Biology lesson on the topic "Immunity. Organs" immune system: red bone marrow, thymus, lymph nodes. Passive and active immunity, natural and artificial. Functions of leukocytes. Immune reaction. Antigens and antibodies.
Grade: 8
Objectives: to introduce students to the definition and types of immunity, to consolidate the rules for the prevention of infectious diseases.
Equipment: computer, interactive whiteboard, Microsoft Power Point presentation “Immunity. Types of immunity.”
During the classes.
1. Organizing time.
2. Checking homework.
3. Studying new material.
4. Consolidation of knowledge
5.Homework
1. Org. moment Setting lesson goals (slide 2)
II. Checking homework
1. Frontal survey.
What fluids form the internal environment of the body? (blood, lymph, tissue fluid)
What type of tissue is blood? (connective)
What does blood plasma consist of? (salts, water, proteins, carbon dioxide, glucose and other nutrients and breakdown products)
What is in the sediment of settled blood? (shaped elements)
What appears on the skin in the form of light droplets? (tissue fluid)
2. Independent work– use the text on the interactive board to determine which shaped elements are being discussed.
(tasks on the interactive whiteboard)
After completing the work, check with the teacher to consolidate knowledge.
Check of knowledge.
Assignment: Guess what shaped elements we are talking about.
1.Red cells contain the protein hemoglobin.
2. Formed in the red bone marrow, spleen, lymph nodes.
3. They live 3-4 months.
4.Large white cells with nuclei.
5. They live 5-7 days.
6. They die in the liver, spleen and kidneys.
7. They die in the liver, spleen and places of inflammation.
8.The content in 1 ml of blood is 250 thousand.
9.The content in 1 ml of blood is 4-5 million.
10.The main function is oxygen transfer.
11.The main function is protection.
Examination
Answers: red blood cells – 1, 3, 6, 9, 10; leukocytes – 2, 4, 7, 11; platelets – 5, 8.
III. Learning new material
1) Role-playing game “Immunology”.
Biology class.
Alyosha and Misha come into the class, they are very excited and upset about something.
The teacher asks with concern: “What happened, boys?”
Alyosha: “We wanted to sign up for the school basketball team, but we weren’t
they take it.”
Teacher: “But why?”
Misha: “Looking at our medical certificates, the doctors said that
we get sick very often and have a weak defense system.”
Alyosha: “How weak are we? So they take Vasya from 8b, even though he is much older
We are smaller in height and weight.”
Teacher: “Don’t be upset, guys, I think we can help you. To do this, we first need to reveal the secrets of the human body’s defense system and we will go on a journey through Immunology.
Conversation (frontal)
How many of you have already had acute respiratory infections or the flu this year? Whose relatives were sick at home: mom, dad, brothers or sisters? It turns out that many people get sick.
-Are there those among you who have not been sick this year?
-I wonder why some people get sick often, while others almost never get sick? (Immunity, protective properties of the body, hardening)
*What is immunity? Let's figure out what immunity is?
Immunity is the body’s ability to protect its integrity from everything
genetically foreign (microorganisms, foreign cells) (slide 6)
2. writing down the definition in a notebook
Which organ system protects our body? (Blood) What blood cells protect the body from everything foreign? (Leukocytes) How do they do this? (Leukocytes are capable of absorbing anything foreign through phagocytosis).
The immune system is an organ system that includes all organs involved in the formation of cells that protect the body. What cells protect our body? (Leukocytes)
3.Teacher's story (presentation showing)
A truly huge role in protecting the body belongs to phagocytes, which were
discovered by the Russian scientist Ilya Ilyich Mechnikov, he also developed the theory of phagocytosis (view slide 7), for which in 1908. he received Nobel Prize.
More than 100 years have passed since Mechnikov created the theory of immunity. Immunology has been enriched with new discoveries. It was found that T and B lymphocytes play an important role in the formation of immunity.
4. Work in groups
Let's explore what the mechanisms of immunity are, and for this you will get acquainted with task 1 on the information sheet. I suggest you spend no more than 3 minutes on this task.
Task 1. Based on the information below, suggest a possible mechanism of human immunity:
Antigens - bacteria, viruses or their toxins (poisons), as well as degenerated cells of the body.
Antibodies are protein molecules synthesized in response to the presence of a foreign substance - an antigen.
Each antibody recognizes its own antigen.
Antibodies have the amazing property of combining with the microbe in response to which they were created, and only with the one against which they were created, and with no other.
Lymphocytes (T and B) have receptors on their surface that can recognize the “enemy”.
-Let’s listen to the answer options from each group... Very good, well done, you all expressed your opinions, and now let’s check the correctness of your assumptions,
Here's how scientists explain the mechanism of immunity
5. Teacher’s story using slides 8,9):
1. T-lymphocytes are formed in the bone marrow and mature in the thymus (Do you know where this organ is located? The thymus, or thymus gland, is located behind the sternum and is a lymphoid tissue). Among them there are three types: T-killers, T-suppressors, T-helpers.
Killer T cells connect with foreign cells and kill them, thus providing cellular immunity.
Suppressor T cells block excessive responses of B cells, supporting harmonious development of the immune system.
T helper cells convey information about the antigen, thereby promoting the transformation of B lymphocytes into plasma cells.
2. B lymphocytes, having received information from T helper cells, turn into
plasma cells that synthesize antibodies. Antibodies bind antigens, etc. make it possible for phagocytes to absorb them, or they themselves destroy antigens - humoral immunity. In addition, simultaneously with plasma cells, they are formed
memory cells, thanks to which information about a given antigen is remembered. And now, if this antigen re-enters the body, the human immune system will work immediately.
