Theme of the lesson "Immunity"

Didactic goal: to create conditions for understanding and understanding the block of the new. educational information by means of critical thinking.

The purpose of the lesson:

Educational:

Define the concept of immunity

To introduce students to the types of immunity;

With the protective properties of the body

Educational:

Continue hygiene, physical education, proving the danger of bad habits and convincing of the need for a healthy lifestyle and the benefits of preventive vaccinations.

To cultivate a caring attitude towards one's own health, the health of others;

Developing:

Develop the ability to establish cause-and-effect relationships;

To form the ability to independently work with the text of the textbook, additional literature;

Ensure the development of memory, attention, thinking, speech;

Carry out all-round development of the individual.

Lesson type: combined

Generalization and systematization of knowledge;

Learning new material.

Teaching methods:

Partial search;

Reproductive.

Forms of organization of cognitive activity:

Individual;

Group;

Frontal.

I. Organizational moment

II. Checking knowledge on the topic: “The internal environment of the body. Blood (erythrocytes, leukocytes, platelets), their structure and functions

1. Instructing the teacher to do the work

In order to test your knowledge on the topic covered, I suggest that you complete a small biological dictation.

The purpose of the dictation: systematization, generalization, correction of the knowledge gained on the topics "Internal environment of the body", "Blood (erythrocytes, leukocytes, platelets), their structure and functions"

You are offered test tasks on cards according to the options: Option 1. Option 2. (cards)

2. Performing work (students perform tasks, and then in pairs carry out mutual verification, the teacher opens the answer key on the interactive whiteboard after the exchange of work)

Response codes:

Option No. 1 I. 1a, 2b, 3a, 4c P. 16, Z d, 5d.

Option 2. I. 16, 2c, 36, 4a. P. 2a, 4c, 5e.

Rating rate:

7 correct answers - "5";

5-6 - "4";

3-4 - "3";

Less than 3 - fail.

3. Checking the results of biological dictation

4.Relaxation pause

Sit comfortably on a chair, lean back in a chair, straighten your shoulders, put your feet on the floor, relax, close your eyes. Listen to your body. (light music playing)

II. Studying new material

I stage. Call

History reference. (Teacher's story, presentation)

The annals of the Middle Ages describe terrible pictures of rampant

Plague. It penetrated everywhere cities and villages died out, on the streets you can

See only gravediggers. The plague has been known since ancient times. In the VI century

In the Byzantine

The plague lasted 50 years for the empire and claimed 100 million people. In a century in

Europe lost a quarter

The population is 10 million people. Smallpox was no less dangerous. She died from

Even more people than from the plague. In the XVIII in Western Europe annually

Smallpox killed 400,000 people. People with smooth skin, without smallpox

Rubtsov met

Rarely. It has long been observed that farm workers who deal with cowpox animals never contract smallpox.

These observations allowed the English physician Edward Jenner in 1776 to propose a way to prevent smallpox. He would take some liquid from smallpox vesicles on a cow's udder and rub it into a scratch on a person's skin. The infected person developed mild smallpox. People grafted in this way never have its mechanisms

They got sick with smallpox. Widespread practical application of smallpox vaccination was used

Without understanding its mechanisms up to the works of the outstanding French scientist Louis Pasteur.

In 1881 He studied the actions of the causative agent of chicken cholera, usually causing 100% death, remained alive. Louis Pasteur concluded

That weakened pathogens, when introduced into the body, cause

It has the ability to resist against a given disease. He called the culture of weakened pathogens a vaccine.

What is the name of this ability to resist this disease?

Immunity (Children think and go on the topic of the lesson "Immunity")

Children listen carefully. Textbooks are closed.

2. Recording the topic of the lesson "Immunity"

2.1 Individual work

"Confused logical chains" (slide)

Read the statements. If you agree with these statements, put “+”, disagree “-”, doubt “?”

1. The physiological essence of immunity is determined by erythrocytes.

2. Antibodies are special substances that combine with bacteria and make them defenseless against phagocytes.

3. Whooping cough, influenza, measles are viral diseases.

4. Immunity is a disease caused by the penetration of pathogenic microbes and viruses into the body, as well as foreign bodies and substances.

II. Understanding. (Students tracking their own understanding of the material.)

Task: Read the text of the textbook from 136-137 and find out if your opinions are correct, opposite those sentences that reflect the essence of any of the 4 statements, mark the number of the statement that confirms or refutes these concepts.

1. The work of students with the text of the textbook. Reading the text of the textbook on page 136 -137

2. Working with logical chains

Conversation on the text read (the teacher makes corrections on the board, puts "+", "-")

III. Reflection - systematization of knowledge (assignment of knowledge)

Working with logical chains

1. Individual work

Read the statements. If you agree with these statements, put “+”, disagree “-”, doubt “?”

1. Therapeutic serum is prepared from the blood of an animal or the blood of a person who has had a disease.

2. Immunity acquired after vaccination is called natural.

3. The human immune system can be affected by the AIDS virus, as a result of which a person can die from any infection.

4. After a number of past diseases, people acquire artificial immunity.

2. Work in pairs (discussion of this issue with a neighbor on the desk - they come to a consensus)

3. Frontal conversation on the work done. Work with statements.

(The teacher reads the statements and puts the signs "-", "+", "?" on the board against each statement according to the students' opinions, raise their hand)

4. Reading the text.

5. Working with logical chains

6. Conversation on the text read (the teacher makes corrections on the board, puts "+", "-")

7. Work with the slide “Types of immunity - teacher's story.

5. Fixing. Working with the textbook»

Task: find in the textbook on page 137 information about the types of immunity and give them definitions.

6. Conversation

What types of immunity exist?

(during the conversation in the notebook fill out the scheme "Types of immunity"

Immunity

Natural Artificial

Congenital acquired active passive

Natural immunity, which is developed as a result of illnesses (acquired) or inherited from parents (congenital).

Artificial (acquired) immunity, which is acquired as a result of the introduction or vaccines - cultures of weakened microbes. This is active artificial immunity. Or the introduction of therapeutic sera - the blood of recovered people or animals. This is passive artificial immunity.

What is a vaccine?

What is serum?

Answer the question and formulate a conclusion:

A vaccine is a culture of weakened microbes.

Serum - the liquid part of the blood of formless elements and fibrin of people or animals who have recovered from illness,

(write in notebook)

7. Independent work. Filling in the table

"Two Part Diary"

What I learned in the lesson I don’t understand (requires repetition)

8. Conversation on the table

III. Lesson summary:

IV Assessment of knowledge VI. Homework: article "How our body protects itself from infections" p. 136-137, 141 "AIDS".

