organs of the immune system. Lesson summary: Immunity. Organs of the immune system Instructional card for the lesson
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 hygienic, physical education, convincing of the need healthy lifestyle life.
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 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 on the physiological essence of immunity, on 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. Findings. 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. Man". 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
Page 1 of 4
Vasilyeva N.V.
Biology teacher MAOUL №1, Apsheronsk
Lesson Objectives:
Educational: to give an idea about 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 of 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 the results of 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. Organizing time- 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 the 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, 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, three died. A special sign of that time was considered "It has no signs of smallpox."
Why, then, were even the most terrible diseases and prolonged epidemics dangerous for some and passed without any special 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 blank 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. (Appendix)
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 devoted to one of the most important problems 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 long time no one knew about it 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 the pp. 75-76 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."
Older articles:
- Abstract of a lesson in biology in grade 7: Class Reptiles. The variety of reptiles, their role in nature and practical significance.
Sergeeva E.G.
Biology teacher of category I
MBOU "Secondary School No. 2, Shchigry, Kursk Region"
Related lesson: Immunology in the service of health
The purpose of the lesson:
Formulate the concept of immunology and determine the significance of this science for maintaining human health.
Lesson objectives:
Educational:
Expand the material on the protective properties of the body.
To acquaint students with the types of immunity, with the concepts of "vaccine", "preventive vaccination", "therapeutic serum", "antibodies".
Educational:
Continue hygiene, physical education, convincing of the need for a healthy lifestyle and the benefits of preventive vaccinations.
Bring up careful attitude to your health and the health of those around you.
Develop the ability to work in a team.
Developing:
Develop the ability to establish cause and effect relationships.
Develop search and information skills.
Ensure the development of memory, attention, thinking, speech.
Carry out all-round development of the individual.
Develop educational and organizational skills: organize yourself to complete the task, exercise self-control and introspection of educational activities.
Equipment: presentation, work cards of students.
During the classes:
I. Motivation for learning activities
Good afternoon dear friends! You all came to school today. You are smiling, which means that you are all healthy. And we can start our lesson.
II. Updating of basic knowledge.
(find out if there are absent, if there is, specify the cause - illness)
It is no accident that I paid attention to your health today.
Formulation of the problem:Why do you think, being in the same conditions, some get sick, while others do not? (immunity)
Why do you think we are talking about this today?
(we will talk about ways to fight infections)
Topic: Immunology in the service of health.
(write the topic on the student's worksheet)
III. Goal setting:
So, let's try to define what is immunology?
(recorded in the work card of the lesson)
Immunology - the science of immunity
What do you think she is studying?
That is what we are going to find out in today's lesson.
Lesson Objectives : find out what immunology studies, what are its goals and objectives;
find out what a vaccine, serum, allergens, Rh factor, blood groups are;
get acquainted with the contribution of scientists to the development of immunology;
draw up a blood transfusion scheme, a “types of immunity” scheme,
Find out the value of the Rh factor and the cause of the Rh conflict.
IV. Discovery of new knowledge(Working with a presentation)
Teacher: Currently, there are many preventive and curative medical institutions that help us fight infectious diseases. We are vaccinated for free. But there were other times when they did not yet know about vaccinations.
Look at the screen (fragment from the movie "The Tale of Wanderings" - Plague in the City)
Teacher: This is what cities looked like in the 14th century. Why do you think I showed you this fragment? And what does it say? (people died from unknown diseases and did not know how to deal with them)
You were given individual tasks and the first task was: Find historical facts about the spread of terrible infections
History reference.
Teacher: Scientists around the world have set themselves a challenge. By all means find the cause of these terrible diseases. And the second student was given the task to find out how scientists solved this difficult problem.
The English scientist Edward Jenner (1749-1823) noticed that women who milked smallpox cows suffered from the disease in a mild form. Jenner took fluid from the smallpox vesicles of a woman with cowpox and transferred it to the boy's scratched skin. After some time, he infected the boy with smallpox, but the boy did not get sick. Jenner came to the conclusion that antibodies are formed in the boy's body that neutralize the smallpox virus.
vaccination
Teacher: Thanks guys. So why is there no epidemic of smallpox, plague on earth today? (Learned how to deal with them)
And how are they fought? (vaccinations, vaccines)
Exercise. Find in the textbook the definition of what is a vaccine?
