General Biology 1

Quarter 1 – Module 2:
Cell Types and Cell Modifications
General Biology 1 – Grade 11
Alternative Delivery Mode
Quarter 1 – Module 2: Cell Types and Cell Modifications
First Edition, 2020

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 General Biology 1
Quarter 1 – Module 2:
Cell Types and Cell Modifications
Introductory Message
For the facilitator:

Welcome to the General Biology 1 – Grade 11 Alternative Delivery Mode (ADM)

Module on Cell Types and Cell Modifications!

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.

For the learner:

Welcome to the General Biology 1 – Grade 11 Alternative Delivery Mode (ADM) Module on
Cell Types and Cell Modifications!

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 The hand is one of the most significant part of the human body. It is often used to depict skill,
action, and purpose. Through our hands we can learn, create, and accomplish. Hence, the hand in this
learning resource signifies that you as a learner are 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 of and skills on 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 to be answered or blank

sentences/paragraphs to be filled out
in order to determine what you learned from the lesson.
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:

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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. Do not forget to answer What I Know before moving on to the other activities included in the
module.
3. Read carefully the instruction before doing each task.
4. Observe honesty and integrity in doing the tasks and in 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!

What I Need to Know

This module is designed for you to learn about the exciting world of histology, specifically

the diversity of cell types and tissues. You will dwell and study an array of various tissues and how

they function in animals. You will also explore the miracle of your body, how tissues work and how

marvelous it has really been created. In this module, you will also have to reflect on how tissues and

their cell modifications carry out functions required by life.

At the end of this module, you are expected to:

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1. Classify different cell types (plant/animal tissues) and specify the function (s) of each

(STEM_BIO11/12 – Ia – c – 4); and

2. Describe some cell modifications that lead to adaptation to carry out specialized functions (e. g.,

microvilli, root, hair) (STEM_BIO11/12 – Ia – c – 5).

What I Know

Below are pictures that can lead you to enumerate the five levels of biological organization.
You need to interpret each picture so you can know the Hierarchy of Biological Organization.

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Lesson

1 Cell Types and Cell Modifications

Living things may be either unicellular (consisting of one

cell) or multicellular (many–celled). Most of the organisms
you are familiar with – including yourself – are multicellular.

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Your body is also made up of many organs. Your skin, eyes, heart, liver, kidneys, and intestines are
some of the organs that compose your body. Organs are essential for adaptation and survival. But
what are organs without tissues?
Touch your cheeks. You feel some flesh. As you run your fingers gently over them, you feel tiny,
hair – like projections. Press your cheeks with your fingers. Something is hard underneath; this is a
bone structure. Slap one of your cheeks lightly and take note of any change on your face. You will
feel a warm sensation because of the red flush on your face. When you slapped your cheek, blood
rushed to it and the pressure applied caused your blood vessels to emit the red coloring on your face.

What is your cheek made up of? It is made up of cells just as the skin that covers the earthworm or the
frog or the horse. These cells are grouped based on their types and functions to form tissues. The cells
of the tissue are specialized, and their structure enables them to perform a specific task – in this
instance, coordinated contraction.

What’s In

Let us first test your knowledge in constructing ideas and elaborating concepts so you can better
understand the distinctions of some topics.

Below is a simple activity that can lead you to elaborate and rationalize the distinctions of some
concepts.

1. Tissues are adapted by the structure of their cells to carry on a particular function.
2. Single – celled organisms are different from single cells that are part of an organism.
3. Muscular tissues have cells with the most mitochondria while the blood has white blood cells
with the most number of lysosomes.

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 Notes to the Teacher
This module aims to enhance the students in constructing,
elaborating, and rationalizing ideas and concepts to avoid
misconceptions. After doing the activity, point out the four basic
types of animal tissues.

What’s New

Let us first have an activation of your prior knowledge about the most common forms of structures
and tissues so you can better understand how the tissues and organs can function as a unit in our body.

Our body is composed of four basic types of tissues: Epithelium, connective, muscular, and nervous
tissues. Epithelium occurs as sheets of tightly packed cells that cover body surfaces and line internal
organs and cavities. Connective tissue helps protect, support, and bind organs and other tissues.
Muscular tissue helps cause movement and change in the shape of some body parts. Nervous tissue
senses stimuli and transmits signals called nerve impulses. To understand the functions and locations
of each animal tissue, answer the questions given below.

1. Which type of tissue would make up the majority of the brain and spinal cord?
2. Which type of tissue would be found in the epidermis?
3. Which type of tissue would form ligaments, tendons, fat, and bone?
4. Which type of tissue makes up the majority of the heart?
5. Which type of tissue would be found in the blood vessels and respiratory tract?

