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 understanding of the value of a healthy lifestyle, the ability to use speech means to justify your 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
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 when solving learning task.
Personal learning outcomes:
Recognize the practical value of knowledge on immunology;
Show 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 do task number 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.(The tasks are the same, but it is possible that the groups will choose to 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:
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 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
Class: 8
The purpose of the lesson: Familiarization of students with the protective mechanism of the body - immunity.
- Educational: to reveal the concept of immunity, to introduce the mechanism of action of immunity, to justify the need for vaccination.
- Educational: to form a sense of pride in the achievements of domestic medicine in the fight against infectious diseases.
- Educational: To form skills: to independently work with the text of the textbook, slides and diagrams; extract the required information.
Equipment: portraits of L. Pasteur, I.I. Mechnikov, self-made scheme “Immunity”, vaccination calendar, slide presentation.
Type of lesson: learning new material.
I. Organizational moment
Slide number 2.
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. How can this be explained?
Students express their opinions.
Teacher: Today in the lesson we will try to find the answer to this question, and consider the importance of the defense mechanisms of our body.
When studying new topic we need knowledge about the composition of blood and about the formed elements of blood.
II. Checking the material covered
Slide number 3.
The teacher conducts a frontal conversation on the material covered. In the course of which questions are projected on the screen.
III. Assimilation of new knowledge
1. History of discoveries.
Teacher: Infectious diseases have been known for a long time. For many decades, humanity has tried to fight these diseases. One of the first to do this was EDWARD JENER.
Student message. Slide #4
Edward Jenner is an English physician and inventor of the smallpox vaccine.
Teacher: The case of Edward Jenner was continued by Louis Pasteur. Liu Pasteur was the first to understand that microbes are the causative agents of infectious diseases and drew attention to the fact that after the transfer of the disease, a person, as a rule, does not suffer from this disease anymore.
Student message. Slide number 5. Slide #6
Louis Pasteur - French chemist, the greatest explorer.
Teacher: Guys, you see a portrait of I.I. Mechnikov. Why is his portrait next to the portraits of Gener and Pasteur?
Slide number 7.
Teacher: Pasteur and Mechnikov are considered the founders of the science of immunology.
Immunology is a branch of medical science about the body's immunity to infectious diseases, its defense mechanisms.
Our body is able to protect itself from the harmful effects of microorganisms. Having penetrated the body, they meet with its protective forces - immunity.
Teacher: The topic of our lesson is IMMUNITY.
You and I will consider the types of immunity, find out the role of blood cells in the formation of immunity.
Slide number 8.
Teacher: Immunity is the ability of the body to protect itself from pathogens.
We have already studied the phenomenon of phagocytosis, but there is another way to protect.
Its essence is that in response to the appearance of foreign compounds in the body, protective substances are released that eliminate foreign compounds.
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.
Produced against antigens antibodies.
Antibodies are synthesized by special cells - lymphocytes.
There are several types of lymphocytes in the body.
Teacher: Each type of antibody is able to neutralize a strictly defined antigen, exactly the one that was found by the T-lymphocyte.
(antibody selectivity is projected on the board)
Teacher: When the antigen enters the body a second time, antibodies are produced faster. This phenomenon is called immune memory. They say they have developed immunity.
2. Types of immunity.
Slide number 9.
Teacher: How is artificial immunity different from natural immunity?
(Students give their guesses.)
Teacher: - What do you think, what does innate immunity mean?
There are antibodies in the blood from some diseases (distemper of dogs, etc.).
What does acquired mean?
As a result of an illness or with mother's milk.
Teacher: Artificial immunity is developed in two ways: the introduction of a vaccine and the introduction of a therapeutic serum.
Teacher: Remember what E. Jener introduced to prevent smallpox?
Fluid from smallpox vesicles, i.e. weakened microorganisms.
Vaccines are a culture of weakened microorganisms.
Teacher: What happens when a vaccine is given?
