Summary of a biology lesson on the topic “Immunity. Lesson summary: Immunity
Elena Babeshko
Lesson summary "Immunity" biology 8th grade
Biology lesson notes on the topic"Immunity. ". 8th Class
Babeshko Elena Vladimirovna, teacher biology and chemistry
Target lesson: introducing students to the body’s defense mechanism – immunity.
Tasks:
Educational: reveal the concept immunity, introduce the mechanism of action immunity, justify the need for vaccination.
Educational: to create a sense of pride in the achievements of domestic medicine in the fight against infectious diseases.
Developmental:Build skills: slides and diagrams; extract the necessary information.
Equipment: computer, projector, vaccination calendar, slide presentation.
Type lesson: learning new material.
Slide No. 1.
Teacher: Guys, look at the screen. These are the words of the outstanding Russian physiologist I.I. Mechnikov.
There were many questions that humanity 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. Why do you think?
Target today for lesson We will try to find the answer to this question.
When studying new topic we need knowledge about the composition of blood and the formed elements of blood.
II. Checking the material covered
Slide number 2.
The teacher conducts a frontal conversation on the material covered. During which questions are projected on the screen.
III. Learning new knowledge
1. History of discoveries.
Teacher: Infectious diseases have been known for a long time. Slide No. 3
Reading an excerpt from the work of A. S. Pushkin "Feast in Time of Plague". Historical data.
Now the church is empty;
The school is tightly locked;
The cornfield is idly overripe;
The dark grove is empty;
And the village is like a home
Burnt, standing, -
Everything is quiet. One cemetery
It is not empty, it is not silent.
Every minute they carry the dead,
And the lamentations of the living
They timidly ask God
Calm their souls!
We need space every minute,
And the graves among themselves.
Like a frightened herd,
They huddle together in a tight line.
(Excerpt from A. S. Pushkin’s work “A Feast During the Plague”).
Teacher:
Epidemics of plague, cholera, smallpox, and influenza left a deep mark on the history of mankind.
In the 14th century, a terrible epidemic swept through Europe "black death", which killed 15 million people. It was a plague that swept through all countries and killed 100 million people.
Natural smallpox, called "black pox". The smallpox virus caused the death of 400 million people, and the survivors became permanently blind. 6 cholera epidemics have been registered, the last one in 1992-93 in India and Bangladesh. Influenza epidemic called "Spaniard" in 1918-19 claimed the lives of hundreds of thousands of people; epidemics called "Asiatic", "Hong Kong", and these days - "pork" flu.
For many decades, humanity has tried to fight these diseases. Outbreaks of infectious diseases are called epidemics. The involvement of microbes in infectious diseases was proven by the French scientist Louis Pasteur.
He expressed the idea that if you infect a person with weakened microbes that cause a mild illness, then in the future the person will not get sick with this disease. He'll run out immunity. This idea was prompted by the work of the English doctor Edward Jenner. Slide number 4
Message: In 1796, the English doctor Edward Jenner discovered that people who had cow fever were not afraid of smallpox. Then Jenner decided to inject liquid from the pustules of a sick cow into the human body. He took some liquid from the blisters on the cow's udder and rubbed it into a scratch on the person's skin. The infected person developed a mild form of smallpox. His first patient was a boy, to whom he inoculated with liquid from cow pockmarks, and after some time inoculated with human smallpox. The boy did not get sick. People vaccinated in this way never got smallpox. He called his invention a vaccine (from the Latin word "vaca" - "cow"). Scientific explanation Jenner did not find his success; he simply guessed that with the introduction of a weakened pathogen, the body itself would be able to protect itself from it.
Message: The name of Louis Pasteur Slide No. 5 is associated with the appearance of many vaccines against various diseases, for example, the vaccine against rabies. The rabies virus infects cells nervous system. In a sick animal or person, water causes convulsions of the pharynx and larynx. It is impossible to drink, although I am thirsty. Death can occur from paralysis of the respiratory muscles or cessation of cardiac activity. Therefore, immediately after a bite you should immediately consult a doctor. He will carry out a course of vaccinations against rabies, which were proposed by Louis Pasteur.
Teacher: Guys, you see a portrait of I. I. Mechnikov. Why is his portrait next to the portraits of Gener and Pasteur?
Slide number 6.
Teacher: Pasteur and Mechnikov are considered the founders of science immunology.
Immunology– a section of medical science about the body’s immunity to infectious diseases and its defense mechanisms.
Our body is able to protect itself from the harmful effects of microorganisms. Having penetrated the body, they encounter its protective forces - immunity.
Teacher: theme of our lesson IMMUNITY.
We will look at the types immunity, let's find out the role of blood cells in the formation immunity.
Slide number 7.
Teacher: Immunity– the body’s ability to protect itself from pathogens.
(Slide 1 Biology 8. Bustard)
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.
Antibodies are produced against antigens.
Antibodies are synthesized by special cells - lymphocytes. (Slide 2 Biology 8. Bustard)
There are several types of lymphocytes in the body. Slide 8.
Teacher: Each type of antibody is capable of neutralizing a strictly defined antigen, precisely the one that was detected by the T lymphocyte. When the antigen enters the body a second time, antibodies are produced faster. This phenomenon is called immune memory. They say he's worn out immunity.
2. Types immunity. Slides 3-5 Biology 8. Bustard
Slide number 9.
Immunity
Natural Artificial
congenital acquired active passive
vaccine therapeutic serum
Teacher: Than artificial immunity different from natural immunity?