Thank you all for your work in class. And in

In conclusion, I would like to know with what mood you leave the lesson. You have 3 cards on the tables.

If you are satisfied with yourself in the lesson and you managed to do everything that you planned today, you choose the appropriate card (one of three)

Application No. 1

OPTION #1

The purpose of the work: students consolidate new knowledge and rebuild their ideas to include new concepts.

I. Which statements are true?

1. The internal environment of the human body is: a) tissue fluid, blood, lymph

B) blood and tissue fluid c) blood and lymph 2. Blood plasma is:

A) a special type of connective tissue;

B) intercellular substance.

3. Red blood cells are:

A) non-nuclear small red cells of a biconcave shape; b) nuclear small colorless cells of a biconcave shape. c) small nuclear

4. Leukocytes are:

A) small non-nuclear colorless cells of irregular shape;

B) large non-nuclear colorless cells of irregular shape;

C) colorless cells of irregular shape.

II. Establish a correspondence between concepts and statements (1. 3, 5.)

Concepts: Statements:

The penetration of pathogenic organisms into the body,

2. Coagulation B. The process of absorption and digestion by leukocytes

blood. microbes and other foreign substances.

5. Thrombus. D. Fibrin threads forming a dense network - a blood clot,

Closing the wound.

OPTION #2 Appendix #1

I. Which statements are true?

1. Lymph is: a) a clear liquid in which there are no erythrocytes and lymphocytes, more proteins than in the blood, many platelets;

B) a clear liquid in which there are no erythrocytes and platelets less proteins than

In the blood, but many lymphocytes;

C) a clear liquid in which there are no erythrocytes and platelets, more proteins than

In the blood, there are fewer lymphocytes;

2. Blood is:

A) an intermediate internal environment located in the vessels, in direct contact with the cells, maintaining the constancy of the composition of the tissue fluid;

B) an intermediate internal environment located outside the vessels, in direct contact with the cells, maintaining the constancy of the composition of the tissue fluid;

C) an intermediate internal environment located in the vessels, not directly in contact with the cells, maintaining the constancy of the composition of the tissue fluid. A special type of connective tissue.

3. 1 mm3 of blood contains: a) 5.5 - 7 million erythrocytes b) 4.5 - 5.5 million erythrocytes c) 450 - 550 thousand erythrocytes;

4. Platelets are:

A) small non-nuclear platelets formed in the red bone marrow;

B) small nuclear platelets formed in the red bone marrow;

C) large nuclear blood platelets formed in the red bone marrow.

II. Set the correspondence between concepts and statements (2,4,5.)

Concepts: Statements:

1. Phagocytosis. A. Protective reaction of the body that prevents blood loss and

The penetration of pathogenic organisms into the body.

2. Coagulation B. The process of absorption and digestion of microbes by leukocytes

blood. and other foreign substances.

3. Fibrinogen. B. Insoluble protein.

4. Fibrin. D. Soluble plasma protein.

5. Thrombus. D. Fibrin threads forming a dense network - a blood clot,

Closing the wound.

04.03.2016 2946 569 Stakhovskaya Olga Anatolievna

Biology lesson on the topic "Immunity. Organs of the immune system: red bone marrow, thymus, lymph nodes. Passive and active immunity, natural and artificial. Functions of leukocytes. Immune reaction. Antigens and antibodies.
Grade: 8

Objectives: to introduce students to the definition and types of immunity, to consolidate the rules for the prevention of infectious diseases.

Equipment:, computer, interactive whiteboard, Microsoft Power Point presentation “Immunity. Types of Immunity.

During the classes.
1. Organizational moment.
2. Checking homework.
3. Learning new material.
4. Consolidation of knowledge
5. Homework

1. Org. moment Setting the goals of the lesson (slide 2)

II. Checking homework

1. Frontal survey.

What fluids form the internal environment of the body? (blood, lymph, tissue fluid)

What type of tissue is blood? (connective)

What is blood plasma made of? (salts, water, proteins, carbon dioxide, glucose and other nutrients and decay products)

What is in the sediment of settled blood? (shaped elements)

What appears on the skin in the form of light droplets? (tissue fluid)

2. Independent work - according to the text on the interactive whiteboard, determine what uniform elements are in question.
(tasks on the interactive whiteboard)
After completing the work - check with the teacher - consolidation of knowledge.

Knowledge check.

Task: Guess what shaped elements we are talking about.
1. Red cells contain hemoglobin protein.
2. Formed in the red bone marrow, spleen, lymph nodes.
3. Live 3-4 months.
4. Large white cells with nuclei.
5. Live 5-7 days.
6. Die off in the liver, spleen and kidneys.
7. Die off in the liver, spleen and places of inflammation.
8. The content in 1 ml of blood is 250 thousand.
9. The content in 1 ml of blood is 4-5 million.
10. The main function is the transfer of oxygen.
11. The main function is protection.

Examination

Answers: erythrocytes - 1, 3, 6, 9, 10; leukocytes - 2, 4, 7, 11; platelets - 5, 8.

III. Learning new material

1) Role-playing game “Immunology”.

Biology class.

Alyosha and Misha enter the classroom, they are very excited and upset about something.
The teacher anxiously asks, "What's wrong, boys?"
Alyosha: “We wanted to sign up for the school basketball team, but we were not
take."
Teacher: "But why?"
Misha: “Looking at our medical certificates, the doctors said that
we get sick very often and we have a weak defense system.”
Alyosha: “How weak are we? Here they take Vasya from 8b, although he is much
We are smaller in size and weight.”

Teacher: “Don't worry guys, I think we can help you. To do this, you first need to uncover the secrets of the human body's defense system and we will go on a journey through Immunology.

Conversation (frontal)

And which of you has already had a cold or flu this year? And whose relatives were sick at home: mom, dad, brothers or sisters? Looks like a lot of people get sick.
- Are there any among you who did not get sick this year?
-I wonder why some people get sick often, while others hardly get sick? (Immunity, protective properties of the body, hardening)
*What is immunity? Let's see what is immunity?

Immunity is the ability of the body to protect its integrity from all
genetically alien (microorganisms, alien cells) (slide 6)

2.recording the definition in a notebook
 And what organ system protects our body? (Circulatory) What blood cells protect the body from all foreign? (Leukocytes) How do they do it? (Leukocytes are able to absorb everything foreign by phagocytosis).
The immune system is an organ system that includes all organs involved in the formation of cells that protect the body. And what cells protect our body? (Leukocytes)

3. Teacher's story (presentation show)

Indeed, a huge role in protecting the body belongs to phagocytes, which were
discovered by the Russian scientist Ilya Ilyich Mechnikov, he also developed the theory of phagocytosis (view slide 7), for which in 1908. he received the Nobel Prize.

