Defense of the Body Unit

Designed by Deyna Roebuck

Guiding Questions:
Wk 1: How does the body protect itself from harm?
Wk 2: What happens when your immune system isn't enough?
Wk 3: How can we fight against disease?
Macro Overview- Defense of the Body
Big Ideas

Mon
31

How does
the body
protect
itself from
harm?

No School
Inservice Day

Wk 1

*6
Resistance
What
happens
when your
immune
system isn't
enough?
Reading
Starr-Taggart
Chap 40
p.702-706
(due Thurs)

Wk 3

Activity
Glo Germ
Handwashing
Begin
Antibacterial
Lab

Reading
Starr-Taggart
Chap 40
p.688-701
(due Thurs)

Wk 2

Tues
1
What are
germs?

Check in
Antibacterial
Lab
Resistance
Superbugs
Michele has
videos
Open free write
after because
its hard to take
Hwk: Research
most extreme
Infectious
disease and
Auto-Immune
Disorders;
come prepared
to
discuss/share a
written 2-3
paragraph
overview
13
Vaccinations

7
Immune
System
Malfunction
Microbe
March
Madness
Activity

Wed
2
Non Specific
v. Specific
Defense

Thurs
3
Humoral v.
Cell-Mediated
Immunity

Fri
4
Misconceptio
ns of Being
Sick

Activity
Non Specific
Defense
Game

Activity
Clay Receptor
Model Creation

Quiz Chap 40
Reading

Challenge
Board
Introduction

8
Infectious
disease and
Auto-Immune
Disorders
Potential
lecture done
with
discussion/tal
king points

Hwk: 5 quiz
questions from
the reading
submitted as
email
attachment/go
ogle doc due
by 7 pm EST
9
Short Essay
Test Immune
System
Final
Measurements
Antibacterial
Lab and CleanUp

Case Study:
Why is Ebola
so deadly?

14
Disease

15
Boosting

*16
Boosting

Activity
Cold Claims
Assessing Old
Wives' Tales
for Truth
Check in
Antibacteria
l Lab
10
Challenge
Board
Work Day

Hwk:
AntiBacteria
l Lab Write
Up due
Monday

17

How can we
fight against
disease?

Ongoing
Hwk: Projects

How to Argue
like a
Scientist
Activity
Case Study:
Anti-Vaccine
Movement &
Recent Measles
Outbreak
Bacteria Lab
Write Up Due
Hwk: 3
questions for
our guest
speaker
Peruse Doctors
Without
Borders
Website

Fighting in the
21st Century

Immune
Function

Guest
Speaker Dr.
Amy
O'Donnell

Pro
Immunity
Cook Of
Prep/Challen
ge Board
Work Day

Biotechnology

Immune
Function
Pro Immunity
Cook Of

Twitter
Software for
disaster relief

How can I
help in
disease
prevention?
Share Final
Projects/Progr
ess of (Up to
5 minutes per
project)

More common
Common Cold

Graphic Overview
Next Generation Science Standards Addressed in this Unit:
NGSS
HS- Structure &
Function

HS- Inheritance &

Traits

Students who demonstrate understanding can:

HS-LS1-1- Construct an explanation based on evidence for how the structure of DNA
determines the structure of proteins which carry out the essential functions of life through
systems of specialized cells. [Assessment Boundary: Assessment does not include
identification of specific cell or tissue types, whole body systems, specific protein
structures and functions, or the biochemistry of protein synthesis.]
HS-LS1-2- Develop and use a model to illustrate the hierarchical organization of
interacting systems that provide specific functions within multicellular organisms.
[Clarification Statement: Emphasis is on functions at the organism system level such as
nutrient uptake, water delivery, and organism movement in response to neural stimuli. An
example of an interacting system could be an artery depending on the proper function of
elastic tissue and smooth muscle to regulate and deliver the proper amount of blood
within the circulatory system.] [Assessment Boundary: Assessment does not include
interactions and functions at the molecular or chemical reaction level.]
HS-LS1-3- Plan and conduct an investigation to provide evidence that feedback
mechanisms maintain homeostasis. [Clarification Statement: Examples of investigations
could include heart rate response to exercise, stomate response to moisture and
temperature, and root development in response to water levels.] [Assessment Boundary:
Assessment does not include the cellular processes involved in the feedback mechanism.]
HS-LS3-2.
Make and defend a claim based on evidence that inheritable genetic variations may result
from: (1) new genetic combinations through meiosis, (2) viable errors occurring during
replication, and/or (3) mutations caused by environmental factors. [Clarification
Statement: Emphasis is on using data to support arguments for the way variation occurs.]
[Assessment Boundary: Assessment does not include the phases of meiosis or the
biochemical mechanism of specific steps in the process.]
HS- Natural Selection & Evolution
S-LS4-2Construct an explanation based on evidence that the process of
evolution primarily results from four factors: (1) the potential for a species to increase in
number, (2) the heritable genetic variation of individuals in a species due to mutation and
sexual reproduction, (3) competition for limited resources, and (4) the proliferation of
those organisms that are better able to survive and reproduce in the environment.
[Clarification Statement: Emphasis is on using evidence to explain the influence each of
the four factors has on number of organisms, behaviors, morphology, or physiology in
terms of ability to compete for limited resources and subsequent survival of individuals
and adaptation of species. Examples of evidence could include mathematical models such

as simple distribution graphs and proportional reasoning.] [Assessment Boundary:

Assessment does not include other mechanisms of evolution, such as genetic drift, gene
flow through migration, and co-evolution.]
HS-LS4-3- Apply concepts of statistics and probability to support explanations that
organisms with an advantageous heritable trait tend to increase in proportion to
organisms lacking this trait. [Clarification Statement: Emphasis is on analyzing shifts in
numerical distribution of traits and using these shifts as evidence to support
explanations.] [Assessment Boundary: Assessment is limited to basic statistical and
graphical analysis. Assessment does not include allele frequency calculations.]
HS-LS4-4- Construct an explanation based on evidence for how natural selection leads to
adaptation of populations. [Clarification Statement: Emphasis is on using data to provide
evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of
seasonal temperature, long-term climate change, acidity, light, geographic barriers, or
evolution of other organisms) contribute to a change in gene frequency over time, leading
to adaptation of populations.]
HS-LS4-5- Evaluate the evidence supporting claims that changes in environmental
conditions may result in: (1) increases in the number of individuals of some species, (2)
the emergence of new species over time, and (3) the extinction of other species.
[Clarification Statement: Emphasis is on determining cause and effect relationships for
how changes to the environment such as deforestation, fishing, application of fertilizers,
drought, flood, and the rate of change of the environment affect distribution or
disappearance of traits in species.]
HS- Interdependent
Relationships in
Ecosystems

HS-LS2-7- Design, evaluate, and refine a solution for reducing the impacts of human
activities on the environment and biodiversity.* [Clarification Statement: Examples of
human activities can include urbanization, building dams, and dissemination of invasive
species.]
HS-LS2-8- Evaluate the evidence for the role of group behavior on individual and species
chances to survive and reproduce. [Clarification Statement: Emphasis is on: (1)
distinguishing between group and individual behavior, (2) identifying evidence supporting
the outcomes of group behavior, and (3) developing logical and reasonable arguments
based on evidence. Examples of group behaviors could include flocking, schooling,
herding, and cooperative behaviors such as hunting, migrating, and swarming.]
HS-LS4-6- Create or revise a simulation to test a solution to mitigate adverse impacts of
human activity on biodiversity.* [Clarification Statement: Emphasis is on designing
solutions for a proposed problem related to threatened or endangered species, or to
genetic variation of organisms for multiple species.]