(Students express their guesses.)
Teacher: - What do you think innate means? immunity?
There are antibodies in the blood against some diseases (canine distemper, etc.).
What does acquired mean?
As a result of a previous illness or through mother's milk.
Teacher: Artificial immunityproduced in two ways: introduction of a vaccine and administration of a therapeutic serum.
Teacher: Remember what E. Jenner introduced to prevent smallpox?
Liquid from smallpox vesicles, i.e. weakened microorganisms.
Vaccines are a culture of weakened microorganisms.
Teacher: What happens when a vaccine is administered?
T - lymphocytes recognize, and B - lymphocytes produce antibodies. Active immunity.
When a person is already sick, a therapeutic serum is administered, which contains ready-made antibodies.
It's passive immunity.
3. Diseases associated with weakening immunity. Slides 11-15
Student message “Allergies”
Characteristics of diseases resulting from weakening or damage immunity: AIDS, flu. A story with elements of conversation about disease prevention.
C – syndrome
P – acquired
AND - immuno
D - deficiency
– What do you know about AIDS?
– How to protect yourself from contracting AIDS?
– Is the flu dangerous?
– Do you think there is immunity against influenza, AIDS?
IV. Checking students' understanding of new material
Teacher: Guys, let's imagine such a case.
A child was admitted to the hospital and 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?
Teacher: In February - March there is an influenza epidemic. How can you protect yourself from the flu? What to enter: vaccine or therapeutic serum? Why?
Teacher: Our country has a vaccination system. Look at your vaccination card.
(vaccination card is being considered) Slide 16
Teacher: Guys, we have considered defense mechanism body - immunity, kinds immunity.
What factors do you think strengthen immunity, and which ones weaken.
On the students’ desks is a table “The role of factors that weaken and strengthen immunity".
The teacher organizes a frontal conversation, during which the table is filled out.
Factors that weaken immunity Factors, strengthening immunity
1. Bad habits 1. Healthy lifestyle
2. Energy depletion Accounting for the body’s energy expenditure
3. Stress destroys lymphocytes 3.
4. Physical inactivity 4
On the screen Slide No. 16.
V. Summing up lesson.
The teacher sums up lesson,reports homework: pp. 136-137, c. 1-9
Teacher: Today on lesson We talked about an important property of the body - its defense mechanism.
The body has external and internal protective barriers against the penetration of bacteria and foreign substances;
External barriers are the skin and mucous membranes;
Internal protection mechanism – immunity;
The main role in the formation immunity play white blood cells - leukocytes.
04.03.2016 2946 569 Stakhovskaya Olga AnatolevnaBiology lesson on the topic "Immunity. Organs" 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. Studying new material.
4. Consolidation of knowledge
5.Homework
1. Org. moment Setting lesson goals (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 does blood plasma consist of? (salts, water, proteins, carbon dioxide, glucose and other nutrients and breakdown 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– use the text on the interactive board to determine which shaped elements are being discussed.
(tasks on the interactive whiteboard)
After completing the work, check with the teacher to consolidate knowledge.
Check of knowledge.
Assignment: Guess what shaped elements we are talking about.
1.Red cells contain the protein hemoglobin.
2. Formed in the red bone marrow, spleen, lymph nodes.
3. They live 3-4 months.
4.Large white cells with nuclei.
5. They live 5-7 days.
6. They die in the liver, spleen and kidneys.
7. They die 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 oxygen transfer.
11.The main function is protection.
Examination
Answers: red blood cells – 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 come into the class, they are very excited and upset about something.
The teacher asks with concern: “What happened, boys?”
Alyosha: “We wanted to sign up for the school basketball team, but we weren’t
they take it.”
Teacher: “But why?”
Misha: “After looking at our medical certificates, the doctors said that
we get sick very often and have a weak defense system.”
Alyosha: “How weak are we? So they take Vasya from 8b, even though he is much older
We are smaller in height and weight.”
Teacher: “Don’t be upset, guys, I think we can help you. To do this, we first need to reveal the secrets of the human body’s defense system and we will go on a journey through Immunology.
Conversation (frontal)
How many of you have already had acute respiratory infections or the flu this year? Whose relatives were sick at home: mom, dad, brothers or sisters? It turns out that many people get sick.
-Are there anyone among you who did not get sick this year?
-I wonder why some people get sick often, while others almost never get sick? (Immunity, protective properties of the body, hardening)
*What is immunity? Let's figure out what immunity is?
Immunity is the body’s ability to protect its integrity from everything
genetically foreign (microorganisms, foreign cells) (slide 6)
2. writing down the definition in a notebook
Which organ system protects our body? (Blood) What blood cells protect the body from everything foreign? (Leukocytes) How do they do this? (Leukocytes are capable of absorbing anything foreign through phagocytosis).
The immune system is an organ system that includes all organs involved in the formation of cells that protect the body. What cells protect our body? (Leukocytes)
3.Teacher's story (presentation showing)
A truly 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 Nobel Prize.
More than 100 years have passed since Mechnikov created the theory of immunity. Immunology has been enriched with new discoveries. It was found that T and B lymphocytes play an important role in the formation of immunity.
4. Work in groups
Let's explore what the mechanisms of immunity are, and for this you will get acquainted with task 1 on the information sheet. I suggest you spend no more than 3 minutes on 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 the amazing property of combining with the microbe in response to which they were created, and only with the one against which they were created, and with no other.
