SCIENCE LESSON PLAN

TEACHER: Neerja Yadav- Dulalchan

DATE: 25/02/16

CLASS: Form 4
TIME: 1 hour
PERIODS: 1
UNIT: Transport in man
TOPIC: Role of the blood in defending the body against disease.
REFERENCES (exclude class text, include page numbers).
CXC Biology- Linda Atwaroo- Ali
PRE-REQUISITES

Knowledge: - 1. Students should know:

1. That white blood cells are involved in defending against disease.
Skill:- students should know how to:
1. Work and communicate effectively in groups.

MATERIALS & RESOURCES

For Teacher

For each group / student

Student hand outs.

MMP, Laptop, PPP

Textbook,
CONCEPT OR PRINCIPLE
1

White blood cells are of utmost importance in the defense of the body against disease. Two types of
white blood cells include phagocytes and lymphocytes which engulf bacteria and produce antibodies to
fight off specific antigens respectively. Additionally platelets play an important role in blood clotting
which prevent pathogens from entering the blood. If white blood cells were not present the body would
be infested with pathogens and we would not survive.
SPECIFIC OBJECTIVES
At the end of the lesson, students should be able to:

Classification

Explain how white blood cells work to defend the

body against disease.

Understand( Cognitive)

Describe how blood clots to prevent entry on

microorganisms

Remember (Cognitive)

Apply the knowledge of immunity to situations

Apply (Cognitive)

PROCESS SKILLS
During this lesson, students will be engaged in:
Identifying / formulating a problem
Designing and Planning an experimental procedure
Setting-up and executing experimental work

Observing and measuring

Recording of data and observations

Interpreting and evaluating data and observations

Communicating scientific ideas, observations and arguments

Applying scientific ideas and methods to solve qualitative and quantitative problems

Decision-making based on examination of evidence and arguments

Extracting from available information data relevant to a particular situation

ACTIVITIES
Model: Constructivist Inquiry model, Information processing, Social interaction
Strategies: 5 E, concept attainment, group work
(T= Teacher) (S= Student/s)
Engagement:
T asks S how their body can defend against disease
S reply with the first line of defense and white blood cells
T tells S the following situation: When Kayla was a baby she got Measles, 20 years later she is going to
Africa to volunteer in a childrens clinic where there is a Measles outbreak. Do you think that Kayla
needs to be worried about getting Measles?
Exploration :
T puts S into groups
T provides students with handouts with pictures on the basic functions of the white blood cells.
T asks S to come up with possible explanations for their answers
Explanation
T explains how phagocytes and lymphocytes work to defend against disease.
T briefly talks about blood clotting
T explains the engagement question including role of memory cells
T explains immunity primary and secondary response, types of immunity wit examples
Elaboration
T asks students what would happen if she stepped on a rusty nail.
T asks students to explain what happens from the time the pathogen enters the blood to when symptoms
may occur. What should be done in a situation like this? This was done using a role play.
Evaluation
Students are asked question orally.
Student self-assessment
- Students are asked in their groups to come up with two questions based on the lesson for the other
groups to answer.
Summary Video:
https://www.youtube.com/watch?v=TxU8c4vEHWk

TEACHERS REFLECTION

TUTORS COMMENTS