Adaptive Community for the Continuity of Education and Student

Services National Teachers College

LET’S FOCUS!

In this module, you will learn about prokaryotic and eukaryotic cell and how
humans prepared from specific hazards. Through the lessons and activities, you are
expected to:

1. Distinguish prokaryotic and eukaryotic cells according to structures.

2. Classify different type of cells and tissues of plants and animals and their
functions.
3. Identify vulnerabilities of different elements exposed to specific hazards,
and propose corresponding actions for one’s preparedness to hazards.

LET’S PREPARE!

A At the end of this module 2 quarter 3, learners are expected to do the DO-
IT-YOURSELF INFORMATION FLYERS. This will serve as your second assessment for this
learning module. Read and follow the procedures and use the rubrics as reference
for the pointing system.

REMINDERS: RUBRICS:

1. Use the space provided at the last 21-30 POINTS:

part of this learning module for your The DO-IT-YOURSELF INFORMATION
output. FLYERS contains all the required elements
2. Observe your own community or and complete, accurate and reliable
barangay. Identify all the elements information. It has an exceptionally
that exhibit vulnerability to natural or attractive and organized layout.
man-made hazards. Examples of
elements are the houses built near 11-20 POINTS:
esteros or rivers. The DO-IT-YOURSELF INFORMATION
3. You need to make an information FLYERS contains required elements and
flyer which includes all the elements complete, accurate and reliable
you found in your community that are information. It has an organized layout.
vulnerable to hazard, a warning sign
and emergency hotlines. 1-10 POINTS:
The DO-IT-YOURSELF INFORMATION
FLYERS has several missing required
elements. No organization in terms of the
layout.

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Grade 11, Third Quarter – MODULE 2, SY 2020-2021

NAME: ___________________________________________ GRADE AND SECTION: ___________________

 Adaptive Community for the Continuity of Education and Student
Services National Teachers College

LET’S EXPERIENCE!

Use this table as your guide in accomplishing this module for the next two
weeks:

WEEK DATE ACTIVITY

3 January 25-30, 2021 Activity 1-3 , Reading Material 1-2
4 February 1-6, 2021 Activity 4-6 , Reading Material 3-4

ACTIVITY 1: Who am I?

Identify the Philippine government agency being described in each situation. (3

points)

1. I am a weather bureau in the Philippines created on December 8, 1972. I

provide protection against natural calamities and I insure the safety, well-being and
economic security of all the people and for the promotion of national progress by
undertaking scientific and technological services in meteorology, hydrology,
climatology, astronomy and other geophysical sciences. Who am I?
__________________________________________________________________________________
__________________________________________________________________________________

2. I am a service institute under DOST. I am principally mandated to mitigate

disasters that may arise from volcanic eruptions, earthquakes, tsunamis and other
related geotectonic phenomena. Who am I?
__________________________________________________________________________________
________________________________________________________________________________

3. I am formerly known as National Disaster Coordinating Council (NDCC). I am

responsible for ensuring the protection and welfare of the people during disasters or
emergencies. I plan and lead the guiding activities in the field of communication,
warning signals, emergency, transportation, evacuation, rescue, engineering, health
and rehabilitation, public education and auxiliary services such as fire fighting and
the police in the country. Who am I?
__________________________________________________________________________________
_________________________________________________________________________________

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Grade 11, Third Quarter – MODULE 2, SY 2020-2021

NAME: ___________________________________________ GRADE AND SECTION: ___________________

 Adaptive Community for the Continuity of Education and Student
Services National Teachers College

READING 1: EUKARYOTIC AND PROKARYOTIC CELLS

Biologists recognize two main types of cells: simple prokaryotes (pro meaning
"before and karyon meaning "nut," which all mean "before the nut") and the more
complex eukaryotes (Greek eu meaning "true" and karyon meaning "nut"). The
presence of a specific type of cell allows biologists to classify organisms based on
their complexity. prokaryotes the simple organisms possessing cells that are smaller in
size with simple internal structures. Simple life forms such as bacteria, blue-green
algae, and archaeans (bacteria living in extreme environments) possess the simplest
cellular components of a prokaryotic cell. This small size and simple structure allow
these organisms to reproduce very fast; thus, they can exist in great numbers in air,
bodies of water, soil, and even inside bodies of living hosts.