Lymphocytes (T and B) have receptors on their surface that can recognize the “enemy”.
-Let’s listen to the answer options from each group... Very good, well done, you all expressed your opinions, and now let’s check the correctness of your assumptions,
Here's 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? The thymus, or thymus gland, is located behind the sternum and is a lymphoid tissue). Among them, there are three types: T-killers, T-suppressors, T-helpers.
Killer T cells connect with foreign cells and kill them, thus providing cellular immunity.
Suppressor T cells block excessive reactions of B cells, supporting the harmonious development of immunity.
T helper cells convey information about the antigen, thereby promoting the transformation of B lymphocytes into plasma cells.
2. B lymphocytes, having received information from T helper cells, turn into
plasma cells that synthesize antibodies. Antibodies bind antigens, etc. make it possible for phagocytes to absorb them, or they themselves destroy antigens - humoral immunity. In addition, simultaneously with plasma cells, they are formed
memory cells, thanks to which information about a given antigen is remembered. And now, if this antigen re-enters the body, the human immune system will work immediately.
That. It turns out that in the body of any person the defense system is immunity. This is natural immunity.
6.Write in a notebook (heuristic conversation)
Natural immunity:
1. Congenital (passive)
2. Acquired (active)
– How do you think innate immunity differs from acquired immunity? (The fact that congenital is inherited from mother to child, and acquired appears after illness).
Moreover, a person has immunity to some antigens from birth, for example, to chicken cholera or rinderpest. Newborns also have innate immunity immediately after birth, if through the placenta or with breast milk The mother's antibodies enter the child's body.
-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 a child retains such immunity? (No, not for long, because the antibodies in the child’s body gradually begin to be destroyed under the influence of his own immune system).
(View slide 10)
However, only natural immunity is not enough for the body. And history testifies to this (view slide 11):
7.Internet information (student presentations)
In the 6th century Byzantine Empire The plague lasted 50 years and killed 100 million. human lives.
The plague in the 14th century killed a quarter of the population in Europe - 10 million people. Cities and villages were dying out, and only gravediggers could be found on the streets.
More more lives smallpox took away. In the 18th century Western Europe At least 400 thousand people died from smallpox every year. It affected 2/3 of those born, and out of 8 people, 3 died. People with smooth skin, without smallpox scars, were rare.
At the beginning of the 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.
An equally 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 total population globe suffered from complications.
And also tuberculosis, anthrax, whooping cough, scarlet fever, polio, influenza... How to prevent epidemics and reduce human mortality?
The problem was resolved in 1796, when the English doctor Edward Jenner accidentally heard that peasants who had cowpox, a widespread disease in cattle at that time, did not get sick again and became immune to real smallpox. E. Jenner proposed vaccination. On May 14, 1796, E. Jenner collected a little liquid from a cowpox abscess from a milkmaid and injected it into an 8-year-old boy, James Phipps, and then 1.5 months later infected him with smallpox. The boy did not get sick. After 5 months, E. Jenner re-infected him, and again the boy remained healthy (slide show 12-13).
8. (Skit)
Shopkeeper: Jenner is a real atheist, even though he is the son of a priest. In former times, such blasphemy would have been roasted at the stake. You have to come up with something like this, to introduce bestial principles into a person.
Lady: terrible, terrible... One told me knowledgeable person that the poor Phipps boy will grow horns, and more. I know that the daughter of one respectable lady, after she was inoculated with this bestial disease, this cowpox, grew hair 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 purpose. But mass vaccination began in 1801, when E.O. Mukhin, a professor at the Faculty of Medicine at Moscow University, vaccinated a child from an orphanage against smallpox, and in honor of this event he was given the surname Vaktsinov. (Slide 14)
Louis Pasteur made a great contribution to the development of microbiology and vaccinology, thanks to whom vaccines against anthrax, rabies, and chicken plague were created. (Slide 15)
That. Thanks to the work of many scientists, it was found that a person, along with natural immunity, can also develop artificial immunity with the help of a vaccine (active).
However, what to do if a person does get sick? How can I help him? (Antibiotics, antibodies against this pathogen). Scientists have found a solution here too; they have learned to create therapeutic serums, with the help of which a person develops artificial passive immunity. We will continue our research and find out how the vaccine differs from 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 animal's body temperature was constantly maintained. One day the thermostat malfunctioned. The temperature rose, the bacilli overheated. Although they did not die, they were damaged and no longer caused disease. But Pasteur still infected experimental animals with these weakened bacilli. And it turned out that the animals then became immune to 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 the horse's body has developed strong immunity, part of its blood is taken. It is thoroughly cleaned: blood cells, fibrinogen and some unnecessary proteins are removed. The injected diphtheria poison is completely neutralized by this time. A therapeutic anti-diphtheria serum is prepared from the resulting drug.
Well done, all groups completed the task. Really
A vaccine is a preparation made from weakened or dead pathogens. Its introduction into the body causes a mild form of the disease, and the person produces antibodies. This immunity can last for many years.
Therapeutic serum is a preparation of ready-made antibodies taken from the blood plasma of animals. This serum promotes 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 develop artificial active and passive immunity.
-Why is the immunity that appears after vaccination called active, and serum immunity is called passive? (because after the vaccine, antibodies are formed by the cells of the body’s own, and when serum is administered, the antibodies are ready-made).
