General Biology 2

Quarter 2 – Module 1.2:

Compare and Contrast Processes
in Plants and Animals: Nutrition
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 General Biology 2
Quarter 2 – Module 1.2:
Compare and Contrast Processes
in Plants and Animals: Nutrition
Introductory Message

For the facilitator:

Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode
(ADM) Module on Compare and Contrast Processes in Plants and Animals:
Nutrition.
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic constraints
in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in
the body of the module:

Notes to the Teacher

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

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Furthermore, you are expected to encourage and
assist the learners as they do the tasks included in the module.

14
For the learner:
Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode
(ADM) Module on Compare and Contrast Processes in Plants and Animals:
Nutrition.
The hand is one of the most symbolized part of the human body. It is often
used to depict skill, action, and purpose. Through our hands we may learn,
create, and accomplish. Hence, the hand in this learning resource signifies that
you as a learner is capable and empowered to successfully achieve the relevant
competencies and skills at your own pace and time. Your academic success lies
in your own hands.
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while being
an active learner.
This module has the following parts and corresponding icons:
This will give you an idea of the skills or
What I Need to competencies you are expected to learn in
Know
the module.
This part includes an activity that aims to
What I Know check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip
this module.
This is a brief drill or review to help you
What’s In link the current lesson with the previous
one.
In this portion, the new lesson will be
What’s New introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity or a situation.
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More practice to solidify your understanding
and skills of the topic. You may check the
answers to the exercises using the
Answer Key at the end of the module.

15
 This includes questions or blank
What I Have sentence/paragraph to be filled into
Learned
process what you learned from the
lesson.
This section provides an activity which
What I Can Do will help you transfer your new
knowledge or skill into real life situations
or concerns.
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be
Additional given to you to enrich your knowledge or
Activities
skill of the lesson learned. This also tends
retention of learned concepts.
This contains answers to all activities in
Answer Key the module.

At the end of this module you will also find:

References This is a list of all sources used in
developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with
it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

16
 What I Need to Know

This module is designed and written to help you understand how plants
and animals able to process the food that they intake. Choosing right amount of
food gives the needed energy to become fit and healthy.

At the end of this module, the learner is expected to:

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.
STEM_BIO11/12-IVa-h-1

17
 What I Know

Direction: Unscramble each group of letters to reveal the word being described
by the following statements below. Write your answers in your
notebook.

1. It is described as the building blocks of proteins. ( NOMIA SIDCA )

2. It is known as a simple sugar. ( CUSELOG )
3. A common monosaccharide which is part of lactose or milk sugar.
( CALAGSETO )
4. The storage form of glucose in humans and other vertebrates and is made up
of monomers of glucose. ( OCGLYNEG )
5. A common ailment brought about by a lack of iron in the body. ( AMIENA )
6. A by-product of photosynthesis used in cellular respiration. ( XOYNEG )
7. Nutrients that plants require in larger amounts. ( TUNROCAMNETRITS )
8. The next most abundant element in the plant cell. ( ORTINNEG )
9. It speeds up chemical processes in the body. ( ZESMENY )
10. The source of these minerals is fruits especially banana. ( SAMUISTOP )
11. A structure located in the esophagus which closes over the trachea to prevent
food from entering the respiratory tract. ( SITLOTGIEP )
12. A specialized structure of legume roots in which nitrogen fixation takes place.
( SLEONDU )
13. A plant that grows on other plants. ( PYHETIPE )
14. A strong substance produced in the stomach thatHelps body to break down,
digest, and absorb protein. ( RICLOCHROYHD DICA )
15. The process of reducing food to smaller molecules that can be absorbed in
the body. ( SEGDINOTI )

18
 Lesson

1 Plant and Animal Nutrition

Proper nutrition is very important to maintain healthy living. Food is any

substance which our body absorbs in order for us to gain energy. It provides us
materials for growth, maintenance, and repair of body tissues. Plants and
animals also need food for them to survive.

Are you ready for this journey? Let’s proceed!

What’s In

Direction: In a separate sheet, list down your 5 favorite foods that you usually
buy in the grocery store.
1. _____________________________
2. _____________________________
3. _____________________________
4. _____________________________
5. _____________________________

• In your observation, do you think they give proper nutrition?

