Download TITLE of LESSON Immune system – Immune response: non

TITLE of LESSON
Immune system – Immune response: non-specific and specific immune response
LANGUAGE
German and English
DESCRIPTION OF LESSON
KEYWORDS
Immune system, immune response, non-specific immune response, specific immune response, antibody, antigen,
cell membrane, T-helper cell, B-cell, memory cell, T-killer cell, phagocytosis
BRIEF OVERVIEW OF
LESSON CONTENT
Pupils use micro-modules to develop an overview of the immune cells, that are part of the immune system and respectively
the immune response. As they are informed of the various cells, they can suspect in discussions, what function the different
cells have and exchange their knowledge.
In a second step, students use the micro-module as part of a classroom activity on tablets or desktop computers. The task is
to draw a “process diagram” (see graphic of Prisma) that visualizes the interdependence of the different steps of immune
response (international exchange should, again, be possible).
To foster grammar school level another micro-module can be used, that deals with antibody-antigen-representation on cell
membrans. On this level, teachers can discuss recognitions signals and activation processes.
SUBJECT COVERAGE
Secondary Science
CURRICULUM
see “Unit of work”
LEARNING OBJECTIVES
Learners …
 develop basic (or deeper) overview of the cells of the immune system (structure knowledge, mental modelling)
 investigate on model level the interplay between the different cells of immune response (mental modelling)
 construct a process diagram to visualize the complex network of immune response (structure knowledge)
MATERIALS REQUIRED
 Drawings, graphics or photos from different cell types for a class room poster.
 Alternatively digital copys in cloud (or via e-mail) to label graphics and exchange new acquired knowledge i.e. with
“explain-everything” app.
DURATION
2 (or 4) x 45 min
TARGET AUDIENCE
Secondary School (in Germany: Realschule, Gymnasium)
AGE RANGE
14 – 16
CONNECTION
Lesson 5 of 8 in this Unit of work
ASPECTS FOR
COLLABORATION
Working in (expert) groups, discussing and telling, creating together a classroom poster, using own devices to observe
animations and note own insights, in-class and international cooparative / collaborative learning situation
REQUIRED KNOWLEDGE
Basis knowledge of cells and immune system
EDUCATIONAL DESCRIPTION OF LEARNING ACTIVITY / ACTIVITIES
SUGGESTIONS FOR USE IN THE CLASSROOM
ACTIVITY
DESCRIPTION
1
METHODOLOGY
KEY QUESTIONS FOR
SCAFFOLDING
“Cells of immune system –
overall view”
Expert group work or alternatively
jig saw puzzle method
Pupils use this micro-module to
develop an overview to the cells,
that are part of the immune
system and respectively the
immune response.
Experts travel between groups to
transfer knowledge of various
types of immune cells between
pupils.
Name and know the various cell
types, the immune system
constists of
As they are informed of the
various cells, they can suspect in
discussions, what function the
different cells may have and
exchange their knowledge.
Each group visualizes results as
part of a classroom poster (cell
type, origin, function in immune
response)
Alternatively labelled digital
versions (app explain-everything,
powerpoint, prezi) are presented
on IWB and exchanged via cloud
or e-mail.
Talk, discussion, documentation
and presentation allows
international cooperative /
collaborative learning situations
using tablet-apps.
LEARNING OBJECT/S
Know where this cell types are
derived from
Describe structure and function of
cell types of immune system
Basic overview of immune cells
Visualizing with classroom poster
or IWB
In depth overview of immune cell
The interactive resource “Cells of
immune system” delivers an overall
view of the cells belonging to the
immune system.
The micro module consists of two
levels of information: basic (see
Prisma graphic of schoolbook) and
deeper insight (see CD: Human Body
Systems III).
2
A
ACTIVITY
DESCRIPTION
METHODOLOGY
KEY QUESTIONS FOR
SCAFFOLDING
“Immune response – nonspecific and specific response”
Small groups of two or three
pupils work together to observe
animations showing non-specific
and specific immune response.
Teacher guided phase with
questioning and presumptions
using micro-modules on IWB
Explain the difference between
non-specific and specific immune
response
Process diagrams to document
results and present on IWB.
Discuss the role of antibodyantigen-recognition via receptor
molecules presented on surface
of the cell membrane (this could
be usefull as well in a later lesson
about allergy)
The interactive resource “immune
response” shows step by step
animations of the non-specific and
specific immune response (2D/3D).
There are two different depictions
of the processes: illustrated using
“cellular graphics” and – on the
other hand – comics. Thus, the
comic may encourage pupils to
observe and reconstruct the
complex events during immune
response.
Pupils should use this micro
module as part of a classroom
activity on tablets or desktop
computers. A task could be, to
draw a “process diagram” (see
graphic) that visualizes the
interdependence of the different
steps of immune response.
To foster grammar school level
another micro module can be
used, that deals with antibodyantigen-representation on cell
membrane.
On this level, teachers can lead a
discussion about recognitions
signals and activation processes.
Talk, discussion, documentation
and presentation allows
international cooperative /
collaborative learning situations
Describe the teamwork of immune
cells to defend against an antigen
(in overview and in detail)
LEARNING OBJECT/S
Immune response using “cellular
graphics”
Immune response as comic
Immune response regarding
recognition aspects of cell-cellcontact
[STRG]+Click on preview to
navigate to online version
ACTIVITY
DESCRIPTION
2
B
“Immune response – nonspecific and specific response”
An alternative approach to 2A
could be a series of ressources
selected for a video quest.
Link-Tip
http://www.planet-schule.de/tatortmensch/deutsch/kurse/index.html
Description please compare 2A.
The learning activity starts with an
authentic problem. The situation
could be explained within a short
video clip, a newpaper headline,
etc.
According to the IBSE-approach,
learners identify the relevant
questions, formulate hypothesis
and present ideas to solve the
problem.
METHODOLOGY
KEY QUESTIONS FOR
SCAFFOLDING
Using own mobile devices
(BYOD) gives the access to
specific learning artefacts which
engage in mutual cooperation
within the jigsaw methodology
(sub-task of the EG)
Explain the difference between
non-specific and specific immune
response
The results of each working group
should be implemented in
activities that foster, again,
dialogue:
 Cooperative concept mapping
to arrange the immune system
 „choose the right solution“-taks:
animation/films presented and
within the IWB different
answers/solutions are provided
in audio-visuals. The students
argue and explain their solution
 Construct-o-mat: Constructing
a „virtual“ immune-system
LEARNING OBJECT/S
Describe the teamwork of immune
cells to defend against an antigen
(in overview and in detail)
Discuss the role of antibodyantigen-recognition via receptor
molecules presented on surface
of the cell membrane (this could
be usefull as well in a later lesson
about allergy)
Animated trickfilms of “planetschule.de - Tatort Mensch”
[STRG]+Click on preview to
navigate to online version
3
QUESTIONS FOR WHOLE CLASS DISCUSSION FOLLOWING LEARNING ACTIVITIES:
> See “Key Questioning for scaffolding”
ASSESSMENT METHODS
Teacher moderates group phases
Results in tables or IWB
Results as mind maps or concept maps
Teacher observation
DIFFERENTIATION
Mixed ability groups for active working
Buddy system to aid less able children
Differentiated questioning to support and challenge less able and exceptionally able children
Differentiated recording of results by children – written, oral, drawing or interactive recording on IWB
Differentiated documentation with (simple) mind map or (demanding) concept map
CREATOR
Steffen Schaal, Toni Cramer
RIGHTS
Creative Commons 3.0 (or use only, if resource from Klett Verlag)
ANNOTATION USER
ANNOTATION DESCRIPTION