Fossil records show that the first kind of cell to develop about 3.5 billion years
ago were the If you are to magnify a bacterial cell, you will notice its organization
simply enclosed by a plasma membrane encased within a rigid cell wall. The plasma
membrane is a semipermeable membrane responsible for the prokaryote to allow
waste products to pass through while preventing the diffusion of essential products
to the external environment. Its rigid cell wall is responsible for maintaining its shape,
especially when cells are exposed to high water influx. Some prokaryotic cells have
a capsule that acts as a protective layer made up of polysaccharides lying outside
the cell wall. Inside, the prokaryotic cell lacks a distinct nucleus but possesses an
irregular-shaped region called the nucleoid region, where it stores its genetic
material in the form of DNA. Its cytoplasm is not organized into distinct interior
compartments. Scattered throughout the cytoplasm are small structures called
ribosomes where proteins are made. Some bacteria also possess a plasmid, which is
an independent circular DNA structure, apart from its chromosomal DNA. The
presence of the plasmid provides the bacteria with some genetic advantages such
as antibacterial resistance. Today, scientists use plasmids for genetic cloning and
manipulation.

Some prokaryotes also possess appendages like flagellum, fimbriae, and

conjugation pili. Those possessing a taillike appendage called a flagellum allow
locomotion. The 360 degrees rotation of a whiplike tail moving back and forth can
propel the bacteria. The flagella can sometimes be seen at the end part of the
prokaryotic cell or scattered randomly over the surface of the cell. Fimbriae are
additional smaller and bristle-like fibers that grow over the prokaryotic cell's surface.
They help the bacteria to attach themselves to surfaces such as in objects like door
knobs or even nasal passages in your nose. Conjugation pili are tubular structures
present in the cell surface that function for cell- to-cell communication, as well as to
pass DNA from one bacterium to the next. These structures are particularly important
because some bacteria are very successful in developing drug resistance across
bacterial generations. All these appendages enable the bacteria to communicate
information from cell to cell.
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NAME: ___________________________________________ GRADE AND SECTION: ___________________

 Adaptive Community for the Continuity of Education and Student
Services National Teachers College

Reference: Anna Cherylle Santos-Ramos (2017). Exploring Life Through Science: General Biology 1 for SHS. Phoenix Publishing
House, Inc.

ACTIVITY 2: Prokaryotic vs. Eukaryotic Cells

A. Label the cell parts by filling in the provided space. (21 points)

PROKARYOTIC CELL EUKARYOTIC CELL

B. Under each type of cell write ✔mark if the cell structure is present and ✘mark if
absent. (24 points)

CELL STRUCTURE PROKARYOTIC CELL EUKARYOTIC CELL

1. Cell Membrane
2. Cell Wall
3. Centrioles
4. Chromosomes
5. Cilia or Flagella
6. Endoplasmic Reticulum
7. Golgi Complex
8. Lysosomes
9. Mitochondria
10. Nucleus
11. Peroxisomes
12. Ribosomes

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NAME: ___________________________________________ GRADE AND SECTION: ___________________

 Adaptive Community for the Continuity of Education and Student
Services National Teachers College

READING 2: CELL TYPES

Both plant and animal cells are eukaryotic, so they contain membrane-bound
organelles like the nucleus and mitochondria. However, plant cells and animal cells
do not look exactly the same or have all of the same organelles, since they each
have different needs. For example, plant cells contain chloroplasts since they need
to perform photosynthesis, but animal cells do not.

