Compare and Contrast Process in Plants and

Animals: Nutrient Procurement and

Processing 2
by CHED on April 25, 2017

lesson duration of 56 minutes

under General Biology 2

generated on April 25, 2017 at 08:03 am

Tags: Compare and Contrast Process in Plants and Animals: Nutrient Procurement and Processing
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Generated: Apr 25,2017 04:03 PM

Compare and Contrast Process in Plants and Animals: Nutrient Procurement

and Processing 2 ( 56 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 2 mins

Communicating Learning Objectives

1. Present the topic outline for Nutrient Procurement and Processing. An example is given below:

I. Plant Nutrition

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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 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 3 mins

Observe Nutrition Facts

1. Ask the learners to locate the table on Nutrition Facts on the package of the food or snack that they brought in
class.

2. Call one or two learners to read aloud the kinds of nutrients listed in the Nutrition Facts table. Example: A 100 g foil
pack of peanuts may show the following kinds of nutrients: Fat, Cholesterol, Carbohydrate, Protein, Sodium, Vitamins,
Minerals e.g. Iron

3. Ask the class what we need to eat and why. Example: what we need to eat rice, potato, meat, fish, fruits,
vegetables, etc. why we need to eat to obtain energy for our activities, to grow, to provide our bodies with materials
for making bone and muscles, etc.

Teacher Tip

You may assign the learners to bring food or snack packed in foil or plastic that shows a table on Nutrition
Facts.

The different kinds of nutrients listed in the Nutrition Facts table are among the nutritional requirements of
animals.

Instruction 21 mins

Lecture on Animal Nutrition

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1. Introduce the concept of calories from food.

A Calorie isis aa unit

unit of
of energy
energy that
that indicates
indicates the
the amount
amount of
of energy
energy contained
contained inin food.
food. ItIt specifically
specifically refers
refers to
to the
the amount
amount
ofofheat
heatenergy
energyrequired
requiredtotoraise
raisethe
thetemperature
temperatureofof11kg
kg(2.2
(2.2lb.)
lb.)ofofwater
waterby
by1oC
1oC(1.8oF).
(1.8oF).The Thegreater
greaterthe
thenumber
numberofof
Calories in a quantity of food, the greater energy it contains (Johnson and Raven, 1996).

Teacher Tip: You may ask the learners to check the amount of calories indicated in the Nutrition Facts table of
the food they brought.

2. Identify the nutritional requirements of animals:

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

II. Proteins can

can also
also be be used
used as as
an an energy
energy source
source butbut
thethe body
body mainly
mainly uses
uses these
these as as building
building materials
materials forfor
cellcell
structures and
structures and as
as enzymes,
enzymes, hormones,
hormones, parts
parts of
of muscles,
muscles, and
and bones.
bones. Proteins
Proteins come
come from
from dairy
dairy products,
products, poultry,
poultry, fish,
fish,
meat, and grains. Like carbohydrates, proteins also contain 4 Calories per gram.

are
III. Fats are used
used to to build
build cell
cell membranes,
membranes, steroid
steroid hormones,
hormones, and and other
other cellular
cellular structures;
structures; also
also used
used to to insulate
insulate
nervoustissue,
nervous tissue,and
andalso
alsoserve
serveas asan
anenergy
energysource.
source.Fats
Fatsalso
alsocontain
containcertain
certainfat-
fat-soluble
solublevitamins
vitaminsthat
thatare
areimportant
important
forforgood
goodhealth.
health.Fats
Fatsareareobtained
obtainedfrom
fromoils,
oils,margarine,
margarine,butter,
butter,fried
friedfoods,
foods,meat,
meat,and
andprocessed
processedsnack
snackfoods.
foods.They
They
contain a higher amount of energy per gram than carbohydrates or proteins, about 9 Calories per gram.

TeacherTips:
Teacher Tips:Carbohydrates,
Carbohydrates,proteins,
proteins,and
andfats
fatsare
areenergy-rich
energy-richcompounds
compoundspresent
presentininfood.
food.The
Theenergy
energyinin
food is
food is stored
stored in
in in
in its
its chemical
chemical bonds.
bonds. As
As body
body cells
cells break
break the
the chemical
chemical bonds,
bonds, energy
energy isis harvested
harvested to
to make
make
ATP.

Essential
Essential amino
amino acids,
acids, vitamins,
vitamins, andand trace
trace elements
elements areare important
important substances
substances forfor good
good health.
health. Essential
Essential
amino acids
amino acids serve
serve as
as building
building blocks
blocks for
for proteins,
proteins, while
while vitamins
vitamins and
and trace
trace elements
elements are
are necessary
necessary for
for many
many
cellular chemical reactions.