Assessment Evidence for this Unit:

Student Generated Quiz
Cumulative Short Essay Test
Challenge Board Completion
Antibacterial Lab Write-Up
Glo-germ Lab Essential Questions
Short Answer Essay Quiz
Short Answer Essay Questions
1. Our B cells are responsible for producing and secreting antibodies, that
will show memory to an antigen. Should my body encounter that
antigen a second time, the B cells will trigger a response that is more
rapid and of greater magnitude than the first, which will destroy the
pathogen before it can make you sick. Explain why I get the common
cold year after year, despite this specialized immune system response.

2. Explain the difference between specific and non specific defense in our
body's immune system response. Describe at least 2 examples of
each.
3. How does inflammation help the immune system to fight pathogens?
4. What is the main difference between cellular immunity and humoral
immunity? **(Not in Starr/Taggart Reading)
______________________________________________________________________________

Micro Lessons: Defense of the

Body Unit
Teacher and Student Views

You Make Me Sick:

A Lesson on Pathogens (for teacher's eyes)
Students will
Know bacteria, protozoans, fungi, worms and viruses disease causing
agents in humans
Understand humans easily, often, and unknowingly transmit
microorganisms
Be Able design and carry out a scientific inquiry that informs disease
transmission
Materials:
-Glo germ lotion
-black lamp
-handwashing sinks
-Assorted types of handsoap
-timers
-an apple or orange
Sequence of Activities:
Sharing of the Fruit Activity (5 min)

Large Group Brainstorm: What is the most effective method of handwashing?

Students
generate hypotheses and collectively select 3-4 ways to answer
the inquiry. Each group
will address only one of the 4. Brainstorming
should produce testable inquiries like
temperature, length of washing,
method of washing, type of soap or lack of, etc.
(10 min)
Glo Germ Lab (45 min)
Clean Up: (5 min)
*Pathogen Campfire Stories (20 min) With their lab group, students will
research bacteria,
viruses, protozoas, worms, or fungi, and create a no
more than 5 minute scary story to share with the group that shows
understanding of the pathogen transmission.
Summative Assessment Plan: Students will create a complete lab
notebook entry (according to the BUHS lab notebook entry rubric) for the
Glo-Germ lab and answer the essential questions in their discussion.
*The campfire story research may carry over into homework assignments
that will be shared during the next class period.

You Make Me Sick:

A Lesson on Pathogens (for students' eyes)
Essential Questions:
What kinds of things can make us sick?
How can microorganisms be transmitted?
How can we minimize microorganism transmission?

Challenge: Design an experiment using Glo-Germ Lotion to test

the effectiveness of a handwashing technique to prevent
pathogen transmission.

As a large group you will brainstorm ways we can design an experiment to

test this idea. What hypotheses can you make about the best handwashing
techniques? What factors are important for reducing pathogen transmission?
We will make predictions as a large group, and select 4 hypotheses to test.
Each group will use the Glo-Germ Lotion and black light to determine the

effectiveness of their method, and design and carry out a group experiment.
We will collectively report our initial results. You will use your lab notebooks
to record data and make observations. A formal lab write up will not be
necessary, however, for the Glo-Germ Lab I would like you to make a
complete lab entry that answers these Essential Questions in the discussion!
1) According to your data, which method of handwashing is most
effective for
getting rid of germs?
2) What sorts of audiences do you see benefiting from
commercial product like
Glo-Germ?

Pathogen Campfire Stories

What types of things make us sick? Most of us are familiar with the viruses,
like the rhinovirus, one of the viruses that causes the common cold, or
bacteria, such as salmonella that we can ingest from contaminated meat or
dairy products, that make us sick, but what other microorganisms can cause
our bodies harm? There is a diversity of microorganisms that make us ill.
Bacteria are one-celled creatures that are adapted to multiple rapidly and can kill
cells and tissues
by interfering with their metabolic processes, paralyzing cell function,
or emitting toxins.
Viruses need living cells to grow and reproduce. They disrupt cell function or kill cells
by injecting their own genetic material into healthy cells.
Protozoas like the one that causes malaria go through a complex life cycle that
requires a host
organism's cells to nurture and support the growth of their sporozoites.
Eventually, the larvae
transform using the host organism's nutrients and release back
into the environment to complete their life cycles.
Fungi are multi-cellular organisms that cannot produce their own nutrition and
depend on other
organisms to provide these things. Athlete's food and candida, the
yeast that causes diaper rash are examples of common fungal infections in humans.

