Lesson summary: Immunity. organs of the immune system. Summary of a biology lesson on the topic “Immunity Plan summary of a lesson in immunology
Biology lesson plan in grade 8
Topic: "Immunology in the service of health"
Target: to form knowledge about the mechanism of immunity production, types of immunity, differences between vaccines and vaccinations, blood transfusion conditions, Rh factor.
Tasks:
Tutorials: introduce students to the science of immunology; determine the role of vaccines in the prevention of diseases and therapeutic sera in their prevention and treatment; introduce the classification of immunity;
Educational: continue to develop skills of independent work and work in groups; to form skills and abilities to systematize and generalize the acquired knowledge;
Educational: continue to educate students in the desire to preserve and strengthen their health; responsibility for completing tasks.
Lesson type: combined
Lesson Methods: problematic, partially exploratory, reproductive, creative, verbal.
Forms of organization learning 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 sera;
Compare immunity: natural and artificial, passive and active;
Reproduce definitions of concepts « allergy », « allergen », « tissue compatibility », « donor », « recipient »;
Know the blood types of a person and the rules for their transfusion; explain the mechanism of Rhesus conflict.
Meta-subject learning outcomes:
Cognitive - to use various sources of information, including electronic ones, to solve the assigned tasks; build a logical chain of reasoning;
Regulatory - to control and evaluate the results of their own activities, to make adjustments to their implementation;
Communicative - fully and accurately express their thoughts, argue their own point of view, engage in dialogue and discussion; work effectively in pairs and groups in solving a learning problem.
Personal learning outcomes:
Recognize the practical value of knowledge on immunology;
manifest cognitive interest aimed at studying the mechanisms of immunity.
Equipment: computer, presentation "Immunology in the service of health", instructional cards for students, 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.
Front poll:
Name the protective barriers of the body.
What is immunity?
What does nonspecific immunity mean?
What are antigens7
Specify the difference between cellular and humoral immunity.
Name the immune systems.
What is AIDS?
Name the ways of transmission of HIV infection.
List infectious diseases.
III/ goal setting: "Guys, literally yesterday, we wrote down an entry in the diaries: "The students of our school will be vaccinated against the flu." And among the population, vaccination is also carried out. Why do we need vaccinations?
What do you think, what is the topic of our lesson?
IV . Learning new material:
Slide number 1. Theme and objectives of the lesson.
The history of the invention of the vaccine.
The story of the teacher with a demonstration of the presentation.
Why are vaccines used in some cases and sera in others? ?
What should be taken into account when transfusing blood?
What does the science of immunology study?
To answer these questions, we must work with § No. 19.
We will work both individually and in groups.
Open §№19, take instruction cards. (attached).
Read and complete task No. 1. (individual work).
Slide #3 - Check the correctness of the task. 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.
Pay attention to the connection of this classification with the concepts of "vaccine" and "serum". (All this is due to artificial immunity)
Checking student work 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 assignments received.
Listen carefully:
Calcium salts are removed from donor blood by adding substances that precipitate these salts. Why do they do it?
Group work.(Assignments are the same, but it is possible that the groups will choose as their homework different kind creative work). Students are asked to sit in groups. Coordinators are appointed by the teacher in advance and they themselves form groups.
Read question #3 carefully. (attached).
Students are introduced to the concepts of "allergy" and the causes of tissue incompatibility.
Groups receive different tasks.
Task No. 4 for group No. 1. (attached)
Task number 5 for group number 2. (attached)
Read the assignments.
Pay attention to the correctness, accuracy of the task.
Results on slides 5 and 6. Models of immunology are discussed frontally and written down in a notebook.
Let's return to the question that I asked you before doing task number 3.
If students cannot answer the question, invite them to remember: what affects blood clotting?
Slide number 7. Answer to the question: Donated 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. Fixing:
The 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 response. 6. The process of devouring a foreign substance. 7. The ability of the body to get rid of foreign bodies. 8. A person who donates 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:§ 19.
Group work. Task number 3. Complete a creative challenge.
Try to imagine concepts allergy and tissue compatibility in any of the proposed forms:
mini essay;
mini-tale or poem;
poster, etc.
choice.(attached)
VIII . Summing up the lesson and grading.
Instructional card for the lesson
Theme of the lesson "Immunity"
Didactic goal: to create conditions for understanding and understanding the block of the new. educational information by means of critical thinking.
