Human+Defence+Against+Disease+CoRe

=Content Representation for the topic 'Human Defence Against Disease'. =

These molecules are called antigens. MHC molecules are proteins that the body recognises as self. MHC molecules can also display parts of molecules from inside the cell, or from pathogens. ||  || Different lines of defence are for different purposes/pathogens, i.e. the immune system is made up of many parts, none of which is 'one size fits all'. || Need to know non-self to understand what a pathogen is and how our body deals with/defends against pathogens. ||  ||
 * || Big Idea A: There are different lines of defence || Big Idea B: The body can recognise self and non-self || Big Idea C: ||
 * What you intend the __students__ to learn about this idea. || The first line of defence includes: hair, skin, mucous, cilia. The second line of defence includes: phagocytes, lymphocytes, neutrophils, antibodies... || The body can distinguish self from non-self because of the shape of molecules on the surface of cells.
 * Why it is important for students to know this. || Personal understanding of hygiene and health, e.g. when you cut your skin this is a breach of your body's 'defence system'.
 * What else you know about this idea (that you do not intend students to know yet). || This section will be different depending on the knowledge of teachers creating the CoRe. ||  ||   ||
 * Difficulties/limitations connected with teaching this idea. || Interactions between specific and non-specific immune systems - they do not always operate discretely.

BG to look up childrens understandings/misconceptions around disease, levels of defence, immunity. ||  ||   || Students' understanding of cell structure and function. Students' understanding of 'pathogens' - could have been taught previously this unit. ||  ||   || The military analogy - how does it hold true, and where does it 'fall down'? ||  ||   ||
 * Other factors that influence your teaching of this idea. || What students have done on the topic in previous years.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Teaching procedures (and particular reasons for using these to engage with this idea). || <span style="font-family: Verdana,Geneva,sans-serif;">Case study of a disease - engage student interest, illustrate various levels of defence, encourage discussion.
 * <span style="font-family: Verdana,Geneva,sans-serif;">Specific ways of ascertaining students' understanding or confusion around this idea (include likely range of responses). || <span style="font-family: Verdana,Geneva,sans-serif;">Identify different levels of defence from the case study. ||  ||   ||