Process in Plants and Animals: Nutrient Procurement and Processing (1 of 3) Procurement and Processing (1 of 3)
Content Standard Content Standard
The learners demonstrate an understanding of plant and animal organ systems for nutrient procurement and processing and their functions.
Performance Standard Performance Standard The learners shall be able to:
• enumerate the structures or organs involved in nutrient procurement and processing in plants and animals;
• describe the functions of structures or organs involved in nutrient procurement and processing; and
• explain how food is processed in a mammalian digestive system Learning Competency
Learning Competency
The learners shall be able to compare and contrast nutrient procurement and processing in plants and animals.STEM_BIO11/12-IVa-h-1STEM_BIO11/12-IVa-h-1
Specific Learning Outcomes Specific Learning Outcomes
At the end of the lesson, the learners will be able to:
• define nutrient and cite the nutritional requirements of plants and animals;
• enumerate nutritional adaptation by plants and feeding mechanisms in animals;
• distinguish different kinds of digestive compartments in animals; and
• trace the pathway of food processing in a mammalian/human digestive system.
60 MINS 60 MINS
LESSON OUTLINE Introduction
IntroductionCommunicating Learning Objectives 5 Motivation
Motivation Review Physiological Processes 5 Instruction
Instruction Lecture on Plant Nutrition 25
Practice
Practice Drawing Activity or Laboratory Work 15 Enrichment
Microscopes and slides of monocot and dicot root cross sections. In the absence of microscopes, visual aids on monocot and dicot root cross sections.
Resources Resources
(1) Barrion AA, Tudor MFVA, Colle MCD, Reamillo MCS, and MAP Robles.
2000. BIOLOGY II Laboratory Manual: An Investigative Approach.
Institute of Biological Sciences, College of Arts and Sciences, UP Los Baños. ISBN 971-547-099-8. 140p.
(2) Johnson GB and PH Raven.1996. BIOLOGY: Principles and Explorations.Austin, USA: Holt, Rinehart and Winston. 1072p.
(3) Reece JB, Urry LA, Cain ML, Wasseman SA, Minorsky PV, and RB Jackson. Campbell Biology. Tenth Edition. Boston, USA: Pearson Education, Inc. 1279p.
(4) Starr C and R Taggart. 2004. BIOLOGY: The Unity and Diversity of Life.
Tenth Edition. Australia: Thomson – Brooks/Cole. 933p.
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INTRODUCTION (30 MINS) Communicating Learning Objectives 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:
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
MOTIVATION (5 MINS) Recall Physiological Processes 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 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 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)
Teacher tip 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.
INSTRUCTION (25 MINS) Lecture on Plant
Lecture on Plant NutritionNutrition
1. Define nutrient and enumerate the two types of organisms based on mode of nutrition.
I. NutrientNutrient– 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. autotrophsautotrophs– organisms that obtain energy from sunlight and chemicals to produce their own food. Examples: plants; chemosynthetic bacteria
B. heterotrophsheterotrophs– 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 dioxidecarbon 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 elementsessential 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 examples of macronutrimacronutrientsents: C, H, O, N, K, Ca, Mg, P, S E. examples of micronutrients: Cl, Fe, B, Mn, Zn, Co, Mo
3. Distinguish between the routes for the absorption of water and minerals across plant roots:
A. symplast routesymplast route– through plasmodesmata B. apoplast routeapoplast 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.
Misconception:
Misconception:
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 p hotosynthesis, they also require the raw materials from the environment for the maintenance of life: water, carbon dioxide, and minerals.
Teacher Tips 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)
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4. Cite specialized absorptive structures:
A. root hairsroot hairs– slender extensions of specialized epidermal cells that greatly increase the surface area available for absorption.
B. root nodulesroot 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.
3. mycorrhizae (singular, mycorrhiza)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 (15 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
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?
4. How do plants benefit from symbiotic associations with bacteria? With fungi?
EVALUATION (5 MINS) Quiz
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 Teacher Tips
Letting the students draw and trace the routes of movement of water and minerals reinforce the concept of absorption through plant roots.
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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.
Assignment 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
ASSESSMENT GUIDE (FOR THE ACTIVITY AND (FOR THE ACTIVITY AND LABORALABORATORY WORK)TORY WORK)
A. 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.
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 GOOD)(VERY 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.
Answer Key:
1. e 2. 2.
3. b 3 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 dioxide are needed for photosynthesis.
5. True.