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Graduate Teaching Certificate Program

Lesson Plans Template

Please use the following template for each of the lesson plans you include in your portfolio. Ensure that your lesson plans are clear, offering concrete objectives and activities. Feel free to insert visual representations—such as a map, chart, or power point—of your lesson plan. Ensure that you have clearly addressed each of the following.

TITLE OF LESSON PLAN:

Positive and Negative Selection; Survival and Maturation of Lymphocyte in Peripheral Lymphoid Tissues (Lesson 13)

LEARNING OBJECTIVES AND GOALS (What do you want students to learn?):

  • Students will be able to successfully identify the structures of the thymus, lymph nodes, spleen
  • Students will be able to track the path cells take from bone marrow to the thymus for ‘education’
  • They will be able to name progenitor cells and the different types of progeny also the steps that determine each cell type
  • Understand the steps a T cell can undergo to become positively or negatively selected
  • Once positive or negative students will be able to identify the fate of each type of cell

OVERVIEW OF ACTIVITIES (What do you want students to do? What activities have you planned to meet you learning objectives? How much time will you dedicate to each activity? Are there specific issues you will emphasize as you’re leading students through the activities? Be as concrete as possible.):

  • 1st portion of class (35 minutes) will be dedicated to lecture on the maturation of T cells in the Thymus, positive and negative selection
  • Short review on previous lecture material
  • Overview of the structure of the thymus, progenitor Th0 cells travel from the bone marrow to the thymus, and exiting the thymus to peripheral organs through the lymphatic system
  • In-depth explanation of Positive and Negative selection of CD4 and CD8 T cells
  • 2nd portion of class (15 minutes) will be dedicated to the website and interactive ability of positive and negative selection
  • Go through the different iterations possible with the software
  • Allow for class participation to choose the ‘next step’
  • There will bonus iClicker questions to confirm understanding by ‘voting’ for the next step
  • 3rd portion of class (45+ minutes) will be dedicated to discussing the paper – this is the first time the students have read and analyzed a scientific paper on their own, future time allotments will be shorter

RATIONALE FOR SEQUENCING AND PACING ACTIVITIES (How you are sequencing (building upon skills and knowledge students have already developed) activities? How does your pacing of activities reflect good time management? How will sequencing and pacing this lesson ensure student engagement?):

  • The previous lecture will have covered the generation of lymphocyte progenitor cells in the thymus and bone marrow – information required to understand for this lecture to make sense
  • The students will be exposed to the material by preparing for the in class quiz and completing the assigned reading
  • Lecture will be able to clear up any misconceptions or confusion, also be able to explain intricacies not gained from the reading
  • The interactive portion will allow students to check their own understanding and ask questions
  • The quiz and time allotted will give students the opportunity to see the types of questions expected from them and let them ask questions without feeling rushed during this first quiz

ASSESSMENT (How will you assess the success of the lesson? What outcomes will illustrate that students have met the goals and objectives of this lesson?):

  • Student understanding of lecture and video material will be assessed by a RamCT quiz after class
  • Understanding and competency of the paper, general ideas, and scientific experiments from the paper will be assessed with an in class through discussion and iClicker bonus questions

SUPPLEMENTARY MATERIALS (Include any additional materials, such as citations for reading materials, assignments, transparencies, power point pages, etc., that will be used in the lesson plan):

  • Reading Assignment: Janeway’s Immunology 8th edition chapter 7.17-35
  • Paper discussion and iClicker questions on Moran AE, et al. T-cell receptor affinity in thymic development. 2012. Immunology. April 135(4): 261-267.

**T Cell Selection Movie – Interactive Selection**