Single Subject Lesson Plan #1

Lesson Title/Subject: Introduction to the Immune System

Standards
HS-LS1-2
From molecules to Organisms: Develop and use a model to illustrate the heretical
organization of interacting systems that provide specific functions within multicellular
organism.

ELA
SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.

Background Knowledge
Students have an operative knowledge of cells, types of cells and basic cellular structure
from previous units. They are familiar with the idea that different types of cells form and
the formation tends to determine cellular function. Students are also familiar with the
systems of the human body, specifically the circulatory and the skeletal system from a
past physiology unit.

*Instructional Objectives: Assessment

Using the information in designated
case studies (See materials), students
will investigate the different
mechanisms used by white blood cells
as they protect the body by foreign
invaders.
Formative: Students will write a script
that dramatizes the basic interactions
occurring between antigen and
immune response based on their study
case. Students need to specifically
identify the antigen and consider
transmission, entrance into the body,
and the immune response to that
antigen.

*Language Objectives: Assessment

Students will be able to define key Formative: In a 4-Square activity,

vocabulary terms of the immune system
by paraphrasing researched definitions
and creating illustrations for each term.
students will (1) provide the definitions
for the provided vocabulary words, (2)
an example on the role it plays in the
immune response, (3) an illustration
showcasing structure and/ or function,
(4) the effects of this component failing
to perform its job.

Materials and Safety Precautions (if applicable)

 - 4 Square worksheet template
- Pencil. Paper
- Construction paper
- Markers
- Index cards with case studies (see procedure step 5)

Accommodations

- Beginner English Learners will be given extra time to first define vocabulary words in
their native language before being placed in groups with students who will be able to help
them translate their definitions to English and provide examples.
- Divide students into small groups. In an envelope, students should find index cards with
content specific vocabulary words. Students should deal the cards out to the group at their
table. Together, they will create a chain story. On a single sheet of paper, each person in
the group will contribute two sentences to the story that begins with a flu virus that has
found itself inside the human nose.
One student will start his or her story and then pass it on to the next person.
Each card should be used for ideas.
The students should sign their names next to the lines they write.
When they are done, one person will be chosen to read the story back to the group

Procedures

Focus Lesson (Teacher does):

1. At the start of the lesson ask students if they have heard of the immune system and
why they think it is important in their everyday lives. Using a PowerPoint presentation,
the teacher will introduce the lines of defense that compose the immune system including
physical barriers, nonspecific resistance and specific resistance, or acquired immunity.
Via graphic and visual representations, the teacher will show the common interactions
between pathogens and the different lines of defense that make up the immune system.

Guided Instruction (Teacher and Students do together):

2. As a class or in small groups, review the following terms associated with the immune
system:

macrophage bacteria lysosomes

interleukin viruses specific immunity
helper T cells antigen nonspecific immunity
suppressor T cells inflammation natural killer cells
killer T cells leukocytes vaccine
memory T and B cells B cell growth factor lymphokines
antibody
 3. Create a 4-square chart that defines these terms. In this chart, students will (1) provide
the definitions for the provided vocabulary words, (2) an example on the role it plays in
the immune response, (3) an illustration showcasing structure and/ or function, (4) the
effects of this component malfunctioning or failing. Let students know that they will be
given one of five "case studies" and asked to write a script describing the scenario. They
will use this chart as a reference for the activity.

Modeling:
-After explaining the 4-square activity, the teacher will model an example on the board.
The teacher will pick one of the words in the vocabulary list provided in step 2 and ask
for student participation to fill in the designated spaces in the chart.
- If available, the teacher can show a completed worksheet from previous classes or
prepare an example before the start of class and present it to the class.

4. Divide the students into small groups of four or five.

5. Present each group with a case study from theOperation Antibody Activity Sheet
written on an index card. Using the information from their lecture notes, students will
create a diagram or concept map on a large sheet of paper that illustrates the interaction
between the invading antigen and the immune system. Students should use as many of
the terms from the previous list as applicable. Arrows and other illustrations should be
used to help clarify an oral explanation. A "storyboard" format might be used instead of a
diagram. (The diagrams may be similar, but there are variations in the type antigen
causing the reaction, mode of entry, transmission, and so on.) This should create unique
story lines for each script.