Difference between Animal Cell and Plant Cell

ANIMAL CELL PLANT CELL

1 Comparatively smaller in size.
2 Enclosed by a thin plasma membrane.
3 Often Changes its shape.
4 Plastids are usually absent.
5 Often contains many small vacuoles.
6 Nucleus usually lies in the center.
7 Centrioles are practically present.
8 Lysosomes are always present in animal
cells.
9 Glyoxysomes are absent.
10 Plasmodesmata is absent/tight
junctions and desmosomes are present.
11 Reserved food in form of glycogen.
12 Cannot synthesize all the amino acids,
co-enzymes and vitamins required by
them.
13 Spindle form during cell division is
aphiastral (has an ester in each pole)
14 Cytokinesis occurs by construction of
furrowing.
15 Animal cell lacking contractile vacuole
usually bust if placed in hypotonic
solution.
Usually large in size.
Enclosed by a rigid cell wall in addition
to plasma membrane.
Cannot change its shape.
Plastids are present.
Mature plant cell contains large
central vacuole.
Nucleus lies on one side of the
cytoplasm.
Centrioles are normally absent except
for lower plant forms.
Lysosomes are rare.
Glyoxysomes are present.
Plasmodesmata is present/tight
junctions and desmosomes absent.
Reserved food in the form of starch.
Synthesize all amino acids, co-
enzymes and vitamins required by
them.
Spindles formed during cell divisions in
anastral (without asters on the
opposite side.)
Cytokinensis occurs by cell plate
method.
Plant cell does not burst if placed in
hypotonic solution due to the
presence of cell wall.

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 Adaptive Community for the Continuity of Education and Student
Services National Teachers College

Different Types of cells in the human body based on tissue formation

1. Bone cells (Osteocytes). They are the toughest body cell as they are bound
together by calcium and phosphate. As you know they give strength, support and
framework to the body by enclosing organs in skeletal system i.e. bones.

2. Cartilage cells (chondrocytes). These cells are similar to bone cells but the
surrounding material is just loose and flexible compared to those of bone cells.
Hence they are freely bendable. They are present in ear bone (hence ears are
foldable), in between large bones to help them bend and move freely like in
between two ribs, spinal bones, joints.

3. Nerve cells. These cells are very long and have many branching at either ends.
Their specialty is they never multiply in one's life time. They are present all Over the
body and are sometimes as long as few meters long. They are human brain cells and
are found in plenty in brain and the spinal cord and form the nervous tissue.

4. Epithelial cells. These cells are very simple cells which form covering of other cells.
These cells form covering layers of all the organs and hence are pre-set in skin, scalp,
respiratory tract, in the buccal cavity surface among others.

5. Muscle cells. These cells are of muscle tissue mostly long, large and have ability to
contract and relax providing movements. There are three types skeletal, cardiac
and smooth muscles. Skeletal muscle cells are attached to long bones and assist in
their movement (by muscle contraction). Cardiac muscle cells are present only in
heart muscle and are responsible for heart beats. Smooth muscle cells are flexible
yet, can contract and relax and are present in stomach, intestine, blood vessel walls
(vascular tissue).

6. Secretory cells. These cells as the name indicates are secretory in nature. They
form glands and secrete something important. e.g. pancreatic cells which secrete
insulin, glucagon, salivary gland which secrete salivary amylase, sebaceous gland
which secrete oil on the skin. They are found in al secretory organs.

7. Adipose cells. These are fat cells and are storage by nature to store fat. They are
especially seen in the soles palms, and bums. They reduce friction to the body.

8. Blood cells. These cells include RBC's, WBC, and Thrombocytes etc. They are
always motile and never stay in one place. They have limited life span and they
never multiply to form new cells. Instead new cells are formed from other cells.

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NAME: ___________________________________________ GRADE AND SECTION: ___________________

 Adaptive Community for the Continuity of Education and Student
Services National Teachers College

Types of cells in human body based on their function

Special type of cells: These are specialized cells with important functions in the body.
They are

a) Sperms: These cells unlike others are haploid (i.e. have only one set of
chromosome). They are present only in the males after puberty. These cells have a
tail which enables them to swim and move in the female uterus. They have an
enzyme namely hayaluronidase which helps them penetrate through uterine tissue
and reach oocytes.
b) Oocytes: Cells are haploid and present in adult female genital system. They are
also haploid like sperms. They start to form after puberty and continue so till the
stage of menopause. They accept sperm cells to form zygote (fertilized egg).
c) Stem cells: These are basic cells or parent cells which can differentiate into any
cell based on the requirement. These stem cells in the human body are given so
much importance due to their promising role in the treatment of disorders in the
future.
d) Ciliated cells: These cells are present as lining of respiratory tract and esophagus.
and have a pointed thread-like cilia which move in one particular direction to pass
material.
e) Blood cells: These are quite interesting cells. They are never attached to one
another. Blood cells freely flow in the liquid blood. Some of them are not alive
(RBC's) while others have varied shapes like WBC, platelets (spindle shape).
Further these WBC's are of different types. Of these WBCs macrophages have ability
to eat (gulp) any foreign particle like bacteria in the body. Hence, they are body
defense cells.
Reference: Ruben E. Faltado (2017). General Biology 1 for SHS. LORIMAR Publishing Inc.