In small groups, briefly research how this type of microorganism can make
you sick. Use your research to write a scary campfire story that will entertain
and inform your peers on the intricacies of this microorganism. Be sure to
address this features in your story:
The microorganism's.
1. favorite places to live

2. preferred way(s) to travel

3. what makes it harmful
4. why humans are palatable hosts

______________________________________________________________________________

A Good Offense is a Good Defense

A Lesson on Specific and Non Specific Defense

(for

teacher's eyes)
Students will
Know the human body is adapted to defend against pathogens
Understand how non specific defenses of the body differ from specific
defenses
Be Able create a model demonstration of the body's defenses against
pathogens
Materials:
-large paper
-markers
Timing Sequence:
Introduction/Brainstorm: How is the human body adapted to defend again
pathogens? Trace
the path of an invader. In pairs, students use large
paper and markers to show their
preexisting knowledge of immune system
response. (10 min)
Difference between Specific and Non Specific Defenses- (10 min)
Revisit path of an invader- (5 min)
Model Demonstrations- The class will be divided into three groups
(nonspecific barriers- physical, nonspecific barriers- chemical, and internal
nonspecific defenses). Each group will be responsible for creating a model
demonstration (using themselves and any other
needed props) to show
an interpretive representation of the body's lines of defense
against
pathogens. Each group will have 15 minutes to prepare and up to 10
minutes to present each aspect of their line of defense in an informative,
creative way. (45 min)

Revisit path of an invader- (5 min) After watching each group present, each
pair will have time
to add in more detail of the body's immune system
response.
Summative Assessment Plan:
By beginning with the students' understanding of the immune system, and
having them apply new information to their drawings, the students will be
able to connect prior knowledge to build new understanding. Once the
students present, and more information is given, the students will refine their
drawings a third time to create a conceptual understanding of the body's
immune system response.

A Good Offense is a Good Defense

A Lesson on Specific and Non Specific Defense

(for

students' eyes)
Essential Questions:
How does the body protect itself from pathogens?
How are non specific defense and specific defense adapted
differently to protect the body from harm?

Challenge: How is the body adapted to defend against

pathogens?
With your group, create a model demonstration for the class that shows how
a line of defense in the body is adapted to defend against pathogens.
Groups must include all features of their line of defense (see handout) in a
creative way, such as a skit, game, or demo, and present it for the class.
Each group should use their demonstration as a teaching tool that will
answer the question,
How are each of these structures important in defense against pathogens in
the body?
Be informative, factual, and creative, but be sure that any member of your
group will be able to clarify for the audience each of the roles, should they be
called upon!

Lines of Non Specific Defense

First Line of Defense

-skin
-cilia in the nasal passages
-mucus in the respiratory tract
-lacrimation

Non specific physical barriers:

Non specific chemical barriers:

-saliva
-stomach acid
-sweat & oil glands
- lysozymes

Second Line of Defense

-pathogen destroying white blood

cells (macrophages, neutrophils,
natural killer cells)

Non specific internal defenses:

-specialized proteins (interferons)

-inflammatory response (mast cells,
histamine)
-Antibodies
-Lymphocytes
-Innate immunity
-Adaptive Immunity
-Memory Cells

Third Line of Defense *

Specific or Targeted Defense

* Not being demonstrated in this lesson

______________________________________________________________________________

A Lesson on Humoral v. Cell-Mediated Immunity

teacher's eyes)

