Learning Area Science

Learning Delivery Modality Modular Distance Modality (Learners-Led Modality)

School WEST PALALE Grade Level Grade 7

LESSON NATIONAL HIGH
SCHOOL
EXEMPLA Teacher MARIAN A. GAURANO Learning Area Science
R Teaching Date October 12-15, 2020 Quarter Second Quarter
Teaching Time 7:00-8:00 No. of hours 4

I. OBJECTIVES 1. describe the different levels of biological organization from cell to biosphere;
2. illustrate the coordinated function of cell, tissues and organ systems for
maintaining life of plants, animals and human beings and
3. recognize the necessity of an organized system for proper growth, development
and survival of an organism.
A. Content Standards The learners demonstrate an understanding of the different levels of biological
organization
B. Performance Standards

C. Learning Competencies
or Objectives
D. Most Essential Learning
Competencies (MELC) Describe the different levels of biological organization from cell to biosphere.
(If available, write
the indicated MELC)
E. Enabling Competencies Describe the different levels of biological organization from cell to biosphere;
(If available, write the S7LT-IIc-3
attached enabling
competencies)
II - Content Level of Biological Organization

III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide
81-94
Pages
b. Learner’s Material
Pages 90-101
c. Textbook Pages
d. Additional Materials Biology M6 Level of Biological Organization - retrieved from
from Learning https://lrmds.deped.gov.ph/detail/7168
Resources
B. List of Learning Resources https://microscope-microscope.org/microscope-info/how-to-use-a-microscope/
for Development and https://sciencing.com/calculate-magnification-light-microscope-7558311.html
Engagement Activities pictures, table
IV. PROCEDURES
A. Introduction The learners will read and perform the following activities, then answer the guide questions.
Activity 1
Emoji mo!
( Duration: 10 minutes )
The following statements describe the technique in focusing the specimen . Draw a
if the statement is correct and a if it is incorrect.
Statement Answer
 followin 1.Inverted letter e is seen under the microscope.
2.An animal cell was viewed using a 10x eyepiece and
100x high power objective, so it’s magnification is 100
times.
3.A five peso coin can be observed using the compound
microscope.
An anim 4. An animal cell being observed is seen at the topmost
part of the field of view under the LPO. If you want to
center the specimen, move the slide toward the user.
5. The total magnification produced by a microscope
using 5x ocular lens and 10x objective lens is 50x.
Check your answer with the key on page __ of your module.
What is your score? If you got it all correct, congratulations, that means
you have a wide understanding about our previous topic. You may proceed
with the next activity entitled____________. However,if you got score below 3
read and answer the question that follows.

How to Use a Microscope

A microscope is a high quality instrument and should last 25-30 years if treated
properly and with care. Following these simple instructions will not only help you
care for your microscope and keep it in good working condition, but will also help
you get the most out of your microscope.

When moving your microscope, always carry it with both hands

(Figure 1, at left). Grasp the arm with one hand and place the
other hand under the base for support.
Turn the revolving nosepiece so that the lowest power objective
lens is "clicked" into position (This is also the shortest objective
lens).
Your microscope slide should be prepared by placing a coverslip
or cover glass over the specimen. This will help protect the
objective lenses if they touch the slide.  Place the microscope
slide on the stage and fasten it with the stage clips.  You can push
down on the back end of the stage clip to
open it.
Figure 1

Look at the objective lens and the stage from the side
(Figure 2, at right) and turn the coarse focus knob so that the
objective lens moves downward (or the stage, if it moves,
goes upward). Move it as far as it will go without touching
the slide!

