Science lesson plan · 11th grade (Year 12 in England) · 45 minutes
Antibodies, memory cells and the secondary immune response
Human body and health
CCSS NGSS.HS-LS1-2CCSS NGSS.SEP 4England: GCSE Combined Science: Infection and responseEngland: GCSE Biology: Monoclonal antibodies
Objective and success criteria
Students will: Antibodies, memory cells and the secondary immune response.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Vaccines, antibiotics and painkillers: what each can do
Leads to: the next skill in this area.
Materials: Stopwatches, Body diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval from earlier learning (Vaccines, antibiotics and painkillers: what each can do). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Which type of medicine is described: paracetamol or ibuprofen? (vaccine / antibiotic / painkiller) → painkillerPrompt: Does it prevent, cure a bacterial infection, or only ease symptoms?
- In one region, measles vaccination coverage rose from 63 % to 93 %. Yearly measles cases fell from 90 to 6. Which conclusion is best supported? (Vaccination has no link with the number of cases. / The vaccine made measles cases rise. / The data prove that measles has disappeared everywhere. / Cases fell sharply after vaccination rose, which supports the vaccine reducing measles.) → Cases fell sharply after vaccination rose, which supports the vaccine reducing measles.Prompt: What happened to cases as coverage increased?
- Why should antibiotics not be prescribed for a cold? (Antibiotics make colds worse / Antibiotics only work on plants / Colds are caused by viruses, and overuse helps resistant bacteria spread / Colds are caused by fungi) → Colds are caused by viruses, and overuse helps resistant bacteria spreadPrompt: What kind of pathogen causes a cold?
Hook · 5 min
- Ask everyone to find their pulse, then jump for 30 seconds and find it again.
- Share the objective: Antibodies, memory cells and the secondary immune response. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: After a first infection, a person's antibody level peaked at 25 arbitrary units after 12 days. After a second infection with the same pathogen it peaked at 250 units after 4 days. How many times higher was the second peak?
- Step 1: 250 ÷ 25 = 10
- Step 2: So the answer is: 10
- Answer: 10
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- After a first infection, a person's antibody level peaked at 10 arbitrary units after 12 days. After a second infection with the same pathogen it peaked at 80 units after 4 days. How many times higher was the second peak? → 8Prompt: Divide the second peak by the first.
- What are antigens? (a type of bacteria / medicines / molecules on the surface of a pathogen that the immune system recognises / white blood cells) → molecules on the surface of a pathogen that the immune system recognisesPrompt: Antibodies fit these molecules.
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Why don't you usually catch chickenpox twice? (Your red blood cells change / Memory cells make antibodies quickly before you become ill / Antibiotics stay in the blood for life / The virus dies out after one infection) → Memory cells make antibodies quickly before you become illPrompt: The immune system "remembers" the antigen.
- The immune response: which statement is NOT true? (Antibodies are a type of white blood cell. / Lymphocytes produce antibodies. / Each type of antibody fits one specific antigen. / The secondary immune response is faster and larger than the first.) → Antibodies are a type of white blood cell.Prompt: What kind of molecule is an antibody?
Watch out for
- Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
- Remembering facts without the reason: ask "why?" and "what is the evidence?"
Support and stretch
Support
- Review first: Vaccines, antibiotics and painkillers: what each can do.
- Use concrete materials: stopwatches.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-11.
Free lesson plan from eurekami.com/lesson-plan-builder