1 / 37

CLIL – Ruvo di Puglia 2017

THE IMMUNE SYSTEM. CLIL – Ruvo di Puglia 2017. INTRODUCTION. The subject of my CLIL lesson plan is “The Immune System” The lesson plan is addressed to 4th-year students in the high school Duration : about 6 hours

niveditha
Download Presentation

CLIL – Ruvo di Puglia 2017

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. THE IMMUNE SYSTEM CLIL – Ruvo di Puglia 2017

  2. INTRODUCTION • The subjectofmy CLIL lessonplanis “The Immune System” • The lessonplanisaddressedto 4th-year students in the high school • Duration: about 6 hours • Prerequisites : biologyof the cell, eukaryotic / prokaryoticcells, cellmetabolism

  3. Viruses Body defense Bacteria Antigen recognition Fungi Parasites Pathogens Function of the immune system Allergy Lymphoid organs Cancer Immune system and diseases Content Cells of the immune system Infectious diseases vaccination

  4. Knowing the function of immune cells Classifying different types of pathogens Comparing innate and adaptive immunity Defining anatomy and physiology of immune system Knowledge Comprehension Recognition of pathogens Synthesis Cognition Application Self – non self recognition is at the basis of immune response Recognition of immune cells Analysis Evaluation Immune response against viruses Benefits and risks of vaccination Immune response against bacteria Benefits and risks of antibiotics

  5. Describing a process using adverbs (first, then, next, finally) Content specific vocabulary Language OF learning Passive form of the verbs Defining, describing, comparing debating Communication New vocabulary/ dictionary skills Criteria for classification Language FOR learning Language THROUGH learning Using feedback Questioning/ answering Language for project work Extending presentation skills How to write a report Presentation skills

  6. ACTIVATING PRIOR KNOWLEDGE Brainstorming: “Do youknow....?” I willstimulate a discussion in class: in small groups, the learners have to talk about pathogens and immune response. Then each group discuss with the others, involving the whole class in one unique discussion. ( Pyramid discussion ) Cancer Influenza Measles Heart disease Rubella Mumps AIDS Which of these are infectious diseases? Why do you get ill? What is AIDS? What is the difference between a virus and a bacterium? What is an allergy? What is the purpose of vaccination?

  7. GLOSSARY This step consists in giving a glossary to the students. I will cut out each term and definition separately. I will shuffle the cards. Then the students have to match each term to the correct definition to form a pair of columns on a table. (domino game)

  8. THE IMMUNE SYSTEM • The immune system isimportanttodefendour body from the attackofbacteria, viruses, fungi, parasites and otherpathogenspresent in the environment. • The immune system recognizes self antigens in the body of an individual and reacts against non-self antigens present on the surface of any other cell. • An infectious disease occurs when a pathogen succeeds in overwhelming host defenses and generating a local site of infection. • Differenttypesofcells and proteins play specificroles in fightinginfections. The studentswillwatch a video on the immune response. https://www.teachertube.com/video/the-immune-response-436060

  9. Viruses • are endocellular parasites • reproduce inside host cells • contain nucleic acid (RNA or DNA), a capsid and, in some cases, an envelope • cause infectious diseases • Example: poliovirus • Bacteria • are prokaryotic cells • various shapes • 1-2 m size • possess endotoxins • or exotoxins • Example: Clostridium tetani • Pathogenic fungi • are eukaryotic unicellular organisms • can produce toxins • Example: Candida albicans PATHOGENS I will show some slidesregardingpathogens

  10. TASK-BASED ACTIVITY: BACTERIUM OR VIRUS? Antibioticsare chemicalsubstances, usuallyisolatedfrom fungi, thatinhibitsbacterialgrowth. They are noteffectiveagainstviruses. Beforeadministeringantibioticsto the patients, the doctorshouldknowwhethertheirdiseases are causedby a bacterium or a virus The questionthat I will propose to the studentsis : Can you help the doctor? (Jigsawactivity)

  11. The process of organising a Jigsaw activity • Step 1: I divide the class into ‘expert’ groups of four to six learners. Each group choose a letter or a colour or a name. Then into the group a number is assigned to each student ( 1 to 6 ) • Step 2: I give a section of text or an information to each group .In each group the students should spend some time reading, discussing and helping each other to understand the text or the information. Word banks and dictionaries may be useful at this stage. • Step 3: Learners, who are become now ‘experts’ on their subject move into ‘jigsaw’ groups, for example all the number 1 students work in a group, all the number 2 students work in another group and so on. • Step 4: Each ‘expert’ learner in turn shares with their ‘jigsaw’ group the section of text or information they were originally given. • . • Step 5: The ‘jigsaw’ group together complete a task which requires them to understand all of the information shared by each ‘expert’. This could be anything that requires each learner to contribute their piece of knowledge: filling words in a grid or a table, completing a diagram, designing a poster....

