Grade Level 3-5

Activity Summary: Energize! Students will discover ther relationship between metabolism and the energy we get from food, by growing yeast cultures in pop bottles with varying amounts of sugar. Students will also be introduced to CLASSROOM ACTIVITIES the various kinds of common sugars and the importance of eating healthily. Time 20-30 minutes

Activity Summary: A perfect fit! Students will explore the role of shape- matching in every process of the immune system using salt-dough clay. Time 30-40 minutes

Activity Summary: You Make Me Sick! In this immunology board game, students will gain understanding about the immune system, basic transmission and common diseases. . Time 30-40 minutes THE IMMUNE SYSTEM

Full educational standards available Teacher at www.sepa.duq.edu/education Pages

ContentDesigners Developers Brianne Miller, Gerra Molly Bosco Bugaile and Brianne Miller Immune Module - Teacher 2 they

) and Killer T cells T cells ) and Killer H Antibodies stick to the surface stick to Antibodies of . (mack’-row-fage; from the Latin macro = macro the Latin (mack’-row-fage; from produce and release special proteins special proteins and release produce (new’-tro-fills) cells that blood the white are also play an important our also play in protecting role are the most importantare blood cell; white antibodies ). Helper T cells send signals that activate the rest of the rest activate that send signals T cells ). Helper K making them a target for another type another called making of cell for them a target can only and its antibodies Each B cell macrophage. one kind stick will only of germ. Antibodies recognize diseases cases of autoimmune in rare except germs, to for cells healthy mistake our own the antibodies where invaders. big, phage = eat) are white blood cells that eat germs eat that blood cells white are = eat) phage big, job is to Their antibodies. by been covered have that they find an When the body looking germs. patrol for T cells and our T cells, our to infection, they send a signal the infection. to blood cells send the other white Neutrophils more We have to infections. responders” “first the are other type blood cell. of white than any neutrophils T cells the activities blood the other white of all of coordinate two are There disease. fighting for essential and are cells (TT cells Helper T cells: major types of (T cells patrol T a germ. fight to Killer immune system your cells. infected the body and eliminate B cells bodies; they called thus disabling them and also germs in our bodies, Macrophage Macrophage esson Preparation esson Our body’s immune system protects us from germs like viruses, bacteria, germs like viruses, fungal us from protects immune system Our body’s vessels is made up of special organs, Our system immune infections and parasites. very a each play cells that importanttypes of unique role in different and many blood cells. white of the immune system call the cells We keeping us healthy. and Neutrophils B cells, T cells, major types blood cells: of white four are There Macrophage. Dear Educator, the learn about how students workbook 3 activitiesThis your help contains to Energized!, The first activity, disease and keeps us healthy. fights immune system live. us to for energy provides eat we the food how explore to students your allows our white how uses salt-doughdemonstrate to A Perfect Fit!, activity, second The Make Me Sick!, You activity, third The germs using 3D shapes. recognize blood cells disease with their fight of to students knowledge your allows that game is a board the immune system. System The Immune L Tissues, Tissues, Chemicals that Chemicals that Special particles When a disease When Kill bacteria in When When your When a germ When Bacteria single- are See white blood cells. See blood white An organism that that organism An All living things are living things are All infection- our bodies and makes enters us sick. can get rid of it without you can get rid of it without you immune are You getting sick. germ. that to immunity - knows what immune system a certain they germ looks like, cells and organs that detect that and organs cells infections caused and fight germs. by viruses. - immune system us sick (causes disease). The The us sick (causes disease). types most common two bacteriaof germs are and your body, like soap. body, your germ - infects our bodies and makes disinfectant - disinfectant kill germs of on the outside can be easily spread from one from can be easily spread another person, it is person to contagious. hair cells, skin cells, plant skin plant hair cells, cells, etc. cells, - contagious billions and billions of cells billions and billions of cells are There like human beings. cells: kinds of different many made of cells. Living things made of cells. can be made up of only - like bacteriaone cell - or B cells - B cells - cell good or bad. Our immune good or bad. off the bad fights system ones. the germs or toxins. bacteria - be can that organisms celled that stick to toxins, bacteria toxins, stick to that the tell They and viruses. get rid of to immune system our bodies. - antibodies Keywords antibiotics- Immune Module - Teacher 3 The Flu vaccines works works vaccines Flu The sign, Wanted“ a “Most like cells the immune showing what the flu bacteria looks like! “Memory” T and B cells can remember all the remember can T and B cells “Memory”