What is It

What are epithelial tissues? What do the varying shapes and arrangement of epithelial tissue suggest?

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 Simple Simple cuboidal Simple columnar

Stratified squmous Stratified Stratified

Pseudostratified Transitional

You might have been reading a couple of times in this module that epithelial tissues, also called the
epithelium, occur as sheets of tightly packed cells that cover body surfaces and line internal organs
and cavities. The apical (basal) surface of an epithelium is attached to the basal lamina. Epithelial
tissues are named according to the number of cell layers they have and according to the shape of the
cells on their apical (basal) surface. A simple epithelium has a single layer of cells, whereas a
stratified epithelium has multiple layers. The pseudostratified epithelium is single – layered but
appears stratified because the cells vary in length. Epithelial tissues are also named based on their cell
shapes. Squamous epithelial tissues have flat cells like floor tiles. Cuboidal epithelial tissues have
cube cells like dice. Columnar epithelial tissues have brick – like cells on end. A table below is given
to provide a framework for more information and reinforce the theme that the structure of each
epithelial tissue is well suited to its function.

Types of Epithelial Tissue

Epithelial tissues Structure through which the tissue is found
Squamous Epithelial Tissue
Simple Squamous Epithelial Tissue Air sacs of the lung; blood vessels; heart
Stratified Squamous Epithelial Tissue Skin; vagina; esophagus; mouth
Cuboidal Epithelial Tissue Kidney tubules; glands; surface of ovary
Columnar Epithelial Tissue
Simple Columnar Epithelial Tissue (This type of epithelial tissue is usually lined with
microvilli, a type of cell modification that helps in
increasing the surface area for absorption.)
Digestive tract; gall bladder; excretory ducts of some
glands

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Pseudostratified Columnar Epithelial (This type of tissue is usually lined with cilia, a type
Tissue of cell modification that sweeps the mucus.)
Bronchi; trachea; uterine tubes; some
portions of the uterus

What are connective tissues? What function is common to all types of connective tissues?

Loose areolar connective

tissue Fibrous connective tissue Adipose tissue

Cartilage Vascular tissue Supportive tissue

Connective tissues help protect, support, and act as a binding material for organs and other tissues.
Connective tissues may be grouped into six major types. The table below shows the types of connective
tissues, their characteristic properties, and the structures through which they are found.

Types of Connective Tissue

Connective tissues
Loose Areolar Connective
Tissue
Fibrous Connective Tissue
Structure through which the tissue
is found
Description
Soft and pliable tissue that acts as Skin; organs; glands; blood
packing and binding material vessels; peripheral nerves
throughout the body
Linkage of muscles and bones Tendons and ligaments

Adipose Tissue Stores fat as food reserve, pads and Parts with fat storage
insulates the body, protects the skin
and other organs, and stores energy

Cartilage Consists of chondrocytes that form a Ends of bones; respiratory tract;

strong but flexible skeletal material sutures; ear; nose; epiglottis;
intervertebral discs

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Supportive Tissue Consists of osteoblast that form a Bones
matrix of collagen fibers embedded in
calcium salts
Vascular Tissue Consists of a liquid extracellular matrix Blood
called plasma and formed elements;
functions to transport substances from
one part of the body to another and in
immunity

What are muscle tissues? Why are there voluntary and involuntary muscle

Skeletal muscle Smooth muscle

Cardiac muscle

tissue functions?
Muscle tissues, also called muscular or contractile tissues, consist of cells with protein filaments that
help cause movement and change the shape of some body parts. Muscular tissues may be grouped
into three major types. The table below shows the types of muscular tissue, their characteristic
properties, and the structures through which they are found.

Types of Muscular Tissue

Structures through which they
are found
Muscular tissue Description
Smooth Muscle Not striated; involuntary muscle Walls of the digestive tract;
respiratory passages; urinary
and genital organs; blood
vessels

Skeletal Muscle Striated; voluntary muscle Muscles attached to the bones

Cardiac Muscle Striated; involuntary muscle Heart muscle

What are nervous tissues? How does the nervous tissue work? What makes up a typical nerve cell or
neuron?

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 Dendrite

Cell body Axon

Nervous tissue senses stimuli and transmits signals called nerve impulses from one part of an animal
to another. It has a cell body, containing the cell’s nucleus, and several slender extensions. One type
of extension, called a dendrite, conveys signals from its tip toward the rest of the neuron; another type,
the axon, transmits signals toward another neuron or to a muscle cell.