More than 100 years have passed since the creation of the theory of immunity by Mechnikov. Immunology has been enriched by new discoveries. It was found that T and B lymphocytes play an important role in the formation of immunity.

4. Group work

Let's explore what are the mechanisms of immunity, and for this you will get acquainted with task 1 on the information sheet. I suggest no more than 3 minutes for this task.

Task 1. Based on the information below, suggest a possible mechanism of human immunity:
 Antigens - bacteria, viruses or their toxins (poisons), as well as degenerated cells of the body.
 Antibodies are protein molecules synthesized in response to the presence of a foreign substance - an antigen.
 Each antibody recognizes its own antigen.
 Antibodies have an amazing ability to combine with the microbe in response to which they were created, and only with the one against which they arose, and with no other.
 Lymphocytes (T and B) have receptors on their surface that can recognize the "enemy".
-Let's listen to the answers for each group ... Very well, well done, you all expressed your opinion, and now we will check the correctness of your assumptions,
Here is how scientists explain the mechanism of immunity

5. Teacher's story using slides 8.9):

1. T-lymphocytes are formed in the bone marrow and mature in the thymus (Do you know where this organ is located in you? The thymus, or thymus gland, is located behind the sternum, is a lymphoid tissue). Among them, there are three varieties: T-killers, T-suppressors, T-helpers.
 T-killers, connecting with foreign cells, kill them, thus providing cellular immunity.
 T-suppressors block excessive reactions of B-lymphocytes, supporting the harmonious development of immunity.
 T-helpers transmit information about the antigen, thereby contributing to the transformation of B-lymphocytes into plasma cells.
2. B-lymphocytes, having received information from T-helpers, turn into
 Antibody-producing plasma cells. Antibodies bind antigens and so. make it possible for phagocytes to absorb them, or they themselves destroy antigens - humoral immunity. In addition, simultaneously with plasma cells,
 memory cells, thanks to which information about a given antigen is remembered. And now, in the event of repeated penetration of this antigen into the body, human immunity will work immediately.

That. It turns out that in the body of any person, the protective system is immunity. This is natural immunity.

6. Writing in a notebook. (Heuristic conversation)

Natural Immunity:
1. Congenital (passive)
2. Acquired (active)
What do you think is the difference between innate immunity and acquired immunity? (The fact that the congenital is inherited from the mother to the child, and the acquired appears after the disease).
Moreover, for some antigens, a person has immunity from birth, for example, to chicken cholera or rinderpest. Newborns also have innate immunity immediately after birth, if mother's antibodies penetrate the child's body through the placenta or with breast milk.
What cells are involved in the formation of acquired immunity in the body? (Memory cells, B-lymphocytes).
Natural innate immunity is also called passive, and natural acquired immunity is called active.
- Why do you think? (because the body receives ready-made antibodies).
How long do you think the child's immunity lasts? (No, not for long, because the antibodies in the child's body gradually begin to break down under the influence of his own immune system).
(View slide 10)
However, the body is not enough only natural immunity. And history testifies to this (view slide 11):

7.Internet information (student performances)

In the 6th century, in the Byzantine Empire, the plague lasted 50 years and claimed 100 million human lives.
A quarter of the population - 10 million people - died from the plague in the 14th century in Europe. Cities and villages were dying out, only gravediggers could be found on the streets.
Smallpox claimed even more lives. In the 18th century, at least 400,000 people died of smallpox every year in Western Europe. It fell ill with 2/3 of those born, and out of 8 people, 3 died. People with smooth skin, without smallpox scars, were rare.
In the early 19th century, with the development of world trade, cholera began to spread. In Russia, over 8 cholera years, 3,360 thousand people fell ill, of which 1,700 thousand died.
No less terrible disease was the flu or "Spanish flu", which claimed in just 2 years from 1918 to 1920. 20 million human lives, and according to the most conservative estimates, from 20 to 40% of the population of the entire globe suffered from complications.

And also tuberculosis, anthrax, whooping cough, scarlet fever, poliomyelitis, influenza ... How to prevent epidemics, reduce the death rate of people?

The problem was resolved in 1796, when the English physician Edward Jenner heard by chance that peasants who had cowpox, a widespread disease of cattle at that time, did not get sick again and became immune to real smallpox. E. Jenner suggested vaccination. On May 14, 1796, E. Jenner collected some liquid from a cowpox abscess from one milkmaid and injected it into an 8-year-old boy, James Phipps, and then after 1.5 months infected him with smallpox. The boy didn't get sick. After 5 months, E. Jenner re-infected him, and again the boy remained healthy (slide show 12-13).

8. (Sketch)

 Shopkeeper: Jenner is a true atheist, even though he is the son of a priest. In the old days, such blasphemy would have been roasted at the stake. It is necessary to come up with such an idea, to introduce a bestial principle to a person.
 Lady: terrible, terrible ... One knowledgeable person told me that the unfortunate boy Phipps will grow horns, and not only. I know that the daughter of a respectable lady, after she was vaccinated with this bestial disease, this cowpox, grew hairy and began to moo.

In the 19th century, vaccination was carried out in many countries of the world, incl. and in Russia.
-Do you know who was the first to be vaccinated against smallpox in Russia? By the way, girls, it was a lady, because men are so afraid of vaccinations.
It was Catherine 2, who specially invited a specialist from England for this. But mass vaccination began in 1801, when the professor of the medical faculty of Moscow University, Mukhin E.O., vaccinated a child from an orphanage against smallpox, in honor of this event he was given the name Vaccinov. (slide 14)

A great contribution to the development of microbiology and vaccinology was made by Louis Pasteur, thanks to whom vaccines against anthrax, rabies, and chicken plague were created. (slide 15)

That. thanks to the activities of many scientists, it was found that in addition to natural immunity, a person can also develop artificial immunity with the help of a vaccine (active).

