7.PCH.2 Analyze the immune system in terms of the organs, their functions, and their interrelationships.

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1 Essential Standard 7.PCH.2 Analyze the immune system in terms of the organs, their functions, and their interrelationships. Clarifying Objective 7.PCH.2.1 Analyze the immune system in terms of the organs, their functions, and their interrelationships. Materials Needed: Appendix 1 Memory Matching: Healthy Sleep Habits (Review) Appendix 2 Immune System Wordle (Focus) Appendix 3a, b Immune System notes Master (Teacher Input) Appendix 4a, b Immune System notes (Teacher Input) Internet and video KidsHealth: How the Body Works, the Immune System (approximately 8-9 minutes) Appendix 5 It s a Germ s Life Master (Guided Practice) Appendix 6 It s a Germ s Life (Guided Practice) Appendix 7 The Immune System: Create a Character (Independent Practice) Appendix 8 Create a Character Scoring Rubric (Independent Practice) Resources: Body and Mind, Centers for Disease Control KidsHealth Review: 7.PCH.1.1 Explain health and academic consequences of inadequate rest and sleep. Make multiple copies of the template (Appendix 1) and cut out each card (one set per two students). Print these on cardstock or laminate to increase durability. In an earlier class you learned about the importance of sleep for good health. Today I want to review your recollection of sleep and a healthy body with a Memory Matching: Healthy Sleep Habits game. In pairs, shuffle your cards and lay out in three rows of four. Each of you will take a turn flipping over two cards with the hopes of finding the first cards match. If they match, the player keeps them and turns over two more cards. This player continues playing in this way until the two cards do not match. If they do not match, the player turns the cards face down again in the same location and the next player takes his or her turn. If they match, the player keeps them and turns over two more cards. Continue until you have matched all cards. Processing Questions: How do each of the following aid a person in getting better sleep? What are some other suggestions for getting better sleep? How are sleep and health associated? 7.PCH.2.1, page 1

2 NC School Health Training Center NC Association for the Advancement of Health Education Focus: Using the attached Wordle (Appendix 2), ask students to work in pairs to determine what body system the Wordle is referring to. When they believe they have the correct answer, ask them both to raise their hands. Once all students have raised their hands, call on a volunteer. The student should respond with the Immune system. Ask random pairs for key words that helped identify the correct answer. Statement of Objectives: In today s class we are going to analyze the immune system. We will look at the relationship it has with a variety of organs and their functions. At the end of this lesson, you will be able to list the components of the immune system and how to keep it healthy. Teacher Input: Provide the note-taking handout to the students (Appendix 4) and begin with the major organs of the immune system. Ask students to match the organs on the list with their respective function. Review the answers (see Appendix 3) then move to the video. Link to the video on KidsHealth: How the Body Works, the Immune System (approximately 8-9 minutes) Make sure to click the Top Secret folder to allow students to complete note-taking. Using the Master, review the content to ensure students wrote down correct information. Have students share their lists of additional ways of keeping the immune system healthy. Guided Practice: Distribute the handout It s a Germ s Life (Appendix 6). Tell them this is a fill-in-theblank story about a germ named Rhino and a boy named Fred. Students must use the words in the word bank to tell the story of Rhino and Fred. After students have completed the story, have a student volunteer to read each paragraph. Use the Master (Appendix 5) to ensure correct responses. Independent Practice: For the final assessment, students are to create a character that has been exposed to a germ. Using the template (Appendix 7), each student will describe a person who has been exposed to a germ. Create a person who has been exposed to a germ. Explain how the body fights the infection and how to keep the body healthy. Use the figure to help explain the germ s action and the immune system s response. Finally, list behaviors that your character already does well and some improvements s/he might make. 7.PCH.2.1, page 2

