LESSON 2: Plant Transport System

Targeted Most Essential Learning Competencies (MELCs)

 Describe the parts and functions of the plant transport system
 Compare the human digestive system with that of the plant transport system
 Perform an activity to observe plants transport systems in action
Lesson Objectives
 Identify and describe the parts of a plant transport system: xylem and phloem.
 Explain how each part functions in the movement of materials within the plant.
 Differentiate the plant transport system from the human digestive system.
 Conduct a simple activity demonstrating how water moves through a plant.

INTRODUCTION
Plants, like humans, need to transport water, nutrients, and food throughout their bodies to
survive. In this lesson, you will learn about the plant transport system — how plants move essential
materials from one part to another — and how it compares to the human digestive system.

TRY IT! (Who Am I?)

The pictures shown below, are parts of the plant. Give the functions of each part.

1. ___________________ 2. ___________________3. _______________ 4. ______________

Which parts do you think help move water and nutrients? Explain
________________________________________________________________________________________________________
________________________________________________________________________________________________________
_____________________________________________________________________________

LEARN ABOUT IT!

Transportation is a vital process in plants. Trees transport all the nutrients and water it needs
for survival from its roots to the tips of the leaves.
Plants contain a vast network of conduits which consist of xylem and phloem. This is more like
the circulatory system that transports blood throughout the human body. Similar to the circulatory
system in humans, the xylem and phloem tissues extend throughout the plant. These conducting
tissues originate from the roots and move up through the trunks of trees. Later they branch off into the
branches and then branching even further into every leaf, like spider webs.
Transportation in Plants
The water and minerals are transported in plants by two types
of conducting tissues:
1. Xylem - Xylem is a long, non-living tube running from the roots to
the leaves through the stem. The water is absorbed by the root hair
and undergoes cell to cell movement by osmosis until it reaches
the xylem. This water is then transported through the xylem
vessels to the leaves and is evaporated by the process of
transpiration.
2. Phloem - The phloem is responsible for translocation of
nutrients and sugar like carbohydrates, produced by the
leaves to areas of the plant that are metabolically active. It is
made up of living cells. The cells wall of these cells forms small holes at the ends of the cells known
as sieve plates.
In the stem, the transport tissues of the xylem and phloem are grouped into vascular bundles.
Transpiration and translocation
Transpiration
When the plant opens its stomata to let in carbon dioxide, water on the surface of the cells of
the spongy mesophyll and palisade mesophyll evaporates and diffuses out of the leaf. This process is
called transpiration.

Water is drawn from the cells in the xylem to replace that which
has been lost from the leaves.
A continuous column of water is therefore pulled up the stem in
the transpiration stream by evaporation from the leaves.
As water travels through the xylem in the stem and leaf, it is
being replaced by water taken up by the roots.
Transpiration is an unavoidable consequence of photosynthesis –
only five per cent of the water taken up by the plant is used for
photosynthesis – but does have its purposes:
 provides the water for photosynthesis
 transports mineral ions
 cools the leaf as water evaporates
 provides water that keeps the cells turgid, which supports leaves and herbaceous (non-woody)
plants
Water uptake and transport across the root
Root hairs are single-celled extensions of epidermal cells in the root. They grow between soil particles
and absorb water and minerals from the soil.
Water enters the root hair cells by osmosis. This happens because soil water has a higher concentration
of water molecules than the cytoplasm of the root hair cell. Minerals enter by active transport.

A summary of water uptake, water transport and transpiration:

Translocation
Photosynthesis produces glucose in the green parts of plants, which are often leaves. This is then
converted into sucrose. The sucrose is transported around the plant in phloem vessels. It needs to be
able to reach all cells in the plant so that the sucrose can be converted back into glucose for
respiration. The movement of sucrose and other substances like amino acids around a plant is
called translocation. In general, this happens between where these substances are made (the sources)
and where they are used or stored (the sinks):
 from sources in the root to sinks in the leaves in early spring time
 from sources in the leaves to sinks in the root in the summer

Comparison of xylem and phloem

Tissu
e Process What is moved Structure

Transpirati Moves water and minerals from roots to Columns of hollow, dead
Xylem
on leaves reinforced cells

Moves food substances from leaves to rest

Phloe Translocati
of plant and from stores such as in the Columns of living cells
m on
roots

Comparison with Human Digestive System:

