Time THE IMMUNE YSTEM - Duquesne University
Grade Level 3-5Activity Summary: Energize!Students will discover ther relationshipbetween metabolism and the energy weget from food, by growing yeast culturesin pop bottles with varying amounts ofsugar. Students will also be introduced toCLASSROOM ACTIVITIESthe various kinds of common sugars andthe importance of eating healthily.Time 20-30 minutesActivity Summary: A perfect fit!Students will explore the role of shapematching in every process of the immunesystem using salt-dough clay.Time 30-40 minutesActivity Summary: You Make MeSick! In this immunology board game,students will gain understanding aboutthe immune system, basic transmissionand common diseases. .Time 30-40 minutesTHEIMMUNE SYSTEMFull educational standards availableat llyBoscoBugaileand Brianne MillerDesignersBrianne Miller,TeacherPages
Keywordsantibodies - Special particlesthat stick to toxins, bacteriaand viruses. They tell theimmune system to get rid ofthe germs or toxins.bacteria - Bacteria are singlecelled organisms that can begood or bad. Our immunesystem fights off the badones.B cells - See white blood cells.cell - All living things aremade of cells. Living thingscan be made up of onlyone cell - like bacteria - orbillions and billions of cellslike human beings. There aremany different kinds of cells:hair cells, skin cells, plantcells, etc.Lesson PreparationDear Educator,This workbook contains 3 activities to help your students learn about how theimmune system fights disease and keeps us healthy. The first activity, Energized!,allows your students to explore how the food we eat provides energy for us to live.The second activity, A Perfect Fit!, uses salt-dough to demonstrate how our whiteblood cells recognize germs using 3D shapes. The third activity, You Make Me Sick!,is a board game that allows your students to fight disease with their knowledge ofthe immune system.The Immune SystemOur body’s immune system protects us from germs like viruses, bacteria, fungalinfections and parasites. Our immune system is made up of special organs, vesselsand many different types of unique cells that each play a very important role inkeeping us healthy. We call the cells of the immune system white blood cells.There are four major types of white blood cells: T cells, B cells, Neutrophils andMacrophage.contagious - When a diseasecan be easily spread from oneperson to another person, it iscontagious.Macrophage (mack’-row-fage; from the Latin macro big, phage eat) are white blood cells that eat germsthat have been covered by antibodies. Their job is topatrol the body looking for germs. When they find aninfection, they send a signal to our T cells, and our T cellssend the other white blood cells to the infection.disinfectant - Chemicals thatkill germs on the outside ofyour body, like soap.Neutrophils (new’-tro-fills) are the white blood cells thatare the “first responders” to infections. We have moreneutrophils than any other type of white blood cell.germ - An organism thatinfects our bodies and makesus sick (causes disease). Thetwo most common typesof germs are bacteria andviruses.T cells are the most important white blood cell; theycoordinate the activities of all of the other white bloodcells and are essential for fighting disease. There are twomajor types of T cells: Helper T cells (TH) and Killer T cells(TK). Helper T cells send signals that activate the rest ofyour immune system to fight a germ. Killer T cells patrolthe body and eliminate infected cells.immune system - Tissues,cells and organs that detectand fight infections causedby germs.immunity - When yourimmune system knows whata certain germ looks like, theycan get rid of it without yougetting sick. You are immuneto that germ.infection- When a germenters our bodies and makesus sick.B cells also play an important role in protecting ourbodies; they produce and release special proteinscalled antibodies. Antibodies stick to the surface ofgerms in our bodies, thus disabling them and alsomaking them a target for another type of cell calledmacrophage. Each B cell and its antibodies can onlyrecognize one kind of germ. Antibodies will only stickto germs, except in rare cases of autoimmune diseaseswhere the antibodies mistake our own healthy cells forinvaders.Immune Module - Teacherantibiotics- Kill bacteria inour bodies.2
