School Seven Seas Academy Grade Level 12

Teacher Carl Lorenz R. Harme Subject General Biology 2

Date and Time Quarter Fourth

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of plant transport and animal circulation.
B. Performance Standard The learners should be able to state the function of various structures in plant transport
and circulation
C. Most Essential Learning At the end of the lesson, students will be able to:
Competency Compare and contrast the following processes in plants and animals: transport/
circulation (STEM_BIO11/12-IV-a-h-1)
D. Unpacked Learning Specifically, learners will be able to:
Competencies/Objectives 1. Identify how plants obtain and transport nutrients
2. Demonstrate how fluids flow through plants
3. Describe the role of xylem and phloem tissue in plant transport system; and
4. Differentiate the structure and function of xylem and phloem
II. CONTENT
A. Topic PLANT TRANSPORT SYSTEM
B. Time Allotment 60 minutes
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide pages Teacher’s Guide in General Biology 2 p. 190
2. Learners' Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource portal
B. Other learning resources DepEd ETUlay. (2022, May 16). General Biology 2 – Monday Q4 Week 3
#etulaylevelup.YouTube.
https://www.youtube.com/live/hRl6PfDTzlA?si=mqqeS4r3w4deAJZY
Kosal, E. (2023). Plant transport. Pressbooks.
https://ncstate.pressbooks.pub/introbio181/chapter/plant-transport/
IV. PROCEDURES Teacher's Activity Learners' Activity
Pre-Activity
Classroom Routine 2 Good morning, Class! Good morning, Sir!
minutes
How are you? Good/Fine

That’s good to know.

Is there any absent in your class? None!

Okay, before we start, kindly pick up the (Students follow the Teacher, they pick up
pieces of trash you can see. the trash near them)

Done? Thank you! Yes!

Communicating Classroom Rules

 Class, here are some important rules in my
classroom:

1. Respect each other.

2. Listen to the person who is
speaking in front.
3. Partcipate actively in the lesson.

Are we clear about our classroom rules

during Science class? Yes!

ELICIT Directions: Arrange the puzzled letters to

2 minutes reveal the answer.

A. Reviewing previous 1. It is the uptake of a molecular

lesson or presenting oxygen from the environment and the
discharge of carbon dioxide to the
nee lesson
environment.
1. GAS EXCHANGE
SAG XECAHGEN

2. It is needed in tissues for aerobic

cellular respiration to occur and extract
ATP from food.
2. OXYGEN
GNEXYO

3. It is released as a by-product of
cellular respiration may again be taken up
the process of photosynthesis.
3. CARBON DIOXIDE
BROACN EDDOIXI

4. It refers to the internal respiratory

surfaces shaped as a cavity or sac.
4. LUNGS
NGULS

5. It is the microscopic openings or

pores in the epidermis of leaves and young
stems. 5. STOMATA
OSTAAMT
ENGAGE Directions: Observe what’s common
3 minutes between these pictures to solve the nine-
letter word.
B. Establishing the
purpose of the lesson.

That’s right!
For today’s lesson, we will find out how
It is TRANSPORT, Sir!
plants obtain and transport nutrients needed
C. Presenting examples of the for their growth and development!
new lesson

Our topic is all about Plant Transport

System. Before anything else, let me
introduce to you the following objectives
you need to achieve today. Kindly read...
At the end of the lesson, students are able
At the end of the lesson, students are able to: to:
1. Identify how plants obtain 1. Identify how plants obtain
and transport nutrients and transport nutrients
2. Demonstrate how fluids 2. Demonstrate how fluids
flow through the plants. flow through the plants.
3. Describe the role of xylem 3. Describe the role of xylem
and phloem tissue in plant transport and phloem tissue in plant
system; and transport system; and
4. Differentiate the structure 4. Differentiate the structure
and function of xylem and phloem and function of xylem and phloem

Activity Proper
EXPLORE (The Teacher will divide the class into 6
10 minutes groups for a group activity and will let the
members of each group decide their roles)
D. Discussing new
concepts/ and Now, I want you to observe the given
scenario and list your ideas on what would Possible Prediction:
processing new skills
happen into it. Predict what will happen if
#1 Student A put a celery stalk into a colored * Nothing will happen
solution as shown in the picture below. * The colored water will go up the
celery stick.
* The colored water will go up to the
leaves.
* The leaves will wither.

Group Activity:
E. Discussing new
concepts and skills #2 Objective: To demonstrate how fluids flow
through plants.

Materials:
• Celery stalk
• Big Glass or Cup (enough for
celery stalk to stand)
• Water
• Food coloring
• Knife

Procedures:
1. Pour water into the glass until half
full.
2. Put enough food coloring to the
water.(1/2 or 1 pack of food
coloring)
3. Cut the end of the celery stalk and
put it into the colored water. Use it
to stir the solution. Then, wait for 5
minutes.
4. After 5 minutes look what
happened to the stalk.

