DEPARTMENT OF EDUCATION

DIVISION OF SAN JOSE DEL MONTE CITY

San Ignacio St., Poblacion, City of San Jose del Monte, Bulacan 3023
12

General Biology 2
Quarter 4 – Module 4:
Plant and Animal Organismal
Biology

Immune System; Sensory and

Motor Mechanisms
(STEM_BIO11/12-IVa-h-1)

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General Biology 2 - Grade 11/12
Alternative Delivery Mode
Quarter 2 - Module 4: Compare and Contrast Processes in Plants and Animals Immune
System and Sensory and Motor Mechanisms

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General Biology 2
Quarter 2 – Module 4:
Comparing Plant and Animal
Processes:

Immune System;
Sensory and Motor Mechanisms

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FOREWORD

For the Facilitator:

Welcome to the Science 12 Alternative Delivery Mode (ADM) Module on

describing the Main External Parts of the Human Body and their Functions !

This module was collaboratively designed, developed and reviewed by

educators from the Schools Division of San Jose del Monte City 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 needed 21st century skills while taking into
consideration their needs and circumstances.

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 encourage their own learning. Furthermore, you are expected to encourage
and assist the teachers as they do tasks included in the module.

For the learner:

Welcome to the Science12 Alternative Delivery Mode (ADM) Module on

describing the Main External Parts of the Human Body and their Functions !

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:

This will give you an idea of the skills or
competencies you are expected to learn in
What I Need to Know
the module.

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 This part includes an activity that aims to
check what you already know about the
What I Know
lesson. If you get all the answers correct
(100%), you may decide to skip this module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

introduced to you in various ways such as a
What’s New
story, a song, a poem, a problem opener, an
activity or a situation.

This section provides a brief discussion of

What Is It the lesson. This aims to help you discover
and understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding of the
lesson. You may check the answers to the
What’s More exercises using the Answer Key at the end of
the module.
This includes questions or blank
What I Have sentence/paragraph to be filled into process
Learned what you learned from the lesson.

This section provides an activity which will

help you transfer your new knowledge or
What I Can Do
skill into real life situations or concerns.

This is a task which aims to evaluate your

level of mastery in achieving the learning
Assessment
competency.

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 In this portion, another activity will be given
Additional to you to enrich your knowledge or skill of
Activities the lesson learned.

This contains answers to all activities in the

module.
Answer Key

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.
3. 3. Read the instruction carefully before doing each task.
4. 4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. 5. Finish the task at hand before proceeding to the next.
6. 6. Return this module to your teacher/facilitator once you are through
with it.
7. 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.
8. We hope that through this material, you will experience meaningful
learning and gain deep understanding of the relevant competencies. You
can do it!

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Lesson 1: Comparing Plant and
Animal Processes: Immune System

What I Need to Know

Learning Competency
The learners shall be able to explain how immune systems work
(STEM_BIO11/12-IVa-h-1)

Specific Learning Outcomes

At the end of the lesson, the learners will be able to:
• compare innate and adaptive immune responses;
• define the term “antibody”;
• name the different kinds of antibodies produced by humans; and
• explain the function of each type of antibody.
• explain where T cells come from;
• identify the different types of T cells and
• describe the functions of T cells

What I Know

Arrange the jumbled letters of the following terms involved with the Immune System

1. EAINTN INMEMU SOSRPEEN - ________________

2. EAVTPADI MEUIMN PRSSNOEE - ________________
3. YMNMIITU - ________________
4. ALOMURH SSOPREEN - ________________
5. LELC DDEMITAE EPONSSRE - ________________
6. IDITESAONB - ________________
7. NGNAIET - ________________
8. TNNEFOIIC - ________________

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 What’s In

Previously on Module 3, you have explored how plants and animals regulate body fluids. More especially
on the excretory system of humans.

By way of a review, answer the following questions briefly.

1. What are the possible consequences should there be a failure in the ability of the body
to dispose or eliminate toxic metabolic wastes?
2. List the organs that make up the human urinary system.
3. Identify the three types of nitrogenous wastes excreted by animals.

What’s New

Give the definition of the following terms related to Immune System.

1. Infection -
2. Immunity -
3. Adaptive Immunity-
4. Humoral Response -
5. Innate Immunity-
6. Antibodies -
7. Cell Mediated Response -
8. Antigen -

What Is It

The immune system is typically divided into two categories--innate and adaptive--although these
distinctions are not mutually exclusive.

