University Learning in Schools Antibodies: Weapons of Microbe Destruction

University Learning in SchoolsAntibodies: Weapons of Microbe Destruction Lisa Hanam Haberdashers’ Aske’s Crayford Academy Keynote address: Sam Freedman, Director of Research, Evaluation and Impact at Teach First Timings: The event will run from 9.30am to 4.30pm www.afa3as.org.uk To apply for a place, please contact enquiries@afa3as.org.uk or call 01635 279498 www.afa3as.org.uk Register now! Email: enquiries@afa3as.org.uk or call 01635 279498 #afa3asconf #afa3asconf

Module rationale • 8 x 100min lessons • Intro to microbes and pathogens • Natural and traditional use of antibodies • New applications of antibodies in current research • In the context of scientific research and presentation • Engaging and challenging content • Develop understanding of scientific research in medical field

Pedagogy rationale • Constructivist approach • Exploring • Thinking • Teacher facilitated • Metacognition • 5 E’s • Engage • Explore • Explain • Extend • Evaluate

Module overview • Scheme of Work • Lesson plans and resourcing requirements for each lesson • Contains teacher notes for running activities and explaining concepts • Power point • Lesson structure, activity prompts, videos and images • Activity resources • Worksheets, card activities, extra information resources

Walk and Talk 1 • Lesson 4 • Vaccination

Engage How can infection be prevented? List all the different ways you can think of.

Learning Objectives Mustbe able to… describe how Edward Jenner developed the small pox vaccine Should be able to… describe the role of antibodies in vaccinations Couldbe able to… explain how herd immunity protects a large population

Draw a line under last lesson’s work and write today’s title in your book... 16 June 2014 c/w Vaccination

Independent Study • Complete the ‘Vaccination’ worksheet that you will start later in the lesson. • Complete the questions and the graph as instructed on the sheet. • Make sure you take graph paper home to complete the graph. Due Date:

Explore The first vaccine was invented for the disease called ‘Small Pox’ which killed between 300-500 million people worldwide in the 20th century. Read the ‘Point of View’ cards to gain insight into what life was like at this time. Use the information in the cards to determine how Edward Jenner developed the vaccine. Remember everything you have learned about antibodies and white blood cells.

The Daily News • Britain’s Favourite Newspaper • - Since 1802 • Cases of smallpox on the increase! • The incidence of smallpox in many towns and cities in England is rapidly increasing, with some areas reporting a 50% infection rate. The high mortality rate of this disease means that people are encouraged to avoid contact with infected individuals and their belongings. Dr Graham Greene of Gloucester Medical Hospital supports this view, “ Smallpox is caused by the Variola virus and is predominately spread through inhalation of virus particles, bodily fluids and contact with contaminated clothing for instance. • Therefore uninfected individuals should seek to distance themselves from infected individuals to avoid transmission of the virus. The first signs of the disease are a fever and rash followed by the appearance of pus filled lesions starting on the face and spreading all over the body.” Anyone experiencing these symptoms should attempt to isolate themselves from others and seek medical help immediately

Interview with Sarah • ‘The problems started when Jack came back – I always said that he should have stayed in the village to take over father’s butcher shop but Jack wanted to find his fortune in the city. It was terrible, Jack was ill like never before and there was nothing we could do to save him, even the doctor said we should just lock Jack away and protect ourselves. Mother refused to let Jack die alone and nursed him until she got sick too. Father caught it last and I thought he was going to die as well but somehow he managed to survive. As for me, I didn’t get sick at all.

Edward and I have been in Turkey for a number of weeks now and are slowly becoming accustomed to the local traditions but everyday we discover something new. Today for instance I came across the curious practice of variolation to combat smallpox. It was quite horrific actually, healthy children are starved for days and then nearly bled to death before being infected with a small amount of pus . This makes the children quite unwell but if they manage to survive then they are protected for life I am told. Of course some children succumb to the disease, which is unfortunate, but many more seem perfectly healthy. Perhaps we should introduce this practice to England, surely countless lives will be saved?