That. It turns out that in the body of any person the defense system is immunity. This is natural immunity.
6.Write in a notebook (heuristic conversation)
Natural immunity:
1. Congenital (passive)
2. Acquired (active)
– How do you think innate immunity differs from acquired immunity? (The fact that congenital is inherited from mother to child, and acquired appears after illness).
Moreover, a person has immunity to some antigens from birth, for example, to chicken cholera or rinderpest. Newborns also have innate immunity immediately after birth, if through the placenta or with breast milk The mother's antibodies enter the child's body.
-What cells are involved in the formation of acquired immunity in the body? (Memory cells, B lymphocytes).
Natural innate immunity is also called passive, and natural acquired immunity is called active.
- Why do you think? (because the body receives ready-made antibodies).
-How long do you think a child retains such immunity? (No, not for long, because the antibodies in the child’s body gradually begin to be destroyed under the influence of his own immune system).
(View slide 10)
However, only natural immunity is not enough for the body. And history testifies to this (view slide 11):
7.Internet information (student presentations)
In the 6th century Byzantine Empire the plague lasted 50 years and claimed 100 million human lives.
The plague in the 14th century killed a quarter of the population in Europe - 10 million people. Cities and villages were dying out, and only gravediggers could be found on the streets.
Smallpox claimed even more lives. In the 18th century Western Europe At least 400 thousand people died from smallpox every year. It affected 2/3 of those born, and out of 8 people, 3 died. People with smooth skin, without smallpox scars, were rare.
At the beginning of the 19th century, with the development of world trade, cholera began to spread. In Russia, over 8 cholera years, 3,360 thousand people fell ill, of which 1,700 thousand died.
An equally terrible disease was the flu or “Spanish flu”, which claimed in just 2 years from 1918 to 1920. 20 million human lives, and according to the most conservative estimates from 20 to 40% of the total population globe suffered from complications.
And also tuberculosis, anthrax, whooping cough, scarlet fever, polio, influenza... How to prevent epidemics and reduce human mortality?
The problem was resolved in 1796, when the English doctor Edward Jenner accidentally heard that peasants who had cowpox, a widespread disease in cattle at that time, did not get sick again and became immune to real smallpox. E. Jenner proposed vaccination. On May 14, 1796, E. Jenner collected a little liquid from a cowpox abscess from a milkmaid and injected it into an 8-year-old boy, James Phipps, and then 1.5 months later infected him with smallpox. The boy did not get sick. After 5 months, E. Jenner re-infected him, and again the boy remained healthy (slide show 12-13).
8. (Skit)
Shopkeeper: Jenner is a real atheist, even though he is the son of a priest. In former times, such blasphemy would have been roasted at the stake. You have to come up with something like this, to introduce bestial principles into a person.
Lady: terrible, terrible... One knowledgeable person told me that the unfortunate Phipps boy would grow horns, and not only. I know that the daughter of one respectable lady, after she was inoculated with this bestial disease, this cowpox, grew hair and began to moo.
In the 19th century, vaccination was carried out in many countries of the world, incl. and in Russia.
-Do you know who was the first to be vaccinated against smallpox in Russia? By the way, girls, it was a lady, because men are so afraid of vaccinations.
It was Catherine 2, who specially invited a specialist from England for this purpose. But mass vaccination began in 1801, when E.O. Mukhin, a professor at the Faculty of Medicine at Moscow University, vaccinated a child from an orphanage against smallpox, and in honor of this event he was given the surname Vaktsinov. (Slide 14)
Louis Pasteur made a great contribution to the development of microbiology and vaccinology, thanks to whom vaccines against anthrax, rabies, and chicken plague were created. (Slide 15)
That. Thanks to the work of many scientists, it was found that a person, along with natural immunity, can also develop artificial immunity with the help of a vaccine (active).
However, what to do if a person does get sick? How can I help him? (Antibiotics, antibodies against this pathogen). Scientists have found a solution here too; they have learned to create therapeutic serums, with the help of which a person develops artificial passive immunity. We will continue our research and find out how the vaccine differs from serum:
9.Work in groups
Task 2. Using the following facts, explain the difference between a vaccine and a therapeutic serum:
In 1881 Louis Pasteur grew anthrax bacilli in an incubator in which the animal's body temperature was constantly maintained. One day the thermostat malfunctioned. The temperature rose, the bacilli overheated. Although they did not die, they were damaged and no longer caused disease. But Pasteur still infected experimental animals with these weakened bacilli. And it turned out that the animals then became immune to anthrax! This is how the anthrax vaccine was created.
To obtain diphtheria serum, horses are injected with diphtheria poison after a certain number of days, each time increasing the dose. When the horse's body has developed strong immunity, part of its blood is taken. It is thoroughly cleaned: blood cells, fibrinogen and some unnecessary proteins are removed. The injected diphtheria poison is completely neutralized by this time. A therapeutic anti-diphtheria serum is prepared from the resulting drug.
Well done, all groups completed the task. Really
A vaccine is a preparation made from weakened or dead pathogens. Its introduction into the body causes a mild form of the disease, and the person produces antibodies. This immunity can last for many years.
Therapeutic serum is a preparation of ready-made antibodies taken from the blood plasma of animals. This serum promotes the formation of passive artificial immunity in humans. Such immunity soon disappears (thanks to the anti-diphtheria serum, the lives of many children are saved; before its creation, 60-70% of children died).
That. In addition to natural immunity, a person can develop artificial active and passive immunity.
-Why is the immunity that appears after vaccination called active, and serum immunity is called passive? (because after the vaccine, antibodies are formed by the cells of the body’s own, and when serum is administered, the antibodies are ready-made).
