QED Inductive Lesson Plan Template – Biology Example (Rev



Qed Inductive Lesson Plan Template – Biology Example (Rev. 9-25-06)

| |Preliminary Preparation |

|Topic |Defense Against Infectious Disease: Blood Groups |

|Principle with Related |Principle: Safe blood donation depends on the absence of |Related Concepts: blood types, 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 types |

|(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 group antigens. |

| |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 types to determine potential organ recipients’ need for anti-rejection |

| |medication. |

|Phase 2: |Engagement stimulus: |

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

|When presented with |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 type 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 |Humans belong to one of four basic blood groups A, B, AB, and O. |

|single concept or |Blood type is genetically determined by the presence or absence of specific proteins found on the surface of the |

|principle. |red blood cells. These proteins provoke the body’s immune response to produce antibodies. |

| |The letters A & B refer to proteins on the surface of the red blood cell that act as antigens. |

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

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

| |For a safe blood donation, blood types of both donor and recipient must match so that antibodies are not produced |

| |that will adversely affect the immune system causing the body’s defense system to break down. |

| |People with Blood type O are referred to as “Universal Donors” because they can donate to all blood types and |

| |those with type AB are referred to as “Universal Receivers” because they can receive from all blood types. |

| |Mixing blood types that do not match can result in death. |

| |(*Specific questions will be dependent upon student observations & responses.) |

|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 scenario with one donor and 5 possible recipients. Partners select the recipients who |

|understanding in a new |can safely receive the donation and those who will need anti-rejection medication and tell each other reasons for |

|context. |their selection. |

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

| |Reference electronic simulation: |

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