What’s More

Below is a picture that shows the organs of a human torso. Identify the tissue that is found in each
labeled part of the torso.

What I Have Learned

Now it’s your turn! To test your knowledge about the concepts you have learned in this
lesson, do the task given below.

Your job is to write out a story about the Tissue Family Reunion which includes the following
members: epithelial, connective, nervous, and muscular. All of the tissues have “grown-up” and
moved away from home. Each now lives in a new place and has their own job and they have come
home for the annual family reunion. Your job is to write a story that details their conversation as they
all get together and discuss where they “live” and what they now “do.” It is your decision as to the
format that you would like to use. For example, you could write a story in paragraphs or script
formats that identify the job and location of each tissue. To help this process, you will want to give
each one of your tissues a name. Your story will be assessed based on the following criteria:
creativity, organization and content accuracy, word choice, and spelling and grammar. The actual
rubric to be used in assessing your story will be found on page 15.

Note: You do not have to include each specific type of epithelial, connective,
nervous, and muscular tissues.

What I Can Do

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 Oysters and shells can be more than just an appetizing seafood fare on our dinner table. They
serve as perfect models in making an artificial bone.

In their quest to develop a light but strong artificial bone, scientists from the United States
Department of Energy’s Lawrence Berkeley National Laboratory (Berkeley Lab) took inspiration
from nacre, the substance that makes up the shells of oysters and abalone.

Nacre’s strength and lightness are very difficult to duplicate in ceramic materials because
nacre’s architecture varies at several length scales from micrometers to nanometers. To mimic this,
scientists created a layered material from a watery suspension of hydroxyapatite, the mineral
component of bone, and froze it. Like the impurities in sea ice, the hydroxyapatite settled in the
spaces between the ice crystals, creating multiple layers of nacre – like material.

The resulting porous material is said to be four times stronger and more fracture resistant than
the one currently used in artificial bones. It can also adapt to changing physiological conditions and
mesh with surrounding tissue over time, reducing the risk of inflammation and rejection by the
immune system.

In your point of view as a senior high school STEM student, do you think making artificial
bones is helpful to society? Why? What are the possible benefits of adapting this biomimicry in the
field of medicine?

Assessment

Let’s see how well you have enjoyed the amazing world of animal tissues by answering the activity
below. Follow the instructions and choose the letter of the best answer.

Match each tissue in Column A with the organ in Column B and description in Column C by placing
the right letters on the first two lines before each number in Column A. Each letter option for the first
line will be coming from Column B while the letter of your answer to be placed in second line will
come from Column C.
B. Fat tissue
Column A __ __6. Simple squamous C. Spinal column
__ __1. Pseudostratified epithelium
columnar epithelium __ __7. Adipose tissue D. Blood cells and plasma
Column A __ __8. Cuboidal epithelium
__ __9. Cartilage
__ __2. Fibrous connective E. Ciliated linings of trachea
__ __10. Nervous tissue
tissue
Column B
__ __3. Vascular tissue F. Tendons and ligaments
A. Outer ear and nose
__ __4. Smooth muscle
G. Digestive tract
__ __5. Supportive tissue
Column B H. Alveoli

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I. Brain M. Exchanging of material Q. Protection and structural
J. Glands through diffusion support
Column C
K. Linkage of muscles and N. Secretion of organic R. Circulation of materials
bones materials throughout the body

O. Transmission of nerve S. Helps keep the respiratory

impulses tract clean

Column C
L. Causes involuntary
P. Storage of lipid as food T. Strong and flexible skeletal
reserve material

Additional Activities

I know! You can’t get enough of the incomparable scientific adventure in the world of animal tissues.
Don’t worry, you won’t miss out with the following additional exciting mind and hand activity!

Severe burns, injuries, diseases, and birth defects

often leave individuals with disfiguring or life – threatening
conditions. Scientists are increasingly turning to
bioengineering in their search for ways to repair or replace
damaged tissues and organs.

One of the most successful tissue – engineering

advances has come in the form of artificial skin, a type of
human – engineered tissue designed for everyone from burn
victims to diabetic patients with skin ulcers. The tissues grow
from human fibroblasts, tissue – generating cells often
harvested from newborn foreskin tissue.

In 2006, researchers reported the first successful transplantation and long – term functioning
of laboratory – grown bladders. The initial study involved only seven individuals, but it showed that
organ engineering is possible. These organs were grown from the patients’ own cells, thus removing
the risk of rejection. Organs that grow from patients’ cells someday reduce the shortage of organs
available for transplants.