However, what to do if a person is still sick? How can you help him? (Antibiotics, antibodies against this pathogen). Scientists have found a solution here too, they have learned how to create therapeutic sera, with the help of which a person develops artificial passive immunity. We will continue our research and find out how the vaccine differs from the serum:

9.Work in groups

Task 2. Using the following facts, explain the difference between a vaccine and a therapeutic serum:

 In 1881. Louis Pasteur grew anthrax bacilli in an incubator in which the body temperature of the animal was constantly maintained. Once the thermostat failed. The temperature rose, the bacilli overheated. Although they did not die, they were damaged and no longer caused disease. But Pasteur nevertheless infected experimental animals with these weakened bacilli. And it turned out that after that the animals became immune against anthrax! This is how the anthrax vaccine was created.
 To obtain diphtheria serum, horses are injected with diphtheria poison after a certain number of days, each time increasing the dose. When a stable immunity is developed in the horse's body, part of the blood is taken from it. It is thoroughly cleaned: blood cells, fibrinogen and some unnecessary proteins are removed. The introduced diphtheria poison is completely neutralized by this time. A therapeutic antidiphtheria serum is prepared from the obtained preparation.

Well done, all groups have coped with the task. Really
 A vaccine is a preparation made from weakened or dead pathogens. Its introduction into the body causes a disease in a mild form, antibodies are produced in a person. Such immunity can last for many years.
 Therapeutic serum is a preparation of ready-made antibodies taken from the blood plasma of animals. This serum contributes to the formation of passive artificial immunity in humans. Such immunity soon disappears (thanks to the anti-diphtheria serum, the lives of many children are saved; before its creation, 60-70% of children died).
That. in addition to natural immunity, a person can also develop artificial active and passive immunity.
-Why is the immunity that appears after vaccination of the vaccine called active, and serum immunity - passive? (because after the vaccine, antibodies are formed by the cells of one's own body, and with the introduction of serum, the antibodies are ready).

10. "Brainstorm"

Medicine was able to control almost all epidemic diseases (slides 17,18). Doctors overcame plague, cholera, smallpox, polio, malaria, anthrax. However, there are some diseases that still claim the lives of people. For example, colds - influenza and acute respiratory infections (acute respiratory diseases) today remain the most common diseases. Influenza and ARVI have been known since the time of Hippocrates (descriptions of the disease have been preserved in his works). Epidemics occur every year during the cold season and affect up to 15% of the world's population. Influenza and SARS occupy the 1st place in terms of the number of cases in the world and account for 95% of all infectious diseases. Influenza is also dangerous because the virus changes slightly every year and therefore the immunity left from previous contacts is not enough. So far, the flu wave has not reached us and we still have time to prepare our body for this unpleasant disease. (Slide show 19).

What can we do about it? (Garlic, jam, vitamins, onions…). See what else you can add to your diet to strengthen the body (demonstration) - lemon, lingonberry, cloudberry, raspberry jam, rich in vitamins; onion and garlic - phytoncides; wild rose, dried raspberries, blueberries - jelly, compotes, multivitamins) You can get vaccinated against the flu.
-When should it be done? (Preferably no later than mid-October, when even after the summer the body is strong enough to develop strong immunity against the influenza virus).

Here are my recommendations for the winter season:
1. "Don't hibernate"
2. Eat less fatty and sweet,
3. Eat more vegetables and fruits;
4. The use of multivitamins is recommended;
5. Go to bed on time, and preferably an hour earlier than usual (no later than 22.00);
6. Indulge in outdoor walks.

And why is it bad a lot, often get sick? Isn't it so nice to lie on the couch at home when everyone is looking after you? (Immunity is reduced, weakened, the body has to constantly work for wear and tear, the risk of pathogens entering the body increases, with which the weakened body cannot cope).
There is a disease that is precisely what is scary because the body is not at all able to resist infection, even the weakest one.

11. Scene "Doctors"

This is AIDS - the plague of the 21st century - acquired immunodeficiency syndrome (slides 22-24).
The first cases of AIDS were noted in the early 80s in the United States. Now the epidemic has covered about 190 countries of the world (since the beginning of the epidemic, 24 million people have already died of AIDS, more than 42 million are currently living with HIV).
The wave of the disease has also reached Kazakhstan, currently 14,812 HIV-infected people are registered, including 334 children under 14 years old,
and in our city, too, there are already several HIV-infected.
The causative agent of the disease is HIV - the human immunodeficiency virus.
Groups ask questions

Do you know how dangerous it is?
The virus infects T-lymphocytes (T-helpers), making the body defenseless against infectious diseases.

There are 3 ways of infection transmission: (slide 25)
1. sexual
2. from mother to child (in 3rd place in terms of the number of infections, the virus is transmitted to the child during pregnancy, childbirth or with breast milk. There is a unique experience of our doctors, thanks to which the risk of infecting a child is reduced to 2, and sometimes even to 0, 5 %.
3. through blood (the first AIDS patients were drug addicts, and now this is a very common way of transmitting HIV infection. However, people from the risk group are not always carriers of the virus. In our country, there is a sad experience of infection in the city of Chimkent of newborns in the maternity hospital. due to the fault of the medical staff, because children were vaccinated with poorly sterilized syringes.As a result, now these innocent children are outcasts of society.Although scientists have proven that it is not so easy to become infected with the virus.

cannot be infected through
 Saliva
 Urine
 Sweat
 Insects
 Through household items
 Being in the same room or transport

IV. Consolidation of knowledge

1. Conversation: Do you agree with the Hippocratic formula: “It is easier to prevent any disease than to treat it”?

2. Independent work.

Establish a correspondence between the way a person acquires immunity and its type. Method of acquisition

1) is inherited
2) occurs under the action of a vaccine
3) is formed after an illness
4) congenital
5) occurs with the introduction of therapeutic serum Type of immunity

Natural A

Artificial V
1 2 3 4 5
A B A A B

V. Homework: § 35, repeat § 32.

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Sergeeva E.G.

Biology teacher of category I

MBOU "Secondary School No. 2, Shchigry, Kursk Region"

Related lesson: Immunology in the service of health

The purpose of the lesson:

Formulate the concept of immunology and determine the significance of this science for maintaining human health.

Lesson objectives:

Educational:

Expand the material on the protective properties of the body.

To acquaint students with the types of immunity, with the concepts of "vaccine", "preventive vaccination", "therapeutic serum", "antibodies".

Educational:

Continue hygiene, physical education, convincing of the need for a healthy lifestyle and the benefits of preventive vaccinations.

Cultivate a caring attitude towards your health, the health of others.

Develop the ability to work in a team.

Developing:

Develop the ability to establish cause and effect relationships.

Develop search and information skills.

Ensure the development of memory, attention, thinking, speech.

Carry out all-round development of the individual.