Plant Transport System Human Digestive System
Distributes water and nutrients throughout the Breaks down food into nutrients and distributes
plant them via blood
Stomach, intestines, and blood vessels act as
Xylem and Phloem serve as passageways
processing and distribution paths
Continuous upward and downward flow One-way processing from mouth to anus
LET’S DO THIS!
A. Draw a happy face ( ) if the statement is correct and sad face ( ) if it is incorrect.
___ 1. The xylem transports water and dissolved minerals from the roots to the other parts of the
plant.
___ 2. The phloem carries only water to the leaves.
___ 3. Stomata are tiny openings found on the underside of leaves that control the exchange of
gases.
___ 4. Water is absorbed by the leaves and transported to the roots through the xylem.
___ 5. The phloem is responsible for transporting food produced during photosynthesis to different
parts of the plant.
___ 6. Root hairs increase the surface area of the roots for better absorption of water and minerals.
___ 7. The plant transport system only works during the day.
___ 8. The vascular bundle in plants is made up of both xylem and phloem tissues.
___ 9. Transpiration is the process by which plants lose water vapor through the stomata.
___ 10. Plants have a transport system similar to the circulatory system in animals, but they do not
have a heart.

B. “Colored Water Experiment”

Materials:
 Transparent glasses
 White flowers or celery stalks
 Water
 Food coloring (red or blue)
Procedure:
1. Fill the glasses with water and add food coloring.
2. Place a white flower or celery stalk into each glass.
3. Observe changes after 1-2 hours and again the next day.
Guide Questions:
 What happened to the flower/celery?
 Which part of the plant carried the colored water?
  What does this demonstrate about how water moves in a plant?
(Submit a photo or video of your colored water experiment and answer the guide questions)

LET’S EXPLORE!
1. How can understanding plant transport systems help people in everyday life?
2. As a Nissaieño, what values or attitudes did you develop while performing the activity and
learning this lesson?

LEARNING AGREEMENT

I, ______________________________, acknowledge that the completion of this self-learning module is

an important part of my academic growth and development. In line with this, I make the following
commitments:

- I will answer all parts of the module truthfully and independently, based solely on my own
understanding and learning.
- I will not engage in any form of dishonesty, including copying from others or allowing someone
else to answer on my behalf.
- I will exert my best effort in every activity and seek guidance only when necessary for better
understanding, not for the purpose of taking shortcuts.

I recognize that genuine learning requires honesty, discipline, and responsibility. As a student of
NISSAI, I uphold the core value that "A Nissaieño is responsible, trustworthy, and competent." I
understand that this agreement reflects not only my academic integrity, but also my character as a
learner.

Learner’s Name and Signature: _____________________

Date: ____________________
📌 Answer Key:
1. True
2. False
3. True
4. False
5. True
6. True
7. False
8. True
9. True
10.True
LESSON 2: Digestive System Processes
Targeted Most Essential Learning Competencies (MELCs)
 Using a labeled diagram, trace how food travels through the digestive tract and explain how
different digestive processes work, including mechanical processing, secretion, digestion,
absorption, and elimination.
 Use models, flow charts, diagrams, and simulations to explain how body systems work
together, such as digestion and excretion.
Lesson Objectives
 Identify the parts and functions of the digestive system.
 Create a model to show how food travels in the digestive system.
 Provide measures on how to take care of the digestive system.
 Describe how the digestive system interacts with other bodily systems.

INTRODUCTION
The digestive system is responsible for breaking down food so the body can use it for energy,
growth, and cell repair. This lesson will help learners trace the path of food through the body,
understand each stage of the digestive process, and explain how digestion works together with the
excretory system.

TRY IT! (What Happens to My Food?)

Where does your food go after you swallow it?

Why do we need to digest food?

What happens to the parts of food the body doesn't need?

LEARN ABOUT IT!

What is the digestive system?
The digestive system is made up of the
gastrointestinal tract—also called the GI tract or
digestive tract—and the liver, pancreas, and
gallbladder. The GI tract is a series of hollow organs
joined in a long, twisting tube from the mouth to the
anus. The hollow organs that make up the GI tract are
the mouth, esophagus, stomach, small intestine, large
intestine, and anus. The liver, pancreas, and
gallbladder are the solid organs of the digestive
system.

The small intestine has three parts. The first

part is called the duodenum. The jejunum is in the
middle and the ileum is at the end. The large intestine
includes the appendix, cecum, colon, and rectum. The
appendix is a finger-shaped pouch attached to the
cecum. The cecum is the first part of the large
intestine. The colon is next. The rectum is the end of the large intestine.