The Immune Systemmemory - Your immunesystem can remember whata germ looks like after it hasbeen exposed to it. This way,you don’t get sick from thesame thing twice.What DOES IT DO?neutrophil - See white bloodcells.organism - A living thing.Plants, animals and bacteriaare organisms. A rock is notan organism because it is notalive.T cells - See white blood cells.toxins - Toxins are poisonsthat make us sick. Somebacteria release toxins in ourbody.viruses - Viruses are usuallysmaller than a cell and cannotlive on their own. They needto infect another organismand live in its cells.white blood cells - Thereare many different kinds ofimmune cells; T cells and Bcells are the white blood cellsthat do most of the fightingagainst germs. Here are someexamples of white blood cells:neutrophils are the “firstresponders” to infections.They can call other immunecells when they find aninfection.macrophages can “eat” germsor infected cells.B cells can also eat germs butthey make antibodies whichare special flags that stick tothe germs and help the bodyget rid of them.T cells have many functionsbut, in particular, they canactivate other immune cells,like B cells, to help fightdisease. They can also directlykill infected cells.Your immune system remembers! “Memory” T and B cells can remember all thegerms they’ve found for your whole life! This way, if that germ comes back yourbody can get rid of it very quickly! This is why you can only get sick from a diseaseone time (like Chicken Pox). You might be thinking, “But I’ve had lots of colds!” The“common cold” is actually caused by many different types of viruses that all causethe same symptoms, which is why you can “catch a cold” more than once. Becausethere are so many types of viruses that cause the common cold, there is no vaccinefor the common cold.Immune Module - Teachermacrophage - See whiteblood cells.3Vaccines work by showing your body what asingle germ looks like – like a “Most Wanted”sign. They help your immune system learn whata particular germ looks like, so it doesn’t makeyou sick. The vaccine helps your B cells produceantibodies against that germ and becomeMemory B cells that will remember that germ.This is how vaccines give you immunity.The Flu vaccines workslike a “Most Wanted“ sign,showing the immune cellswhat the flu bacteria lookslike!Metabolism and the Immune SystemOur bodies need lots of energy to live our day to day lives. We need energy topower our immune system and to do everything from reading, running evensleeping and eating! All of the processes in your body that involve getting orspending energy are known as metabolism. A high metabolism occurs whenyour body is both getting a lot of energy and using a lot of energy, whereas a lowmetabolism occurs when the body does not have a sufficient quantity of energy touse. Our bodies get energy from food. A healthy diet is one that supplies our bodieswith a balanced amount of sugars, fats, proteins, vitamins and all other nutrients weneed to function properly.See and do more with the immune system online!Learn more about the Immune System online at:http://www.sepa.duq.edu/regmed/immune
Energize!Your body needs a great deal of energy to help you complete yourday-to-day activities, such as doing homework, playing soccer, oreven reading a book! For any of these activities, even when you’re justsleeping, all of your cells need energy to continue being healthy. So, yourbody is constantly busy getting energy by eating food, storing the foodenergy (calories), and then spending it. All of the processes in your bodythat involve getting or spending energy are known as your metabolism.A high metabolism occurs when your body uses energy, whereas a lowmetabolism occurs when the body does not have a sufficient quantity ofenergy to use.Have you ever heard ofthe pancreas? It’s a coneshaped little organ thatsits under your liver.Your pancreas is veryimportant in the processof getting energy foryour body. It producesinsulin and otherchemicals that helpbreak down food in theintestine.Our metabolism sharessome interestingcharacteristics with theimmune system!Learn more at www.sepa.duq.edu/regmed/immuneImmune Module - Teacher PagesImmune System Activity I:So where does your body get all of this energy from? Well, eating ahealthy diet helps to provide your body with a great deal of its energy.The food you eat is broken down into smaller parts like sugars, fats,proteins, and other nutrients in a process called digestion. The brokendown nutrients are absorbed by the body, mostly in your intestine, andare then transported to every cell and tissue in your body with the helpof your blood vessels. A special chemical helps cells absorb sugar fromthe blood stream – it is called insulin. Sugar is one of the main sourcesof energy for the body so without insulin, most of the cells in your bodywould starve!Our body uses chemicals like insulin to carefully regulate the amountof sugar in our body. Too much or too little can be harmful! Our bodyconstantly decides how much sugar to store for later, how much sugarto have in our blood stream for quick use, and how much sugar our cellsneed to live and stay healthy.In some cases, like in the case of Type 1 Diabetes (Juvenile Diabetes),the body does not have enough insulin, so the cells can’t absorb sugarsas well and the sugar level in the blood starts to rise. The body becomestired, weak, dehydrated and blood pressure lowers, causing a coma if nottreated quickly.Keywordsmetabolism - all the processes in our bodythat get and use energy.nutrient- a substance used in an organism’smetabolism which must be obtained from itsenvironment.sugar - a nutrient needed for energy thatcan be found in many different forms, suchas glucose, fructose, and sucrose (cookingsugar).4