T-lymphocytes recognize, and B-lymphocytes produce antibodies. active immunity.
When a person is already sick, they inject therapeutic serum, which contains ready-made antibodies.
This is passive immunity.
3. Diseases associated with weakened immunity.
Student message “Allergy”
Characteristics of diseases resulting from weakened or damaged immunity: AIDS, influenza. A story with elements of a conversation about disease prevention.
C - syndrome
P - acquired
I - immuno
D - deficit
- What do you know about AIDS?
How can you protect yourself from getting AIDS?
Is the flu dangerous?
- Do you think there is immunity against influenza, AIDS?
IV. Checking students' mastery of new material
Teacher: Guys, let's imagine such a case.
A child was admitted to the hospital, he 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: a vaccine or a therapeutic serum? Why?
Teacher: In February - March, there is an epidemic of influenza. How can you protect yourself from the flu? What should I administer: a vaccine or a therapeutic serum? Why?
Teacher: There is a vaccination system in our country. Look at the vaccination card.
(vaccination card under consideration)
Teacher: Guys, we have examined the body's defense mechanism - immunity, types of immunity.
And what do you think, which factors strengthen the immune system, and which weaken it.
On the tables of students is a table "The role of factors that weaken and strengthen the immune system."
The teacher organizes a frontal conversation, during which the table is filled.
| Factors that weaken the immune system | Immunity Boosting Factors |
| 1. Bad habits | 1. Healthy lifestyle |
| A) | A) |
| b) | b) |
| 2. Energy exhaustion | Accounting for the energy costs of the body |
| A) | A) |
| b) | b) |
| V) | V |
| 3. Stress destroys lymphocytes | 3. |
| 4. Physical inactivity | 4 |
On the screen Slide number 9.
V. Summing up the lesson.
The teacher sums up the lesson, reports the homework: paragraph 15, fill in the table “History of the development of ideas about immunity”.
Teacher: Today at the lesson we talked about an important property of the body - its defense mechanism.
From the penetration of bacteria and foreign substances, the body has external and internal protective barriers
The human body has external and internal protective barriers;
The internal defense mechanism is immunity;
The main role in the formation of immunity is played by white blood cells - leukocytes.
Page 1 of 4
Vasilyeva N.V.
Biology teacher MAOUL №1, Apsheronsk
Lesson Objectives:
Educational: to give an idea of the body's defense system - immunity, to form new anatomical and physiological concepts - about the structure of the immune system, about the mechanisms of immunity, about the types of immunity, about the features different types immunity, about pathogens, to show the benefits of vaccinations.
Developing - to develop intellectual abilities, logical thinking, speech, attention and memory, to form methods of generalization and analysis, highlighting the main thing, to promote the development of the ability to work individually and in cooperation.
Educational: to cultivate a sense of patriotism on the examples of scientific biological discoveries; to convince of the practical necessity of knowledge physiological processes; continue hygienic, valeological, physical education, proving the danger of bad habits and convincing of the need for a healthy lifestyle and the benefits of preventive vaccinations.
Tasks:
1. To deepen students' knowledge of what immunity is, types of immunity, infectious diseases, therapeutic sera, vaccine, preventive vaccinations.
2. To form skills: to independently work with the text of the textbook, slides and diagrams; extract the necessary information; think logically, analyze, make assumptions, draw conclusions, draw up results mental operations in oral and written form.
Lesson type: combined, prepared according to the method of complete assimilation of knowledge
Methods:
Verbal (story, explanation, conversation);
Visual (demonstration);
Partial Search ( independent work with material) and compiling an information sheet;
Problematic (problematic issues);
Practical (test solution).
Basic concepts of the lesson:
Immunity - the body's ability to find foreign bodies and substances and get rid of them
Antigens - bacteria, viruses or their toxins (poisons), foreign tissues and proteins, as well as degenerated cells of the body.
