Keeping Healthy AQA Biology B1.1 Lesson to review key concepts and processes from the unit Learning objectives: Review key concepts from the topic keeping healthy Be able to create a concept map of prior knowledge Be able to create links between dietary issues and health Describe immunity in the body and compare with vaccination Be able to evaluate different treatments for a range of conditions affecting health. Activity 1 – Concept map Students use the concept map template to recall key words and terms associated around topic of keeping healthy. There are 6 spaces on the template, but students have the space to add in more stalks to the concept map and add additional terms. The terms listed can then be annotated underneath, or linked with other stalks (giving reasons) in the concept map to extend some students. Activity 2 – Hexagons The students are given cut-out hexagons, each one with a term to do with the dietary effect on health. Students need to place these hexagons together and link the words. They need to describe why they have linked two or more hexagons together and give their reasoning. This can also be used to follow the solo taxonomy structure of uni-structural, multi-structural, relational and so on. There are also 3 blank hexagons on the template. These could be used by students to add in their own terms and link with others, or could be used by staff to add in additional terms to stretch and challenge some students. Activity 3 – Immunity statements and vaccination comparison Students are given a set of statements that describe the process of immunity. In pairs or small groups, students match these into the correct order. Once finished, they complete the Venn diagram, using their statements to compete information about immunity and filling to describe similarities of vaccinations and differences. Activity 4 – Patient problems Students are given 4 patient cards and read over the problems, selecting one of the answer choices. They then complete the student sheet, trying to identify the condition, and explain what course of treatment they used and explain the correct treatment if different from their own. Activity 5 – Fishbone graphic organiser Students are given the fishbone template graphic organiser, and using the headings add in details on the spines to explain how that heading effects keeping healthy. Unlike the first concept map where they are recalling simple terms and facts they can remember, here they are using the knowledge they have reviewed to add in much more detail. Keeping Healthy Malnutrition Metabolic Rate Energy Obesity Statins Cholesterol Body Mass Index Inherited Factors Food Nutrients A pathogen enters the body White blood cells detect the antigens on these foreign cells and create antibodies The antibodies attach themselves to the antigens on the pathogens Some of these antibodies act as antitoxins and cancel out any harmful toxins made by the pathogens Other antibodies clump pathogens together for action by other white blood cells These other white blood cells engulf and digest the pathogens These types of white blood cell are called phagocytes and this process is phagocytosis When the pathogen has been removed from the body, some antibody producing white blood cells remain The white blood cells that remain are called memory cells, and will quickly produce antibodies if the same pathogen enters the body again If the pathogen does enter the body again, it can be destroyed before causing any harm or symptoms. This is known as immunity Sometimes a pathogen can change or mutate, so the antibodies we produced are no longer effective. Immunity differences Vaccination differences di Similarities Problem 1 Problem 2 A patient in the doctor’s surgery is complaining of being lethargic and out of breath often. He is overweight and blood pressure and cholesterol tests are both high. There is also a family history of high cholesterol levels What treatment would you recommend: A patient in the doctor’s surgery has presented several symptoms. They have a heavy cold and runny nose, head-aches and aching joints. They are also complaining of being weak and tired and sneezing often What treatment would you recommend: A – Prescribe a course of antibiotics to treat his condition B – Prescribe statins to treat his condition C – Do nothing and let their own immune system deal with it D – Explain that they are malnourished and create a dietary plan for them A – Prescribe a course of antibiotics to treat his condition B – Prescribe statins to treat his condition C – Do nothing and let their own immune system deal with it D – Explain that they are malnourished and create a dietary plan for them Problem 3 Problem 4 A patient in the doctor’s surgery is complaining of feeling weak, tired, light headed and dizzy. They have a low blood pressure and their BMI is 16.2 What treatment would you recommend: A – Prescribe a course of antibiotics to treat his condition B – Prescribe statins to treat his condition C – Do nothing and let their own immune system deal with it D – Explain that they are malnourished and create a dietary plan for them A patient in the doctor’s surgery has a fever, head-aches and a throat infection. After plating out a sample from a throat swab, a strain of pathogenic bacteria has been found in the patient. What treatment would you recommend: A – Prescribe a course of antibiotics to treat his condition B – Prescribe statins to treat his condition C – Do nothing and let their own immune system deal with it D – Explain that they are malnourished and create a dietary plan for them Problem 1. I think this patient is suffering from__________________ 2. I think this patient is suffering from__________________ 3. I think this patient is suffering from__________________ 4. I think this patient is suffering from__________________ What did you do? Why? What should you do? Why? Healthy Eating Microorganisms Antibiotics Keeping Healthy White blood cells Vaccinations