3 NC School Health Training Center NC Association for the Advancement of Health Education Share the scoring rubric (Appendix 8) with students and use to evaluate student work and provide feedback. Closure: For today s health lesson we have focused on the immune system. We have discussed how the immune system protects us from a variety of germs and infection and what behaviors can help us stay well. After reviewing your character creations I see that you have a better understanding of this body system, its organs and cell structures. You also demonstrate that you understand how to help keep your immune system strong. 7.PCH.2.1, page 3

4 Be active during the day Be active during the day Regular sleep & wake schedule Regular sleep & wake schedule Avoid caffeine Avoid caffeine No electronics No electronics De-stress to expect a good night's sleep De-stress to expect a good night's sleep Limit length of naps Limit length of naps Memory Matching: Healthy Sleep Habits 7.PCH.2.1, Appendix 1

5 7.PCH.2.1, Appendix 2

6 The Immune System (master) Major Organs in the Immune System Matching: draw a line from the organ to its definition. 1. Skin A small organ in the upper chest, it produces mature T cells. 2. Thymus Found in the upper left part of the body under the ribcage, it filters the blood and looks for foreign cells. 3. Spleen A spongy tissue found inside the bones, it produces red and white blood cells. 4. Lymph nodes The primary barrier between germs and the body. 5. Bone marrow Found throughout the body, they serve as filters and trigger the immune response. Video: KidsHealth: How the Body Works, the Immune System Directions: As you watch the video, fill in the blank spaces about the immune system and the major players. What does the immune system do? Fights invaders, commonly: 1) viruses, example: Flu 2) bacteria, example: Strep throat 3) parasites, example: Diarrhea and 4) fungi, example: Athlete s foot What is a leukocyte? Commanding officer of the immune system What pathogen invades Nate s body? Cold virus They will use Nate s cells to: copy themselves Immune System Counter-attack 1. Identify the Invaders Macrophage Mission: devours invaders and launches the immune system attack Special features: help clean up debris, including dead and dying cells garbage haulers of the immune system What does the flag do? It is an antigen to identify the invader. 2. Call for Help Helper T Cells T Mission: coordinate the immune system s counter-attack on the cold virus by recruiting and activating other immune system cells Special Features: the help B cells morph into factories that produce antibodies, which are needed to fight illness 3. Tag the Invaders B Cells B 7.PCH.2.1, Appendix 3a

7 Mission: to tag invaders with antibodies so other immune system cells know to destroy them. Special Features: when given the signal, B cells morph into plasma cells. Plasma cells crank out thousands of antibodies per second. What are the Y s? Antibodies 4. Destroy the Invaders K Cells Mission: to devours invaders or release toxic chemicals that kill invaders. Special Feature: Killer cells will destroy any germ in their path, but they work best when they spot invaders that have been tagged for destruction. Cytotoxic T Cell C Mission: to destroy infected body cells before the virus has a chance to multiply. Special Features: these cells kill be releasing a special chemical that pokes holes in the wall of the infected cell. It pops like a balloon that s been stuck with pins. 5. Remember the Invaders Memory Cells M Mission: to make immune responses faster next time the invader comes around. Special Features: remember previous invaders. What are some ways Nate can stay healthy? Good night s rest K What are additional ways that you can keep your immune system healthy? Wash hands Get immunizations/vaccinations Eat well Exercise Practice stress management Get regular medical checkups 7.PCH.2.1, Appendix 3b

8 The Immune System Major Organs of the Immune System Matching: draw a line from the organ to its definition. 6. Skin A small organ in the upper chest, it produces mature T cells. 7. Thymus Found in the upper left part of the body under the ribcage, it filters the blood and looks for foreign cells. 8. Spleen A spongy tissue found inside the bones, it produces red and white blood cells. 9. Lymph nodes The primary barrier between germs and the body. 10. Bone marrow Found throughout the body, they serve as filters and trigger the immune response. Video: KidsHealth: How the Body Works, the Immune System Directions: As you watch the video, fill in the blank spaces about the immune system and the major players. What does the immune system do? Fights invaders, commonly: 1. Example: 2. Example: 3. Example: 4. Example: What is a leukocyte? What pathogen invades Nate s body? They will use Nate s cells to: 1. Identify the Invaders Macrophage Mission: Special features: What does the flag do? Immune System Counter-attack 7.PCH.2.1, Appendix 4a

