Biology 2 - Nervous and Chemical Control (Module 3.2) PDF

lOMoARcPSD|14586245 Module 3.2 Chemical and Nervous Control MedLab (University of Batangas) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Suzette Krille ([email protected]...

lOMoARcPSD|14586245 Module 3.2 Chemical and Nervous Control MedLab (University of Batangas) Scan to open on Studocu Studocu is not sponsored or endorsed by any college or university Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 General Biology 2 Quarter 2 – Module 3.2: Compare and Contrast Process in Plants and Animals: Chemical and Nervous Control Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this module are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Leonor Magtolis Briones Undersecretary: Diosdado M. San Antonio SENIOR HS MODULE DEVELOPMENT TEAM Author : Angela Marie M. Diwa Co-Author - Content Editor : Queences Ricel Glocenda Co-Author - Language Reviewer : Sheree Anne P. Bautista Co-Author - Illustrator : Angela Marie M. Diwa Co-Author - Layout Artist : Melbourne L. Salonga Team Leaders: School Head : Reynaldo B. Visda LRMDS Coordinator : Melbourne L. Salonga DIVISION MANAGEMENT TEAM: Schools Division Superintendent : Romeo M. Alip, PhD, CESO V OIC- Asst. Schools Division Superintendent : William Roderick R. Fallorin, CESE Chief Education Supervisor, CID : Milagros M. Peñaflor, PhD Education Program Supervisor, LRMDS : Edgar E. Garcia, MITE Education Program Supervisor, AP/ADM : Romeo M. Layug Education Program Supervisor, Learning Area : Edwin Riel Bermillo Project Development Officer II, LRMDS : Joan T. Briz Division Librarian II, LRMDS : Rosita P. Serrano Division Book Designer : Melbourne L. Salonga Printed in the Philippines by Department of Education – Schools Division of Bataan Office Address: Provincial Capitol Compound, Balanga City, Bataan Telefax: (047) 237-2102 E-mail Address: [email protected] Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 General Biology 2 Quarter 2 – Module 3.2: Compare and Contrast Process in Plants and Animals: Chemical and Nervous Control Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 Introductory Message For the facilitator: Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode (ADM) Module on Compare and Contrast Process in Plants and Animals: Chemical and Nervous Control! This module was collaboratively designed, developed and reviewed by educators both from public and private institutions to assist you, the teacher or facilitator in helping the learners meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and economic constraints in schooling. This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st century skills while taking into consideration their needs and circumstances. In addition to the material in the main text, you will also see this box in the body of the module: Notes to the Teacher This contains helpful tips or strategies that will help you in guiding the learners. As a facilitator you are expected to orient the learners on how to use this module. You also need to keep track of the learners' progress while allowing them to manage their own learning. Furthermore, you are expected to encourage and assist the learners as they do the tasks included in the module. 1 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 For the learner: Welcome to the General Biology 2 – Grade 12 Alternative Delivery Mode (ADM) Module on Compare and Contrast Process in Plants and Animals: Chemical and Nervous Control! The hand is one of the most symbolized part of the human body. It is often used to depict skill, action and purpose. Through our hands we may learn, create and accomplish. Hence, the hand in this learning resource signifies that you as a learner is capable and empowered to successfully achieve the relevant competencies and skills at your own pace and time. Your academic success lies in your own hands! This module was designed to provide you with fun and meaningful opportunities for guided and independent learning at your own pace and time. You will be enabled to process the contents of the learning resource while being an active learner. This module has the following parts and corresponding icons: What I Need to Know This will give you an idea of the skills or competencies you are expected to learn in the module. What I Know This part includes an activity that aims to check what you already know about the lesson to take. If you get all the answers correct (100%), you may decide to skip this module. What’s In This is a brief drill or review to help you link the current lesson with the previous one. What’s New In this portion, the new lesson will be introduced to you in various ways such as a story, a song, a poem, a problem opener, an activity or a situation. What is It This section provides a brief discussion of the lesson. This aims to help you discover and understand new concepts and skills. What’s More This comprises activities for independent practice to solidify your understanding and skills of the topic. You may check the answers to the exercises using the Answer Key at the end of the module. What I Have Learned This includes questions or blank sentence/paragraph to be filled into process what you learned from the lesson. 