(for

Students will
Know how humoral and cell-mediated immunity work to protect the
body from pathogen damage
Understand how the antibodies are specific and bind to antigens on
foreign invaders
Be Able to create models of antigen receptors and antibody proteins
Materials:
-play dough
-tooth picks
-sculpting tools
Time Sequence:
"Chalk Talk" Specific Defense of the Body (20 min)
Antigen Challenge (45 min)
Clean Up (5 min)
Formative Assessment Plan:
At various points in the lesson, teacher will offer discussion prompts to be
answered with neighbors, or questions that test comprehension.
Summative Assessment Plan:
Students will create several pathogens with antigen receptors with their
corresponding specific antibody proteins, and have another lab group
simulate antigen recognition by binding the antibody to the antigen
receptors.

A Lesson on Humoral v. Cell-Mediated Immunity

(for

students' eyes)
Essential Questions:
How are humoral and cell-mediated immunity considered specific
defenses of the immune system?
What types of cells are important to humoral immunity and what are
their functions?
What types of cells are important to cell-mediated immunity and what
are their functions?

Introduction:
Immunity comes from your body's ability to resist a pathogen that causes a
specific disease. Your body recognizes and remembers pathogens it
encounters because it has white blood cells that produce proteins that can
attach to antigens, or the specific surfaces of pathogens it encounters.
These antibodies are Y-shaped molecules that recognize an antigen because
it has a shape that complements the antigen's. This is a form of specific
defense.
Once an antibody binds to the antigen, it can prevent that pathogen's
proliferation in several ways. It can keep the antigen from binding to other
cells it wants to infect by "tagging" the pathogen for destruction by
phagocytes, or it can block an antigen that releases a toxin, preventing it
from harming other cells. Some antibodies have the ability to clump the
pathogens together, to make it easier for a phagocyte to engulf it or tear the
pathogen's membrane.
Antigens and antibodies fit together very specifically like locks and keys.

Play-Dough Immunity Activity

With your partner, use the playdough to create up to 5 antigens with
corresponding antibodies that will bind specifically to each other. Mix up the
bunch and grab a neighboring lab group to simulate the body's specific
defense by pairing up the markers of the antigen with the antibodies that
recognizes them. How fast is the immune system response at recognizing a
pathogen it has encountered before (i.e. your neighbors' ability to match up
antigens with their antibodies)?
______________________________________________________________________________

Super Soaps, Super Heroes:

A Lab on the Effectiveness of Antibacterial Products
(for teacher's eyes)
Students will
Know how to apply their scientific knowledge of pathogen transmission
to bacteria growth in a lab experiment

Understand why antibacterial products are used to reduce bacteria

transmission
Be Able design and carry out a scientific inquiry to test the
effectiveness of various commercial soaps/cleansers.
Materials:
-assorted soap/cleanser products
-beakers
-stirring rods or Q-tips
-nutrient agar
-petri dishes with lids
-zipbloc sandwich bags
-masking tape/sharpies (for labeling)
-plain yogurt
Time Sequence:
Planning and design (20 min)
Experiment set up (20 min)
Clean up (5 min)
Grouping:
Lab groups of 3-4 people
Summative Assessment Plan:
Students will submit a full lab report for the antibacterial experiment they
designed and conducted, due TBA.

Super Soaps, Super Heroes:

A Lab on the Effectiveness of Antibacterial Products
(for students' eyes)
Essential Question:
Which antibacterial products are most effective at reducing or
eliminating bacteria?
How can we design and carry out an experiment to test the
effectiveness of various commercial soaps/cleansers?

Introduction:

Alcohol based sanitizers like Purell boast they are 99% effective at
eliminating germs. Many other commercial products boast similar
effectiveness, with antibacterial soaps, lotions, or cleansers. Others claim
using regular soap and water are effective means of reducing harmful
pathogen transmission. Which of these product claims are valid? Which are
most effective at reducing or eliminating bacteria growth?
Our guts have thousands of types of bacteria that aid digestion. Often, we
add beneficial bacteria in the form of probiotics, such as the kind in yogurt.
The common bacteria found in yogurt are Lactobacillus bulgarius and
Streptococcus thermophilus.

