lesson plan for pbl
TRANSCRIPT
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.
Conduct the discussion to find the solution
Role of the committee
Chairperson
Conduct the discussion session to solve the problem.
Giving a task to every researcher
Conduct the discussion to find the solution
Transcriber
Record all the alternative to solve the problem
Record information that had been collected.
Conduct the discussion to find the solution
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
The illness may be caused by
something that may damaged the
mechanism of the immune
system.
The illness may be caused by
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 Too actively, dominating the group
o Always appropriately actively
o Usually appropriately actively
o Usually inappropriately passively
o Too actively, dominating the group
o Always appropriately actively
o Usually appropriately actively
o Usually inappropriately passively
o Too actively, dominating the group
o Always appropriately actively
o Usually appropriately actively
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
o Clearly and consistently
o Usuallyo Sometimeso Rarely or never
o Clearly and consistently
o Usuallyo Sometimeso Rarely or never
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…
o Usuallyo Sometimeso Rarely or never
o Usuallyo Sometimeso Rarely or never
o Usuallyo Sometimeso Rarely or never
o Usuallyo Sometimeso Rarely or never
4. This person came to group meetings prepared to discuss information relevant to the problem and questions
o Alwayso Usuallyo Sometimeso Rarely or never
o Alwayso Usuallyo Sometimeso Rarely or never
o Alwayso Usuallyo Sometimeso Rarely or never
o Alwayso Usuallyo Sometimeso Rarely or never
5. This person accepted constructive criticism…
o Alwayso Usuallyo Sometimeso Rarely or never
o Alwayso Usuallyo Sometimeso Rarely or never
o Alwayso Usuallyo Sometimeso Rarely or never
o Alwayso Usuallyo Sometimeso Rarely or never
6. This person gave criticism constructively and respectfully…
o Alwayso Usuallyo Sometimeso Rarely or never
o Alwayso Usuallyo Sometimeso Rarely or never
o Alwayso Usuallyo Sometimeso Rarely or never
o Alwayso Usuallyo Sometimeso Rarely or never
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
o Little or noneo Some but not a
fair shareo A fair shareo More than a
fair share
o Little or noneo Some but not a
fair shareo A fair shareo More than a
fair share
o Little or noneo Some but not a
fair shareo A fair shareo More than a
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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