Figure 2
Now, look through the eyepiece and adjust the
illuminator (or mirror) and diaphragm (Figure 3,at left)
for the greatest amount of light.
Slowly turn the coarse adjustment so that the objective
Figure 3 lens goes up (away from the slide). Continue until the
image comes into focus. Use the fine adjustment, if
available, for fine focusing.  If you have a microscope
with a moving stage, then turn the coarse knob so the stage moves downward or
away from the objective lens.
Move the microscope slide around so that the image is in the center of the field of
view and readjust the mirror, illuminator or diaphragm for the clearest image.
 Now, you should be able to change to the next objective lens with only minimal
use of the focusing adjustment. Use the fine adjustment, if available. If you cannot
focus on your specimen, repeat steps 4 through 7 with the higher power objective
lens in place. Do not allow the objective lens to touch the slide!
The proper way to use a monocular microscope is to look through the eyepiece with
one eye and keep the other eye open (this helps avoid eye strain). If you have to
close one eye when looking into the microscope, it's ok.  Remember, everything is
upside down and backwards. When you move the slide to the right, the image goes
to the left!
Do not touch the glass part of the lenses with your fingers. Use only special
lens paper to clean the lenses.
When finished, raise the tube (or lower the stage), click the low power lens into
position and remove the slide.
Always keep your microscope covered when not in use. Dust is the number one
enemy!
Remember, microscopes are expensive scientific instruments. Handle them properly
and carefully and they will last for many years!

Calculate Magnification of a Compound Light Microscope

Determine the magnification strength of the ocular lens. This should be

written on the outside of the eye piece, Generally speaking the ocular lens
magnifies 10x. Determine the magnification capacity of the objective lens. The
magnification is written on the side of the lens. o calculate the total magnification
of the compound light microscope multiply the magnification power of the ocular
lens by the power of the objective lens. For instance, a 10x ocular and a 40x
objective would have a 400x total

magnification. The The highest total magnification for a compound light

microscope is 1000x.

Answer the following briefly (Note: You will answer the questions below if you
got score below 3 in the previous activity)
1. What are the two parts of the light microscope that magnify the image of an
object?
_________________________________________________________

2. What is the total magnification produced by a microscope using 5x ocular

lens and 10x objective lens?
_________________________________________________________
3. Kiel mounts a thin epidermis of rheo discolor in a microscope slide. He
then covers the slide with a cover slip. In which part of the microscope
should Kiel place the slide with sample?

4. An animal cell was viewed using a 10x eyepiece and 100x high power
objective. How much will the animal cell be magnified?
_____________________________________________________________

5. Of what importance is the contribution of microscope to the study of living

things?
 _____________________________________________________________
Goal Orientation
The learner will read the objectives as expected to all of them.
At the end of the lesson, the student should be able to:
1. describe the different levels of biological organization from cell to biosphere;
2. illustrate the coordinated function of cell, tissues and organ systems for
maintaining life of plants, animals and human beings and
3. recognize the necessity of an organized system for proper growth, development
and survival of an organism.
B. Development Activity 2.
Ballpen Disassembly
(Duration: 10 minutes)
Below are parts of 4 different kinds of ballpens. Identify which part belongs to
which ballpen.

Photo: Courtesy of Michael Anthony B. Mantala

A ballpen has parts like those shown in the picture below. Identify the
function of each part of the ballpen.
Other Parts

Ink tube

cap
ballpoint
Barrel shell

Identify the part of the ballpen that is missing and its

function.________________________________________________________
Imagine how the ballpen will work compared to the ballpen with complete parts.