Develop educational and organizational skills: organize yourself to complete the task, exercise self-control and introspection of educational activities.

Equipment: presentation, work cards of students.

During the classes:

I. Motivation for learning activities

Good afternoon dear friends! You all came to school today. You are smiling, which means that you are all healthy. And we can start our lesson.

II. Updating of basic knowledge.

(find out if there are absent, if there is, specify the cause - illness)

It is no accident that I paid attention to your health today.

Formulation of the problem:Why do you think, being in the same conditions, some get sick, while others do not? (immunity)

Why do you think we are talking about this today?

(we will talk about ways to fight infections)

Topic: Immunology in the service of health.

(write the topic on the student's worksheet)

III. Goal setting:

So, let's try to define what is immunology?

(recorded in the work card of the lesson)

Immunology - the science of immunity

What do you think she is studying?

That is what we are going to find out in today's lesson.

Lesson Objectives : find out what immunology studies, what are its goals and objectives;

find out what a vaccine, serum, allergens, Rh factor, blood groups are;

get acquainted with the contribution of scientists to the development of immunology;

draw up a blood transfusion scheme, a “types of immunity” scheme,

Find out the value of the Rh factor and the cause of the Rh conflict.

IV. Discovery of new knowledge(Working with a presentation)

Teacher: Currently, there are many preventive and curative medical institutions that help us fight infectious diseases. We are vaccinated for free. But there were other times when they did not yet know about vaccinations.

Look at the screen (fragment from the movie "The Tale of Wanderings" - Plague in the City)

Teacher: This is what cities looked like in the 14th century. Why do you think I showed you this fragment? And what does it say? (people died from unknown diseases and did not know how to deal with them)

You were given individual tasks and the first task was: Find historical facts about the spread of terrible infections

History reference.

Teacher: Scientists around the world have set themselves a challenge. By all means find the cause of these terrible diseases. And the second student was given the task to find out how scientists solved this difficult problem.

The English scientist Edward Jenner (1749-1823) noticed that women who milked smallpox cows suffered from the disease in a mild form. Jenner took fluid from the smallpox vesicles of a woman with cowpox and transferred it to the boy's scratched skin. After some time, he infected the boy with smallpox, but the boy did not get sick. Jenner came to the conclusion that antibodies are formed in the boy's body that neutralize the smallpox virus.

vaccination

Teacher: Thanks guys. So why is there no epidemic of smallpox, plague on earth today? (Learned how to deal with them)

And how are they fought? (vaccinations, vaccines)

Exercise. Find in the textbook the definition of what is a vaccine?

And let's try to define what vaccination is?

(vaccine is a weakened bacterial virus, vaccination is the introduction of a vaccine)

Record these concepts on your worksheet.

Teacher: -What is vaccination for? (Produce immunity)

But what to do if the virus has already entered the body and began its destructive effect? (administered therapeutic serums)

What it is? Find the definition in a textbook and let's write it down together on a roadmap.

(serum - ready-made antibodies)

PR: So how do these two concepts differ?

When a vaccine is given, the human body produces antibodies on its own.

With the introduction of therapeutic serum, the body receives antibodies in finished form. Therapeutic serum is a preparation of ready-made antibodies.

Now take a look at the screen. Using the text in the textbook and the diagram on the board, try to explain how the anti-diphtheria serum preparation is prepared.

(tell about the preparation of whey)

Teacher: We are talking about immunology. And what do the concepts of vaccine and serum have to do with immunity?

(they contribute to the development of artificial immunity, only the vaccine is responsible for active immunity claim, and the serum for passive)

Teacher: What is immunity, and what other types of immunity do you know?

Fill in the cluster “types of immunity” in the worksheet. One person will do this at the whiteboard. (works with an interactive whiteboard)

Immunity

Natural Artificial

Species hereditary active passive

Acquired

active passive

(explain each type)

Teacher: Do I need to be vaccinated? (justify your answer)

Do you think everyone can be vaccinated?

(no, because some people have allergies)

What is an allergy? We had one more individual task, to find out what an allergy is.

Allergy

allergenic load per person.

Teacher: Well, now, so that we do not have an allergy to the school, let's rest a bit.

Fizkultminutka.

We go to school in the morning

And carry a briefcase with you.

Let's look around

Is anyone sneezing there?

To avoid allergies

Let's wipe the dust.

And on the desks, on the cabinets

(get up on your toes)

On the floor we wipe the dust

And we will start learning.

Teacher: Do you think there are such diseases against which there is no immunity? (Influenza, AIDS)

And this is one of the tasks of modern immunology to look for ways to deal with such serious diseases.

But this is not the only problem of science today. Now we will talk about another problem that immunologists have to solve. To determine the problem, you need to complete tasks on your tables. And now you will work in groups.

1 group

2 group

Teacher: But this is known today, but how did you find out about the existence of blood groups? We have another piece of history.

4. A bit of history

3 group

Read the article "Blood Transfusion" and answer the following questions.

4 group

Teacher: Let's go back to your work cards and draw up a blood transfusion chart. (one person at the blackboard)

II III

Amazing.

V. Primary consolidation of knowledge

Let's summarize today's lesson together. And for this, your work cards have tasks where you need to choose the right statements. These statements will be the conclusion of today's lesson.

1. Immunology is the science of immunity

2. Many diseases conquered

3. Vaccines against many diseases have been developed

4. Healing serums developed

5. Methods for the treatment of flat feet have been developed

6. Organ transplant methods developed

7. Studied human skeleton

8. Developed a blood transfusion technique

9. Anatomy is the science of the structure of the human body

10. Allergy drugs developed

11. The action of direct and feedback in the nervous system

VI. Homework

§ 19.rep. §§ 17-19

VII. Reflection

Pupils raise white card, if you agree with the statement, red - if you don't agree.

1. The first vaccine was created by Louis Pasteur.

2. A sick person needs to be vaccinated.

3. A person with I blood group is a universal donor.

4. A person with III blood group is a universal recipient.

5. A person can get sick with dog distemper.

6. I learned the material well.

7. I will definitely get a flu shot.

8. I did a great job at the lesson.

Teacher: Thank you for the excellent fruitful work in the lesson. I wish you not to get sick, take care of your health. The lesson is over. See you.

Preview:

1 group

Read the article "Tissue Compatibility" and answer the following questions.

1. In Cape Town (South Africa) in 1967, a heart transplant was performed. The operation was successful, but the patient lived only 18 days. Why do you think this happened?

2. What tasks should be solved by surgeons involved in tissue and organ transplantation?

2 group

Read the article "Blood Transfusion" and answer the following questions.

