4.3.1.6 Human defence 1 Draw a cartoon strip to Students can model the Students should be able to systems specific illustrate the immune immune response by – explain the role of the response in the body placing a cling film covered immune system in the highlighting the points in magnet (antibody) into defence against disease. the learning outcomes mixtures of salt (human about white blood cells. cells) and iron filings If a pathogen enters the (pathogens). body the immune system tries to destroy the The iron will stick onto the antibodies. Adding more pathogen. magnets represent the White blood cells help to immune response if the defend against pathogens disease has been by: encountered before. phagocytosis • Ask students to describe antibody production • what is good and less antitoxin production. good about the model. Ask • students to come up with their own ideas for modelling the immune system. 4.3.1.7 Vaccination Vaccination involves 2 Describe how a Role play the effect that introducing small quantities vaccination works. vaccination has by of dead or inactive forms of distributing 2 red counters a pathogen into the body to Draw a flow diagram to (infected by measles), stimulate the white blood show the changes in the several blue cells to produce antibodies. immune system. Revisit (unvaccinated) and green If the same pathogen the cartoon drawn in counters (vaccinated) to the body the white Human defence systems the students. – blood cells respond quickly specific 4.3.1.6 and add to produce the correct extra frame to illustrate the Give the blue counter antibodies, preventing action of vaccination on an students post it notes to infection.
4.3.1.6 Human defence systems – specific Students should be able to explain the role of the immune system in the defence against disease. If a pathogen enters the body the immune system tries to destroy the pathogen. White blood cells help to defend against pathogens by: • phagocytosis • antibody production • antitoxin production. 1 Draw a cartoon strip to illustrate the immune response in the body highlighting the points in the learning outcomes about white blood cells. Students can model the immune response by placing a cling film covered magnet (antibody) into mixtures of salt (human cells) and iron filings (pathogens). The iron will stick onto the antibodies. Adding more magnets represent the immune response if the disease has been encountered before. Ask students to describe what is good and less good about the model. Ask students to come up with their own ideas for modelling the immune system. 4.3.1.7 Vaccination Vaccination involves introducing small quantities of dead or inactive forms of a pathogen into the body to stimulate the white blood cells to produce antibodies. If the same pathogen the body the white blood cells respond quickly to produce the correct antibodies, preventing infection. 2 Describe how a vaccination works. Draw a flow diagram to show the changes in the immune system. Revisit the cartoon drawn in Human defence systems – specific 4.3.1.6 and add extra frame to illustrate the action of vaccination on an Role play the effect that vaccination has by distributing 2 red counters (infected by measles), several blue (unvaccinated) and green counters (vaccinated) to the students. Give the blue counter students post it notes to
AQA-8464F-SOW-INFECT.DOCX