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Unit D: Human Systems The Immune Response

Subject / grade level: Biology 20 Unit D: Human Systems: The Immune Response
Lesson Length: Course block 75 minutes
Objective:
Students will understand that a defence system contributes to equilibrium by
eliminating pathogenic organisms.

Prior Knowledge:
Students must have a prior understanding of the importance of equilibrium in a
systems as well as an understanding of cycling matter in living systems. Further
they must understand the role white blood cells play in immune response.
Grade 8 Science, Unit B: Cells and Systems
Science 10, Unit C: Cycling of Matter in Living Systems
Program of studies Specific Outcomes for Knowledge:
Specific Outcomes for Knowledge:
20D2.8k the main cellular and noncellular components of the human defence system
and describe their role; i.e., skin, macrophage, helper T cell, B cell, killer T cell,
suppressor T cell, memory T cell

Lesson Objective(s):
Students will understand that WBCs defend from harmful microbes
Students will understand that there are two types of WBCs (macrophage and
lymphocyte)
Students will understand that there is two types of lymphocytes (t cell and b cell),
which are released, based on antigen/antibody interaction to kill the microbes.
Students will understand the process of an immune reaction (8 steps)
Students will understand the process of immune memory
Students will understand that antibodies are specific to antigens and are the tags
that bind to mark for destruction.
Students will understand that poisons attach to receptor sites on cell
Students will understand that antibodies cannot blueprint HIV because it attaches
to receptor sites on T cell and goes inside.
Students will understand that microbes cause disease and there are 4 categories
(protists, fungi, bacteria, virus).
Students will understand that WBCs die when macrophages release enzymes that
destroy both the microbe and itself.
Students will understand immune system problems exist, for instance allergies,
organ rejection or autoimmune disease.
Students will understand that a societal controversy exists around vaccinations.

Time
2
mins

Teacher Activities
Welcome students to class; allow time for them to settle.
Distribute note packages and explain the daily schedule.

5
mins
5
mins
8
mins

Explain the immune system and its general functions.

Student Activities
Arrive to class
prepared, settle and
listen to outlined
schedule.
Copy down notes and
listen to teacher
explanations. Ask any
questions.

Describe the immune response, specifically the two


types of WBCs that defend the body against microbes.
Define and explain, the types of lymphocytes involved
in antibody release.
Go through animation/video http://sciencelearn.org.nz/Contexts/FightingInfection/Sci-Media/Animations-and-Interactives/Theimmune-system
8
Describe the immune reaction process. (All 8 steps in
mins detail)
Show animation video http://highered.mheducation.com/sites/0072507470/stud
ent_view0/chapter22/animation__the_immune_response
.html
3
Describe and explain the process and function of
mins immune memory.
3
Describe antibodies, their specificity to antigens and
mins their roles in microbe destruction.
2
Explain that poisons attach to the receptor sites on a
mins cell.
This is counter-attacked by an antibody attaching to the
poison to prevent cell attachment.
5 min Explain HIV; how it attaches to receptor sites on T-cells,
and the issue of how antibodies cannot fight the virus
being that it embeds itself into the T-cell
5
Explain and describe the 4 types of microbes (protists,
mins fungi, bacteria, and virus).
2
Explain the fate WBCs encounter during the battle of
mins microbes.
2
Discuss and describe the immune system problems
mins (allergies, organ rejection and autoimmune disease)
10
Show two videos on vaccinations
Watch videos
mins https://www.youtube.com/watch?v=3aNhzLUL2ys
https://www.youtube.com/watch?v=nDjz5qHIzsc
5
Ask students if they have any questions in regards to the Ask any questions.
mins content.