Compare and Contrast Process in Plants and
Animals: Regulation of Body Fluids
by CHED on June 17, 2017
lesson duration of 28 minutes
under General Biology 2
generated on June 17, 2017 at 02:39 pm
Tags: Compare and Contrast Process in Plants and Animals: Regulation of Body Fluids
CHED.GOV.PH
K-12 Teacher's Resource Community
Generated: Jun 17,2017 10:39 PM
Compare and Contrast Process in Plants and Animals: Regulation of Body
Fluids ( 1 hour and 28 mins )
Written By: CHED on July 19, 2016
Subjects: General Biology 2
Tags: Compare and Contrast Process in Plants and Animals: Regulation of Body Fluids
Resources
n/a
n/a
Content Standard
The learners demonstrate an understanding of:
1. Plant and Animal Organ Systems and their Functions
2. Feedback Mechanisms
Performance Standard
The learners shall be able to:
develop a presentation (e.g. role-playing, dramatization and other forms of multimedia) to show how an organism
maintains homeostasis through the interaction of the various organ systems in the body
Learning Competencies
Compare and contrast the following processes in plants and animals: reproduction, development, nutrition, gas
exchange, transport/circulation, regulation of body fluids, chemical and nervous control, immune systems, and sensory
and motor mechanisms
Introduction 5 mins
Communicating Learning Objectives
1. Present the topic outline for Gas Exchange:
I. Some key terms related to osmoregulation
1 / 11
CHED.GOV.PH
K-12 Teacher's Resource Community
II. Different types of animals based on the osmolarity of their body fluids in relation to the environment
III. Three types of nitrogenous wastes in animals
IV. Excretory systems in invertebrates
V. The mammalian urinary system and the role of nephrons
VI. The mechanism of urine formation
VII. The regulation of mammalian kidney function
VIII.The role of the kidneys in the body’s acid-base balance
2. Cite the Specific Learning Outcomes for this topic.
Teacher Tip The presentation of the topic on Regulation of Body Fluids can be divided into a two- hour lecture
and one-hour laboratory/ activity work.
Motivation 3 mins
Questions related to Body Fluids
1. Ask the learners the possible consequences should there be a failure in the ability of the body to dispose or
eliminate toxic metabolic wastes.
Instruction 30 mins
Lecture on Body Fluids
1. Define some key terms related to the regulation of body fluids:
thefluid
fluidenvironment
environmentthat
thatbathes
bathesthe
thecells
cells(extracellular
(extracellularfluid)
fluid)composed
composedofofthe
theinterstitial
interstitial
I. Internal environment ––the
fluid and blood.
– solute
concentration
expressed
in milliosmoles
of solution
(mOsm/L).
Teacher
II. Osmolarity – solute
concentration
expressed
in milliosmoles
perper
literliter
of solution
(mOsm/L).
Teacher
Tip Tip
TheThe
presentation of the topic on Regulation of Body Fluids can be divided into a two- hour lecture and one-hour laboratory/
activity work.
– the
movement
water
from
a region
higher
osmolarity
a region
lower
osmolarity
across
III. Osmosis – the
movement
of of
water
from
a region
of of
higher
osmolarity
to to
a region
of of
lower
osmolarity
across
a a
selectively permeable membrane.
IV. Osmoregulation – the regulation of water and ion balance.
V. Excretion – the
– the
elimination
metabolic
wastes
including
nitrogenous
wastes
produced
from
breakdown
elimination
of of
metabolic
wastes
including
nitrogenous
wastes
produced
from
thethe
breakdown
of of
proteins; this process also helps in the regulation of water and ion balance.
TeacherTips:
Tips:The
Thelecture
lecturepresentation
presentationmay
maybebedivided
dividedinto
intotwo
twoone-hour
one-hoursessions
sessionsand
anda aone-hour
one-hoursession
session
Teacher
can be allotted for activity:
1ST HOUR:
2 / 11
CHED.GOV.PH
K-12 Teacher's Resource Community
A. Some key terms related to omoregulation
B. Different types of animals based on the osmolarity of their body fluids in relation to the environment
C. Three types of nitrogenous wastes in animals
D. Excretory systems in invertebrates
2ND HOUR:
E. The mammalian urinary system and the role of nephrons
F. The mechanism of urine formation
G. The regulation of mammalian kidney function
H. The role of the kidneys in the body’s acid-base balance
3RD HOUR: Laboratory Activities
2. Describe the two types of animals based on the osmolarity of their body fluids in relation to the environment:
I. Osmoconformers – allow the osmolarity of their body fluids to match that of the environment;
A. These include most marine invertebrates with body fluids that are generally hyperosmotic to their surroundings
B. Because their bodies are isosmotic to seawater, they consume little or no energy in maintaining water balance
II. Osmoregulators – keep the osmolarity of body fluids different from that of the environment;
A. These include most marine vertebrates, birds, mammals
B. Either they discharge water in hypotonic environment or they take in water in a hypertonic environment
3. Identify the three types of nitrogenous wastes excreted by animals:
I. Ammonia – the primary nitrogenous waste for aquatic invertebrates, teleosts, and larval amphibians
A. It is readily soluble in water but is also highly toxic
B. It can be excreted from the body only in dilute solutions.
II. Urea – produced
– produced
by mammals,
amphibians,
reptiles,
marine
fishes,
terrestrial
II.
by mammals,
mostmost
amphibians,
somesome
reptiles,
somesome
marine
fishes,
and and
somesome
terrestrial
invertebrates
A. It is formed by combining ammonia with bicarbonate ion (HCO3 )? and converting the product into urea
B. Although its formation requires more energy compared to ammonia, it is about 100,000x less toxic than ammonia
C. Its excretion requires only about 10% as much water compared to ammonia
III. Uric acid – excreted by birds, insects, and terrestrial reptiles
A. It is relatively nontoxic but more energetically expensive to produce than urea
B. It is largely insoluble in water and it is excreted as a semisolid paste or precipitate with very little water loss
3 / 11
CHED.GOV.PH
K-12 Teacher's Resource Community
TeacherTips:
Tips:This
Thispart
partof
ofthe
thelecture
lecturecan
canbe
besupplemented
supplementedwith
withvisual
visualaids
aidsof
ofthe
thedifferent
differentexcretory
excretorysystem
system
Teacher
to be discussed.
4. Enumerate and describe excretory systems in invertebrates:
I. Cell surface or cell membrane – allows passage of wastes in unicellular organisms
II. Contractile vacuole – a specialized cytoplasmic organelle in many freshwater protists (e.g. Paramecium) that expels
excess water out of the cell to prevent lysis
III.
III. Protonephridia
Protonephridia or
or Flame
Flame Bulb
Bulb System
System –– network
network of
of tubules
tubules that
that lack
lack internal
internal openings
openings but
but have
have external
external openings
openings at
at
the body surface called nephridiopores such as in the flatworm, Dugesia.
A. The smallest branches of the tubule network end with a large cell called a flame bulb or cell
B. Water and solutes in body fluids enter the flame cell and get filtered
C.
C. Specific
Specific molecules
molecules and
and ions
ions are
are removed
removed by
by reabsorption
reabsorption while
while other
other ions
ions and
and nitrogenous
nitrogenous wastes
wastes are
are released
released into
into
the tubule network and excreted via the nephridiopore.
IV. Metanephridia – the excretory tubule of most annelids and adult mollusks;
A. The tubular network has a funnel-like internal opening called a nephrostome that collects body fluids
B. the
As the
body
fluids
move
through
network,
some
molecules
reabsorbed
while
other
B. As
body
fluids
move
through
the the
network,
some
molecules
andand
ionsions
are are
reabsorbed
while
other
ionsions
andand
nitrogenous wastes are secreted into the tubule
The bladder
the nitrogenous
as and
urinelater
and on
later
on excreted
frombody
the surface
body surface
C. TheC.bladder
storesstores
the nitrogenous
wasteswastes
as urine
excreted
from the
via thevia the
nephridiopore
Malpighian
Tubules
the
excretory
tubules
insects
and
other
terrestrial
arthropods
attached
their
digestive
V.V.
Malpighian
Tubules
––
the
excretory
tubules
of of
insects
and
other
terrestrial
arthropods
attached
to to
their
digestive
tract (midgut);
Thetubules
tubuleshave
haveends
endsthat
thatare
areimmersed
immersedininthe
thehemolymph
hemolymph(circulatory
(circulatoryfluid)
fluid)while
whilethe
thedistal
distalends
endsempty
emptyinto
intothe
the
A.A.The
gut
B. Malpighian
Malpighian tubules
tubules do
do not
not filter
filter body
body fluids;
fluids; instead
instead they
they employ
employ secretion
secretion to
to generate
generate the
the fluid
fluid for
for release
release from
from the
the
B.
body
particular,
they
help
actively
secrete
uric
acid
and
ions
like
Na+
and
into
the
tubules,
allowing
the
water
C.C.