__________________________________________________________________
__________________________________________________________________

• What are your criteria in choosing those foods as top of your

priority when you go to the grocery store? Explain your answer.
__________________________________________________________________
__________________________________________________________________

Rubrics for Essay

5 The student comprehensively and clearly answers the question.

4 The student almost comprehensively and clearly answers the question.
3 The student partially answers the question.
2 The student poorly answers the question.
1 The student did not answer the question at all.
19
 Notes to the Teacher
This lesson will give the learners idea on how to acquire
proper nutrition and have healthy habits.

What’s New

Directions: What comes into your mind when you hear the word “Nutrition”?
Fill in the concept map below with the terms related to it. Write
your answers in your notebook.

NUTRITION

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 What is It

All living organisms need food in order to survive. In order to attain this
goal, plants and animals need proper nutrition to boost the energy and nutrients
essential to maintain life. Once the food is absorbed, it will undergo a digestive
process before being passed to the different parts of the body.

Nutrition is the intake of food from various sources and the process that
converts food substances into living matter. Nutrition is also a requirement for
the growth and maintenance of an organism.

Are you ready to learn more? Let’s start!

There are two types of organisms in plants based on the mode of nutrition.
And these are as follows:
a. Autotrophs/Self-feeders – organisms that obtain energy from sunlight and
chemicals to produce their own food. Examples: plants and chemosynthetic
bacteria
b. Heterotrophs – organisms that cannot make their own food and obtain their
energy from other organisms. Examples: animals and fungi

PLANT NUTRITION

What do you think are the nutritional requirements of plants so that they
can survive in this environment? Well, if you can observe, plants need water,
carbon dioxide, and sunlight to make carbohydrates (glucose) in their bodies.
Since plants are autotrophic organisms, the process of photosynthesis is a
requirement by which organisms convert the energy from sunlight into chemical
energy. Aside from glucose (𝐶𝐶6 𝐻𝐻12 𝑂𝑂6 ), oxygen is also produced during
photosynthesis. Oxygen is used by plants for cellular respiration to release
energy from chemical bonds in the sugar to support their growth and
maintenance of the bodily processes.

Nutrient absorption occurs via specialized proteins in the plasma

membrane of root cells. Plants may die if the soil is compacted or saturated with
water and the soil would be unavailable to provide necessary oxygen. Plants get
oxygen from the air spaces between soil particles. So, plants need to be cultivated
and with proper care.

21
 An essential element is necessary for normal growth and reproduction,
cannot be functionally replaced by a different element, and has one or more roles
in plant metabolism. Just like other organisms, plants need essential nutrients
or elements to grow strong and healthy. Plants normally required 0.5% of
macronutrients (Carbon, Oxygen, Hydrogen, Nitrogen, Potassium, Calcium,
Magnesium, and Phosphorus) for dry weight; and trace amounts for
micronutrients (Chlorine, Iron, Manganese, Zinc, Boron, Copper, and
Molybdenum). Failure to receive right amount of nutrients in plants may lead to
the formation of discoloration or stunted growth. The table below is a list of
minerals needed by plants to grow strong and healthy.

Macronutrient Functions Deficiency Symptoms

Magnesium Component of chlorophyll; Chlorosis; drooping leaves
activation of
enzymes

Nitrogen Needed by plants for the Chlorosis of

production of proteins, lower leaves, stunted and slow
nucleic acids (DNA growth, and necrosis of older
and RNA) and chlorophyll. leaves in severe cases
Phosphorus Component of ADP and ATP, Turn dark green (both
nucleic acids, leaves and stems) and appear
phospholipids, and several stunted.
coenzymes.
Micronutrient Functions Deficiency Symptoms
Chlorine Role in root and shoot Wilting; chlorosis; some leaves
growth, and in die (deficiency not seen in
photosynthesis nature)
Magnesium The Interveinal
central molecule in chlorosis and leaf margins
chlorophyll and is an becoming yellow or
important co-factor reddish-purple while the
for the production of midrib remains green
ATP (deficiency is not common)
Molybdenum Needed for enzyme Stunted growth, chlorosis, pale
activity in the plant and for leaves that
nitrogen may be scorched, cupped, or
fixation (Legumes plant ) rolled. Leaves
may also appear thick or
brittle, and will
eventually wither, leaving only
the midrib.
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Nutritional Adaptation of Plants

a. Symbiosis of plants and soil microbes. The most important source of

nitrogen-fixing bacteria is the symbiotic interaction between soil bacteria and
legume plants. The NH3 resulting from fixation can be transported into plant
tissue and incorporated into amino acids, which are then made into plant
proteins.