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Innate Immunity
Innate immunity refers to nonspecific defense mechanisms that come into play immediately or within
hours of an antigen's appearance in the body. Barrier defenses like the skin, mucous membranes and
secretions. In humans and in most vertebrates, the skin with other ectodermal derivatives is the first line
of defense against infection. The innate immune response acts fast, but never changes from exposure to
exposure.
Adaptive Immunity
Adaptive immunity involves the recognition of traits specific to particular pathogens using a vast array of
receptors. Once an antigen has been recognized, the adaptive immune system creates an army of immune
cells specifically designed to attack that antigen. Adaptive immunity also includes a "memory" that makes
future responses against a specific antigen more efficient.

Human antibodies are classified into five isotypes (IgM, IgD, IgG, IgA, and IgE) according to their H chains,
which provide each isotype with distinct characteristics and roles.

Svärd, A. (2014). Circulating and Mucosal Antibodies to Citrullinated Antigens in Rheumatoid

Arthritis

IgG
IgG is the most abundant antibody isotype in the blood (plasma), accounting for 70-75% of human
immunoglobulins (antibodies). IgG detoxifies harmful substances and is important in the recognition of
antigen-antibody complexes by leukocytes and macrophages. IgG is transferred to the fetus through the
placenta and protects the infant until its own immune system is functional.

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IgM
IgM usually circulates in the blood, accounting for about 10% of human immunoglobulins. IgM has a
pentameric structure in which five basic Y-shaped molecules are linked together. B cells produce IgM first
in response to microbial infection/antigen invasion.
Although IgM has a lower affinity for antigens than IgG, it has higher avidity for antigens because of its
pentameric/hexameric structure. IgM, by binding to the cell surface receptor, also activates cell signaling
pathways.
IgA
IgA is abundant in serum, nasal mucus, saliva, breast milk, and intestinal fluid, accounting for 10-15% of
human immunoglobulins. IgA forms dimers (i.e., two IgA monomers joined together). IgA in breast milk
protects the gastrointestinal tract of neonates from pathogens.
IgE
IgE is present in minute amounts, accounting for no more than 0.001% of human immunoglobulins. Its
original role is to protect against parasites. In regions where parasitic infection is rare, IgE is primarily
involved in allergy.
IgD
IgD accounts for less than 1% of human immunoglobulins. IgD may be involved in the induction of antibody
production in B cells, but its exact function remains unknown.

T cell: A type of white blood cell that is of key importance to the immune system and is at the core of
adaptive immunity, the system that tailors the body's immune response to specific pathogens. The T cells
are like soldiers who search out and destroy the targeted invaders.

Immature T cells (termed T-stem cells) migrate to the thymus gland in the neck, where they mature and
differentiate into various types of mature T cells and become active in the immune system in response to
a hormone called thymosin and other factors. T-cells that are potentially activated against the body's own
tissues are normally killed or changed ("down-regulated") during this maturational process.

There are 3 main types of T cells: cytotoxic, helper, and regulatory. Each of them has a different role in
the immune response.

Cytotoxic T Cells (CD8+)

Cytotoxic T cells (Tc cells) recognize virus-infected cells and kill them. They have a co-receptor called CD8
on their cell surface. CD8 partners with the T cell receptor and with MHC (Major Histocompatibility
Complex) class I molecules, acting as a sort of bridge. This bridge allows cytotoxic T cells to recognize
normal cells that are infected by a pathogen. When the cytotoxic T cell recognizes the infected cell, it
becomes activated and produces molecules that kill the infected cell, destroying the pathogen in the
process.

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Helper T Cells (CD4+)

Helper T cells (Th cells) cells secrete proteins that help other immune cells (B cells, macrophages, etc.)
survive and perform their function. They have a different co-receptor called CD4 on their cell surface. CD4
also partners with the T cell receptor but interacts with MHC class II molecules instead of MHC class I
molecules. This allows helper T cells to recognize pathogen peptides that have been displayed by antigen
presenting cells. When helper T cells recognize a peptide on an antigen presenting cell, they become
activated and begin to produce molecules called cytokines that signal to other immune cells.

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Regulatory T Cells

Regulatory T cells (Treg cells) play a protective role by shutting off the immune response when it is no
longer needed. This prevents excessive damage to the normal cells and tissues in the body. Regulatory T
cells suppress the immune response in several ways, including:

• Producing anti-inflammatory cytokines that suppress the immune response

• Releasing molecules that kill activated immune cells
• Changing the way dendritic cells behave so they can't activate T cells

What’s More

Were you amazed by what our immune system does in order to protect our body from potentially harmful
foreign bodies?

