Download The Immune System - Gulf Coast State College

The Immune System Biology Partnership
Created by Teachers from:
EAST GADSDEN HIGH SCHOOL
TITLE: THE IMMUNE SYSTEM
LENGTH: 100 MINUTES
COURSE: 10TH GRADE BIOLOGY
GROUP MEMBERS: ARNEL DELA CRUZ, MELVIN FLORES, LARIE LAUDATIO, GLEN SOLTES
MOTIVATION:
To introduce the lesson, the students will watch a clip of the animated film “Osmosis Jones”.
Prior to this, a pre-test about the lesson will be given (see Pre-Test on the Human Immune
System).
1) Do all WBCs work like Osmosis Jones to protect our Bodies? Explain. (background info:
In the spotlight in Frank (the city) is Osmosis Jones, a white blood cell, who is over-eager
and consequently ends up in sticky situations that make him highly unpopular. He
notices a virus, and tries to help fight it.)
2) What is the mode of transportation for the WBCs in a human body?
3) Before Frank (the city) took the cold pill "Drix," what kind of immunity was his body
using to protect itself? Explain. After, what kind of immunity was protecting him?
Explain.
4) What would you find in the armpit area to help with the circulatory system besides the
fungal cells?
5) When does the number of WBCs in the blood increase?
6) Why do you think temperature rises (you get a fever)?
NEEDED MATERIALS & SET-UP:
MOTIVATIONAL VIDEO CLIP
The video clip excerpt Osmosis Jones can be accessed in YouTube using the link below:
http://www.youtube.com/watch?v=usQYXVAfTCw
Or a copy can be purchased through Amazon or EBay.
FOR THE HIV TRANSMISSION LAB
The teacher will prepare the following materials for each class of 25 students.
• 25 mL of 1 Molarity (M) Potassium Hydroxide (KOH) solution
• 15 mL Phenolphthalein ("phph") (Note: This amount can be used for 200 students)
• Clear cups (or test tubes)
• 800 mL of Plain water
Page 1 of 9
The Immune System Biology Partnership
Before doing the activity the teacher will need to prepare or set-up the following for each
class:
• Arrange the class room wherein students could freely move from one place to another
and pile themselves into two groups (“Infected” and “Not infected”).
• Put 25 mL of potassium hydroxide solution in ONE clear cup or test tube (HIV- infected).
• Fill the other 24 clear cups (or test tubes) with 25 mL of plain water.
FOR THE LEARNING STATIONS
In a class of 25 students, each group of students (5-6 members) will be provided with
computers with an internet access and will work on the following:
(Note: see attached documents for the copy of the different webquests)
Learning Station A – Immune System Web Quest
http://teacherweb.ftl.pinecrest.edu/santarm/Immune%20System%20Webquest.htm
(see Worksheet 1 - Immune System, and; LA1-1 Immune System, LA1-2 Immune System, and
LA1-3 Immune System for hard copies of the webquest)
Learning Station B - Vaccine Web Quest
http://www.pbs.org/wgbh/nova/bioterror/vaccines.html
(see Worksheet 2 – Vaccine, and; LA2-1 Immune System for hard copy of the webquest)
Learning Station C – Antibiotic Simulation
http://www.eduplace.com/science/hmsc/6/a/simulation/sim_6a.shtml
(see Worksheet 3 – Antibiotic, and; LA3-1 Antibiotic for hard copy of the simulation instructions)
Learning Station D – Environment, Genetics & Health
http://www.teachersdomain.org/resource/envh10.health.scleroderma/
http://learn.genetics.utah.edu/content/tech/genetherapy/spacedoctor/
http://learn.genetics.utah.edu/content/tech/genetherapy/whatisgt/
(see Worksheet 4 - EGH, and; LA4-1 EGH, LA4-2 EGH, LA4-3 EGH for hard copies of the webquest
instructions)
FOR THE EXTENSION ACTIVITY
Students will pick a behavior card and follow the instructions given in the card (see
attached copy of the behavior cards, File 1 – Behavior Cards).
OUTCOMES:
Dimensions of K-12 Science Education Standards
Scientific & Engineering Practices
Page 2 of 9
The Immune System Biology Partnership
1.