The purpose of the lesson:
Educational:
Define the concept of immunity
To introduce students to the types of immunity;
With the protective properties of the body
Educational:
Continue hygiene, physical education, proving the danger bad habits and convincing of the need for a healthy lifestyle and the benefits of preventive vaccinations.
To cultivate a caring attitude towards one's own health, the health of others;
Developing:
Develop the ability to establish cause-and-effect relationships;
To form the ability to independently work with the text of the textbook, additional literature;
Ensure the development of memory, attention, thinking, speech;
Carry out all-round development of the individual.
Lesson type: combined
Generalization and systematization of knowledge;
Learning new material.
Teaching methods:
Partial search;
Reproductive.
Forms of organization of cognitive activity:
Individual;
Group;
Frontal.
I. Organizational moment
II. Checking knowledge on the topic: “The internal environment of the body. Blood (erythrocytes, leukocytes, platelets), their structure and functions
1. Instructing the teacher to do the work
In order to test your knowledge on the topic covered, I suggest that you complete a small biological dictation.
The purpose of the dictation: systematization, generalization, correction of the knowledge gained on the topics "Internal environment of the body", "Blood (erythrocytes, leukocytes, platelets), their structure and functions"
You are offered test tasks on cards according to the options: Option 1. Option 2. (cards)
2. Completion of work (students perform tasks, and then in pairs carry out mutual verification, the teacher opens the answer key on the interactive whiteboard after the exchange of work)
Response codes:
Option No. 1 I. 1a, 2b, 3a, 4c P. 16, Z d, 5d.
Option 2. I. 16, 2c, 36, 4a. P. 2a, 4c, 5e.
Rating rate:
7 correct answers - "5";
5-6 - "4";
3-4 - "3";
Less than 3 - fail.
3. Checking the results of biological dictation
4.Relaxation pause
Sit comfortably on a chair, lean back in a chair, straighten your shoulders, put your feet on the floor, relax, close your eyes. Listen to your body. (light music playing)
II. Studying new material
I stage. Call
History reference. (Teacher's story, presentation)
The annals of the Middle Ages describe terrible pictures of rampant
Plague. It penetrated everywhere cities and villages died out, on the streets you can
See only gravediggers. The plague has been known since ancient times. In the VI century
In the Byzantine
The plague lasted 50 years for the empire and claimed 100 million people. In a century in
Europe lost a quarter
The population is 10 million people. Smallpox was no less dangerous. She died from
Even more people than from the plague. In the 18th century Western Europe annually
Smallpox killed 400,000 people. People with smooth skin, without smallpox
Rubtsov met
Rarely. It has long been observed that farm workers who deal with cowpox animals never contract smallpox.
These observations allowed the English physician Edward Jenner in 1776 to propose a way to prevent smallpox. He would take some liquid from smallpox vesicles on a cow's udder and rub it into a scratch on a person's skin. The infected person developed mild smallpox. People grafted in this way never have its mechanisms
They got sick with smallpox. Widespread practical application of smallpox vaccination was used
Without understanding its mechanisms up to the works of the outstanding French scientist Louis Pasteur.
In 1881 He studied the actions of the causative agent of chicken cholera, usually causing 100% death, remained alive. Louis Pasteur concluded
That weakened pathogens, when introduced into the body, cause
It has the ability to resist against a given disease. He called the culture of weakened pathogens a vaccine.
What is the name of this ability to resist this disease?
Immunity (Children think and go on the topic of the lesson "Immunity")
Children listen carefully. Textbooks are closed.
2. Recording the topic of the lesson "Immunity"
2.1 Individual work
"Confused logical chains" (slide)
Read the statements. If you agree with these statements, put “+”, disagree “-”, doubt “?”
1. The physiological essence of immunity is determined by erythrocytes.
2. Antibodies are special substances that combine with bacteria and make them defenseless against phagocytes.
3. Whooping cough, influenza, measles are viral diseases.
4. Immunity is a disease caused by the penetration of pathogenic microbes and viruses into the body, as well as foreign bodies and substances.
II. Understanding. (Students tracking their own understanding of the material.)
Task: Read the text of the textbook from 136-137 and find out if your opinions are correct, opposite those sentences that reflect the essence of any of the 4 statements, mark the number of the statement that confirms or refutes these concepts.