2 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 What I Can Do This section provides an activity which will help you transfer your new knowledge or skill into real life situations or concerns. Assessment This is a task which aims to evaluate your level of mastery in achieving the learning competency. Additional Activities In this portion, another activity will be given to you to enrich your knowledge or skill of the lesson learned. This also tends retention of learned concepts. Answer Key This contains answers to all activities in the module. At the end of this module you will also find: References This is a list of all sources used in developing this module. The following are some reminders in using this module: 1. Use the module with care. Do not put unnecessary mark/s on any part of the module. Use a separate sheet of paper in answering the exercises. 2. Don’t forget to answer What I Know before moving on to the other activities included in the module. 3. Read the instruction carefully before doing each task. 4. Observe honesty and integrity in doing the tasks and checking your answers. 5. Finish the task at hand before proceeding to the next. 6. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult your teacher or facilitator. Always bear in mind that you are not alone. We hope that through this material, you will experience meaningful learning and gain deep understanding of the relevant competencies. You can do it! 3 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 What I Need to Know The topic about chemical and nervous control considered as one of the broadest vital lessons in discussing the anatomy and physiology of living organisms. It is very important to understand how the various systems, specifically the nervous and endocrine systems are interconnected and interrelated with each other in order to perform necessary life functions. In your previous lessons, you have already discovered the other processes involving between plants and animals. Now, it is your time to unfold the ideas and concepts behind the processes regarding the body’s different chemical and nervous controls. After reading this module, you should be able to: 1. Compare and contrast chemical and nervous control in plants and animals (STEM_BIO11/12-IVa-h-1); 2. Describe the mechanisms of chemical and nervous control in animals and plants; and 3. Illustrate the importance of chemical and nervous controls of animals and plants. 4 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 What I Know It is surely that you are enjoying your journey in discovering the wonders of living organisms. Now, it’s time to check your knowledge about the topic to be discussed! Activity 1: Multiple Choice Instruction: Choose the letter that corresponds to the word or phrase that best completes the sentence. 1. Which body system is responsible for gathering, processing information and eliciting corresponding response to the stimulus? A. Lymphatic System B. Nervous System C. Endocrine System D. Excretory System 2. Which type of neuron functions for conducting nerve impulses toward the central nervous system? A. Sensory neurons B. Motor neuron C. Interneuron D. None of the above 3. The following are the basic parts of neuron EXCEPT: A. Axon B. Soma C. Myelin sheath D. Dendrite For numbers 4-6, match the tissue/gland of endocrine system with their corresponding secreted hormone: 4. Pancreas A. Glucagon 5. Adrenal glands B. Growth-releasing hormone 6. Hypothalamus C. Cortisol 7. Pituitary gland D. Growth hormone 8. A plant hormone that inhibits growth but promotes seed dormancy. A. Cytokinin B. Ethylene C. Auxin D. Abscisic Acid 9. A plant hormone that promotes fruit ripening. A. Cytokinin B. Ethylene C. Auxin D. Abscisic Acid 10. Which phylum of Kingdom Animalia is characterized of lacking a true brain but have a system of separate but connected nerve cells (neurons) called a “nerve net”? A. Cnidaria B. Echinodermata C. Chordata D. Porifera Great! You may check your answers on the answer key page to get your score. Don’t worry if you get a low score because this module will surely help you to determine and analyze the various concepts of body’s different chemical and nervous control! Proceed to the next page and learn more! 5 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 