Antibodies (immunoglobulins) are proteins synthesized by the body in response to the presence of a foreign body (antigen).
immune system, types of immunity, pathogens, diseases, types of diseases, vaccine, therapeutic serum.
Equipment: blood table, computer, multimedia projector, Microsoft Power Point presentation “Immunity. Mechanisms and types of immunity”. Each student has textbooks, cards with tasks on the topic “The internal environment of the body. Blood”, handout “Types of Immunity”, portraits of scientists, reflection cards.
During the classes:
I. Organizational moment - 3 min.
Guys, please listen to an excerpt from the work of A.S. Pushkin "A Feast during the Plague": teacher-
Now the church is empty;
The school is deafly locked;
Niva idly overripe;
The dark grove is empty;
And the village as a dwelling
Burnt, worth it, -
Everything is quiet. (One cemetery)
Not empty, not silent.
Every minute they carry the dead,
And the groans of the living
Fearfully ask God
Soothe their souls!
Every minute you need a place
And graves among themselves,
Like a frightened herd
They huddle in a tight line.
What is this passage about?
Possible answer of students: about the plague epidemic.
The plague has been known since ancient times. In the 6th century in Byzantine Empire The plague lasted 50 years and claimed 100 million people. In the 6th century, 1/4 of the population - 10 million people - died from the plague in Europe. The plague was called the black death.
Smallpox was no less dangerous. In the 18th century in Western Europe 400,000 people died of smallpox every year. It fell ill with 2/3 of those born and out of 8 people, three died. A special sign of that time was considered "It has no signs of smallpox."
Why are even the most terrible diseases and prolonged epidemics were dangerous for some and passed without much consequences for others?
Students' responses.
It turns out that the body has several barriers to all foreign skin, and also in our body there are blood cells that protect our body - these are blood cells, lymphocytes and leukocytes. We met them in the previous lesson.
And today in the lesson we will expand our knowledge about the protective properties of the body and the topic of our lesson is “Immunity”.
II. Updating knowledge -5-7 min.
Guys! But before proceeding to the study of new material, we need to check how strong your knowledge on the topic is: Blood and the internal environment of the body.
1. Interviewing students at the blackboard. Draw a diagram of the internal environment of the body.
2. Simultaneously with the oral survey, a selective written survey is carried out on the topic in the form of a test (for motivated students with elements of GIA tasks of type A, B, C)
.(6-7 people receive individual cards and clean sheets).
3. Tasks for oral blitz - survey: checking questions on slides.
1. What is the indoor environment?
2. What components does the internal environment consist of?
3. How are the components of the environment related to the concept of homeostasis?
4. What is the composition of blood?
5. What is plasma, what properties does it have and why is it needed in the blood?
6. What are shaped elements?
7. What formed elements of blood do you know?
8. What are the main features of the characteristics and functions of shaped elements.
9. What formed elements are responsible for the protective function of blood?
10. What determines the number of leukocytes and lymphocytes in human blood?
Test tasks on cards for selective written survey. (Application)
III. Learning new material -20 min.
Showing the Presentation “Immunity. The mechanism and types of immunity "(in the course of explaining the new material)
1. Acquaintance with the new, problem statement:
Our today's lesson is dedicated to one of the most important issues modern medicine - immunity
Reflection cards are issued asking what you know about immunity.
(recording the topic in notebooks, showing slides No. 1-4 with the topic of the lesson).
A person lives in an environment of various microbes: bacteria, viruses, fungi, protozoa. People did not suspect this for a long time, until 320 years ago, the Dutch manufacturer Anthony van Leeuwenhoek created the first microscope, with which he discovered a whole world of small organisms - microorganisms, or microbes. Among microbes, there are beneficial and harmful to humans. The entry of pathogenic microbes into human body can lead to illness. Such an infection is called an infection, and the resulting disease is called an infectious disease. The fact that contagious diseases are caused by microbes was proven by the French chemist Louis Pasteur, the founder of microbiology. Having penetrated into the human body, pathogenic microbes damage and destroy cells and tissues, using their substances for their nutrition and reproduction. In addition, their metabolic products are often poisonous to the human body (slide No. 5).