Challenge: With your lab group design an experiment that will test a
variety of commercial soap/cleanser products to see their effect on the
growth of common bacteria found in yogurt.
We will be using a nutrient agar to grow our cultures, and will label and seal
the petri dishes with lids and secure them in zipbloc bags to insure that our
bacteria will be contained. We will make initial observations on our bacteria
without opening the samples, and make observations periodically through
the next week. Record the observations you see. Count the number of
colonies on the plate,if you can, and note the differences in color, shape, and
size.
Materials that will be available to use:
-Dial antibacterial soap
-Purell
-Germ X
-dish soap
-rubbing alcohol
-Clorox Wipes

____________________________________________________

Cold Claims:
A Lesson on the Misconceptions about being Sick
(for teacher's eyes)
Students will
Know many claims in society about health and wellness may or may
not be supported by scientific evidence
Understand immune system function as it relates to common
misconceptions
Be Able apply knowledge of immune system function to assess validity
of claims
Materials:
Assorted old wives' tale claims about being sick
Internet access for research (if necessary)
Grouping:
For Ch. 40 Quiz- individual
For Cold Claims Activity- 2-3 people
Time Sequence:
Quiz on Ch.40 688-701: 20 min
Intro: 10 min
Cold Claims Activity: 30 min
Large Group Discussion/Share: 25 min
Wrap Up Activity: 5 min

Assessment Evidence:
Students explain their reasoning for supporting or refuting their "cold claim".
The rest of the class acts as judges that ask clarifying questions based on
their knowledge of the immune system, and determine if they agree or
disagree with that group's reasoning, and/or offer suggestions for making the
claim more valid.

Cold Claims: A Lesson on the Misconceptions of

Being Sick (for students' eyes)

Essential Questions:
How do our misconceptions about treating disease affect our ability to
care for ourselves?
How can our knowledge of immune system function validate or
challenge these claims?

Introduction:
We've all heard the adage,
eat an apple a day to keep the doctor away

as well as a multitude of other old wives' tales about life, health, and
happiness. In times past, these catchy phrases exchanged verbally were
imperative to the survival of cultures that were not literate, educated, or
exposed to the medical technology that is commonplace to us today.
Consider the common adage for sailors,
red skies at morning, sailors take warning,
red skies at night, sailors delight

Remembering this little ditty warned sailors of the danger of bad weather
while being out on open sea.
There are plenty of old wives' tales that relate to being sick that you may
have heard your grandparents or other older generations swear by. Which of
them have validity? Which of them are partially true? Which are entirely
false? In light of what we know about how the immune system functions, we
will review several of this old wives' tales for accuracy. How can we use our
scientific knowledge to change them to be true statements?

Do these old wives' tales about colds hold any

truths?
With your group
Treating Colds

Preventing Colds

Feed a cold, starve a fever

In cold weather, wear a hat because you

lose most of your body head through
your head

Eat chicken soup to feel better

Cold/flu symptoms are most contagious

before symptoms appear

When you are sick you should only eat

the BRAT diet (Bananas, rice,
applesauce, toast)

Avoiding kissing sick people because

their lips are full of germs

Refrain from exercise/working out while

being sick

Don't go outside with a wet head of hair

in the winter

Honey is the most effective cough

suppressant

Getting sick often when you are little will

make your immune system stronger as a
teen/adult

Avoid dairy when you are sick

A flu shot will keep you from getting sick

To Be (Vaccinated) or Not to Be (Vaccinated)?