3 twelve-ounce plasticpop bottles or 4 equalgraduated cylinders(350–400 mL) 3 balloons 1 funnel 1 plastic tray Masking tapeActivity SummarySimilar to the human body, the single-celled organism, yeast, also has ametabolism. Just as your body breaks down sugars in food to provide you withenergy, so does yeast. One of the results of sugars getting used for energy by yeastis the release of a gas called carbon dioxide (CO2). So, the more carbon dioxide thatis being released by yeast, the more energy the yeast is using to keep itself healthy!What Will Your Students Be Doing? 1 packet of rapid riseUsing yeast, water, kitchen sugar, and balloons, they will explore and observe thelevel of energy use (metabolism) of the yeast depending on how much food it hasavailable! 1 ¾ cup sugarSet-Up 1 ½ cup warm water ½ teaspoon measuringWorking in pairs, your students will need to gather all materials listed above.Remind students to read the directions carefully before starting their work! ¼ cup measuring cupInstructions Markeractive dry yeastspoon ½ cup measuring cup1. Using the masking tape and marker, your students will make 3 labels for their Measuring tape Activity #1 Worksheets1-72.3.4.Remind students tomake labels for theirplastic trays using themasking tape andmarker. This label willneed to contain bothpartners’ names.Immune Module - TeacherMaterials5.bottles. Each label will include the following information: Label #1- Bottle #1: Water, ¼ cup sugar, ½ teaspoon yeast Label #2- Bottle #2: Water, ½ cup sugar, ½ teaspoon yeast Label #3- Bottle #3: Water, ¾ cup sugar, ½ teaspoon yeastStarting with Bottle #1, your students will measure the following amountsof each ingredient and place them inside the bottle using the funnel: ½ teaspoon active dry yeast ¼ cup sugarUsing Bottle #2, your students will next measure the following amounts ofeach ingredient and place them inside the bottle using the funnel: ½ teaspoon active dry yeast ½ cup sugarFinally, your students will take Bottle #3 and measure the followingamounts of each ingredient, placing them inside the bottle using thefunnel: ½ teaspoon active dry yeast ¾ cup sugarNext, the groups of partners will need to designate which partner willmeasure and fill each bottle with ½ cup warm water and which will place aballoon over the opening of each bottle.Partner #1: Measure ½ cup warm water and add it to Bottle #1 usingthe funnel.Partner #2: After Partner #1 adds the warm water, Partner #2 willneed to quickly place the balloon on top of the opening of Bottle#1 and pull it down so it is securely over the mouthpiece. If theirballoon will not stay on the bottle, they should use masking tape tosecure it to the opening.5
6. Partners #1 and #2 will continue the procedures stated in Step 5 for Bottle #2and Bottle #3, adding the ingredients and covering each bottle with a balloon.7. Students will then mix the contents of each bottle gently by jiggling thebottles. Next, they will need to use the measuring tape to quickly measurethe circumference of each balloon. They will need to record their results onWorksheet #2 under Initial Observations. Then, using the equation provided,they will need to calculate the radius of each measurement. Finally, they willuse the radius to calculate the diameter of each balloon using in the secondequation provided.8. After measuring and calculating the balloons’ circumferences and diameters,your students will observe what is happening to each balloon. They willthen write down what they see on Worksheet #3 and draw a picture of theirobservations.9. Students will then place all three of their bottles on their plastic tray. Workingwith their partner, students will move their trays and bottles to a warm,flat surface to sit for one hour (Note: the area under a window works well).After returning to their seats, your students will create their hypothesis byanswering the following question on Worksheet #4: Predict what will happento the balloon on each bottle after one hour.10.After one hour is complete, students will return to their trays. Partners willthen work together to quickly measure the circumference of each balloonusing the measuring tape. Students will record their results on Worksheet#3 under Observation After 1 Hour. Then, using the equation provided, yourstudents will find the radius of each measurement. Finally, using that valueand the second equation provided, they will find the diameter of each balloon.Their answers will be recorded on Worksheet #2 in the area provided.11. Your students will look at each of their bottles and each of their balloons.They will need to record their final observations on Worksheet #5.Follow-UpYour students will answer the following reflection questions on Worksheet #6: Which bottle released the most gas into the balloon? What does the amount of gas released tell you about each yeast culture? How was the metabolism of the yeast in Bottle #1 different than in Bottle #3? What do you think caused the difference in metabolisms between those twobottles? Was your hypothesis correct? If yeast metabolism is fueled by energy from sugar, what would happen to yourmetabolism if you had a high blood sugar level? A low blood sugar level?Immune Module - TeacherWhat is Yeast?Dry yeast is a singlecelled, microscopicliving organism oftenused in cooking as aleavening agent to helpmixtures rise. Its mainpurpose in cooking isto convert sugars orstarches into carbondioxide. Using yeastas a leavening agentgives breads and otherbaked goods their airytexture. Dry yeast oftencomes in envelopesor jars. In this form,the organisms in theyeast are alive butinactive because theylack moisture. Oncemoisture is added,like water, the yeast isreactivated creatingenergy in the form ofcarbon dioxide.6
