ScienceToniC



|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 non-specific 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 ) 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 |

| |ACTIVITY |METHODOLOGY |KEY QUESTIONS FOR SCAFFOLDING |LEARNING OBJECT/S |

| |DESCRIPTION | | | |

|1 |Pupil discover in pairs of two the lymphatic system |Pupils observe the stages and parts of lymphatic |Describe the structure and function of lymphatic |[pic] |

| |in some kind of submerge 3D-journey [Tauchfahrt] up |system. |system on the whole | |

| |to the lymph nodes, using their own devices |Talk and discussion about structure and functions of|Discuss and explain the specific function of its | |

| |(especially suitable with tablets) |the lymphatic components along prepared inquiry by |components in an overview | |

| |Pupils “zoom” interactively through the lymphatic |teacher |Describe in detail structure and function of a | |

| |system and its major compontents. Thus they |Documentation with mind and concept mapping |lymphatic node | |

| |understand the lymphatic system as the central organ|Presentation in IWB to the whole class |Identify the specifc cells that are deposited in | |

| |of the immune response and a deposit of various | |lymphatic system | |

| |immune response cells. |Talk, discussion, documentation and presentation |Describe the teamwork between blood capillary and | |

| |To document the virtual journey, each group |allows international cooperative / collaborative |lymphatic system | |

| |constructs a mind map (more enabled pupils use |learning situations. | | |

| |concept mapping). |Teacher and pupils should then have access to video | | |

| |Teacher will moderate each group to present a |messengers or presentation plattforms as i.e. prezi | | |

| |specific part the journey to the whole class. |com. At least, there should be the possibility to | | |

| | |exchange files and informations via e-mail. | | |

| |Link-Tip: | | | |

| | | | | |

| |(Das Lymphsystem, 1:53 min) | | | |

| | | | | |

| | | | | |

| |(Die Lymphe – Das Allerfeinste im Körper, 8:59 min) | | | |

| | | | | |

| | | | | |

| |(Das Lymphsystem, 26:30 min) | | | |

| |ACTIVITY |METHODOLOGY |KEY QUESTIONS FOR SCAFFOLDING |LEARNING OBJECT/S |

| |DESCRIPTION | | | |

|2 |Pupils explore the process of phagocytosis of a |Teacher led presentation on IWB to the class |Experience white blood cells as basic immune |[pic] |

| |“foreign Body” by a white blood cell as slideshow or|Whole class discussion and predictions about the |response | |

| |3D-film. |defense strategies of the human body |Observe phagocytosis as non-specific immune response| |

| |Teachers can use this sequence to lead during | |Give rise to suspicion that the human body owns – as| |

| |discussions to the next lesson and the question, how| |second defence system – a specific immune response | |

| |the human body is able to defense itself against | |Make a presumption, how this specific immune | |

| |microbiological intruders – specifically. | |response could work | |

| |Link-Tip: | | | |

| | | | | |

| |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 | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download