Lesson Compare and Contrast Process in Plants and Animals: 1 Chemical and Nervous Control Compared to plants, animals have chemical and nervous control that enable them to respond to environmental stimuli. Chemical control is under the regulation of the endocrine system and includes the various hormones and it is slow acting but having a long-term effect. On the other hand, nervous control is under the regulation of the nervous system with its system of neuronal mechanisms. It is fast-acting, and the effect is short-term, but produces a longer-lasting behavioral response. This lesson will let you understand how the various body parts can control and coordinate with one another through the presence of these two body systems. What’s In Activity 1: Arrange the PUZZLE! Instruction: On your journey of answering the previous modules, you have learned the different organ systems responsible for the physiological process between plants and animals. As a recall, you need to arrange all the different pieces (representing the organ systems) below in order to form a BOX (representing the organism’s body) and answer the corresponding question. 1 4 3 5 2 6 7 Guide question On what manner will you relate this activity on the function/ processes of What’s New different organ systems in the body of living organisms? What is/ are the importance/s? 6 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 What’s New Activity 2: Word Classify! Classify whether following words are under the chemical (endocrine system) or nervous control (nervous system). NERVOUS CONTROL CHEMICAL CONTROL Myelin Sheath Thyroxine Secretion Epinephrine Nerve impulse Hormones Synapse Ethylene Neurons Brain Fight or flight response Adrenal glands Kidneys Notes to the Students It will be a great help for you to understand our future lessons if you make yourself familiar to the words you classified above. 7 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 What is It Have you ever experienced being caught in a fearful or thrilling situation? How did you respond or reacted on it? I am sure that you felt and acted very differently. Perhaps, you are also wondering how your body moved involuntarily to cope in that certain condition. This lesson will surely answer your curiosities. So, enjoy this journey as you continue to explore this module. NERVOUS SYSTEM The nervous system is the one responsible for coordinating the functions of the other body systems. It also enables the body to respond quickly to the changes in the environment by performing these functions: gathers information both from outside and inside the body; transmit and process information; and elicit the best responses to the stimulus. A. What are the divisions of the nervous system? Figure 1.1 Division of Nervous Systems Source: http://pharmacologyview.blogspot.com/ The nervous system has two main divisions: the central nervous system (CNS) and the peripheral nervous system (PNS). The CNS is composed of the brain (main control center) and the spinal cord (connects the brain to other nerves of the 8 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 body). The PNS is composed of nerves that branch out from the brain and the spinal cord to specific body parts and divided further into somatic (controls voluntary body movements) and autonomic nervous system (control involuntary actions). B. What are the functions and structures of the neuron? Neuron is the basic structural and functional unit of the nervous system. It transmits electrical signals called an action potential or an impulse across the system and lets a body part respond accordingly whenever it is being stimulated. It comprises of basic parts namely: Cell body or soma- contains the nucleus and most organelles. Axon- a single projection from the soma which carries the impulse (a sudden change in the electric potential of the cell membrane) to the axon terminal. It may be enveloped by a myelin sheath for faster conduction of impulse. Dendrites- several projections which extend outward from the cell body and receive chemical signals from the axon terminals of another neuron. Neurons also have three types such as: sensory, interneuron and motor neurons. Figure 1.2 Typical neuron with its parts and the direction of impulse transmission. http://img.docstoccdn.com/thumb/orig/99214785.png 9 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 C. How does transmission across synapses happen? Synapse is the junction that connect neurons with one another. The moment an action potential reaches the axon’s terminal, a series of events will be created leading to the stimulation of the next neuron. Chemicals called neurotransmitters are released which facilitate the transmission of an impulse across a synapse. Figure 