1. The work of students with the text of the textbook. Reading the text of the textbook on page 136 -137
2. Working with logical chains
Conversation on the text read (the teacher makes corrections on the board, puts "+", "-")
III. Reflection - systematization of knowledge (assignment of knowledge)
Working with logical chains
1. Individual work
Read the statements. If you agree with these statements, put “+”, disagree “-”, doubt “?”
1. Therapeutic serum is prepared from the blood of an animal or the blood of a person who has had a disease.
2. Immunity acquired after vaccination is called natural.
3. The human immune system can be affected by the AIDS virus, as a result of which a person can die from any infection.
4. After a number of past diseases, people acquire artificial immunity.
2. Work in pairs (discussion this issue with a neighbor on the desk - come to a consensus)
3. Frontal conversation on the work done. Work with statements.
(The teacher reads the statements and puts the signs "-", "+", "?" on the board against each statement according to the students' opinions, raise their hand)
4. Reading the text.
5. Working with logical chains
6. Conversation on the text read (the teacher makes corrections on the board, puts "+", "-")
7. Work with the slide “Types of immunity - teacher's story.
5. Fixing. Working with the textbook»
Task: find in the textbook on page 137 information about the types of immunity and give them definitions.
6. Conversation
What types of immunity exist?
(during the conversation in the notebook fill out the scheme "Types of immunity"
Immunity
Natural Artificial
Congenital acquired active passive
Natural immunity, which is developed as a result of illnesses (acquired) or inherited from parents (congenital).
Artificial (acquired) immunity, which is acquired as a result of the introduction or vaccines - cultures of weakened microbes. This is active artificial immunity. Or the introduction of therapeutic sera - the blood of recovered people or animals. This is passive artificial immunity.
What is a vaccine?
What is serum?
Answer the question and formulate a conclusion:
A vaccine is a culture of weakened microbes.
Serum - the liquid part of the blood of formless elements and fibrin of people or animals who have recovered from illness,
(write in notebook)
7.Independent work.Filling out the table
"Two Part Diary"
What I learned in the lesson I don’t understand (requires repetition)
8. Conversation on the table
III. Lesson summary:
IV Assessment of knowledge VI. Homework: article "How our body defends itself against infections" p. 136-137, 141 "AIDS".
Thank you all for your work in class. And in
In conclusion, I would like to know with what mood you leave the lesson. You have 3 cards on the tables.
If you are satisfied with yourself in the lesson and today you managed to do everything that you planned, you choose the appropriate card (one of three)
Application No. 1
OPTION #1
The purpose of the work: students consolidate new knowledge and rebuild their ideas to include new concepts.
I. Which statements are true?
1. The internal environment of the human body is: a) tissue fluid, blood, lymph
B) blood and tissue fluid c) blood and lymph 2. Blood plasma is:
A) a special type of connective tissue;
B) intercellular substance.
3. Red blood cells are:
A) non-nuclear small red cells of a biconcave shape; b) nuclear small colorless cells of a biconcave shape. c) small nuclear
4. Leukocytes are:
A) small non-nuclear colorless cells of irregular shape;
B) large non-nuclear colorless cells of irregular shape;
C) colorless cells of irregular shape.
II. Establish a correspondence between concepts and statements (1. 3, 5.)
Concepts: Statements:
The penetration of pathogenic organisms into the body,
2. Coagulation B. The process of absorption and digestion by leukocytes
blood. microbes and other foreign substances.
5. Thrombus. D. Fibrin threads forming a dense network - a blood clot,
Closing the wound.
OPTION #2 Appendix #1
I. Which statements are true?
1. Lymph is: a) a clear liquid in which there are no erythrocytes and lymphocytes, more proteins than in the blood, many platelets;
B) a clear liquid in which there are no erythrocytes and platelets less proteins than
In the blood, but many lymphocytes;
C) a clear liquid in which there are no erythrocytes and platelets, more proteins than
In the blood, there are fewer lymphocytes;
2. Blood is:
A) an intermediate internal environment located in the vessels, in direct contact with the cells, maintaining the constancy of the composition of the tissue fluid;
B) an intermediate internal environment located outside the vessels, in direct contact with the cells, maintaining the constancy of the composition of the tissue fluid;
C) an intermediate internal environment located in the vessels, not directly in contact with the cells, maintaining the constancy of the composition of the tissue fluid. A special type of connective tissue.
