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Lesson Plans for Week 7



4 x 60 minute lessons around Big Idea 5 (relating to Misdirected Immune Responses)

Lesson 1:
What do I already know about allergies?
Let’s investigate!
Lesson 2:
Learning from each other about allergies and the allergic immune response
Lesson 3:
What do I already know about autoimmune diseases? Let’s clarify!
Lesson 4:
The different immune responses (of a non-deficient immune system)
Overview
Introduce Big Idea
Allergy Response
Begin Investigative task (allergies)
Important note: Immune system is not deficient (cf. last lesson: TB, HIV attack immune system)
Communicate new learning (allergies) to class
Notetaking
Peer Assessment
Reflection
Links!
Autoimmune Response
Question writing and answering
Cooperative learning
Synthesis of ideas
Links!
Pull it all together
Summarise different mechanisms involved
Identify links (misdirected immune responses vs. effective responses; homeostasis; etc.)
Activity 1
KWL for Allergies



Glossary for allergies (Can use an activity like Quiz-Quiz-Trade if you like)

Class discussion to pool class knowledge (students record in workbooks in own words/way)
Presentation of Investigations

Students take notes during presentation (unless it is their turn to peer assess) eg with “2 column notes” or other technique that has already been explicitly taught to students

Peer assessment of each other’s presentations
KWL for Autoimmune disease


Glossary for autoimmune response (Can use an activity like Quiz-Quiz-Trade if you like)


Class discussion to pool class knowledge (students record in workbooks in own words/way)
Floor Sequencing activity:
The 3 big-picture responses (to pathogens, allergic, autoimmune)

Students in pairs or threes, then swap and do all three (use (A4 sheets with large writing for each step of a particular response – student teams lay on floor in correct order)
Activity 2
Investigative Task (Small group)
  • Allergy scenarios
  • Student instructions
  • Peer Assessment rubric
  • Resources list
Student reflection:
After reading peer feedback and discussion in own group, students write reflection in workbooks (provide prompting questions on whiteboard)
Find someone who knows
All students receive a text, and after reading/thinking time, complete question sheet.

Work through as class to provide feedback on correct answers
Song Summary
Misdirected immune responses
(provide key terms covering all key points in big idea)

(If short on time, drop this and move to Activity 3)
Activity 3


Venn diagrams to summarise:
e.g. localised vs. systemic autoimmune diseases, common vs. rare, female vs. male (depending on time and class interest in specific areas)


Final Graphic organiser task to summarise: 3-way Venn diagram or similar

(Similarities and differences between the three immune responses)
Activity 4

Complete KWL chart for allergies (self-assessment)
Complete KWL chart for autoimmune diseases (self-assessment)



Big Idea details

VCE YEAR LEVEL

BIOLOGY
Unit 3, AOS 2
Sometimes the immune system is “misdirected” and the immune response itself causes symptoms/disease


What you intend the students to learn about this idea.
The distinction between diseases caused by a functioning immune system that is directed towards non-pathogens, and a deficient immune system that is unable to satisfactorily deal with pathogens

Allergies are a response to substances (allergens) that are incorrectly recognised as harmful by the immune system and this response is the cause of allergy symptoms

Some allergies can be life-threatening – the mechanism is the same as for less serious allergies but the response is so abrupt that it can be fatal

Autoimmune diseases are a result of the immune system responding to the organisms own cells - the immune system is the source of the disease
Why it is important for students to know this.
Allergies are very common and relevant to students (they may have experienced them, or have friends who do)

Anaphylactic shock can be fatal – learning about triggers, responses and treatment may equip students to help someone at some stage and also to minimise any tendencies to trivialise others’ allergies

Provides an opportunity for students to revisit their understanding of the immune system and create new links between concepts
What else you know about this idea (that you do not intend students to know yet).
Deficiencies of the immune system – such as HIV-Aids

The known factors that can contribute to someone having allergies or autoimmune diseases
Knowledge about students’ thinking
/difficulties connected with teaching this idea.
Differences in mechanisms between a an immune response to a pathogen, an allergic reaction, and an auto-immune response

The mechanism of an allergic response

The mechanism of an autoimmune response
Teaching procedures
(and particular reasons for using these to engage with this idea).
Investigative tasks (Group work) common allergic response (Group task)
Provide a number of common scenarios involving allergies and autoimmune diseases (eg student with severe allergy to nuts who goes into anaphylactic shock at school; friend who goes on school excursion and has to go home due to severe hayfever; student with Type I Diabetes Mellitus, another with Juvenile RA). Students to list the symptoms of the allergy in the various cases and investigate the cells/tissues involved, the mechanism of the response. Create poster/MM presentation/Role play/Concept map/Physical models to communicate findings. (Purpose: to link ideas, identify misunderstanding about immune systems; work collaboratively; make topic relevant)

Compare and Contrast / Similarities and Differences
Examine immune response to a pathogen, an allergen, and own cells by comparing/contrasting (Purpose: to consolidate understandings; link with knowledge of immune responses to pathogens)

Sequencing activities
Using props (eg colourful large cards, pictures) to create a flow chart for the different mechanisms (To differentiate between the different responses & consolidate understandings; using colour, kinaesthetic tasks to encourage long-term memory)
Specific ways of ascertaining students’ understanding or confusion around this idea
(include likely range of responses).
“Who was to be a Millionaire” game show with questions (students teams pose questions from notes; contestants can use lifelines; contestants from teams change regularly)

Concept mapping, particularly of mechanisms, to summarise key understandings

“What if?” questions – applying understandings to novel circumstances

Present and explain group investigative tasks for peer appraisal



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