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Science at key stage 3    (Year 8)

Unit 8C: Microbes and disease
Section 7: a. How can we protect ourselves against infectious diseases?

QCA

Objectives
Children should learn:
  • that the body has natural barriers to infection
  • that the production of antibodies and specialised cells in the blood are part of the defence systems of the body
  • to listen for a specific purpose, note the main points and consider their relevance

Activities

Outcomes
Children:
  • Explore pupils' ideas of why people are seldom ill despite surroundings rich in potentially harmful micro-organisms by asking them to complete a concept map using a variety of terms, eg bacteria, virus, hygiene, immunity, vaccination, skin.
  • Use pupils' ideas to explain natural barriers to infection, and help pupils to annotate a diagram of the body with natural defence mechanisms. Ask pupils why young children are sometimes less resistant to infections than older children and why breastfeeding can help.
  • Use video clips, ICT, slides or illustrations to show the action of white blood cells engulfing micro-organisms. Remind pupils about listening for a specific purpose and thinking about the relevance of the points made. Explain that other white blood cells make matching antibodies that identify and hinder specific microbial activity. Use the presence of antibodies in, eg blood, to link with the previous activity. Point out that all kinds of micro-organisms can cause disease and that each type of micro-organism needs a different set of antibody-making cells. Ask pupils to write a short passage about how blood cells defend against disease.
  • identify natural barriers against infection, eg dry skin, lysozyme, etc in tears and sweat
  • recognise that each type of micro-organism provokes a different set of antibodies
  • describe how white blood cells defend the body against disease, eg engulfing micro-organisms, making antibodies
  • describe antibody action, eg marking infecting micro-organisms, entangling micro-organisms
  • explain how blood cells defend against disease

Points to note
  • It is not necessary for pupils to learn terms such as 'lymphocyte' or 'phagocyte cell' at this stage. Further work on blood is included in key stage 4.
  • Pupils sometimes find it hard to distinguish between infectious illnesses and other forms of illness, eg dietary.
  • Teachers will be aware of the need for sensitivity to the circumstances of pupils and their families who may have reduced resistance to infection.

Sections in this unit

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This unit is divided into sections. Each section contains a sequence of activities with related objectives and outcomes. You can view this unit by moving through the sections or print/download the whole unit.
1. a. What are micro-organisms and how do we grow them?
2. b. What are micro-organisms and how do we grow them?
3. c. What are micro-organisms and how do we grow them?
4. a. Can micro-organisms be harmful?
5. b. Can micro-organisms be harmful?
6. Checking progress
7. a. How can we protect ourselves against infectious diseases?
8. b. How can we protect ourselves against infectious diseases?
9. c. How can we protect ourselves against infectious diseases?
10. d. How can we protect ourselves against infectious diseases?
11. Reviewing work