Lesson Plan for Pbl

LESSON PLAN

Subject : Biology

Form : Lower Six

Title : The body’s preparation for a specific immune response

Time : Two weeks ( 4 x 40 minutes periods)

Overview :

The human immune system is the body's specific line of defense against invading organisms. The

unbroken skin, mucous membranes, and cilia stand as the first line of defense against pathogens. But if the

first line of defense is broken, and pathogens enter the body, two more lines of defense are called into

action. The second lines of defense are inflammation, the body's method of providing more white blood

cells, and interferon. If the second lines of defense succumb to the heavy pathogens attacks, the third line of

defense, which is specific defense will protect the body. Antibodies are proteins that are produced by certain

kinds of lymphocytes cells in a response to an invasion by a specific organism, called an antigen. When an

antigen invades the body, specific lymphocytes called T-cells and B-cells are immediately put into action. T-

cells activate B-cells to produce antibodies. Antibodies then repel and destroy the antigens, by joining

together like puzzle pieces. Yet, there is an exception to the antigen/antibody puzzle connection. Through

the activities presented in this lesson, students will become familiar with the human immune system's third

line defense and how it can specifically destroy antigens by creating antibodies. After examining Web sites

and reviewing literature students will participate in discussion activities which will further familiarize them

with the activities of the human immune system, and the relationship of antibodies and antigens.

These lessons will be used as a progressive lesson in the study of the human body's lines of

defense.

Learning outcomes:

By the end of the lesson, students should be able to:

1. State what blood cell do and how are they grouped.

2. Explain the roles of the major histocompatibility complex

3. Differentiate between the interaction of a antigen independent T-cell and a antigen dependent T-cell.

4. Describe the humoral immune response

5. Describe the mechanism of your immune system

Priors knowledge and skills

I. Non specific lines defense

a. First line defense

b. Second line defense

II. Specific defense

a. Components of your immune system

New integrated learning issues :

1. Components of the blood and how are they grouped

2. Humoral immune response

3. Mechanism of your immune system

Scientific skills

1. Communication during discussion

2. Cooperative to solve the problem

3. Team work

4. Ability to assess information from all impossible resources

Procedure :

Phase Teaching & Learning Activities Remark

Engaging1. Teacher divides the students into a group.

Each group has 5 persons with different

ability.

2. Student will be divided according to their

ability. Each group must consist of high,

moderate and weak achievers.

3. Teacher give the same problem scenario to

each group.

Problem scenario

A baby boy was born without thymus and has

O blood type whereas his mother has AB

blood type. The baby is frequently sick and

easily infected even by a very common

bacteria and took a long time to recover.

Investigate the causes of his illness.

Empowering4. The students reviewing the problem scenario

in their group. They formed their committee

members and distribute the task among

members.

5. Students discuss all possible alternatives to

solve the problem.

6. Each student collected all the information

from all the possible resources.

Symptom Possible alternative

Resources Researcher

1.

2.

3.

4.

Enhancing7. Student gathered in their group to discuss all the

possible alternative and try to solve the problem by

deleting impossible alternative.

8. Each researcher presents their finding information

to the group.

9. In group, they try to solve the problem by deleting all

the impossible alternatives and try to find one

solution.

10. Each student/researcher try to find other

information to make a right conclusion after

the discussion

11. They try to find out the disease related to

the symptoms that had been shown by the

boy from all possible resources.

12. Student once again gathered to state one

possible solution to the problem

13. Each group prepares their power point

presentation to present their collected

information and conclusion to the problem

to the whole class. Power point presentation

is also used for assessment.

Possible alternative Conclusion

FLOW CHART

Day 1

Reviewing the problem scenario

Formed the committee members

Identify systems of illness

Distribute the task among the members

Day 2 - Day 6

Collected all the information from all the possible resources

Day 7

Face to face discussion

Solve the problem after deleting all impossible alternatives

Day 8 - Day 10

Find others information to make a right conclusion

Day 11

Discussion to state one possible alternative which is the solution of the problem

Day 14

Power point presentation on their finding to solve the problem to the whole class

GANTT CHART

No.DAY

TASKS1 2 3 7 8 11 14 ACTION

1 Distribute task among members in group √ CHAIRPERSON2 Identify symptoms of illness √ GROUP3 Identify blood type of the baby which is not same with his mother

-literature review √ ROHAIDA

4 Identify any substances which is present in the blood-literature review

√ ROHAIDA

5 Gather information: Lymphocyte editing by clonal deletion & Antigen processing-literature review

√ ROHAIDA

6 Find some conclusion √ GROUP7 Find out about B cell activation and clonal selection

-literature review√ √ √ ROHAIZA

8 Identify memory B cells and establishment of immunological memory-literature review

√ √ √ ROHAIZA

9 Find out how immune system identifies intruder-literature review

√ √ √ RASFA

10 Find out the mechanism of T-cell and B-cell mediated immunity-literature review

√ √ √ RASFA

11 Find out the body’s system of filtration and garbage disposal-literature review

√ √ √ RASFA

12 Face to face-Discussion after getting all the information-Solve the problem after deleting all the impossible alternatives