  12. bacteria viruses Jigsawactivity Usingtextbooks or internet, finduseful information on the followingpathogens and complete the T chart bywriting the nameof the bacteria and virusesfrom the listbelow • Herpes zoster • Neisseriameningitidis • Streptococcuspneumoniae • Bacillusanthracis • Hepatitis C • Esherichia coli • Streptococcuspyogenes • Herpes simplex • Vibriocholera • Staphylococcusaureus • HIV

  13. PRACTICAL ACTIVITY: SHAPE AND STAINING OF BACTERIA The studentswillsee some slidesabout thebacterialmorphology Exampleofbacterialmorphology

  14. Activityin lab: Gramstaining Background: Gram staining is a differential staining based on the physical and chemical properties of bacterial cell wall. Procedure: Using a toothpick, take some bacteria from the solid or liquid culture. Make a smear on a clean microscope slide. Take the slide with the tweezers and briefly pass it on a flame (Bunsen)  FIXATION Let the slide cool down at room temperature. Put the slide on a support over a dish. Cover with a few drops of crystal violet  1min  PRIMARY STAINING Rinse with water to remove excess staining. Cover with a few drops of lugol  1 min  MORDANT Rinse with water. Add some ethanol until you see a grey/blue colour (<30 sec)  DECOLORIZATION Rinse with water. Cover with a few drops of safranin  1 min  COUNTER STAINING Rinse with water. Let it dry. Observe at the microscope. Record your results (drawings). http://faculty.mc3.edu/jearl/ML/ml-5.htm Result: Gram-positivebacteria are dark-bluestained; Gram-negative bacteria arepink-redstained.

  15. Gram-positive cell wall Gram-negative cell wall Activity at home: howtodistinguishbacteria developinglearner’s abilitytofind information fromvarioussources • Make drawings to show the chemical composition of Gram-positive and Gram-negative cell wall. 2) Search information on the internet usefultocomplete the followingtable:

  16. THE LYMPHOID ORGANS Lymph nodes: where antigen-presenting cells meet T lymphocytes; lymph is filtered in search of pathogens Thymus: where T cell maturation occurs Lymphatic vessels: drainextracellularfluid (lymph) from the peripheraltissues Spleen: collects antigens from the blood; also involved in disposal of red blood cells Bone marrow: in long bones, where hematopoietic and immune cells originate

  17. BLOOD CELLS ORIGINATE IN BONE MARROW • Immune cells (whitebloodcells) togetherwith the otherbloodcells (redbloodcells and platelets) originate in the bonemarrowfrom a common progenitor (hematopoieticstemcell). • White bloodcells are divided in myeloid and lymphoidcelllineage. • Immune cells migrate to the blood, wheretheyspendmostoftheirtime. • In case ofinfection, immune cells migrate from the bloodto the inflamedtissue. • Watch the animation

  18. CELLS OF INNATE IMMUNITY MYELOID CELLS LYMPHOID CELL

  19. Granulocytes neutrophil eosinophil basophil Mast cell INNATE IMMUNITY • Within a few hours after infection • Involving phagocytic and cytotoxic activity • Independent from the type of microorganism Macrophage Monocyte

  20. ACTIVE IMMUNITY AND VACCINATION Vaccination is the result of the injection of an inactivated form of the pathogen or a recombinant protein of the pathogen into the human body. The immune system is stimulated (primary response) and memory cells producing the specific type of antibody remain circulating in the body. Upon a further exposure to the same type of antigen, the immune response is faster and more efficient (secondary response), because memory cells are ready to produce the correct type of antibody. Primary response Secondary response Antibody concentration Time (days) First exposure Second exposure • Vaccines are currently available against: • Clostridium tetani • Diphtheria • Hepatitis A and B • Poliovirus • pathogens causing flu, measles, mumps, • rubella and chickenpox