1. Pope Innocent VIII, dejected by old age, ordered to infuse himself with blood from three young men, but this caused his death. Why?

2. How many blood groups are there?

3 group

Read the article "Blood Transfusion" and answer the following questions.

1. What are the names of people who give blood and receive it? Why people with blood type I have long been considered universal donors. And what about people with group IV - universal recipients?

2. What are the rules for transfusion today? Why do military chevrons indicate the blood type?

4 group

Read the article "Rh factor" and answer the following questions.

1. What else do you need to know for a successful blood transfusion? What protein is found in erythrocytes? What groups are people divided into in connection with this protein?

2. Why do future parents need to know each other's Rh factors?

Preview:

History reference.

Epidemics of plague, cholera, smallpox left a deep mark in the history of mankind. In the 4th century in the Byzantine Empire, the plague lasted 50 years and claimed 100 million people. Human. The plague in the 14th century in Europe killed a quarter of the population of 10 million people. The plague was called the black death. Its epidemics produced tragic devastation.

In the 18th century, 400,000 people died of smallpox every year in Western Europe. She fell ill 2/3 born, out of eight, three died. It was then considered a special sign: "It has no signs of smallpox." People with smooth skin, without smallpox scars, were rare.

In the early 19th century, with the development of world trade, cholera began to spread. 6 epidemics of cholera have been registered. It was brought to Russia with caravans from Iraq and Afghanistan, and later from Western Europe. in Russia until 1917. For 59 "cholera" years, 5.6 million people fell ill and almost half of them died.

An influenza epidemic called "Spanish flu" in 1918-1919 claimed the lives of hundreds of thousands of people.

History of development of Immunology.

The roots of this science lie in ancient times, so 1000 years before our era, Chinese and Indian doctors knew that a person who was vaccinated with a substance from the scabs of people who had smallpox, with subsequent infection, is easier to tolerate this disease. The Chinese, wishing to prevent smallpox, sucked into the nose, like tobacco, dried and crushed crusts of smallpox patients. This method was called variolation.

In 1762 The English physician Dimsdal was awarded 10 thousand pounds sterling for the variolation that he made to Empress Catherine II and the heir to the throne, he was presented with a portrait of the empress, given the title of baron, the rank of state councilor and the title of life physician, as well as a pension of 500 pounds in year. But that didn't solve the problem.

The English scientist Edward Jenner (1749-1823) noticed that women who milked smallpox cows suffered from the disease in a mild form. Jenner took fluid from the smallpox vesicles of a woman with cowpox and transferred it to the boy's scratched skin. After some time, he infected the boy with smallpox, but the boy did not get sick. Jenner came to the conclusion that antibodies are formed in the boy's body that neutralize the smallpox virus.

On May 14, 1796, E. Jenner showed that vaccination of people with the causative agent of cowpox protects them from infection with human smallpox. This method is called vaccination (lat. "Vakka" - a cow) and thanks to him in the world since 1979. Not a single case of smallpox has been reported.

The French microbiologist Louis Pasteur (1822-1895) continued Jenner's work. He was the first to understand that microbes are the causative agents of infectious diseases, and drew attention to the fact that after suffering a disease, a person usually does not get sick. Pasteur suggested that if the micro-organisms could be weakened so that they could only cause a mild disease in humans, then the person who had such a disease would be protected from microbes that cause the same natural disease. Experiments confirmed this idea and vaccines were created. Pasteur developed the method of vaccination. July 6, 1885 entered the history of science forever. It was on this day that the boy Joseph Meister, bitten by a mad dog, was vaccinated with the rabies vaccine developed by L. Pasteur. This man received 13 injections of the vaccine for the first time and survived.

A great contribution to the development of immunology was made by the Russian scientist I.I. Mechnikov. Developed the phagocytic theory of immunity. Which we already talked about in the previous lesson.

Allergy

Allergy is an increased sensitivity of the body to certain environmental factors (food, odorants, chemicals, dust, pollen). The substance that causes an allergy is called an allergen.

An allergen can be: room dust, pollen, washing powders, antibiotics, dog or cat hair, fish food, plants, food, poplar fluff, emissions from urban and rural enterprises.

The allergen that enters the body causes an immune reaction, while substances that damage cells are released. There is redness, itching and other signs of irritation. For example, irritation of the nasal mucosa leads to a runny nose and sneezing. Irritation of the bronchial mucosa to cough and increased sputum production.

The last decades of the 20th century are characterized by a significant increase in the frequency of allergic diseases. The prevalence of allergy resembles an epidemic, over the past 20 years it has increased by 3-4 times and covers from 10 to 30% of the population in different countries of the world, and the disease often occurs in a severe, unusual form. This is due to the strengtheningallergenic load per person.

The deteriorating ecological situation, irrational nutrition, excessive drug therapy, uncontrolled use of antibiotics, stress, sedentary lifestyle, climate change... All this increases the human body's exposure to allergens - even those that have always existed.

And if the 20th century was the century of cardiovascular diseases, then the 21st century, according to the forecasts of the World Health Organization, will become the century of allergies.

A bit of history

Since time immemorial, people have known that blood is the bearer of life. An ancient man, being a hunter, a warrior, observed how, as the loss of blood, the life of a person or animal defeated by him fades away. It was believed that with the help of fresh blood, a person could be cured or rejuvenated. In ancient Rome, weakened people, the elderly were given to drink the blood of dying gladiators.

The first successful blood transfusion in the history of medicine was performed in 1667 in France by Jacques-Baptiste Denis and the surgeon Efferez. A sixteen-year-old boy was transfused with 250 ml of lamb blood. The transfusion was successful and the patient recovered.

In the 17th century, about 20 such blood transfusions were performed in Europe, many were unsuccessful. The authorities and the church prohibited the transfusion of blood from an animal to a person.

The first blood transfusion to a person from a person was carried out by the English professor of obstetrics and gynecology J. Blundell (1819). He gave a blood transfusion to a woman in labor who was dying of blood loss. But not all blood transfusions ended in recovery, many patients died for reasons unknown to doctors. Medicine came close to finding out the reasons for the incompatibility of human blood.

The greatest discovery in this area was made by the Austrian scientist Karl Landsteiner. Experimental studies 1900-1907 made it possible to identify human blood groups, after which it became possible to avoid fatal complications associated with the transfusion of incompatible blood.