2.
3.
4.
Asking questions and defining problems
Analyzing and interpreting data
Constructing explanations and designing solutions
Obtaining, evaluating and communicating information
Crosscutting Concepts
1. Cause & effect: Mechanism and explanation
2. Structure & Function
3. Stability and change
Disciplinary Core Ideas
The first core idea, Life Sciences 1 (LS 1): From Molecules to Organisms: Structures and
Processes, addresses how individual organisms are configured and how these structures
function to support life, growth, behavior, and reproduction. The first core idea hinges
on the unifying principle that cells are the basic unit of life.
Next Generation Sunshine State Standards
Standard 14: Organization and Development of Living Organisms
• SC.912.L.14.52 Explain the basic functions of the human immune system, including
specific and nonspecific immune response, vaccines, and antibiotics. (Also assesses
SC.912.L.14.6, HE.912.C.1.4, and HE.912.C.1.8.)
• SC.912.L.14.6 Explain the significance of genetic factors, environmental factors,
and pathogenic agents to health from the perspectives of both individual and
public health.
Other Benchmarks Assessed:
HE.912.C.1.3 Evaluate how environment and personal health are interrelated.
HE.912.C.1.4 Analyze how heredity and family history can impact personal health.
HE.912.C.1.8 Analyze strategies for prevention, detection, and treatment of communicable
and chronic diseases.
Content Literacy Standards
Reading Standards: Science & Technical Subjects - Integration of Knowledge & Ideas
Speaking & Listening Standards: Comprehension & Collaboration
Learning Outcomes
• Students will explore and explain how infectious disease spread through a
population by simulating the exchange of body fluids and test whether they got
infected with a disease by identifying the carrier using the epidemiology map
within 5 minutes and with at least 80% accuracy.
• Students will identify and/or explain the basic functions of the human immune
Page 3 of 9
The Immune System Biology Partnership
•
•
system, including specific and nonspecific immune responses, while completing
the guide questions of the immune system webquest within 15 minutes with 80%
correct responses.
Students will describe how the human immune system responds to vaccines
and/or antibiotics while completing the guide questions of the vaccine webquest
and antibiotic simulation within minutes with at least 75% correct responses.
Students will explain the significance of genetic factors, environmental factors, and
pathogenic agents to health from the perspective of both individual and public
health after watching the video, “Did Environmental Exposure Cause a Disease
Cluster?” and collaborate as a group to answer the guide questions within 15
minutes with at least 80% correct responses.
LEGEND: BLUE – PERFORMANCE; RED – CONDITION; BLACK - CRITERION
PRESENTATION & PARTICIPATION:
Summary:
Students will simulate the exchange of body fluids and then test whether they got infected with
a disease. This activity will show how one person who is infected with a disease can infect other
people, who in turn infect others. Students will be able to see how behavior can affect their risk
of getting infected.
Introduction:
Assess students’ prior knowledge by asking the students what infectious diseases they know
and how those disease can be passed on (airborne vs. blood-borne pathogens etc.).
Tell students that they will simulate the spread of a disease that requires the exchange of bodily
fluids, such as HIV.
Ask the students to predict how increasing the number of interaction will increase the number
of infections.
Whole Class Activity:
INSTRUCTIONAL STRATEGY (Behavior – Demonstration, Modeling, Discussion; Cognitive – Concept Mapping,
Simulations, Role Playing, Summarizing & Note taking, Conversations, Using analogies; Other Strategies Questioning)
1. Each student obtains a clear cup with a clear liquid. Tell students that each cup
represents their body and that one student is "infected" with a contagious
disease. It is unknown to the students who that person is.
2. Students will now interact with a partner and simulate the exchange of body
fluids. Students will move around the classroom and find a partner to interact
with. Both partners will mix their liquid in their cups and the divide the liquid
equally.
3. Have students repeat the process with another partner and that they could
choose to do it with multiple partners or not do it at all and then return to their
Page 4 of 9
The Immune System Biology Partnership
4.
5.
6.
7.
8.
seat.
Students guess how many students got infected through the interactions.