The Daily News • Britain’s Favourite Newspaper • - Since 1802 • ‘No smallpox for us’, boast milkmaids • As the incidence of smallpox reaches new highs and with no end in sight, several groups of milkmaids claim that they are protected from the effects of this deadly disease, even when directly exposed. Jane Marlow, a milkmaid from Scotland, explains: ‘Almost half of the people in my village have been killed by smallpox. . Me and the other milkmaids and some of the farmers are the only ones that have not been infected • . I even nursed my whole family when they were ill but I’ve been fine except for a few lesions on my hands. But those are just the usual ones from cow pox that we get from milking all day long.have no idea why we aren’t getting small pox!’ This is true for many milkmaids up and down the country.

The Daily News • - Since 1802 • Britain’s Favourite Newspaper • Breakthrough in the fight against smallpox! • The end of Smallpox may be in sight all thanks to the work of Dr Edward Jenner. His inoculation of healthy people with pustules from cowpox infected patients conferred complete protection against the more serious smallpox virus. Dr Jenner was not available for comment but doctors around the country are praising him for the development of this new procedure, termed vaccination. All healthy individuals who have not been previously infected with smallpox are encouraged to visit their local doctor to be vaccinated as soon as possible.

Explain Watch the video and see how close your theory was to the actual story. 1) What did Jenner do? 2) What risks did he take? 3) Do you think medical discoveries are made like this today?

Explain

Extend What happens when nobody is vaccinated? What happens as the number of vaccinated people in a population increases? As a class, you will complete a series of simulations to investigate this.

Extend Vaccinated Recovering but still Infectious Immune Susceptible You have caught the pathogen and are ill! You have been vaccinated and can not get sick! You have been sick for a day and are recovering – but you can still transmit the infection. Infected You have NOT been vaccinated and can be infected. You are healthy and no longer infectious!

Extend What is herd immunity? Why is a vaccine regarded as a preventative measure and not a treatment?

Evaluate Reflection on your learning 16 June 2014 What information did Jenner need in order to develop his theory? What role did you play in today’s group work? What would you have done differently? What questions do you still have about vaccines and the vaccination process?

Walk and Talk 2 • Lesson 5 • New uses of Antibodies

Engage What are the natural function of antibodies? Explain how scientists have used the natural function of antibodies for medical use?

Learning Objectives Mustbe able to… model an antibody and use it to show various changes based on uses Should be able to… recall a medical condition due to antibody deficiency and explain why it has occured Couldbe able to… suggest other uses of antibodies in alternative disesase/deficiencies

Independent Study Write a diary entry from a person who is suffering from one of the following diseases: leukemia or breast cancer. Include thoughts about the symptoms, diagnosis and treatment of the disease. Due:

Draw a line under last lesson’s work and write today’s title in your book... 27/06/2014 c/w How are antibodies used?

Explore You will use plasticine and toothpicks to make a model of an antibody. Antigen Antigen binding site of antibody What are the different parts of the antibody?

Explore This is the bit that was modelled in the antibody matching activity in lesson 3. This is the part of the antibody that determines the function of the antibody i.e. the signal for phagocytosis is here. We can replace this with a blocking signal or attach a toxin to give the antibody a new function

Explore In pairs, you will read a summary sheet of how a disease occurs. Use your model to explain how antibodies can help treat this disease. • The four diseases you will look at are: • Leukemia • Heart attack • Breast cancer • XLA • Like pathogens, the cells that cause these diseases have antigens on them which can be recognised by antibodies.

Explain Prepare a 2 minute explanation for the class about how antibodies can help treat your disease. Ensure you use your model to help explain the case.

Extend Read the case study for a disease that can be treated with antibodies. Answer the following questions about your assigned case study: What are the symptoms of the disease? What is the normal treatment? Are their alternative treatments? What is the outcome of the treatment?

Evaluate Reflection on your learning What are the various signals that an antibody might send to the immune system? What did you learn today about medical research methods? What do you think might be in the future for medical research with antibodies? 27/06/2014

Our experience • Academy in a grammar school area • Year 8, boys top set (level 5a-7c) • Delivered as a G&T unit to engage students in thinking about scientific unit • Can be pared down and sections delivered to other ability classes • Lessons 6 and 7 are specific to a high ability class, consider them optional • Impact most visible in attainment, behaviour, insight into scientific research and science careers

Discussion • Key questions • How could this fit in to your context? • How is this similar/different to your existing units of work? • What changes would you need to make? • What more information would you need?

Feedback Please complete the feedback form in your pack before you leave the session. Thank you.

University Learning in Schools Antibodies: Weapons of Microbe Destruction