10." Brainstorm»
Medicine was able to take control of almost all epidemic diseases (slides 17,18). Doctors overcame plague, cholera, smallpox, polio, malaria, and anthrax. However, there are some diseases that still claim lives. For example, colds - flu and acute respiratory infections (acute respiratory diseases) remain the most common diseases today. Influenza and ARVI have been known since the time of Hippocrates (descriptions of the disease are preserved in his works). Epidemics occur every year during the cold season and affect up to 15% of the world's population. Influenza and ARVI rank 1st in the number of cases in the world and account for 95% of all infectious diseases. The flu is also dangerous because the virus changes slightly every year and therefore the immunity remaining from previous contacts is not enough. The flu wave has not yet reached us and we still have time to prepare our bodies for this unpleasant disease. (Slide demo 19).
What can we do about this? (Garlic, jam, vitamins, onions...). Look at what else you can introduce into your diet to strengthen the body (demonstration) - lemon, lingonberry, cloudberry, raspberry jam, rich in vitamins; onions and garlic – phytoncides; rose hips, dried raspberries, blueberries – jelly, compotes, multivitamins) You can get vaccinated against the flu.
-Only when should it be done? (Preferably no later than mid-October, when after summer the body is strong enough to develop strong immunity against the influenza virus).
Here are my recommendations for the winter:
1. “Don’t hibernate”
2. Eat less fatty and sweet foods,
3. Eat more vegetables and fruits;
4. The use of multivitamins is recommended;
5. Go to bed on time, or better yet an hour earlier than usual (no later than 10 p.m.);
6. Do not deny yourself walks fresh air.
Why is it bad to get sick a lot and often? Isn’t it so nice to lie on the couch at home when everyone is looking after you? (Immunity is reduced and weakened, the body has to constantly work to its limits, and the danger of pathogens entering the body that the weakened body cannot cope with increases).
There is a disease that is scary because the body is completely unable to resist infection, even the weakest one.
11. Sketch “Doctors”
This is AIDS - the plague of the 21st century - acquired immunodeficiency syndrome (slides 22-24).
The first cases of AIDS were noted in the early 80s in the United States. Now the epidemic has spread to about 190 countries (since the beginning of the epidemic, 24 million people have already died from AIDS, more than 42 million are currently living with HIV).
The wave of the disease has reached Kazakhstan; currently 14 thousand 812 HIV-infected people are registered, including 334 children under 14 years of age,
and in our city there are already several HIV-infected people.
The causative agent of the disease is HIV – human immunodeficiency virus.
Groups ask questions
Do you know why it is dangerous?
The virus infects T-lymphocytes (T-helpers), making the body defenseless against infectious diseases.
There are 3 ways of transmission of infection: (slide 25)
1. sexual
2. from mother to child (in 3rd place in the number of infections, the virus is transmitted to the child during pregnancy, childbirth or through breast milk. There is a unique experience of our doctors, thanks to which the risk of infection of a child is reduced to 2, and sometimes even to 0, 5 %.
3. through blood (the first AIDS patients were drug addicts, and now this is a very common method of transmitting HIV infection. However, people at risk are not always carriers of the virus. In our country, there is a sad experience of infection in the city of Chimkent of newborns in a maternity hospital. Infection occurred due to the fault of the medical staff, because children were vaccinated with poorly sterilized syringes. As a result, now these children, innocent of anything, are outcasts of society. Although scientists have proven that it is not so easy to become infected with the virus.
You can't get infected through
Saliva
Urine
Sweat
Insects
Through household items
Being in the same room or transport
IV. Consolidation of knowledge
1. Conversation: Do you agree with the Hippocratic formula: “It is easier to prevent any disease than to treat it”?
2.Independent work.
Establish a correspondence between the method of acquiring immunity by a person and its type. Method of acquisition
1) inherited
2) occurs under the influence of a vaccine
3) formed after an illness
4) congenital
5) occurs when a therapeutic serum is administered Type of immunity
Natural A
Artificial B
1 2 3 4 5
A B A A B
V. Homework: § 35, repeat § 32.
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Biology lesson plan for 8th grade
Topic: “Immunology in the service of health”
Target: to develop knowledge about the mechanism of development of immunity, types of immunity, differences between vaccines and vaccinations, conditions for blood transfusion, Rh factor.
Tasks:
Educational: introduce students to the science of immunology; determine the role of vaccines in the prevention of diseases and medicinal serums in their prevention and treatment; introduce the classification of immunity;
Developmental: continue to develop skills of independent work and work in groups; develop skills to systematize and generalize acquired knowledge;
Educational: continue to instill in students the desire to preserve and strengthen their health; responsible attitude towards completing tasks.
Lesson type: combined
Lesson Methods: problematic, partially search, reproductive, creative, verbal.
Forms of organizing educational activities: individual, group, independent.
Universal learning activities:
Subject learning outcomes:
Know the importance of immunology for solving the problem of maintaining human health;
Describe the use of vaccines and serums;
Compare immunity: natural and artificial, passive and active;
Reproduce definitions of concepts « allergy », « allergen », « tissue compatibility », « donor », « recipient »;
Know human blood groups and the rules for their transfusion; explain the mechanism of Rh conflict.
Meta-subject results training:
Cognitive - use various sources of information, including electronic ones, to solve assigned problems; build a logical chain of reasoning;
Regulatory - monitor and evaluate the results of one’s own activities, make adjustments to their implementation;
Communicative - fully and accurately express your thoughts, argue your own point of view, enter into dialogue and discussion; work effectively in pairs and groups when solving educational problems.