Photo: Courtesy of Michael Anthony B. Mantala

Below is a picture of a ballpen that was assembled with a part that belongs to
another ballpen. Identify the part of the ballpen that was replaced and its
function. ___________________________________________
Imagine how the ballpen will work compared to the original ballpen.
 Photo: Courtesy of Michael Anthony B. Mantala
In this activity,you used ballpens to represent structure and function in
organisms. The ballpen is made up of different parts that have specific functions;
they work together to make the ballpen perform its function. Similarly, organisms
are made up of parts that work together: organ systems, organs, tissues, and cells.
Activity 3
PRETEST
(Duration:20 minutes)
Direction: Encircle the letter of the best answer.
1. The heart pumps blood that carries oxygen and nutrients to the different
parts of the body? To which organ does the heart belong?
A. Circulatory C. excretory
B. Digestive D. reproductive
2. Each part of an organ system plays a specific function. Which of the
following structures does NOT match it’s function?
A. Eyes : sight C. heart : circulation
B. Kidneys : respiration D. stomach: digestion
3. Which is the correct sequence in the following levels of biological
organization?
A. cell --- organ --- tissue --- organ system --- organism
B.. tissue --- organ --- organ system --- organism --- cell
C. organism --- organ system --- organ --- cell --- tissue
D. cell --- tissue --- organ --- organ system --- organism
4. At which smallest level of organization in an organism can the characteristic of
life be carried out?
A. organ system B. organ C. tissue D. cell
5. . Which of the following statement is TRUE?
A. Groups of organs working together are called cells.
B. Groups of cells working together are called tissues.
C. Groups of organs working together are called organisms.
D. Groups of tissues working together are called organ system.
6. . Plants also have organ systems. Which plant organ DOES NOT belong to
the shoot system?
A.Flower B. stem C. root D. leaf
7. Which one does NOT belong to the group?
A. ecosystem B. community C. biosphere D. organ
8. Angelo’s father was hospitalized due to chest pain and difficulty of
breathing. Laboratory examination revealed increased cholesterol in blood.
Which organ system is mostly affected?
A. Circulatory system C. excretory system
B. Nervous system D. digestive system
9. James love to eat junk food and enjoy adding fish sause ( patis) and soy
sauce in his meal. One day he was complaining of difficulty in urinating
accompanied by severe pain in the side and back below the ribs.
A. Heart B. Kidney C. Lung D. Stomach
10. Smoking causes diseases in the respiratory system which may damage the
organs and tissues. What is the effect of diseased cells on the higher levels of
organization in an organism?
A. Smoking affects only certain kinds of organs and does not affect any
other kind of organ in the human body.
B. Diseased cells damage the higher levels of organization they make up
tissue, organs, organ systems and eventually, the whole organisms.
C. Smoking affects only the next higher levels of organization that they
make up the tissues.
D. Diseased cells do not affect the other parts of an organisms.
What is your score? If you got perfect score, you are excellent, but you
need to study further this topic “ Biological Level of Organism.”

However, if you got 7 and below, you may have to enhance your knowledge
about this topic by studying it.

To enhance your understanding in describing the level of biological level of

organisms. Do the next activity

Activity 4
What makes up an organism?
(Duration: 1 hour and 30 minutes)
Objectives
In this activity, you should be able to:
1. identify the parts that make up an organism,
2. describe the function of each part, and
3. describe how these parts work together in an organism.
Direction: Read the selection below and answer the questions that follow.
( Note:You may browse the internet or ask assistance from your parents or
brother and sister)

You are an organism just like the plants and animals.

Photos: Courtesy of Michael Anthony B. Mantala

Figure 1. Pictures of a human being, plant, and an animal

Have you ever asked yourself what makes you up and the
other organisms around you?
Figure 2 shows a model of a human torso.
Q1. What parts of the human body do you see?
_________________________________________
Q2. To which organ systems do these parts belong?
_________________________________________
Figure 3 shows some organ systems that
Photo: Courtesy of Michael
you may be familiar with. Anthony B. Mantala
Q3. Can you identify these organ systems? Biology Laboratory, UP NISMED
___________________________________________ Figure 2. A model of
Q4. How do these organ systems work? a
___________________________________________ human torso

