The Basics of Immunology: An Introductory Unit for High School Junior and Senior Students Heather Potts Wayne Valley High School Wayne, NJ 07470 [email protected] Mentored by: Dr. Patricia Fitzgerald-Bocarsly Department of Pathology and Laboratory Medicine Rutgers, The State University of New Jersey and New Jersey Medical School Newark, NJ 07103 Funded by: The American Association of Immunologists, 2016-2017 Page 1 of 120 TABLE OF CONTENTS Teacher Guide I. Science Background - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 4 II. Student Outcomes - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5 a. Science Concepts Covered in the Unit - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5 b. Next Generation Science Standards (NGSS) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 5 c. Recommended Course Placement - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 6 d. Student Activities and Skills - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 6 e. Relevance - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 7 III. Learning Objectives - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 8 IV. Time Requirements - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 8 V. Advance Preparation - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 8 VI. Materials and Equipment - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 9 VII. Student Prior Knowledge and Skills - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 9 VIII. Daily Unit Plans - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 10 IX. Summative Assessment - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 22 a. QUIZ 1: Intro to Immunology (and key) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -23 b. QUIZ 2: Cells and Other Defenses (and key) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 27 c. QUIZ 3: Innate Immunity and Inflammation (and key) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -33 d. QUIZ 4: Adaptive Immunity (and key) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 37 e. QUIZ 5: Humoral and Cell Mediated Specifics (and key) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -41 X. Teacher Answer Keys - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 49 a. Khan Academy Ed Puzzle - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 50 b. Immunology Game Review Rubric - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 54 c. Immune System Quiz 1 Review - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -55 d. Immune Cells ID WS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -58 e. Immune System Quiz 2 Review - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -60 f. Innate Immunity Review - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -63 g. Inflammation WebQuest - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 67 h. Overview of the Adaptive Immune System Review - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 69 i. Adaptive Immunity Flow Charts - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 71 j. Create Your Own Antibodies! - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -75 k. Humoral and Cell-Mediated Flow Charts - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -76 l. AIDS Simutest - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 80 Page 2 of 120 Student Section I. Rationale - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 82 II. Materials - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 82 a. Flow charts: Student handout, test resource, and modified test resource - - - - - - - - - - - - - - - - - - - - - 83 b. Note packet* - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - See separate file c. Immunology Game Review directions sheet - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 86 d. Immune System Quiz 1 Review - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -88 e. Immune Cells ID WS - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -91 f. Immune System Quiz 2 Review - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -93 g. Innate Immunity Review - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -96 h. Inflammation WebQuest - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 100 i. Overview of the Adaptive Immune System Review - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 102 j. Adaptive Immunity Flow Charts - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 104 k. Create Your Own Antibodies! - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 108 l. Humoral and Cell-Mediated Flow Charts - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -110 m. AIDS Simutest - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -114 III. Procedure - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -120 IV. Data Collection - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -120 V. Discussion/Analysis - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -120 Page 3 of 120 Teacher Guide Science Background Technology and increased travel ability have resulted in the increased mobility of diseases that would normally be isolated in one area. Understanding how different diseases affect humans is therefore something that can prove beneficial to students, even at the high school level. My summer laboratory research experience through The American Association of Immunologists High School Teachers Summer Research Program in Immunology provided me with an increased understanding of functioning of specific immune cells. The research focused on the metabolic responses of certain cells when exposed to different types of viruses, and inspired me to create a curriculum for high school students which would introduce them to parts of the immune system and how they will react and interact as a result of exposure to disease. The unit that I created focused on discussion, lecture, and review to introduce complex topics to high school junior and senior students. I took the opportunity not just to teach the students concepts of immunology, but to also introduce students to different ways to organize and approach difficult material in order to better prepare them for future academic challenges. Students performed WebQuest assignments and completed paper-based labs in order to familiarize themselves with the various parts of the immune response. The unit ended with students learning about screening for HIV using an enzyme-linked immunosorbent assay (ELISA) simulation. The goal of the unit is to not only provide students with basic knowledge of the functioning of the immune system, but to also introduce them to specific immune responses for different types of stimulation of immune response as well as how diseases are tested for in the medical community, as well as prepare them for future science classes. I used many resources in order to put together the information that