Part II: The Immune System

This section will introduce your students to the immune system. The activities in this section include:

Educators can sign up to get the link to the segment, lesson plans and full toolkit here.

disq2.png
Immune System Workbook.png
MedicinalMining.png

Part II: Standards Alignment

IMMUNE SYSTEM WORKBOOK

NGSS standards & Cross-cutting concepts:

 1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.
 2. Cause and effect. Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts. 
4. Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.
6. Structure and function. The way in which an object or living thing is shaped and its substructure determines many of its properties and functions. 
7. Stability and change. For natural and built systems alike, conditions of stability, and determinants of rates of change or evolution of a system are critical elements of study. 

LS1.A: Structure and Function 

  • HS-LS1-1. I can explain using evidence how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. 

  • HS-LS1-2. I can develop and use a model to illustrate the complex organization of interacting systems that provide specific functions within multicellular organisms. 

 

AP Biology Connections

Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes

  • LO 3.5 The student can justify the claim that humans can manipulate heritable information by identifying at least two commonly used technologies

  • LO 3.6 The student can predict how a change in a specific DNA or RNA sequence can result in changes in gene expression

  • LO 3.21 The student can use representations to describe how gene regulation influences cell products and function

  • LO 3.22 The student is able to explain how signal pathways mediate gene expression, including how this process can affect protein production.

  • LO 3.23 The student can use representations to describe mechanisms of the regulation of gene expression

  • LO 3.29 The student is able to construct an explanation of how viruses introduce genetic variation in host organisms

  • LO 3.33 The student is able to use representation(s) and appropriate models to describe features of a cell signaling pathway

  • LO 3.34 The student is able to construct explanations of cell communication through cell-to-cell direct contact or through chemical signaling

  • LO 3.35 The student is able to create representation(s) that depict how cell-to-cell communication occurs by direct contact or from a distance through chemical signaling

  • LO 3.36 The student is able to describe a model that expresses the key elements of signal transduction pathways by which a signal is converted to a cellular response

  • LO 3.37 The student is able to justify claims based on scientific evidence that changes in signal transduction pathways can alter cellular response

  • LO 3.38 The student is able to describe a model that expresses key elements to show how change in signal transduction can alter cellular response

MEDICINAL MINING LAB

NGSS standards:

  • HS-LS1-2 From Molecules to Organisms: Structures and Processes. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. 

  • HS-LS2-3 Ecosystems: Interactions, Energy, and Dynamics. Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

  • HS-LS3-2 Heredity: Inheritance and Variation of Traits. Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. 

  • HS-LS4-5 Biological Evolution: Unity and Diversity. Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
     

AP Biology Connections

  • LO 4.9 The student is able to predict the effects of a change in a component(s) of a biological system on the functionality of an organism(s). 

  • LO 4.11 The student is able to justify the selection of the kind of data needed to answer scientific questions about the interaction of populations within communities.

  • LO 4.13 The student is able to predict the effects of a change in the community’s populations on the community.

  • LO 4.19 The student is able to use data analysis to refine observations and measurements regarding the effect of population interactions on patterns of species distribution and abundance.

  • LO 4.21 The student is able to predict the consequences of human actions on both local and global ecosystems.

  • LO 4.27 The student is able to make scientific claims and predictions about how species diversity within an ecosystem influences ecosystem stability. 

  • Facebook - White Circle
  • Twitter - White Circle
  • Instagram - White Circle

For rating reasons, go to mpaa.org, filmratings.com

© 2020 All Rights Reserved