Personal learning outcomes:
Realize the practical value of knowledge in immunology;
Show cognitive interest aimed at studying the mechanisms of immunity.
Equipment: computer, presentation "Immunology in the service of health", student instruction cards, Biology textbook. Human. D.V.Kolesov, R.D.Mash, I.N.Belyaev
During the classes:
I. Organizing time:
II.Updating knowledge about immunity and infectious diseases.
Frontal survey:
Name the body's protective barriers.
What is immunity?
What does nonspecific immunity mean?
What are antigens7
Indicate the difference between cellular and humoral immunity.
Name the immune systems.
What is AIDS?
Name the routes of transmission of HIV infection.
List infectious diseases.
III/ Goal setting: “Guys, just yesterday, we wrote an entry in our diaries: “Our school students will be vaccinated against the flu.” And among the population, vaccinations will also be carried out. Why do we need vaccinations?
What do you think is the topic of the lesson?
IV . Learning new material:
Slide No. 1. Topic and objectives of the lesson.
The history of the invention of the vaccine.
Teacher's story with presentation demonstration.
Why are vaccines used in some cases and serums in others? ?
What should you consider when receiving a blood transfusion?
What does the science of immunology study?
To answer these questions, you and I must work with § No. 19.
We will work during the lesson both individually and in groups.
Open §№19, take the instruction cards. (attached).
Read and complete task No. 1.( individual work).
Slide number 3 - Check that the task is completed correctly. You can correct or add.
Read task number 2. (individual work). Familiarize yourself with the classification of immunity, pay attention to what it is based on.
Please note the connection between this classification and the concepts of “vaccine” and “serum”. (All this has to do with artificial immunity)
Students' work is checked slide number 4.
Guys, now you will work in groups. But first, I want to ask you a question, which you will try to answer after completing the tasks received.
Listen carefully:
Calcium salts are removed from donor blood by adding substances that precipitate these salts. Why do they do this?
Work in groups.(The tasks are the same, but it is possible that groups will choose for homework different type creative work). Students are asked to sit in groups. Coordinators are appointed by the teacher in advance and they themselves form groups.
Read task No. 3 carefully. (attached).
Students become familiar with the concepts of “allergy” and the causes of tissue incompatibility.
Groups receive different tasks.
Task No. 4 for group No. 1. (attached)
Task No. 5 for group No. 2. (attached)
Read the assignments.
Pay attention to the correctness and accuracy of the task.
Results on slides No. 5 and No. 6. Immunology models are discussed frontally and written down in a notebook.
Let's return to the question I asked you before completing task No. 3.
If students cannot answer the question, ask them to remember: what affects blood clotting?
Slide No. 7. Answer to the question: Donor blood is transfused to people who need it. As a result of calcium removal, this blood does not clot and can be stored for a long time.
V. Fastening:
A game:"Tic Tac Toe"
Groups choose either "X" or "O".
Questions for the game: 1. What is a vaccine? 2. Name the method of acquiring artificial passive immunity. 3. Name the method of acquiring natural active immunity. 4. What is an allergen? 5. A substance that causes an immune reaction. 6. The process of devouring a foreign substance. 7. The body’s ability to get rid of foreign bodies. 8. A person giving blood. 9. He created the first vaccine.
VI. Reflection: What new did you learn in today's lesson?
How did you study the material today, what did you like about working in groups?
How did the slides help you?
VII . Homework:§ No. 19.
Work in groups. Task No. 3. Complete a creative task.
Try to imagine the concepts allergy And tissue compatibility in any of the following forms:
mini-essay;
mini-fairy tale or poem;
poster, etc.
choice.(attached)
VIII . Summing up the lesson and grading.
Instruction card for the lesson
Lesson plan on the topic: Immunity
Goal: deepening knowledge about immunity - an important part of human health
Lesson objectives.
Educational. Form the concepts: “immunity”, “immune system”, “antibodies”, “antigen”, “vaccine”, “therapeutic serum”
Introduce types of immunity.
Educational. Continue hygienic and physical education, convincing them of the need for a healthy lifestyle.
To cultivate a sense of patriotism, to convince of the knowability and materiality of physiological processes.
Developmental. Develop intellectual abilities, logical thinking, and develop communication skills.
Equipment and materials: TV, computer, presentation, set of tasks for groups, test to control knowledge, notebook with a printed base, portrait of I.I. Mechnikov.
During the classes.
Stage I. Justification of the purpose of the lesson, updating of knowledge.
Teacher's opening speech.
On the board is the epigraph “Our body is a state, and the forces of immunity are the army guarding its independence.” (Rem Petrov)
Reading the epigraph.
Our task: to identify ways to protect people from diseases, to study ways to preserve and strengthen the immune system.
Why is it important?
We live in an aggressive world, we experience stress and the influence of an unfavorable environmental environment, our body is constantly surrounded by invisible enemies - bacteria, viruses, pathogenic fungi that cause infectious diseases.
If a person did not have an “army of defense,” he would be powerless in the fight against “strangers.”
Let's remember what we've gone through.
1.What blood cells are involved in protective reactions?
2.Where are leukocytes formed and mature?
3.What is the shape of leukocytes, what does it matter?
Not only microbes, but also proteins of another organism can be alien, because each person is an individual, each organism has its own set of characteristics.
Let's remember human blood types. Why should blood transfusions be strictly taken into account the groups and Rh factor? Give examples
What conclusion does this suggest?
When a protein that is unusual for humans gets into the blood, the body rejects the “foreign” protein. This is also immunity that preserves biological individuality.
Stage II. Learning new material.
