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Protect Your King/Queen- Building an
Immune Defense
Resource ID#: 127004
Primary Type: Lesson Plan
This document was generated on CPALMS - www.cpalms.org
Students will explore the human immune system by creating a castle designed to protect a fictional
king/queen and their kingdom from an invading pathogen.
Subject(s): Science
Grade Level(s): 6, 7
Intended Audience: Educators
Suggested Technology: Document Camera, Computers for Students, Internet Connection, LCD
Projector, Speakers/Headphones, Microsoft Office, Smart Phone/Tablet
Instructional Time: 2 Hour(s)
Keywords: Immune System, White Blood Cells
Instructional Component Type(s): Lesson Plan
Resource Collection: FCR-STEMLearn Physical Sciences
LESSON CONTENT

Lesson Plan Template:
General Lesson Plan

Learning Objectives: What should students know and be able to do as a result of this
lesson?
Students will be able to:
o

Describe the basic function of the immune system.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should know:
1.
2.
3.
4.

Body systems work together to maintain homeostasis
The immune system recognizes and fights pathogens
White blood cells fight infections
Pathogens include viruses, bacteria, fungi and parasites
Guiding Questions: What are the guiding questions for this lesson?
Allow students to share the details of their designs.
Use the following questions as students move through the lesson: (Student answers will vary)
How does your design protect the kingdom? (Possible answer: The castle is built with strong walls to keep
invaders out. The castle has features such as the knights that prevent invaders from attacking the king/queen)
How is this similar to the function of the immune system? (Possible answer: The immune system is made up of
structures that protect the body. For example, white blood cells fight infections/pathogens. The castle has
structures that protect the kingdom, for example the walls and guards.)
What features represent white blood cells? Why? (Possible answer: Knights patrol the castle and if invaders
are present they stop them from attacking the kingdom.)
What features represent skin? How does the skin work with the immune system? (Possible answer: The skin
provides protection against pathogens. The walls of the castle are built tough to keep the invaders out.)
*Teacher may develop guiding questions of their own based on their students.

Teaching Phase: How will the teacher present the concept or skill to students?
Introduce students to one type of immune defense by having them play a game. The skin provides external
protection against pathogens by acting as a barrier for the body. In this game the students will play the role of
skin by blocking one student (virus) from getting to an object (cell) inside the circle and then the students will
play the role of skin that has been damaged.
0.
Put an object (cell) in the middle of a circle. Have all students except one make a circle around the
object and lock arms. Then have one student try to get into the circle, without using force, to get the
object. If the students have their arms locked together then the student (virus) should not be able to get
into the circle.
Ask the class:
What is one way the circle is like your skin?
It blocked the student from getting into the circle to grab the object.
o
Have the students lock arms again except this time have two students with their arms not locked
together. Then have the same student look for an entry point into the circle. Now the student should be
able to walk directly into the circle and grab the object.
Ask the class:
Why was the student able to get into the circle?
There was an opening in the circle.
How would having a cut in your skin allow germs to enter the body?
It could allow germs to enter the body through the cut.
What protection does the human body have in place in case germs get pass your skin?
The body has internal defenses, such as white blood cells that can destroy some germs.

Guided Practice: What activities or exercises will the students complete with teacher
guidance?
Begin a class discussion
Ask students:
1.
2.
About the last time they were sick. How did they feel? What were the symptoms? How did they get
better? Answers will vary
Which body system is responsible for responding to and fighting infections in the body? Immune
system
(Students can write answers on mini dry erase boards if available)
3.
4.
5.
Teachers can use kidshealth.org to show a video of the immune system. (How the Body Works Immune System Movie)
Share pictures of castles with students and ask them what features protect the castle. Possible answers:
the walls, the doors, or the moat in the front of the castle.
Read the following to your students:
This message came from King Kingdom
We need your help! Our kingdom has come under attack from a vicious pathogen that wants to take over. We
have heard about your great designs and organizational skills. We also know that you have been learning a lot
about the human body. Please help us design a castle and an army that will protect us from getting sick. You
don't have much time. I fear for the health of the members of my kingdom. You will have to work together and
use your research skills to learn about the immune system and structures that provide defense for the body. We
are counting on you, so get started!
Signed,
King Kingdom

Independent Practice: What activities or exercises will students complete to reinforce the
concepts and skills developed in the lesson?
In this activity students will compare the immune system to a fairy tale castle.
Students will work in groups of 2-3 to design a castle and castle defense system that can protect a fictional
king/queen and their kingdom from an invading pathogen (infection causing agent). Provide each group with
chart paper and markers.
In student groups
3.
4.
5.
6.
7.
Draw a design for the castle on the chart paper. Use the markers to label your design.
Using their textbook or online resource, have students research the jobs/roles of the internal and
external immune defenses provided by the teacher (i.e. skin, tears, fever, white blood cellsmacrophages, helper t-cells, b-cells/antibodies) You can include any defenses not listed above.
Have students identify a structure of the castle or a member of the kingdom that fits each defense, for
example, skin can represented by the walls of the castle. The skin provides external protection against
pathogens.
Make sure to label each part on your design using the correct immune defense term. (Ex. a watch
tower= a helper t-cell)
On the back of their castle pictures students should include an explanation of how their castle is like an
immune system. Written descriptions should explain how each part of their castle represents the
immune defense chosen. (Ex. The walls of the castle represent skin. The skin provides external
protection against pathogens. The walls of the castle are built tough to keep the invaders out.) - This
can be done as a class example.
Encourage students to use creativity. They can use any features they choose as long as they can justify their
answers.
*see summative assessment for possible student answers.

