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Compare and Contrast Process in Plants and Animals: Transport and Circulation by CHED on June 16, 2017 lesson duration of 50 minutes under General Biology 2 generated on June 16, 2017 at 10:40 pm Tags: Compare and Contrast Process in Plants and Animals: Transport and Circulation CHED.GOV.PH K-12 Teacher's Resource Community Generated: Jun 17,2017 06:40 AM Compare and Contrast Process in Plants and Animals: Transport and Circulation ( 2 hours and 50 mins ) Written By: CHED on July 19, 2016 Subjects: General Biology 2 Tags: Compare and Contrast Process in Plants and Animals: Transport and Circulation Resources n/a n/a Content Standard The learners demonstrate an understanding of: 1. Plant and Animal Organ Systems and their Functions 2. Feedback Mechanisms Performance Standard The learners shall be able to: develop 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 systems in the body Learning Competencies Compare and contrast the following processes in plants and animals: reproduction, development, nutrition, gas exchange, transport/circulation, regulation of body fluids, chemical and nervous control, immune systems, and sensory and motor mechanisms Introduction 10 mins 1. The learning objectives will be communicated to the class. 2. Tell the class that transport in animals is basically due to the circulatory system. A cardiovascular system consists of the heart, blood and blood vessels. The heart pumps the blood which circulates to other body parts through blood vessels. Along the way, nutrients and other substances are delivered to body tissues and wastes are removed to be 1/4 CHED.GOV.PH K-12 Teacher's Resource Community excreted out from the body. Teacher Tip: “Transport” and “Circulation” are interchangeable terms although the term “transport” usually applies to structures that deliver water and substances throughout the plant body. “Circulation” as a term is more applicable to animals Motivation 10 mins 1. Show the class a cut celery stick. The big holes they see are huge xylem cells. Describe the importance of transport in organisms. 2. Show a model of the human heart. Ask learners the function of the heart in transport. Ask learners if they remember/ know any parts of an animal’s heart. Teacher Tip: The heart is the pump that pushes blood to the lungs for oxygenation and delivers it to different body parts. It consists of several chambers, muscles and are connected with blood vessels. Instruction 90 mins Plant Transport 1. Ask learners to recall functions of xylem phloem from 1. The current topic is mentioned in the 1. Ask thethe learners to recall thethe functions of xylem andand phloem from BIOBIO 1. The current topic is mentioned in the chapterononNutrient Nutrientprocurement procurementbut butit itmay mayalso alsobebereviewed reviewedhere. here.Plant Planttransport transportinvolves: involves:(A) (A)absorption absorptionofofwater water chapter through the roots and (B) up and down movement of substances in phloem. Absorptionofofwater waterplus plusmacronutrients macronutrientsand andmicronutrients micronutrientsthrough throughthe theroot rootsystem systemisispossible possiblebybydiffusion. diffusion.Root Root A.A.Absorption hairsincrease increasethe thesurface surfacearea areaforfortransport. transport.Water Watermolecules moleculespass passthrough throughthe theepidermis, epidermis,cortex, cortex,endodermis endodermisand and hairs pericycle; then they move upwards by means of xylem vessels. Phloemcells cellstransport transportsubstances substancessuch suchas asproducts productsofofphotosynthesis, photosynthesis,water waterand andother othercompounds compoundsup upand anddown down B.B.Phloem theplant plantbody. body.Phloem Phloemtissues tissuesare areadjacent adjacenttotocompanion companioncells cellsthat thatgive givethem themsupport supportand andnourishment. nourishment.There Thereare are the twomajor majorhypotheses hypotheseson onhow howsubstances substancescan canmove moveup upand anddown downthe theplant plantbody. body.These Theseare are(i)(i)Ascent Ascentofofxylem xylemsap sap two and (ii) Pressure flow or bulk flow. Ascentofofxylem xylemsap sapisisexplained explainedasasa a“push” “push”from frombelow belowbybythe thewater watermolecules moleculesgushing gushingupwards upwardsthrough throughxylem xylem i. i.Ascent vessels. ItIt can can also also be be described described as as “pull” “pull” from from above