1. History of the discovery of phagocytosis: presentation or message from students about I.I. Mechnikov, his work and the significance of this work for man. Demonstration of a portrait of a scientist.
2. Demonstration of a slide about specific and nonspecific immunity. Teacher's explanations.
3. Demonstration of a slide about the “antigen-antibody” interaction. Teacher's explanations.
4. Demonstration of a slide about the physiological essence of immunity, the formation of T-lymphocytes and B-lymphocytes, the production of antibodies against a recognized antigen, i.e.
about the emergence of highly specific immunity. Records of terms: immunity, antibody, antigen.
5. History of the creation of vaccines and types of immunity.
a) Independent work with the text p. 137.
b) Filling out task No. 118 in the workbook.
c) Checking the diagram, students’ explanations.
d) Conversation with students:
Give examples of vaccinations at school.
What is your attitude towards this process?
Why do some people refuse vaccination?
Problematic question:
Why is a serum and not a vaccine administered to a person during an emergency? (Discussion, finding out how the vaccine differs from serum). Sign up via r/t.
6. Ways to strengthen the immune system, work in groups. Assignments for discussion.
I Group. What can result in energy depletion?
Can you imagine how this will affect the immune system?
II Group. How will a stressful state (nervous tension) affect the preservation of immunity?
Suggest rules for a healthy lifestyle.
III Group. Imagine how bad habits will affect your immune system.
Suggest rules for a healthy lifestyle.
IV Group. Suggest why children who engage in physical education get sick less.
Suggest rules for a healthy lifestyle.
Group V: Guess what effect hypothermia has on the immune system.
Provide rules for a healthy lifestyle.
Group reports. Checking with answers. Conclusions. Recording general rules for strengthening immunity (Appendix No. 1).
Stage III. Consolidation of knowledge.
Basic level questions.
What is immunity?
What role do antibodies play?
What blood cells perform a protective function?
How does natural immunity differ from artificial immunity?
Why are preventive vaccinations given?
Advanced questions.
What provides immunity?
What is the role of B- and T-lymphocytes, phagocytes?
How does the effect of a vaccine differ from the effect of a therapeutic serum?
What types of immunity are there?
Why can an increase in white blood cells in the blood indicate the presence of an infection in the body?
Stage IV. Lesson summary: assessment, explanation of homework.
Page 136-137, questions 1-9. AIDS message.
Literature.
Textbook. Sonin N.I., Sapin M.V. "Biology. Human". Moscow. Bustard 2009
V.Z. Reznikova, V.I. Sivoglazov. Biology. Section "Man and his health". Methodical manual for the teacher. Moscow 1998
Methodological guide to the textbook Sonina N.I., Sapina M.V. "Biology. Man." Moscow. Bustard 2007
Tarasov V.V. "Immunity. History of discoveries". Moscow. Bustard 2004
G.K. Zaitsev, A.G. Zaitsev. Your health. Strengthening the body. Saint Petersburg. 1997
Elena Babeshko
Lesson summary "Immunity" biology 8th grade
Biology lesson notes on the topic"Immunity. ". 8th Class
Babeshko Elena Vladimirovna, teacher biology and chemistry
Target lesson: introducing students to the body’s defense mechanism – immunity.
Tasks:
Educational: reveal the concept immunity, introduce the mechanism of action immunity, justify the need for vaccination.
Educational: to create a sense of pride in the achievements of domestic medicine in the fight against infectious diseases.
Developmental:Build skills: slides and diagrams; extract the necessary information.
Equipment: computer, projector, vaccination calendar, slide presentation.
Type lesson: learning new material.
I. Organizational moment
Slide No. 1.
Teacher: Guys, look at the screen. These are the words of the outstanding Russian physiologist I.I. Mechnikov.
There were many questions that humanity could not answer. People could not understand why two people are in the same conditions, where there is a possibility of contracting an infection, but one of them gets sick and the other does not. Why do you think?
Target today for lesson We will try to find the answer to this question.
When studying new topic we need knowledge about the composition of blood and the formed elements of blood.
II. Checking the material covered
Slide number 2.
The teacher conducts a frontal conversation on the material covered. During which questions are projected on the screen.
III. Learning new knowledge
1. History of discoveries.
Teacher: Infectious diseases have been known for a long time. Slide No. 3
Reading an excerpt from the work of A. S. Pushkin "Feast in Time of Plague". Historical data.
Now the church is empty;
The school is tightly locked;
The cornfield is idly overripe;
The dark grove is empty;
And the village is like a home
Burnt, standing, -
Everything is quiet. One cemetery
It is not empty, it is not silent.
Every minute they carry the dead,
And the lamentations of the living
They timidly ask God
Calm their souls!
We need space every minute,
And the graves among themselves.
Like a frightened herd,
They huddle together in a tight line.
(Excerpt from A. S. Pushkin’s work “A Feast During the Plague”).
Teacher:
Epidemics of plague, cholera, smallpox, and influenza left a deep mark on the history of mankind.
In the 14th century, a terrible epidemic swept through Europe. "black death", which killed 15 million people. It was a plague that swept through all countries and killed 100 million people.
Natural smallpox, called "black pox". The smallpox virus caused the death of 400 million people, and the survivors became permanently blind. 6 cholera epidemics have been registered, the last one in 1992-93 in India and Bangladesh. Influenza epidemic called "Spaniard" in 1918-19 claimed the lives of hundreds of thousands of people; epidemics called "Asiatic", "Hong Kong", and these days - "pork" flu.
For many decades, humanity has tried to fight these diseases. Outbreaks of infectious diseases are called epidemics. The involvement of microbes in infectious diseases was proven by the French scientist Louis Pasteur.