FIGURE 1. Types of Cells in the Body

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NAME: ___________________________________________ GRADE AND SECTION: ___________________

 Adaptive Community for the Continuity of Education and Student
Services National Teachers College

ACTIVITY 3: Plant vs. Animal Cells

1. Study closely Figure 2 and 3. These are diagrammatic presentations of Plants and
Animal Cells and their parts.

FIGURE 2. Plant Cell FIGURE 3. Animal Cell

Reference: https://www.thoughtco.com/animal-cells-vs-plant-cells-373375

2. With the use of the figures above cite at least 5 differences and 3 similarities
between the plant cell and animal cell. (15 points)

PLANT CELL ANIMAL CELL

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NAME: ___________________________________________ GRADE AND SECTION: ___________________

 Adaptive Community for the Continuity of Education and Student
Services National Teachers College

READING 3: VULNERABILITY, EXPOSURE & RESILIENCE

Understanding risk reduction requires to consider exposure, vulnerability, and

resilience.

Vulnerability is the condition determined by physical, social, economic and

environmental factors or processes, which increase the susceptibility of a community
to the impact of hazard (Food and Agriculture Organization of the united nation,
FAO 2008).

Exposure refers to individuals, properties, systems or other elements present in hazard

zones that are susceptible to potential losses or damage. As a determinant of risk, it is
necessary but not sufficient. One example is living in a floodplain area but having
sufficient means to modify building structure and behaviour to mitigate potential
loss. Therefore, it is possible to be exposed but not vulnerable.

Resilience the capacity of an individual, system, community or society exposed to

hazards to withstand, absorb, accommodate and recover from the effects of a
particular hazard in a timely and efficient manner. This includes the preservation and
restoration of its basic essential structures and functions. Example would be the
prompt response of relief goods, and immediate restoration of damaged
infrastructures such as roads and bridges.

ACTIVITY 4: Identifying Impact of Hazards

Identify the impacts of certain hazards according to specific locations (A-F)

shown in the map below. Write your answer on the corresponding box provided
below.

FIGURE 4. Map of locations and suggested scenarios

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 Adaptive Community for the Continuity of Education and Student
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https://image.slidesharecdn.com/disasterreadinessandriskreduction1-
171123160852/95/disaster-readiness-and-risk-reduction-22-638.jpg?cb=1511453885

TYPHOON EARTHQUAKE
SUGGESTED SCENARIOS (strong wind & heavy rain)

A. Family in concrete Relatively safe, but could
house near the have a power interruption.
highway far from river If so, fires may arise from
use of alternative light
and mountain
sources (e.g. candles).
Ground shaking can cause
house to get cracks, falling
objects can hurt people.
Fire can start.

B. Mountain climbers
going up the slope

C. Exchange learners in
a local family home in
the barrio near the
river

D. Friends in a beach
resort

E. Fishermen out on the

sea

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 Adaptive Community for the Continuity of Education and Student
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F. Passengers in a jeep
along a road with
moderate traffic

Guide Questions:

1. Are the impacts of each hazard the same?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

2. What kinds of hazards affected everyone? What kind of hazards are specific
to one or some?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

3. What would you do if you were caught in one of these hazards?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
4. Knowing the hazards that may affect your home, what would be the best
thing to do to minimize future damage?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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Grade 11, Third Quarter – MODULE 2, SY 2020-2021

NAME: ___________________________________________ GRADE AND SECTION: ___________________

 Adaptive Community for the Continuity of Education and Student
Services National Teachers College

READING 4: DIFFERENT TYPES OF VULNERABILITY

The various elements that can be exposed to hazards are physical, social, economic
and environmental vulnerability.

Physical vulnerability
Includes population density levels, place of a settlement, the site design, and
materials used for infrastructure and housing. Usually physical elements are severely
damaged when hazardous events occur.
Example: Around 22, 000 houses totally damaged during the taal eruption last 2020.
Another example is the 1990 earthquake in North Luzon specifically in Baguio
wherein many people were severely injured and died. This occurrence caused the
decrease of population density in the said area.

