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 types of osmoregulation are osmoconformers and

osmoregulators.

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 cuticle. Plants
that live in dry habitats (xerophytes) store water in vacuoles, have thick
cuticles, and may have structural modifications (i.e., needleshaped leaves,

6
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 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.
7
 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 PRE-ACTIVITY
and developed to help the learners 1. C
2. C
understand the specific lesson about 3. B
4. A
the plant and animal organ systems 5. D

and their functions. This lesson is made VENN DIAGRAM

simple and contextualized to meet the

standard of the K-12 curriculum and is
modified to help learners on their self- Stem/leaves

study habit.
With the cooperation of every
individual and effort of the learners, POST-TEST

we can achieve the quality of 1. Osmoregulation is the active regulation of

education in the teaching-learning osmotic pressure to maintain the balance of
water and electrolytes in an organism.
process. 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.

12
Central Brain Motor Somatic Sympathetic
nervous neurons nervous division
system system
Peripheral nervous Spinal cord Sensory Autonomic Parasympathetic
system neurons nervous division
system

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%20sho
rt%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

16
 glucose regulation is controlled by insulin and glucagon, hormones 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%20sho
rt%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. _____________ Plants: 1. ______________

2. _____________ 2. ______________
3. _____________ 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 E. None of the above
B. Photoperiodism D. Phototropins

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

23
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

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,functio
ns%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

26
 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.

27
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.

28
SYNOPSIS

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.

ABOUT THE AUTHOR

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