He expressed the idea that if you infect a person with weakened microbes that cause a mild illness, then in the future the person will not get sick with this disease. He'll run out immunity. He was prompted to this idea by the work of the English physician Edward Jenner. Slide number 4
Message: In 1796, the English doctor Edward Jenner discovered that people who had cow fever were not afraid of smallpox. Then Jenner decided to inject liquid from the pustules of a sick cow into the human body. He took some liquid from the blisters on the cow's udder and rubbed it into a scratch on the person's skin. The infected person developed a mild form of smallpox. His first patient was a boy, to whom he inoculated with liquid from cow pockmarks, and after some time inoculated with human smallpox. The boy did not get sick. People vaccinated in this way never got smallpox. He called his invention a vaccine (from the Latin word "vaca" - "cow"). Jenner did not find a scientific explanation for his success; he simply guessed that with the introduction of a weakened pathogen, the body itself would be able to protect itself from it.
Message: The name of Louis Pasteur Slide No. 5 is associated with the appearance of many vaccines against various diseases, for example, the vaccine against rabies. The rabies virus infects cells of the nervous system. In a sick animal or person, water causes convulsions of the pharynx and larynx. It is impossible to drink, although I am thirsty. Death can occur from paralysis of the respiratory muscles or cessation of cardiac activity. Therefore, immediately after a bite you should immediately consult a doctor. He will carry out a course of vaccinations against rabies, which were proposed by Louis Pasteur.
Teacher: Guys, you see a portrait of I. I. Mechnikov. Why is his portrait next to the portraits of Gener and Pasteur?
Slide number 6.
Teacher: Pasteur and Mechnikov are considered the founders of science immunology.
Immunology– a section of medical science about the body’s immunity to infectious diseases and its defense mechanisms.
Our body is able to protect itself from the harmful effects of microorganisms. Having penetrated the body, they encounter its protective forces - immunity.
Teacher: theme of our lesson IMMUNITY.
We will look at the types immunity, let's find out the role of blood cells in the formation immunity.
Slide number 7.
Teacher: Immunity– the body’s ability to protect itself from pathogens.
(Slide 1 Biology 8. Bustard)
Teacher: foreign substances are called antigens (these are microorganisms, viruses and any cells whose composition differs from the composition of the body’s own cells.
Antibodies are produced against antigens.
Antibodies are synthesized by special cells - lymphocytes. (Slide 2 Biology 8. Bustard)
There are several types of lymphocytes in the body. Slide 8.
Teacher: Each type of antibody is capable of neutralizing a strictly defined antigen, precisely the one that was detected by the T lymphocyte. When the antigen enters the body a second time, antibodies are produced faster. This phenomenon is called immune memory. They say he's worn out immunity.
2. Types immunity. Slides 3-5 Biology 8. Bustard
Slide number 9.
Immunity
Natural Artificial
congenital acquired active passive
vaccine therapeutic serum
Teacher: Than artificial immunity different from natural immunity?
(Students express their guesses.)
Teacher: - What do you think innate means? immunity?
There are antibodies in the blood against some diseases (canine distemper, etc.).
What does acquired mean?
As a result of a previous illness or through mother's milk.
Teacher: Artificial immunityproduced in two ways: introduction of a vaccine and administration of a therapeutic serum.
Teacher: Remember what E. Jenner introduced to prevent smallpox?
Liquid from smallpox vesicles, i.e. weakened microorganisms.
Vaccines are a culture of weakened microorganisms.
Teacher: What happens when a vaccine is administered?
T - lymphocytes recognize, and B - lymphocytes produce antibodies. Active immunity.
When a person is already sick, a therapeutic serum is administered, which contains ready-made antibodies.
It's passive immunity.
3. Diseases associated with weakening immunity. Slides 11-15
Student message “Allergies”
Characteristics of diseases resulting from weakening or damage immunity: AIDS, flu. A story with elements of conversation about disease prevention.
C – syndrome
P – acquired
AND - immuno
D - deficiency
– What do you know about AIDS?
– How to protect yourself from contracting AIDS?
– Is the flu dangerous?
– Do you think there is immunity against influenza, AIDS?
IV. Checking students' understanding of new material
Teacher: Guys, let's imagine such a case.
A child was admitted to the hospital and was diagnosed with diphtheria. Its pathogens affect the mucous membrane of the throat, and their poisons are carried by the blood throughout the body, causing severe poisoning.
- What should be administered to the child?
Teacher: In February - March there is an influenza epidemic. How can you protect yourself from the flu? What to enter: vaccine or therapeutic serum? Why?
Teacher: Our country has a vaccination system. Look at your vaccination card.
(vaccination card is being considered) Slide 16
Teacher: Guys, we looked at the body’s defense mechanism - immunity, kinds immunity.
What factors do you think strengthen immunity, and which ones weaken.
On the students’ desks is a table “The role of factors that weaken and strengthen immunity".
The teacher organizes a frontal conversation, during which the table is filled out.
Factors that weaken immunity Factors, strengthening immunity
1. Bad habits 1. Healthy lifestyle
2. Energy depletion Accounting for the body’s energy expenditure
3. Stress destroys lymphocytes 3.
4. Physical inactivity 4
On the screen Slide No. 16.
V. Summing up lesson.
The teacher sums up lesson,reports homework : pp. 136-137, c. 1-9
Teacher: Today on lesson We talked about an important property of the body - its defense mechanism.
The body has external and internal protective barriers against the penetration of bacteria and foreign substances;
External barriers are the skin and mucous membranes;
Internal protection mechanism – immunity;
The main role in the formation immunity play white blood cells - leukocytes.