In In
particular,
they
help
actively
secrete
uric
acid
and
ions
like
Na+
and
K+K+
into
the
tubules,
allowing
the
water
to to
move osmotically from the hemolymph into the tubule Teacher Tips: This part of the lecture can be supplemented with
visual aids of the different excretory system to be discussed
D. The fluid then passes into the hindgut (intestine and rectum) of the insect as dilute urine
E. Reabsorption of ions and water occurs in the hindgut wall, causing the formation of uric acid crys
4 / 11
CHED.GOV.PH
K-12 Teacher's Resource Community
tals that are released with the feces.
5. Characterize the mammalian urinary or excretory system: I. The mammalian urinary system consists of two kidneys,
each with a ureter, a tube leading to a urinary bladder (for storage), with an open channel called urethra leading to the
body surface.
II. The kidneys serve as specialized organs for osmoregulation and excretion; they are composed of the following:
A. Renal capsule – the outer coat of connective tissue;
B. Cortex – the zone near the capsule consisting of blood vessels and nephrons;
C. Medulla – inner zone also consisting of blood vessels and nephrons;
D. Nephrons – the functional units of the kidney where urine is formed; and
E.Renal
Renalpelvis
pelvis––central
centralcavity
cavityininthe
thekidney
kidneywhere
whereurine
urinecoming
comingfrom
fromthe
thenephrons
nephronsisischanneled
channeledbefore
beforegoing
goingtotothe
the
E.
ureter.
III. Each kidney contains about 1.3 M nephrons, approximately 80 km long if connected end to end.
IV.About
About1,600
1,600liters
litersofofblood
bloodpass
passthrough
throughthe
thekidneys
kidneyseach
eachday
day(300x
(300xthe
theblood
bloodvolume);
volume);approximately
approximately180
180liters
liters
IV.
become filtrate but only about 1.5 liters of urine get excreted.
Morethan
than99%
99%ofofthe
thewater
waterand
andalmost
almostallallsugar,
sugar,vitamins
vitaminsand
andother
otherorganic
organicnutrients
nutrientsare
arereabsorbed
reabsorbedacross
acrossthe
the
V.V.More
tubule epithelium.
6. Describe the components of nephrons – functional units of kidneys:
I. Nephrons generally have the following components:
A. Bowman’s capsule – –
infolded
region
that
encloses
ball
blood
capillaries
called
glomerulus
where
initial
anan
infolded
region
that
encloses
aa
ball
ofof
blood
capillaries
called
glomerulus
where
initial
filtration of the blood plasma occurs.
B. Renal tubules –– receive
receive and
and modify
modify the
the glomerular
glomerular filtrate;
filtrate; consist
consist of
of aa proximal
proximal convoluted
convoluted tubule,
tubule, followed
followed by
by aa UUshaped loop of Henle, and a distal convoluted tubule.
C. Peritubular capillaries – bring substances to and take substances away from the renal tubules.
5 / 11
CHED.GOV.PH
K-12 Teacher's Resource Community
D. Collecting duct – receives the urine from the renal tubule leading to the renal pelvis.
II. Nephrons filter and retain water and solutes, leaving concentrated urine to be collected in the central renal pelvis.
III.The
Theglomerulus
glomerulusserve
serveas
asinitial
initialsite
sitefor
forfiltration
filtrationand
andthe
theglomerular
glomerularfiltrate
filtrateproduced
producedisisdirected
directedinto
intothe
theBowman’s
Bowman’s
III.
capsule.
TheBowman’s
Bowman’scapsule
capsulecollects
collectsthe
thefiltrate
filtrateand
anddirects
directsit itthough
thoughthe
thecontinuous
continuousrenal
renaltubules:
tubules:proximal
proximaltubule
tubule? ?
IV.IV.The
loop of Henle ? distal tubule ? collecting duct ? renal pelvis.
V. The peritubular capillaries exit the glomerulus, converge, then branch again around the nephron tubules where they
participate in reclaiming water and essential solutes.
7. Discuss the mechanism of urine formation in mammalian nephrons:
I. Urine formation involves three processes:
A. In filtration, blood pressure forces filtrate (water and small solutes) out of the glomerular capillaries.
i. Blood cells, proteins, and other large solutes cannot pass the capillary wall and they remain in the blood.
ii. Filtrate is collected by the Bowman’s capsule and funneled into the proximal tubule.
reabsorption, ,useful
usefulmaterials
materialssuch
suchas
assalts,
salts,water,
water,glucose,
glucose,and
andamino
aminoacids
acidsmove
moveout
outfrom
fromthe
the
B. During tubular reabsorption
renal tubules and into adjacent peritubular capillaries.