Sugar Vs. Sugar!DiscussionIn groups of four, your students will work together to brainstorm and identifyseven sources of good sugars and seven sources of bad sugars. Students willrecord their group’s ideas on Worksheet #7. After their list is complete, groupswill identify whether these sources of good and bad sugar are found in an AdultDiet, a Kid’s Diet, or Everyone’s Diet by marking the appropriate box with an “A”for Adult Diet, “K” for Kid’s Diet, or “E” for Everyone’s Diet. Once each group’s listis compiled, you will work with your students to make a class list of the top five“good sugars” and top five “bad sugars” identified by your students.Good (natural) sugars:Bad (refined) sugarsFructose, the sugar found in fruits,vegetables and honey.Sucrose, from sugar cane or sugarbeet. Found in cakes, candy bars andother junk food.Glucose, found in complexcarbohydrates like bread and pasta.Lactose, a sugar found in milk.ActivityOption #1: If time permits, instruct your students to let their bottles sitovernight! When they return to the classroom the following morning, have themobserve and record any changes that occurred from when they left their bottlesthe day before. These observations will be recorded on Worksheet #1. Yourstudents will then draw a picture to show the changes they see.After this is completed, your students will individually create a flip book usingthe four images they drew during this activity. Their flip books should showhow the amount of CO2 (carbon dioxide) gas released from each of the bottleschanged over time. The final two pages of their flip book will each containa graph showing the changes in circumference and diameter for each of theballoons. Chart #1 will document the changes in circumference in Balloons #1-#3while Chart #2 will document the changes in diameter in Balloons #1-#3.What healthy sources ofsugar do you eat mostoften?Their flip books should include the drawings they created on the followingworksheets: Worksheet #3 Worksheet #4 (Now Box) Worksheet #5 The image from today Two charts: one documenting the changes in circumference of the balloonsand the other documenting the changes in diameter of the balloons.Immune Module - TeacherExtension Activity:7
Hyperglycemia:(hyper too much,glycemia sugars)When the level ofsugar in the bloodis unnaturally high.Can be caused by theingestion of unhealthysugars.Read more aboutdiabetes: neintro.htmlDiscover more aboutsugars: /foods/36008.htmlOption #2: Using the information your students discussed about sources of “good”sugar and “bad” sugar, they will design and create posters about choosing healthyfoods. In groups of four, students will brainstorm an idea for a group poster, createa slogan for their idea, and design and produce a poster that promotes healthyfoods. After creating these posters, students will present them to their classmatesand hang them in the classroom, school halls, or cafeteria to promote andencourage healthy food choices for other students in the school!Immune Module - TeacherNot all sugars arecreated equal!Refined sugars, likethose in many junkfoods, break down tooquickly and cause arapid increase in theamount of glucose inthe blood - but it’s toomuch for the bodyto handle, so it leadsto hyperactivity andeventually causes a“crash.”Fructose, the sugarfound in fruits, isbroken down slowlyand is actually healthyfor the body!Let’s Review .Natural Sugars are Better for You!So what does all this information about sugar, metabolism, and its affects on healthmean? As you saw, the balloons that contained the most sugar had the greatestproductions of energy. But, yeast are simpler organisms than human beings; ifyou gave a human being that much sugar, their metabolism level would not besustained and would quickly drop! But why? The human body has a very delicatemechanism that controls the use and storage of its sugars to allow for all the thingswe like to do, l
coordinate the activities of all of the other white blood cells and are essential for fighting disease. There are two major types of T cells: Helper T cells (T H) and Killer T cells (T K). Helper T cells send signals that activate the rest of your immune system to fight a germ. Killer T cells patrol the body and eliminate infected cells.
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