http://www.sepa.duq.edu/regmed/immune Learn more about the Immune System online at: about the Immune more System Learn See and do more with the immune system online! with the immune system See and do more . They help your immune system learn what immune system help your They . need to functionneed to properly. Metabolism and the Immune System Metabolism and the Immune to need energy We lives. day to our day live to Our bodies need lots of energy running…even do everything reading, and to from our immune system power getting or involve body that in your processes of the All sleeping and eating! known when are as metabolism. A high metabolism occurs spending energy a low whereas and using a lot of energy, body is both getting a lot of energy your to quantity a sufficient of energy when the body does not have metabolism occurs supplies our bodies diet is one that A healthy food. from Our bodies get energy use. nutrients we vitamins and all other proteins, fats, of sugars, amount with a balanced Vaccines work by showing your body what a body what your showing by work Vaccines Wanted” “Most a – like single germ looks like sign make a particular so it doesn’t germ looks like, produce B cells helps your vaccine The sick.you germ against that and become antibodies Memory germ. that will remember that B cells immunity. you give vaccines is how This Your immune system remembers! system immune Your back your germ comes if that way, This life! whole your germs they’ve found…for a disease get sick from can only you is why This get ridbody can very of it quickly! The of colds!” had lots “But I’ve be thinking, might You Pox). one time (like Chicken all cause types of viruses that different is actually many caused by cold” “common Because than once. more a cold” “catch can you which is why the same symptoms, is no vaccine there cold, types cause the common that of viruses so many are there cold. the common for The Immune System Immune The DO? IT DOES What There There can “eat” germs can “eat” See white See white are are the “first See white blood See blood white A living thing. A living thing. Your immune Your Viruses are usually are Viruses Toxins are poisons are Toxins See blood cells. white have many functions many have can also eat germs can also eat but kill cells. infected activate other immune cells, other immune cells, activate help fight to like B cells, can also directly They disease. get rid of them. T cells they can in particular, but, they make antibodies which they make antibodies to stick special flags that are the germs and help the body or infected cells. cells. or infected B cells cells when they find an cells infection. macrophages neutrophils neutrophils infections. to responders” can call other immune They against germs. Here are some are Here against germs. blood cells: of white examples are many different kinds of different many are and B T cells immune cells; blood cells the white are cells do most of the fighting that and live in its cells. and live - blood cells white smaller than a cell and cannot smaller than a cell need They on their own. live infect another organism to bacteria release toxins in our bacteria toxins release body. viruses - toxins - toxins make us sick.that Some an organism because it is not because an organism alive. - T cells organism - organism animals and bacteria Plants, is not A rock organisms. are neutrophil - neutrophil cells. been exposed to it. This way, way, This it. to been exposed the sick from get don’t you same thing twice. memory - what can remember system a germ looks like after it has macrophage - macrophage cells. blood I Immune System Activity I: mmune M Energize! odule - T

our body needs a great deal of energy to help you complete your eacher day-to-day activities, such as doing homework, playing soccer, or Y P even reading a book! For any of these activities, even when you’re just ages sleeping, all of your cells need energy to continue being healthy. So, your body is constantly busy getting energy by eating food, storing the food energy (calories), and then spending it. All of the processes in your body 4 that involve getting or spending energy are known as your metabolism. A high metabolism occurs when your body uses energy, whereas a low metabolism occurs when the body does not have a sufficient quantity of energy to use.