1.3 Synapse and synaptic transmission From https://images.app.goo.gl/eXiAQosjxdFfjtYq7 D. How Diverse is the Nervous Systems of Kingdom Animalia? Kingdom Animalia cover a vast array of different organism from different phyla down to species. Every organism possesses variation from one another in terms of structure and complexity most especially in their nervous systems. Description of Nervous Phylum Illustration System -lack a true brain have a system of Cnidaria separate but connected (jellyfish, hydra) nerve cells (neurons) called a “nerve net” 10 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 -have nerve cells that Echinodermata are bundled into fibers (sea stars) called nerves -lack a true nervous system; They rely on Porifera water in/out take, (sea Sponge) oxygen intake, waste removal and digestion. -have both a central nervous system -made up of a small “brain” and two nerve cords; Platyhelminthes and peripheral nervous (flatworms, planaria) system containing a system of nerves that extend throughout the body. -more complex but also decentralized -contains a brain, ventral nerve cord, and Arthropoda ganglia (clusters of (insects) connected neurons that can control movements and behaviors without input from the brain) 11 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 -most complicated of invertebrate nervous systems -they have neurons that Mollusca are organized in (octopus, squid) specialized lobes and eyes that are structurally like vertebrate species. -more complex, centralized, and specialized -their shared basic Chordata structure: a CNS that (humans) contains a brain and spinal cord and a PNS made up of peripheral sensory and motor nerves Table 1.1 An overview on the Diverse Nervous Systems of Kingdom Animalia Source: http://plantbiotechinfo.blogspot.com/2011/10/plant-hormones-and-growth-regulators.html One interesting difference between the nervous systems of invertebrates and vertebrates is that the nerve cords of many invertebrates are located ventrally whereas the vertebrate spinal cords are located dorsally. ENDOCRINE SYSTEM Endocrine system is responsible for the chemical coordination of body functions. It is composed of ductless glands that release hormones. Hormones are chemical messengers secreted by a gland and affect a specific target tissue or organ. It plays also a crucial role in maintaining the homeostasis of the body system. 12 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 Figure 1.4 Major endocrine glands, the hormones that they release and their specific functions From http://usdbiology.com/cliff/Courses/General%20Biology/153figs/47_02_endocrine_system-L.jpg A. How to describe the hormones of invertebrates? Invertebrates also have some form of endocrine regulations that its level of complexity is similar of that vertebrates. However, they have fewer hormone that regulate narrower range of body processes and responses. An example of this is the insect that secretes hormones from neurosecretory cells (specialized nerve cells capable of synthesizing and secreting hormones) and also from endocrine glands. Insect physiologists have discovered that molting and metamorphosis are primarily controlled by interaction of two hormones, one favoring growth and differentiation of adult structures and another favoring retention of juvenile structures. These two hormones are molting hormone or ecdysone, produced by the prothoracic gland, and juvenile hormone, produced by the corpora allata. Moreover, the endocrinology of other invertebrates awaits a further study and discovery. 13 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 Table 1.2 An overview of plant hormones from http://plantbiotechinfo.blogspot.com/2011/10/plant-hormones-and-growth-regulators.html Plant hormones are essential for cell growth, whether under normal conditions or under stress conditions. Thus, these hormones also maintain the homeostatic life of plants. And there you have it! How was it for you? I know you are very delighted and focus on our discussions above! 15 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 B. How can the nervous system and endocrine system be linked? The endocrine and the nervous system are structurally and functionally coordinated with each other through a series of feedback mechanisms. Particularly, the crucial link between them is the hormone secretion of neurosecretory cells that can be exemplified by the hypothalamus in the forebrain which is vital in controlling the activities of pituitary gland and other endocrine glands. Thus, it is the center of the endocrine system. Figure 1.5 Simple coordination between the nervous and endocrine system From http://csls-text3.c.u-tokyo.ac.jp/images/fig/fig05_07.jpg PLANT HORMONES HELP IN GROWTH AND