QED INDUCTIVE LESSON PLAN TEMPLATE – GUIDELINES



Qed Inductive Lesson Plan Template – Biology Example

| |Preliminary Preparation |

|Topic |Defense Against Infectious Disease: Blood Groups |

|Principle with Related |Principle: Safe blood donation depends on the absence of |Related Concepts: blood groups, antigens, antibodies, |

|Concepts |specific antigens so that antibodies of the donor will |immune system, donor, receiver, red blood cells, plasma |

| |not attack the recipient’s antigen. | |

|Objective |When given a hypothetical organ donation scenario with one donor and 5 possible recipients (with all blood groups |

|(See phase 5 below.) |listed), students will select the recipients who will need anti-rejection medication and give reasons for their |

| |selection. |

| |Lesson Phases with Students |

|Phase 1: Introduction |Remind students that this lesson continues the study of the body’s defense systems. |

|Focus of lesson is | |

|established. | |

| |Tell students that new topic for today’s lesson will be blood groups. |

| |Ask students to briefly share blood donation experiences. |

| |Tell students that at the end of the lesson they will act as members of a hospital transplant committee and will |

| |be using their knowledge of blood groups to determine potential organ recipients’ need for anti-rejection |

| |medication. |

|Phase 2: |Engagement stimulus: |

|Open-Ended |Matrix containing blood groups and their associated antigens and antibodies. Students attempt to predict and |

|When presented with |record all safe donor/recipient combinations based on the information provided. |

|differentiated examples, | |

|students make observations | |

|& comparisons used for | |

|further analysis | |

| |Open-ended questions (Q) and tasks (T) focused on the stimulus: |

| |Q: Ask students what they notice about each blood group in the top chart: A, B, AB, O. |

| |Q: Ask students what they notice about the example in the bottom chart. |

| |T: Ask students in pairs to fill in the blank cells in the bottom chart in order to predict all safe |

| |donor/recipient combinations based on the information provided. |

|Phase 3: Convergent |Guiding questions* and explanations that focus on the following content: |

|Lesson moves toward a |1. How are the blood groups determined? (Students cannot answer this question from the engagement stimulus chart |

|single concept or |so instructor needs to provide additional content information) |

|principle. |Humans belong to one of four basic blood groups A, B, AB, and O. |

| |Blood type is genetically determined by the presence or absence of specific substances that act as antigens and |

| |which are found on the surface of the red blood cells. |

| |2. What do the letters of the blood groups represent? (Students can answer this question from engagement stimulus |

| |chart). |

| |The letters A & B are used to refer to the specific type of antigen on the surface of the red blood cell. |

| |3. What are blood group antigens? (Students cannot answer this question from the engagement stimulus chart so |

| |instructor needs to provide additional content information about antigens). |

| |These antigens are either sugars or proteins, and are attached to various components in the red blood cell |

| |membrane. |

| |Antigens of the ABO blood group are sugars. They are produced by a series of reactions in which enzymes catalyze |

| |the transfer of sugar units. |

| |A person's DNA determines the type of enzymes they have, and, therefore, the type of sugar antigens that end up on|

| |their red blood cells. |

| |In contrast, the antigens of the Rh blood group are proteins. |

| |4. What are the functions of antigens? (Even though Students can answer this question from engagement stimulus |

| |chart, instructor may need to provide more explanation for the second bullet item). |

| |They provoke the production of antibodies against foreign substances that may harm the body. |

| |They provide a chemical signature that allows the immune system to recognize the body’s own cells. |

| |Antigens of a particular group induce the production of antibodies against other groups. (Ex: Antigen A induces |

| |the production of antibodies against antigen B in the plasma). |

| |5. What are antibodies and where in the blood are they found? (Students can answer this question from engagement |

| |stimulus chart however, instructor needs to explain the roles of antibodies in providing immunity to the body). |

| | |

| |Antibodies are substances produced by the immune system to fight and protect the body from foreign invasion. They |

| |are found in the plasma of the blood. |

| |6. What roles do blood antigens play in blood donation? (Students can answer this question from engagement |

| |stimulus chart, however instructor needs to provide additional information to explain the result of blood group |

| |incompatibility). |

| |For a safe blood donation, blood group antigens of both donor and recipient must be compatible otherwise the red |

| |blood cells of the donated blood will clump together (agglutinate), break apart, and block capillaries. |

| |7. Why are people with blood group O able to donate blood to all blood groups? (Students can answer this question |

| |from engagement stimulus chart). |

| |Blood group O contains neither antigen A nor B. It only contains antibodies A and B so matches with blood groups A|

| |and B with antigens A and B. |

| |People with Blood group O are referred to as “Universal Donors” because they can donate to all blood groups. |

| |8. Why would some one with blood group AB receive blood from all blood groups? (Students can answer this question |

| |from engagement stimulus chart). |

| |People with group AB referred to as “Universal Receivers” can receive blood from all blood groups. |

| |This because they neither have anti-A nor anti-B antibodies to attack the antigens A and B present in blood groups|

| |A and B. |

| |9. What is the effect of mixing blood groups that do not match? (Students cannot answer this question from the |

| |engagement stimulus chart so instructor needs to provide additional content information). |

| |There is a small margin of safety in certain blood group mixing, because the volume of donated blood is usually |

| |relatively small and the donor’s antibodies are quickly diluted in the plasma. |

| |In most cases, mixing blood groups that do not match can result in death. |

| |(*Instructor may ask more Specific questions based on students’ observations & responses. The focus questions |

| |above should drive the class discussion as well as guide the instructor in providing additional content |

| |information that is not evident on the engagement chart). |

|Phase 4: Closure |Summary of understanding: |

|Student understanding is |Students are asked to work in pairs in order to |

|summarized and linked to |Revise their blood group chart |

|previous understanding. |Explain to each other why it is important to do a blood type test before giving a person a blood transfusion (must|

| |use the terms antigen and antibodies in their explanation). |

| |Explain how the blood plays a part in the body’s defense (must use the terms red blood cells, plasma, antigens, |

| |antibodies and immune system in their explanation. |

|Phase 5: Application |Objective activity: |

|Students apply their |Hypothetical organ donation case study with one donor and 5 possible recipients. Partners select the recipients |

|understanding in a new |who will need anti-rejection medication and tell each other reasons for their selection. |

|context. | |

|Materials |6 copies of Blood Group Chart Worksheet and Organ Donation Scenario Worksheet |

| |Possible set up to show electronic simulation as technology option: |

| | |

Rev. 9-20-06

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