10. "Brainstorm"
Medicine was able to take control of almost all epidemic diseases (slides 17,18). Doctors defeated plague, cholera, smallpox, polio, malaria, anthrax. However, there are some diseases that still claim lives. For example, colds - flu and acute respiratory infections (acute respiratory diseases) remain the most common diseases today. Influenza and ARVI have been known since the time of Hippocrates (descriptions of the disease are preserved in his works). Epidemics occur every year during the cold season and affect up to 15% of the world's population. Influenza and ARVI rank 1st in the number of cases in the world and account for 95% of all infectious diseases. The flu is also dangerous because the virus changes slightly every year and therefore the immunity remaining from previous contacts is not enough. The flu wave has not yet reached us and we still have time to prepare our bodies for this unpleasant disease. (Slide demo 19).
What can we do about this? (Garlic, jam, vitamins, onions...). Look at what else you can introduce into your diet to strengthen the body (demonstration) - lemon, lingonberry, cloudberry, raspberry jam, rich in vitamins; onions and garlic – phytoncides; rose hips, dried raspberries, blueberries – jelly, compotes, multivitamins) You can get vaccinated against the flu.
-Only when should it be done? (Preferably no later than mid-October, when after summer the body is strong enough to develop strong immunity against the influenza virus).
Here are my recommendations for the winter:
1. “Don’t hibernate”
2. Eat less fatty and sweet foods,
3. Eat more vegetables and fruits;
4. The use of multivitamins is recommended;
5. Go to bed on time, or better yet an hour earlier than usual (no later than 10 p.m.);
6. Do not deny yourself walks in the fresh air.
Why is it bad to get sick a lot and often? Isn’t it so nice to lie on the couch at home when everyone is looking after you? (Immunity is reduced and weakened, the body has to constantly work to its limits, and the danger of pathogens entering the body that the weakened body cannot cope with increases).
There is a disease that is scary because the body is completely unable to resist infection, even the weakest one.
11. Sketch “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 spread to about 190 countries (since the beginning of the epidemic, 24 million people have already died from AIDS, more than 42 million are currently living with HIV).
The wave of the disease has reached Kazakhstan; currently 14 thousand 812 HIV-infected people are registered, including 334 children under 14 years of age,
and in our city there are already several HIV-infected people.
The causative agent of the disease is HIV – human immunodeficiency virus.
Groups ask questions
Do you know why it is dangerous?
The virus infects T-lymphocytes (T-helpers), making the body defenseless against infectious diseases.
There are 3 ways of transmission of infection: (slide 25)
1. sexual
2. from mother to child (in 3rd place in the number of infections, the virus is transmitted to the child during pregnancy, childbirth or through breast milk. There is a unique experience of our doctors, thanks to which the risk of infection of 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 method of transmitting HIV infection. However, people at risk 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 a maternity hospital. Infection occurred due to the fault of the medical staff, because the 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.
You can't get 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 method of acquiring immunity by a person and its type. Method of acquisition
1) inherited
2) occurs under the influence of a vaccine
3) formed after an illness
4) congenital
5) occurs when a therapeutic serum is administered Type of immunity
Natural A
Artificial B
1 2 3 4 5
A B A A B
V. Homework: § 35, repeat § 32.
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Lesson plan on the topic: Immunity
Goal: deepening knowledge about immunity - an important part of human health
Lesson objectives.
Educational. Form the concepts: “immunity”, “immune system”, “antibodies”, “antigen”, “vaccine”, “therapeutic serum”
Introduce types of immunity.
Educational. Continue hygienic and physical education, convincing of the need healthy image life.
To cultivate a sense of patriotism, to convince of the knowability and materiality of physiological processes.
Developmental. Develop intellectual abilities, logical thinking, to form communication skills.
Equipment and materials: TV, computer, presentation, set of tasks for groups, test to control knowledge, notebook with a printed base, portrait of I.I. Mechnikov.
During the classes.
Stage I. Justification of the purpose of the lesson, updating of knowledge.
Teacher's opening speech.
On the board is the epigraph “Our body is a state, and the forces of immunity are the army guarding its independence.” (Rem Petrov)
Reading the epigraph.
Our task: to identify ways to protect people from diseases, to study ways to preserve and strengthen the immune system.
Why is it important?
We live in an aggressive world, we experience stress and the influence of an unfavorable environmental environment, our body is constantly surrounded by invisible enemies - bacteria, viruses, pathogenic fungi that cause infectious diseases.
If a person did not have an “army of defense,” he would be powerless in the fight against “strangers.”
Let's remember what we've gone through.
1.What blood cells are involved in protective reactions?
2.Where are leukocytes formed and mature?
3.What is the shape of leukocytes, what does it matter?
Not only microbes, but also proteins of another organism can be alien, because each person is an individual, each organism has its own set of characteristics.
Let's remember human blood groups. Why should blood transfusions be strictly taken into account the groups and Rh factor? Give examples
What conclusion does this suggest?
When a protein that is unusual for humans gets into the blood, the body rejects the “foreign” protein. This is also immunity that preserves biological individuality.
Stage II. Learning new material.
1. History of the discovery of phagocytosis: presentation or message from students about I.I. Mechnikov, his work and the significance of this work for man. Demonstration of a portrait of a scientist.
2. Demonstration of a slide about specific and nonspecific immunity. Teacher's explanations.
3. Demonstration of a slide about the “antigen-antibody” interaction. Teacher's explanations.
4. Demonstration of a slide about the physiological essence of immunity, the formation of T-lymphocytes and B-lymphocytes, the production of antibodies against a recognized antigen, i.e.
about the emergence of highly specific immunity. Records of terms: immunity, antibody, antigen.