  21. HIV AND AIDS • HIV is the virus causing AIDS (acquired immunodeficiency syndrome). • HIV virus specifically infects TH lymphocytes, causing a decrease in T cell concentration and therefore an impaired immune response. • High rate of HIV mutationmakes the creationof a vaccine against HIV verychalleging. Watch the animationaboutHIV replication. http://highered.mheducation.com/sites/0072495855/student_view0/chapter24/animation__hiv_replication.html

  22. THE IMMUNE SYSTEM IN HEALTH AND DISEASE • Autoimmune diseases • They occur when the immune response is directed against self antigens. • Characterized by autoantibodies and/or autoreactive T cells production and chronic inflammation causing tissue damage. • Examples: rheumatoid arthritis, systemic lupus erythematosus, multiple sclerosis, myastenia gravis. • Cancer • It represents one of the three major causes of death in industrialized countries. • It is caused by the uncontrolled growth of cells in the body starting from a single transformed cell. • Efficient antitumor treatment should discriminate between the malignant cells and the normal counterparts. • Transplantation • It allows the substitution of damaged organs or tissues. • It is very important to match blood groups and MHC types between donor and recipient (histocompatibility) to prevent organ rejection and graft-versus-host disease. • Blood transfusion represents the most common type of tissue transplant.

  23. THE IMMUNE SYSTEM IN HEALTH AND DISEASE • Autoimmune diseases • They occur when the immune response is directed against self antigens. • Characterized by autoantibodies and/or autoreactive T cells production and chronic inflammation causing tissue damage. • Examples: rheumatoid arthritis, systemic lupus erythematosus, multiple sclerosis, myastenia gravis. • Cancer • It represents one of the three major causes of death in industrialized countries. • It is caused by the uncontrolled growth of cells in the body starting from a single transformed cell. • Efficient antitumor treatment should discriminate between the malignant cells and the normal counterparts. • Transplantation • It allows the substitution of damaged organs or tissues. • It is very important to match blood groups and MHC types between donor and recipient (histocompatibility) to prevent organ rejection and graft-versus-host disease. • Blood transfusion represents the most common type of tissue transplant.

  24. THE IMMUNE SYSTEM IN HEALTH AND DISEASE • Autoimmune diseases • They occur when the immune response is directed against self antigens. • Characterized by autoantibodies and/or autoreactive T cells production and chronic inflammation causing tissue damage. • Examples: rheumatoid arthritis, systemic lupus erythematosus, multiple sclerosis, myastenia gravis. • Cancer • It represents one of the three major causes of death in industrialized countries. • It is caused by the uncontrolled growth of cells in the body starting from a single transformed cell. • Efficient antitumor treatment should discriminate between the malignant cells and the normal counterparts. • Transplantation • It allows the substitution of damaged organs or tissues. • It is very important to match blood groups and MHC types between donor and recipient (histocompatibility) to prevent organ rejection and graft-versus-host disease. • Blood transfusion represents the most common type of tissue transplant.

  25. ALLERGY The allergic reaction is an immune response against a non-pathogenic antigen, called allergen. People can be allergic to pollen, hay, food, medicines, metals... 1) When the organism encounters the allergen, such as pollen, for the first time, IgE are produced against the allergen and bind to mast cells. 2) Upon subsequent encounter with the same allergen, the allergen binds to the IgE on the mast cells and induces the release of histamine, causing allergic symptoms such as sneezing, runny nose, asthma and, in severe cases, anaphylactic shock. 1 2 25

  26. THE IMMUNE SYSTEM IN HEALTH AND DISEASE • Autoimmune diseases • They occur when the immune response is directed against self antigens. • Characterized by autoantibodies and/or autoreactive T cells production and chronic inflammation causing tissue damage. • Examples: rheumatoid arthritis, systemic lupus erythematosus, multiple sclerosis, myastenia gravis. • Cancer • It represents one of the three major causes of death in industrialized countries. • It is caused by the uncontrolled growth of cells in the body starting from a single transformed cell. • Efficient antitumor treatment should discriminate between the malignant cells and the normal counterparts. • Transplantation • It allows the substitution of damaged organs or tissues. • It is very important to match blood groups and MHC types between donor and recipient (histocompatibility) to prevent organ rejection and graft-versus-host disease. • Blood transfusion represents the most common type of tissue transplant.

