TITLE of LESSON
Immune system – HI-Virus and HIV-infection
LANGUAGE
German and English
DESCRIPTION OF LESSON
KEYWORDS
Immune system, immune response, HIV, HI-virus, human immunodeficiency virus, HI-infection, host cell, antibody,
T-helper cell, receptor, cell membrane receptor, retrovirus, RNA, capsid, reverse transcriptase, viral envelope,
AIDS, Acquired Immune Deficiency Syndrome
BRIEF OVERVIEW OF
LESSON CONTENT
As pupils already know the general structure of a virus cell and the process of viral infection (see lesson 3),
teachers pulse on the question which structure is decisive [Ausschlag gebend] for the specific functions during
viral infection. The specific properties and structure of the HI-virus are described. The lesson closes with the
discussion of the course of the quantity curves during different time periods. They learn the difference between
HIV infection and AIDS as illness.
SUBJECT COVERAGE
Secondary Science
CURRICULUM
see “Unit of work”
LEARNING OBJECTIVES
Learners …
 explore the 3-dimensional structure of a HIV virus (mental modelling)
 formulate hyphothesis about the special mechanism of HIV infection (cognitive flexibility)
 discuss scientific ideas to combate HIV virus and prevent human beings from HIV infection (situated learning,
cognitive flexibility)
 understand the difference between infection and illness
MATERIALS REQUIRED
 IWB, tablets of own mobile devices; app explaineverything
 paper for concept maps and “information graphic”
DURATION
2 x 45 min
TARGET AUDIENCE
Secondary School (in Germany: Realschule, Gymnasium)
AGE RANGE
14 – 16
CONNECTION
Lesson 6 of 8 in this Unit of work
ASPECTS FOR
COLLABORATION
work in small teacher moderated goups, creating concept maps on IWB and „talking graphics“ with
explaineverything via internet connection
REQUIRED KNOWLEDGE
Basic knowledge about immune system and immune response, structure of a virus
EDUCATIONAL DESCRIPTION OF LEARNING ACTIVITY / ACTIVITIES
SUGGESTIONS FOR USE IN THE CLASSROOM
1
2
ACTIVITY
DESCRIPTION
METHODOLOGY
KEY QUESTIONS FOR
SCAFFOLDING
Structure of HI-virus
The interactive resource
“Structure of an HI-virus” explores
the characteristical components of
this special virus.
Alternative to a static 2D-model a
turnable and zoomable 3D-model
should be used.
Teachers can use this
micromodule to moderate pupils
work while they investigate the
HIV virus by their own on a tablet
or desktop computer.
Teacher focuses dialogue on the
understanding, that specific virus
structure (or components) have
specific functions.
Know the specific structures of a
HI-virus and explain their specific
functions.
ACTIVITY
DESCRIPTION
METHODOLOGY
KEY QUESTIONS FOR
SCAFFOLDING
“Reproduction of an HI-virus”
Cooperative concept mapping to
describe the complex process of
HI-virus infection and
reproduction.
Describe the typical phases of
virus infection and virus
reproduction (repetition, compare
lesson 3).
The interactive resource “Reproduction
of an HI-virus” shows an step by step
trickfilm of the process of HIV infection.
Special focus here is the contact
junction between virus and host cell
using a specific cell membrane
receptor.
Pupils remember the general
processes of viral infection (see lesson
3) and transfer knowledge to specific
conditions of HIV infection.
Teachers can inform pupils, that HIV
virus attacks T-helper cells in special to
multiply itself. Pupils may formulate
hypothesis on the consequences to
immune response in this case.
LEARNING OBJECT/S
The interactive resource “Structure of
HI-virus” provides a deep insight into
structure and function of molecular
components of a virus
The strategy of HI-virus has a
fatal impact of human immunity
because it uses T-helper cells as
host cells. Explain.
LEARNING OBJECT/S
The interactive resource
“Reproduction of an HI-virus” shows
an step by step trickfilm of the
process of HIV infection
3
ACTIVITY
DESCRIPTION
METHODOLOGY
KEY QUESTIONS FOR
SCAFFOLDING
“HIV infection – from infection
to illness”
Creating a „talking graphic“ on IWB or
tablets – if possible via network
connection (i.e. with app
explaineverything). This graphic
points out small informations texts
posted on the curves to the three
phases of HIV-infection.
Pupils formulate hypothetic strategies
to defend the virus in the different
stages of infection, incubation an
illness.
Talk, discussion, documentation and
presentation allows international
cooperative / collaborative learning
situations.
An infection by HI-virus often
remains unnoticed by the patient.
Understand the difference
between infection, incubation and
illness (AIDS).
The interactive resource “HIV
infection – from infection to illness”
shows the course taken by infectious
deseases in 3 phases. It indicates the
relative quantities in blood of HIV
virus, antibodies and T-helper cells.
Pupils can estimate the course of the
quantity curves during different time
periods. They learn the difference
between HIV infection and AIDS as
illness.
4
LEARNING OBJECT/S
The interactive resource “HIV
infection” indicates the relative
quantities in blood of HI-virus,
antibodies and T-helper cells.
QUESTIONS FOR WHOLE CLASS DISCUSSION FOLLOWING LEARNING ACTIVITIES:
> See “Key Questioning for scaffolding”
ASSESSMENT METHODS
DIFFERENTIATION
Teacher moderates group phases, teacher observation
Results on tablets, smartphones, IWB
Results with concept maps and “talking graphic”
Mixed ability groups for active working
Buddy system to aid less able children
Differentiated questioning to support and challenge less able and exceptionally able children
Differentiated documentation records on IWB (concept map) or “talking graphic” (print or app)
CREATOR
Steffen Schaal, Toni Cramer
RIGHTS
Creative Commons 3.0 (or use only, if resource from Klett Verlag)
ANNOTATION USER
ANNOTATION DESCRIPTION