Teacher Lesson Plan for Unit 7: Immune System
Grade: 10 | Content Area: Science | Course Name: Biology |
For every lesson:
Students will start out each lesson by completing their vocabulary sheet and reviewing the standards. Instructions are listed in each part of the assignment, but students rate their knowledge by placing a circle on a 1-4 continuum for the standard/vocab word before the lesson. Students will work through all the lesson activities. See below for specific instruction for each lesson activity. All time frames assume 50 minute class periods. Before taking each formative assessment, students will re-evaluate their knowledge of the vocab and standards by placing a triangle to indicate their level of knowledge. Lastly, before taking the summative exam, students will place a square around the vocab/standards. Students can use this to track their learning and see areas where they need to improve before taking the summative. With each lesson there is section on current research being done in that field. As an extension, you can have students complete the current research assignment- time dependent. For a general rubric for grading assignments/projects click here. Rubrics can also be made together as a class, which helps set expectations and students construct what they are trying to accomplish.
Learning Target 7.1: Benchmarks: 9.4.1.1.2 (State) and HS-LS1-2 and HS-LS1-3 (NGSS)
Lesson 1 Timeframe | Specific lessons instructions | Supporting Target | Resources |
Vocab and 7.1.1 - 1-2 days 7.1.2- 1 day 7.1.3- 2-3 days 7.1.4- 1 day Review vocab and standards, plus formative- 1 day Total: 6-8 days | 6-8 days VOCAB: When students complete the vocabulary for the first time, it would be best to model how to find good resources for the definitions and also how to succinctly write the definitions. Perhaps go through several of the definitions together and then have them try on their own. Activity 7.1.1: I like to introduce this topic by talking about how you would build a house. (ask students what would you need) You need different material (like organ systems) which are made up of smaller components (like brick is made of sand- analogous to organs) and keep breaking each item down until you get to the “cellular level” More concrete for students to understand. Students can work in pairs or independently to complete project. Use rubric to grade. Activity 7.1.2: Students will need access to flash to do this exercise! There is a note saying that after viewing 2 publications, you need to sign up for an account. However, if students just use the launch interactive button, they will not need to create an account. After completing the online homeostasis simulation and answering questions, discuss how our body controls millions of things at one time without your knowledge. Think/pair/share reactions to homeostasis. Non-virtual option: run simulation on teaching computer with student input on how to maintain homeostasis. If students only have IPads, try to reserve a computer lab if possible. Answer key found here Activity 7.1.3: Body systems overview- This can be a long project to complete in class! If you are crunched for time, have students complete at home. Non-Virtual Option: make a “guide book” to the body with the same requirements. To help with time, put students into groups and assign specific body systems. Then present and put together as one “guide book”. Use rubric for grading. Activity 7.1.4: Homeostasis lab- easier done in partners, but can be done individually. Non-Virtual Option: Doesn’t need technology to complete, only a stopwatch. Use rubric to grade. | I can…describe how the body is organized from cells to organ systems I can… explain homeostasis in the human body I can… give an overview of all organ systems I can… carry out a lab to explain the effect of exercise on heart rate | Lesson 1 with links to activities embedded |
Learning Target 7.2: 9.4.4.2.2 (State)
Lesson 2 timeframe | Specific lessons instructions | Supporting Target | Resources |
Vocab and 7.2.1 - 1 day 7.2.2- 1-2 days 7.2.3- 1-3 days Review vocab and standards, plus formative- 1 day Total 4-7 days | 4-7 days Activity 7.2.1: Non-Virtual Option: watch together as a class and answer questions in groups. Answer key found here. Activity 7.2.2: For kinesthetic learners, attached in the resources is an activity to act out the process of specific immunity. There is a bit of set-up, but it helps students visualize the processes of the immune system. Non-Virtual Option: You could print off the worksheet and readings for the students. Answer key found here. Activity 7.2.3: Students can present their projects to the class. Non-Virtual Option: Students can choose complete this project without the use of technology. Use rubric for grading | I can… describe all three lines of defense in the immune system I can… explain the series of reactions that occur during specific defense | Acting out immune system (located on pg. 17) Lesson 2 formative assessment key |