o where does your body get all of this energy from? Well, eating a Shealthy diet helps to provide your body with a great deal of its energy. Have you ever heard of The food you eat is broken down into smaller parts like sugars, fats, the pancreas? It’s a cone proteins, and other nutrients in a process called digestion. The broken- down nutrients are absorbed by the body, mostly in your intestine, and shaped little organ that are then transported to every cell and tissue in your body with the help sits under your liver. of your blood vessels. A special chemical helps cells absorb sugar from the blood stream – it is called insulin. Sugar is one of the main sources Your pancreas is very of energy for the body so without insulin, most of the cells in your body important in the process would starve! of getting energy for ur body uses chemicals like insulin to carefully regulate the amount your body. It produces Oof sugar in our body. Too much or too little can be harmful! Our body constantly decides how much sugar to store for later, how much sugar insulin and other to have in our blood stream for quick use, and how much sugar our cells chemicals that help need to live and stay healthy. break down food in the n some cases, like in the case of Type 1 Diabetes (Juvenile Diabetes), intestine. Ithe body does not have enough insulin, so the cells can’t absorb sugars as well and the sugar level in the blood starts to rise. The body becomes Our metabolism shares tired, weak, dehydrated and blood pressure lowers, causing a coma if not some interesting treated quickly. characteristics with the Keywords immune system! metabolism - all the processes in our body Learn more at www. that get and use energy. sepa.duq.edu/regmed/ nutrient- a substance used in an organism’s immune metabolism which must be obtained from its environment. sugar - a nutrient needed for energy that can be found in many different forms, such as glucose, fructose, and sucrose (cooking sugar). Immune Module - Teacher 5 ). So, the more carbon dioxide that that carbon dioxide the more ). So, 2 • Label #1- Bottle #1: Water, ¼ cup sugar, ½ teaspoon yeast ½ teaspoon ¼ cup sugar, Water, • Label #1- Bottle #1: yeast ½ teaspoon ½ cup sugar, Water, • Label #2- Bottle #2: yeast ½ teaspoon ¾ cup sugar, Water, • Label #3- Bottle #3: active dry• ½ teaspoon yeast • ¼ cup sugar active dry• ½ teaspoon yeast • ¾ cup sugar the funnel. #2 will Partner #1 adds the warm water, Partner #2: After Partner quickly of the opening of Bottleneed to the balloon on top place If their the mouthpiece. over so it is securely #1 and pull it down they should use masking on the bottle, tape to balloon will not stay the opening. it to secure Partner #1: Measure ½ cup warm water and add it to Bottle #1 using and add it to ½ cup warm water #1: Measure Partner • ½ teaspoon active dry• ½ teaspoon yeast • ½ cup sugar Next, the groups of partners will need to designate which partner will measure and fill each bottle with ½ cup warm water and which will place a balloon over the opening of each bottle. Starting with Bottle #1, your students will measure the following amounts Starting with Bottle #1, your students the bottle using the funnel: of each ingredient and place them inside measure the following amounts of Using Bottle #2, your students will next the bottle using the funnel: each ingredient and place them inside Finally, your students will take Bottle #3 and measure the following amounts of each ingredient, placing them inside the bottle using the funnel: Using the masking tape and marker, your students will make 3 labels for their Using the masking tape and marker, your information: bottles. Each label will include the following 5. 2. 3. 4. Set-Up above. listed all materials gather will need to students your in pairs, Working starting before their work! the directions carefully read Remind to students Instructions 1. Similar to the human body, the single-celled also has a yeast, human body, the organism, Similar to with you provide to sugars in food down body breaks Just as your metabolism. yeast by energy getting used for of sugars One of the results so does yeast. energy, (CO of a gas called carbon dioxide is the release keep itself healthy! is using to the yeast energy the more yeast, by is being released Doing? Students Be What Will Your observe and they will explore the and balloons, kitchen sugar, water, yeast, Using it has much food how depending on of the yeast use (metabolism) of energy level available! Activity SummaryActivity 1-7 spoon active dry yeast pop bottles or 4 equal pop bottles cylinders graduated (350–400 mL) Activity #1 Worksheets ½ teaspoon measuring ½ teaspoon ¼ cup measuring cup ½ cup measuring cup Measuring tape Marker rise 1 packet of rapid 1 ¾ cup sugar 1 ½ cup warm water 3 balloons 1 funnel 1 plastic tray Masking tape 3 twelve-ounce plastic ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ partners’ names. marker. This label This will marker. both contain need to plastic trays using the plastic trays masking tape and Remind students to Remind students to labels for their make ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ Materials ◊ Immune Module - Teacher 6 by hypothesis Your students will look at each of their bottles and each of their balloons. Your students will look at each of their After one hour is complete, students will return to their trays. Partners will After one hour is complete, students #3 under Observation After 1 Hour. Then, using the equation provided, your #3 under Observation After 1 Hour. Then, measurement. Finally, using that value students will find the radius of each will find the diameter of each balloon. and the second equation provided, they #2 in the area provided. Their answers will be recorded on Worksheet on Worksheet #5. They will need to record their final observations observations. bottles on their plastic tray. Working Students will then place all three of their their trays and bottles to a warm, with their partner, students will move the area under a window works well). flat surface to sit for one hour (Note: will create their After returning to their seats, your students Worksheet #4: Predict what will happen answering the following question on hour. to the balloon on each bottle after one the circumference of each balloon then work together to quickly measure record their results on Worksheet using the measuring tape. Students will and Bottle #3, adding the ingredients and covering each bottle with a balloon. a balloon. each bottle with and covering #3, adding the ingredients and Bottle the gently by jiggling of each bottle will then mix the contents Students quickly measure will need to use the measuring tape to bottles. Next, they their results on of each balloon. They will need to record the circumference equation provided, Initial Observations. Then, using the Worksheet #2 under Finally, they will the radius of each measurement. they will need to calculate using in the second the diameter of each balloon use the radius to calculate equation provided. and diameters, calculating the balloons’ circumferences After measuring and They will what is happening to each balloon. your students will observe a picture of their they see on Worksheet #3 and draw then write down what Partners #1 and #2 will continue the procedures stated in Step 5 for Bottle #2 stated in Step 5 for the procedures and #2 will continue Partners #1 bottles? blood sugar level? A low had a high blood sugar level? metabolism if you What does the amount of gas released tell you about each yeast culture? yeast about each you tell of gas released does the amount What than in Bottle #3? in Bottle #1 different the metabolism of the yeast was How those in metabolisms between two think caused the difference do you What correct? hypothesis your Was your happen to would what sugar, from energy If metabolism is fueled by yeast Which bottle released the most gas into the balloon? the most gas into bottle released Which ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ 11. Follow-Up Worksheet #6: reflection questions on the following answer will students Your ◊ 9. 10. 7. 8. 6. energy in the form of in the form energy carbon dioxide. like water, the yeast is the yeast like water, creating reactivated lack moisture. Once Once lack moisture. is added, moisture yeast are alive but alive are yeast inactive because they comes in envelopes in envelopes comes In this form, or jars. in the the organisms baked goods their airy Dry oftentexture. yeast as a leavening agent agent as a leavening and other breads gives starches into carbon into starches yeast Using dioxide. purpose in cooking is sugars or convert to leavening agent to help to agent leavening Itsmixtures rise. main living organism often living organism used in cooking as a What What is Yeast? Dry is a single- yeast microscopic celled, Immune Module - Teacher 7 in Balloons #1-#3 in Balloons #1-#3. , from sugar cane or sugar , from circumference