6. An informal discussion with the teacher should determine if the correct sequence of
events has been outlined before the group moves on to script writing.

Independent Learning (Students do it alone

7. Students should now proceed with writing a script that dramatizes the basic interaction
occurring between antigen and the immune response based on their case study. They need
to specifically identify the antigen and consider transmission, entrance into the body, and
the immune response to that antigen.

8. Have students choose a narrator and a cast of characters from their group who will
perform the scene.

9. Students should use simple staging and nametags to identify the characters in their
scene. They should conclude each skit with a summary of the immune response and
anything unique to their case, such as inflammatory response or allergic reaction.

10. After all dramatizations have been performed, review the immune system by
comparing the body's response in each case.
 Single Subject Lesson Plan #2
Lesson Title/Subject: Vaccines: Understanding how they work

Standards
HS-LS1-2
From molecules to Organisms: Develop and use a model to illustrate the heretical
organization of interacting systems that provide specific functions within multicellular
organism

ELA/Literacy-

WHST.9-12.9 Draw evidence from informational texts to support analysis,

reflection, and research.

SL.11-12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.

*Instructional Objectives: Assessment

Students will be able to describe the
process of immunization by describing
the interactions of vaccines with the
human immune system.
Formative: In groups, students will
create posters that educate the public
on how vaccines work by describing the
process of immunization and providing
illustrations that depict 1 specific
antigen interacting with a component of
the immune system.

*Language Objectives: Assessment

Students will be able to classify their Formative: In a group presentation,

target audience and create an
educational poster using appropriate
language to make their content
accessible.
students will showcase their posters.
Using either formal or informal
language, students will orally present
their posters to the class as if they were
presenting it to their target audience
(i.e. children, teachers, parents, etc.)

Materials
-Access to internet
- Poster board/ paper
-Markers
-Colored pencils

Accommodations for special needs, advanced and English language learners

-Teacher can provide examples of posters in various languages depending in student
background.
- Students will present their posters in small groups of students with different content and
language proficiency. Collaborative learning will allow students to see various student
work examples.

Procedures

Focus Lesson (Teacher does):

1. Ask students what they know about vaccines. What is a vaccine? What are some
common vaccines you know of or have received? Why are vaccines important? Write
their answers on the board.

2. Review the basics of vaccines and how they work with the class:
Explain that the immune system is the body's method of protecting itself from foreign
substances that invade the body. Vaccines work with our immune system to protect
against measles, mumps, polio, and other diseases. A vaccine helps your body create
antibodies, or cells that fight off antigens, and foreign substances like bacteria or viruses.
Sometimes your body creates antibodies by itself, but not enough to fight a serious
disease like polio.

-A vaccine is made from the antigeneither bacteria or a virusthat causes the

disease. Some vaccines use live but weakened versions of the antigen. Some are made
from "killed" antigens, and others are made from parts of the antigen or one that closely
resembles the targeted bacteria or virus. In any form, a vaccine does not contain enough
of antigens to cause the disease. It has just enough to trigger the body's immune system to
produce antibodies against that disease. In most cases, these antibodies remain active and
protective against the disease for a person's lifetime. This protection is called immunity.
3. Explain that usually, children receive several vaccinations during the first 10 years of
their lives, most of them before the age of one. Write the following vaccines on the board:
Polio
MMR (measles, mumps, rubella)
DTP (diphtheria, tetanus, pertussis)
Hepatitis B
Varicella (chicken pox)

Modeling:
4. Divide the class into five groups and assign each group one of the vaccinations above.
Tell students that each group will create a poster to educate the public about a vaccine.
Their poster should answer as many of the following questions as possible:

-What disease is this vaccine meant to prevent?

-Describe the disease this vaccine prevents: What are the symptoms? Who is most
susceptible? Is the disease caused by a virus or bacteria?
-Who should be vaccinated? Who should not be vaccinated?
-How does the vaccine work? How often should a person be vaccinated?
-What are some possible side effects of the vaccine?
-What are some other interesting facts about this vaccine?
*Teacher will showcase various example posters and explain what the finished poster
should include. This step was not performed during the delivery of the lesson (See
daily reflection #2).