Below are some questions that needs to be answered regarding the immune system, answer the following
on a separate sheet of paper:

1. Where are T-cells activated?

2. What does the acronym MHC mean?
3. What is the function of the MHC?
4. What happens to an individual who has had their thymus removed?
5. What will happen if you lose all of your regulatory T cells?

What I Have Learned

Write in a separate sheet of paper the answer to the following questions.

a. If antibodies cannot eliminate intracellular pathogens, how does the immune system deal
with these situations? _____________________________________________________
________________________________________________________________________

b. What happens when you get vaccinated? How does a person get antibodies upon
vaccination? _____________________________________________________________
________________________________________________________________________

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 What I Can Do

Due to the recent pandemic our world is going through, and with your knowledge on immune system
response, you have learned that through acquired immunity, humans can combat the COVID 19 virus.
However, a lot of under-educated, misinformed persons do not agree with the use of vaccines on humans.
In your point of view, do you think vaccines would help mitigate the pandemic brought by the COVID 19
virus? How can you encourage the misinformed people to get their vaccines too?

Assessment

Choose the letter of the correct answer. Write your answer on a separate piece of paper.

1. Which is a part of the body’s nonspecific immunity against foreign invaders?

A. skin
B. mucous membrane
C. saliva and tears
D. all of the above
2. Which is a characteristic of T-cells?
A. they produce and display antibodies on their surface
B. they are activated by antigens
C. they mature in the bone marrow
D. none of the above
3. Immunity results from the:
A. ability of B cells to produce antibodies
B. ability of T cells to produce antigens
C. conversion of prothrobin to thrombin
D. release of histamines causing capillaries to become leaky
4. The pathogens are known to:
A. be the first line of defense produced by the body to protect itself against invaders
B. consist of all the defense cells (B cells, T cells, etc.) produced by the body for defense.
C. consist of all the cells that are in the body that are mobile (red blood cells, macrophages)
D. consist of foreign invaders such as bacteria and viruses.
5. What are the large molecules on the surface of pathogens that act as the labels that allow the
immune system to determine if a cell is foreign in the body?
A. lymphocytes

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 B. histamines
C. antigens
D. T-cells
6. Pathogens can be:
A. bacteria and viruses
B. viruses and protists
C. protists and fungi
D. all of the these
7. Typically, people only get chicken pox once in their lives. Why do individuals not repeatedly fall
victim to this illness?
A. the nonspecific immune system has become more powerful
B. memory B-cells produce antibodies more rapidly upon second exposure
C. after the first infection by the virus, the body never comes in contact with the pathogen
D. viruses are more likely to cause damage to young children than adults
8. The cells that are responsible for producing antibodies are:
A. B- lymphocytes
B. T-Lymphocytes
C. macrophages
D. phagocytes
9. Many bacteria that enter the circulatory system are engulfed and destroyed by
A. antibodies
B. platelets
C. phagocytes
D. phagocytic red blood cells
10. The most effective attacking cells in the immune system are:
A. helper T-cells
B. B cells
C. killer T-cells
D. mast cells
11. Smallpox appears to have been eliminated as a disease by the use of:
A. vaccines
B. antibiotics
C. interferon
D. parasites
12. What type of B cell remains dormant in the body, but can respond rapidly if the same antigen
appears again?
A. T cells
B. Memory Cells
C. Plasma Cells
D. Macrophages
13. The maturation of T cells and the production of particular T cell receptors occurs in the_______.
A. Thyroid gland
B. Thymus gland
C. Testes
D. All of the above
14. Which of the following provide specific defense against viruses and bacteria?
A. T cells
B. Red blood cells

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 C. Complement
D. Inflammation
15. What is the result of invasion of a body by pathogens?
A. Infection
B. Death
C. Fainting
D. Pus

Additional Activities

To further enhance your learning, make a comic strip drawing showing the different types of antibodies
and the roles they play in the immune response.

