Download TITLE of LESSON Immune system – Components of the immune

TITLE of LESSON
Immune system – Components of the immune system – White blood cells in action
LANGUAGE
German and English
DESCRIPTION OF LESSON
KEYWORDS
Immune system, immune response, blood cell, white blood cell, lymphatic system, phagocytosis, microbiological
intruder, lymph nodes, ((components of lymphatic system, i.e. thymus))
BRIEF OVERVIEW OF
LESSON CONTENT
Students discover the components of the immune system, regarding in overview the lymphatic system an in
detail the structrure and function of a lymph node. Phagocytosis of white blood cells are identified as nonspecific immune response.
The learning resources facilitate differentiated and collaborative knowledge construction using micro-modules and
video-quest methodology. This lesson allows international cooperative / collaborative learning
SUBJECT COVERAGE
Secondary Science
CURRICULUM
see “Unit of work”
LEARNING OBJECTIVES
Learners …
 explore the lymphatic system as a 3D-walk from macro to micro structures (mental modelling)
 learn, that their body owns a specific defense systems
 observe white blood cells during (non-specific) phagocytosis of intruders (mental modelling)
 discuss and suspect that the human body is in charge of a specific immune response system (structure knowledge)
MATERIALS REQUIRED
 Mind- or concept mapping software (or just A4/A3 paper to draw in it)
 Video messenger software or, at least e-mail contact
 online cloud (or platforms as prezi.com) to intercharge work results
DURATION
2 x 45 min
TARGET AUDIENCE
Secondary School (in Germany: Realschule, Gymnasium)
AGE RANGE
14 – 16
CONNECTION
Lesson 4 of 8 in this Unit of work
ASPECTS FOR
COLLABORATION
In-class and international cooparative / collaborative learning situation (by using internet technology, such as
video messangers)
REQUIRED KNOWLEDGE
Basic knowledge of blood circulation and blood capillary system. Basic knowledge of phagocytosis
EDUCATIONAL DESCRIPTION OF LEARNING ACTIVITY / ACTIVITIES
SUGGESTIONS FOR USE IN THE CLASSROOM
1
ACTIVITY
DESCRIPTION
METHODOLOGY
KEY QUESTIONS FOR
SCAFFOLDING
Pupil discover in pairs of two the
lymphatic system in some kind of
submerge 3D-journey [Tauchfahrt]
up to the lymph nodes, using their
own devices (especially suitable
with tablets)
Pupils “zoom” interactively
through the lymphatic system and
its major compontents. Thus they
understand the lymphatic system
as the central organ of the
immune response and a deposit
of various immune response cells.
To document the virtual journey,
each group constructs a mind
map (more enabled pupils use
concept mapping).
Teacher will moderate each group
to present a specific part the
journey to the whole class.
Pupils observe the stages and
parts of lymphatic system.
Describe the structure and
function of lymphatic system on
the whole
Link-Tip:
http://www.youtube.com/watch?v=db5nD3meWj4
(Das Lymphsystem, 1:53 min)
http://www.youtube.com/watch?v=b2u7EyrSyko
(Die Lymphe – Das Allerfeinste im Körper, 8:59 min)
http://www.youtube.com/watch?v=yNmigegp9go
(Das Lymphsystem, 26:30 min)
Talk and discussion about
structure and functions of the
lymphatic components along
prepared inquiry by teacher
Discuss and explain the specific
function of its components in an
overview
Documentation with mind and
concept mapping
Describe in detail structure and
function of a lymphatic node
Presentation in IWB to the whole
class
Identify the specifc cells that are
deposited in lymphatic system
Talk, discussion, documentation
and presentation allows
international cooperative /
collaborative learning situations.
Teacher and pupils should then
have access to video messengers
or presentation plattforms as i.e.
prezi com. At least, there should
be the possibility to exchange files
and informations via e-mail.
Describe the teamwork between
blood capillary and lymphatic
system
LEARNING OBJECT/S
2
ACTIVITY
DESCRIPTION
METHODOLOGY
KEY QUESTIONS FOR
SCAFFOLDING
Pupils explore the process of
phagocytosis of a “foreign Body”
by a white blood cell as slideshow
or 3D-film.
Teacher led presentation on IWB
to the class
Experience white blood cells as
basic immune response
Whole class discussion and
predictions about the defense
strategies of the human body
Observe phagocytosis as nonspecific immune response
Teachers can use this sequence
to lead during discussions to the
next lesson and the question, how
the human body is able to defense
itself against microbiological
intruders – specifically.
Link-Tip:
http://www.youtube.com/watch?v=0TvTyj5FAaQ
LEARNING OBJECT/S
Give rise to suspicion that the
human body owns – as second
defence system – a specific
immune response
Make a presumption, how this
specific immune response could
work
How white blood cells work
3
QUESTIONS FOR WHOLE CLASS DISCUSSION FOLLOWING LEARNING ACTIVITIES:
> See “Key Questioning for scaffolding”
ASSESSMENT METHODS
Teacher questioning and moderating
Discussion in classroom
Documentation as mind or concept map
DIFFERENTIATION
Mixed ability groups for active investigations
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
CREATOR
Steffen Schaal, Toni Cramer
RIGHTS
Creative Commons 3.0 (or use only, if resource from Klett Verlag)
ANNOTATION USER
ANNOTATION DESCRIPTION