Thesignificant
The significantrole
roleofofessential
essentialnutrients
nutrientsininanimals
animalscan
canbebehighlighted
highlightedbybyciting
citingexamples
examplesofofthe
theeffects
effectsofof
certain
certain nutrient
nutrient deficiencies
deficiencies or extreme
or extreme excess.
excess. ThisThis
maymayalsoalso be given
be given as assignment
as an an assignment to learners
to learners to to
enhance their appreciation of proper nutrition. Examples include: rickets, scurvy, goiter, etc.

IV. Essential Nutrients include

include substances
substances that
that animals
animals can
can only
only get
get from
from the
the foods
foods they
they eat
eat because
because they
they could
could not
not
be synthesized inside the body. These include:

A. Essential amino acids needed

needed for
for synthesis
synthesis of
of proteins
proteins and
and enzymes;
enzymes; among
among the
the 20
20 amino
amino acids,
acids, eight
eight could
could not
not
be synthesized by humans: lysine, tryptophan, threonine, methionine, phenylalanine, leucine, isoleucine and valine.

B. Essential fatty acids used for making special membrane lipids; an example is linoleic acid in humans.

C. Vitamins organic
organic molecules
molecules required
required in small
in small amounts
amounts forfor normal
normal metabolism;
metabolism; examples
examples include
include fat-soluble
fat-soluble
Vitamins A, D, E, K, and water-soluble Vitamins B, B2, B3, B12, C.

Trace Elements
D. Trace Elements oror Minerals
Minerals inorganic
inorganic nutrients
nutrients needed
needed bybythethe body
body in in minute
minute amounts;
amounts; these
these form
form part
part of of
enzymes, body tissues, and body fluids; examples include: iodine, cobalt, zinc, molybdenum, manganese, selenium.

Teacher Tip: Pictures of phagocytosis and pinocytosis can be shown in class.

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3. Describe food uptake in cells via the three types of endocytosis:

I. phagocytosis engulfment of organic fragments or big particles, eg. pseudopod formation in Amoeba.

II. pinocytosis uptake of extracellular fluid by a cell using small vesicles derived from the plasma membrane.

III. receptor-mediated endocytosis this relies on membrane receptor recognition of specific solutes which are then
taken up by the cell via receptor-coated pits.

4. Cite the different types of animals based on feeding mechanisms:

I. substrate-feeders animals
animalsthat
thatlive
liveininororon
ontheir
theirfood
foodsource.
source.Examples:
Examples:earthworms
earthwormsthat
thatfeed
feedthrough
throughthe
thesoil
soil
where they live in; caterpillars that eat through the leaves where they live on.

II. filter-feeders include

includemany
manyaquatic
aquaticanimals
animalswhich
whichdraw
drawininwater
waterand
andstrain
strainsmall
smallorganisms
organismsand
andfood
foodparticles
particles
present in the medium. Examples: whales and coelenterates

III. fluid-feeders suck

suck fluids
fluids containing
containing nutrients
nutrients from
from a living
a living host.
host. Examples:
Examples: mosquitoes,
mosquitoes, leeches,
leeches, head
head lice,lice,
aphids

IV.
IV. bulk-feeders eat
eat relatively
relatively large
large chunks
chunks of
of food
food and
and have
have adaptations
adaptations like
like jaws,
jaws, teeth,
teeth, tentacles,
tentacles, claws,
claws, pincers,
pincers,
etc. that help in securing the food and tearing it to pieces. Examples: snakes, cats, man

5. Enumerate the different kinds of digestive compartments in animals:

I. Food vacuoles in unicellular organisms these these fuse

fuse with
with lysosomes
lysosomes that
that contain
contain hydrolytic
hydrolytic enzymes.
enzymes. Example:
Example:
foodvacuole
food vacuoleininaaprotozoa
protozoalike
likeParamecium
ParameciumTeacher
TeacherTip:
Tip:Pictures
Picturesofofphagocytosis
phagocytosisandandpinocytosis
pinocytosiscan
canbebeshown
showninin
class.
class. Teacher
Teacher Tips:Tips: Consider
Consider a frogs
a frogs complete
complete digestive
digestive system.
system. TheThe
partsparts between
between the the
mouthmouth
and and
anusanus
are:are:
pharynx, esophagus, stomach, small intestine, and large intestine.