REGULATION Like animals, plants also have hormones or chemical messengers. They help in the regulation of various biochemical and physiological responses that tend to change their morphological features. It includes seed germination, flowering, photosynthesis, fruit ripening and shoot and root development. As you may observe on the Table 1.2, some hormones exhibit a growth and inhibiting effects in some parts of the plants. These mechanisms tend to have a positive impact on the plant’s growth and development for them to cope in unfavorable conditions. A good example of this is the Abscisic Acid that induces dormancy in seeds by blocking germination and promoting the synthesis of storage proteins. Plants adapted to temperate climates require a long period of cold temperature before seeds germinate. This mechanism protects young plants from sprouting too early during unseasonably warm weather in winter. As the hormone gradually breaks down over winter, the seed is released from dormancy and germinates when conditions are favorable in spring. The strong antagonist of this hormone is Gibberellins which aim to break dormancy. The table below shows a list of plant hormones and their specific actions. 14 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 What’s More It is now your turn to try it for yourself. This can be challenging but we know you will not step back without even trying. Let us go! Activity 3: Guess Who? “By ‘life,’ we mean a thing that can nourish itself and grow and decay.” Who is the famous scientist/ philosopher who quoted these words? Code: ____ ____ ____ ____ ____ ____ ____ _____ _____ 1 2 3 4 5 6 7 8 9 𝑨𝑨 𝑺𝑺 𝑰𝑰2 𝑹𝑹2 𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆 𝐻𝐻𝐻𝐻𝐻𝐻𝑆𝑆𝐻𝐻ℎ𝑆𝑆𝑎𝑎𝑆𝑆𝑆𝑆𝑎𝑎𝑎𝑎 𝐴𝐴𝑎𝑎𝐻𝐻𝑆𝑆𝐴𝐴𝑆𝑆𝑆𝑆𝐴𝐴𝐴𝐴 𝐺𝐺𝐴𝐴𝐺𝐺𝐺𝐺𝐺𝐺𝐺𝐺𝐺𝐺𝑎𝑎𝑎𝑎𝐴𝐴𝐴𝐴𝑎𝑎 𝑶𝑶 𝑻𝑻3 𝑰𝑰1 𝑳𝑳 𝑆𝑆𝐻𝐻𝐴𝐴𝑆𝑆𝐻𝐻𝑎𝑎𝐺𝐺 𝐴𝐴𝐴𝐴𝑆𝑆𝐴𝐴 𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝑆𝐻𝐻𝐴𝐴𝐴𝐴 Glucagon 𝑻𝑻1 𝑻𝑻2 𝑬𝑬 𝑹𝑹1 𝑁𝑁𝐺𝐺𝑎𝑎𝐺𝐺𝑆𝑆𝐻𝐻𝐺𝐺𝑆𝑆𝐴𝐴𝑎𝑎𝑆𝑆𝐴𝐴𝐻𝐻𝐻𝐻𝐺𝐺𝐺𝐺𝑎𝑎 𝐻𝐻𝑆𝑆𝐺𝐺𝑆𝑆𝑆𝑆𝐴𝐴𝐺𝐺 Endocrine system 𝐸𝐸𝐻𝐻ℎ𝐻𝐻𝑎𝑎𝐺𝐺𝐴𝐴𝐺𝐺 _______1. It contains the nucleus and most organelles. _______2. It aims to promote seed and bud germination, stem elongation, and leaf growth. _______ 3. It is the division of PNS that controls the voluntary body movements. _______ 4. It is vital in controlling the activities of pituitary gland and other endocrine glands. _______ 5. These are the chemical messengers secreted by a gland. _______ 6. It is the junction that connect neurons with one another. _______7. It is a single projection from the soma which carries the impulse. _______ 8. A hormone that increases the blood glucose. _______9. The system responsible for the chemical coordination of body functions. Congratulations! You made it! Now check your answers on the answer key page. How’s your score? Check the activities below to reinforce your learning! 16 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 What I Have Learned Let us summarize your learning by answering the following activity! Activity 4: Thinking beyond thinking Complete the following sentences. 1. The nervous and fluids are important in living organisms because ___________________________________________________________________________ ___________________________________________________________________________. 2. In this module, I have learned that plants and animals are ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ __________________________________________________________________________. 3. I can explain the concepts behind the nervous and chemical controls. First, I know that________________________________________________________ In addition,_______________________________________________________________ Finally, ___________________________________________________________________ Now, you know something that I know, which you can also share to your friends and classmates. 17 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 What I Can Do Activity 5: CHECK YOUR UNDERSTANDING! A. Discuss each of the following briefly. 1. Explain the divisions of the nervous system. 2. Summarize the events involved in the synaptic transmission of a nerve impulse. 3. Explain how hormones work. 4. Differentiate the functions of the endocrine and nervous system. B. Draw and describe the structure of typical neuron. CRITERIA SCORE (POOR) – disorganized drawing with many errors in the labeling of neuron functions and structures. 75% -79% (SATISFACTORY) – acceptable drawing with some errors in the labeling of neuron functions and structures. 80 to 84% (VERY GOOD) – clear drawing with minimal error in the labeling of neuron functions and structures. 85 to 89% correct (EXCELLENT) – clear drawing with correct labels for the neuron functions and structures. 