And let's try to define what vaccination is?
(vaccine is a weakened bacterial virus, vaccination is the introduction of a vaccine)
Record these concepts on your worksheet.
Teacher: -What is vaccination for? (Produce immunity)
But what to do if the virus has already entered the body and began its destructive effect? (administered therapeutic serums)
What it is? Find the definition in a textbook and let's write it down together on a roadmap.
(serum - ready-made antibodies)
PR: So how do these two concepts differ?
When a vaccine is given, the human body produces antibodies on its own.
With the introduction of therapeutic serum, the body receives antibodies in ready-made. Therapeutic serum is a preparation of ready-made antibodies.
Now take a look at the screen. Using the text in the textbook and the diagram on the board, try to explain how the anti-diphtheria serum preparation is prepared.
(tell about the preparation of whey)
Teacher: We are talking about immunology. And what do the concepts of vaccine and serum have to do with immunity?
(they contribute to the development of artificial immunity, only the vaccine is responsible for active immunity claim, and the serum for passive)
Teacher: What is immunity, and what other types of immunity do you know?
Fill in the cluster “types of immunity” in the worksheet. One person will do this at the whiteboard. (works with an interactive whiteboard)
Immunity
Natural Artificial
Species hereditary active passive
Acquired
active passive
(explain each type)
Teacher: Do I need to be vaccinated? (justify your answer)
Do you think everyone can be vaccinated?
(no, because some people have allergies)
What is an allergy? We had one more individual task, to find out what an allergy is.
Allergy
allergenic load per person.
Teacher: Well, now, so that we do not have an allergy to the school, let's rest a bit.
Fizkultminutka.
We go to school in the morning
And carry a briefcase with you.
Let's look around
Is anyone sneezing there?
To avoid allergies
Let's wipe the dust.
And on the desks, on the cabinets
(get up on your toes)
On the floor we wipe the dust
And we will start learning.
Teacher: Do you think there are such diseases against which there is no immunity? (Influenza, AIDS)
And this is one of the tasks of modern immunology to look for ways to deal with such serious diseases.
But this is not the only problem of science today. Now we will talk about another problem that immunologists have to solve. To determine the problem, you need to complete tasks on your tables. And now you will work in groups.
1 group
2 group
Teacher: But this is known today, but how did you find out about the existence of blood groups? We have another piece of history.
4. A bit of history
3 group
Read the article "Blood Transfusion" and answer the following questions.
4 group
Teacher: Let's go back to your work cards and draw up a blood transfusion chart. (one person at the blackboard)
II III
Amazing.
V. Primary consolidation of knowledge
Let's summarize today's lesson together. And for this, your work cards have tasks where you need to choose the right statements. These statements will be the conclusion of today's lesson.
1. Immunology is the science of immunity
2. Many diseases conquered
3. Vaccines against many diseases have been developed
4. Healing serums developed
5. Methods for the treatment of flat feet have been developed
6. Organ transplant methods developed
7. Studied human skeleton
8. Developed a blood transfusion technique
9. Anatomy is the science of the structure of the human body
10. Developed medications from allergies
11. Action of direct and feedback in the nervous system
VI. Homework
§ 19.rep. §§ 17-19
VII. Reflection
Pupils raise white card, if you agree with the statement, red - if you don't agree.
1. The first vaccine was created by Louis Pasteur.
2. A sick person needs to be vaccinated.
3. A person with I blood group is a universal donor.
4. A person with III blood group is a universal recipient.
5. A person can get sick with dog distemper.
6. I learned the material well.
7. I will definitely get a flu shot.
8. I did a great job at the lesson.
Teacher: Thank you for the excellent fruitful work in the lesson. I wish you not to get sick, take care of your health. The lesson is over. See you.
Preview:
1 group
Read the article "Tissue Compatibility" and answer the following questions.
1. In Cape Town (South Africa) in 1967, a heart transplant was performed. The operation was successful, but the patient lived only 18 days. Why do you think this happened?
2. What tasks should be solved by surgeons involved in tissue and organ transplantation?
2 group
Read the article "Blood Transfusion" and answer the following questions.