diameter other junk food. Bad (refined) sugars Bad (refined) Sucrose bars and candy in cakes, Found beet. (carbon dioxide) gas released from each of the bottles from gas released (carbon dioxide) 2 If time permits, instruct your students to let their bottles sit If to instruct students time permits, your , the sugar found in fruits, in fruits, , the sugar found , found in complex in complex , found , a sugar found in milk., a sugar found and the other documenting the changes in diameter of the balloons. the changes in diameter and the other documenting Worksheet #3 Worksheet Box) #4 (Now Worksheet #5 Worksheet today image from The of the balloons charts: the changes in circumference one documenting Two Good (natural) sugars: Good (natural) Fructose and honey. vegetables Glucose and pasta. like bread carbohydrates Lactose ◊ ◊ ◊ ◊ ◊ balloons. Chartballoons. the changes in #1 will document while Chart the changes in #2 will document following on the they created flip books should include the drawings Their worksheets: ◊ ◊ ◊ ◊ ◊ Option #1: them have morning, the following the classroom to they return When overnight! when they left from their bottles occurred changes that any observe and record Your #1. Worksheet on observationsThese will be recorded before. the day the changes they see. show a picture to will then draw students a flip book using will individually create students your this is completed, After flip books should show Their during activity. this images they drew the four of CO the amount how contain of their flip book will each pages final The two time. changed over each of the for and diameter the changes in circumference showing a graph “good sugars” and top five “bad sugars” identified by your students. by identified “bad sugars” five and top sugars” “good Activity Sugar Vs. Sugar! Vs. Sugar Discussion and identify brainstorm to together will work students your of four, In groups will Students of bad sugars. sources of good sugars and seven sources seven groups their list is complete, #7. After Worksheet ideas on their group’s record in an Adult found and bad sugar are of good whether these sources will identify “A” an with marking box Diet by the appropriate or Everyone’s Diet, a Kid’s Diet, list each group’s Once Diet. Everyone’s for “E” or Diet, Kid’s for “K” Diet, Adult for five top make a class list of the to students with your will work you is compiled, Extension Activity: Extension often? What healthy sources of What sources healthy eat most do you sugar Immune Module - Teacher 8 A diet that follows these follows A diet that Using the information your students discussed about sources of “good” “good” of about sources discussed students your the information Using extra hard to keep a healthy balance of sugar in the blood. All that extra that sugar All of sugar in the blood. balance keep a healthy to extra hard spike in your it causes a rapid much sugar, too eat you When fat! gets turned into and yucky. tired feel which makes you “crash,” or drop, and then a rapid level energy your sugars affect than yeast, complicated much more though humans are Even experiment. metabolism just like they did in the balloon is the healthiest because sugars with natural food contains diet that A balanced easily! of sugar more the balance body can control your on and less stress of energy levels even body with more your guidelines provides and immune system. organs your productions of energy. But, yeast are simpler organisms than human beings; if organisms simpler are yeast But, productions of energy. not be would their metabolism level much sugar, a human being that gave you human body has a very The delicate quickly But why? sustained and would drop! all the things for allow of its sugars to the use and storage controls mechanism that can much sugar Too videogames! and play like run, learn, jump rope, do, like to we and use sugar appropriately! ability store to overwhelm the body’s of sugar - high levels contain that foods many too eating above, read you As including a to serious health problems, sugar - can lead (white) especially refined occur problems These and hyperglycemia. diabetes, immune system, weakened work to the body too quickly absorbedforce sugars are and because refined sugar and “bad” sugar, they will design and create posters about choosing healthy healthy about choosing posters create and they will design sugar, “bad” sugar and create poster, a group for an idea will brainstorm students of four, In groups foods. healthy promotes that poster a and produce idea, and design their a slogan for their classmates them to will present students posters, these creating After foods. and promote to or cafeteria school halls, classroom, and hang them in the in the school! other students for choices food healthy encourage Sugars are Better for You! Let’s Review….Natural health metabolism, and its affects on sugar, about So does all this information what greatest the most sugar had the contained the balloons that saw, you mean? As Option #2: familyeducation.com/ nutrition-and-diet/ foods/36008.html duq.edu/regmed/ autoimmune/ autoimmuneintro.html http://life. http://www.sepa. ◊ ◊ ◊ Discover more about about more Discover sugars: diabetes: diabetes: ◊ sugars. about Read more Can be caused by the be caused by Can ingestion of unhealthy When the level of the level When sugar in the blood high. is unnaturally (hyper = too much, = too (hyper = sugars) glycemia for the body! for Hyperglycemia: broken down slowly slowly down broken and is actually healthy Fructose, the sugar Fructose, is in fruits, found eventually causes a eventually “crash.” to handle, so it leads handle, to hyperactivity and to the blood - but it’s too too it’s the blood - but the body much for rapid increase in the increase rapid in of glucose amount those in many junk many those in too down break foods, quickly and cause a created equal! created like Refined sugars, Not all sugars are are all sugars Not I Immune Module mmune M A Perfect Fit! odule - T

hen white blood cells patrol your body, how do they tell the eacher Hey, you are a Wdifference between your own cells and germs they find in their healthy cell! P

search? Well, different types of cells have different shapes. These different ages shapes allow your white blood cells, especially B cells and T cells, to tell the difference between what belongs to the body and what’s harmful to the body. These two types of white blood cells have this ability because they have special receptors on their surfaces that match to a single, very 9 specific target antigen( ). Hello, you are a healthy cell! Oh no! This cell has been infected by a virus!