Introduction
Measles is a highly contagious respiratory disease that is characterized by a
high fever and prominent red rashes that cover the body. It is caused by a virus
called paramyxovirus, or simply, the measles virus. It is airborne, spreads easily
by coughing and sneezing, and can survive on surfaces for several hours. Measles
can cause more serious effects such as pneumonia, brain damage, or death. Since
2000, cases of measles have been low enough to indicate eradication in the US;
however, the United States saw a record number of measles cases during 2014,
with 668 cases from 27 states(CDC.gov 2015).
Since January, following several confirmed cases that can be traced back to
Disneyland, CA, a measles outbreak of 159 cases have been reported in 18 states.
The CDC attributes the outbreaks to several factors. First, the measles is still
common in many countries in Europe, Asia, and Africa. Second, there are growing
populations of individuals who chose not to vaccinate their children for health,
personal, or religious reasons (CDC.gov 2015).
Part of the benefits of vaccination include what is called "herd immunity," similar
to herd protection in animals. When enough of a populace is immune to a given
disease, it better protects the entire community from outbreaks, and helps protect
those that cannot be vaccinated, or those that are not vaccinated (PBS.org 2015)

The CDC recommends getting 28 doses of 10 vaccines for kids aged 0 to six. No
US federal laws mandate vaccination, but all 50 states require certain vaccinations
for children entering public schools. Most states offer medical and religious
exemptions, and some states allow philosophical exemption.
Proponents say that vaccination is safe and one of the greatest health developments
of the 20th century. They point out that illnesses, including rubella, diphtheria,
smallpox, polio, and whooping cough, are now prevented by vaccination and
millions of childrens lives are saved. They contend adverse reactions to vaccines
are extremely rare.
Opponents say that childrens immune systems can deal with most infections
naturally, and that injecting questionable vaccine ingredients into a child may
cause side effects, including seizures, paralysis, and death. They contend that
numerous studies prove vaccines may trigger problems like autism, ADHD, and
diabetes (http://vaccines.procon.org/ 2015).

Question:
Should vaccination be a public health mandate for all
children entering public school?

How to Argue Like a Scientist

1. Do your homework
o Use evidence-based practice (based on research) over anecdotal evidence (based
on observations)
o Skip the middleman (primary v. secondary sources)
2. Stay Current
o PubMed is the US Library of Medicine's online resource that publishes research
articles from every major peer-reviewed journal. They publish anywhere from
2,000-4,000 articles a day.

3. Keep your (negative) opinions to yourself

o Nothing puts your fellow dialoguers into defense mode like a strong statement
that implies the superiority of your thoughts over theirs.
4. Remember, our beliefs dictate the facts we chose to accept
o Study: When misinformed people were exposed to correct facts, they rarely
changed their minds. (University of Michigan 2006)

Pro Immunity Cook-Of 4/16

Now that we know how the immune system functions, what can we do to
support immune health? Are there vitamins or minerals that are essential for
fighting off disease? How can we make dietary choices that increase our
immune system?

Challenge: Prepare the most immune-boosting dish

imaginable, that still tastes good.
In groups of 3, research and prepare a pro-immunity dish, smoothie, shake, or plate to share with
your peers. You should include:
1) Evidence and knowledge of the benefits of your "dish" in the form of a 5-minute
oral explanation of research that brought you and your partners to prepare the food
you brought.
2) More than one ingredient
3) Relevant handouts (if necessary), recipes, serving utensils
4) Enough for each student to have a sample serving only
5) A written list of ingredients for allergy safety

Stumped? Some good sites to check out:

http://health.clevelandclinic.org/2015/01/eat-these-foods-toboost-your-immune-system/
http://www.everydayhealth.com/columns/white-seeber-groganthe-remedy-chicks/ten-simple-natural-ways-to-boost-immunesystem/

http://articles.mercola.com/sites/articles/archive/2009/12/08/top-12-foods-for-healthy-immuneresponse.aspx

Challenge Board
Provide a Public Service
Announcement that
informs a target audience in
your school on a disease,
while also addressing
misconceptions about and/or
discrimination against
individuals that suffer from
the disease in the form of a
video, skit, brochure, radio
clip, series of posters etc.
(4 pts)