√ GROUP & TEACHER

13 -Find others information to make a right conclusion √ GROUP14 Face to face

-State to one possible alternative which is the solution of the problem√ GROUP

15 Prepare slides for presentation √ √ GROUP

COMMITTEE MEMBERS

DETERMINE A TOPIC

RESEARCHER

TRANSCRIBER

GRAPH DESIGNER

CHAIRPERSONPRESENTOR

COMMITTEE MEMBERS

Conduct the discussion session to solve the problem.

Giving a task to every researcher

Conduct the discussion to find the solution

Prepare slide presentation in Power Point

Present all the collected information

Gather information from all possible resources

Bring all the information during the discussion session

Present the information during discussion

Figure out a solution to the problem

Record all the alternatives to solve the problem

Record information that had been collected.


Role of the committee

Chairperson

Conduct the discussion session to solve the problem.

Giving a task to every researcher


Transcriber

Record all the alternative to solve the problem

Record information that had been collected.


Researcher

Gather information from all possible resources

Bring all the information during the discussion session

Present the information during discussion

Figure out a solution to the problem

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PROBLEM-CRAFTING TEMPLATE

TITLE OF PROBLEM: What are the factors caused the illness of the boy.

DURATION OF PROBLEM: Two week

BASE SUBJECT:

POSSIBLE INTEGRATION WITH THE FOLLOWING SUBJECTS:

1. OUTCOMES

Knowledge

1. Specific immune response

Process

By the end of the lesson, students should

be able to:

6. State what blood cell do and how

are they grouped.

7. Explain the roles of the major

histocompatibility complex

8. Describe the humoral immune

response

9. Describe the mechanism of your

immune system

2. PROFILE OF STUDENTS

Upper or Lower Six Form Students.

3. PRIOR KNOWLEDGE & SKILLS

II. Non specific lines defense

a. First line defense

b. Second line defense

III. Specific defense

a. Components of your immune system

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4. NEW INTEGRATED LEARNING ISSUES

4. Components of the blood and how are they grouped

5. Humoral immune response

6. Mechanism of your immune system

7. PROBLEM SCENARIO

A baby boy was born without thymus and has O blood type whereas his mother has

AB blood type. The baby is frequently sick and easily infected even by very common

bacteria and took a long time to recover. Investigate the causes of his illness.

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6. PILOT-TEST PROBLEM

Facts Ideas Learning Issues Action Plan

The boy have different blood type compared with his mother.

The baby is frequently sick and easily infected even by a very common bacteria.

The baby is frequently sick and easily infected even by a very common bacteria and took a long time to recover

The illness may be caused by his

blood type which is not same with

his mother.

The illness may be caused by

other components which is

present in the blood.

The illness may be caused by the

humoral immune response in the

body


something that may damaged the

mechanism of the immune

system.


disruption during formation of

lymphocytes cells

1. What blood cells and how are they group

2. Lymphocyte editing by clonal deletion

3. Antigen processing4. The roles of major

histocompatibility complex.

1. B cell activation and clonal selection

2. Memory B cells and establishment of immunological memory

1. How the immune system identifies intruders and destroy antigen

2. How the mechanism of immune system using B cell and T cell

Literature review

Literature review, interview Pathologist

and Genetician. Getting pemplet

from hospital

Interview Physiologist and Doctor,

Literature review

Literature review

Literature review, interview immunologist and Doctor.

Literature review = internet, books, articles, journals, manuscript

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7. ASSESSMENT PLAN

Tool Individual/Group

Formative/Summative

Weightage Assessed by

Participation during discussion

Ability to solve the problem (PowerPoint presentation)

Participation in finding information

Individual

Group

Individual

Formative

Formative

Summative

20%

20%

10%

Teacher

Teacher

Peers (Group members)

Skills

Communicate Cooperative Team work

8. FOLLOW-UP AFTER PROBLEM REVIEW

1. Discussion after getting all the information

2. Solve the problem after deleting all the impossible alternative

3. State to one possible alternative which is the solution of the problem.

9. PROBLEM-CRAFTING TEAM

1. Rohaida

2. Rohaiza

3. Rasfa Roziana Abdul Rashed

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RUBRIC FOR GROUP DISCUSSION

ATTRIBUTE EMERGING (3) COMPETENT (5) EXEMPLARY (10)

LISTENING Recognizes and responds to others speaking.

Uses and practices listening processes regularly.

Habitually uses listening processes.

NON-VERBAL COMMUNICATION

Eye contact, gestures, posture, facial expression,

voice.

Comprehends some information from non-verbal cues.