3. 1 mm3 of blood contains: a) 5.5 - 7 million erythrocytes b) 4.5 - 5.5 million erythrocytes c) 450 - 550 thousand erythrocytes;
4. Platelets are:
A) small non-nuclear platelets formed in the red bone marrow;
B) small nuclear platelets formed in the red bone marrow;
C) large nuclear blood platelets formed in the red bone marrow.
II. Set the correspondence between concepts and statements (2,4,5.)
Concepts: Statements:
1. Phagocytosis. A. Protective reaction of the body that prevents blood loss and
The penetration of pathogenic organisms into the body.
2. Coagulation B. The process of absorption and digestion of microbes by leukocytes
blood. and other foreign substances.
3. Fibrinogen. B. Insoluble protein.
4. Fibrin. D. Soluble plasma protein.
5. Thrombus. D. Fibrin threads forming a dense network - a blood clot,
Closing the wound.
Lesson topic: Immunity.
Developed by: Kust I.V. - teacher of biology and chemistry
MBOU Kolyudovskaya secondary school
Lesson objectives: define immunity, name the organs of the immune system, explain the essence of the immune response and the functions of cellular and humoral immunity; show the role of antibodies in neutralizing antigens; explain the role of scientists in revealing the essence of immunity, the invention of vaccines and therapeutic sera;
Formation of an understanding of the value of a healthy lifestyle, the ability to use speech means to argue one's position.
During the classes.
Lesson stage
Teacher activity
Student activities
Methods and techniques
Updating knowledge on the topic "The internal environment of the body"
What topic did we study in the last lesson?
Let's recall the basic concepts of this topic using the simulator card.
We work in pairs.
They answer questions.
Work in pairs: one asks a question and the other answers.
Base scheme.
Learning new material.
Motivation. In one popular book on physiology, it was figuratively said: “In every second in the Red Sea, millions of ships are wrecked and sink to the bottom. But millions of new ships leave the harbors again to sail.
What is meant by "ships" and "harbours"?
The concept of immunity.
Immunity is the body's ability to protect its own integrity and biological identity. A particular manifestation of immunity is immunity to an infectious disease. The body's ability to find foreign bodies and substances (antigens) and get rid of them.
In the process of evolution, the immune system was formed.
organs of the immune system.
The organs of the immune system include: bone marrow, thymus gland, spleen, accumulations of lymphoid tissue. The immune system arose with the advent of multicellular organisms and evolved as a factor contributing to their survival. Immunology- bioscience that studies the protective reactions of the body, aimed at maintaining its structural and functional integrity and biological individuality. Immunology originated as a branch of medical microbiology in the 19th century.
The founders of immunology were E. Jenner, Louis Pasteur, I. I. Mechnikov. Later Bering, Landsteiner, Ermich and others.
The concept of antibodies.
Antibodies proteins synthesized in the body in response to the presence of an antigen.
Example: a poison-toxin appeared in the blood. An antitoxin is produced against it by an antibody, which neutralizes the toxin, forming an antigen-antibody complex.
Antibodies are specific to a certain type of protein
Antibodies can remain in the blood for a long time, and the body becomes immune to diseases.
Types of immunity
Congenital: inherited by offspring from parents (people from birth have antibodies in the blood)
Acquired: produced after foreign proteins enter the bloodstream, for example, after suffering a disease (measles, chickenpox)
artificial active: after the introduction of the vaccine (culture of weakened microbes or their poisons)
Artificial Passive: after the introduction of therapeutic serum (ready-made antibody preparation)
Without anti-diphtheria serum, 60-70% of children with diphtheria died (diphtheria affects the mucous membrane of the throat).
Anti-tetanus serum is used to prevent diseases when it enters the wound of the earth.
What vaccines should teenagers get?
In our country, there is a National calendar of preventive vaccinations, approved by the Ministry of Health of the Russian Federation. According to this calendar, at the age of 13, girls are vaccinated against rubella. At the same age, previously unvaccinated adolescents are vaccinated against hepatitis. At the age of 14 - against diphtheria, tetanus, polimeelitis, tuberculosis. At the age of 15-16, revaccination against measles, mumps. After 17 years of diphtheria and tetanus.
AIDS is a disease caused by the HIV virus that affects T-lymphocytes, destroying cellular and humoral immunity.
Provide answers.
(this refers to leukocytes).
What functions do they perform?