5. History of the creation of vaccines and types of immunity.
a) Independent work with the text p. 137.
b) Filling out task No. 118 in the workbook.
c) Checking the diagram, students’ explanations.
d) Conversation with students:
Give examples of vaccinations at school.
What is your attitude towards this process?
Why do some people refuse vaccination?
Problematic question:
Why is a serum and not a vaccine administered to a person during an emergency? (Discussion, finding out how the vaccine differs from serum). Sign up via r/t.
6. Ways to strengthen the immune system, work in groups. Assignments for discussion.
I Group. What can result in energy depletion?
Can you imagine how this will affect the immune system?
II Group. How does stress affect nervous tension) to preserve immunity?
Suggest rules for a healthy lifestyle.
III Group. Imagine how bad habits will affect your immune system.
Suggest rules for a healthy lifestyle.
IV Group. Suggest why children who engage in physical education get sick less.
Suggest rules for a healthy lifestyle.
Group V: Guess what effect hypothermia has on the immune system.
Provide rules for a healthy lifestyle.
Group reports. Checking with answers. Conclusions. Record general rules strengthening the immune system (Appendix No. 1).
Stage III. Consolidation of knowledge.
Basic level questions.
What is immunity?
What role do antibodies play?
What blood cells perform a protective function?
How does natural immunity differ from artificial immunity?
Why are preventive vaccinations given?
Advanced questions.
What provides immunity?
What is the role of B- and T-lymphocytes, phagocytes?
How does the effect of a vaccine differ from the effect of a therapeutic serum?
What types of immunity are there?
Why can an increase in white blood cells in the blood indicate the presence of an infection in the body?
Stage IV. Lesson summary: assessment, explanation of homework.
Page 136-137, questions 1-9. AIDS message.
Literature.
Textbook. Sonin N.I., Sapin M.V. "Biology. Human". Moscow. Bustard 2009
V.Z. Reznikova, V.I. Sivoglazov. Biology. Section "Man and his health". Methodical manual for the teacher. Moscow 1998
Methodological guide to the textbook Sonina N.I., Sapina M.V. "Biology. Man." Moscow. Bustard 2007
Tarasov V.V. "Immunity. History of discoveries". Moscow. Bustard 2004
G.K. Zaitsev, A.G. Zaitsev. Your health. Strengthening the body. Saint Petersburg. 1997
Sergeeva E.G.
Biology teacher category I
MBOU "Secondary School No. 2, Shchigry, Kursk Region"
Lesson on the topic: Immunology in the service of health
The purpose of the lesson:
Formulate the concept of immunology and determine the significance of this science for preserving human health.
Lesson objectives:
Educational:
Reveal material about 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 hygienic and physical education, convincing them of the need for a healthy lifestyle and the benefits of preventive vaccinations.
Foster a caring attitude towards your health and the health of others.
Develop the ability to work in a team.
Educational:
Develop the ability to establish cause-and-effect relationships.
Develop search and information skills.
Ensure the development of memory, attention, thinking, speech.
Carry out comprehensive personal development.
Develop educational and organizational skills: organize yourself to complete the task, carry out self-control and self-analysis of educational activities.
Equipment: presentation, student work cards.
During the classes:
I. Motivation for educational 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 basic knowledge.
(find out if there are any missing ones, if there are, clarify the reason - illness)
It is no coincidence that I paid attention to your health today.
Formulation of the problem:Why do you think, being in the same conditions, some people get sick and others don’t? (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 work card)
III. Goal setting:
So, let's try to define what immunology is?
(write down on the lesson card)
Immunology – the science of immunity
What do you think she is studying?
This is exactly what we have to find out in today's lesson.
Lesson Objectives : find out what immunology studies, what its goals and objectives are;
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 diagram, a diagram of “types of immunity”,
Find out the meaning of the Rh factor and the cause of Rh conflict.
IV. Discovery of new knowledge(working with presentation)
Teacher: Currently, there are many preventive and curative medical institutions that help us fight infectious diseases. We are given free vaccinations. But there were other times when they did not yet know about vaccinations.
Look at the screen (fragment from the film “The Tale of Wanderings” - Plague in the City)
Teacher: This is exactly 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 spread of terrible infections
Historical reference.
Teacher: Scientists around the world have set themselves a task. At any cost, find the cause of these terrible diseases. And the second student was given the task of finding out how scientists solved this complex 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 the liquid from the smallpox blisters 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 the boy’s body produced antibodies that neutralized the smallpox virus.
vaccination
Teacher: Thank you guys. So why is there no smallpox or plague epidemic on earth today? (We learned how to fight them)
How do you fight them? (vaccinations, vaccines)
Exercise. Find a definition in the textbook of what a vaccine is?
And let's try to define what vaccination is?
(vaccine is a weakened bacterial virus, vaccination is the introduction of a vaccine)
Write these concepts on your worksheet.
Teacher: -What is vaccination done for? (to develop immunity)
But what to do if the virus has already entered the body and began its destructive effect? (healing serums are administered)
What it is? Find the definition in the textbook and let's write it down in the flow chart together.
(serum – ready-made antibodies)
PR: So what is the difference between these two concepts?
When a vaccine is administered, the human body independently produces antibodies.