Draws accurate conclusions from body language and facial expressions.

Able to recognize and use subtle non-verbal communication cues.

CO-OPERATIONSometimes shows ability to wait to give appropriate verbal / non-verbal responses.

Usually shows ability to wait to give appropriate verbal / non-verbal responses.

Habitually shows ability to wait with openness and awareness to give appropriate verbal / non-verbal responses.

PARTICIPATION Tells thoughts,

feelings, ideas so others understand.

Rarely talks during the discussion or talk is off the subject. Offers few ideas to the discussion.

Shares freely and explains with details. Makes connections to what others say.

Talk inspires others. Supports and leads others in discussion.

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RUBRIC FOR POWERPOINT PRESENTATION

CATEGORY 5 3 2 1

Background Background does notdetract from text orother graphics. Choiceof background isappropriate for thisproject.

Background does notdetract from text orother graphics. Choiceof background couldhave been better suitedfor the project.

Background does notdetract from text orother graphics. Choiceof background foes notfit project.

Background makes itdifficult to see text orcompetes with othergraphics on the page

Text - FontChoice &FormattingContent

Font formats (e.g.color, bold, italic) have been carefully plannedto enhance readabilityand content.

Font formats have beencarefully planned to enhance readability.

Font formatting has been carefully plannedto complement the content. It may be a little hard to read.

Font formatting makes it very difficult to read the material.

Citations Sources of information are properly cited so that the audience can determine the credibility and authority of the information presented. All sources of information are clearly identified throughout the project.

Most sources of information use proper citation, and sources are documented to make it possible to check on the accuracy of information

Sometimes copyright guidelines are followed and some information, photos and graphics do not use proper A citations.

No way to check validity of information

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Content -Accuracy

All content throughoutthe presentation isaccurate. There are no factual errors.

Most of the content isaccurate but there isone piece ofinformation that mightbe inaccurate.

The content is generallyaccurate, but one pieceof information is clearlyflawed or inaccurate.

Content is typicallyconfusing or containsmore than one factualerror. It is difficult tounderstand the timeperiod that was chosen.

Spelling andGrammar

Presentation has nomisspellings orgrammatical errors

Presentation has 1-2misspellings, but nogrammatical errors.

Presentation has 1-2grammatical errors butno misspellings.

Presentation has morethan 2 grammaticaland/or spelling errors

Use ofGraphics

All graphics areattractive (size and colors) and support thetheme/content of the presentation.

A few graphics are not attractive but all support the theme/content of the presentation.

All graphics areattractive but a few do not seem to support thetheme/content of the presentation.

Several graphics are unattractive AND detractfrom the content of the presentation.

EffectivenessPresentation

Project includes all material needed to gaina comfortableunderstanding of the time period chosen. Student presented the material withconfidence.

Project includes most material needed to gaina comfortableunderstanding of the time period chosen. Student presented material but could have been more confident.

Project is missing more than two key elements. Student had many difficulties presentingmaterials.

Project is lackingseveral key elements and has inaccuraciesStudent was unable tocomplete presentation before the class.

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RUBRIC FOR PEERS ASSESSMENT

This “survey” provides your opportunity and your responsibility to evaluate your fellow group members’ performance on the group discussion and participation during finding the information. The survey includes space for evaluating each of your four peers. You must complete this assessment. Respond to every question for each peer by checking the appropriate box. If you wish to add any comments, do so on the back of this page. Your assessment will be confidential, and its contents will not be given to members of the class; however, if problems associated with the functioning of a group surface through the survey, I will discuss them with the group without identifying the person who raised such issues.

Your Name: __________________________________________________________________

Peer # 1 : Peer # 2: Peer # 3: Peer # 4:1. This person showed participation during discussion and finding information.

o Too actively, dominating the group

o Always appropriately actively

o Usually appropriately actively

o Usually inappropriately Passively




o Usually inappropriately passively




o Usually inappropriately passively




o Usually inappropriately

passively

2. This person showed a clear understanding of the concepts discussed in class and applied them to the project…

o Clearly and consistently

o Usuallyo Sometimeso Rarely or never







3. This person o Always o Always o Always o Always

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helped keep the group focused, on task, and moving toward its goals…





4. This person came to group meetings prepared to discuss information relevant to the problem and questions

o Alwayso Usuallyo Sometimeso Rarely or never




5. This person accepted constructive criticism…





6. This person gave criticism constructively and respectfully…





7. This person carried what share of the group responsibility for the quality and quantity of work?

o Little or noneo Some but not a

fair shareo A fair shareo More than a

fair share



fair share



fair share



fair share

8. This person did what percentage of the actual writing that the group submitted for the assignment?

___ / 20

___ % ___ % ___ % ___ %

9. What overall grade would you assign this person’s work on the group project, considering

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effort and performance?

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Documents

Lesson Plan for Pbl