1. Pope Innocent VIII, dejected by old age, ordered to infuse himself with blood from three young men, but this caused his death. Why?
2. How many blood groups are there?
3 group
Read the article "Blood Transfusion" and answer the following questions.
1. What are the names of people who give blood and receive it? Why people with blood type I have long been considered universal donors. And what about people with group IV - universal recipients?
2. What are the rules for transfusion today? Why do military chevrons indicate the blood type?
4 group
Read the article "Rh factor" and answer the following questions.
1. What else do you need to know for a successful blood transfusion? What protein is found in erythrocytes? What groups are people divided into in connection with this protein?
2. Why do future parents need to know each other's Rh factors?
Preview:
History reference.
Epidemics of plague, cholera, smallpox left a deep mark in the history of mankind. In the 4th century in the Byzantine Empire, the plague lasted 50 years and claimed 100 million people. Human. The plague in the 14th century in Europe killed a quarter of the population of 10 million people. The plague was called the black death. Its epidemics produced tragic devastation.
In the 18th century, 400,000 people died of smallpox every year in Western Europe. She fell ill 2/3 born, out of eight, three died. It was then considered a special sign: "It has no signs of smallpox." People with smooth skin, without smallpox scars, were rare.
In the early 19th century, with the development of world trade, cholera began to spread. 6 epidemics of cholera have been registered. It was brought to Russia with caravans from Iraq and Afghanistan, and later from Western Europe. in Russia until 1917. For 59 "cholera" years, 5.6 million people fell ill and almost half of them died.
An influenza epidemic called "Spanish flu" in 1918-1919 claimed the lives of hundreds of thousands of people.
History of development of Immunology.
The roots of this science lie in ancient times, so 1000 years before our era, Chinese and Indian doctors knew that a person who was vaccinated with a substance from the scabs of people who had smallpox, with subsequent infection, is easier to tolerate this disease. The Chinese, wishing to prevent smallpox, sucked into the nose, like tobacco, dried and crushed crusts of smallpox patients. This method was called variolation.
In 1762 The English physician Dimsdal was awarded 10 thousand pounds sterling for the variolation that he made to Empress Catherine II and the heir to the throne, he was presented with a portrait of the empress, given the title of baron, the rank of state councilor and the title of life physician, as well as a pension of 500 pounds in year. But that didn't solve the problem.
The English scientist Edward Jenner (1749-1823) noticed that women who milked smallpox cows suffered from the disease in a mild form. Jenner took fluid from the smallpox vesicles of a woman with cowpox and transferred it to the boy's scratched skin. After some time, he infected the boy with smallpox, but the boy did not get sick. Jenner came to the conclusion that antibodies are formed in the boy's body that neutralize the smallpox virus.
On May 14, 1796, E. Jenner showed that vaccination of people with the causative agent of cowpox protects them from infection with human smallpox. This method is called vaccination (lat. "Vakka" - a cow) and thanks to him in the world since 1979. Not a single case of smallpox has been reported.
The French microbiologist Louis Pasteur (1822-1895) continued Jenner's work. He was the first to understand that microbes are the causative agents of infectious diseases, and drew attention to the fact that after suffering a disease, a person usually does not get sick. Pasteur suggested that if the micro-organisms could be weakened so that they could only cause a mild disease in humans, then the person who had such a disease would be protected from microbes that cause the same natural disease. Experiments confirmed this idea and vaccines were created. Pasteur developed the method of vaccination. July 6, 1885 entered the history of science forever. It was on this day that the boy Joseph Meister, bitten by a mad dog, was vaccinated with the rabies vaccine developed by L. Pasteur. This man received 13 injections of the vaccine for the first time and survived.
A great contribution to the development of immunology was made by the Russian scientist I.I. Mechnikov. Developed the phagocytic theory of immunity. Which we already talked about in the previous lesson.
Allergy
An allergy is an increased sensitivity of the body to certain factors. environment(food, odorous substances, chemicals, dust, pollen). The substance that causes an allergy is called an allergen.
An allergen can be: room dust, pollen, washing powders, antibiotics, dog or cat hair, fish food, plants, food, poplar fluff, emissions from urban and rural enterprises.
