Immune System Unit

Grade 6

Essential Question of Unit:

How does the immune system work to keep us healthy from communicable and noncumminacable diseases?

By Dana Mooney and Katherine Klausner

Contents:

*Lesson Plan Checklist

*Day One Lesson Plan with Supplements

*Day Two Lesson Plan with Supplements

*Day Three Lesson Plan with Supplements

*Day Four Lesson Plan with Supplements

*Day Five Lesson Plan with Supplements

*Group Culminating Assessment

*Individual Assessment

First Lesson Plan for Immune System (Grade 6)

Essential Question:

What are the components and primary functions of the human body’s immune system?      

Culminating Assessment:

 Students will have a discussion and complete the KWL chart for Lesson One.           &n bsp;      

Before: (15 minutes)

Today we are going to discuss the immune system.  (Handout K-W-L charts.)  Do you know what the immune system is, or what it does?  Think about your responses and write them under “K” on your own charts.  Can I have a few volunteers to write their ideas on the board?  (Students should have prior knowledge of antibodies and blood cells from fourth grade.)  <Facilitate discussion based on answers> Now think about what you want to know about the immune system and write your response under the “W” in your chart.  <Call for more volunteers> Now we are going to explore the immune system.

During: (45 minutes)

(Pass out vocabulary ditto and start power point presentation on scientific definitions and ideas including: white blood cells, antibodies, lymphocytes, B and T lymphocytes, antigens, microbes, natural killer cells, and how immune system functions)  Please follow along as I read aloud.  Fill out your vocabulary sheets every time I come to a starred word or idea because these are the most important facts you will need to know and understand.  (Power Point will take about 30 minutes.)

Now we are going to watch a short video clip on how the immune system fights disease.

*Preventing Communicable Diseases: Colds, Flues, AIDS, and STD’s

(Video clip should last about 15 minutes)

After: (15 minutes)

(Hand out ditto that illustrates how the immune system fights antigens) Everyone please get into your groups and work on the worksheet.  Follow the directions carefully.   (Teachers have prearranged groups of four and students have crayons in desk.)

(Go over the ditto as a class and then have them make corrections and turn in.  Place into Disease Prevention Folder that students will get back at end of unit to study from.)

Culminating Assessment: (15 minutes)

Let’s get back into our original circle and fill out the “L” in our charts about what we learned today.  Can I have some volunteers to come up and write on the board what they learned?  (Discussion)

Name____________________                                                         Date______________

Topic:__________________________________________________________________    ________________________________________________________________________

Name_____________________________      &nb sp;         Date__________________________

Vocabulary- Immune System

1. Immune System ________________________________________________________________________ ____________________________________________________________

2. Microbes ________________________________________________________________________ ____________________________________________________________

3. White Blood Cells ________________________________________________________________________ ____________________________________________________________

4. Antibodies ________________________________________________________________________ ____________________________________________________________

5. Phagocytes ________________________________________________________________________ ____________________________________________________________

6. B-lymphocytes ________________________________________________________________________ ____________________________________________________________

7. Memory Cells ________________________________________________________________________ ____________________________________________________________

8. Natural Killer Cells ________________________________________________________________________ ____________________________________________________________

9. Antigens ________________________________________________________________________ ____________________________________________________________

10. T-Cells ________________________________________________________________________ ____________________________________________________________

Second Lesson Plan for Immune System (Grade 6)

Essential Question: 

How does the body become sick with a communicable disease?

Culminating Assessment:

Students will begin their homework in class based on game.

Before: (20 minutes)

Today we are going to perform an experiment based on all the different microbes found in our classroom.  Does anyone remember what a microbe is?  (Call on volunteers.)  (Hand out lab reports and materials necessary)

( http://www.hometrainingtools.com/articles_view.php?aname=bacteria-experiment-science-teaching-tip&print=true)

 Everyone get into their groups of four and begin following the directions.  If you have any questions I will be walking around.

(Students will walk around classroom and perform experiment.)

During: (45 minutes)

I am going to read page 179 and 180 to you.  As I read, pay special attention to bold and italicized words. 

(Go over definitions and concepts about how microbes are spread.)  Now, read pages 187 and the first paragraph on 188 and then look at the chart on page 189.  As you are reading, pay special attention to the causes of different communicable diseases.  (When students are done reading, go over material)

(25 minutes)

Now we are going to play a game about how microbes and communicable diseases are spread.  Get into your groups please.  (Students were pre arranged into five groups by teacher.)  Each group should make up a skit based on one of the five ways that microbes are spread based on page 180.  (Tell each group which topic they have.)  For example:  for the “By Contact with Animal” you could act out someone getting bitten and sick.  You have ten minutes to make it up and then you are going to share your skit with the class.  (Bring students up to front and discuss each skit.)

(20 minutes)

After: (10 minutes)

Take out your science journals and respond to question number five on page 181.  I will call on a few of you to explain your responses. (Students have been keeping science journal since beginning of year.)