Photo: http://fc.amdsb.ca/~melanie_mccowan/S04B36342.2/
human-_body.jpg
Figure 3. Some Organ Systems
The circulatory system is one of the organ
systems that make up an organism. It is made
up of the heart, blood vessels, and blood.
Figure 4 shows a model of a human heart.
Your heart is about the size of your fist. It pumps
and circulates blood to the different parts of
the body through the blood vessels. Photo: Courtesy of Michael
Certain diseases affect the heart and Anthony B.
Mantala
cause it to function improperly.
Figure 4. A model of
To learn more about these diseases and what
a
they do to the heart, interview
relatives or neighbors who have heart problems or who know of people who have
the disease. You can also use the internet and the library to read articles about how
certain diseases affect the heart, its parts, and the whole organism.
Q5. Refer to Figure 4. What parts of the human heart do you see?
_____________________________________________________________
Q6. What do you think will happen to the heart if any of these parts were injured or
diseased?
_____________________________________________________________
Q7. If these parts of the heart were injured or diseased, what do you think will
happen to the organism?
_____________________________________________________________
The excretory system is another organ
system that makes up an organism. It is made
up of different organs that help the body
eliminate metabolic wastes and maintain
internal balance. These organs include a pair of
kidneys. Figure 5 shows a model of a human
kidney. What shape does it look like?
The kidneys are made up of even smaller
parts. Some parts eliminate wastes that are no
longer needed by the body; other parts function
in the reabsorption of water and nutrients.
Like the heart, certain diseases also affect the
kidneys and their function. To learn more about Photo: Courtesy of Michael
these diseases and what they do to the kidneys, Anthony B. Mantala
interview relatives or neighbors who have kidney Biology Laboratory, UP
problems or who know of people NISMED
Figure 5. A model of a
who have the disease. You can also use the
human kidney
internet and library resources to read articles or
news clips about how certain diseases affect the kidneys – and the other organs of
the body and the whole organism.
Q8. Refer to Figure 5. What parts of the human kidney do you see?
___________________________________________________________
Q9. What do you think will happen to the kidneys if any of these parts were
injured or diseased?
___________________________________________________________
Q10. If these parts of the kidneys were injured or diseased, what do you think will
happen to the organism?
______________________________________________________________

Q11. What procedure can a medical doctor do to correct an injury to these

organs?
______________________________________________________________
Organs are made up of tissues. The
heart, kidneys, and the parts that make them up
are made up of tissues. Figure 6 shows a picture
of a muscle tissue. This tissue is made up of
cells - the basic units of structure and function
in organisms.
Q12. What do you think will happen to the organs
if these tissues were injured or diseased?
______________________________________ Photo: http://www.uoguelph.ca/zoology/
______________________________________ devobio/miller/013638fig6-17.gif
Figure 6. Muscle tissues
Q13. If these tissues were injured or diseased,
do you think will happen to the organ systems?
_________________________________________________________________
Q14. If these tissues were injured or diseased, what do you think will happen to the
organism?
______________________________________________________________
Plants are also made up of organ
systems: the root and shoot systems. The
root system absorbs water and nutrients;
the shoot system moves them to the
different parts of the plant.
Q15. In what ways are the functions of Figure 7. An
the organ systems of plants similar to orchid showing
shoot and root
those of animals?
______________________________________________________________
Q16. In what ways are they different?
_____________________________________________________________
Figure 8 shows a picture of a flower.
Flowers are the reproductive organs of
plants. Together with the leaves and the
stems, they make up the shoot system.
Q17. In what ways are flowers similar to
the reproductive organs of animals?
_____________________________________
__________________________________
Photo: Courtesy of Michael Anthony B. Mantala
Q18. In what ways are they different?_ Figure 8. A Gumamela
__________________________________ (Hibiscus) flower
__________________________________
Q19. How do the flowers, leaves, and stems help plants meet their basic needs?
___________________________________________________________________
___________________________________________________________
Q20. What do think will happen to the plant if any of the parts that make up the
shoot system were injured or diseased?
___________________________________________________________________
___________________________________________________________

Figure 9 shows a picture of the roots of a

tree. What parts do you think make up these
roots?
Q21. Aside from absorbing water and nutrients,
what other functions do the roots serve?
_______________________________________
_______________________________________
Figure 10 shows a model of a section of a root tip. Figure 9. Roots of a
When you get a small section of a root tree
tip and view it under a microscope, you will see
that it is made up of many layers of tissues.
C. Engagement
Activity 5
Levels of organization in an organism
( Duration: 1 hour )
Objectives
In this activity, you should be able to:
1. identify the different levels of organization in an organism,
2. describe the parts that make up each level of organization and
their functions, and
3. describe how the parts that make up a level of organization affect
the higher levels of organization and the entire organism.