The allergen that enters the body causes an immune reaction, while substances that damage cells are released. There is redness, itching and other signs of irritation. For example, irritation of the nasal mucosa leads to a runny nose and sneezing. Irritation of the bronchial mucosa to cough and increased sputum production.
The last decades of the 20th century are characterized by a significant increase in the frequency of allergic diseases. The prevalence of allergies resembles an epidemic, over the past 20 years it has increased 3-4 times and covers different countries world from 10 to 30% of the population, and the disease often occurs in a severe, unusual form. This is due to the strengtheningallergenic load per person.
The deteriorating ecological situation, irrational nutrition, excessive drug therapy, uncontrolled use of antibiotics, stress, sedentary lifestyle, climate change... All this increases the human body's exposure to allergens - even those that have always existed.
And if the 20th century was the century of cardiovascular diseases, then the 21st century, according to the forecasts of the World Health Organization, will become the century of allergies.
A bit of history
Since time immemorial, people have known that blood is the bearer of life. ancient man, being a hunter, a warrior, he watched how, as the loss of blood, the life of a person or animal defeated by him fades away. It was believed that with the help of fresh blood, a person could be cured or rejuvenated. AT Ancient Rome weakened people, old people were given to drink the blood of dying gladiators.
The first successful blood transfusion in the history of medicine was performed in 1667 in France by Jacques-Baptiste Denis and the surgeon Efferez. A sixteen-year-old boy was transfused with 250 ml of lamb blood. The transfusion was successful and the patient recovered.
In the 17th century, about 20 such blood transfusions were performed in Europe, many were unsuccessful. The authorities and the church prohibited the transfusion of blood from an animal to a person.
The first blood transfusion to a person from a person was carried out by the English professor of obstetrics and gynecology J. Blundell (1819). He gave a blood transfusion to a woman in labor who was dying of blood loss. But not all blood transfusions ended in recovery, many patients died for reasons unknown to doctors. Medicine came close to finding out the reasons for the incompatibility of human blood.
The greatest discovery in this area was made by the Austrian scientist Karl Landsteiner. Experimental studies 1900-1907 made it possible to identify human blood groups, after which it became possible to avoid fatal complications associated with the transfusion of incompatible blood.
As a result of numerous experiments with blood in vitro (in test tubes) and evaluation of possible combinations, K. Landsteiner found that all people, depending on the properties of blood, can be divided into three groups. A little later (1906), the Czech scientist Jan Jansky singled out the fourth blood group and gave all the designations that still exist today. It should be noted that Jan Jansky was a psychiatrist and made his discovery while studying the blood of mental patients, believing that the cause of mental illness lies in the properties of blood.
In 1930, K. Landshteiner was awarded the Nobel Prize for the discovery of blood groups.
In 1940, K. Landsteiner and Alexander Wiener discovered another Rh factor protein in the blood. 15% of people do not have this protein.
Preview:
The date_______________________
Subject _____________________________________________________________________
The bliss of the body is in health, and the bliss of the mind is in knowledge.
Thales of Miletus.
Immunology is ________________________________________________
The vaccine is ____________________________________________________________
Vaccination is ___________________________________________________
Serum is ________________________________________________________________
Signs of comparison | Vaccine | Serum |
What does it contain? | ||
How does the body get antibodies? | ||
How fast does immunity develop? | ||
What is it used for? |
Allergy is ___________________________________________________________________
Blood transfusion scheme
II III
Exercise (choose the correct statements)
1. Immunology is the science of immunity
2. Defeated many diseases
3. Vaccines against many diseases have been created
4.Medical serums have been developed
5. Methods for the treatment of flat feet have been developed
6. Methods of organ transplantation have been developed
7. Studied human skeleton
8. A blood transfusion technique has been developed
9. Anatomy is the science of the structure of the human body
10 Allergy Drugs Have Been Developed
11. The action of direct and feedback in the nervous system
Read what you got - these will be the conclusions from the lesson
Homework:§ 19, repeat §§ 17-19
Elena Babeshko
Summary of the lesson "Immunity" biology Grade 8
Abstract of a biology lesson on the topic"Immunity. ". 8th Class
Babeshko Elena Vladimirovna, teacher biology and chemistry
Target lesson: familiarization of students with the protective mechanism of the body - immunity.