Guided Instruction (Teacher and Students do together):

5. Teacher walks around the classroom checking in with all the groups. Ask students to
consider the audience of their poster (for example, parents, pregnant women, teenagers).
Once they decide whom they are addressing, encourage them to use appropriate language
and images. In addition, ask students to think about the most effective locations for their
posters, such as a pediatrician's office or a bus stop.

Independent Learning (Students do it alone)

6. Have each group present its poster, while giving a brief explanation of the vaccination
studied. Then ask students to hang posters around the room. As a class, discuss the
importance and effects of vaccinations.

7. Encourage class to do further research on this topic. What are some problems
associated with vaccines? What are the recommendations for countering these risks?
Introduce the question of whether certain vaccinations should be mandatory. This will get
students thinking about their position in the matter and prime them for upcoming
instruction and discussions.
 Single Subject Lesson Plan #3
Lesson Title/Subject: The War on Vaccines

Standards
MS-LS1-3. Use argument supported by evidence for how the body is a system of
interacting subsystems composed of groups of cells

ELA/Literacy-

WHST.9-12.7 Conduct short as well as more sustained research projects to answer a

question (including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation. (HS-LS1-3)

WHST.11-12.8 Gather relevant information from multiple authoritative print and

digital sources, using advanced searches effectively; assess the strengths and limitations
of each source in terms of the specific task, purpose, and audience; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.

Purpose/Rationale
In this lesson, students will watch the FRONTLINE video The Vaccine War, conduct a
simulation to see how disease spreads in a community with and without vaccine
immunity, and take part in a survey on views about vaccination. In doing so, they will
consider some of the personal and societal aspects of decisions about vaccinating children

Background Knowledge
Vaccines help develop immunity by imitating an infection. This type of infection,
however, does not cause illness, but it does cause the immune system to produce T-
lymphocytes and antibodies. Sometimes, after getting a vaccine, the imitation infection
can cause some symptoms, such as fever. Such symptoms are normal and should be
expected as the body builds immunity.

*Instructional Objectives: Assessment

Students will be able to pose a stance Summative: In a formal written

for or against student vaccination as a
requirement to attend public schools,
and support their claim with relevant
information from class or individual
research.
activity, students will make a clear
stance on the topic of obligatory student
vaccination and provide supportive
evidence from their notes, classroom
activities or personal experiences.
Students will also address at least one
counterargument and provide
 rebuttals.

*Language Objectives: Assessment

Students will be able to gather and
evaluate information from the video
presented, lecture notes and outside
sources to support a claim.
Students will develop an argument
supporting or opposing obligatory
student immunization by providing
examples and summarizing scientific
evidence.
Using a T-chart, students will gather
information on the pros and cons of
vaccinations in present day United
States. Students will highlight pieces of
information that they find most
important and state whether the
benefits outweigh the risks of vaccines.
In an oral discussion activity, students
will present their stance on required
child/student vaccination and provide
at least two pieces of evidence
supporting their claim. Students will
address at least one counterargument
posed by classmates and explain why
this information does not change their
stance.

*Multicultural Objectives: Assessment

Students will use the gathered In a class discussion, students will

information and assume the roles of
community members to speak in favor
or against public school vaccination
requirements.
orally describe points of interest to their
designated community group regarding
the vaccine requirement debate.
Evidence points will address why it is
important for all students to be
vaccinated or why vaccinations should
not be a requirement for enrollment.

Materials and Safety Precautions (if applicable)

Accommodations
-Teacher introduces guiding questions during class debate in order to further the
discussion
Leading questions can include:

Herd immunity prevents a disease from spreading because a large

percentage of the population is immune to the disease as a result of
vaccination. How does herd immunity benefit individuals who are not
vaccinated?
What might happen if fewer people or more people were vaccinated?
-Teacher can also provide sentence frames if students have difficulty developing an
argument or supporting their claim
ex. In my opinion, child vaccination should be required because.
-I see what you mean by______, but evidence shows that________.