receptors antigen Some T cells patrol the body checking every cell to see if is healthy and belongs to the body or whether it is sick or is harmful to the body! f a white blood cell comes across an unknown cell, it tries to identify Iwhether it belongs to the body or whether it is harmful. The white blood cell uses its receptor to see if the shape on the unknown cell Vocabulary fits into its receptor. If this cell turns out to be a germ or an infected Antigen - the shape on each cell cell, the white blood cell becomes activated and the germ or infected cell is eliminated. This process allows the white blood cell to properly or particle that white blood cells identify the unknown cell. If it weren’t for receptors, your white cells use their receptors to identify. wouldn’t be able to know what is harmful and what is not! Each anitgen has a particular shape depending on what kind of T and B cells are specific. cell it comes from. his means that each T and B cell can only recognize one kind of Tgerm or infected cell. To account for all the possible harmful cells Receptor - the part of the white that may enter your body, your body has to produce many, many blood cell that binds to the different types of receptors. In other words, your body has to make antigen. billions of receptors that could possibly match any germ on the planet! With so many receptors being produced, there is a greater Specificity - T and B cells are possibility that when a white blood cell comes into contact with a specific because each cell has a harmful substance, it will create an effective match and eliminate the receptor that can only bind ONE intruder. kind of antigen from ONE type of germ. Immune Module - Teacher 10 Your body body Your Well, your body makes a special your Well, , but they also help these white blood cells blood cells , but they also help these white the types of germs that have entered your body. body. your entered the types of germs have that ut what happens afterwards?ut what for specific were that cells T and B effortkeep some of the to o what happens when you are exposed to a germ? a germ? to exposed are when you happens o what the match that cells T and B of the of copies makes millions identify specific germs identify remember S the germ gone. until is the infection fight cells These germ. B the same across come the next time you way, That germ. that find and get rid of it. to ready body is already germ, your Remembers! Immune System The to T cells and B cells allow receptors not only do means that This make bad fits with their receptors because your students can’t be sure if the target if the target be sure can’t your students because receptors make bad fits with their to help them collection find their the students After of targets, is the correct one. receptor. with their “bad fits” or fits” “good will make whether each target identify Set-Up Day 1 starting partners will assign Before this lesson, decide if you or SET-UP: TEACHER pairs, choose their partners. assigning to students If are your you will allow if you placed and organized be also need to Materials will partnersorganize appropriately. collect to them during students the lesson. for area in an accessible using salt dough clay. Working with a partner, students will mold clay “receptors” “receptors” will mold clay students with a partner, Working using salt dough clay. object) or other small eraser (like an - this is the “antigen” fit a unique object,to or and their “receptors” these overnight, hardens the clay After receptor. your for target and try around will walk Students to redistributed. up and will be mixed “antigens” each pair will is made, a match When correct with the target. their receptors match has been made. a match that signal to “Perfect Fit!” their hands and say, raise very and unique shapes making detailed will have shapes of some targets it The kindsThese will make the best of targets them apart tell easy to other targets. from The shapes certain because it is correctreceptors it is the target. that fits with their These another target. be less detailed and easily mistaken for might of other targets Activity Summary of shape-matching will be exploring the role students in the immune system Your to receptor before! this bacteria this bacteria Hey! I’ve seen Hey! I’ve Activity #3 water*(microwaved) enough dough for one enough dough for students): of four group 2 cups flour 1/2 cup salt 3/4 cups hot water #1-#5: Worksheets Measuring spoons 4 bowls source Water Hot tap Salt Dough (makes Measuring cups ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ “Memory B” cells can remember a remember “Memory can B” cells whole life! germ for your encountered before by keeping the keeping by before encountered the germ. that matches receptor can remember a germ they’ve remember can The B cell uses a B cell The cells B it finds. the cells recognize and handle hot water. Note* for safety: for Note* should heat teacher ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ Materials Immune Module - Teacher 11 place them in a large mixing bowl (bowl #4). (bowl mixing bowl them in a large place #3, kneading the mixture until it becomes sticky. (Note: If (Note: the #3, kneading sticky. it becomes mixture the until too If it becomes flour. add a little more runny, too mixture becomes water.) add more crumbly, enough they have Make sure ball. a baseball-sized dough into the dough without changing into item pair’s squish that dough to shape of their dough-ball. the overall a. Carefully measure 2 cups of flour and place into bowl #1. bowl into 2 cups of flour and place measure a. Carefully #2. bowl into of salt and place 1/2 cup measure Carefully b. each pair of students. for 3/4 cups of hot water will measure You c. #2 and bowl #1 and the salt from bowl the flour from Combine d. bowl from add the water and carefully slowly will students Then, e. the #1 will form Partner mixed, their dough is completely When f. Partner #1 will press half of their chosen object the salt-dough, #1 will press Partner into leaving “pocket” the object a inside, will form an imprint of the object. pressed Once in the shape of their object! Remind it is important students only ½ of that half sticks out of the the remaining so that the clay the object into is pressed get it out!). be able to pocket (otherwise they won’t and place the object their salt-dough from receptor pairs will remove Student dry spot to in a safe overnight. the receptor predictions. On this list, each item will be categorized as a “good” target target “good” as a will be categorized each item predictions. On this list, (i.e.-one that target “bad” or a receptor) (i.e.