Short story narrative on

disease/resistance in the
spirit of The Maze Runner or
other YA novel that is 3-4
pages in length. What would
happen in a dystopian future
if an incurable disease
affected the entire human
race?
(4 pt)

Do a research project on
bioterrorism, superbugs,
influenza virus evolution, or
any other topic of your
choice that connects to
defense of the body
(6 pts)

Design your own disease

Make sure to answer: what
are the pathogens, how will it
be transmitted, what does it
do to the body, what are the
symptoms/effects, how will it
be treated? Include
visuals/models of the
disease.
(3 pts)

Conduct a series of
interviews
1. someone who has/had
suffers(ed) from an
autoimmune/infectious
disease
2. Hospital personnel who
has treated/works with
autoimmune/infectious
diseases
3. Scientist who is
researching
autoimmune/infectious
diseases
(2 pts each)

Volunteer your time with

an organization or facility
that responds to, treats, or
works with individuals who
suffer from autoimmune
diseases
(2 pts)

Design and illustrate a

Marvel-like comic book
narrative of "perps"
(invaders) and "superheroes"
(T & B Cells, neurofils, etc.)
that combat them
(4 pts)

Research what your town's

emergency action plan is
for the containment of an
infectious disease such as
Ebola. Use the CDC as a
starting point, then contact
town officials to inquiry
about protocols. Submit a
report of your findings.
(4 pts)

Teach elementary
students about pathogen
transmission (a children's
book, a puppet show or play,
game, or lesson) about the
types of cells involved in
immune response
(6 pts)

Challenge Board Rules and Regulations:

1. You must complete a total of 12 points worth of the Challenge Board by Friday
4/17
2. Point values can be negotiated, pending there is substantial evidence of
progress on the project that proves to be exceeding expectations.

3. If you chose to complete a challenge that involves interactions with the

community, such as the generating questions to ask in an interview, you
must get OK'd by Ms. Roebuck beforehand. Ditto for interacting with
elementary school children, hanging unsolicited posters, etc.
4. Not satisfied with the challenges? Do you have a special interest or talent
not being met by the options listed here? There is a tenth option to the
challenge board: Design your Own, points TBA; however, the proposals for
DYO challenges 1) must be in writing, either email or other, 2) no more than
2-3 paragraphs, and 3) will not be accepted AFTER 4/13.

Defense of the Body

Challenge Board Rubric

Prompts:_______________________________________________________________
Possible Challenge Board Credits:___________________________________________

Area of
Assessment
Completion
of Project
(10 pt)

Demonstrati
on of
Knowledge
(20 pts)

Presentation
(10 pts)

Exceptional Work
Completes 12 or more
credits of the
challenge board
accompanied by
associated
documentation;
exceeds prompt
details
Demonstrates
understanding of the
structures, functions,
and coordinated
efforts of the immune
system; takes project
beyond knowledge
presented in class;
shows evidence of
outside research
Project is creative,
well-made, shows
effort and is of
professional quality
and neat

Comments:

Developing Work

Incomplete Work

Nearly all 12 required

credits of the challenge
board are met, and/or
with missing features;
weakly satisfies prompt
details.

Missing key features,

incomplete, or missing all
together. Lack of
supporting documentation
of work; does not meet
prompt details.

Minimal missing or
inaccurate information,
slight errors that do not
take away from aim of
the project; project
demonstrates application
of knowledge presented
in class; some evidence
of outside research

Missing information,
incomplete, inaccurate,
or written in a way that is
difficult to interpret; little
or no evidence of
application of knowledge
presented in class; no
evidence of outside
research

Project shows quality of

work, with only slight
improvements
necessary; is not quite
professional standard,
but shows progress

Project shows draft quality

of work, minimal efforts
lots of spelling errors or
carelessly done

______/40