b. Symbiosis of plants and fungi. It is common in some vascular plants. The

presence of fungi serves as an extension of the root system. The fungi are
responsible for the enhancement of phosphorus and transfer some nutrients
such as, zinc and copper.

c. Parasitism. A parasitic plant depends on its host for survival. Some parasitic
plants have no leaves. Example: Dodder

d. Predation. An insectivorous plant has specialized leaves to attract and digest

insects. Example: Venus flytrap

ANIMAL NUTRITION

Animals are known as heterotrophs because they consume organic

molecules from other organisms for nutrition. Animals fall into three dietary
categories – herbivores, carnivores, and omnivores. Detritivores are heterotrophs
that obtain nutrients from decaying bodies of, plants and animals called detritus
by breaking them into smaller sizes before decomposition acts on them.

Animals have different mechanisms to prepare nutrients from food for cells to
use for various purposes. For single-celled organisms (protist, amoeba, and
paramecium) they process their food inside the cell. This process is known as
intracellular digestion. Most multicellular organisms undergo the process of
extracellular digestion wherein the intake food particles are broken down into
smaller components outside the cell. It is common in animals with
gastrovascular cavity which digestive system is incomplete Hydra, flatworms,
and coelenterates are some of the animals that exhibits extracellular digestion.
Food are engulfed to complete the process of digestion.

Feeding Mechanisms in Animals

Animals are categorized based on how they obtain and ingest food.
Enumerated below are types of animals based on feeding mechanisms.

23
1. Substrate-feeders – animals that live in or on
their food source.
Examples: earthworms (feeds to the soil);
caterpillars (eat through the leaves)

Caterpillar as Substrate- feeder

2. Filter-feeders – include many aquatic animals

that feed on food particles or strained small
organisms from water
Examples: whales and coelenterates

Worm as Filter-feedes

3. Fluid-feeders – sucks fluids containing nutrients

from a living host.
Examples: mosquitoes, leeches, head lice, aphids

Mosquito as Fluid-feeder

4. Bulk-feeders – eat relatively large chunks of food

and have adaptations like jaws, teeth, tentacles,
claws, pincers, etc. that help in securing the food
and tearing it into pieces. Examples: snakes, cats,
man.
Cat as Bulk-feeder

Animals have different families and groups. Each of them has their own
ways on how to absorb nutrients. But, whatever type of feeding mechanism is
practiced by animals, the same stages of food processing are involved to supply
them with essential nutrients in order to survive in the ecosystem.

After learning the types of food mechanisms, let us continue our

discussion on how animals process the food they eat.

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Five Stages of Food Processing in Animals

1. Mechanical Processing/Ingestion
2. Secretion of enzymes and other digestive aids
3. Enzymatic hydrolysis
4. Absorption
5. Elimination

The Human Digestive System

The digestive system is

important for the absorption of
nutrients in the body. The digestion
of food starts in the mouth. The
saliva amylase helps soften the food
and the teeth to break down the food
into smaller pieces. The tongue will
help the bolus of food to be
swallowed down into the
esophagus, a long tube connecting
the mouth and the stomach. Muscle
layers within the esophagus
undergo peristaltic movement so
that food can move easily. It would
take 5-10 seconds for the food to
pass from the pharynx down to the
esophagus and into the saclike
stomach. The food stays with the
stomach for 2-6 hours allowing the The Human Reproductive System
gastric juices to continue the
digestive process.

The stomach is connected to the small intestine through the muscular valve
(pyloric sphincter) controlling the food that passes into the small intestine. Small
intestine is divided into the duodenum, jejunum, and ileum. Complete digestion

25
of food happens in the small
intestine where bile and enzymes
are produced to continue the
process.

Accessory organs, liver and

pancreas help the digestion
process. The pancreas produces
hormones responsible in
controlling the glucose level in the
blood. The liver aids the digestion
process by producing bile. The
gallbladder stores the bile Undigested food material moves into
temporarily. As food moves in the the colon where water is reabsorbed
small intestine, the gallbladder and into the Rectum
releases bile through the bile duct
into the small intestine. Bile is not an enzyme but it helps in breaking down large
fat particles into smaller ones. If the fat is broken down into smaller particles, it
is now ready to be digested by enzymes in the small intestine. The digested food
is absorbed by the villi of the small intestine into the network of blood vessels
carrying the nutrients to all parts of the body. By the time the food is ready to
leave the small
intestine, it is basically free from nutrients, except for water. All nutrients from
the undigested substances will be absorbed including the water and cellulose
from the food eaten by the organism.
Connecting to the small intestine is the ascending colon (large intestine).
Large intestine has a small sac, the caecum and the blind ending appendix. The
main function of the large intestine is to absorb water and mineral salts from the
undigested food materials. Nutrients that are not absorbed in the large intestine
form a solid waste known as feces. When the rectum contracts, the feces is
expelled in the anus in the process of egestion or defecation.