Why is digestion important?

Digestion is important because your body needs nutrients from food and drink to work properly
and stay healthy. Proteins, fats, carbohydrates, vitamins NIH external link, minerals NIH external link,
and water are nutrients. Your digestive system breaks nutrients into parts small enough for your body
to absorb and use for energy, growth, and cell repair.
 Proteins break into amino acids
  Fats break into fatty acids and glycerol
 Carbohydrates break into simple sugars

The digestive process

Digestive Juices Food Particles Broken

Organ Movement
Added Down

Starches, a type of
Mouth Chewing Saliva
carbohydrate

Esophagus Peristalsis None None

Upper muscle in stomach relaxes to let

Stomach acid and
Stomach food enter, and lower muscle mixes food Proteins
digestive enzymes
with digestive juice

Small Small intestine Starches, proteins, and

Peristalsis
intestine digestive juice carbohydrates

Carbohydrates, fats, and

Pancreas None Pancreatic juice
proteins

Liver None Bile Fats

Bacteria in the large

Large
Peristalsis None intestine can also break
intestine
down food.

Mechanical Processing — Physical breakdown of food (chewing, churning in stomach)

Secretion — Release of enzymes and digestive juices
Digestion — Chemical breakdown of food into simpler molecules
Absorption — Nutrients absorbed into the bloodstream through the small intestine
Elimination — Removal of undigested and unabsorbed waste through the rectum

LET’S DO THIS!
B. Draw a happy face ( ) if the statement is correct and sad face ( ) if it is incorrect.
___ 1. The xylem transports water and dissolved minerals from the roots to the other parts of the
plant.
___ 2. The phloem carries only water to the leaves.
___ 3. Stomata are tiny openings found on the underside of leaves that control the exchange of
gases.
___ 4. Water is absorbed by the leaves and transported to the roots through the xylem.
___ 5. The phloem is responsible for transporting food produced during photosynthesis to different
parts of the plant.
___ 6. Root hairs increase the surface area of the roots for better absorption of water and minerals.
___ 7. The plant transport system only works during the day.
___ 8. The vascular bundle in plants is made up of both xylem and phloem tissues.
___ 9. Transpiration is the process by which plants lose water vapor through the stomata.
___ 10. Plants have a transport system similar to the circulatory system in animals, but they do not
have a heart.

B. “Colored Water Experiment”

Materials:
 Transparent glasses
  White flowers or celery stalks
 Water
 Food coloring (red or blue)
Procedure:
4. Fill the glasses with water and add food coloring.
5. Place a white flower or celery stalk into each glass.
6. Observe changes after 1-2 hours and again the next day.
Guide Questions:
 What happened to the flower/celery?
 Which part of the plant carried the colored water?
 What does this demonstrate about how water moves in a plant?
(Submit a photo or video of your colored water experiment and answer the guide questions)

LET’S EXPLORE!
3. How can understanding plant transport systems help people in everyday life?
4. As a Nissaieño, what values or attitudes did you develop while performing the activity and
learning this lesson?

LEARNING AGREEMENT

I, ______________________________, acknowledge that the completion of this self-learning module is

an important part of my academic growth and development. In line with this, I make the following
commitments:

- I will answer all parts of the module truthfully and independently, based solely on my own
understanding and learning.
- I will not engage in any form of dishonesty, including copying from others or allowing someone
else to answer on my behalf.
- I will exert my best effort in every activity and seek guidance only when necessary for better
understanding, not for the purpose of taking shortcuts.

I recognize that genuine learning requires honesty, discipline, and responsibility. As a student of
NISSAI, I uphold the core value that "A Nissaieño is responsible, trustworthy, and competent." I
understand that this agreement reflects not only my academic integrity, but also my character as a
learner.

Learner’s Name and Signature: _____________________

Date: ____________________

LESSON 2: Observations about Social, Political, and

Cultural Behavior and Phenomena
Targeted Most Essential Learning Competencies (MELCs)
Demonstrate curiosity and an openness to explore the origins and dynamics of culture, society, and
political identities. (Code: UCSP11/12SPU-Ia-2)
Lesson Objectives
 Identify and describe social, political, and cultural behaviors and phenomena in their community.
 Explore the origins, reasons, and effects of these practices.
 Demonstrate openness, curiosity, and respect for diverse cultural and social practices.
 Reflect on the importance of understanding these behaviors in promoting social awareness and
responsibility.