  27. Test forassessment

  28. THE LYMPHOID ORGANS Label the structures.

  29. Read all the information on the cell types, look at the picture of the blood smear and complete the table indicating the cell number in the first column.

  30. A B E C F D Design a binary key toidentify the cellspresent in the bloodsmear.

  31. C) ............................. A) .......................... B) ......................... E) ......................... D) ......................... CELLS AND PATHOGENS Observe the following images and identify the name of the cells/pathogens

  32. LET’S PLAY WITH THE IMMUNE SYSTEM Word puzzle Complete the puzzle using the definitions below. At the end, in the shadowed area, you will read the name of a chemical message. 1. Infectious agent that causes diseases. 2. Antigen-binding glycoprotein produced by plasma cells. 3. Endocellular parasite which possesses a capsid. 4. The “killer” of the innate immunity. 5. Immune response against allergens. 6. Type of bacterial staining. 7. Can be caused by bacteria and fungi. 8. Substitution of a damage organ. 9. Proteins that attract phagocytes. 1 2 3 4 5 6 7 8 9

  33. Complete the followingconceptmap ...................... Immune system defends the body against mediated by cells called ...................... is made of ...................... immunity Body barriers Innate immunity based on ...................... recognition characterized by processes of ......................... phagocytosis performed by macrophages ..................

  34. Testinglanguageskills (part 1) The followingsentencescontainverbs in the passive form. Underline the passive verbs and re-write the sentences in the activeform. Choose a suitablesubjectwhenneeded. Macrophages are phagocytesthat can befoundnear the site ofinfection. .................................................................................................................................... Bacterialproteins are processedby digestive enzymeswhich are contained in the lysosomes. .................................................................................................................................... B cells are stimulatedbyspecific THcells in the lymphnode. .................................................................................................................................... The antigenisboundby the antibodiesproducedby plasma cells. .................................................................................................................................... Histamineisreleasedbymastcellswhenallergenisencounteredfor the secondtime. ....................................................................................................................................

  35. Testinglanguageskills (part 2) Listencarefullyto the audio file from the following website: http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel/health/defendingagainstinfectionrev4.shtml 1) Complete the followingpassagebyinserting the correctwords: Microorganismsthat cause (1) ............ are called(2) ............. Whenpathogensenter the body whitebloodcellscalled(3) ............ pass through the (4) ............ of the blood(5) ............ And enter the surrounding(6) ............. Therethey can (7) ............ the pathogen and pathogen’s (8) ............ absorbing and digestingthem. Phagocytes can alsodestroypathogensbyreleasing (9) ............. Havingabsorbed the pathogen, the phagocytesmayalsosend out (10) ............ messagestocall in otherwhitebloodcells. 2) Find the oppositeof the followingterms: Release ......................... Compulsory ......................... Fast  ............................... Near ............................... Advantage  ................. Strictly  .................

  36. Turn over IMMUNE SYSTEM AND SCIENTIFIC RESEARCH makinglearner’s awareof the latestdiscoveries in scientificresearch • Individually, surf the internet, read some scientificmagazines or listentoscientific TV channels and find out information about: • Benefits and risksofvaccination • Benefits and risks in the useofantibiotics • Useofmonoclonalantibodies in cancertherapy • Autoimmune diseases • Organtransplantation • Latestresults in AIDS treatment • Foodallergies and intolerance • Recentpandemics • 2) In smallgroups,use the information toanswer the followingquestion: • Shouldvaccinationagainstpapillomavirusbecompulsory? • Whyfluvaccinationshouldberepeatedeveryyear? • Which are the latestdiscoveries in the useofmonoclonalantibodies in cancerdiagnostic and treatment?

  37. d) Which are the most common autoimmune diseases and which are their causes? • e) Why is it very difficult to find a cure for AIDS? • f) Which is the difference between food allergy and food intolerance? • g) Why do you think some types of infectious diseases are becoming a global issue? • h) Why do you think it is very important that the doctor knows the type of pathogen before administering antibiotics? • i) Why the use of antibiotics must be strictly regulated and the patient should carefully follow the doctor’s prescription in terms of dosage and course of antibiotics? • k) What doctors do to prevent organ rejection upon transplantation? • l) Which is the advantage of the autotransplantation compared to the allotransplantation? • 3)Discuss the answers with the whole class. • 4) In small groups, choose one of the above topics and prepare a poster.

More Related