5. Guide Questions:
1. What happened to the celery 1. The celery stalk absorbed the water and
stalk? its color.
2. Yes/No
2. Is the prediction of your group
correct?
3. The celery stalk and colored water
3. How does the experiment
experiment demonstrates water transport in
explain water transport in
plants, where water is absorbed by the roots
plants?
and transported upwards through the plant
to the leaves, where it evaporates through
tiny pores called stomata, creating a pull
that draws more water up from the roots.
EXPLAIN Plants have simpler structure than animals.
15 minutes In the transportation of substances, plants
have two transport systems- xylem and
F. Developing Mastery phloem.
(Leads to Formative
Assessment) (The Teacher will draw the right answers
by probing when students don’t get the
answers)

Take a look at the illustration. What can Upon analyzing the illustration, the Xylem
you infer? vessel is like a hollow tube, and the
upward arrows indicate upward movement
of nutrients, thus, the flow of movement or
transport is upward only or unidirectional.
On the other hand, the Phloem vessel is
like tubes that are connected with small
holes in between tubes, the upward and
downward arrows indicate two-way or
bidirectional movement of nutrients, thus,
the flow of movement or transport of
nutrients can be upward or downward.

That’s actually right! Excellent analysis

Mr./Ms. ____

Now, what do you think is the main

substance that is required by the plants to Water!
be transported upward through the Xylem
vessels for photosynthesis?
Possible Answers;
That’s right! How about the substances
made by the plants during the process of Photosynthates such as:
photosynthesis that require bidirectional Sugars, sucrose, starch, and other nutrients
transport mechanisms in order for those
substances to be distributed all throughout
the parts of the plants via Phloem vessels?

That’s correct!
The xylem transports water and minerals
With that knowledge in mind, what do you
from the roots up the plant stem and into
think is the role of Xylem and Phloem to
the leaves which will be used for
Plants especially to their transport system?
photosynthesis. The Phloem then transports
the products of photosynthesis all
That’s correct!
throughout the parts of the plants
(The Teacher will further discuss this
part)
XYLEM

➢ The xylem transports water and

minerals from the roots up the
plant stem and into the leaves to
be used for photosynthesis.
➢ It includes 2 different cell types:
xylem vessel elements and
tracheids (both of which conduct
water),

PHLOEM

➢ Phloem transports photosynthates

such as sugars, starch, and other
nutrients that the plant has
produced by photosynthesis to
where it is needed for processes
such as:
• Growing parts of the plant
for immediate use
• Storage organs such as
bulbs and tubers
• Developing seeds

➢ It consists of 2 different cell types:

sieve cells (which conduct
photosynthates), and companion
cells
.
Let’s further discuss how water and
minerals, as well as photosynthates are
transported via Xylem and Phloem
respectively. But let’s first be acquainted
to the function of root hair.

THE FUNCTION OF ROOT HAIR

➢ The root hair is where most of the

water absorption happens.
➢ They are long and thin so they can
penetrate between soil particles.
 ➢ Water passed from the soil water
to the root hair cell's cytoplasm
by osmosis.
➢ This happens because the soil
water has the higher water
potential than the root hair cell's
cytoplasm

Transport of Water in Plants

Transpiration is the loss of water from

the plant through evaporation at the leaf
surface. It is the main driver of water
movement in the xylem. Transpiration is
caused by the evaporation of water at the
leaf–atmosphere interface; it creates
negative pressure (tension) at the leaf
surface. Water from the roots is pulled up
by this tension. At night, when stomata,
the pores in the leaves of plants, shut and
transpiration stops, the water is held in
the stem and leaf by the adhesion of water
to the cell walls of the xylem vessels and
tracheids, and the cohesion of water
molecules to each other. This is called the
cohesion–tension theory of sap ascent.

Transport in Phloem

Plants are able to produce their own food

by photosynthesizing. The products of
photosynthesis are called photosynthates,
which are usually in the form of simple
sugars such as sucrose.
Structures that produce photosynthates
for the growing plant are referred to as
sources. Sugars produced in sources,
such as leaves, need to be delivered to
growing parts of the plant via the phloem
in a process called translocation. The
points of sugar delivery, such as roots,
young shoots, and developing seeds, are
called sinks.

The products from the source are usually

translocated to the nearest sink through
the phloem. For example, the highest
leaves will send photosynthates upward to
the growing shoot tip, whereas lower
leaves will direct photosynthates
downward to the roots. Intermediate
leaves will send products in both
directions, unlike the flow in the xylem,
which is always unidirectional (soil to
leaf to atmosphere).
 SUMMARY OF HOW WATER, FOOD .
AND NUTRIENTS MOVE

The movement of water in xylem is like a

one-way street, it is
unidirectional. However, the movement of
substances in phloem is bidirectional,
because it carries food from leaves to
storage parts and from the storage parts to
growing parts of the plant.

G. Finding The Teacher will just casually ask this

practical question during the lesson proper…
applications
to concepts What part of the plant is where we should Contrary to popular belief of our great ancestors, we
and skills water? should water plants directly onto the roots and not on
and daily living the leaves as the root is where the absorption of water
happens.