INTRODUCTION
 Everyday social behaviors and practices — from the food we eat, the customs we follow, to the
leaders we choose — are shaped by culture, society, and politics. In this lesson, students will critically
observe and explore examples of these behaviors and phenomena in their community, showing
curiosity and openness in understanding where they come from and what they reveal about Filipino
identity.
TRY IT! (Picture Talk) Observe the pictures below and answer the questions that follows.

 What do you observe in these images?

 Are these situations familiar to you? Why do they happen?

LEARN ABOUT IT!

Social Behavior and Phenomena
Social behavior and phenomena are broad and complicated sociological concepts. These involve
every event between at least two individuals and include all knowledge and experiences a person
acquires in the entirety of his or her lifetime.
Social phenomena are the individual, external, and social constructions that influence a person’s life
and development.
The table below shows some examples of social behavior and phenomena.

Political Behavior and Phenomena

In sociology, political behavior and phenomena include events through which authority,
governance, and public opinion are put into practice.
A political behavior of a person or a group may be influenced by their political views, ideologies, and
levels of political participation. An example of an act of political behavior is the act of voting.
Political phenomena are not only limited to public offices as these also include how institutions like
schools, churches, or companies are ran and governed.
The table below shows some examples of political behavior and phenomena.
Cultural Behavior and Phenomena
Also known as the bandwagon effect, a cultural behavior is an event where certain individuals
behave a certain way merely because other persons do as well.
A cultural phenomenon happens when something or someone gains widespread popularity.
However, it is noteworthy that it is not the subject that is the cultural phenomenon but rather the
process of becoming famous.
The table below shows some examples of cultural behavior and phenomena.

Interactions within Society

Social, political, and cultural behaviors and phenomena in the society are results of interactions within
society. People talk and share stories. People share ways of living among other things. People do things
together and work for the attainment of the common good and social order. These behaviors, be they
usual or not, are natural responses to changes and ideologies developing within society as a result of
constant interactions between its members.

LET’S DO THIS!
A. Analyze and answer the questions below.
1. Where did these practices or behaviors originate?

2. Why do people continue to follow them?

3. What are their positive and negative effects on society?

4. How do they shape Filipino identity today?

B. Aside from what was mentioned in this lesson, identify other events and classify them
as either social, cultural, or political phenomena. Write at least two for each.
LET’S EXPLORE!
1. What new insight did you learn about your community after observing its behaviors and
practices?

2. As a student of NISSAI, how can being open and curious about cultural and political identities
help improve your relationship with other people?

LEARNING AGREEMENT

I, ______________________________, acknowledge that the completion of this self-learning module is

an important part of my academic growth and development. In line with this, I make the following
commitments:
 - I will answer all parts of the module truthfully and independently, based solely on my own
understanding and learning.
- I will not engage in any form of dishonesty, including copying from others or allowing someone
else to answer on my behalf.
- I will exert my best effort in every activity and seek guidance only when necessary for better
understanding, not for the purpose of taking shortcuts.

I recognize that genuine learning requires honesty, discipline, and responsibility. As a student of
NISSAI, I uphold the core value that "A Nissaieño is responsible, trustworthy, and competent." I
understand that this agreement reflects not only my academic integrity, but also my character as a
learner.

Learner’s Name and Signature: _____________________

Date: ____________________

LESSON 2: Analyzing the structural context of an Afro-

Asian short story
Targeted Most Essential Learning Competencies (MELCs)
 EN8LIT-I-1 Analyze literary texts as expressions of individual or communal values within:
1.Structural context
  Conflict
I. character vs. character
II. character vs. society
III. character vs. nature/environment
IV. character vs. self
 plot
I. linear
II. parallel
 point of view and narrative techniques
Lesson Objectives
 Identify the plot elements of an Afro-Asian short story that follows a linear or parallel plot structure;
 Determine the different types of conflict of an Afro-Asian short story; and
 Distinguish the different points of view of narration of an Afro-Asian short story.

INTRODUCTION
In your previous lesson, you learned that characters and how their roles are portrayed through
their characterization are essential elements in a story. In this lesson, you will learn that a story follows
a sequence of events, characters face main struggles, and is narrated from one’s perspective.
Understanding the plot, conflict, and points of view will deepen your understanding of a short story.

TRY IT! Arrange the jumbled letters to form a word. Then, write your idea/s about the word
that you formed.
Jumbled letters Word What I Know

LEARN ABOUT IT!