Directions:
1. From the interviews you have made in Activity 4 and the articles
you have read about certain diseases that affect the heart, kidneys, and the other
parts of the body, complete the table below. You may use bond paper if the spaces
provided in the table are not enough.
2. On the topmost row write a disease, which you have read about or learned from
your interview, that affects parts of the human body.
3. In each of the boxes that correspond to the levels of organization, describe how
the disease affects the parts that make up each level.
4. Opposite each level of organization, cut and paste pictures (you may use the
pictures that come with the articles) that show how the disease affects the parts that
make up the different levels.
Another option is to show it through drawing.
Table. Diseases and their effects on the levels of organization in an Organism.
Disease: Pictures/Drawings
How does the disease affect
each of the following levels
of organization?
Organism

Organ System

Organ

Tissue

Cell
 After learning the different levels of organization in organisms, can you think of
levels of organization that are bigger than the organism?

You should have learned the following big ideas:

o Organisms are made up of parts: organ systems, organs, tissues,
and cells.
o Whatever happens to any of these parts will affect the other parts
and the whole organism.
o We need to keep our cells and tissues healthy to make our organs,
organ systems, and the whole body healthy.
o To stay healthy, we need to eat nutritious foods; they include the
plants in our backyard and the animals in our farm.
o Like us, these plants and animals are also organisms. They have
basic needs that include proper care for them.
Biological organization does not end in just
the individual. There are biological organizations
beyond you as an individual. You shall look at
them as well. The first organization outside
the individual is population. A population is
composed of all organisms of one type occupying
a paticular area.
Figure 17 shows the population of African
elephants. The African elephants live in grassy
regions south of the Sahara Desert
Figure 17. African elephants

.Figure 18 shows another

population. This is a flock of sheep
domesticated in New Zealand. In this country
, the sheep population outnumbers the
human population.
Figure 19 shows grasses. You are familiar with
different kinds of grasses. The area occupied
dominantly by grasses is called a grassland.
In the grassland, you will find other plants and
animals. The population of various plants
including grasses and animals in the grassland Figure 18. Sheep
make up a community. A community is an
assemblage of many populations occupying a
given area at a given time interval. Figures 20
and 21 give more examples of community.
Figure 21 is a typical kind of mountain
community. The human population occupying
the area is engaged in agriculture. The
populations interact among themselves and with
the physical environment such as soil, water,
atmosphere, etc to form an ecosystem. An Figure 19. grassland
ecosystem is a relatively self-contained,
Figure 19. Grassland
dynamic system composed of a natural
Community
community along with its physical environment.

Figure 20
Community dominated by Figure 21
trees Mountain community
Ecosystem
may be small or big, natural or artificial. Examples of natural ecosystems are rivers,
lakes or oceans. Terrarium and aquarium are examples of artificial ecosystem. The
biggest ecosystem is the entire biosphere. It is the worldwide sum of
all ecosystems. It can also be termed the zone of life on Earth. 