ELABORATE To strengthen your understanding do

5 minutes this activity.
H. Making
generalizatio
Directions: Differentiate the structure
n and
abstraction and functions of xylem and phloem by
filling the diagram.
XYLEM PHLOEM
XYLEM PHLOEM
• Tracheids • It has Sieves
and vessel tubes and companion
 It contains tracheids and vessel elements
 It carries water in bidirectional manner elemens cells
 It contains sieve tubes and companion cells • It carries
• It carries
 Passive transportation of water and photosynthates in
minerals occur water from bidirectional manner
 It carries water from roots to leaves roots • It requires
 It carries photosynthates in bidirectional to leaves
manner.
energy to transport the
 It uses transpiration process • Passive photosynthates to
 It uses translocation process. transportation parts of the plants.
of • Translocation
water and
minerals
occur.
• Transpiration
EVALUATION Evaluation.
10 minutes
Directions: Write the word TRUE if the
I. Evaluating Learning statement is correct. If the statement is
incorrect, change the underlined word(s) to
make it correct. Answer:

1. Plants transport and conduct

1. True
important materials such as water, 2. Simpler
minerals, nutrients, and food through 3. True
vascular bundles. 4. Photosynthates
2. Plants have complex transport 5. Water
system than animals.
3. Plants take water and minerals
from the soil through the root and conduct
it to stems and finally to the leaves.
(4-5). The Phloem tissues conduct water
into different parts of the plants in the
process of translocation, while the Xylem
tissues transport photosynthates from the
soil, to the roots, to the stem, and to the
leaves driven by the process of
transpiration.

or

Multiple Choice Test.

Choose the best answer for each

question based on your understanding of
plant transport systems.

1. Identify how plants obtain and

transport nutrients:

A. Through respiration
and diffusion

B. By absorption of
water and minerals
through roots

C. By ingestion of
organic matter through
leaves

D. Through sensory
reception and nervous
transmission

2. Demonstrate how fluids flow

 through plants:

A. Via passive transport

in the xylem

B. By passive diffusion
across cell membranes

C. Through translocation
in the phloem

D. Through the
circulatory system in
stems

3. Describe the role of xylem and

phloem tissue in plant
transport system:

A. Xylem transports
sugars from leaves to
roots; phloem transports
water and minerals.

B. Xylem transports
water and minerals;
phloem transports sugars
and organic compounds.

C. Xylem transports
oxygen; phloem
transports carbon
dioxide.

D. Xylem transports
water and minerals;
phloem transports
hormones.

4. Differentiate the structure and

function of xylem and phloem:

A. Xylem is composed of
living cells and
transports sugars; phloem
is composed of dead cells
and transports water and
minerals.

B. Xylem is composed of
 dead cells and transports
sugars; phloem is
composed of living cells
and transports water and
minerals.

C. Xylem is composed of
dead cells and transports
water and minerals;
phloem is composed of
living cells and
transports sugars and
organic compounds.

D. Xylem is composed of
living cells and
transports water and
minerals; phloem is
composed of dead cells
and transports sugars.

5. What is the main driving force

behind water movement in
plants?

A. Cellular respiration

B. Capillary action

C. Transpiration

D. Osmotic pressure

6. Which part of the plant

primarily absorbs water and
minerals from the soil?

A. Stems

B. Leaves

C. Flowers

D. Roots

7. In which direction does the

flow of nutrients primarily
occur in the phloem tissue?
 A. From roots to leaves

B. From leaves to roots

C. From stem to flowers

D. From flowers to stem

8. What structural feature of

xylem cells allows for efficient
water transport?

A. Sieve plates

B. Perforated end walls

C. Lignified cell walls

D. Companion cells

9. Which statement best

describes the relationship
between transpiration and
water movement in plants?

A. Transpiration is the
absorption of water from
the soil by plant roots.

B. Transpiration is the
release of water vapor
from plant leaves,
creating a negative
pressure that pulls water
up the plant.

C. Transpiration is the
movement of water and
minerals through the
phloem tissue.

D. Transpiration is the
breakdown of glucose in
plant cells to release
energy.

10. What role do stomata play in

the process of transpiration?

A. They regulate the

 exchange of gases,
including oxygen and
carbon dioxide.

B. They absorb water

and minerals from the
soil.

C. They transport sugars

and organic compounds
from leaves to other plant
parts.

D. They release water

vapor from plant leaves
during photosynthesis.

Answer Key:

1. B. By absorption of water and

minerals through roots
2. A. Via passive transport in the
xylem
3. B. Xylem transports water and
minerals; phloem transports
sugars and organic compounds.
4. C. Xylem is composed of dead
cells and transports water and
minerals; phloem is composed of
living cells and transports
sugars.
5. C. Transpiration
6. D. Roots
7. B. From leaves to roots
8. C. Lignified cell walls
9. B. Transpiration is the release of
water vapor from plant leaves,
creating a negative pressure that
pulls water up the plant.
10. A. They regulate the exchange
of gases, including oxygen and
carbon dioxide.

EXTEND Assignment:
1 minute
Directions: Illustrate the transport system
J. Additional activity for of a plant in a long bond paper.
applications or
remediation.
 Prepared by:

Carl Lorenz R. Harme

Teacher

Checked by:
Ms. Joni G. Benolirao
Principal, Seven Seas Academy