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 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
ACTIVITY
DESCRIPTION / METHODOLOGY / KEY QUESTIONS FOR SCAFFOLDING / LEARNING OBJECT/S
1 / Pupil discoverin 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.
Link-Tip:
(Das Lymphsystem, 1:53 min)
(Die Lymphe – Das Allerfeinste im Körper, 8:59 min)
(Das Lymphsystem, 26:30 min) / Pupils observe the stages and parts of lymphatic system.
Talk and discussion about structure and functions of the lymphatic components along prepared inquiry by teacher
Documentation with mind and concept mapping
Presentation in IWB to the whole class
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 structure and function of lymphatic system on the whole
Discuss and explain the specific function of its components in an overview
Describe in detail structure and function of a lymphatic node
Identify the specifc cells that are deposited in lymphatic system
Describe the teamwork between blood capillary and lymphatic system /
ACTIVITY
DESCRIPTION / METHODOLOGY / KEY QUESTIONS FOR SCAFFOLDING / LEARNING OBJECT/S
2 / Pupils explore the process of phagocytosis of a “foreign Body” by a white blood cell as slideshow or 3D-film.
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:
How white blood cells work / Teacher led presentation on IWB to the class
Whole class discussion and predictions about the defense strategies of the human body / Experience white blood cells as basic immune response
Observe phagocytosis as non-specific immune response
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 /
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