above by by aa combination combination of of transpiration transpiration (evaporation (evaporation of of water water from from the the vessels. plant body) and cohesion of water molecules through hydrogen bonds. Pressureflow flowororbulk bulkflow flowmaintains maintainsthat thatininthe theplant plantthere thereisisaasource sourcecell celland andaasink sinkcell. cell.AA“source” “source”cell cellisiswhere where ii.ii.Pressure photosynthesis occurs a “sink” is where nutrients needed. definitely source cells. photosynthesis occurs andand a “sink” cell cell is where the the nutrients are are needed. LeafLeaf cellscells are are definitely source cells. Sucroseand andother othersubstances substancesaccumulate accumulateininthe thesource sourceand anddue duetotohigh highconcentration concentrationthey theyflow flowdown down(or (orup) up)where where Sucrose theyare areneeded. needed.Sink Sinkcells cellsare aregrowing growingparts partsof ofthe theplantsplants-buds, buds,flowers, flowers,fruits, fruits,root roottips. tips.In Inthis thisway, way,phloem phloemtissues tissues they carry materials down Xylem adjacent to phloem tissues water easily diffuse xylem carry materials down andand up. up. Xylem lies lies adjacent to phloem tissues andand water maymay easily diffuse fromfrom xylem to to phloem.Materials Materialsare aretransported transportedup upand anddown downthe theplant plantbody bodybybyaacombination combinationofofthe theactions actionsofofphloem phloemand andxylem xylem phloem. cells. Teacher Tip:Be Tip:Be guided by an atlas of heart anatomy. Animal Circulation 2/4 CHED.GOV.PH K-12 Teacher's Resource Community Withvisual visualaids aidsmake makea alecture lectureononanimal animalcirculatory circulatorysystems. systems.Discuss Discussthe the“evolution” “evolution”ofofthe theheart heartininvertebrates. vertebrates. 1.1.With Fish have have one one atrium atrium and and one one ventricle. ventricle. Amphibians Amphibians have have two two atria atria and and one one common common ventricle ventricle where where oxygenated oxygenated and and Fish deoxygenated blood blood mix. mix. In In mammals mammals and and birds birds there there is is aa complete complete separation separation of of the the four four chambers chambers of of the the heart heart by by aa deoxygenated tissue, called the septum. 2. Trace the path of blood in Systemic Pulmonary Circulation. Mention the major arteries, 2. Trace the path of blood in Systemic and and Pulmonary Circulation. Mention the major arteries, veinsveins and and heartheart chambers where blood flows through. Show the class the major valves between the heart chambers. Practice 20 mins 1. If available, dissect a pig’s heart. Show the major chambers and valves of the heart. Evaluation 10 mins 1. A short quiz may be given to compare and contrast plant and animal transport mechanisms. 2. The path of blood in systemic versus pulmonary circulation may be followed through a diagram. ASSIGNMENT 1. Research on the following technologies related to the circulatory system. A. Pacemaker B. Electrocardiograph (ECG) C. Stethoscope D. Defibrillator E. Sphygmomanometer F. Computerized axial tomography (CAT) G. Magnetic resonance imaging (MRI) 2. Research on the following diseases of the circulatory system. A. Hypertension B. Aneurysm C. Rheumatic heart disease D. Stroke E. Leukemia F. Sickle-cell anemia G. Atherosclerosis 3/4 CHED.GOV.PH K-12 Teacher's Resource Community H. Thrombosis I. Hemophilia Teacher Tip: Topics can be assigned to volunteer pairs/ groups. One pair/ group will discuss the technologies and another group will discuss the diseases. If many pairs/ groups volunteer to report, they will draw lots to determine who will report. Other groups will be given a chance to report in future topics. The rest of the class will evaluate the group report based on the following: A. Content B. Creativity C. Delivery Enrichment 30 mins 1. Watch a video on animal circulation. Use the following guide questions: I. How do animals transport materials inside their bodies? II. What structures are necessary in animal transport? III. State the function of the following components of animal transport: heart, blood and blood vessels. 2. You may put on the board cut-outs/ drawings of the parts of the circulatory system. Call on learners to go the board, get a part then describe the main features and functions of the part. 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