Student messages: 1) I.I. Mechnikov discovered phagocytosis.
Phagocytes absorb foreign substances and cause a local inflammatory reaction of the body, accompanied by swelling, redness and pain.
New phagocytes are attracted to the focus of inflammation
Absorbing foreign bodies and damaged cells, phagocytes die in large quantities, turning into pus.
I.I. Mechnikov proposed the phagocytic theory of immunity in 1863. This is cellular immunity.
2)P. Erlich opened humoral immunity.
Special leukocytes form special proteins-antibodies involved in the neutralization of foreign substances.
The cells that produce antibodies are called lymphocytes.
A cell that recognizes a foreign body is a T-lymphocyte. It transmits information about the foreign protein to the B-lymphocyte, which produces antibodies (gamma globulins).
T-lymphocytes that destroy foreign and cancer cells are called T-killers.
Messages: The contribution of E. Jener and Louis Pasteur to the development of the doctrine of immunity.
Based on the messages, students fill out the diagram:
Mechanisms of immunity:
Cellular (phagocytosis)
Humoral (formation of antibodies)
monologue speech.
Formulation of the output from the message.
Anchoring
I.P. Pavlov said: “There is an “emergency reaction” in the body, in which the body sacrifices some part to save the whole.” What is it about?
Questions for consolidation.
1. Who discovered the phenomenon of phagocytosis?
2. How does a local inflammatory reaction manifest itself, what cells are responsible for it?
3. In what year did Mechnikov propose the phagocytic theory of immunity?
4. What are T-killers?
5.What is immunity?
6. What does the human immune system protect from?
7. What is acquired immunity? Give examples.
8. Who and when applied for the first time vaccinations?
9. What are therapeutic serums? What medicinal substances do they contain?
10. When is antitetanus serum used?
Answer and explain.
Creative task.
Frontal conversation.
Homework
Explore paragraph
Prepare a presentation: "The use of vaccines and therapeutic sera in the prevention and treatment of diseases"
Lesson summary
Reflection
Lesson outline on the topic: Immunity
Purpose: deepening knowledge about immunity - an important part of human health
Lesson objectives.
Educational. Form concepts: "immunity", "immune system", "antibodies", "antigen", "vaccine", "treatment serum"
Learn about the types of immunity.
Educational. Continue hygiene, physical education, convincing of the need for a healthy lifestyle.
To instill a sense of patriotism, to convince of the knowability and materiality of physiological processes.
Developing. Develop intellectual abilities, logical thinking, form communication skills.
Equipment and materials: TV, computer, presentation, a set of tasks for groups, a test for knowledge control, a notebook with a printed base, a portrait of I.I. Mechnikov.
During the classes.
I stage. Justification of the purpose of the lesson, updating knowledge.
Introduction by the teacher.
On the board is the epigraph "Our body is the state, and the forces of immunity are the army guarding its independence." (Rem Petrov)
Reading the epigraph.
Our task: to identify ways to protect a person from diseases, to study ways to preserve and strengthen immunity.
Why is it important?
We live in an aggressive world, we experience stress and the influence of an unfavorable ecological environment, our body is constantly surrounded by invisible enemies - bacteria, viruses, pathogenic fungi that cause infectious diseases.
If a person did not have a "defense army", he would be powerless in the fight against "outsiders".
Let's remember the past.
1. What blood cells are involved in defense reactions?
2. Where are leukocytes formed and mature?
3. What is the shape of leukocytes, what does it matter?
Aliens can be not only microbes, but also proteins of another organism, because each person is an individual, each organism has its own set of features.
Consider human blood groups. Why is it necessary to transfuse blood strictly taking into account the groups and the Rh factor? Give examples
What is the conclusion?
When a protein unusual for a person enters the blood, the body rejects the “foreign”. This is also an immunity that preserves biological individuality.
II stage. Learning new material.
1. The history of the discovery of phagocytosis: a presentation or a message from students about I.I. Mechnikov, his work and the significance of this work for a person. Demonstration of a portrait of a scientist.
2. Slide show about specific and non-specific immunity. Teacher's explanation.
3. Slide show about the antigen-antibody interaction. Teacher's explanation.
4. Demonstration of a slide about the physiological nature of immunity, the formation of T-lymphocytes and B-lymphocytes, the production of antibodies against a recognized antigen, i.e.
on the development of highly specific immunity. Entries of terms: immunity, antibody, antigen.