Culminating Assessment:

Take home lab reports and fill in the materials and procedure part for tomorrow. (Students have prior knowledge of lab reports.)

Name___________________     & nbsp;           & nbsp;           & nbsp;    Date_____________________

Lab-Bacteria Growth

Using Petri dishes and nutrient agar, we will perform our own bacteria growth experiment in our classroom. The dishes are prepared with solidified agar.

Directions:

1. Please divide the Petri dish into four sections with a black marker and label each section one, two, three, and four.

2. Use a sterile cotton swab and swab the inside of your cheek.

     Very gently rub the swab over the agar labeled “one” in a few strokes.

3. Use another sterile cotton swab and wipe a desk surface.

     Very gently rub the swab over the agar in the second section of the dish in a few strokes.

4. Use another cotton swab and wipe the floor of the classroom.

    Very gently rub the swab over the agar in the third section.

5. Use the last cotton swab to wipe a doorknob in the classroom.

    Very gently rub the swab over the agar in the last section of the dish.

6. Allow the dish to sit in a warm/damp place until Friday. 

7. Draw and explain what you see in the four parts of the Petri dish.

Third Lesson Plan for Immune System (Grade 6)

Essential Question:

What is HIV/AIDS and how is it spread?

Culminating Assessment: Have students write a reaction to the speaker and/or HIV/AIDS in their science journals. 

Before: (5 minutes)

(Handout K-W-L charts.) 

Ask students to share any knowledge they have about HIV/AIDS.  Write some of the major points contributed by students on the board.  Do you know anyone who has HIV/AIDS?  Do you know how people contract the communicable disease, AIDS?  Can you think of any ways that we talked about yesterday that you could possible get AIDS? What do you want to know about this disease?

During: (50 minutes)

Today we are going to have a guest speaker come in to speak about HIV and AIDS, how it is spread, and why the virus can not be stopped.  First I am going to handout a packet on some recent research and basic facts of AIDS.  I want everybody to read the packet silently.  Then you are going to get into your groups and brainstorm about some questions that you may want to ask the guest speaker.

(20 minutes)

<Remind students how to behave with a guest in the classroom.>

Introduce Shellye Howard, MA, PPS, ESA.

Guest speaker conducts her workshop called “Living As A Daughter of an HIV Positive Person”  suitable for grades 4-6.

(30 minutes)

After: (10 minutes)

Name one thing that you learned about HIV/AIDS from the presentation.

<Have a quick group discussion about what they thought about the presentation.>

Culminating Assessment: (10 minutes)

Everyone take out your science journals and take about ten minutes to write a reaction about the speaker or HIV/AIDS.  Write about how it made you feel when she was talking.

Name____________________                                                         Date______________

Topic:__________________________________________________________________    ________________________________________________________________________

                                       AIDS PACKET

HIV is short for Human Immunodeficiency Virus, which is the virus that causes AIDS. This virus is passed from one person to another through blood-to-blood and/or sexual contact. In addition, infected pregnant women can pass HIV to their baby during pregnancy or delivery, as well as through breast-feeding. People with HIV have what is commonly called an HIV infection but sometimes it is also called the AIDS virus. Viruses are germs that can cause illness in humans. As an example, Measles, Mumps, Chicken Pox and the Flu are all caused by viruses. Viruses cannot reproduce on their own. They can only reproduce by using the cells of other humans or animals. In humans, different viruses infect different cells and cause different sorts of illnesses. For example, HIV infects the cells of the 'immune system' - the very thing the body uses to fight against germs. Most people with HIV will eventually develop AIDS as a result of their HIV infection.

You CAN get the virus by:

·       Having unprotected sexual contact

·       Coming in contact with blood with someone who has HIV

·       Sharing needles or syringes (or injection equipment) used for injecting drugs, medicine, tattooing, or ear piercing with someone who has HIV.

·       Being born to a mother who has the virus

·       You CANNOT get it from:

·       Touching, talking to, or sharing a home with a person who is HIV infected or has AIDS.

·       Sharing food utensils, (such as forks, knifes or spoons) towels or bedding used by someone with HIV infection or AIDS.

·       Using swimming pools, hot tubs, drinking fountains, toilet seats, doorknobs, gym equipment, or telephones used by people with HIV infection or AIDS.

·       Having someone with HIV or AIDS hug, kiss, spit, sneeze, cough, breathe, sweat, or cry on you.

·       Being bitten by mosquitoes or bedbugs.

·       Donating blood. A new needle is used for every donor. You do not come into contact with anyone else's blood. Donated blood is always screened for HIV so the risk of infection from a blood transfusion is very, very low.