Each student will test their liquid for the presence of the disease by placing 1-2
drops of the indicator (phenolphthalein) into their vial. If they are infected their
liquid will turn bright pink.
Ask the students that are infected to raise their hand. Count and have students
record the number of infections.
Group the students that are infected and the students that are not.
Have the students map the epidemiology of the disease by completing the Tree of
Transmission worksheet (see Epidemiology – Tree of Transmission worksheet).
Adapted from: http://seplessons.org/node/226
Learning Stations:
INSTRUCTIONAL STRATEGY (Behavior – Discussion, Cooperative learning; Cognitive – Concept Mapping,
Simulations, Summarizing & Note taking, Conversations, Using analogies; Application - Inquiry-based, seeking
out answers to questions, Problem-solving; Other Strategies – Questioning, Practice Providing Feedback, Setting
learning goals)
In this part of the lesson, the class will be divided into four groups. Each group will begin their
exploration on a specific learning station and rotate with the other groups.
(See attached worksheets for instructions and guide questions for each learning station).
Learning Station A – Immune System Web Quest
http://teacherweb.ftl.pinecrest.edu/santarm/Immune%20System%20Webquest.htm
Learning Station B - Vaccine Web Quest
http://www.pbs.org/wgbh/nova/bioterror/vaccines.html
Learning Station C – Antibiotic Simulation
http://www.eduplace.com/science/hmsc/6/a/simulation/sim_6a.shtml
Learning Station D – Environment, Genetics & Health
http://www.teachersdomain.org/resource/envh10.health.scleroderma/
http://learn.genetics.utah.edu/content/tech/genetherapy/spacedoctor/
http://learn.genetics.utah.edu/content/tech/genetherapy/whatisgt/
Extension activity (for the Whole Class Activity - optional):
In this part students will receive behavior cards that will determine their sexual behavior
(monogamous, polygamous, promiscuous, one night stand)
1. Randomly, hand one behavior card to each student. The most interesting results
occur, when the person that has the infected cup/test tube in the beginning has
the promiscuous or polygamous card.
Page 5 of 9
The Immune System Biology Partnership
2. Have students interact with each other according to their behavior card.
3. Allow a pre-determined time for the interactions (about 4 minutes or so). Then
have students return to their seat and test their cups/test tubes again.
4. Have students report out. Record how many students were in each behavior group
and how many of them ended up with the infection.
5. Have students discuss the results.
QUESTIONS:
1. Based on what you know, how would you explain how the body fights against invading
organisms that may disrupt homeostasis? L6
2. What inference can you make on how people contract infectious diseases? L4
3. How would you justify how the body defends against infection? L6
4. Can you propose a possible solution on how human prevent and fight the spread of
disease? How would you justify the effectiveness of this solution? L5
5. Can you predict what will happen if the immune system does not function properly? L5
6. What ideas justify how a vaccine help your immune system fight off pathogens? L4
7. Based on what you know, how would you explain why penicillin and other antibiotics
become less useful over time? L6
Discussion Questions for the Disease Transmission Simulation (Whole Class Activity)
1. How many people in the class ended up with the “disease” that started with just one
person?
2. Can someone have a disease and still appear healthy? Explain the possible negative
effects of this.
3. What are some ways that diseases can be prevented? (How can you keep yourself
healthy?
4. Why do you think it is beneficial adaptation for a pathogen to make its host very sick
without killing the host?
See Learning Station worksheets for guide questions.
LEGEND: QUESTION LEVELS: L4 – ANALYSIS; L5 – SYNTHESIS; L6 - EVALUATION
REFLECTION:
Wrap-up / Closure
To ensure understanding of the covered benchmark, a posttest will be given to the students.
This is the same test that the students will take as pre-test. Comparison of the results will reveal
how much knowledge the students have gained after exposing them to a variety of learning
experiences. Students will be given 10 minutes to answer the 10-item posttest. Afterwards, the
analysis of the questions and corresponding answers will be discussed by the whole class to
finally clarify possible areas of confusion or those needing reinforcement.