Closure: How will the teacher assist students in organizing the knowledge gained in the
lesson?
Have the students create connections between immune system function and its role in homeostasis.
Display student castles around the classroom and have students walk around to view each poster. Then have
students discuss features not used in their own castle and if they agree that it makes a good defense to protect
the king/queen and why or why not. (Students should read the descriptions for each castle they view and
discuss in their groups)
Exit Slip:
o
o

How does the immune system function to help the body maintain homeostasis?
Possible student answers may include:
 provides defense for the body
 provides ways to help the body heal
 can raise body temperature to produce a fever
 white blood cells patrol the body and rid it of pathogens
 white blood cells can produce antibodies
Summative Assessment
Review student castle designs and written descriptions. Written descriptions should match immune system
structure and function.
Possible student answers are listed below: (Students are free to choose which features to use, i.e. knights, a
wizard, a dragon, a three headed dog. They must be able to justify their choices)
Immune defenses: Answers should give an example of how the immune system defense matches the castle
structure. Teachers can use skin as a class example.
Skin - The skin provides external protection against infection causing agents (pathogens). The walls of the
castle are built tough to keep the invaders out.
Tears - (tears can wash away unwanted material from the eyes) ex. The moat that surrounds the castle
Helper T-Cell - (patrol the body and signals an immune response) ex. Watch tower
White Blood Cells - (fight infections/pathogens) ex. Knights
B-Cell - (produces antibodies) ex. Wizard that makes potions, the potions are an example of antibodies.
Fever - (raises body temperature to prevent spread of pathogens) Ex. Torches
Macrophages - (white blood cells that travel to germs, then surrounds and digests them)
Students should be able to describe how the immune system works based on their castle design and
descriptions. You can choose to have the students write a paragraph or they can list their answers.

Formative Assessment
0.
Have students make a list of the following body systems- muscular, skeletal, circulatory, respiratory,
digestive, nervous, excretory and immune on a sheet of paper or in their notebooks. On the board write
the following basic body system functions:
o Removes wastes from the body
o Pumps blood around the body
o Helps the body move and move material through the body
o Provides support and protection for the body
o Breaks down food into usable nutrients
o Controls the actions and reactions of the body
o Provides defense against infections and diseases
o Exchanges gases between body and atmosphere
1.
Give students 3-5 minutes to match the functions and body systems by writing the function next to the
body system on their paper.
Example:
Body System
Excretory System
Nervous System
Muscular System
Skeletal System
Digestive System
Nervous System
Function
Removes wastes from the body
Controls the actions and reactions of the body
Helps the body move and move material through the body
Provides support and protection for the body
Breaks down food into usable nutrients
Controls the actions and reactions of the body
Immune System
Provides defense against infections and diseases
Respiratory System Exchanges gases between body and atmosphere

Feedback to Students
Teachers can provide feedback to students by:
o
o
Moving through student groups as they design their castles, asking guiding questions and allowing
students to reflect on their designs.
Allow students to explain their designs and choices.
ACCOMMODATIONS & RECOMMENDATIONS

Accommodations:
Teachers can refer to student's IEP, 504 Plan, EP to provide appropriate accommodations.

Extensions:
Possible extensions for this activity include the following.
1.


Students can create comic strips to show how the immune system would fight specific types of
pathogens.
2. After students have learned how different types of white blood cells work, have them create white
blood cell super heroes. They can draw the super hero and create their special power based on function
of the white blood cell.
Suggested Technology: Document Camera, Computers for Students, Internet Connection, LCD Projector,
Speakers/Headphones, Microsoft Office, Smart Phone/Tablet
Special Materials Needed:
Materials:
o
o
Poster paper
Markers
Additional Information/Instructions
By Author/Submitter
This lesson activity is designed to allow students to learn the basic function of the immune system
and some immune defenses. Teachers can use this activity as an opening for teaching the immune
system and immune response before going more in-depth with the lesson.
Source of information used in lesson plan:


Florida Science Fusion Textbook- Grade 6 (Life)- Holt McDougal
Kidshealth.org
SOURCE AND ACCESS INFORMATION
Contributed by: K Youngblood
Name of Author/Source: Kimberly Youngblood
District/Organization of Contributor(s): Broward
License: CPALMS License - no distribution - non commercial
Related Standards
Name
SC.6.L.14.5:
Description
Identify and investigate the general functions of the major systems
of the human body (digestive, respiratory, circulatory, reproductive,
excretory, immune, nervous, and musculoskeletal) and describe
ways these systems interact with each other to maintain
homeostasis.