Download 5413-AQA B1.1 revision resource

Keeping Healthy
AQA Biology B1.1
Lesson to review key concepts and processes from the unit
Learning objectives:
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Review key concepts from the topic keeping healthy
Be able to create a concept map of prior knowledge
Be able to create links between dietary issues and health
Describe immunity in the body and compare with vaccination
Be able to evaluate different treatments for a range of conditions affecting
health.
Activity 1 – Concept map
Students use the concept map template to recall key words and terms associated
around topic of keeping healthy. There are 6 spaces on the template, but students
have the space to add in more stalks to the concept map and add additional terms.
The terms listed can then be annotated underneath, or linked with other stalks
(giving reasons) in the concept map to extend some students.
Activity 2 – Hexagons
The students are given cut-out hexagons, each one with a term to do with the dietary
effect on health. Students need to place these hexagons together and link the words.
They need to describe why they have linked two or more hexagons together and
give their reasoning. This can also be used to follow the solo taxonomy structure of
uni-structural, multi-structural, relational and so on. There are also 3 blank hexagons
on the template. These could be used by students to add in their own terms and link
with others, or could be used by staff to add in additional terms to stretch and
challenge some students.
Activity 3 – Immunity statements and vaccination comparison
Students are given a set of statements that describe the process of immunity. In
pairs or small groups, students match these into the correct order. Once finished,
they complete the Venn diagram, using their statements to compete information
about immunity and filling to describe similarities of vaccinations and differences.
Activity 4 – Patient problems
Students are given 4 patient cards and read over the problems, selecting one of the
answer choices. They then complete the student sheet, trying to identify the
condition, and explain what course of treatment they used and explain the correct
treatment if different from their own.
Activity 5 – Fishbone graphic organiser
Students are given the fishbone template graphic organiser, and using the headings
add in details on the spines to explain how that heading effects keeping healthy.
Unlike the first concept map where they are recalling simple terms and facts they can
remember, here they are using the knowledge they have reviewed to add in much
more detail.
Keeping
Healthy
Malnutrition
Metabolic
Rate
Energy
Obesity
Statins
Cholesterol
Body Mass
Index
Inherited
Factors
Food
Nutrients
A pathogen enters the body
White blood cells detect the antigens on these foreign cells and
create antibodies
The antibodies attach themselves to the antigens on the
pathogens
Some of these antibodies act as antitoxins and cancel out any
harmful toxins made by the pathogens
Other antibodies clump pathogens together for action by other
white blood cells
These other white blood cells engulf and digest the pathogens
These types of white blood cell are called phagocytes and this
process is phagocytosis
When the pathogen has been removed from the body, some
antibody producing white blood cells remain
The white blood cells that remain are called memory cells, and
will quickly produce antibodies if the same pathogen enters the
body again
If the pathogen does enter the body again, it can be destroyed
before causing any harm or symptoms.
This is known as immunity
Sometimes a pathogen can change or mutate, so the antibodies
we produced are no longer effective.
Immunity differences
Vaccination differences
di
Similarities
Problem 1
Problem 2
A patient in the doctor’s surgery is
complaining of being lethargic and out of
breath often. He is overweight and blood
pressure and cholesterol tests are both
high. There is also a family history of high
cholesterol levels
What treatment would you recommend:
A patient in the doctor’s surgery has
presented several symptoms. They have a
heavy cold and runny nose, head-aches
and aching joints. They are also
complaining of being weak and tired and
sneezing often
What treatment would you recommend:
A – Prescribe a course of antibiotics to
treat his condition
B – Prescribe statins to treat his condition
C – Do nothing and let their own immune
system deal with it
D – Explain that they are malnourished
and create a dietary plan for them
A – Prescribe a course of antibiotics to
treat his condition
B – Prescribe statins to treat his condition
C – Do nothing and let their own immune
system deal with it
D – Explain that they are malnourished
and create a dietary plan for them
Problem 3
Problem 4
A patient in the doctor’s surgery is
complaining of feeling weak, tired, light
headed and dizzy. They have a low blood
pressure and their BMI is 16.2
What treatment would you recommend:
A – Prescribe a course of antibiotics to
treat his condition
B – Prescribe statins to treat his condition
C – Do nothing and let their own immune
system deal with it
D – Explain that they are malnourished
and create a dietary plan for them
A patient in the doctor’s surgery has a
fever, head-aches and a throat infection.
After plating out a sample from a throat
swab, a strain of pathogenic bacteria has
been found in the patient.
What treatment would you recommend:
A – Prescribe a course of antibiotics to
treat his condition
B – Prescribe statins to treat his condition
C – Do nothing and let their own immune
system deal with it
D – Explain that they are malnourished
and create a dietary plan for them
Problem
1. I think this patient is
suffering
from__________________
2. I think this patient is
suffering
from__________________
3. I think this patient is
suffering
from__________________
4. I think this patient is
suffering
from__________________
What did you do?
Why?
What should you do?
Why?
Healthy Eating
Microorganisms
Antibiotics
Keeping Healthy
White blood cells
Vaccinations