Download Compare and Contrast Process in Plants and

Compare and Contrast Process in Plants and
Animals: Nutrient Procurement and
Processing 1
by CHED on June 17, 2017
lesson duration of 51 minutes
under General Biology 2
generated on June 17, 2017 at 11:19 am
Tags: Compare and Contrast Process in Plants and Animals: Nutrient Procurement and Processing
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Generated: Jun 17,2017 07:19 PM
Compare and Contrast Process in Plants and Animals: Nutrient Procurement
and Processing 1 ( 1 hour and 51 mins )
Written By: CHED on July 18, 2016
Subjects: General Biology 2
Tags: Compare and Contrast Process in Plants and Animals: Nutrient Procurement and Processing
Resources
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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 30 mins
Communicating Learning Objectives
1. Give the overview of the lesson by enumerating the learning objectives.
2. Present the topic outline for Nutrient Procurement and Processing. An example is given below:
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I. Plant Nutrition
A. Nutritional requirements of plants
B. Routes for absorption of water and minerals across the roots
C. Nutritional adaptations by plants
II. Animal Nutrition
A. Nutritional requirements of animals
B. Food uptake in cells
C. Variations in feeding mechanisms and digestive compartments in animals
III. The Human Digestive System
Teacher Tip The teacher may engage the attention of students by bringing food (e.g. fruits, nuts, biscuits, etc.)
to the class as an introduction for nutrition.
Teacher Tip The topic on Nutrient Procurement and Processing can be divided into three parts, with one-hour
session being allotted for each part. Part I. Plant Nutrition (1 hour) Part II. Animal Nutrition (1 hour) Part III. The
Human Digestive System (1 hour)
Motivation 30 mins
Recall Physiological Processes
1. Ask the students what they think are the important activities for the maintenance of life. Sample responses: eating,
breathing, ability to respond to stimuli.
2. Ask them to enumerate the kinds of nutrients that organisms obtain from food. Sample responses: proteins, fats,
carbohydrates, vitamins, minerals.
3. Ask them to recite the different organs in the animal body that may be involved in digestion. Sample responses:
teeth, tongue, stomach, small intestine.
Teacher tip In relation to the questions asked, the following concepts may be integrated to answers given by
the class:
• Maintenance functions refer to the various physiological processes that occur in an organism necessary for
the maintenance of life.
• Some physiological processes for the maintenance of life include: nutrient procurement and processing,
gas exchange, internal transport, and regulation of body fluids among others.
• Maintenance functions help the organism attain homeostasis, that is, the state of stable equilibrium in a
biological system.
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Instruction 25 mins
Lecture on Plant Nutrition
1. Define nutrient and enumerate the two types of organisms based on mode of nutrition.
I. Nutrient – refers to any substance required for the growth and maintenance of an organism. The two types of
organisms based on the mode of nutrition are:
A. autotrophs – organisms that obtain energy from sunlight and chemicals to produce their own food. Examples:
plants; chemosynthetic bacteria
B. heterotrophs – organisms that cannot make their own food and obtain their energy from other organisms.
Examples: animals, fungi
2. Identify the nutritional requirements of plants:
A. water
B. carbon dioxide
Further, note that water and carbon dioxide are the raw materials needed for photosynthesis, the process by which
plants convert the energy from sunlight into chemical energy.
C. essential nutrients or elements – which include macronutrients which are normally required in amounts above
0.5% of the plant’s dry weight; and micronutrients which are required in minute or trace amounts;
D. examples of macronutrients:
macronutrients: C, H, O, N, K, Ca, Mg, P, S
E. examples of micronutrients: Cl, Fe, B, Mn, Zn, Co, Mo
Misconception:
isconception: Students may think that plants are self- sufficient in terms of nutrition. Emphasize that although plants
are capable of producing their own food (autotrophic organisms) through photosynthesis, they also require the raw
materials from the environment for the maintenance of life: water, carbon dioxide, and minerals.
Teacher Tips
The significant role of essential nutrients in plants can be highlighted by showing pictures of plants with mineral
deficiencies or by enumerating symptoms or manifestations of mineral deficiencies.
A visual aid on the cross section of a root showing the two routes will be helpful to the learners. The different layers of
cells should be illustrated and labelled: epidermis, cortex, endodermis, Casparian strip, vascular cylinder (xylem and
phloem)
3. Distinguish between the routes for the absorption of water and minerals across plant roots:
A. symplast route – through plasmodesmata
B. apoplast route – along cell walls Note that the water and minerals from the soil need to reach the conducting
tissues of plants, specifically the xylem. The two routes mentioned show how this can happen.
