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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