-one will snugly fit with a that For receptors). many match could because its shape match to will be difficult between a pencil and a pen, example, it would be hard to tell the difference between the tip of the pencil and the but not difficult to tell the difference Activity #2 for Worksheet on these responses eraser. The students will record #3- A Perfect Fit! make the salt- and supplies needed to the ingredients retrieve #2 will Partner dough. steps the following #2 will complete #1 and Partner Partner together, Working their salt-dough: create to together Each partner pair will need to find one small object in the classroom with a in the classroom find one small object pair will need to Each partner partners have found coin, small toy, Lego, etc). Once unique 3D shape (eraser, the remaining pairs back down at their seats and wait for an item, they will sit their object. of partners to find each pair of partnersOnce has an object, will write down the name of students on Worksheet #1 for if it will be a good fit or a bad fit thier target and predict and give an example Fit! They will write an explaination Activity #3- A Perfect bad fit. of a good fit and a the class their will hold up their object and tell Now, each pair of students objects and will create a list on the board of all the prediction and you 6. 7. 4. 5. starting the activity. 1. 2. 3. STUDENT SET-UP: Working with a partner, your students will gather all materials all materials will gather students your with a partner, Working SET-UP: STUDENT before all of the directions carefully read to Remind students beginning. before for half of your class! your for half of Note: Make sure students students sure Make Note: objects choose enough Immune Module - Teacher 12 the classroom. What did this represent? What the classroom. inside outcome was the same or different from yesterday’s prediction. yesterday’s from the same or different was outcome they of the match a labeled drawing will create #4, students Worksheet On In provided, the additional space partner with their new created today. and label one object will draw they observedstudents during today’s a good match. activity did not create that dough ball). On the other hand, if a student has a target they will be looking other hand, if a student has a target dough ball). On the it fits inside. Encourage students for the receptor (dried, salt-dough ball) away, they should not get frustrated. that if they can’t find the match right They should keep trying! the new another student, with makes a correct match one student When “Perfect Fit!” their hands and say, pair should raise the class compiled that each target the list of the predictions for Using check if the hypothesis as a class to together work class, during yesterday’s will #3, students Worksheet On correct. was used today you the item for its prediction or bad fit from as a good they used today, item what record the reasons why and as a good or bad fit, its actual today results yesterday, After choosing their receptor or target, students will take their object and receptor or target, students will take After choosing their the pair! So, if a and try to find the missing half of walk around the room be looking for (the dried, salt-dough ball) they will student has a receptor on the salt- (the one that fits inside the indentation the specific target immune system? immune system? from from Why are binding and recognition important the immune system? for binding and recognition are Why Why is specific binding between antigens and receptors importantreceptors to the and antigens binding between is specific Why on? does this mechanism rely processes What a specific object to matched was a salt dough receptor During activity, the ◊ ◊ ◊ ◊ ◊ describing three real life situations where this kind of “perfect fit” must occur must occur “perfect fit” this kind where situations of life real describing three (e.g., occurs unique recognition only the right key will open a lock) or where (e.g., like theirs). no one has a face face, a friend’s recognizing Discussion questions discuss the following to together will work of 4-5, students In groups Activity. the A Perfect Fit! from based on their results answers and develop ◊ ◊ ◊ 4. Reflection the characteristics of discussing how #5 by Worksheet will complete Students and memory) affect the recognize, abilityto (specificity, the binding process the completing After and receptors. antigens matching of identifying process and by identifying question the second answer will first question, students 2. 3. Now that the salt-dough is dry, it’s time for your students to find the “targets” “targets” find the to students your time for it’s the salt-dough that Now is dry, they use duringactivity, this to If an object chose match! a student that yesterday if a the other hand, On today. choosing a salt-dough to will be assigned receptor out of salt-dough,choose a will student that yesterday made a receptor student Instruct and targets choose recptors to them today. a receptor to match to target yesterday! had the ones they from different 1. Instructions - Day 2 - Day Instructions Immune Module - Teacher 13 laminating is a good laminating Cut along the dotted lines. along the dotted Cut way to protect it. protect to way Tape together the board, cut out the the board, together Tape currency and game pieces. group will decide which two Students members will cut out the currency and which two and game pieces members will assemble the group those extra strength, For game board. or board poster to pieces can glue the game board members group two and let drycardboard overnight. re-use to like the game without reprinting, If you’d game so they are comfortable with the words used. used. comfortable with the words game so they are Introduce the key terms (on the last page of this document) used in the game. Ask students if they have heard of the words before or know what each means. Guide students to a correct definition of each key term to help them become comfortable with the language of the Immune System. Encourage them to ask for help if they encounter a word they don’t remember while they are playing. the beginning before Have your students quiz each other about the key terms Groups of students can work together to: Groups of students can work together Before playing the game, print out copies of the game board, the answer Before playing the game, print out copies White Blood Cell “money” and fold-up sheet, Disease Cards, Health Tip Cards, game pieces. four. Decide if you will assign students Students will be working in groups of students to choose their groups. If to groups of four or if you will allow your appropriately. you are assigning groups, organize students ll of your white blood cells work together to eliminate germs from germs from eliminate to together work blood cells white ll of your and the brains will use your you In game, this board body. your ◊ ◊ ◊ ◊ ◊ ◊ A common 10 fight to “Blood Bank” in your “money” blood cell white move you As the Immune about learn more System. diseases while you viruses and bacteria, will encounter you the game board, throughout vaccines, healthy, about staying will also learn more You out! so watch disease. of the spread prevent take to can you and steps antibiotics, Before Students Begin 1. 2. 3. Lesson Preparation 1. 2. You Make Me Sick! Me Make You Module Immune