Activity 6
Use it!
( Duration: 20 minutes)
I - Direction:Use the following terms to identify the term being described by the
word/phrase(Note: Answer may be repeated)
Cell population Community
 Tissue Organism biosphere
organ Organ system ecosystem
_____________ 1. muscle in the heart
_____________ 2. yeast
_____________ 3. mosquitoes in the forest
_____________4. forest
_____________ 5. root of the mango tree
_____________ 6. respiratory system
_____________7. Kidney
II – Direction : Arrange the level of biological organization in ascending order
( from smallest to biggest).
Cell population Community
Tissue Organism biosphere
organ Organ system ecosystem
1. ______________
2. ______________
3. ______________
4. ______________
5. ______________
6. ______________
7. ______________
8. ______________
9. ______________
D.Assimilation Activity 6
POST- TEST
( Duration: 20 minutes)
Direction: Encircle the letter of the best answer.
_____1. The heart pumps blood that carries oxygen and nutrients to the different
parts of the body. To which organ system does the heart belong?
A. Circulatory
B. Digestive
C. Excretory
D. Reproductive
_____2. Cancer starts from cells that start to grow uncontrollably fast. They destroy
tissues and organs. What does this say about the effects of diseased cells on the
higher levels of organization in an organism?
A. Cancer involves only certain kinds of cells and does not affect any
other kind of cell.
B. Diseased cells affect only the next higher levels of organization that
they make up – the tissues.
C. Diseased cells damage the higher levels of organization they make
up: tissues, organs, organ systems, and eventually, the whole organism.
D. Diseased cells do not affect the other parts of an organism.
_____3. Each part of an organ system plays a specific function. Which of the
following structures does not match its function?
A. Eyes : Sight
B. Kidneys : Respiration
C. Heart : Circulation
D. Stomach : Digestion
_____4. Flowers are the reproductive organs of plants. How are flowers different
from the reproductive organs of animals?
A. Flowers have male and female parts; animals have either male or female
parts.
B. Flowers need pollinators like bees to reproduce; animals do not.
C. Flowers are shed from time to time; nothing is shed from animals.
D. There is no difference between flowers and the reproductive organs of
 animals.
____5. The organ systems of plants consist of the root and shoot systems. Why is it
important for these organ systems to work together?
A. To grow and survive
B. To avoid pests and other animals
C. To survive floods and strong winds
D. To survive droughts and earthquakes
____6. Which of the following differentiates organs from tissues?
A. Organs make up tissues; tissues make up organs
B. Tissues make up organs; cells make up tissues
C. Organs and tissues are made up of cells.
D. Organs and tissues make up an organ system.
_____7. At which smallest level of organization in an organism can the
characteristics of life be carried out?
A. Organ system C. Tissue
B. Organ D. Cell
_____8. Which is the correct sequence – from biggest to smallest – of the levels of
organization in an organism?
A. Cell Organ Organ System Tissue
B. Organ Organ System Tissue Cell
C. Tissue Cell Organ Organ System
D. Organ System Organ Tissue Cell
Which of the following terms describes items 9 and 10?
a. community
b. population
c. ecosystem
____ 9. tilapia in muddy river
____10. monkey eating eagles in the virgin forest in Mindanao

IV. REFLECTION Duration : 10 minutes

The learners will write their personal insights about the lesson using the prompts
below in their notebook, journal or portfolio.
1. I learned that ______________________________.
2. I understand that __________________________.
3. I realized that ______________________________.

Answer key:
Activity 1
1.
2.
3.
4.
5.
Remediation.
1. The two parts of the light microscope that magnify the image are eyepiece and objective lens.
2. The total magnification produced by a microscope using 5x ocular lens and 10x objective lens is 50X.
3. Kiel should place the slide with sample on the stage.
4. The animal cell will magnify 1000X.
5. With the use of microscope we will be able to study microorganisms that are also capable of living. ( answer
may vary)
Activity 2.
1. Barrel shell is the part of the ballpen that is missing. It is used to protect the ink tube and a hard shell to
 grasp by a user.
2. The replaced part is the ink tube and its function is to hold the ink and provide ink for the ballpoint.
ACTIVITY 3 PRE TEST
1. A 6. C
2. B 7. D
3. D 8. A
4. D 9. B
5. B 10. B
Activity 4