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 16
What I Have Learned
a. The immune system will start
to activate its 2nd and 3rd
defenses which involves the
activation of B cells and T
cells in order to attack and
control the infection.
b. Upon vaccination, the
macrophages will subjugate
What’s New the foreign body and the
memory B cells will record the Assessment
1. Refers to the invasion and growth
response pathway so that when 1. D
of microorganisms in a body
another infection comes, the 2. D
2. Refers to the ability of am
memory B cells will trigger 3. A
organism to resist infection
the production of the specific 4. D
3. A subsystem of the immune
antibodies for the foreign 5. C
system that utilizes previous
body. 6. D
infections to create a better
response to the secondary infection 7. B
4. Refers to production and secretion What’s More 8. A
of antibodies or immunoglobulins 9. C
against specific antigens 1. Thymus 10. C
5. A subsystem of the immune 2. Major Histocompatibility 11. A
system that responds first to any Complex 12. B
infection, includes the barrier 3. These are self-molecules that is 13. B
defenses. being recognized by the T cells 14. A
6. These are produced by cells that for it to be acted upon 15. A
secrete them in the bloodstream or 4. No T cells will be matured hence
display them in the surface of the cell mediated response of the
What I Know
some cells, ready to face and body will be affected.
combat any antigen 5. The killer t cells will become 1. Innate immune
7. Occurs when cytotoxic cells rampant and attach healthy cells response
defend the body against infection 2. Adaptive immune
through the development of B and What’s In response
T cells, memory cells and plasma 3. Immunity
cells 1. There could be accumulation 4. Humoral response
8. It is a substance / part of pathogen of toxic wastes in the body 5. Cell mediated
that generate an immune response. that would lead to m. response
Usually this response leads to the 2. Kidney, Ureter, Bladder, 6. Antibodies
production of a specific “antibody” Urethra 7. Antigen
for the given target. 3. Urea, Ammonia 8. infection
Answer Key
Lesson 2: Comparing Plant and
Animal Processes: Sensory and
Motor Mechanisms

What I Need to Know

The learners should be able to describe the structures involved in major animal
senses (STEM_BIO11/12-IVa-h-1)

Specific Learning Outcomes

At the end of the lesson, the learners will be able to:
• describe the five types of sensory receptors;
• illustrate the three types of eyes in animals;
• explain how vision occurs in humans;
• differentiate the parts of the human ear and describe the functions of each
• discuss how the senses of smell and taste detect chemicals.
• describe diverse means of animal locomotion;
• differentiate the three types of skeletal systems: hydrostatic, exoskeleton and endoskeleton
• differentiate the three types of muscle

What I Know

PRIOR KNOWLEDGE: Definition of Terms

1. Photoreceptors
2. Mechanoreceptors
3. Chemoreceptors
4. Thermoreceptors
5. Pain receptors

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 What’s New

6 pics 1 Word. Identify the word that is being described in common by all of the pictures below.

What Is It

A major role of sensory receptors is to help us learn about the environment around us, or about
the state of our internal environment. Different types of stimuli from varying sources are received
and changed into the electrochemical signals of the nervous system. This process is called sensory
transduction.
Sensation is the activation of sensory receptors at the level of the stimulus. Perception is the
central processing of sensory stimuli into a meaningful pattern involving awareness. Perception
is dependent on sensation, but not all sensations are perceived.

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Structural Receptor Types

The cells in the retina that respond to light stimuli are an example of a specialized receptor cell,
a photoreceptor.
An exteroceptor is a receptor that is located near a stimulus in the external environment, such
as the somatosensory receptors that are located in the skin.
An interoceptor is one that interprets stimuli from internal organs and tissues, such as the
receptors that sense the increase in blood pressure in the aorta or carotid sinus.
A proprioceptor is a receptor located near a moving part of the body, such as a muscle or joint
capsule, that interprets the positions of the tissues as they move.

Functional Receptor Types

Chemical stimuli can be detected by a chemoreceptor that detect chemical stimuli, such as a
chemical that lead to the sense of smell.
Physical stimuli, such as pressure and vibration, as well as the sensation of sound and body
position (balance), are interpreted through a mechanoreceptor.
Another physical stimulus that has its own type of receptor is temperature, which is sensed
through a thermoreceptor that is either sensitive to temperatures above (heat) or below (cold)
normal body temperature.