What do you think are the needed nutritional requirements for Animals to
maintain homeostasis?

Animals, as well as humans, need food to stay healthy for normal

physiological processes. Different organs in the body play specific roles in the
digestive process. Water, carbohydrates, proteins, lipids, minerals, and vitamins
are the types of nutrients needed to maintain homeostasis in the body. Let us
explore how are these types of nutrients help in keeping the organisms in a
healthy state.

26
1. WATER – a natural solvent that helps the body digest food and eliminate waste
products, regulates body temperature, maintains blood pH, and keeps the
skin and internal respiratory surfaces moist. People are required to drink 8-
10 glasses of water to replace what is lost in perspiration and urination.

2. CARBOHYDRATES – serve as a major energy source for the cells in the body.
These are usually obtained from grains, cereals, breads, fruits and vegetables.
On average, carbohydrates contain 4 Calories per gram.

3. PROTEINS– mainly used as building materials for cell structures, parts of

muscles, and bones. Proteins primarily come from dairy products, poultry,
fish meat, and grains. It contains 4 Calories per gram.

4. FATS – used to build cell membranes, steroid hormones, and other cellular
structures. It is also used to insulate nervous tissues and serves as an energy
source. Fats are obtained from oils, margarine, butter, fried foods, meat, and
processed snack foods. It contains 9 Calories per gram.

5. MINERALS – needed by the body to maintain homeostasis. Calcium is an

important minerals for building bones and teeth as well as for normal muscle
functions, and blood clotting. Examples of minerals that need to consume in
trace amounts are iodine, cobalt, zinc, molybdenum, manganese, and
selenium.

6. VITAMINS – organic molecules required in small amounts for normal

metabolism; examples include fat soluble vitamins A, D, E K , and water
soluble vitamins B, B2, and B3.

All living organisms need to maintain healthy body. To achieve it, one must
have a balance diet containing the right amount of the different types of
nutrients. A diet may vary from person to person, depending on health
conditions, lifestyles, activities, sex, and age.

27
 What’s More

Direction: A. Match the description in Column A with the word that best
described in Column B. Write the letter of the correct answer.

Column A Column B.
_____ 1. It is used by plants after the a. Carbohydrates
process of photosynthesis. b. Glucose
_____ 2. Solid waste form in the large c. Feces
Intestine d. Digestion
_____ 3. The act of eating or taking in e. Ingestion
food via the mouth cavity f. Carnivore
_____ 4. They only eat meat flesh g. Omnivore
_____ 5. It serves as a major energy source
for the cells in the body

28
 What I Have Learned

Direction: Fill in the blanks with the correct answer to complete the
statements below.

a. State the average amount of energy obtained from the following nutrients in
terms of Calories:
1 g of carbohydrate = (1)_________ Calories
1 g of protein = (2) ________ Calories
1 g of fat = (3)_______ Calories

b. The two main groups of vitamins include those insoluble in (4)_________ and
in (5)__________.

c. In terms of feeding mechanisms, earthworms are considered (6)__________,

while humans are considered (7)___________.

d. Plants may die if the soil becomes (8)___________ 0r (9)_____________ with

water and the soil would be unavailable to provide necessary oxygen.

e. A complete (10)_________ system is characterized by the presence of mouth at

one end and anus at the other end.

29
 What I Can Do

Direction: In tabular form, make a one week meal plan (breakfast, lunch,
dinner including merienda) following the guidelines in the food
pyramid. After creating an ideal meal plan to maintain healthy
lifestyle, answer the following questions below.

1. Why is it important to prepare healthy food during this

pandemic?
2. Do you continue eating food that is unhealthy? Why?
3. What can you suggest to your classmate and friend who do not
like to eat vegetables?

Rubrics for Essay

5 The student comprehensively and clearly answers the question.

4 The student almost comprehensively and clearly answers the question.
3 The student partially answers the question.
2 The student poorly answers the question.
1 The student did not answer the question at all.