5. History 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 scheme, explanations of students.
d) Conversation with students:
Give examples of vaccinations at school.
What is your attitude towards this process?
Why do some people refuse vaccination?
Problem question:
Why is a person given a serum and not a vaccine during an emergency? (Discussion, finding out how the vaccine differs from the serum). Recording in r / t.
6. Ways to strengthen immunity, work in groups. Tasks for discussion.
Group I. What can lead to energy depletion?
Guess how it 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 the immune system.
Suggest rules for a healthy lifestyle.
IV Group. Suggest why children who are engaged in physical education get sick less.
Suggest rules for a healthy lifestyle.
Group V: Suggest what effect hypothermia has on immunity.
Assume the rules of a healthy lifestyle.
Group reports. Check with the answers. Conclusions. Recording general rules strengthening immunity (Appendix No. 1).
III stage. Consolidation of knowledge.
Basic level questions.
What is immunity?
What role do antibodies play?
What blood cells perform a protective function?
How is natural immunity different from artificial immunity?
Why are vaccines given?
Advanced questions.
What provides immunity?
What is the role of B- and T-lymphocytes, phagocytes?
What is the difference between the action of the vaccine and the action of therapeutic serum?
What are the types of immunity?
Why an increase in leukocytes in the blood may indicate the presence of an infection in the body?
IV stage. The results of the lesson: 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". Methodological guide 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. St. Petersburg. 1997
04.03.2016 2946 569 Stakhovskaya Olga AnatolievnaBiology lesson on the topic "Immunity. Organs of the 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. Organizational moment.
2. Checking homework.
3. Learning new material.
4. Consolidation of knowledge
5. Homework
1. Org. moment Setting the goals of the lesson (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 is blood plasma made of? (salt, 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 - according to the text on the interactive whiteboard, determine what uniform elements are in question.
(tasks on the interactive whiteboard)
After completing the work - check with the teacher - consolidation of knowledge.
Check of knowledge.
Task: Guess what shaped elements we are talking about.
1. Red cells contain hemoglobin protein.
2. Formed in the red bone marrow, spleen, lymph nodes.
3. Live 3-4 months.
4. Large white cells with nuclei.
5. Live 5-7 days.
6. Die off in the liver, spleen and kidneys.
7. Die off 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 the transfer of oxygen.
11. The main function is protection.
Examination
Answers: erythrocytes - 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 enter the classroom, they are very excited and upset about something.
The teacher anxiously asks, "What's wrong, boys?"
Alyosha: “We wanted to sign up for the school basketball team, but we were not
take."
Teacher: "But why?"
Misha: “Looking at our medical certificates the doctors said that
we get sick very often and we have a weak defense system.”
Alyosha: “How weak are we? Here they take Vasya from 8b, although he is much
We are smaller in size and weight.”
Teacher: “Don't worry guys, I think we can help you. To do this, you first need to uncover the secrets of the human body's defense system and we will go on a journey through Immunology.
Conversation (frontal)
And which of you has already had a cold or flu this year? And whose relatives were sick at home: mom, dad, brothers or sisters? Looks like a lot of people get sick.
- Are there any among you who did not get sick this year?
-I wonder why some people get sick often, while others hardly get sick? (Immunity, protective properties of the body, hardening)
*What is immunity? Let's see what is immunity?
Immunity is the ability of the body to protect its integrity from all
genetically alien (microorganisms, alien cells) (slide 6)
2.recording the definition in a notebook
And what organ system protects our body? (Circulatory) What blood cells protect the body from all foreign? (Leukocytes) How do they do it? (Leukocytes are able to absorb everything foreign by phagocytosis).
The immune system is an organ system that includes all organs involved in the formation of cells that protect the body. And what cells protect our body? (Leukocytes)
3. Teacher's story (presentation show)
Indeed, a 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 the creation of the theory of immunity by Mechnikov. Immunology has been enriched by new discoveries. It was found that T and B lymphocytes play an important role in the formation of immunity.
4. Group work
Let's explore what are the mechanisms of immunity, and for this you will get acquainted with task 1 on the information sheet. I suggest no more than 3 minutes for 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 an amazing ability to combine with the microbe in response to which they were created, and only with the one against which they arose, and with no other.
Lymphocytes (T and B) have receptors on their surface that can recognize the "enemy".
