LANGUAGE / German and English
DESCRIPTION OF LESSON
KEYWORDS / Immune system, immune response, Edward Jenner, vaccination, immunization, active immunization, passive immunization, immunological memory, acquired immunity,
BRIEF OVERVIEW OF LESSON CONTENT / The discovery of the vaccination was an important step in medical history. This lesson deals with the re-discovery of the vaccination by E. Jenner. Students use micro-modules to work out the scientific background of vaccination. At the end of the lesson they discuss the pro and cons of vaccination in an “American discussion”, which is a huge topic in Germany.
SUBJECT COVERAGE / Secondary Science
CURRICULUM / see “Unit of work”
LEARNING OBJECTIVES / Learners …
- observe the mechanism of active immunisation step by step with virtual zooming (metal modelling, cognitive load)
- use scientific terms to describe a molecular process (mental modelling)
- predict on base of already acquired knowledge the mechanism of active immunisation (cognitive flexibility)
MATERIALS REQUIRED /
- schoolbook, print-outs and other information resource to Edward Jenner and his vaccination experiments
DURATION / 2 x 45 min
TARGET AUDIENCE / Secondary School (in Germany: Realschule, Gymnasium)
AGE RANGE / 14 – 16
CONNECTION / Lesson 6 of 8 in this Unit of work
ASPECTS FOR COLLABORATION / Working in (expert) groups, discussing and telling; document insights on IWB, present group work on IWB or beamer, record plenum discussion in meta plan board; using own devices or IWB to observe animation
REQUIRED KNOWLEDGE / Basic knowledge about immune system and immune response
EDUCATIONAL DESCRIPTION OF LEARNING ACTIVITY / ACTIVITIES
SUGGESTIONS FOR USE IN THE CLASSROOM
ACTIVITY
DESCRIPTION / METHODOLOGY / KEY QUESTIONS FOR SCAFFOLDING / LEARNING OBJECT/S
1 / Active immunization
Pupils re-discover the insight of Edward. Jenner by reading an information text (schoolbook, print-out, internet url)
Pupils observe and learn the process of active immunisation, where the immune response of the immune system by itself is used to “produce” immunity. The micro-module uses “virtual zooming” inside the human body to watch the complex processes on molecular sight step by step.
Pupils are instructed to describe the processes with their own words and should try to explain, why active immunisation prevents from “real” illness.
Alternatively teachers can use this module to activate knowledge of previous lessons. Instead of showing the single sequences step by step, a teacher could moderate pupils to express a prediction on the next step of active immunisation / In-class room activity of small groups of pupils, that work parallel on active and passive immunization. Teacher moderates groups.
The activity follows these steps:
Collect data and facts about vaccination (schoolbook, print-outs, internet, special magazines, newspaper articles, micro-modules)
Assess arguments: pro and contra to each data and fact, weight each argument
Create expert groups: Distribute information on several pupils that act as experts. Experts explain and present arguments to groups
American discussion in whole class (plenum). Results (agreement, disagreement, compromise) could be recorded on IWB or with small cards on meta plan board. / Explain the insight of Edward Jenner and weight critically his approach to vaccination
Describe the molecular mechanism of active and passive immunization using own words and technical terms
Compare and explain, why some vaccinations are for whole life an others need to be redone each new year
Discuss pro and con of active and passive immunization /
The interactive resource “active immunisation” provides step by step in 5 short animations
STRG]+Click on preview to navigate to online version
ACTIVITY
DESCRIPTION / METHODOLOGY / KEY QUESTIONS FOR SCAFFOLDING / LEARNING OBJECT/S
2 / Passive immunization
Please compare description of “active immunisation”. / Please compare description of “active immunisation”. / Please compare description of “active immunisation”. /
The interactive resource “active immunisation” provides step by step in 4 short animations.
3 / QUESTIONS FOR WHOLE CLASS DISCUSSION FOLLOWING LEARNING ACTIVITIES:
> See “Key Questioning for scaffolding”
ASSESSMENTMETHODS / Teacher moderates group phases
Results in tables, smartphones, IWB
Results on presentation with meta plan board
Teacher observation
DIFFERENTIATION / Mixed ability groups for active working
Buddy system to aid less able children
Differentiated questioning to support and challenge less able and exceptionally able children
Experts presentation for more able children
Differentiated documentation records on (mind mapped or listed) IWB or (structured) meta plan cards
CREATOR / Steffen Schaal, Toni Cramer
RIGHTS / Creative Commons 3.0 (or use only, if resource from Klett Verlag)
ANNOTATION USER
ANNOTATION DESCRIPTION