"Immunity. Infectious diseases. Preventive vaccinations"
Dimitrienko Natalya Gennadievna, biology teacher, Secondary School No. 5
Tasks:
Educational: formation of new anatomical concepts: immunity, infectious diseases, therapeutic serums, vaccine, preventive vaccinations .
Educational: developing the ability to independently work with the textbook text, additional literature, as well as developing the ability to compare and generalize; development of students’ mental abilities, logical thinking;
Educational: formation of a dialectical-materialistic worldview; Education of sanitary and hygienic skills, habits healthy image life.
Goals:
To deepen students' knowledge of what immunity is, types of immunity, infectious diseases, medicinal serums, vaccines, preventive vaccinations.
Develop skills: independently work with the text of the textbook, additional literature; extract the necessary information from it; think logically and formalize the results of mental operations in oral and written form.
Equipment: computer, multimedia projector, presentation using the interactive whiteboard “Immunity. Types of immunity.”
During the classes
Organizing time.
Hello guys, sit down. I'm glad to see you healthy. And I really hope that our lesson will be useful to you in maintaining and strengthening your health in the future.
Updating concepts.
As a result of all the wars of the 20th century, a total of 111 million people died on Earth, of which approximately 1.1 million people died annually. The death rate from disease is 14 times higher. For example, about 2.3 million people die every year from infectious diseases caused by pathogenic microorganisms alone.
AIDS, flu, plague, tuberculosis, smallpox, malaria, hepatitis, etc.
But why, even in terrible epidemics, do some people get sick and others not?
Lesson epigraph:
Humans are surrounded by cataclysms - numerous microorganisms:
Viruses, bacteria, microbes, but man is not untouchable.
He has protection...
What topic do you think we will study today? (We will study the protective properties of the body)
The body's defense is calledimmunity . Let's formulate the objectives of the lesson (students formulate, the teacher posts the topic of the lesson, objectives and plan on the board).
To better assimilate new material, let's repeat the basic concepts of the topic from the last lesson. Remind me what we studied in the last lesson? (blood, structure and functions)
Select from the list concepts that correspond to the structural features of blood cells: red blood cells, leukocytes, platelets (working with an interactive whiteboard). See Appendix 1.
Select from the list concepts that correspond to the functions of blood cells: red blood cells, leukocytes, platelets (working with an interactive whiteboard). See Appendix 1.
Insert missing terms into the text (working with an interactive whiteboard). See Appendix 2.
Working with an electron microscope (for example, what tissue specimen is given to you for viewing, name the structural features of this tissue and its functions). See Appendix 3.
Learning new material.
What is immunity?
Let's turn to dictionaries and find the definition of the term “immunity” (students read out)
Let's look at the presentation slides:
Immunity is the body’s ability to protect itself from pathogenic bacteria and viruses, as well as from foreign bodies and substances.
The immune system copes with this task.
The immune system unites organs and tissues that protect the body from genetically foreign cells or substances coming from outside or formed in the body.
Let's look at the organs of the immune system:
Central authorities(red bone marrow, thymus)
Peripheral organs(lymph nodes, tonsils, spleen)
The role of cells - defenders against foreign bodies - is performed by blood cells - leukocytes. Let's repeat the types of leukocytes (see presentation slide)
2. Physiological mechanism of immunity
What is the physiological mechanism of immunity ?
Independent work with a textbook in groups.
Group 1 highlights new basic concepts of the topic.
Group 2 is preparing a report on the discovery of I.I. Mechnikov.
Group 3 composes a story about the body’s defense mechanisms
Group 4 completes the diagram on the interactive board.
Checking the work of the groups:
Group 1 – terms: immunity, leukocytes, lymphocytes, phagocytes, antibodies, B and T leukocytes, Mechnikov, phagocytosis.
Group 3 – message about the mechanisms of immunity:
By structure and functions performed leukocytes are divided into lymphocytes And phagocytes. There are two groups of lymphocytes in the blood: B and T cells. B cells form special substances that, when combined with bacteria, make them defenseless against phagocytes. T cells They themselves find pathogenic bacteria or cells infected with a virus. When they come into contact with them, they release special substances that cause the death of bacteria or viruses. These special substances are called antibodies and are protein in nature.
The process of absorption and digestion of microbes and foreign substances by leukocytes is called phagocytosis, and the cells that carry it out phagocytes. The process was first discovered by the great Russian scientist I.I. Mechnikov.
Group 2: Report about I.I. Mechnikov
The great Russian scientist Ilya Ilyich Mechnikov made his discovery while studying marine invertebrates in Italy. He noticed that in these animals, motile cells similar to amoebas take part in the digestion of food. Having inserted a rose thorn into the body of a starfish, he watched as moving cells surrounded the splinter, trying to destroy this thorn. Mechnikov called these cells phagocytes, which means devourers, and the process phagocytosis. Higher mammals and humans also have similar cells.
Group 4: Complete the diagram on the interactive board. See Appendix 4.
LEUCOCYTES
LYMPHOCYTES
PHAGOCYTES
B – cells T – cells
Antibodies Special substances
connect cause death
with bacteria bacteria and viruses PHAGOCYTOSIS
and make them
defenseless
against
phagocytes
Phagocytosis and antibody production are a single protective mechanism called immunity.
Types of immunity.
What types of immunity exist?
Immunity happens natural And artificial.
Working in groups with the textbook text on page 122
Group 1 explains natural immunity
Group 2 artificial immunity
Group 3 defines natural immunity groups
Group 4 determines the features of artificial immunity.
The diagram opens on the interactive whiteboard. See Appendix 5.