C. Tubular secretion results
results in
in movement
movement of
of surplus
surplus hydrogen
hydrogen and
and potassium
potassium ions,
ions, uric
uric acid,
acid, toxins
toxins and
and other
other drugs
drugs
from the blood into the renal tubules.
II. There are several factors influencing filtration:
A. Blood
Blood enters
enters the
the glomerulus
glomerulus under
under high
high pressure
pressure in
in order
order to
to facilitate
facilitate filtration;
filtration; arterioles
arterioles present
present in
in the
the glomerulus
glomerulus
A.
tend to have wider diameters than most.
B. Glomerular capillaries are highly “leaky” to water and small solutes.
C. The volume of blood flow affects the rate of filtration.
8. Discuss the regulation of mammalian kidney function:
I. Receptors in the juxtaglomerular apparatus function in the kidney’s autoregulation system.
A. The receptors trigger constriction or dilation of the afferent arteriole to keep blood flow and filtration constant during
small variations in blood pressure.
II. Antidiuretic hormone (ADH) promotes water conservation.
secretedfrom
fromthe
thehypothalamus
hypothalamusvia
viathe
thepituitary
pituitarywhen
whenosmoreceptors
osmoreceptorsdetect
detectan
anincrease
increaseininthe
theosmolarity
osmolarityofof
A.A.It Itisissecreted
body fluids.
B. It makes the walls of distal tubules and collecting ducts more permeable to water, and thus the urine becomes more
6 / 11
CHED.GOV.PH
K-12 Teacher's Resource Community
concentrated.
III. Aldosterone enhances sodium reabsorption.
A.When
Whentoo
toomuch
muchsodium
sodiumisislost,
lost,extracellular
extracellularfluid
fluidvolume
volumeisisreduced,
reduced,and
andpressure
pressurereceptors
receptorsdetect
detectcorresponding
corresponding
A.
drop in blood pressure.
In response,
the kidney
secretes
an enzyme,
renin,
which
indirectly
stimulates
the adrenal
cortex
to secrete
B. InB.response,
the kidney
secretes
an enzyme,
renin,
which
indirectly
stimulates
the adrenal
cortex
to secrete
aldosterone, which in turn stimulates reabsorption in the distal tubule and collecting ducts.
Cells
the
hypothalamus
thirst
center
inhibit
saliva
production
and
stimulate
the
urge
drink
when
there
IV.IV.
Cells
in in
the
hypothalamus
thirst
center
inhibit
saliva
production
and
stimulate
the
urge
to to
drink
when
there
is is
anan
increase in the solute concentration in extracellular fluid.
9. Explain the role of the kidneys in the body’s acid-base balance:
I. Over-all
acid-base
balance
is maintained
controlling
hydrogen
through
buffer
systems,
respiration,
I. Over-all
acid-base
balance
is maintained
by by
controlling
hydrogen
ionsions
through
buffer
systems,
respiration,
andand
excretion by the kidneys.
Onlythe
theurinary
urinarysystem
systemcan
caneliminate
eliminateexcess
excesshydrogen
hydrogenions,
ions,permanently,
permanently,and
andrestore
restorethe
thebicarbonate
bicarbonatebuffering
buffering
II.II.Only
ions to the blood.
Practice 40 mins
Analogy
1. As a supplement to the lecture discussion, the teacher may ask the learners to make an analogy to the functions of
the different parts of:
I. urinary system
II. kidney
III. nephron
2. Use a mannequin or a visual aid to show the locations of urinary organs.
3. Exhibit a model of a kidney to illustrate its parts and the blood vessels associated with it.
4. Display a model of a nephron and review the process of urine formation.
5. Provide visual aids of the following excretory organs and allow the learners to draw them in their worksheets with
proper labeling of parts:
I. Cell membrane
II. Contractile vacuole
III. Protonephridia
IV. Metanephridia
V. Malpighian tubules
7 / 11
CHED.GOV.PH
K-12 Teacher's Resource Community
6. Actual dissection of toad can also be done in order to observe the following parts:
I. Kidney
II. Ureter
III. Bladder
Enrichment 10 mins
Conceptual Questions
1. Of the three processes – filtration, reabsorption, secretion – which is (are) accomplished by a kidney dialysis
machine? Explain any limitations of the device.