Social vulnerability
This refers to the inability of people, organization, and societies to withstand the
severe effects from hazards because of the expected behavior in social interactions,
institutions, and systems of cultural values.
Example: During a typhoon cell sites are greatly affected that usually cut off the line
of communications. Also, disruption of the transport system will severely affect the
delivery services of relief goods and medicines. This would sometimes cause food
shortage and spread of infectious diseases. Therefore, when social elements are
exposed to different hazards, these may cause disorder in a community.

Economic vulnerability
This vulnerability is based on the economic status of individuals, communities and
nations. The poorer the country, the more susceptible to hazards due to insufficient
funds to create and build structures that are resistant to hazards.
Example: During a disaster such as an earthquake the Philippines is more vulnerable
compared to Japan. Both countries are situated in the pacific ring of fire, which
means that both are exposed to earthquake hazard. However, Japan is more
resilient because of its sufficient funds to make them less vulnerable to earthquakes
and other hazards.

Socioeconomic vulnerability is the combination of Social and economic

vulnerability.

Environmental vulnerability
This vulnerability is due to destruction of natural resources. All organisms are
dependent on their environment in order to thrive and survive. However, due to
human activities such as deforestation, denudation, burning of fossil fuels and
kaingin the environment is more vulnerable to natural hazards. The absence of trees
may cause flash floods and landslides.

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 Adaptive Community for the Continuity of Education and Student
Services National Teachers College

Quantifying vulnerability is used in estimating how much mitigation and

preparedness measures will be applied. Computation is based on the previous
hazard events and severity of their effects. Vulnerability can be expressed as: 0 =
lowest degree of vulnerability and 1 as the highest degree. Vulnerability of people is
the ratio of casualties or injured to the total population. Vulnerability of buildings is
expressed as a repair cost or degree of damage.

The Philippines has a high vulnerability rate because of the following reasons:
● The Philippines lies in the Pacific typhoon belt and visited by an average of 20
typhoons per year.
● It exhibits the longest shoreline in the world at 32,400 km making it susceptible
to storm surges and flash floods.
● It is an archipelagic country with many small islands where some areas are at
below sea level.
● It is situated in the pacific ring of fire that caused the frequent earthquake.
● Disturbed nature of the landscape makes it more vulnerable to landslides,
mudflows, and other disasters.
● It is still a primary agricultural and fishing economy.
● High poverty rate and has poor institutional and social capacity to manage,
respond, and recover from natural hazard events.

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Grade 11, Third Quarter – MODULE 2, SY 2020-2021

NAME: ___________________________________________ GRADE AND SECTION: ___________________

 Adaptive Community for the Continuity of Education and Student
Services National Teachers College

ACTIVITY 5: Spot the Red Flags!

Read the situation below and complete the tasks that follow.

You have a mini cafeteria in front of your home. Suddenly you heard a weather
forecast saying that there is a typhoon called Ulysses. According to the news, the
typhoon will bring heavy rain to almost part of Metro Manila, where you currently
reside. At first, the rain seemed normal, but it is just not going to stop. Due to the
weather condition, only a few customers stopped by. Eventually, there may not be
any more customers. It might flood in a bit, but if you close the cafeteria, you’re not
going to be able to feed your four children. Therefore, you have decided not to
close it. There is news from your neighbors that your residence is already overflowing,
trees are falling and in a few minutes, your cafeteria and the rest of the community
will be flooded. Your family has been instructed by the Barangay officials to
evacuate to a public elementary school located in your municipality.

1. Identify all the elements exposed to hazard “Typhoon Ulysses” and identify the
category (Physical, socioeconomical or environmental). Elements exposed to
hazard Category.

Elements Exposed to Hazard Category

Example: Customers Socioeconomical

2. Why is it so important to recognize the elements exposed to hazards in your

community?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

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Grade 11, Third Quarter – MODULE 2, SY 2020-2021

NAME: ___________________________________________ GRADE AND SECTION: ___________________

 Adaptive Community for the Continuity of Education and Student
Services National Teachers College

ACTIVITY 6: DO-IT-YOURSELF INFORMATION FLYERS

Now you are ready to create DO-IT-YOURSELF INFORMATION FLYERS. Make

sure to read and follow the procedures found in the first page of the module. Be
smart and creative!

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