LESSON PLAN
Name: Stacy Garza
Title of lesson: Body Talk: How the Body/Immune System Responds
Date of lesson: End of week 4
Length of lesson: One Class Period

Description of the class:
Name of course: Biology
Grade level: 9th-11th
Honors or regular: Honors/Regular
Source of the lesson:
Martine N. Joseph
George W. Wingate High School, Brooklyn
Living Environment
Summer 2001
http://www.scienceteacherprogram.org/biology/mjoseph01.html
AND
Lesson Plan 6: Your Body's Defenses When Microbes Attack Marybeth Sexton Giselle Mason


TEKS addressed:
(4) Science concepts. The student knows that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. The student is expected to:
(C) compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts; and
Give identification number and letter and write out the TEKS.
I. Overview
• Students will understand that just because a person is exposed to a harmful microbe does not mean that they will become sick.
• Students will understand that the body has multiple lines of defense against microbial invaders.
• Students will explore the roles of skin and mucus membranes, white blood cells, and lymphocytes in preventing and fighting infections.
• Students will understand how immunity develops.
II. Performance or learner outcomes
Students will be able to:
• Name and describe three basic lines of defense against microbial invaders.
• Define white blood cells and lymphocytes and describe their roles in the immune system.
• Define antigens and antibodies, and understand the specificity of antibodies.
• Explain what happens if a person is exposed to an antigen a second time.
• Explain how vaccination achieves an artificial immunity.
• Locate and describe the functions of all organs of the immune system
• Compare the defense mechanism of the immune system to that of a sport team or security system
III. Resources, materials and supplies needed
1. Projector
2. Laptop or Computer with Microsoft Powerpoint
3. Disk with PowerPoint demonstration slides (1-7)
IV. Supplementary materials, handouts.

Immune System Handout

Five-E Organization
Teacher Does Probing Questions Student Does
Engage:
Show pictures via a slide show of Measles, Smallpox, and Chickenpox. Describe symptoms of flue and cold.
Discuss why the results are this way.
Prompt students to recall definition of system and to use prior knowledge to come to the definition of 'immune'.
Have a volunteer write students answers to complete the web sheet. Ask student if they ever had one of the following infections: Measles; Mumps; Smallpox; Chickenpox; a cold; flu.

I: What are some words that come to mind when you see the word 'Immune System'?
Allow students to come to the conclusions that very few of them if any had the first three infections because of vaccination.

Fever, lymph node, sneeze, mucus, antibody, vaccine.

Explore
II. Description of the immune system
Made of highly specialized cells and a circulatory system consisting of lymphatic nodes and lymphatic vessels.
(Describe the types of white blood cells, their origin and functions) Organs of the immune system are made of lymphoid tissues hence the name lymphoid organs.
Demonstration: Slide I "Cells of the Immune System"
Demonstration: Slide II "Organs of the Immune System"

Demonstration: Slide III “Lymphatic Vessels & Lymph Nodes”
The lymphatic vessels and lymphatic nodes are the parts of the special circulatory system that carries lymph. Lymph nodes dot the network of lymphatic vessels and provide a meeting ground for the immune system cells (White blood cells chiefly lymphocytes)

III: What are of some of the substances or invaders that are targeted by the immune system?
Have students come up with at list first.
Elicit: Infectious bacteria, Fungi, Parasite, and viruses. Be sure to mention allergens and cancerous cells
Demonstration: Slide IV “Foreign Invaders”
This slide shows a picture of: Streptococci (Bacteria), mold (Fungi), schistosomiasis (Parasite), and Herpes (Virus).
IV: How does the body defend itself against infection?

A. 1st line of defense: Involves several kinds of physical and chemical barriers.

B. 2nd line of defense: The Inflammatory Response
Elicit: Swelling, redness, warmth, and pain in the area of an infection. An increased blood flow attracts White Blood Cells i.e. macrophages, phagocytes and neutrophils to infected area.
C. 3rd line of defense: The Immune response
At this stage the immune system is fully active in recognizing, attacking, destroying and 'remembering' each kind of pathogen or foreign substances that enter the body. This step involves the production of antibodies and specialized cells that bind to and inactivate foreign substances.
Demonstration: Slide V: antibodies
The variety of antibodies is very large. Different antibodies are destined for different purposes. Some coat the foreign invaders to make them attractive to the circulating scavenger cells, phagocytes, which will engulf an unwelcome microbe.
(Describe briefly the structure and function of antibodies)

Where do the immune systems cells originate?
Why the diversity?

Why are there multiple organs?
What is their importance?
I.e.: What is their function?
Do you think these organs are connected?
What would be the advantage of connecting these?