When the therapeutic serum is administered, the body receives antibodies in finished form. Therapeutic serum is a preparation of ready-made antibodies.
Now look at the screen. Using the textbook text and the diagram on the board, try to explain how the anti-diphtheria serum preparation is prepared.
(talk about preparing whey)
Teacher: We are talking about immunology. 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, and serum for passive immunity)
Teacher: What is immunity, and what other types of immunity do you know?
In the worksheet, fill in the “types of immunity” cluster. One person will do this at the board. (works with an interactive whiteboard)
Immunity
Natural Artificial
Species hereditary active passive
Acquired
Active Passive
(explain each type)
Teacher: Do I need to get vaccinated? (justify your answer)
Do you think every person can be vaccinated?
(no, because some people have allergies)
What is an allergy? We had one more individual assignment, find out what allergies are.
Allergy
allergenic load per person.
Teacher: Well, now, so that we don’t develop allergies to school, let’s rest a little.
Physical education minute.
We go to school in the morning,
And we carry a briefcase with us.
Let's look around
Is anyone sneezing there?
To avoid allergies
We will begin to wipe off the dust.
And on desks, on cabinets
(let's rise on our toes)
We'll wipe the dust on the floor
And we will begin to learn.
Teacher: Do you think there are diseases against which there is no immunity? (Flu, AIDS)
And one of the tasks of modern immunology is to look for ways to combat 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
2nd group
Teacher: But this is known today, but how did they learn about the existence of blood groups? We have one more historical reference.
4. A little history
3 group
Read the article “Blood Transfusion” and answer the following questions.
4 group
Teacher: Let's go back to your work cards again and draw up a blood transfusion diagram. (one person at the board)
II III
Amazing.
V. Primary consolidation of knowledge
Let's formulate conclusions together about today's lesson. And for this, your work cards contain tasks where you need to choose the correct statements. These statements will be the conclusion of today's lesson.
1. Immunology is the science of immunity
2. Many diseases defeated
3. Vaccines have been created against many diseases
4. Treatment serums developed
5. Methods for treating flat feet have been developed
6. Methods for organ transplantation have been developed
7. Human skeleton studied
8. A blood transfusion technique has been developed
9. Anatomy is the science of the structure of the human body
10. Allergy medications developed
11. Action of direct and feedback in the nervous system
VI. Homework
§ 19.repeated §§ 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 given a vaccine.
3. A person with blood type I is a universal donor.
4. A person with blood group III is a universal recipient.
5. A person can get canine distemper.
6. I learned the material well.
7. I will definitely get a flu shot.
8.I did a great job in class.
Teacher: Thank you for your 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 “Hismic Compatibility” and answer the following questions.
1. A heart transplant was performed in Cape Town (South Africa) in 1967. The operation was successful, but the patient lived only 18 days. Why do you think this happened?
2. What problems must be solved by surgeons involved in tissue and organ transplantation?
2nd group
Read the article “Blood Transfusion” and answer the following questions.
1. Pope Innocent VIII, depressed by old age, ordered blood from three young men to be infused into himself, but this became the cause of his death. Why?
2. How many blood types are there?
3 group
Read the article “Blood Transfusion” and answer the following questions.
1.What are the people who give and receive blood called? Why have people with blood type I been considered universal donors for a long time? And people with group IV are universal recipients?
2. what rules of transfusion exist today? Why is the blood type indicated on military chevrons?
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 red blood cells? What groups are people divided into based on this protein?
2. Why do future parents need to know each other’s Rh factors?
Preview:
Historical reference.
Epidemics of plague, cholera, and smallpox left a deep mark on the history of mankind. In the 4th century in the Byzantine Empire, the plague lasted 50 years and killed 100 million. Human. The plague killed a quarter of Europe's 10 million people in the 14th century. They called the plague black death. Its epidemics caused tragic devastation.
In the 18th century in Western Europe, 400 thousand people died annually from smallpox. It affected 2/3 of those born, and three out of eight died. A special sign was then considered: “It has no signs of smallpox.” People with smooth skin, without smallpox scars, were rare.
At the beginning of the 19th century, with the development of world trade, cholera began to spread. 6 cholera epidemics have been registered. It was brought to Russia with caravans from Iraq and Afghanistan, and later from Western Europe. In Russia until 1917 During the 59 “cholera” years, 5.6 million people fell ill and almost half of them died.
The Spanish flu epidemic of 1918-1919 killed hundreds of thousands of people.
History of the development of Immunology.
The roots of this science lie in ancient times, for example, 1000 years BC, Chinese and Indian doctors knew that a person who was inoculated with a substance from the scabs of people who had had smallpox, with subsequent infection, tolerated this disease more easily. The Chinese, wanting to prevent smallpox, inhaled dried and crushed crusts of smallpox patients into their noses, like tobacco. This method was called variolation.
In 1762 The English physician Dimsdal, for the variolation he performed on Empress Catherine II and the heir to the throne, was awarded 10 thousand pounds sterling, he was given a portrait of the empress, given the title of baron, the rank of state councilor and the title of life physician, and a pension of 500 pounds was established. year. But this did not 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 the liquid from the smallpox blisters 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 the boy’s body produced antibodies that neutralized the smallpox virus.
On May 14, 1796, E. Jenner showed that inoculating people with the causative agent of cowpox protects them from infection with human smallpox. This method is called vaccination (that is, in Latin “vacca” - cow) and thanks to him in the world since 1979. Not a single case of smallpox has been recorded.