-During the final written activity, EL students will we given prompts and examples in
their native language. First drafts will be written in their native language and will be
given extra time to translate as much as they can from their piece to English. All drafts
will be turned in to compare and assess language and content skills individually.
Procedures

Focus Lesson: Duration 2 days

Video- The Vaccine War (54 min) Day 1

-Addition to lesson plan given observations from lesson 2: Before moving on to this
lesson in which we gather information regarding the pros and cons of vaccinations I must
review the way in which vaccines help our body prepare itself for antigen invasions. To
do so, I will show the YouTube video How do vaccines work? By TED-Ed. This video
provides great visuals and animations that depict the immune response to vaccines in the
human body step by step as well as giving historical information on the discovery of
inoculation. Students will take notes on the video and to further assess their progress we
will walk through the video with some questions on what they saw on the video and the
steps the immune system takes against weakened or dead forms of antigens. This will be
the time to clear any remaining misconceptions on the components of vaccines

1. Ask students what they think vaccines are and how they might work. If they
are not sure, explain that vaccines act with the bodys immune system to
protect against disease. Point out that when the body is exposed to an
infectious disease, it creates antibodies that can neutralize or destroy that
particular disease. A vaccine is a weakened form of the disease that
enables people to become immune to the disease without getting sick from
it.
2. Explain that the class will watch a segment of FRONTLINEs The Vaccine
War, which introduces two perspectives on whether children should be
vaccinated. Ask students what they think the two perspectives might be.

3. Show Chapter One of The Vaccine War: A Trip to Ashland, Oregon. As

they watch, have students use a T-chart labeled Favors Vaccines and
Opposes Vaccines to jot down words or phrases used in the video by
people from the two viewpoints.

4. Ask students: Why do some parents choose not to vaccinate their children?
What might be some of the consequences of that decision?

Student Survey- Handout 1

-This student survey will allow the teacher to assess the points of view of students
regarding regulated vaccination for children in the U.S. in order to assign different roles
during the student debate activity.

Infectivitis Simulation

Round 1 Without Vaccination

1. Remind students of the measles outbreak described in the video. Ask,
How could so many people be affected when just one person was initially
infected?

2. Give students copies of the Outbreak student handout and explain that the
class will simulate how disease spreads in a community. Read the
description of Infectivitis, making sure students understand its three-day
progression and the motions they will use to signify their status.

3. Choose a student sitting near the center of the class to introduce Infectivitis
to the community. That student should put both hands on the head as
described in the student handout. Point out that this is Day 1 of Round 1.
Count the number of people currently sick and have students record it on
the handout.

4. Remind students that the sick person is contagious and spreads the
disease by tagging one person while remaining seated. Announce the end
of Day 1.

5. Continue in this manner, and each day of the round, do the following:
Announce the beginning of the day
Remind sick students to change their status as the disease progresses
Count and record the number of sick people
Have sick people tag one susceptible student they can reach from their
seat
Announce the end of the day

6. The round ends either when all students have had Infectivitis or when
transmission stops because there is no one left to tag. Count and record
the number of students who were sick and who were never sick during the
round.

Round 2 With Vaccination

7. Tell students that they will do the simulation again, but this time half of the
students will be immune to Infectivitis because they were vaccinated for it.
As in real life, students will not be able to tell who is immune and who is
susceptible.
 8. Distribute the folded cards and have students look at, but not share with
anyone, what their card says. Students with V have been vaccinated and
are immune, and students with S are susceptible. Have students write
50% Immune and 50% Susceptible on Round 2 of the student handout.

9. Conduct the simulation as before, except in this round, when immune

students are tagged, they should hold up their V card. The people who
tagged them do not get to tag anyone else, and the vaccinated students
will not tag another student. (Note: If the student you choose to start the
round has been vaccinated, the round will end immediately. You may want
to conduct another round.)

Student Debate (Day 2)

1) Students will be divided into different groups that represent different stances in the debate
of whether new-born children should be vaccinated and whether being vaccinated should
be a requirement in order to enroll into public schools. The roles will be the following:
-Doctors and/or scientists
-Parents in favor of vaccination
-Parents against vaccination
-Students

2) Using the chart that the students filled out while watching the video- The Vaccination
Wars, students will take 10 minutes to formulate their main points that each of the groups
will be discussing.

3) Teacher will monitor the discussion by reminding students that although it can be a
sensitive topic for some, students are to be respectful to each other. Students will not
interrupt while someone else is talking and will maintain the discussion professional (No
offensive language can be used targeting a specific person or their personal beliefs)

4) Students will once again fill out student survey regarding their stance on vaccination
(Handout 2). They will explain whether or not they changed their mind after the debate
and explain why.