90 to 100% correct 18 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 Assessment Modified True or False Read and analyze the following statements below. Identify whether the statements provide facts or not. Write letter “T” if it is true and if it is false, underline the term/s that make/s it incorrect then write the correct word to be used instead. Use the provided space before each number in executing this task. _____1. Hormones are chemicals released to facilitate transmission of impulse across synapse. _____2. Chemical coordination of body functions is mediated by endocrine system. _____3. Ethylene promotes fruit ripening. _____4. Myelin sheath enveloped axon for faster conduction of impulse. _____5. Thyroid gland is responsible for the secretion of thyroid-releasing hormone. _____6. Cytokinin induces dormancy in seeds by blocking germination and promoting the synthesis of storage proteins. ______7. The endocrine and the nervous system are structurally and functionally coordinated with each other. ______8. Platyhelminthes contain a brain, ventral nerve cord, and ganglia. ______9. Neurosecretory cells are specialized nerve cells capable of synthesizing and secreting hormones. ______10. CNS is composed of nerves that branch out from the brain and the spinal cord to specific body parts 19 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 Additional Activity After series of activities, I am sure that you are now more knowledgeable in the concepts behind the regulation of body fluids between plants and animals. Thus, it is now time for you to turn your wheel in our last activity. Activity 8: CHALLENGE YOURSELF! Applying Concepts Develop a presentation (e.g. role-playing, dramatization and other forms of multimedia) to show how an organism maintains homeostasis through the interaction of various organ systems in the body. Content 40 % Flow of Ideas 20% Delivery 20 % Appropriateness of medium of 20% Presentation Total 100 % 20 Downloaded by Suzette Krille ([email protected])  Downloaded by Suzette Krille ([email protected]) 21 ADDITIONAL ACTIVITY: Applying Concepts! This activity will be checked by your subject teacher. ASSESSMENT Modified True or False WHAT I CAN DO? 1.Hormones, Neurotransmitter 7. T Activity 5: CHECK 2. T 8. Platyhelminthes, Arthropoda YOUR 3. T 9. T UNDERSTANDING! 4. T 10. CNS, PNS 5. Thyroid gland, hypothalamus Answers may vary. 6. Cytokinin, Abscisic Acid WHAT ‘S NEW? Activity 2: Word Activty 3: WHAT Classify ‘s MORE? NERVOUS CHEMICAL Guess Who? WHAT I HAVE CONTROL CONTROL LEARNED? 1.A Myelin Sheath Ethylene 2.R2 Activity 4: Nerve impulse Thyroxine Secretion 3. I1 Thinking beyond Neurons Adrenal gland thinking! 4.S Brain Kidneys 5.T2 Synapse Epinephrine 6.O Fight or flight Hormones 7.T3 Answers may response 8.L vary. 9.E WHAT ‘S IN? Activity 1: Arrange the puzzle WHAT I KNOW? 1. B 2. A 3. C 4. A 5. C 6. B This puzzle means that for the system (box) to be completely 7. D functional, the organs systems (puzzle pieces) must be properly 8. D structured in order to maintain balance. (Answers may still vary) 9. B 10. A Answer Key lOMoARcPSD|14586245  lOMoARcPSD|14586245 References Barrington, Ernest. 2019. "Hormone". Encyclopedia Britannica. https://www.britannica.com/science/hormone. CHED K to 12 Transition Program Management Unit. 2016. "Teaching Guide for Senior High School: General Biology 2". Quezon City: Commission on Higher Education. "Diversity of Nervous Systems | Biology for Majors II". 2020. Courses.Lumenlearning.Com. https://courses.lumenlearning.com/ wm-biology2/chapter/diversity-of-nervous systems/#:~:text=Compared%20 to%20 invertebrates%2C%20vertebrate%20nervous,complex%2C%20 centralized%2C%20and%20specialized.&text=One%20interesting%20differen ce%20between%20the,spinal%20cords%20are%20located%20dorsally. "Invertebrate Hormones | Chemical Coordination | Activity of Life". 2020. Biocyclopedia.Com.https://biocyclopedia.com/index/general_zoology / invertebrate_hormones.php. Joacquin, Crescencia, Catherine Genevieve Lagunzad, and Lilia Rabago. 2003. Functional Biology (Modular Approach). 1st ed. Quezon City: Vibal Publishing House, Inc. Ramos, John Donnie, and Ana Cherylle Morales-Ramos. 2011. Biology: Exploring Life Through Science. 2nd ed. Quezon City: Phoenix Publishing House, Inc. Shawky Soliman, Amira. 2020. "Plant Growth Hormones". Cell Growth. doi:10.5772/intechopen.84350. 22 Downloaded by Suzette Krille ([email protected])  lOMoARcPSD|14586245 For inquiries or feedback, please write or call: Department of Education – Region III, Schools Division of Bataan - Curriculum Implementation Division Learning Resources Management and Development Section (LRMDS) Provincial Capitol Compound, Balanga City, Bataan Telefax: (047) 237-2102 Email Address: [email protected] 23 Downloaded by Suzette Krille ([email protected])