The three types of eyes that have evolved in the animal kingdom are:
I. Eye cups in flatworms and other invertebrates
II. Compound eyes in insects and arthropods
III. Single lens eyes in squid

The sclera is the outermost layer of the eyeball. It forms the white of the eye and in front, there
is a transparent cornea. The conjunctiva lines the eyelids and the front of the eyeball. It helps
keep the eyes moist. The sclera surrounds the choroid. The iris giving the eye its color, is formed
from the choroid. Vision starts when light passes through the pupil and into a transparent lens
that focuses images on the retina. The retina contains photoreceptor cells which transduce light
energy into action potentials. These nerve impulses travel along the optic nerve to the
corresponding visual areas of the brain. An image is then formed.

The Photoreceptor Cells Are Rods and Cones

I. Rod cells use the pigment called rhodopsin. They are used for night vision and can detect only
shades of gray and not color.
II. Cone cells distinguish various colors and they are sensitive to bright light

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THE HUMAN EYE

How Hearing is Possible in The Human Ear?

The outer ear lobes catch sound waves and channel them to the eardrums. From the eardrum,
the middle ear amplifies the sound wave vibrations to three small bones – the hammer, anvil and
stirrup. The sound waves travel to the oval window. The Eustachian tube equalizes air pressure
in the middle ear and outer ear. The hearing organ is in the inner ear, composed of several
channels of fluid wrapped in a spiral cochlea. This is encased in the bones of the skull. Vibrations
in the oval window produce pressure waves. These waves travel through the upper canal to the
tip of the cochlea, enter the lower canal and fade away. Pressure waves of the upper canal push
down to the middle canal and the membrane below this canal vibrates. These vibrations
stimulate hair cells attached to the membrane by moving them against the overlying tissue. The
hair cells are able to develop receptor potentials causing release of neurotransmitters that induce
action potentials in the auditory neurons.

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The Three Types of Skeleton

A. Hydrostatic skeleton occurs in a body compartment in which a volume of fluid is held

under pressure. This is common in aquatic and burrowing animals. An example is the
Hydra and other invertebrates with a semi-enclosed body cavity made of a few layers of
cells. There is no solid “bone” but the animal under aquatic pressure can stay upright and
move. Earthworms have smooth muscles and fluid-filled body compartments.

B. Rigid, armor-like coverings characterize an exoskeleton. Muscles are attached inside.

Joints are thin and flexible. The best examples are found in arthropods (insects,
crustaceans). When insects grow, they shed off their old “armor” and grow a new one.
Cite other examples such as those in clams and snails.

C. An endoskeleton consists of rigid but flexible support made of bones, cartilage

surrounded by masses of muscles. In sponges, cells are supported on spicules. The
endoskeleton of echinoderms is made from calcium plates underneath the skin.

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The Three Types of Muscle

About half of your body’s weight is muscle. In the muscular system, muscle tissue is categorized
into three distinct types: skeletal, cardiac, and smooth. Each type of muscle tissue in the human
body has a unique structure and a specific role.

A. Skeletal Muscle
Skeletal muscle, attached to bones, is responsible for skeletal movements. The peripheral
portion of the central nervous system (CNS) controls the skeletal muscles. Thus, these
muscles are under conscious, or voluntary, control. The basic unit is the muscle fiber with
many nuclei. These muscle fibers are striated (having transverse streaks) and each act
independently of neighboring muscle fibers.

B. Smooth Muscle
Smooth muscle, found in the walls of the hollow internal organs such as blood vessels, the
gastrointestinal tract, bladder, and uterus, is under control of the autonomic nervous system.
Smooth muscle cannot be controlled consciously and thus acts involuntarily. The non-striated
(smooth) muscle cell is spindle-shaped and has one central nucleus. Smooth muscle contracts
slowly and rhythmically.

C. Cardiac Muscle
Cardiac muscle, found in the walls of the heart, is also under control of the autonomic nervous
system. The cardiac muscle cell has one central nucleus, like smooth muscle, but it also is
striated, like skeletal muscle. The cardiac muscle cell is rectangular in shape. The contraction
of cardiac muscle is involuntary, strong, and rhythmical.

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 What’s More

Have you enjoyed learning about sensory mechanisms and skeletal and muscular systems?
Study the picture below. Explain how bats use echolocation in order to have a “vision” of their
surroundings.

23
 What I Have Learned

Write in a separate sheet of paper the answer to the following questions.

1. Describe the importance of locomotion in various animal activities.

________________________________________________________________________
________________________________________________________________________

2. If you are in a dark room, why is it that you don’t see any colors? What cells are active in
the dark?
________________________________________________________________________
________________________________________________________________________

What I Can Do
Humans have evolved through time with body modifications sufficient for the
survival of the race. We might not have sharp claws and teeth nor overwhelming muscles to
completely dominate every animal in the world. But still, we were able to be on top of the food
chain.
In your opinion, is it acceptable to artificially acquire body modifications in order to make the
human race adapt and maintain being the apex predator?