In another remarkable advance in tissue engineering, some imaginative researchers worked to

breed pigs with organs that can be safely transplanted into humans. These pig organs will not carry
diseases – a stumbling block of today’s experimental pig – to – human organ transplant.

For your task: For all the contentiousness surrounding this issue, it cannot be denied that
bioengineered tissues are very intriguing field and is an evidence to man’s ability to cross the
boundaries of science. Draw how you think this new advent of modern science might be beneficial on

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 a large scale. Based on your own perspective, take time also to list down the risk of adapting this
tissue – engineering advances in the field of medicine. Your product will be assessed based on the
following criteria: organization and content accuracy, appropriateness of elements, creativity, and
appearance. The actual rubric to be used in assessing your product will be found on the page 16.

Rubric for Story Writing

Criteria Exceeds (12) Good (9) Fair (6) Poor (3)
Creativity The story had many The story had 3 or The story had 1 – 2 The story was not
(_____/12) creative more examples of creative details. creative and did not
details that made creative ideas. show imagination.
the reader want to
learn more.

Organization and All ideas are easily Most of the ideas Most of the ideas The ideas are not
Content distinguishable and are distinguishable are not detailed and
Accuracy accurately detailed. and accurately distinguishable and indistinguishable.
(_____/12) detailed. more
details are needed
in order for them
to identify.

Word Choice The story used The story used The story had few The story did not have
(_____/12) many adjectives to many adjectives to adjectives and adjectives or
show ideas. The show ideas. The descriptive words. descriptive words.
story used excellent story used words The story used the
words to paint a that took away from same words over
clear picture. the meaning. and over.

Spelling and The writer makes The writer makes The writer makes The writer makes many
Grammar no less than 5 spelling less than 10 spelling and
(_____/12) spelling or and capitalization spelling and capitalization errors.
capitalization errors. The writer capitalization The story is hard to
errors. The writer used the parts of errors. The writer read.
always used the speech correctly. sometimes used the
parts of speech parts of speech
correctly. correctly.

Total: _____ + 2 =
_____/50

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 Rubric for Illustration Making
Criteria Exceeds (12) Good (9) Fair (6) Poor (3)
Organization and All ideas are easily Most of the ideas Most of the ideas The ideas are not
Content distinguishable and are distinguishable are not detailed, they look like
Accuracy accurately detailed. and accurately distinguishable uniformed and/or
(_____/12) detailed. and more misshapen making
details are needed them indistinguishable.
in order for them
to identify.

Appropriateness of Appropriate Appropriate Appropriate Inappropriate materials

Elements (_____/12) materials were materials were materials were were selected and
selected and selected and there selected contributed to the
creatively modified was an attempt at product that performed
in ways that made creative poorly.
them better. modification to
make them better.

Creativity (_____/12) The product is very The product is The product is The product lacks
creative and eye creative. Lots of somewhat creativity and looks
catching. Great use colors, shapes, and creative. Not very messy. Lacks colors,
of colors, texture, appealing design appealing. Limited shapes, and appealing
and shapes. are used. use of creative design
materials. Limited
used of colors,
shapes, and
appealing design.

Appearance Great care taken in Construction was Construction is Construction appears

(_____/12) construction careful and accurate, but 3 – 4 careless. Many details
process so that the accurate for the details could have need refinement for a
structure is neat, most part but 1 – 2 been refined for strong or attractive
attractive, and details could have a more accurate product.
accurate. been refined for product.
a more attractive
product.

Total: _____ + 2 =
_____/50

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References
Calsado, Chuckie Fer, et al. (2016). Teaching Guide for Senior High School: General Biology 1.
Quezon City, Philippines: Commission on Higher Education. Pp. 28 – 35.

Campbell, Neil A., et al. (2009). Biology: Concepts and Connections. Sixth Edition. Jurong,
Singapore: Pearson Education Asia Pte Ltd. Pp. 413 – 419.

Capco, Carmelita M., et al. (2000). Biology. Second Edition. Quezon City, Philippines: Phoenix
Publishing House, Inc. Pp. 110 – 115.

Hadsall, Annalee S., et al. (2008). Exploring Science and Technology: Biology. Makati City,
Philippines: DIWA Scholastic Press, Inc. Pp. 244 - 245.

Strauss, Eric, et al. (2003). Biology: The Web of Life. Second Edition. Jurong, Singapore: Pearson
Education Asia Pte Ltd. Pp. 692 – 693.

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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: bataan@deped.gov.ph

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