“dollars” 1 six-sided die 1 six-sided 1 Rules sheet 20, 25 B cell “dollars” 20, 25 B cell “dollars” 40, 10 Neutrophil 40, 5 Macrophage game pieces 4 fold-up Board game sheets Board sheet 1 Answer 40 Disease Cards 40 Health Cards “dollars” T cell 20, 50

◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ students, you will need: you students, ◊ ◊ Materials of 4 each group For

Activity: 45 minutes 30 minutes- Lesson Preparation: 20- 30 minutes 20- Preparation: Lesson Time Immune Module - Teacher 14 After each group has their game board and game pieces assembled, students students assembled, pieces and game their game board has each group After describe aloud while you the game the instructionswill take turns reading for aspectsthe main of game play. and the basics of the game board the game. and play of four groups their into then break will Students and the values on the bottom of each of their Health Cards and Disease Cards to to and Disease Cards of each of their Health Cards on the bottom and the values Cells wins! Blood White has the most Whoever total. find their “Blood Bank.” To begin the game, the banker gives each player 500 White Blood White 500 each player the banker gives the game, begin To “Blood Bank.” Cells. The person with the highest number will goes first. see which player the die to clockwise the first player. and continue from the game, begin squares. ahead five move a 5, then they would if they rolled example, For board. the directions on the they will follow #1 lands on the correct square, Player Once board. “Rules“ on the next page. directions in the your playing piece on your Hospital square. on your playing piece What are common things that can harm your body? (viruses, bacteria, body? (viruses, fungus) can harm things that your common are What virus? of diseases caused by some examples are What bacteria? of diseases caused by some examples are What against? well work do antibiotics What types make antibodies? What of cells be specific? does it mean to What MEMORY? the immune system kindsWhat give of cells kinds the immune system. make up Name three that of cells Each additional player will take their turn and follow the same Rules. the same Rules. will take their turn and follow Each additional player their Home square. when someone reaches game is over The Cells. Blood White a bonus of 50 who gets Home first gets player The “dollars” Cell Blood White must add up their every out who wins, player figure To To start, each player will put their game piece on the “Hospital” square. Then, roll roll Then, square. “Hospital” on the start, will put their game piece each player To the on number of squares that forward the die and move #1 will roll Player the follow they should types of squares, land on different the students As Each player picks a color and sits beside those Home and Hospital Squares. Place Place beside those Home and Hospital Squares. and sits picks a color Each player the money in the He or she will manage “banker”. be the Select to one player ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ can include an illustration as well. Groups will then present their question and will then present Groups as well. can include an illustration the class. to poster group ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ Students on the poster. and explained these questions will be written to Answers ◊ ◊ ◊ ◊ Discussion/Review one of the questions for a poster create of 3-4 to in groups will work Students questions: one of the follow each group Assign below. ◊ ◊ ◊ 1. 2. Hospital! the Get Home from Home your the Hospital to from the board it around make objective is to The Blood Cells! White and Disease the most Cards and accumulate square ◊ ◊ Play the Game! Play the Home Hospital win! from the hospital, you you the hospital, from When you get home When you Immune Module - Teacher 15 ! Sick

