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DISEASES OF THE IMMUNE SYSTEM

(INVESTIGATION)
Bob Legge
Aurora Public Schools

BACKGROUND

Students will have previously studied many aspects of the human immune system, and will have engaged in experiments and class discussions on antigen/antibody interactions, allergies, factors which play a role in immunity, cell biology, and AIDS.

CONTENT

Students will research and report about a common disease caused by a pathogenic agent affecting the human immune system. This will include information about its cause, acquisition, and treatment and/or cure.

TASK

From information gathered from library sources, you are to choose a disease caused by either bacteria or virus that affects the human immune system. Other sources of information, such as a personal interview, may be accepted if approved by your teacher. You will then provide a brief (typed) written report and an oral summary for the class. The oral report will follow the criteria of the rubric provided. In particular, try to pick a candidate in which there may be controversy, conflict, or a bioethical question. If you have experience using a particular decision-making model, you may use it, if directed by your teacher. You will then be asked to suggest how the conflict or question might be resolved. Finally, you will be asked to complete a personal health record by visiting your doctor or school nurse and completing the chart provided.

CONTENT OUTCOME

A. Was the student accurate and complete in his/her assessment of what is already known or accepted about the immune disorder?
  • Level 4: The student presents a thorough and correct account of what is already known. In addition, the student supplies information that may not commonly be known but that has some impact on the topic being studied.

  • Level 3: The student presents accurate information, with no important omissions, on what is already known or agreed upon the salient points of the topic.

  • Level 2: The student presents information on what is already known or agreed upon the salient points of the topic or event. The information may not be complete in all particulars, or the student might introduce some inaccuracies.

  • Level 1: The student presents little or no accurate information on what is already known upon the salient points of the topic.

COMPLEX THINKING

Investigation
B. Was the student accurate and complete in his/her assessment of a confusion or contradiction about the immune disorder?
  • Level 4: The student correctly identifies the important confusions, uncertainties or contradictions that surround the topic. In addition, the student brings to light misconceptions or confusions that are commonly overlooked.

  • Level 3: The student, with no important errors, identifies a significant confusion, uncertainty or contradiction that surrounds the topic. The student forms an accurate assessment of these problems.

  • Level 2: The student identifies confusions, uncertainties or contradictions that are associated with the topic, but the problems identified might include some but not all the most critical issues.

  • Level 1: The student fails to accurately identify any confusions, uncertainties, or contradictions that are associated with the topic.

C. Was the resolution to the confusion or contradiction logical and plausible about the immune disorder?

  • Level 4: The student provides a logical and well-developed resolution to the confusion or contradiction. Additionally, the resolution reflects creative thinking as well as thoughtful attention to the details of the problem.

  • Level 3: The student presents a clear resolution to the problems associated with the concept. The resolution is a logical and plausible outcome of the investigation.

  • Level 2: The student develops and presents a resolution to a confusion/contradiction associated with the immune disorder. The resolution is satisfactory but lacks thorough treatment and accuracy in the logic in that resolution in some partic- ulars do not seem entirely plausible.

  • Level 1: The student presents an unsubstantiated and implausible resolution to the confusion/contradiction.

LEARNER OUTCOME

QUALITY PRODUCER

D. Did the student create a product that reflects craftsmanship?

  • Level 4: The student creates a product that meets and exceeds the selected criteria such as clarity, coherence, organization, accuracy, creativity, design, composition, and/or precision; product reflects a high degree of skill and logical and/or insightful reasoning; criteria selected are appropriate to the purpose of the product.

  • Level 3: The student creates a product that meets many of the selected relevant criteria cited above; product reflects skill and logical and/or insightful reasoning; criteria selected are appropriate to the purpose of the product.

  • Level 2: The student establishes appropriate criteria, but does not meet all criteria well, or the student meets the criteria, but the criteria are not completely appropriate.

  • Level 1: Criteria are not relevant or are seriously inadequate.

E. Did the student use appropriate resources/technology?

  • Level 4: The student's product reflects a creative use of available resources; the product reflects effective use of available technology.

  • Level 3: The student's product reflects good use of available resources; the product reflects appropriate use of available technology.

  • Level 2: The student creates a product that reflects some use of available external resources; the product reflects some use of appropriate available technology.

  • Level 1: Product reflects inadequate use of resources; the use of technology does not enhance the product.

F. See oral report rubric

G. Personal health record

*Adapted from Favorite Labs from Outstanding Teachers: NABT monograph

SPECIAL CHARACTERISTICS: (should include resolution of conflict or issue)

*********************

ORAL REPORT GUIDE
(To be filled in by classmates)

DISEASE NAME: ____________________________________

CAUSE: (Bacteria or virus) ____________________________

SYMPTOMS:

1. ___________________________________________________

2. ___________________________________________________

3.____________________________________________________

4.____________________________________________________

5.____________________________________________________

CURE/TREATMENT:

SPECIAL CHARACTERISTICS: (should include resolution of conflict or issue)

*********************

ORAL REPORT GUIDE:
(To be filled in by classmates)

DISEASE NAME: ____________________________________

CAUSE: (Bacteria or virus) ____________________________

SYMPTOMS:

1. ___________________________________________________

2. ___________________________________________________

3.____________________________________________________

4.____________________________________________________

5.____________________________________________________

CURE/TREATMENT:

SPECIAL CHARACTERISTICS: (should include resolution of conflict or issue)

CRITERIA FOR EVALUATION


Student Teacher
A. Was the student accurate and complete
in his/her assessment of what is already
known or accepted about the immune disorder?
1-2-3-4
1-2-3-4
B. Was the student accurate and complete in his/her
assessment of a confusion or contradiction
about the immune disorder?
1-2-3-4
1-2-3-4
C. Was the resolution to the confusion or contradiction
logical and plausible about the immune disorder?
1-2-3-4
1-2-3-4
D. Did the student create a product that reflects craftsmanship?
1-2-3-4
1-2-3-4
E. Did the student use appropriate resources/technology?
1-2-3-4
1-2-3-4
F. Oral report criteria (average)
1-2-3-4
1-2-3-4
G. Personal Health Record (Teacher Option)
1-2-3-4
1-2-3-4

TOTAL _________

AVERAGE ______

GRADE _________


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