9 2. Call for Help Helper T Cells Mission: Special Features: 3. Tag the Invaders B Cells Mission Special Features: What are the Y s? 4. Destroy the Invaders K Cells Mission: Special Feature: Cytotoxic T Cell Mission:. Special Features: 5. Remember the Invaders Memory Cells Mission: Special Features:. B K C M T What are some ways Nate can stay healthy? What are additional ways that you can keep your immune system healthy? 7.PCH.2.1, Appendix 4b

10 It s a Germ s Life (master) Or When Fred met Rhino This is a story about Fred. He s a seventh grader and likes to do typical kid stuff. He likes to play baseball, video games and skateboard. His favorite subject in school is science and he thinks astronomy is pretty cool, too. One day, while at school, Fred was out for recess and was hanging out with his friends. They threw a softball around, did some chin ups on the monkey bars, even arm wrestled. When Fred came in from recess he passed the restroom and did not wash his hands. He ate an apple as a snack and shared a bottle of water with his best friend. Fred knew it was important to eat well to stay healthy. During this time, Fred met Rhino. He didn t know it yet (no symptoms!), but Rhino (short for rhinovirus) is actually a common cold, which is a virus. Since Rhino entered Fred s body through his mouth, his skin was unable to stop the invasion. As soon as the invasion occurred, though, Fred s body noticed. The leukocytes (or commanding officers of the immune system) triggered a counterattack. Macrophages were sent in to eat Rhino s replicating cold cells and helper T cells were activated to coordinate the immune s systems by recruiting and activating other systems. Fred has no idea that all of this is going on! As Fred attends his science class, several of his organs are hard at work. Lymph nodes in Fred s neck have noticed the virus invader and have also triggered the immune system into action. The thymus has already produced mature T cells, preparing the body for any types of invaders. Fred s bone marrow is hard at work producing red and white blood cells and his spleen continues to filter the blood and search for foreign cells. Fred is enjoying a lesson on composition, properties and structure of the atmosphere---important stuff to know if you want to be an astronomer! Meanwhile, Fred s immune system is still dealing with Rhino. The B cells have begun to tag the invaders so the K cells will know to destroy them (they ll either eat them or release toxic chemicals!) or the cytotoxic T cells will destroy the invaders by popping them like balloons. As this happens, the body is creating a file on Rhino. Fred s memory cells have identified this cold virus and will remember it and respond more quickly the next time Rhino decides to make an appearance. At the end of the school day, Fred stayed after school for baseball practice---he was hoping to get the shortstop position. When in the locker room, Fred made sure to keep his shower shoes on, he didn t want to get Athlete s Foot, a fungus their coach had warned them about. Since his good friend Eddie could not be at practice (because he had strep throat, which Fred knew was caused by bacteria), Fred practiced with other teammates and got in some really good exercise. Finally, Fred s day was over and went home for dinner, homework and a good night s rest. Because of his many healthy behaviors, Fred s immune system was able to fight off Rhino and he would never know about his potential cold. K cells, good night s rest, skin, spleen, lymph nodes, bacteria, leukocyte, macrophages, B cells, memory cells, virus, fungus, eat well, helper T cells, bone marrow, Thymus, wash his hands, cytotoxic T cells, exercise 7.PCH.2.1, Appendix 5