-Let's listen to the answers for each group ... Very well, well done, you all expressed your opinion, and now we will check the correctness of your assumptions,
Here is 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 in you? The thymus, or thymus gland, is located behind the sternum, is a lymphoid tissue). Among them, there are three varieties: T-killers, T-suppressors, T-helpers.
T-killers, connecting with foreign cells, kill them, thus providing cellular immunity.
T-suppressors block excessive reactions of B-lymphocytes, supporting the harmonious development of immunity.
T-helpers transmit information about the antigen, thereby contributing to the transformation of B-lymphocytes into plasma cells.
2. B-lymphocytes, having received information from T-helpers, turn into
Antibody-producing plasma cells. Antibodies bind antigens and so. make it possible for phagocytes to absorb them, or they themselves destroy antigens - humoral immunity. In addition, simultaneously with plasma cells,
memory cells, thanks to which information about a given antigen is remembered. And now, in the event of repeated penetration of this antigen into the body, human immunity will work immediately.
That. It turns out that in the body of any person, the protective system is immunity. This is natural immunity.
6. Writing in a notebook. (Heuristic conversation)
Natural Immunity:
1. Congenital (passive)
2. Acquired (active)
What do you think is the difference between innate immunity and acquired immunity? (The fact that the congenital is inherited from the mother to the child, and the acquired appears after the disease).
Moreover, for some antigens, a person has immunity from birth, for example, to chicken cholera or rinderpest. And innate immunity is in newborns immediately after birth, if through the placenta or with breast milk 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 the child's immunity lasts? (No, not for long, because the antibodies in the child's body gradually begin to break down under the influence of his own immune system).
(View slide 10)
However, the body is not enough only natural immunity. And history testifies to this (view slide 11):
7.Internet information (student performances)
In the 6th century, in the Byzantine Empire, the plague lasted 50 years and claimed 100 million people. human lives.
A quarter of the population - 10 million people - died from the plague in the 14th century in Europe. Cities and villages were dying out, only gravediggers could be found on the streets.
Smallpox claimed even more lives. In the 18th century, at least 400,000 people died of smallpox every year in Western Europe. It fell ill with 2/3 of those born, and out of 8 people, 3 died. People with smooth skin, without smallpox scars, were rare.
In the early 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.
No less 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 population of the entire globe suffered from complications.
And also tuberculosis, anthrax, whooping cough, scarlet fever, poliomyelitis, influenza ... How to prevent epidemics, reduce the death rate of people?
The problem was resolved in 1796, when the English physician Edward Jenner heard by chance that peasants who had cowpox, a widespread disease of cattle at that time, did not get sick again and became immune to real smallpox. E. Jenner suggested vaccination. On May 14, 1796, E. Jenner collected some liquid from a cowpox abscess from a milkmaid and injected it into an 8-year-old boy, James Phipps, and then after 1.5 months infected him with smallpox. The boy didn't get sick. After 5 months, E. Jenner re-infected him, and again the boy remained healthy (slide show 12-13).
8. (Sketch)
Shopkeeper: Jenner is a true atheist, even though he is the son of a priest. In the old days, such blasphemy would have been roasted at the stake. It is necessary to come up with such an idea, to introduce a bestial principle to a person.
Lady: terrible, terrible ... One told me knowledgeable person that the unfortunate Phipps boy would grow horns, and more. I know that the daughter of a respectable lady, after she was vaccinated with this bestial disease, this cowpox, grew hairy 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. But mass vaccination began in 1801, when the professor of the medical faculty of Moscow University, Mukhin E.O., vaccinated a child from an orphanage against smallpox, in honor of this event he was given the name Vaccinov. (slide 14)
Louis Pasteur made a great contribution to the development of microbiology and vaccinology, thanks to which vaccines against anthrax, rabies, and chicken plague were created. (slide 15)
That. thanks to the activities of many scientists, it was found that in addition to natural immunity, a person can also develop artificial immunity with the help of a vaccine (active).