2. Why do high-protein diet supplements for increasing muscle mass or losing weight include warnings stating that
water intake must be increased when consuming the product?
3. Why does eating salty foods make you thirsty? Why does eating salty foods make you temporarily gain weight?
Quiz
1. Which process is primarily involved in the control an maintenance of water and ion balance in the body?
A. Respiration
B. Osmoregulation
C. Excretion
D. Nutrition
E. Circulation
2. Which type of animals consume little or no energy in maintaining water balance?
A. Birds
B. Mammals
C. Marine vertebrates
D. Marine invertebrates
E. All of the above
3. The following are true about uric acid as a form of nitrogenous waste except:
A. Excreted by birds and insects
B. Relatively non-toxic
C. Highly soluble in water
D. Energetically expensive to produce from ammonia
8 / 11
CHED.GOV.PH
K-12 Teacher's Resource Community
E. Excreted as a semi-solid paste
4. For numbers 4-6, match the type of excretory system with the corresponding animal where each is found:
4. Protonephridia A. Cockroach
5. Metanephridia B. Flatworm
6. Malpighian tubules C. Earthworm
7. The part of the urinary system that serves to temporarily store urine:
A. Urinary bladder
B. Kidneys
C. Ureter
D. Urethra
E. Nephron
8. In each nephron of the kidney, the glomerulus and Bowman’s capsule:
A. Filter the blood and capture the filtrate.
B. Reabsorb water into the blood.
C. Reabsorb salts and nutrients.
D. Break down harmful toxins and poisons.
E. Refine and concentrate the urine for excretion.
9. The following components in the filtrate are reabsorbed back into the blood except:
A. Water
B. Glucose
C. Amino acids
D. Urea
E. Salts
10. The following are involved in the regulation of mammalian kidney function except:
A. ADH
B. Aldosterone
C. Renin
D. Thirst center in hypothalamus
E. Oxygen
9 / 11
CHED.GOV.PH
K-12 Teacher's Resource Community
Teacher Tip: Answers to the assignment may be written on bond paper and submitted on the following
meeting.
ASSIGNMENT
1. List the organs that make up the human urinary system. What is the function of each?
2. Discuss in detail how the reabsorption and secretion of substances occur across the different parts of the renal
tubules.
3. Kidney stones are calcium-rich crystals that form inside the kidney. What symptoms would you expect if the stones
lodge in a ureter?
4. Shortly after you drink a large glass of water, you will feel the urge to urinate. Explain this observation. Begin by
tracing the path of water, starting at the stomach and ending with the arrival of urine in the bladder.
5. Why is protein in the urine a sign of kidney damage? What structures in the kidney are probably affected?
ASSESSMENT GUIDE (FOR THE ACTIVITY AND LABORATORY WORK NUMBERS 2 AND 3 INVOLVING
DRAWING LABELLING)
1. (POOR
(POOR)) – disorganized drawing with many errors in the labeling of cell layers in the root cross sections and in the
tracing of the apoplast and symplast routes.
2. (SATISFACTORY
(SATISFACTORY)) – acceptable drawing with some errors in the labeling of cell layers in the root cross sections
and in the tracing of the apoplast and symplast routes.
3. (VERY
(VERY GOOD)
GOOD) – clear drawing with minimal error in the labeling of cell layers in the root cross sections and in the
tracing of the apoplast and symplast routes.
4. (EXCELLENT
(EXCELLENT)) – clear drawing with correct labels for the cell layers in the root cross sections; and accurate tracing
of the apoplast and symplast routes.
ASSESSMENT GUIDE (FOR QUIZ AND ASSIGNMENT): THE
TEACHER MAY ASSIGN POINTS TO THE QUESTIONS
1. (POOR)
(POOR) – 74% and below
2. (FAIR
(FAIR)) – 75 TO 79% correct
3. (SATISFACTORY
(SATISFACTORY)) – 80 to 84% correct
10 / 11
CHED.GOV.PH
K-12 Teacher's Resource Community
4. (VERY
(VERY SATISFACTORY)
SATISFACTORY) – 85 to 89% correct
5. (OUTSTANDING
(OUTSTANDING)) – 90 to 100% correct
Download Teaching Guide Book 0 mins
11 / 11
Powered
Poweredby
byTCPDF
TCPDF(www.tcpdf.org)
(www.tcpdf.org)