11 It s a Germ s Life (master) Or When Fred met Rhino This is a story about Fred. He s a seventh grader and likes to do typical kid stuff. He likes to play baseball, video games and skateboard. His favorite subject in school is science and he thinks astronomy is pretty cool, too. One day, while at school, Fred was out for recess and was hanging out with his friends. They threw a softball around, did some chin ups on the monkey bars, even arm wrestled. When Fred came in from recess he passed the restroom and did not. He ate an apple as a snack and shared a bottle of water with his best friend. Fred knew it was important to to stay healthy. During this time, Fred met Rhino. He didn t know it yet (no symptoms!), but Rhino (short for rhinovirus) is actually a common cold, which is a. Since Rhino entered Fred s body through his mouth, his was unable to stop the invasion. As soon as the invasion occurred, though, Fred s body noticed. The (or commanding officers of the immune system) triggered a counterattack. were sent in to eat Rhino s replicating cold cells and were activated to coordinate the immune s systems by recruiting and activating other systems. Fred has no idea that all of this is going on! As Fred attends his science class, several of his organs are hard at work. in Fred s neck have noticed the virus invader and have also triggered the immune system into action. The has already produced mature T cells, preparing the body for any types of invaders. Fred s is hard at work producing red and white blood cells and his continues to filter the blood and search for foreign cells. Fred is enjoying a lesson on composition, properties and structure of the atmosphere---important stuff to know if you want to be an astronomer! Meanwhile, Fred s immune system is still dealing with Rhino. The have begun to tag the invaders so the will know to destroy them (they ll either eat them or release toxic chemicals!) or the will destroy the invaders by popping them like balloons. As this happens, the body is creating a file on Rhino. Fred s have identified this cold virus and will remember it and respond more quickly the next time Rhino decides to make an appearance. At the end of the school day, Fred stayed after school for baseball practice---he was hoping to get the shortstop position. When in the locker room, Fred made sure to keep his shower shoes on, he didn t want to get Athlete s Foot, a their coach had warned them about. Since his good friend Eddie could not be at practice (because he had strep throat, which Fred knew was caused by ), Fred practiced with other team-mates and got in some really good. Finally, Fred s day was over and went home for dinner, homework and a. Because of his many healthy behaviors, Fred s immune system was able to fight off Rhino and he would never know about his potential cold. K cells, good night s rest, skin, spleen, lymph nodes, bacteria, leukocyte, macrophages, B cells, memory cells, virus, fungus, eat well, helper T cells, bone marrow, thymus, wash his hands, cytotoxic T cells, exercise 7.PCH.2.1, Appendix 6

12 The Immune System: Create a Character Assignment: create a person who has been exposed to a germ. Explain how the body fights the infection and how to keep the body healthy. Use the figure to help explain the germ s action and the immune system s response. Finally, list behaviors that your character already does well and some improvements/he might make. Name: Age: Favorite subject: Likes: Dislikes: Germ: How did s/he get exposed to the germ? What is happening in the body? What does already do to stay healthy? What does need to do to improve her/his health? 7.PCH.2.1, Appendix 7

13 The Immune System: Create a Character Rubric Student Name: CATEGORY Knowledge Gained Student can accurately answer all questions related to facts in the poster and processes used to create the poster. Student can accurately answer most questions related to facts in the poster and processes used to create the poster. Student can accurately answer about 75% of questions related to facts in the poster and processes used to create the poster. Student appears to have insufficient knowledge about the facts or processes used in the poster. Content - Accuracy At least 7 accurate facts are displayed on the poster. 5-6 accurate facts are displayed on the poster. 3-4 accurate facts are displayed on the poster. Less than 3 accurate facts are displayed on the poster. Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness. The poster is attractive in terms of design, layout and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. It is not attractive. Grammar There are no grammatical mistakes on the poster. There is 1 grammatical mistake on the poster. There are 2 grammatical mistakes on the poster. There are more than 2 grammatical mistakes on the poster. Use of Class Time Used time well during each class period. Focused on getting the project done. Never distracted others. Used time well during each class period. Usually focused on getting the project done and never distracted others. Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project OR often distracted others. 7.PCH.2.1, Appendix 8

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