CLIL – Ruvo di Puglia 2017

1. CLIL– Ruvo di Puglia 2017 Prof Maria Bianca Maizza Activityplan THE IMMUNE SYSTEM

2. ACTIVATING PRIOR KNOWLEDGE Brainstorming: “Do you know....?” I will stimulate a discussion in class: in small groups, the learners have to talk about pathogens and immune response. Then each group discuss with the others, involving the whole class in one unique discussion. ( Pyramid discussion ) Cancer Influenza Measles Heart disease Rubella Mumps AIDS Which of these are infectious diseases? Why do you get ill? What is AIDS? What is the difference between a virus and a bacterium? What is an allergy? What is the purpose of vaccination?

3. GLOSSARY This step consists in giving a glossary to the students. I will cut out each term and definition separately. I will shuffle the cards. Then the students have to match each term to the correct definition to form a pair of columns on a table. (domino game)

4. Activity 1TASK-BASED ACTIVITY: BACTERIUM OR VIRUS? Antibiotics are chemicalsubstances, usuallyisolatedfrom fungi, thatinhibitsbacterialgrowth. They are noteffectiveagainstviruses. Beforeadministeringantibioticsto the patients, the doctorshouldknowwhethertheirdiseases are causedby a bacterium or a virus The questionthat I will propose to the studentsis : Can you help the doctor? • The studentswillwatch a video on the bacteria and viruses • www.youtube.com/watch?v=3xRttWuf3wQ

5. The process of organising a Jigsaw activity Step 1: I divide the classinto‘expert’groupsoffourtosixlearners. Eachgroupchoose a letter or a colour or a name. Theninto the group a numberisassignedtoeachstudent ( 1 to 6 ) Step 2: I giveinformation about 2- 3 pathogenstoeachgroup .In eachgroup the studentsshouldspend some timereading, discussing and helpingeachothertounderstandthe information. Word banks and dictionariesmaybeuseful at this stage. Step 3: Learners, who are becomenow‘experts’ on theirsubjectmoveinto‘jigsaw’groups, forexampleall the number 1 students work in a group, all the number 2 students work in anothergroup and so on. Step 4: Each‘expert’learner in turn shareswiththeir‘jigsaw’group the information theywereoriginallygiven. . Step 5: The ‘jigsaw’ grouptogether complete a task whichrequiresthemtounderstandallof the information sharedbyeach‘expert’. Thiscouldbeanythingthatrequireseachlearnertocontributetheirpieceofknowledge: fillingwords in a grid or a table, completing a diagram, designing a poster....

6. Jigsaw activity Using textbooks or internet, find useful information on the following pathogens and complete the T chart by writing the name of the bacteria and viruses from the list below • Herpes zoster • Neisseria meningitidis • Streptococcus pneumoniae • Bacillus anthracis • Hepatitis C • Esherichia coli • Streptococcus pyogenes • Herpes simplex • Vibrio cholera • Staphylococcus aureus • HIV bacteria viruses

7. PRACTICAL ACTIVITY: SHAPE AND STAINING OF BACTERIA • Activity2 in laband • at home : The studentswillsee some slidesaboutbacterialmorphology Example of bacterial morphology

8. Activity in lab: Gram staining Background: Gram staining is a differential staining based on the physical and chemical properties of bacterial cell wall. Procedure: Using a toothpick, take some bacteria from the solid or liquid culture. Make a smear on a clean microscope slide. Take the slide with the tweezers and briefly pass it on a flame (Bunsen)  FIXATION Let the slide cool down at room temperature. Put the slide on a support over a dish. Cover with a few drops of crystal violet 1min  PRIMARY STAINING Rinse with water to remove excess staining. Cover with a few drops of lugol 1 min  MORDANT Rinse with water. Add some ethanol until you see a grey/blue colour (<30 sec)  DECOLORIZATION Rinse with water. Cover with a few drops of safranin 1 min  COUNTER STAINING Rinse with water. Let it dry. Observe at the microscope. Record your results (drawings). http://faculty.mc3.edu/jearl/ML/ml-5.htm Result: Gram-positive bacteria are dark-blue stained; Gram-negative bacteria are pink-red stained.

9. Activity at home: how to distinguish bacteria developing learner’s ability to find information from various sources 1) Makedrawingsto show the chemicalcompositionofGram-positive and Gram-negative cellwall. Gram-positive cell wall Gram-negative cell wall 2) Search information on the internet usefulto complete the followingtable:

10. Activity 3Listen– define – put in order – perform a practicalactivity – file a report - draw http://highered.mheducation.com/sites/0072495855/student_view0/chapter2/animation__phagocytosis.html • 1) Watch and listento the video: • 2)Define the followingtermsmentioned in the video: • Phagocytes - Surfacereceptors – Opsonization – Phagosome – Lysosome - Exocytosis • 3) Listento the videoagain and put in the correctorder the followingstepsoccurringduring the processofphagocytosis: • The phagocyteattachesto the microorganisms. • Digestedcontentof the phagolysosomeiseliminatedbyexocytosis. • Phagocytes are attractedto the area ofinvasionbychemicalsubstances. • Lysosomes fuse with the phagosomereleasing digestive enzymes. • The microorganismsisthenengulfedby the phagocyteinto a vacuoleknownas a phagosome. • Inside the phagolysosomemicroorganisms are killed and digested.

11. 4)Practicalactivity • Phagocytosisis a very common cellularprocess in nature. • Macrophages and neutrophils in the human body performphagocytosistocapturepathogens. • Some unicellularorganisms, suchasParamecium, usephagocytosistocapturetheir “food”. Watch the video: http://www.youtube.com/watch?v=l9ymaSzcsdY • You can perform the sameexperimentfollowingthis procedure: • place some hay in a beakerfilledwith water. • keepit open forabout a week toget a culture ofciliates, suchasparamecium. • stainyeastcellswith Congo red • mix together the culture ofciliates and the stainedyeast • observe at the microscope • 5) File a written reportdescribingyourobservation. • 6) Makedrawingsof the processofphagocytosisperformedbyParameciumasyouobservedit at the light microscope.