Jenner's work was continued by the French microbiologist Louis Pasteur (1822-1895). He was the first to understand that the causative agents of infectious diseases are microbes, and drew attention to the fact that after suffering from an illness a person, as a rule, does not get sick. Pasteur suggested: if microorganisms can be weakened so much that they can cause only a mild form of human disease, then the person who has suffered such a disease will be protected from microbes that cause the same natural disease. Experiments confirmed this idea and vaccines were created. Pasteur developed a method of vaccination. July 6, 1885 forever entered the history of science. It was on this day that the boy Joseph Meister, bitten by a rabid dog, was vaccinated against rabies with the vaccine developed by L. Pasteur. This person first received 13 vaccine injections and survived.
The Russian scientist I.I. made a great contribution to the development of immunology. Mechniikov. Developed the phagocytic theory of immunity. Which we already discussed in the previous lesson.
Allergy
Allergy is the body's increased sensitivity to certain factors. environment(food, odorants, chemicals, dust, pollen). A substance that causes an allergy is called an allergen.
An allergen can be: indoor dust, pollen, washing powders, antibiotics, dog or cat hair, fish food, plants, food, poplar fluff, emissions from urban and rural enterprises.
An allergen that enters the body causes an immune reaction, releasing substances that damage cells. Redness, itching and other signs of irritation occur. For example, irritation of the nasal mucosa leads to a runny nose and sneezing. Irritation of the bronchial mucosa leading to cough and increased sputum production.
The last decades of the 20th century are characterized significant growth frequency of allergic diseases. The prevalence of allergies resembles an epidemic; over the past 20 years it has increased 3-4 times and covers different countries worldwide from 10 to 30% of the population, and the disease often occurs in a severe, unusual form. This is due to the strengtheningallergenic load per person.
The deteriorating environmental situation, poor nutrition, excessive drug therapy, uncontrolled use of antibiotics, stress, sedentary lifestyle, climate changes... 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, according to the forecasts of the World Health Organization, will become the century of allergies.
A little history
Since time immemorial, people have known that blood is the carrier of life. Ancient man, being a hunter, a warrior, he watched how the life of the person or animal he defeated faded away as blood was lost. It was believed that with the help of fresh blood a person could be cured or rejuvenated. IN Ancient Rome weakened people and old people were given the blood of dying gladiators to drink.
The first successful blood transfusion in the history of medicine was carried out 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 of which were unsuccessful. The authorities and the church prohibited blood transfusions from animals to humans.
The first human-to-human blood transfusion was performed by the English professor of obstetrics and gynecology J. Blundell (1819). He performed a blood transfusion on a woman in labor who was dying from blood loss. But not all blood transfusions resulted in recovery; many patients died for reasons unknown to doctors. Medicine has come 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 research 1900-1907 made it possible to identify human blood groups, after which it became possible to avoid fatal complications associated with transfusion of incompatible blood.
As a result of numerous experiments with blood in vitro (in test tubes) and assessment of possible combinations, K. Landsteiner established that all people, depending on the properties of the blood, can be divided into three groups. A little later (1906), the Czech scientist Jan Jansky identified the fourth blood group and gave all groups 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 the blood.
In 1930, K. Landsteiner was awarded the Nobel Prize for the discovery of blood groups.
In 1940, K. Landsteiner and Alexander Wiener discovered another protein, the Rh factor, in the blood. 15% of people do not have this protein.
Preview:
Date of_______________________
Subject _____________________________________________________________________
The bliss of the body is health, and the bliss of the mind is knowledge.
Thales from Miletus.
Immunology is ________________________________________________
The vaccine is ________________________________________________________________
Vaccination is __________________________________________________________
Serum is ________________________________________________________________
Signs of comparison | Vaccine | Serum |
What does it contain? | ||
How does the body obtain antibodies? | ||
How quickly 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.Many diseases defeated
3.Vaccines have been created against many diseases
4.Healing serums have been developed
5. Methods for treating flat feet have been developed
6.Methods of organ transplantation have been developed
7.Human skeleton studied
8. A blood transfusion technique has been developed
9. Anatomy is the science of the structure of the human body
10. Allergy medications have been developed
11.The action of direct and feedback connections in the nervous system
Read what you got - these will be conclusions from the lesson
Homework:§ 19, repeat §§ 17-19
Lesson topic: “Immunity”
Didactic goal: to create conditions for awareness and comprehension of the new block. educational information means of critical thinking.
The purpose of the lesson:
Educational:
Form the concept of immunity;
Introduce students to the types of immunity;
With protective properties of the body
Educational:
Continue hygienic and physical education, proving the danger bad habits and convincing of the need for a healthy lifestyle and the benefits of preventive vaccinations.
Foster a caring attitude towards your health and the health of others;
Educational:
Develop the ability to establish cause-and-effect relationships;
Develop the ability to independently work with the textbook text and additional literature;
Ensure the development of memory, attention, thinking, speech;
Carry out comprehensive personal development.
Lesson type: combined
Generalization and systematization of knowledge;
Learning new material.
Teaching methods:
Partially search;
Reproductive.
Forms of organization of cognitive activity:
Individual;
Group;
Frontal.
I. Organizational moment
II. Testing knowledge on the topic: “The internal environment of the body. Blood (erythrocytes, leukocytes, platelets), their structure and functions"
1. Instructing the teacher on how to do the work
In order to test your knowledge on the topic covered, I suggest you complete a short biological dictation.