Natural innate immunity - This is immunity to many diseases given to a person from birth. For example, people do not get sick from animal plague.
Natural acquired immunity produced as a result of illnesses. For example, having had whooping cough, measles, or chickenpox, people, as a rule, do not get sick with these diseases again.
Artificial active immunity produced as a result of the introduction into the body of killed or greatly weakened pathogens in the form vaccines. At the same time, the body produces antibodies against this infection and after vaccination (this is the name of this operation), the person most often does not get sick or gets sick more easily. Similar preventive vaccinations made for influenza, diphtheria, tuberculosis, polio, etc.
Passive artificial immunity- this is the introduction of ready-made antibodies to a sick person in the form healing serum. Therapeutic serum is obtained from the blood plasma of animals or humans who have suffered an infectious disease. This therapeutic serum is used, for example, for severe infectious diseases such as diphtheria.
The development of a very dangerous disease - tetanus - can be prevented by timely infusion of anti-tetanus serum.
Since when using therapeutic serums, antibodies are not formed in the body, but are introduced into it from the outside, they remain in the blood for a very short time. After some time, the body again becomes susceptible to disease.
The human body does not develop immunity to everyone. infectious diseases. Some of them you can get sick many times in your life, for example, sore throat.
Student report about Jenner and Pasteur.
Jenner Edward (1749-1823)
An English doctor, on May 14, 1796, vaccinated an 8-year-old boy against smallpox by transferring to him the contents of a smallpox blister from a female milkmaid who had contracted cowpox. After 1.5 months and then after 5 months, the boy was injected with material from a smallpox patient. The boy remained healthy. The Jenner method began to be introduced everywhere until smallpox was completely eradicated - on May 8, 1980. Now preventive vaccinations are widely used and save humanity from many terrible diseases that have claimed millions of lives.
Pasteur Louis (1822-1895)
French scientist. Proved that infectious diseases are caused by the transmission of pathogenic microorganisms, and not by spontaneous generation. He introduced a method of destroying pathogenic bacteria by pasteurization - heating to 50-60 degrees. Now this method is widely used. Pasteur also introduced weakened pathogens into the human body to protect it from infectious diseases.
5. What does the strength of the immune system depend on? Why do some people cope with stress, while others don’t, and they get sick (students’ answers: from the body, from nutrition, from playing sports, from bad habits). To find out the answer to this question, students in our class: did a little research. To do this, they conducted a survey about the bad habits of students in grades 8-11, their addiction to sports and found out from the medical staff. workers and the incidence of illness among students. And this is what they got (students’ presentation showing the research graph), conclusion: in a class where students play sports and don’t have bad habits, they get sick less, which means they have stronger immunity, and in a class where they don’t like sports and smoke, Students’ immunity is weakened, which means that immunity can be strengthened by playing sports.
Filling out a table with students on the interactive whiteboard. See Appendix 6.
Factors that weaken the immune system
Factors that strengthen the immune system
Bad habits
A) alcohol destroys the liver
B) SMOKING
B) DRUG ADDICTION
D) SUBSTANCE ABUSE
2. Energy depletion of the body
A) illness
B) bad sleep
B) POOR NUTRITION
D) LACK OF VITAMINS
3. Stress destroys lymphocytes
4. Sedentary lifestyle
1. avoid bad habits
Eat right (healthy diet)
Vitamins
Work and rest schedule
Exercise
Keep your spirits up.
6.Immunity and AIDS
Currently, a fairly common incurable disease is AIDS (acquired immunodeficiency syndrome). The causative agent of this disease, the human immunodeficiency virus (HIV), makes the immune system inoperative, and people die from those microbes, bacteria, fungi that are absolutely safe for a healthy person, that is, with a healthy immune system. If the AIDS situation does not change, then by 2017 in the Nizhny Novgorod region the number of people infected with this virus will approach 50%. We have already talked about how to avoid infection with the human immunodeficiency virus, let's repeat the rules for preventing HIV infection.
Work in groups - filling out the table “Methods of transmission of HIV infection”
See Appendix 7.
Reflection.
Let's get back to the objectives of our lesson. Tell me, guys, what did you learn in class today? Do you think the knowledge gained will be useful to you, and where can you apply it?
Let's hold hands and in each group make a circle of friends at the table, ready to help each other in difficult times. What do you think this strong circle can be compared to? Let's look at the board (magnifying glass technique) - with immunity, where is healthy lifestyle, proper nutrition, sport, daily routine are its components. So let it be as strong as your friendship. May you all be healthy and happy.
Summarizing. Grading.
Homework.
Mandatory for everyone: pp. 122-124, learn new terms.
Optional: find material and prepare presentations on it about the discoveries of scientists Mechnikov, Pasteur, Jenner.
Literature
Biology. Human. 8th grade. N.I.Sonin, M.R.Sapin. - M.: Bustard, 2005.-215 p.
Lesson planning in biology. 8th grade. Ed. Sonina I.N., - M., 2006
Big medical encyclopedia. - M.: Medicine, 2000. – 670 p.
Electronic visual aid Human Biology. - New Disk JSC, 2007
Insert missing words:
Blood, lymph, and tissue fluid form the internal environment of the body. Tissue fluid comes into direct contact with the cells. Blood consists of red blood cells, white blood cells, platelets and blood plasma. Functions of blood: carries nutrients, oxygen, hormones, connects all parts of the body, removes metabolic products from tissues. Human blood cells are formed in red bone marrow. The body's respiratory function is ensured by red blood cells, carrying oxygen and removing carbon dioxide. Leukocytes - white blood cells - protect the body from microbes. Blood platelets or platelets are involved in blood clotting.