Perhaps you’ve have heard the term HIV-positive. It means that an antibody test has shown that someone has been infected with HIV. It does not necessarily mean that a person has AIDS right now. Many people with HIV may not know they have it. You can carry the virus for up to 15 years and possibly longer without any overt signs or symptoms. They may look, act, and feel healthy, but can still infect others with HIV through unsafe sex or by sharing needles. If a person engages in an "at risk" lifestyle they should get tested for HIV regularly.

STATISTICS

• 4.8 million new HIV infections occurred in 2003. That’s about 14,000 a day!
• Approximately 11 of every 1,000 adults (ages 15 to 49) are HIV infected.
• As of the end of 2003, an estimated 37.8 million people around the world were living with AIDS/HIV; 
  35.7 million adults
  2.1 million children under the age of 15
• 2.9 million people lost their lives in 2003; almost 500,000 were children under the age of 15.
• Over 20 million people have died since the first AIDS case was identified n 1980.

Source:  (http://www.aids.com/facts.htm)

       Fourth Lesson Plan for Immune System (Grade 6)

Essential Question:

What are the differences between communicable and noncommunicable diseases including causes, symptoms, and treatments?

Culminating Assessment:

Have students take home journal and talk to and respond to their parent’s thoughts on disease.

Before: (10 minutes)

This story is about a twelve year old baseball pitcher that is in the hospital with a blood disease. Paul has just been told by his doctor that he is going to have to increase the dosage of his medication.

<Read aloud “Hang Tough, Paul Mather” to students.  Ask students what they know or have heard about cancer.>

<Explain that cancer is noncommunicable and is not caused by microbes.>

During: (50 minutes)

Please read pages 198-202 silently to yourself.  As you read, take notes the usual way by drawing the vertical line down the left side of your notebook paper and writing the key words and ideas on the left and details on the right.  Don’t forget to put your summary at the bottom of your notes.  (Students have prior knowledge on structured notetaking.) 

(30 minutes)

Now we are going to do a fun activity about your own heart rate. 

<Explain heart rate activity>

(20 minutes)

After: (15 minutes)

Now get into your groups of four.  (Handout worksheet based on diseases, symptoms, causes, and treatments.)  Work together and fill in the chart and make it colorful and neat.  We are going to hang these up around the classroom.

Culminating Assessment:

Please take home your science journals and ask your parents what they know about risk factors in disease prevention.  Jot down a few things your parents say and write what your response to your parents.  Talk about noncommunicable and communicable diseases and if you know anyone in your family with any type of disease we have discussed so far, feel free to write about it in your journal.

Name ____________________        &nbs p;         Date__________________

Fifth Lesson Plan for Immune System (Grade 6)

Essential Question: 

What are the students’ strengths and weakness of comprehension of this unit?

Culminating Assessment:

Hand in any questions on any unit topics that they do not understand or are somewhat unclear to them.

Before: (15 minutes)

<Introduce lesson and review.>

Today we are going to check on our bacteria and see what has changed, if anything.  We are going to complete a drawing of what the Petri dishes look like, and then we will get into groups and write down the changes and our observations.

(Students have prior knowledge of how to complete labs.)

Get into your groups and go observe your dishes.

During: (50 minutes)

When you are done looking at your dishes, go sit down and start drawing.  Talk with your group about what you think happened and how the bacteria grew.  Write 2-3 sentences about each section of the Petri dish next to the drawing.  Make sure you label what each section is.

<Short lecture/review on each bacteria>

(20 minutes)

Now we are going to review what we learned so far this week.  We are going to play Immunity Jeopardy.

<Divide the class into two teams and explain rules.>

(This activity will help students review for the test that they will have next week on the immune system.)

(We will use vocabulary and concepts from the week and make a Jeopardy Game on Power Point)

(30 minutes)

After: (10 minutes)

Take out your science journals and write down the most interesting thing that you learned this week.  It can be about any topic on any day. 

<Call on volunteers to share their ideas.>

Culminating Assessment:

Take one minute and write down one question that you have about the unit.  Please hand them into the “Question Box” on your way out of the classroom.  This will help me be able to clear anything up on Monday to prepare you for the test Wednesday.

Lesson Check List

Group Quiz/Activity

Directions: Pick four things, (2 each day) to do with your group.  This will be handed in for a grade on Tuesday.

1. Make a 3-D clay model of an antibody and how it resembles a key that fits a microbe as a lock.

2. Make a funny comic strip containing at least five scenes how a character

gets sick with a communicable disease.  Make sure you include how they got sick and what virus or bacteria infected them.

3. Write a two page story about how it feels to live with AIDS.  (Remember the guest speaker.)

4. Make a colorful chart on four different diseases, two communicable and

two noncommunicable diseases.  Include symptoms, causes, and treatments.

5. Research one of the diseases on the chart on page 189 at the library. Then,  

Write down what you would tell someone to do if you were the doctor. 

(1 page)

6. Outline somebody’s body on long white paper.  Inside draw what areas

are infected by the flu or by chicken pox.

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