As a result of numerous experiments with blood in vitro (in test tubes) and evaluation of possible combinations, K. Landsteiner found that all people, depending on the properties of blood, can be divided into three groups. A little later (1906), the Czech scientist Jan Jansky singled out the fourth blood group and gave all the designations that still exist today. It should be noted that Jan Jansky was a psychiatrist and made his discovery while studying the blood of mental patients, believing that the cause of mental illness lies in the properties of blood.

In 1930, K. Landshteiner was awarded the Nobel Prize for the discovery of blood groups.

In 1940, K. Landsteiner and Alexander Wiener discovered another Rh factor protein in the blood. 15% of people do not have this protein.

Preview:

The date_______________________

Subject _____________________________________________________________________

The bliss of the body is in health, and the bliss of the mind is in knowledge.

Thales of Miletus.

Immunology is ________________________________________________

The vaccine is ____________________________________________________________

Vaccination is ___________________________________________________

Serum is ________________________________________________________________

Signs of comparison	Vaccine	Serum
What does it contain?
How does the body get antibodies?
How fast does immunity develop?
What is it used for?

Allergy is ___________________________________________________________________

Blood transfusion scheme

II III

Exercise (choose the correct statements)

1. Immunology is the science of immunity

2. Defeated many diseases

3. Vaccines against many diseases have been created

4.Medical serums have been developed

5. Methods for the treatment of flat feet have been developed

6. Methods of organ transplantation have been developed

7. Studied human skeleton

8. A blood transfusion technique has been developed

9. Anatomy is the science of the structure of the human body

10 Allergy Drugs Have Been Developed

11. The action of direct and feedback in the nervous system

Read what you got - these will be the conclusions from the lesson

Homework:§ 19, repeat §§ 17-19

Biology lesson plan in grade 8

Topic: "Immunology in the service of health"

Target: to form knowledge about the mechanism of immunity production, types of immunity, differences between vaccines and vaccinations, blood transfusion conditions, Rh factor.

Tasks:

Tutorials: introduce students to the science of immunology; determine the role of vaccines in the prevention of diseases and therapeutic sera in their prevention and treatment; introduce the classification of immunity;

Educational: continue to develop skills of independent work and work in groups; to form skills and abilities to systematize and generalize the acquired knowledge;

Educational: continue to educate students in the desire to preserve and strengthen their health; responsibility for completing tasks.

Lesson type: combined

Lesson Methods: problematic, partially exploratory, reproductive, creative, verbal.

Forms of organization of educational activities: individual, group, independent.

Universal learning activities:

Subject learning outcomes:

Know the importance of immunology for solving the problem of maintaining human health;

Describe the use of vaccines and sera;

Compare immunity: natural and artificial, passive and active;

Reproduce definitions of concepts « allergy », « allergen », « tissue compatibility », « donor », « recipient »;

Know the blood types of a person and the rules for their transfusion; explain the mechanism of Rhesus conflict.

Meta-subject learning outcomes:

Cognitive - to use various sources of information, including electronic ones, to solve the assigned tasks; build a logical chain of reasoning;

Regulatory - to control and evaluate the results of their own activities, to make adjustments to their implementation;

Communicative - fully and accurately express their thoughts, argue their own point of view, engage in dialogue and discussion; work effectively in pairs and groups in solving a learning problem.

Personal learning outcomes:

Recognize the practical value of knowledge on immunology;

Show cognitive interest aimed at studying the mechanisms of immunity.

Equipment: computer, presentation "Immunology in the service of health", instructional cards for students, Biology textbook. Man. D.V.Kolesov, R.D.Mash, I.N.Belyaev

During the classes:

I. Organizing time:

II.Updating knowledge about immunity and infectious diseases.

Front poll:

Name the protective barriers of the body.

What is immunity?

What does nonspecific immunity mean?

What are antigens7

Specify the difference between cellular and humoral immunity.

Name the immune systems.

What is AIDS?

Name the ways of transmission of HIV infection.

List infectious diseases.

III/ goal setting: "Guys, just yesterday, we wrote down an entry in the diaries: "The students of our school will be vaccinated against the flu." Yes, and among the population, vaccination is also carried out. Why do we need vaccinations?

What do you think, what is the topic of our lesson?

IV . Learning new material:

Slide number 1. Theme and objectives of the lesson.

The history of the invention of the vaccine.

The story of the teacher with a demonstration of the presentation.

Why are vaccines used in some cases and sera in others? ?

What should be taken into account when transfusing blood?

What does the science of immunology study?

To answer these questions, we must work with § No. 19.

We will work both individually and in groups.

Open §№19, take instruction cards. (attached).

Read and complete task No. 1. (individual work).

Slide #3 - Check the correctness of the task. You can correct or add.

Read task number 2. (individual work). Familiarize yourself with the classification of immunity, pay attention to what it is based on.

Pay attention to the connection of this classification with the concepts of "vaccine" and "serum". (All this is due to artificial immunity)

Checking student work slide number 4.

Guys, now you will work in groups. But first, I want to ask you a question, which you will try to answer after completing the assignments received.

Listen carefully:

Calcium salts are removed from donor blood by adding substances that precipitate these salts. Why do they do it?

Group work.(The tasks are the same, but it is possible that the groups will choose a different type of creative work as their homework). Students are asked to sit in groups. Coordinators are appointed by the teacher in advance and they themselves form groups.

Read question #3 carefully. (attached).

Students are introduced to the concepts of "allergy" and the causes of tissue incompatibility.

Groups receive different tasks.

Task No. 4 for group No. 1. (attached)

Task number 5 for group number 2. (attached)

Read the assignments.

Pay attention to the correctness, accuracy of the task.

Results on slides 5 and 6. Models of immunology are discussed frontally and written down in a notebook.

Let's return to the question that I asked you before doing task number 3.

If students cannot answer the question, invite them to remember: what affects blood clotting?

Slide number 7. Answer to the question: Donated blood is transfused to people who need it. As a result of calcium removal, this blood does not clot and can be stored for a long time.

V. Fixing:

A game:"Tic Tac Toe"

Groups choose either "X" or "O".

Questions for the game: 1. What is a vaccine? 2. Name the method of acquiring artificial passive immunity. 3. Name the method of acquiring natural active immunity. 4. What is an allergen? 5. A substance that causes an immune response. 6. The process of devouring a foreign substance. 7. The ability of the body to get rid of foreign bodies. 8. A person who donates blood. 9. He created the first vaccine.

VI. Reflection: What new did you learn in today's lesson?

How did you study the material today, what did you like about working in groups?

How did the slides help you?

VII . Homework:§ 19.