The purpose of the dictation: systematization, generalization, correction of acquired knowledge 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 options: Option 1. Option 2. (cards)
2. Completing the work (students complete the tasks, and then in pairs carry out mutual testing, the teacher opens the answer key on the interactive board after exchanging 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, 5d.
Norm of ratings:
7 correct answers - “5”;
5-6 - “4”;
3-4 - “3”;
Less than 3 - failure.
3.Checking the results of the biological dictation
4.Relaxation break
Sit comfortably on a chair, lean back, straighten your shoulders, place your feet on the floor, relax, close your eyes. Listen to your body. (Light music plays)
II.Learning new material
Stage I. Call
Historical reference. (Teacher's story, presentation)
The chronicles of the Middle Ages describe terrible scenes of savagery.
Plagues. 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 6th century
In Byzantine
The plague lasted 50 years and killed 100 million people. In the century
Europe lost a quarter
Population – 10 million people. Smallpox was no less dangerous. She killed
More more people than from the plague. In the 18th century in Western Europe every year
400 thousand people died from smallpox. People with smooth skin, free of smallpox
Rubtsov met
Rarely. It has long been noted that farm workers who handled live animals with cowpox never contracted smallpox.
These observations allowed to an English doctor Edward Jenner in 1776 proposed a way to prevent smallpox. He took some liquid from smallpox blisters on a cow's udder and rubbed it into a scratch on the person's skin. The infected person developed a mild form of smallpox. People vaccinated in this way never experience its mechanisms.
They fell ill with smallpox. Wide practical use smallpox vaccination was used
Without understanding its mechanisms until the works of the outstanding French scientist Louis Pasteur.
In 1881 He studied the actions of the causative agent of chicken cholera, which usually causes 100% death and remained alive. Louis Pasteur concluded
That weakened pathogens, when introduced into the body, cause
It has the ability to resist this disease. He called the culture of weakened pathogens a vaccine.
What is this ability to resist this disease called?
Immunity (Children think and come up with the topic of the lesson “Immunity”)
The children listen carefully. Textbooks are closed.
2.Record the lesson topic “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 red blood cells.
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, as well as foreign bodies and substances into the body.
II.Comprehension. (Students monitor their own understanding of the material.)
Assignment: Read the text of the textbook from 136-137 and find out whether 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. Students’ work with the text of the textbook. Reading the textbook text on page 136 -137
2. Working with logical chains
Conversation based on the text read (the teacher makes corrections on the board, puts “+”, “-”)
III. Reflection – systematization of knowledge (appropriation 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 recovered from the 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 series of diseases, people acquire artificial immunity.
2. Work in pairs (discussion this issue with your desk neighbor - come to a common opinion)
3. Frontal conversation on the work done. Working with statements.
(The teacher reads the statements and puts “-”, “+”, “?” 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.Working with the slide “Types of immunity - teacher’s story.
5. Fastening. Working with the textbook"
Assignment: find information about the types of immunity in the textbook on page 137 and give them definitions.
6. Conversation
What types of immunity exist?
(during the conversation, fill out the “Types of Immunity” diagram in your notebook
Immunity
Natural Artificial
Congenital acquired active passive
Natural immunity, which is developed as a result of illnesses (acquired) or inherited from parents to children (congenital).
Artificial (acquired) immunity, which is acquired as a result of administration or vaccines - cultures of weakened microbes. This is active artificial immunity. Or the introduction of therapeutic serums - the blood of recovered people or animals. This is passive artificial immunity
What is a vaccine?
What is whey?
Answer the question and formulate a conclusion:
The vaccine is a culture of weakened microbes.
Serum is the liquid part of the blood of formless elements and fibrin of recovered people or animals,
(write in notebook)
7.Independent work.Filling out the table
"Two-Part Diary"
What we learned in the lesson I don’t understand (requires repetition)
8. Conversation on the table
III. Lesson summary:
IVKnowledge assessment VI.Homework: article “How our body protects itself from infections” from 136-137, 141 “AIDS”.
Thank you everyone for your work in class. And in
In conclusion, I would like to know in 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 you planned today, you choose the appropriate card (one of three)
Appendix No. 1
OPTION #1
Purpose of 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) anucleate small red cells of a biconcave shape; b) nuclear small colorless biconcave cells. c) small nuclear
4. Leukocytes are:
A) small, anucleate, colorless cells of variable shape;
B) large, anucleate, colorless cells of variable shape;
C) colorless cells of variable shape.
II. Establish correspondence between concepts and statements (1. 3, 5.)
Concepts: Statements:
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 No. 2 Appendix No. 1
I. Which statements are true?
1. Lymph is: a) a transparent liquid in which there are no red blood cells and lymphocytes, more proteins than in blood, and many platelets;
B) a clear liquid in which there are no red blood cells and platelets and less proteins than
In the blood, but there are many lymphocytes;
C) a clear liquid in which there are no red blood cells and platelets, more proteins than
There are fewer lymphocytes in the blood;
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 in direct contact with the cells, maintaining the constancy of the composition of the tissue fluid. A special type of connective tissue.
3. 1mm3 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 anucleate blood platelets formed in the red bone marrow;
B) small nuclear blood platelets formed in the red bone marrow;
B) large nuclear blood platelets formed in the red bone marrow.
II. Establish correspondence between concepts and statements (2,4,5.)
Concepts: Statements:
1. Phagocytosis. A. A protective reaction of the body that prevents blood loss and
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.