Me

Make

and must return to their to and must return You get sick! don’t have enough White Blood Cells Blood Cells White enough have don’t and the Hospital: and go back to their hospital. and go back to on a Eew! square: on a Eew! on a Yay! square: Yay! on a player: another by occupied on a space on a Health Card square: on a Health Card get sent to get sent land land land land square. with the other the square shares who asked the question player The player. of the amount they must pay correctly, does not answer If the other player asking not use they could the question. Since the player to Blood Cells White they their knowledge the disease, fight to Hospital. square. that who asked the question takes over player The they a disease card, for pay and can’t Blood Cells White runs out of If a player get sick! When a player lands on an Eew! square, they must pay 50 White Blood Cells Blood Cells White 50 they must pay square, lands on an Eew! a player When hurts that doing something the Blood Bank for to their immune system. “infect” they can another player, by occupied a space lands on If a player them with one of their Disease Cards. the and read Cards Disease choose one of your infect another player, To the other player. question to being the disease by prevented they have correctly, answers If the player on their and stay win the disease card, They smart and do not get sick. to pay for it, go to your Hospital. your go to it, for pay to the Health pile. from a card Draw on listed Blood Cells White then collect of the amount aloud, Read the card Bank. the Blood from the card Blood White 50 awarded they are square, Yay! lands on a a player When participatingthe Blood Bank for in a health activity from Cells keep their to strong. immune system Draw a card from the Disease Card pile. Card the Disease from a card Draw If get it you try aloud and Read the question correctly. the card answer to so knowledge, your using getting sick by from yourself prevent you correct, turn is over. and your Disease Card, win that you to Blood Cells White use your to will have you is incorrect, If answer your at Cells Blood White of Blood Bank the amount the Pay the disease. “fight” card. of that the bottom that for win the card you a disease, for” “paid successfully have you When turn is ended. and your disease, know answer the right If don’t you If you land on a different player’s hospital, nothing happens. hospital, player’s If land on a different you To leave the hospital, you must “pay” for treatment by reading 2 Health cards 2 Health cards reading by treatment for “pay” must you the hospital, leave To in return. Blood Cells White and earn 100 healthy stay to about new ways ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ If you If you If you If you If you If you If you If you If you land on a Disease Card square: land on a Disease Card If you ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ ◊ The Rules You ate fruit instead fruit instead ate You desert!of candy for You ate candy instead candy instead ate You desert!of fruit for Your home Your The hospital The Eew! square Eew! Yay! square Yay! Health Card square Health Card Disease Card square Disease Card Immune Module - Teacher 16 Wash hands before and after touching your eyes. Nerve cells (neurons) – these cells make your muscles move and send signals between your body and brain. Nope. Puncture wounds like those caused by nails are ideal places for tetanus to grow. Always clean wounds with antibacterial soap and water. A bacteria (a toxin released by a bacteria) Yes Neutrophils – they are the “beat cops” of the immune system and are often the first to the site of infection. looks like. True can be good (you have some They Bacteria single-celled are organisms. help digestive food!) or bad. helpful bacteria in your intestine that the bacteria so they die. high for too body temperature Fever makes your in antibodies. covered germs they’re Macrophages eat – especially when difficultyswallowing. fever, throat, Sore Yes The skin your immune system what the germ They give you immunity – they show True The lungs sneeze or cough. Cover your nose and mouth when you Virus False 1 - A virus is a germ that can’t live on its own, but bacteria can. 2 - Viruses have bacteria can. 2 - live on its own, but is a germ that can’t 1 - A virus to live. to infect cells sneezing and has symptoms of a runny nose, cough, The common cold fatigue. will “eat” the virus so that special cells called Macrophage 1 - Antibodies mark cells, 3 - Antibodies cripple viruses so they can’t infect the virus. 2 - Antibodies the germ they are covering. will also immobilize system learn to Wanted sign that helps your immune A vaccine is like a Most of the germ. by exposing it to a neutralized version recognize a new germ 23. 18. 19. 20. 21. 22. 12. 13. 14. 15. 16. 17. 5. 6. 7. 8. 9. 10. 11. 1. 2. 3. 4. Answer Sheet for You Make Me Sick! Me Make You Sheet for Answer Immune Module - Teacher 17 Oh no! This cell has been infected by a virus! False, Ear Infections can be caused by bacteria or viruses. False, Ear Infections can be caused by True fever or headache. Nausea, abdominal pain, vomiting, diarrhea, thing – like a bacteria or plant. A toxin is a poison that is made by a living cleaning supplies, are made by Poisons found around the house, like humans and are not toxins. The T cells are the “Police Chiefs” of the immune system. True outside, between your cells, but 1- Bacteria can make copies of themselves your cells. 2 - Bacterial infections viruses make copies of themselves inside infections cannot. 3 - Bacteria can be treated with antibiotics, but viral your cells. rarely infect your cells, viruses must infect Ear ache, stuffy nose, ear “popping”. are flags that help your body kill B cells produce antibodies. Antibodies germs. True runny nose or rash, fever, Itchy red bumps spread to other it means that it can be easily When a disease is contagious, people. B cells Paralysis Virus Macrophage Pink eye is caused by bacteria! Pink eye is 36. 37. 38. 39. 40. 32. 33. 34. 35. 25. 26. 27. 28. 29. 30. 31. 24. Hello, you are Hello, a healthy cell! Immune Module - Teacher 18 There are lots of different kinds of immune cells; T cells and B T cells; kinds of immune lots of different are There can “eat” the germs or infected cells. the germs or infected “eat” can Tissues, cells and organs that detect infections caused that fights and and organs cells Tissues, Chemicals that kill germs on the outside of your body, like soap. kill Chemicals that body, germs of your on the outside When a disease can be easily spread to another person, it is another to can be easily spread a disease When Special “red flags” that stick to toxins, bacteria and viruses. They cover cover They bacteria and viruses. toxins, to stick that flags” “red Special When your white blood cells can get rid can of certain blood cells white body your germs in your When make antibodies, which are special flags that stick to the germs and help stick special flags that which are make antibodies, A living thing. Plants, animals and bacteria are organisms. A rock is not A rock animals and bacteria organisms. are Plants, A living thing. are the “commanders” of our immune system and can activate other and can activate of our immune system “commanders” the are We feel sick when a germ infects our cells and our immune system is is and our immune system when a germ sick infects our cells feel We When a disease-causingWhen our bodies and makes (a germ) enters organism Bacteria single-celled are Our can be good or bad. that organisms Vaccines give you immunity. They are like Most Wanted signs for your your for signs Wanted like Most are They immunity. you give Vaccines Viruses are very small (usually smaller than a cell) that cannot live on their very cannot live that are small (usually smaller than a cell) Viruses Some bacteria release toxins in our body. Toxins are poisons that make poisons that are Toxins our body. in Some bacteria toxins release An organism that infects our bodies and makes us sick (causes disease). The The infects our bodies and makes us sick (causes disease). that organism An All living things are made of cells. Living things can be made up of only one Living things can be made up of only made of cells. living things are All T cells disease. help fight to like B cells, immune cells, B cells the body get rid of them. Macrophage immune system. They help your immune system learn what the germs look like, so learn the germs what look like, immune system help your They immune system. remember will Your immune system get sick. you don’t so they can find them faster, life. of your the rest those germswhat look like for Viruses: in their cells. and live infect another organism they need to own; blood cells: White against germs. do most of the fighting cells Organism: an organism. Sickness: for too hot body your makes fever a example, For to get rid of it. hard fighting the body all ways are sneezing and coughing noses, survive,germs and runny to get the germs out of the body. uses to Toxins: called “shields” special with toxins us sick. can neutralize Our immune system antibodies. Vaccines: Germ: types bacteria most common two of germs are and viruses. Immune system: learning. is always Immune System Your keep us healthy. germs in our bodies to by without it! live can’t You Immunity: sick. make you to a chance have they ever before Infection: us sick. Bacteria: to get rid of bad Antibiotics use We bad ones. off the fights Immune System bacteria. Cell: many are There like bacteria like human beings. cell cells or millions and millions of different of many made We are etc. cells, plant skincells, cells, hair kinds: different like bacteria. cell, only one are but some organisms types of cells, Contagious: contagious. Disinfectant: Key Terms Key Antibodies: get rid the germs of to or toxins. system the immune tell to invaders any