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Lesson 3-3: How Vaccines Work

Page history last edited by mariaelizabethbunn@... 8 years, 4 months ago

Lesson 

Time

Engaging the Student (Entry Task) 

Developing the Ideas--Lesson

Checking for Understanding (exit ticket)

Student Handout 
Teacher/Lesson Notes
Materials

Part 1:

50 min.

 

Part 2:

50 min. 

Part 1: Opening Activity – Introduce Infectious Disease and Immunity

Time: 10 minutes

Introduce the topic of infectious disease. Ask students, What is a disease? (A disease is a sickness.) Ask,What are some examples of diseases? (Students should name the common diseases they may have had or that they know about, such as colds, flu, chickenpox, AIDS, and strep throat.)

 

Write the names of the diseases they name on the board or an overhead projector. Urge them to think of other examples of diseases they may have heard of, such as measles, mumps, polio, and malaria.

 

Tell students that diseases such as the ones they just named are called infectious diseases because they are caused by pathogens that enter, or infect, the human body.

 

Ask, What type of pathogen causes each disease? (Strep throat is caused by a bacterium. Malaria is caused by a protozoan. Viruses cause all the others named above.)

 

Some students may mention diseases such as hay fever, asthma, diabetes, hemophilia, multiple sclerosis,muscular dystrophy, cystic fibrosis, or lupus. If not, mention these diseases and write their names on the board. Ask, Are these also infectious diseases? (Students may know that these diseases are not caused by an infectious agent but are caused by genetic factors or are autoimmune responses.)

 

Explain that such diseases can be referred to as noninfectious diseases. Explain that the human body has several natural ways of protecting itself from infectious diseases.

 

Ask, What do we call the condition of being protected from getting an infectious disease? (Students should know the terms immune and immunity.) Tell students they will be using Internet resources to learn about vaccination, an artificial means of making people immune to certain infectious disease.

 

Part 2: Opening Activity-­Introduce the Simulation

Time: 5 minutes

Invite volunteers to read the question he or she wrote about immunity or vaccines during the closing activity of Part 1.

 

Have students record questions posed by other students in their notebooks. Also invite volunteers to suggest answers to students’ questions. Encourage students to record any answers that make sense under the corresponding questions.

 



Part 1:

 

Part 2:

 

View the full lesson plan here:

 

View the Answer Key to Student Recording Sheets here:

 

Overview and Purpose: The purpose of this lesson is to relate the action of vaccines to the human immune system. In this lesson, students will explore infectious disease and immunity and learn how vaccines help the body defend itself against infectious diseases. This lesson plan gives you two one-­‐period class options (Part 1 or Part 2) and a two-­‐period class option (Parts 1 and 2). All three options give students opportunities to explore information and graphics that describe the parts of the immune system and how vaccines build immunity against infectious diseases.

 

Learning Objectives:

After completing Part 1 of this lesson, students will be able to:

  • explain that an infectious disease is caused by a pathogen that invades an organism
  • recognize viruses and bacteria as common pathogens that cause infectious disease
  • explain that immunity is a state of resistance to, or protection from, a pathogen
  • identify the immune system as the group of physical and chemical defenses that produce immunity
  • distinguish specific immunity from non-­‐specific(innate)immunity

 

After completing Part 2 of this lesson, students will be able to:

  • distinguish antigens and antibodies
  • identify the functions phagocytes, T cells, and B cells in protecting the body from invaders
  • describe the nature and purpose of a vaccine
  • summarize the steps of the immune response following vaccination and subsequent infection by a pathogen.

 

 

This Lesson is sourced at:

The History of Vaccines Website, an award-winning informational and educational site created by The College of Physicians of Philadelphia.

 

Part 1:

 

Part 2: 

 

The following are optional, but REALLY COOL Video-Clip Resources that will really enhance this lesson (provided by the Center for Infectious Disease Research in Seattle). Show all videos provided for comparison.

 

  • Video 1 (from Lesson 1-2):  Sporozoites (in red) are being injected by a mosquito to the ear of a mouse and viewed by a fluorescent microscope. Each time the mosquito probes, it is trying to damage small blood vessels in order to generate a pool of blood to suck. When the mosquito is infected with malaria, it spits out 10-100 sporozoites with each probe. The sporzoites then crawl around (traverse) through multiple cells in search of a blood vessel they can break into in order to be carried away to the liver.
  • Video 2: Same as 1 but different less advanced imaging. 
  • Video 3 Sporozoites injected into a mouse that has been immunized with “radiation attenuated sporozoites (RAS)” which is a vaccine strategy similar to one being developed at the Center for infectious Disease Research here in Seattle. These mice have antibodies against the sporozoites which bind to them and immobilize them—preventing them from getting into a blood vessel and to the liver. 

Part 1: Closing Activity

Time: 10 minutes

  • Have groups of students summarize what they learned about immunity. Tell them they may use their recording sheets as a guide. Encourage other groups to add to or clarify information given by each group.
  • Tell students that next they will be using a web-­based simulation to explore the development of specific immunity and how vaccines help individuals develop specific immunity to infectious diseases. Then, have each student write a question about immunity or vaccines that they hope the simulation will help answer.

 

Part 2: Closing Activity

Time: 10 minutes

  • Have each group of students report on what they learned, using their recording sheets as a guide.

 

 

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