Q1. They will see that the human body is made up of different parts. They may answer the
different parts they see.
Q2. To answer this question, have them recall the different organ systems of the body that
they have learned in the lower grades.
Q3. The organ systems shown in Figure 3 include the skeletal, muscular, circulatory, and
nervous systems
Q4. The skeletal system, along with the muscular system, functions for movement. The
bones move according to the alternating contraction and relaxation of the muscles. These
movements of the skeletal and muscular systems are coordinated by the nervous system.
All these happen because of energy that comes from the nutrients transported by the
circulatory system to the different parts of the body.
Q.5 The human heart is made up of muscles and blood vessels: the veins and arteries
Q6 An injury to any of the parts of the heart is an injury of the heart. This means, the
heart will suffer in the same way that its parts suffer.
Q7. They would probably mention that the person is weak and experiences chest
pains or difficulty in breathing. An injury to any of the parts of the heart
affects the organism – the person. Another organ – the kidney – belongs to another organ
system, the excretory system. Like the processing you did for the heart, ask the students
to check out the picture of a model of a human kidney.
Q8. Like the heart, the kidneys are made up of muscles and blood vessels. Those who
had advanced readings may probably mention renal cortex, medulla, and pelvis in addition to
what is shown in the figure.
Q9. An injury to any of the parts of the kidneys is an injury of the entire organ. This means,
the kidneys will suffer in the same way that its parts suffer.
Q10. They will probably mention that these people are weak and have difficulty urinating or
may have poor appetite. An injury to any of the parts of the kidneys affects the organism – the
person.
Q11. They will answer this question using what they have learned from the interviews they
made of the articles they have read.
Q12. The organ will suffer from an injury to the tissues.
Q13. The organ systems will suffer, too.
Q14. The organism will suffer, too. For example, a cut on the tissues of the skin is felt by the
whole organism. Anything that happens to the tissues will affect the bigger structures they
make up. Plants are also made up of organ systems: the root and shoot systems. The roots
absorb water and nutrients; the shoot system moves them to the different parts of the plant.
Q15. Like the organ systems of animals, those of plants have parts that work together. For
example, the shoot system of plants is composed of the stem, leaves, and flowers. The stem
has tissues that allow for the transport of water and nutrients from the roots to the leaves.
The leaves on the other hand serve as structures for photosynthesis through which, they
manufacture their food. The flowers are the reproductive organs of plants.
Q16. Plants have only two organ systems: the root and shoot systems; whereas, animals have
complex organ systems that work directly with the other organ systems. For example, plants
do not have a nervous system that coordinates the functions of the other organ systems of
animals. Plants also do not have circulatory and respiratory systems that move oxygen and
nutrients to the different parts of the body. Flowers are the reproductive organs of plants.
Together with the leaves and the stems, they make up the shoot system.
Q17. Like the reproductive organs of animals, complete flowers have male and female parts.
These parts work together to bear seeds from which new plants germinate.
Q18. Plants can dispense with their flowers – their reproductive organs – to generate their
kind for they can also reproduce asexually. Animals that reproduce sexually make use of only
their reproductive organs to do so.
Q19. They have learned in the lower grades that plants are able to manufacture their food
through photosynthesis. They use their leaves to carry out this process. The stem provides
support to the leaves, flowers, and fruits. They also serve as channels for the transport of
water and nutrients from the roots to the different parts of the plant. The flowers serve as their
reproductive organs.
Q20 Anything that happens to any of the parts that make up the shoot system of pants will
certainly affect the plant as well. You can ask them tocite examples to highlight this
connection. The root system is another organ system of plants. In some plants, it
is made up of the primary root, the secondary roots, and the root hairs.
Q21. Roots also provide anchorage to the plant.
Q22. What do you think will happen to the roots if the tissues that make
them up were injured or diseased?
Q23. Serious damage to the root will kill the plant.
Q24 When cells or tissues are injured or diseased, the higher levels of organization that they
make up are affected as well.
Q25 The different parts that make up an organism each perform a specific
function. Anything that happens to the smallest of parts that make up an
organism will most likely affect the whole organism.

Activity 5
In each of the boxes that correspond to the levels of organization, have them
describe how the disease affects the parts that make up each level. Opposite
each level of organization, have them cut and paste pictures (they may use
the pictures that come with the articles) that show how the disease affects
the parts that make up the different levels. Another option is to have them
show it through drawing.

Activity 6
I- II -
1. Tissue 1. Cell
2. Cell 2. Tissue
3. Population 3. Organ
4. Ecosystem 4. Organ system
5. Organ system 5. Organism
6. Organ system 6. Population
7. Organ 7. Community
8 Ecosytem
9 Biosphere

Activity 7
POST TEST
1. A
2. C
3. B
4. C
5. A
6. B
7. A
8. D
9. B
10. A