Every short story has its own plot. A story is like climbing a mountain if the plot follows a linear
structure.
Plot refers to how the author arranges events to develop the basic idea; it is the sequence of events in
a story or play. The plot is a planned, logical series of events having a beginning, middle, and end. The
short story usually has one plot so it can be read in one sitting.
In a pyramidic or linear structure of a story plot, there are six essential parts of events:
1) Exposition (introduction) – This is the beginning of the story where the characters and setting are
revealed.
2) Inciting Incident or Complication – This is a small, single event that gives birth or leads to the
conflict. Without this, the conflict will not be developed in the rising action.
3) Rising Action – As the story unfolds, the events become complicated; the conflict is gradually
developed. These events happen between the introduction and climax.
• Conflict - Essential to plot, opposition ties incidents together and moves the plot. Not merely
limited to arguments, conflict can be any of the struggle the main character faces. Within a short
story, there may be only one central struggle, or there may be many minor obstacles within a
dominant struggle.
There are two general types of conflict:
o Internal Conflict- Struggle within one's self
• Character vs. Self - Struggles with own soul, physical limitations, choices, etc.
o External Conflict- Struggle with a force outside one's self
• Character vs. Character - Struggles against other people.
• Character vs. Nature - Struggles against animals, weather, environment, etc.
• Character vs. Society - Struggles against ideas,
practices, or customs of others
4) Climax – This refers to the turning and highest point of
the story. Readers wonder what will happen next; will the
conflict be resolved or not?
Consider the climax as a three-fold phenomenon:
 • Main character receives new information.
• Main character accepts this information (realizes it but does not necessarily agree with it).
• Main character acts on this information (makes a choice that will determine whether or not the
objective is met).
5) Falling action – In this part, the resolution begins; events and complications start to fall into place.
These are the events between climax and denouement.
6) Resolution (Conclusion) – This is the final outcome of events in the story .

Point of View – This refers to the angle or perspective from which the story is told. This can be
identified by the pronoun that the narrator uses to tell the story.
There are types of POV.
1) First Person POV – The story is told by the protagonist or a character who interacts closely with
the protagonist or other characters. The speaker uses the pronouns "I", "me", "we". The readers
experience the story through this person's
eyes and only knows what he/she knows and feels.
2) Second Person POV – The story is told by a narrator who addresses the reader using the
pronoun "you"; the speaker uses pronouns "you", "your", and "yours".
3) Third Person – The story is told by a narrator who sees all of the action; the speaker uses the
pronouns "he", "she", "it", "they", "his", "hers", "its", and "theirs". This person may be a character in
the story.
There are two types of third person POV:
•Limited – The narrator describes the action of events through the eyes of a single character;
the readers only see what the character sees, feels, or thinks.
•Omniscient – The narrator can enter into the character’s consciousness, describe their
motives, feelings, and actions, and predict likely events to happen Thus, as the narrator can
move from one character's mind to another, the narrator knows and sees everything.

LET’S DO THIS! Look or browse the internet and search for the story “The Aged Mother” by
Matsuo Basho. (n.d.). https://americanliterature.com/author/matsuo-basho/short-story/the-
aged-mother Do the following activity.
A. Identify the conflicts and type of conflicts present in the story and write them in the
table below. Cite scenes from the text to support your answer.
Conflict Type of Conflict Scene

B. Story Map: Identify the plot elements of the story using this story map.

C. Identify type of point of view is used. Cite the lines/scenes from the story that show
the POV used in the story. Write your answer on the mind map.
 POV USED:

LET’S EXPLORE!
1. What can stories teach us about how people handle problems in different cultures?

2. As a student of NISSAI, why is understanding someone else’s point of view important in stories
and in life?

LEARNING AGREEMENT

I, ______________________________, acknowledge that the completion of this self-learning module is

an important part of my academic growth and development. In line with this, I make the following
commitments:

- I will answer all parts of the module truthfully and independently, based solely on my own
understanding and learning.
- I will not engage in any form of dishonesty, including copying from others or allowing someone
else to answer on my behalf.
- I will exert my best effort in every activity and seek guidance only when necessary for better
understanding, not for the purpose of taking shortcuts.

I recognize that genuine learning requires honesty, discipline, and responsibility. As a student of
NISSAI, I uphold the core value that "A Nissaieño is responsible, trustworthy, and competent." I
understand that this agreement reflects not only my academic integrity, but also my character as a
learner.

Learner’s Name and Signature: _____________________

Date: ____________________