Digital Unit Plan Template

Unit Title: Immunity Content Area: Biology Name: Elizabeth Davis Grade Level: 9th-12th

CA Content Standard(s)/Common Core Standard(s): Old Standards 10. Organisms have a variety of mechanisms to combat disease. As a basis for under- standing the human immune response: a. Students know the role of the skin in providing nonspecific defenses against infection. b. Students know the role of antibodies in the body’s response to infection. c. Students know how vaccination protects an individual from infectious diseases. d. Students know there are important differences between bacteria and viruses with respect to their requirements for growth and replication, the body’s primary defenses against bacterial and viral infections, and effective treatments of these infections. e. Students know why an individual with a compromised immune system (for example, a person with AIDS) may be unable to fight off and survive infections by microorganisms that are usually benign. f. Students know the roles of phagocytes, B-lymphocytes, and T-lymphocytes in the immune system. Big Ideas: Acquired immunity, innate immunity, bacterial and viral infections, white blood cells, antibody, antigens, vaccines, and antibiotic resistance Unit Goals and Objectives: Goals: Students will understand how the immune system works and ways they can prevent themselves from getting sick Students will know that antibiotics can only be taken for bacterial infections. Objectives: Students can explain that the skin is a physical barrier and part of the non-specific part of the immune system Students can diagram the basic shape of an antibody and explain how it functions (including its relation to acquired immune system) Students can name the four types of vaccines, how they are given, and how they help create antibodies Students can explain the mechanisms microorganisms use to invade the body (physical) Students can distinguish between bacterial and viral infections and how they can be treated Students can distinguish between innate and acquired immunity Students can explain the basic functions of the different white blood cells including phagocytes, B-lymphocytes, and T-lymphocytes

Unit Summary: This unit students will explore the immune system. They will learn about innate immunity (what were born with) and acquired immunity (what we develop) and how the two work together to protect us from infection and disease. The mechanisms for disease transmission will be discussed and ways people can prevent themselves from getting sick including personal hygiene, vaccines, and promoting healthy behaviors. This unit is different from other units because students will be discus the ethics of things like antibiotic use and vaccination requirements for school. Assessment Plan: Entry-Level: - Pretest on immune system - Discussion about quiz - Quick write on time they were sick

Formative: - Webercise - Graphic organizer - Think-pair-share activity on white blood cells - Quiz- is it acquired or innate immunity? Instructional Strategies: ☐Communication ☐Presentation ☐Interaction

Summative: - Quick write essay on Vaccines - Vaccines debate - Exam

Student Learning Objective: Can name the physical barriers of the body Can distinguish between innate and acquired immunity Lesson 2 Student Learning Objective: Can distinguish between innate and acquired immunity Students can name at least two functions of white blood cells

Acceptable Evidence: - Students will successfully submit pretest - Students will complete guided notes

Lesson Activities: - Students take a pretest on the immune system - Class discussion on pretest the following day - PowerPoint on introduction to immune system and skin - Guided notes

Acceptable Evidence: - successfully complete the webercise -

Instructional Strategies: ☐Collection ☐Organization

Lesson Activities: - Brief presentation/ directions Webercise - Think-pair-share activity on white blood cells

Explain the ways vaccines work Student Learning Objective: Can explain the mechanisms microorganisms use to invade the body Can distinguish between bacterial and viral infections and how they can be treated Unit Resources: Acceptable Evidence: Students successfully complete graphic organizer Students can diagram bacteria and virus Instructional Strategies: ☐Presentation ☐Organization Lesson Activities: - Quick write on time they were sick - Lecture on bacteria and viruses - Notes on bacteria and viruses - Graphic organizer on bacteria and viruses

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http://www.nobelprize.org/educational/medicine/immuneresponses/game/index.html http://www.cdph.ca.gov/programs/immunize/Pages/Schools-and-Childcare-Centers.aspx http://www.rapidlearningcenter.com/biology/microbiology/13-Innate-Immunity.html http://kidshealth.org/teen/infections/ Useful Websites: http://www.leukine.com/patient-learning-about-the-immune-system#5 http://www.nobelprize.org/educational/medicine/immunity/ http://naturopathconnect.com/articles/immune-system/ http://www.helpguide.org/life/humor_laughter_health.htm http://www.cdc.gov/getsmart/antibiotic-use/know-and-do.html http://www.microbiologyonline.org.uk/about-microbiology/microbes-and-the-human-body http://www.immunizeforgood.com/vaccines/how-vaccines-work http://www.chop.edu/service/vaccine-education-center/vaccine-science/how-do-vaccines-work.html http://www.fda.gov/ForConsumers/byAudience/ForPatientAdvocates/HIVandAIDSActivities/ucm126372.htm http://kidshealth.org/teen/sexual_health/stds/std.html?tracking=T_RelatedArticle http://www.collegefashion.net/college-life/how-to-stay-healthy-during-cold-and-flu-season/