24
 Assessment

Choose the letter of the best answer.

1. Which of the following does not belong to the group?
A. Cornea
B. Anvil
C. Pupil
D. Rods
2. A receptor absorbs the energy of a stimulus by means of_______.
A. Reception
B. Transmission
C. Amplification
D. Transduction
E. Integration
3. Sensory receptors that respond to touch and pressure are called ________.
A. Thermoreceptors
B. Oligoreceptors
C. Mechanoreceptors
D. Chemoreceptor
4. Sensory receptors that respond to light are called ______.
A. Photoreceptors
B. Mechanoreceptors
C. Chemoreceptors
D. Proprioreceptors
5. What is the purpose of vitreous humor?
A. Bend light
B. Maintain shape
C. Inverse the image
D. Protect the eye
6. The part of the eye that gives its color and controls the size of the pupil is called ______.
A. Cornea
B. Lens
C. Iris
D. Retina
7. The outer part of the eye is called _______.
A. Sclerotic layer
B. Choroid
C. Retina
D. Cornea

25
8. What are the two types of light-sensitive cells which are contained in the retina?
A. Spheres and oblates
B. Pyramids and cubes
C. Rods and cones
D. Dodecahedrons and double helices
9. Which part of the ear is responsible for capturing sound and moving it into your ear?
A. Outer ear
B. Inner ear
C. Middle ear
D. Eardrum
10. The hearing organ is located at what part of the ear?
A. Outer ear
B. Inner ear
C. Middle ear
D. Cochlea
11. Crustaceans developed ________ type of skeleton.
A. Hydrostatic skeleton
B. Exoskeleton
C. Endoskeleton
D. Aquatic skeleton
12. Humans have ________ type of skeleton.
A. Hydrostatic skeleton
B. Exoskeleton
C. Endoskeleton
D. Hardened Skeleton
13. The wall of the heart is lined with ______ muscle.
A. Cardiac muscle
B. Smooth muscle
C. Skeletal muscle
D. Strong muscle
14. Smooth muscles are ______ muscles.
A. Voluntary
B. Involuntary
C. Sedative
D. Complete
15. Gastrointestinal tract is lined with _______ muscles.
A. Cardiac muscle
B. Smooth muscle
C. Skeletal muscle
D. Strong muscle

26
 Additional Activities

You did a great job on reaching at this far end of this module! Let’s wrap up with another exciting
activity. Draw your representation of the human eye and write why it is an important sense organ for
the body.

27
 28
What I Know
1. A sensory receptor
that responds to
light.
2. A sensory receptor Assessment
that responds to
physical stimuli. 1. B
3. A sensory receptor 2. D
that responds to 3. C
chemical stimuli. 4. A
What I Have Learned 5. B
4. A sensory receptor
that responds to 1. Locomotion plays a 6. C
temperature significant role in the 7. A
changes. survival of species in the 8. C
5. A sensory receptor animal kingdom. Many 9. A
that responds to animals rely on swift 10. C
tissue changes. locomotion to hunt and to 11. B
protect themselves from 12. C
being hunted, 13. A
2. Rod cells are in active 14. A
What’s More once there is no light 15. B
available in the
1. Bats utilizes their sense of surroundings. During this
hearing to have a time cone cells which are
visualization of their responsible for color
surroundings. Bats emit high perception cannot be
pitch sound and waits for it to activated.
bounce back from the What’s New
surroundings having a field
of view of what is in front of 1. Sense / Sensory
them.
Answer Key
References

Audesirk, T, Audesirk G and Byers DE. 2002. Biology. Life on Earth. (6th edition). Prentice-Hall,
Inc. 892 p.
Campbell, N, Mitchell L and Reece J. Biology. Concepts and Connections. (3rd edition). Addison
Wesley Longman. 809 p.
Immunology textbooks (e.g., Coico, Richard and Geoffrey Sunshine. Immunology: A Short
Course (Coico, Immunology) 7th Edition. 2015. Wiley-Blackwell)
Reece, JB, Urry LA, Wasserman SA, Minorsky PV and Jackson RB. 2011. Campbell’s Biology. (10
edition). Benjamin Cummings. 1488 pp.

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