What travels in the lymphatic vessels?
What is lymph, why is it an advantage to circulate lymph?
If an infection is located at an extremity what is the role of lymph vessels, lymph, and lymph nodes?
Does it make sense to have one in coming vessel into the lymph node or many? Does it make sense to have multiple or single out going vessels?

What students don’t come up with, fill them in.

What is the function of a barrier?

What general environmental conditions do bacteria thrive in?
What are the most likely areas on/within the body that have these characteristics?

What happens if you get a gash (big cut) on your foot?

Why does our immune system have memory cells?
Is the body going to react faster or slower the second time a specific infection occurs?
Where are antibodies located in the body?
What is the function of macrophages?

Expected Student
Responses/Misconceptions
Stem Cells and Bone Marrow
The immune system can react to diverse antigens.

These organs are positioned throughout the body as they filter out antigens or produce a reaction that counteracts antigens.
Misconception: To break down antigen.
Truth: These organs produce or contain lymphoid cells that react with antigen.
Misconception: Blood vessels are also lymph vessels. (They are completely different)
Lymph travels through vessels not blood.
Lymph is clear plasma, white blood cells.
Lymph brings the disease causing microbes from infection site to the lymph nodes through the lymph vessels.
Lots of incoming, one out going.

Keep out infectious causing microbes.

Bacteria thrive in moist, warm, dark conditions.
Mouth, eyes, nose, intestine, skin, ears, intestine.
Elicit: Sweat, Tears, Saliva, Mucus (chemical barriers)
Elicit: Skin, membrane lining body passages (physical barriers)
Bleed, swelling, pain, appearance of lymph, scab.

Memory cells are preventive as they recognize reentry of infectious microbes.
In the lymphatic system/blood.
To engulf antigen that has been tagged by antibody.


Explain:
Group discussions:
A cut is made on the surface of your skin.
Describe how the body will respond.

You are sick with a cold. You have a cough and congestion and your sneezing and have a fever, how is the immune system responding?
What will be cut?
Why is the area of the cut puffy?
Is the body producing antibody? What for?
SOMETHING TO THINK ABOUT:
Is a fever an adaptation of microbes to the body as a way of causing a disruption in the humans system making it more susceptible to infection? (Human proteins and macromolecules degenerate at higher temperatures) Or is it a human adaptation as a response for killing the pathogens?
What is in mucus? How does this help PREVENT infection?
Capillaries and lymph vessels.
An increase in lymph causes the puffiness, as white blood cells accumulate.
The antibodies locate and bind to antigen specific for the antibody. Once the antigen is tagged the macrophages may engulf the antigen in the lymph node. This is where the lymph is gathered and filtered.
The sneezing is a bodily response to get rid of antigen by blasting air out of the lungs mouth and nasal passages.

Antibodies and macrophages are in mucus.
Extend / Elaborate:
Disorders of the immune system
Describe the causes and effects of several diseases or disorders on the immune system i.e. Allergies, AIDS and Autoimmune disease. This will help students to understand the role of the immune system in helping the body to maintain a well-balanced health state.
Demonstration: Slide VI: Disorders of the Immune System: AIDS
When the immune system is lacking one or more of its components, the result is an immunodeficiency disorder.
Question: How can a person develop this disorder?
Elicit: 1). Inherited
2). Acquired through infection
3). Produced as an inadvertent side effect of drugs such as those used to treat cancer or transplant patients.
Demonstration: Slide VII: Autoimmune disorders
Sometimes the immune system 's recognition apparatus breaks down. The body begins to manufacture antibodies and T-cells directed to against the body's own cells and organs contribute to many diseases known as autoimmune diseases.

Are all bacteria bad? When a cut occurs and lets in normal flora/good bacteria where it doesn’t “belong” what happens?
If you are sick by one pathogen what happens if another less infectious pathogen enters the scene?

The second is more likely to make you sick because the system is already using resources.
Normal flora live on and in the body but are kept in check by the bodies defenses.
Infection occurs along with an immune response.

Evaluate:
Learning Objectives: At the end of this lesson students should be able to:
• Locate and describe the functions of all organs of the immune system
• Explain the three lines of defense against disease –causing organisms
• Describe and understand the specificity of antibodies
• Compare the defense mechanism of the immune system to that of a sport team or security system
• Understand the relationship between the immune system and homeostasis i.e. diseases or disorders


Summary & Application
Allow students time to respond to the following critical thinking questions in writing. A class discussion could be followed.
1. Suppose a person's immune response is operating at a below-normal level. Suggest several possible causes for this deficiency.
2. Why do you think a person can come down with a common cold over and over again without developing immunity to it?