However, what to do if a person is still sick? How can you help him? (Antibiotics, antibodies against this pathogen). Scientists have found a solution here too, they have learned how to create therapeutic sera, with the help of which a person develops artificial passive immunity. We will continue our research and find out how the vaccine differs from the 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 body temperature of the animal was constantly maintained. Once the thermostat failed. The temperature rose, the bacilli overheated. Although they did not die, they were damaged and no longer caused disease. But Pasteur nevertheless infected experimental animals with these weakened bacilli. And it turned out that after that the animals became immune against 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 a stable immunity is developed in the horse's body, part of the blood is taken from it. It is thoroughly cleaned: blood cells, fibrinogen and some unnecessary proteins are removed. The introduced diphtheria poison is completely neutralized by this time. A therapeutic antidiphtheria serum is prepared from the obtained preparation.
Well done, all groups have coped with the task. Really
A vaccine is a preparation made from weakened or dead pathogens. Its introduction into the body causes a disease in a mild form, antibodies are produced in a person. Such immunity can last for many years.
Therapeutic serum is a preparation of ready-made antibodies taken from the blood plasma of animals. This serum contributes to 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 also develop artificial active and passive immunity.
-Why is the immunity that appears after vaccination of the vaccine called active, and serum immunity - passive? (because after the vaccine, antibodies are formed by the cells of one's own body, and with the introduction of serum, the antibodies are ready).
10. "Brainstorm"
Medicine was able to control almost all epidemic diseases (slides 17,18). Doctors overcame plague, cholera, smallpox, polio, malaria, anthrax. However, there are some diseases that still claim the lives of people. For example, colds - flu and acute respiratory infections (acute respiratory diseases) today remain the most common diseases. Influenza and ARVI have been known since the time of Hippocrates (descriptions of the disease have been preserved in his works). Epidemics occur every year during the cold season and affect up to 15% of the world's population. Influenza and SARS occupy the 1st place in terms of the number of cases in the world and account for 95% of all infectious diseases. Influenza is also dangerous because the virus changes slightly every year and therefore the immunity left from previous contacts is not enough. So far, the flu wave has not reached us and we still have time to prepare our body for this unpleasant disease. (Slide show 19).
What can we do about it? (Garlic, jam, vitamins, onions…). See what else you can add to your diet to strengthen the body (demonstration) - lemon, lingonberry, cloudberry, raspberry jam rich in vitamins; onion and garlic - phytoncides; wild rose, dried raspberries, blueberries - jelly, compotes, multivitamins) You can get vaccinated against the flu.
-When should it be done? (Preferably no later than mid-October, when even after the summer the body is strong enough to develop strong immunity against the influenza virus).
Here are my recommendations for the winter season:
1. "Don't hibernate"
2. Eat less fatty and sweet,
3. Eat more vegetables and fruits;
4. The use of multivitamins is recommended;
5. Go to bed on time, and preferably an hour earlier than usual (no later than 22.00);
6. Indulge in outdoor walks.
And why is it bad a lot, often get sick? Isn't it so nice to lie on the couch at home when everyone is looking after you? (The immunity decreases, weakens, the body has to constantly work for wear and tear, the risk of pathogens entering the body increases, with which the weakened body cannot cope).
There is a disease that is precisely what is scary because the body is not at all able to resist infection, even the weakest one.
11. Scene "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 covered about 190 countries of the world (since the beginning of the epidemic, 24 million people have already died of AIDS, more than 42 million are currently living with HIV).
The wave of the disease has also reached Kazakhstan, currently 14,812 HIV-infected people are registered, including 334 children under 14 years old,
and in our city, too, there are already several HIV-infected.
The causative agent of the disease is HIV - the human immunodeficiency virus.
Groups ask questions
Do you know how dangerous it is?
The virus infects T-lymphocytes (T-helpers), making the body defenseless against infectious diseases.
There are 3 ways of infection transmission: (slide 25)
1. sexual
2. from mother to child (in 3rd place in terms of the number of infections, the virus is transmitted to the child during pregnancy, childbirth or with breast milk. There is a unique experience of our doctors, thanks to which the risk of infecting 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 way of transmitting HIV infection. However, people from the risk group 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 the maternity hospital. due to the fault of the medical staff, because children were vaccinated with poorly sterilized syringes.As a result, now these innocent children are outcasts of society.Although scientists have proven that it is not so easy to become infected with the virus.
cannot be 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 way a person acquires immunity and its type. Method of acquisition
1) is inherited
2) occurs under the action of a vaccine
3) is formed after an illness
4) congenital
5) occurs with the introduction of therapeutic serum Type of immunity
Natural A
Artificial V
1 2 3 4 5
A B A A B
V. Homework: § 35, repeat § 32.
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