Learning Target 7.3: Benchmark: 9.4.4.2.2, 9.4.4.2.4, 9.1.1.1.4, 9.1.1.1.5 (State standards)
Lesson 3 timeframe | Specific lessons instructions | Supporting Target | Resources |
Vocab and 7.3.1 - 1-2 days 7.3.2- .5 day 7.3.3- .5 day 7.3.4- 1-2 days Review vocab and standards, plus formative- 1 day Total: 4- 6 days | 4-6 days Activity 7.3.1: Non-Virtual Option: Students can make a timeline within the classroom. Or student can be assigned specific time periods to be in charge of, then put timeline together as a group. Use rubric to grade. Activity 7.3.2: Students will need access to flash to do this exercise! Non-Virtual Option: Use your computer to demonstrate the simulation and have students write down the answers on their worksheet throughout the demo. There is also a printable option listed under launch interactive. Other option for no flash: students can break into groups and each group is responsible for researching one type of vaccine, answering the questions for their particular vaccine. Report back to class and have others fill in the rest of the worksheet. Answer key found here. Activity 7.3.3: This topic works well as a jigsaw activity. Have half the class read one article and the other half read the other article. Partner up and summarize the article when reading in done. A fishbowl exercise or socratic seminar could also be used. Classroom discussion to follow reading. For an extension of this activity, students can excerpts of the book The Immortal Life of Henrietta Lacks. Henrietta article- Readability score: Grade 8.5. Tuskegee article- Readability score: Grade 11. Non-Virtual Option: print off articles for students Activity 7.3.4: The first article is written at a 10th grade level and the second is at an 11-12 grade level. The second article also has a video that plays automatically that might be a good introduction for the class to the topic. This could also be used as a If there is an option to have students share this information (whether with adults or children) try to do so. Non-Virtual Option: print articles for class to read. Use rubric to grade. | I can… list the scientists involved in the development of vaccines along with historical events relevant to vaccine development I can… explain how the six different types of vaccines are created I can… describe unethical treatment of minority groups in research studies I can… make an argument against the anti-vaccine in the United States | More resources on Henrietta Lacks including an interview with the author of the book |
Learning Target 7.4: 9.4.4.2.3 (State standard)
Lesson 4 time frame | Specific lessons instructions | Supporting Target | Resources |
Vocab and 7.4.1 - 1 day Activity 7.4.2-.5 day 7.4.3- 2-3 days Review vocab and standards, plus formative- 1 day Total: 4.5-5.5 days | 4.5-5.5 days Activity 7.4.1: After watching videos, have students think/pair/share discussion questions regarding autoimmunity. Options include: why do you think the number of people with allergies and autoimmune disorders are increasing? Do you have any personal connections with this topic? Non-Virtual Option: Show videos as a class. Answer key found here. Activity 7.4.2: This activity could also be jigsawed. Non-Virtual Option: print out articles. For answer key- make sure the assignment is thoroughly filled out. For an extension, students can try to find answers they wrote down from their question column. This would also be a good place to investigate possible reasons for the increase in allergies and autoimmune disorders. Activity 7.4.3: Demonstrate the application you prefer students to use depending on what technology you have available. I would design a rubric together as a class for this assignment. Discuss what a good video presentation looks like and what elements it should contain. You can use the general rubric for ideas on categories. Non-Virtual Option: Use cell phones to create video, or it could be an oral presentation.. ** I did not include information about HIV/AIDS in this lesson but additional resources and activities for this topic are included under resources. | I can… explain the immune system’s reaction to allergens I can… compare and contrast autoimmune disease and allergies | Lesson 4 formative assessment key |
Before students take the summative test, students will complete the review activity. You will need to compile the questions and answers they come up with into the jeopardy template. This activity will take about 2 days between the development and implementation. Before taking the summative, be sure to have students review vocabulary and benchmarks for the unit. This can be done after students have come up with their questions for the review activity.
Depending on time, students can also investigate other body systems not directly related to the standards. This can be done in a variety of ways.