Gastrovascular cavity
II. Gastrovascular cavity or
or incomplete
incomplete digestive
digestive systemsystem composed
composedofofaasingle
singleopening
openingthrough
throughwhich
whichfood
foodisis
takentaken in and
in and where
where wastes
wastes are are disposed
disposed of; itof;
is ita issaclike
a saclike
bodybody cavity.
cavity. Examples:
Examples: in cnidarian
in the the cnidarian Hydra
Hydra and and
in in
flatworm Planaria

III. Complete digestive system essentially

essentially like
like aa tube
tube with
with an
an opening
opening at
at one
one end
end for
for taking
taking in
in food
food (mouth)
(mouth) and
and an
an
openingatatthe
opening theother
otherend
endwhere
whereunabsorbed
unabsorbedwaste
wastematerials
materialsare
areeliminated
eliminated(anus).
(anus).InInbetween
betweenthe themouth
mouthand
andanus,
anus,
are specialized organs that carry out transport, processing, and absorption of digested nutrients.

6. Describe the accessory organs for digestion in a complete digestive system:

I. liver secretes bile for emulsifying fats

II. gallbladder stores bile produced by the liver

III. pancreas secretes enzymes that break down all major food molecules; secretes buffers against HCl from the
stomach; secretes the hormone insulin for control of glucose metabolism

Teacher Tips: Consider a frogs complete digestive system. The parts between the mouth and anus are:
pharynx, esophagus, stomach, small intestine, and large intestine.

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Practice 20 mins

Drawing Activity or Laboratory Work

1. Observe and draw a Paramecium as seen under the microscope or from a visual aid. Label the food vacuole.

2. Observe and draw a Hydra or Planaria as seen under a microscope or from a visual aid. Label the gastrovascular
cavity.

3. Draw from a visual aid the complete digestive system of an invertebrate such as a cockroach or grasshopper. Label
the parts such as: salivary glands, esophagus, crop, gizzard, gastric caeca, mesenteron, Malpighian tubules, small
intestine (ileum), large intestine (colon), rectum, and anus.

4. Pith and dissect a toad. Observe the following organs: mouth or buccal cavity, tongue, pharynx, esophagus,
stomach, small intestine, large intestine (colon), cloaca, anus. Also find the accessory organs: liver, gallbladder,
pancreas. Draw and label all the parts. If dissection will not be done, let the learners copy and draw from a visual aid

Teacher Tip: Letting the learners draw the structures for digestion allows them to compare different types of
digestive compartments in different animals.

Enrichment 5 mins

Quiz

1. State several reasons why carbohydrates are usually needed in more amounts than fats in the diet.

2. Explain why protein should be included in the diet.

3. What will happen to the human body if we are deficient in particular vitamins and trace elements? Give examples of
effects of vitamin and mineral deficiencies.

4. There are 20 amino acids needed to make proteins in the animal body. Why arent they all considered essential to
animal diets?

5. Compare incomplete and complete digestive systems.

6. What are the functions of accessory organs in a complete digestive system?

Teacher Tip: The answers to the review questions can be found in the lecture given by the teacher.

Evaluation 5 mins

1. State the average amount of energy obtained from the following nutrients in terms of

Calories:

1 g of carbohydrate _______ Calories

1 g of protein _______ Calories

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1 g of fat _______ Calories

2. Of the 20 amino acids used to make proteins in the human body, _______ must be obtained through food.

3. The two main groups of vitamins include those soluble in _______ and in _______.

4. _______ refer to inorganic nutrients needed by the body in minute amounts.

5. Cells take up food via the process of _______.

6. In terms of feeding mechanisms, earthworms are considered _______, while humans are considered _______.

7. A gastrovascular cavity is considered an incomplete digestive system. True or False.

8. A complete digestive system is characterized by the presence of a mouth at one end and anus at the other end.
True or False.

Answer Key:

1. 4, 4, 9 Calories, respectively

2. Eight

3. Oil, water (or vice versa)

4. Trace elements or minerals 5. endocytosis

5. Substrate-swallowers, food-seekers

6. True

7. True

ASSIGNMENT

1. List four water-soluble vitamins and four oil-soluble vitamins. Present in a tabular form their roles, food sources, and
effects of deficiency.

2. Cite five trace elements or minerals. Tabulate their food sources and roles.

3. What are the roles of the following parts of an insects digestive system: crop, gizzard, Malpighian tubules.

4. Enumerate the parts of the toads digestive system and give the function of each.

5. Define malnutrition. Are the conditions of undernutrition and obesity considered malnutrition? Explain.

Teacher Tip: Answers to the assignment may be written on bond paper and submitted on the following
meeting.

ASSESSMENT GUIDE (FOR THE ACTIVITY AND LABORATORY WORK)

1. (POOR
(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.

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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.

3. (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.

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.

Teacher Tips: Some questions in the assignment may be included for assessment, in addition to the drawings
done during the laboratory work.

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