30
 Assessment

Direction: A. Write the word TRUE if the statement is correct and FALSE if it
is incorrect.
_____ 1. Calcium is an important vitamin for building bones and teeth as well
as for normal muscle functions, and blood clotting.
_____ 2. The main function of the large intestine is to absorb water and mineral
salts from the undigested food materials.
_____ 3. Self-feeders are organisms that obtain energy from sunlight and
chemicals to produce their own food
_____ 4. Plants may not acquire nutrients from other organisms through
parasitism or predation.
_____ 5. Plants, just like animals and humans need a steady supply of
nutrients for survival.
B. Choose the letter of the correct answer. Write your answers in your
notebook.
_____ 1. The undigested food is removed from the digestive tract.
a. Absorption c. Elimination
b. Digestion d. Ingestion
_____ 2. It is the process that converts food substances into living matter.
a. Diet c. Metabolism
b. Vitamins d. Nutrition
_____ 3. Which of the following is the function of large intestine?
a. It participates in cellulose digestion by microbes that exist in the
caecum of herbivores.
b. Its cells absorb salts and water that remain in chyme left after it
leaves the small intestine.
c. It stores and concentrates fecal material.
d. All of the above.
_____ 4. Aphids and leeches are an example of this type of feeding mechanism.
a. Bulk-feeders c. Fluid-feeders
b. Filter-feeders d. Substrate-feeders
_____ 5. It is also used to insulate nervous tissues and serves as an energy
source.
a. Carbohydrates c. Minerals
b. Fats d. Proteins
31
 Additional Activities

Direction: Answer the following questions. Write your answer on a separate

paper.

1. What will happen to the human body if we are deficient in particular

vitamins and trace elements? Give some effects of vitamin and mineral
deficiencies.

2. Given below are some ailments associated with the digestive system.
Choose one that you would like to discuss. Identify the causes and
possible medications.

a. Heartburn
b. Acid reflux
c. Gastric ulcers

Rubrics for Essay

5 The student comprehensively and clearly answers the question.

4 The student almost comprehensively and clearly answers the question.
3 The student partially answers the question.
2 The student poorly answers the question.
1 The student did not answer the question at all.

26
 27
Assessment What’s More
1. Glucose
2. Feces What I Know:
True of False 3. Ingestion 1. Amino Acids
1. False 4. Carnivores 2. Glucose
2. True 5. Carbohydrates 3. Galactose
3. True
4. Glycogen
4. False What I Have Learned 5. Anemia
5. True 1. 4 6. Oxygen
2. 4 7. Micronutrients
Multiple choice 3. 9 8. Nitrogen
1. C 4. fat/oil 9. Enzymes
2. D 5. water 10. Potassium
3. D 6. filter-feeders
11. Epiglottis
4. C 7. bulk-feeders
12. Nodules
5. B 8. compacted
13. Epiphyte
9. saturated
14. Hydrochloric Acid
10. digestive
15. Digestion
Answer Key
References
DepEd (2020). Most Essential Learning Competencies with Corresponding CG
codes. General Biology 2. Pp.631-633

CHED (2016). Teaching Guide for Senior High School in General Biology 2. First
Edition. Pp. 158-178

Morales-Ramos, A. C. and Ramos, J.D. (2017). Exploring Life Through Science

Series- General Biology 2 for Senior High School. Quezon City: Phoenix
Publishing House, Inc., pp. 75-90

Murphy-Capco, Carmelita.(2003).Phoenix Science Series:Biology. Quezon City:

Phoenix Publishing House , Inc., pp. 260-266

Shelli Carter and Lumen Learning. Module 8: Plant Structure and Function.
Accessed October 6, 2020. https://courses.lumenlearning.com/wmopen-
biology2/chapter/plant-nutrition/

Biology Library Text (2020). Nutritional Adaptation of Plants. Accessed October

6,2020.https://bio.libretexts.org/Bookshelves/Introductory_and_General
_Biology/Book%3A_General_Biology_(OpenStax)/6%3A_Plant_Structure_
and_Function/31%3A_Soil_and_Plant_Nutrition/31.3%3A_Nutritional_A
daptations_of_Plants

28
For inquiries or feedback, please write or call:

Department of Education – Region III,

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

Provincial Capitol Compound, Balanga City, Bataan

Telefax: (047) 237-2102

Email Address: [email protected]