4. Cite specialized absorptive structures:
A. root hairs – slender extensions of specialized epidermal cells that greatly increase the surface area available for
absorption.
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B. root nodules – localized swellings in roots of certain plants where bacterial cells exist symbiotically with the plant.
The bacteria help the plant fix nitrogen and in turn, the bacteria are able to utilize some organic compounds provided
by the plant.
C. mycorrhizae (singular, mycorrhiza) – a symbiotic interaction between a young root and a fungus. The fungus
obtains sugars and nitrogen-containing compounds from root cells while the plant is able to get some scarce minerals
that the fungus is better able to absorb from the soil.
5. Enumerate nutritional adaptation by plants:
A. Symbiosis of plants and soil microbes
B. Symbiosis of plants and fungi
C. Parasitism
D. Predation
Practice 16 mins
Drawing Activity or Laboratory Work
6. For those with microscopes, observe slides of monocot root and dicot root cross sections. For those without
microscopes, visual aids for monocot and dicot root cross sections may be shown on the board. Ask the students to do
the following:
A. Draw the monocot and dicot root cross sections.
B. For each, label the epidermis, cortex, endodermis, Casparian strip, xylem and phloem.
C. On the drawing, use a red ball pen to trace the symplast route, and a blue ball pen to trace the apoplast route for
the movement of water from the soil to the xylem.
Teacher Tips Letting the students draw and trace the routes of movement of water and minerals reinforce the
concept of absorption through plant roots.
Enrichment 5 mins
Quiz
1. What is a nutrient?
2. Give the difference between:
A. autotrophs and heterotrophs
B. apoplast and symplast routes
C. macronutrients and micronutrients
3. What is the significance of having root hairs in plant roots?
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4. How do plants benefit from symbiotic associations with bacteria? With fungi?
Evaluation 5 mins
Quiz
1. Carbon, hydrogen, oxygen, nitrogen, and potassium are examples of ______ for plants.
A. macronutrients
B. micronutrients
C. trace elements
D. essential elements
E. both a and d
2. The nutrition of some plants depends on a root-fungus association known as a ______.
A. root nodule
B. mycorrhiza
C. root hair
D. root hypha
Teacher Tips Letting the students draw and trace the routes of movement of water and minerals reinforce the
concept of absorption through plant roots.
3. Th]]]e nutrition of some plants depends on a root-bacterium association known as a ______.
A. root nodule
B. mycorrhiza
C. root hair
D. root hypha
4. Plants are autotrophic organisms and therefore do not require raw materials from the environment. True or False.
5. Certain plants may acquire nutrients from other organisms through parasitism or predation. True or False.
Answer Key:
1. e
2. 2.
3. b 3
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4. 4 a
5. False. Plants need to acquire water from the soil through roots and carbon dioxide from the air through leaves. Both
water and carbon dioxideare needed for photosynthesis.
5. True.
Assignment
6. Give three examples of nutrient deficiencies in plants and the corresponding symptoms.
7. What is the role of the Casparian strip present in endodermal cells?
8. Research on examples of parasitic plants and predator plants. Give an example for each. What structural
adaptations are present in these plants that allow them to acquire nutrition through parasitism and predation? Tabulate
answers by using three columns with the following criteria: Type of Adaptation (parasitism or predation), Example
Plant, and Structural Adaptation.
ASSESSMENT GUIDE (FOR THE ACTIVITY AND LABORATORY WORK)
A. 1. (POOR) – disorganized drawing with many errors in the labeling of cell layers in the root cross sections and in the
tracing of the apoplast and symplast routes.
B. 2. (SATISFACTORY
(SATISFACTORY)) – acceptable drawing with some errors in the labeling of cell layers in the root cross sections
and in the tracing of the apoplast and symplast routes.
C. 3. (VERY
(VERY GOOD)
GOOD) – clear drawing with minimal error in the labeling of cell layers in the root cross sections and in
the tracing of the apoplast and symplast routes.
D. 4. (EXCELLENT
(EXCELLENT)) – clear drawing with correct labels for the cell layers in the root cross sections; and accurate
tracing of the apoplast and symplast routes.
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