The course of the disease depends not only on the characteristics of the microorganism that caused it, but also on the person's resistance to it. When microbes enter the human body, a protective reaction occurs - a set of biological reactions aimed at eliminating any damage to the body, including infection and its consequences. Diseases are general and local (diagram on the board):
(Pathogenic bacteria that entered the body met with the body's defenses).
Where did the protective properties of the body come from
Slide show 6-7
The body's ability to defend itself against pathogens and viruses is called immunity.
Another definition: immunity is the immunity of the body to infectious and non-infectious diseases.
Do you think there is a special defense system in the human body?
Student responses
That's right, it's the immune system.
Every system in the human body is made up of organs. What organs are part of the immune system?
You will answer this question yourself by filling out the "Immune System" scheme text of the textbook, additional material.
The immune system includes:
red bone marrow;
thymus, or thymus (goiter) gland,
primary organ of the immune system;
The lymph nodes;
spleen.
2. Cellular and humoral immunity
We have found out which organs are part of the immune system, but we still do not know what types of immunity are distinguished. Please open p.74, read the second and third paragraph (partial search method)
Finish the sentence:
Immunity, in which the destruction of foreign bodies is carried out by cells, is called ... (cellular)
Immunity, in which foreign bodies are destroyed with the help of chemicals - antibodies - is called ... (humoral)
Cellular immunity was discovered ... (Mechnikov)
Humoral immunity was discovered ... (Erlich) portraits
3. Physical education. 1 minute Exercise "Hail to the sun, hello to the Earth"
4. The physiological essence of immunity (teacher's explanation, slide demonstration, writing cell names in a notebook)
Slide show:
How does the body respond to a foreign invasion? There are two main types of immune responses. The answer of the first type is cellular, it consists in the formation of T-lymphocytes that recognize the type of a foreign body and give signals about the type of "alien" to other cells - B-lymphocytes and phagocytes. This type of T-lymphocytes is called "helpers". Other T-lymphocytes - "killers" - can themselves kill microbe-infected cells by attacking them with special substances - perforins. As soon as T-lymphocytes have given a signal to B-lymphocytes, the humoral response is turned on - that is, the production of the desired antibody against the recognized antigen. Thus, as a result of the joint and coordinated action of B- and T-cells, highly specific immunity arises.
But can a person by his intervention (in this case positive) help prevent the disease or weaken its course?
Student responses.
5. The history of the creation of vaccines and vaccinations.
1. E. Jenner's contribution to the fight against smallpox (student's communication)
Problematic question: After a successful vaccination, was Jenner able to explain the mechanism of action of the vaccine?
2. L. Pasteur's contribution to medicine. portraits
pp. 74 – 75. Sam. Work with studies. book, conversation on questions.
3. What vaccinations have you received during your life? Have you ever wondered why you get vaccinated? (student answers)
6. What types of immunity exist? (diagram) Types of immunity. filling out the baseline. Using S. 75-76 of the textbook, working with didactic material (Appendix)
IV. Fixing -5 min.
To determine how well you understood today's topic of the lesson, we will be helped by a small test on the topic "Immunity" by groups (a test for the primary control of knowledge).
Test execution. Mutual check
What mistakes did you make?
Evaluation of test work. Overall assessment of the result of the work in the lesson.
Reflection:
What do you know about immunity? What have you learned about immunity?
The column is filled in, what's new learned.
What difficulties did you encounter in class today?
Have you experienced discomfort in class?
What wishes can you express to classmates and the teacher?
V. Homework: homework goals, differentiated approach to students with different learning motivations.
Download the presentation for the biology lesson "Immunity".
Download the presentation for the biology lesson "The internal environment of the body."
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