Group work. Task number 3. Complete a creative challenge.

Try to imagine concepts allergy and tissue compatibility in any of the proposed forms:

1. mini essay;

   mini-tale or poem;

   poster, etc.

choice.(attached)

VIII . Summing up the lesson and grading.

Instructional card for the lesson

Class: 8

The purpose of the lesson: Familiarization of students with the protective mechanism of the body - immunity.

• Educational: to reveal the concept of immunity, to introduce the mechanism of action of immunity, to justify the need for vaccination.
• Educational: to form a sense of pride in the achievements of domestic medicine in the fight against infectious diseases.
• Educational: To form skills: to independently work with the text of the textbook, slides and diagrams; extract the required information.

Equipment: portraits of L. Pasteur, I.I. Mechnikov, self-made scheme “Immunity”, vaccination calendar, slide presentation.

Type of lesson: learning new material.

I. Organizational moment

Slide number 2.

Teacher: Guys, look at the screen. These are the words of the outstanding Russian physiologist I.I. Mechnikov.

There were many questions that mankind could not answer. People could not understand why two people are in the same conditions, where there is a possibility of contracting an infection, but one of them gets sick and the other does not. How can this be explained?

Students express their opinions.

Teacher: Today in the lesson we will try to find the answer to this question, and consider the importance of the defense mechanisms of our body.

When studying a new topic, we need knowledge about the composition of blood and about the formed elements of blood.

II. Checking the material covered

Slide number 3.

The teacher conducts a frontal conversation on the material covered. In the course of which questions are projected on the screen.

III. Assimilation of new knowledge

1. History of discoveries.

Teacher: Infectious diseases have been known for a long time. For many decades, humanity has tried to fight these diseases. One of the first to do this was EDWARD JENER.

Student message. Slide #4

Edward Jenner is an English physician and inventor of the smallpox vaccine.

Teacher: The case of Edward Jenner was continued by Louis Pasteur. Liu Pasteur was the first to understand that microbes are the causative agents of infectious diseases and drew attention to the fact that after the transfer of the disease, a person, as a rule, does not suffer from this disease anymore.

Student message. Slide number 5. Slide #6

Louis Pasteur - French chemist, the greatest explorer.

Teacher: Guys, you see a portrait of I.I. Mechnikov. Why is his portrait next to the portraits of Gener and Pasteur?

Slide number 7.

Teacher: Pasteur and Mechnikov are considered the founders of the science of immunology.

Immunology is a branch of medical science about the body's immunity to infectious diseases, its defense mechanisms.

Our body is able to protect itself from the harmful effects of microorganisms. Having penetrated the body, they meet with its protective forces - immunity.

Teacher: The topic of our lesson is IMMUNITY.

You and I will consider the types of immunity, find out the role of blood cells in the formation of immunity.

Slide number 8.

Teacher: Immunity is the ability of the body to protect itself from pathogens.

We have already studied the phenomenon of phagocytosis, but there is another way to protect.

Its essence is that in response to the appearance of foreign compounds in the body, protective substances are released that eliminate foreign compounds.

Teacher: foreign substances are called antigens(these are microorganisms, viruses and any cells whose composition differs from the composition of the body's own cells.

Produced against antigens antibodies.

Antibodies are synthesized by special cells - lymphocytes.

There are several types of lymphocytes in the body.

Teacher: Each type of antibody is able to neutralize a strictly defined antigen, exactly the one that was found by the T-lymphocyte.

(antibody selectivity is projected on the board)

Teacher: When the antigen enters the body a second time, antibodies are produced faster. This phenomenon is called immune memory. They say they have developed immunity.

2. Types of immunity.

Slide number 9.

Teacher: How is artificial immunity different from natural immunity?

(Students give their guesses.)

Teacher: - What do you think, what does innate immunity mean?

There are antibodies in the blood from some diseases (distemper of dogs, etc.).

What does acquired mean?

As a result of an illness or with mother's milk.

Teacher: Artificial immunity is developed in two ways: the introduction of a vaccine and the introduction of a therapeutic serum.

Teacher: Remember what E. Jener introduced to prevent smallpox?

Fluid from smallpox vesicles, i.e. weakened microorganisms.

Vaccines are a culture of weakened microorganisms.

Teacher: What happens when a vaccine is given?

T-lymphocytes recognize, and B-lymphocytes produce antibodies. active immunity.

When a person is already sick, they inject therapeutic serum, which contains ready-made antibodies.

This is passive immunity.

3. Diseases associated with weakened immunity.

Student message “Allergy”

Characteristics of diseases resulting from weakened or damaged immunity: AIDS, influenza. A story with elements of a conversation about disease prevention.

C - syndrome

P - acquired

I - immuno

D - deficit

- What do you know about AIDS?

How can you protect yourself from getting AIDS?

Is the flu dangerous?

- Do you think there is immunity against influenza, AIDS?

IV. Checking students' mastery of new material

Teacher: Guys, let's imagine such a case.

A child was admitted to the hospital, he was diagnosed with diphtheria. Its pathogens affect the mucous membrane of the throat, and their poisons are carried by the blood throughout the body, causing severe poisoning.

What should be administered to the child: a vaccine or a therapeutic serum? Why?

Teacher: In February - March, there is an epidemic of influenza. How can you protect yourself from the flu? What should I administer: a vaccine or a therapeutic serum? Why?

Teacher: There is a vaccination system in our country. Look at the vaccination card.

(vaccination card under consideration)

Teacher: Guys, we have considered the protective mechanism of the body - immunity, types of immunity.

And what do you think, which factors strengthen the immune system, and which weaken it.

On the tables of students is a table "The role of factors that weaken and strengthen the immune system."

The teacher organizes a frontal conversation, during which the table is filled.

Factors that weaken the immune system	Immunity Boosting Factors
1. Bad habits	1. Healthy lifestyle
a)	a)
b)	b)
2. Energy exhaustion	Accounting for the energy costs of the body
a)	a)
b)	b)
in)	in
3. Stress destroys lymphocytes	3.
4. Physical inactivity	4

On the screen Slide number 9.

V. Summing up the lesson.

The teacher sums up the lesson, reports homework: paragraph 15, fill in the table “History of the development of ideas about immunity”.

Teacher: Today at the lesson we talked about an important property of the body - its defense mechanism.

From the penetration of bacteria and foreign substances, the body has external and internal protective barriers

The human body has external and internal protective barriers;

The internal defense mechanism is immunity;

The main role in the formation of immunity is played by white blood cells - leukocytes.