Tasks:
Educational: reveal the concept immunity to get to know the mechanism of action immunity 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:Form skills: slides and diagrams; extract the required information.
Equipment: computer, projector, vaccination calendar, slide presentation.
Type lesson: learning new material.
I. Organizational moment
Slide number 1.
Teacher: Guys, look at the screen. These are the words of the outstanding Russian physiologist I. I. Mechnikov.
There were many questions that mankind 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?
Goal for today lesson We will try to find an answer to this question.
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 2.
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. Slide #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 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.
(Excerpt from the work of A. S. Pushkin “Feast during the plague”).
Teacher:
Epidemics of plague, cholera, smallpox, influenza left a deep mark in the history of mankind.
In the 14th century, a terrible epidemic passed through Europe "black death", which claimed 15 million people. It was a plague that engulfed all countries and from which 100 million people died.
Smallpox, called smallpox, left a no less terrible mark. "black pox". The smallpox virus caused the death of 400 million people, and the survivors became blind forever. 6 epidemics of cholera were registered, the last in 1992-93 in India, Bangladesh. influenza epidemic called "Spaniard" in 1918-19 claimed the lives of hundreds of thousands of people, epidemics are known under the name "Asiatic", "Hong Kong", and nowadays "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 proved by the French scientist Louis Pasteur.
He suggested 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 will develop immunity. This idea was prompted by the work of the English physician Edward Jenner. slide number 4
Message: In 1796, the English physician Edward Jenner discovered that people who had been ill with cow fever were not afraid of smallpox. Then Jenner decided to introduce liquid from the pustules of a sick cow into the human body. He would take some liquid from the vesicles on a cow's udder and rub it into a scratch on a person's skin. The infected person developed mild smallpox. His first patient was a boy, to whom he instilled a liquid from the pockmarks of cows, and after a while he instilled human smallpox. The boy didn't 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 would be able to defend itself against it.
Message: The name of Louis Pasteur Slide No. 5 is associated with the appearance of many vaccines against various diseases, for example, the rabies vaccine. Rabies virus infects cells nervous system. In a sick animal or person, convulsions of the pharynx and larynx occur from water. Unable to drink, although 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 administer the rabies vaccinations suggested 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, 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 theme of our lesson IMMUNITY.
We will consider the types immunity, find out the role of blood cells in the formation immunity.
Slide number 7.
Teacher: Immunity The ability of the body to defend itself against 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 able to neutralize a strictly defined antigen, exactly the one that was found 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 it worked out immunity.
2. Views 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 give their guesses.)
Teacher: - What do you think congenital means immunity?
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 immunitygenerated in two ways: the introduction of the vaccine and the introduction of therapeutic serum.
Teacher: Remember what E. Jenner 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.
It's passive immunity.
3. Diseases associated with weakening immunity. Slides 11-15
Student message “Allergy”
Characteristics of diseases resulting from weakening or damage immunity: AIDS, flu. A story with elements of a conversation about disease prevention.
C - syndrome
P - acquired
AND - 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 flu immunity, 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 introduced to the child
Teacher: In February - March, there is an epidemic of influenza. How can you protect yourself from the flu? What to enter: vaccine or therapeutic serum? Why?
Teacher: There is a vaccination system in our country. Look at the vaccination card.
(vaccination card under consideration) slide 16
Teacher: Guys, we have examined the body's defense mechanism - immunity, kinds immunity.
What factors do you think strengthen immunity, and which weaken.
On the tables of students is a table “The role of factors that weaken and strengthen immunity".
The teacher organizes a frontal conversation, during which the table is filled.
Factors weakening immunity Factors strengthening immunity
1. Bad habits 1. Healthy lifestyle
2. Energy depletion Accounting for the body's energy costs
3. Stress destroys lymphocytes 3.
4. Physical inactivity 4
On the screen slide number 16.
V. Debriefing lesson.
The teacher summarizes lesson,informs homework : pp. 136-137, c. 1-9
Teacher: Today on 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 outer barriers are the skin and mucous membranes;
Internal defense mechanism - immunity;
the main role in shaping immunity play white blood cells - leukocytes.
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. Particular manifestation of immunity - immunity to 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.
monologue speech
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