 7. A 8. C 9. C 10. A
THOMAS JOGIE U. TOLEDO finished his course at
Negros Oriental State University with a degree of
Bachelor of Secondary Education major in
Biological Science last 2015. He is a Senior High
School Teacher II at Sumaliring High School and
District Planning Coordinator of Siaton 1 District. He
is currently studying Master of Arts in Science
Teaching at Negros Oriental State University.
27