Page 6 of 9
The Immune System Biology Partnership
SAFETY:
Before and after the whole class simulation on disease transmission, remind the students of the
following:
1. Do not drink, taste or smell the liquid in their cups/test tubes.
2. Use only the chemicals/liquids needed and prepared by the teacher in the simulation
game. Keep all food items and drinking containers away from the liquids used.
3. Dispose of all chemicals as instructed by the teacher.
4. Never use broken or chipped test tube. If test tubes break, notify your teacher and
dispose of the test tube in the proper trash container.
5. After the simulation game, return the cups/test tubes to its proper place instructed by
the teacher.
6. Wash your hands thoroughly after the simulation game.
TRANSFORMATIVE:
For Learning Station C – Antibiotic Simulation
On Level: Logical/Mathematical Learners
Encourage these students to make a line graph showing what happened to each of the different
groups of bacteria during the course of the simulation. Students can represent bacterial
populations using the same colors the simulation uses. They should note on the graph each
time an antibiotic is applied. If possible, let students complete their graph before the class goes
on to Step 3 of the simulation. Students can present their graphs in class discussion to reinforce
the main ideas of the simulation. If class time is short, post the graphs on a bulletin board.
ELL: English Language Learners
To complete the question-and-answer questions in the learning stations, group beginning and
intermediate speakers with advanced and advanced high speakers. Ask the group to pair up and
collaborate in rephrasing the headings as questions. Students can read the question individually
and work with their in-group partner to write answers to their questions. Beginning speakers
may use drawings to express their answers.
UTILIZE:
Reteaching
To activate prior knowledge and to reinforce learning or to correct misconceptions about
infectious disease, ask the students to make a T-chart and label one column Disease and the
other Infectious disease. Then, reintroduce the concept of infectious disease. Have students
brainstorm a list of human diseases. Write the diseases in the Disease column. For each disease
listed, call on volunteers to identify if it is infectious or not.
If students have trouble answering ,
Page 7 of 9
The Immune System Biology Partnership
Why do you think it is beneficial adaptation for a pathogen to make its host very sick without
killing the host?
Review how changes in host behavior, such as coughing, help pathogens spread and infect new
hosts. Also, help students recall that viruses need to use host cells to replicate.
Learning Station A – Immune System Web Quest (Part 1)
For students having difficulty understanding the inflammatory response, make a flowchart of
the process. To clarify the process, simplify the language, breakdown and show more steps.
Write some of the steps on the board in the form of a horizontal flowchart. Call on students to
help complete the flowchart.
For students with Special Needs in understanding the types of immunity, stage a quick role-play
of humoral immunity. Before class, make five small signs from poster board with these labels:
Strep Throat, Flu, Common Cold, Tubercolosis, and Chickenpox. Cut each sign in half with a
jagged edge, and attach a string to each half. Then, have five students put the top half of a sign
around their neck, and assign them to be pathogens. Have five other students put on the
bottom half of a sign around their neck, and assign them to be B cells. Line up the B cells on one
side of the classroom, and have the pathogens invade through a door on the other side. The B
cells need to find and bind its “antibody” to a pathogen’s “antigen”—the top half of the sign.
Once an “antibody” binds to its “antigen,” that student pair should sit down. Discuss how this
role-play models humoral immunity.
For Struggling Students in understanding the types of B cells and T cells, have students work in
pairs to come up with helpful ways of remembering the roles of the different B cells and T cells.
Ask volunteers to share their methods with the class.
To evaluate understanding on the Types of Defenses, write Nonspecific Defenses and Specific
Defenses on the board. Then, call on students at random to help make a list of defenses under
each term. After student names a defense, call on another student to provide details of how
that defense protect against pathogens.
Give students five minutes to write a response to this common saying: An ounce of prevention
is worth a pound of cure. Ask them to explain what the saying means and whether they agree
or not with its meaning.
For Advanced Students, ask them to pair up to come up a firm understanding of the principles
of evolution and prepare a presentation to the class about how the misuse of medications
results in pathogens that are resistant to antibiotics and other medications.
Page 8 of 9
The Immune System Biology Partnership
MENTOR:
LISA DAVIS
[email protected]
Page 9 of 9