L6+Burns,Courtney+Jane


 * UNIVERSITY OF MAINE AT FARMINGTON**
 * COLLEGE OF EDUCATION, HEALTH AND REHABILITATION**
 * LESSON PLAN FORMAT**


 * __Teacher’s Name __****: **Ms. Burns **__Date of Lesson__:** 6, Self-Knowledge
 * __Grade Level __****: ** **__Topic__:** Self Protection mechanisms of the Cell
 * __Objectives __**
 * Student will understand that ** there are different structures, systems and interactions that allow different organisms to protect themselves.
 * Student will know **receptors, hormones, immune system.
 * Student will be able to do **demonstrate ways in which cells of organisms defend themselves and be able to relate this knowledge to themselves.

Maine Learning Results: Science and Technology- E. The Living Ecosystems E3- Cells Grade 6-8- Cellular Structure and Function Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms.
 * __Maine Learning Results Alignment __**

As students better understand the background behind how their cells work to protect themselves, they will too begin to have a better understanding of their body as a whole.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: **
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Assessment __**

At the beginning of the lesson, I will ask students what they know about their immune system, particularly what it’s purpose is and how does it works. This will give me insight as to what the students have for prior knowledge. I will give each student a main idea and supporting details graphic organizer which they will use to write down information about the immune system. To complete these organizers the students will work in groups and, as they work, I will observe their interactions and comments about the content. These observations will give me more information regarding the student’s starting point. Students will participate in the Tea Party exercise in which they will stand across from one another and answer the questions which I pose regarding the process of immunity and the parts and function of the immune system. As students answer these questions I will be available to listen to them communicate with one another, listen for any misconceptions or misunderstandings. At the completion of each class, students will need to complete an exit slip, on which they will write down any questions they have or something new they learned. These will be handed back the following class and will give me even more insight as to where I need to provide additional instruction. Finally, prior to the completion of their lesson projects, each group of students will need to conference with me, this will allow the opportunity for students to ask more questions and let me know how they are doing with their projects. Along with this lesson, students will be asked to complete a self-assessment questionnaire which asks them how they felt they did in including all of the discussed elements of a good digital story.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Formative (Assessment for Learning) **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">In this unit students will become familiar with the ways our bodies protect themselves from harm, for example, their immune system. Students will use the Comic Life programs on their laptops to develop a digital story which explains the protection mechanisms we talk about in class. Students must be sure that their digital stories include all the key elements of a good story such as a dramatic question, economy, pacing, voice, emotional content and a point of view. There is no length requirement for the Comic Life however students must be sure to include all of the requirements. These will be presented to the class and students will have the option of showing the digitally or in hard copy format.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Summative (Assessment of Learning) **

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will develop a digital story using Comic Life. In these digital stories, students will need to discuss the defense mechanisms that are used by cells to protect organisms, particularly themselves. Their stories will need to include all of the great elements of a story; a dramatic question, economy, pacing, voice, emotional content and a point of view.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Integration __**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Technology: **


 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Other Content Areas: **
 * __ Art: __**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students may choose to use any drawing or pictures they have created into their comics. In addition, students should be sure that their final comics are aesthetically pleasing, making the viewer want to turn the page.


 * __English:__** Students will include texts in their comics and they should be sure that all written work is free of grammatical and spelling errors.

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Initially students will work in pairs to complete their graphic organizers together. As students work on their graphic organizers, I will use observation to assess which students seem to already have a strong grasp on the content material and which students do not. After completing their organizers, I will place students in groups of four so that there is at least one student in each group who seems to understand the material well. These will be the groups in which students complete their comics. The cooperative learning exercise for this lesson is a whole-class activity.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Groupings __**


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Differentiated Instruction __**

**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Strategies: ** **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Logical: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> students will learn the logical progression of intervention used by the cell, that is, how the immune system is a tiered system where the body uses different cells with varied strengths to attack and intruder, starting with the weakest attacker and moving on to progressively stronger attackers. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Verbal: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The "Tea Party" exercise will require students to verbally interact with their peers and discuss the answers to the questions posed by the teacher regarding mechanisms which organisms use to protect themselves. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Visual: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be asked to complete a comic life which will allow them, if they choose, to draw and create their own graphics to depict the ways organisms protect themselves. Through their research students will have the opportunity to view videos of the immune system in action. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Musical: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Music will be used as a signal to students that it is time to switch partners during the "Tea Party" exercise which will allow for a smoother transition. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Intrapersonal: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Before students leave class they will need to complete their exit slips which will require students to reflect on something they have learned about during class before they will be allowed to leave the class. In addition students will complete a self-assessment questionnaire about the in-cooperation of digital story elements in their comics. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Interpersonal: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">the "Tea Party" exercise requires interaction with other peers while discussing ways organisms protect themselves. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Kinesthetic: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be given the opportunity to explore and use the comic life programs in order to complete their projects at the end of the unit. The "Tea Party" exercise will also require students to be up and moving around the classroom so that they may interact and discuss with their peers. Students will also be given the opportunity to play around with the cellular defense game. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Naturalist: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will get a general understanding of how the immune system works by playing the cellular defense game. Through their research student should have the opportunity to view example of immune cells in action.

**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Modifications/Accommodations ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.

**__<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Absent: __**<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students who are absent will be given the extra time they will need to get caught up with the rest of the class. If students have any questions regarding any of the content on the homework or in-class work they should come see me as soon as possible. If students are absent, they will need to complete the work necessary in a timely manner so they do not fall behind the progression of the class. If students are absent on the day of the presentations we will discuss how the student will make up this experience. If students feel that they need more time due to extended absences, they should see me to discuss what accommodations need to be made in order to complete the assigned work. **__<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Extensions __** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">In this unit students will become familiar with the ways our bodies protect themselves from harm, for example, their immune system. Students will use the Comic Life programs on their laptops to develop a digital story which explains the protection mechanisms we talk about in class. Students must be sure that their digital stories include all the key elements of a good story such as a dramatic question, economy, pacing, voice, emotional content and a point of view. There is no length requirement for the Comic Life however students must be sure to include all of the requirements. These will be presented to the class and students will have the option of showing the digitally or in hard copy format. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">-Laptops -Graphic organizer -Web resources and textbooks -LCD projector -Whiteboard and markers -Immune system pre-assessment -Digital story self- assessment -Comic Life program <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Digital storytelling elements- [] examples of the 7 elements of a digital story in use- [] more information on the 7 elements of a digital story- [] Cellular defense game- [] innate immune system- [] more detailed innate immune systems- [] overview of the immune system- [] immune cells- [] adaptive immune system- [] tea party cooperative learning strategy- [] the immune systems in detail - [] the immune system overview- []
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Materials, Resources and Technology __**
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Source for Lesson Plan and Research __**


 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Maine Standards for Initial Teacher Certification and Rationale __**

__<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Puppy- __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> As mentioned in the syllabus, the class room environment will be one in which all learners feel comfortable, encouraged and safe, any situation which makes a student feel otherwise will be handled with discipline. With this in mind, there will be several opportunities for students to work with peers to discuss their ideas, opinions and findings. These groups will be either one on one, small or whole class. __Clipboard-__ students will be given graphic organizers which will help them keep the content material organized and in order. We will have a number of class discussion in which we talk about the expectations for the students projects, particularly the in-cooperation of the elements of a good digital story. __Beach Ball-__ Students have free rein in terms of how they develop their digital stories. This includes the characters involved and the type of story (fairy tale, action adventure, romantic etc.) The only restraint is that students use the Comic Life program on their lap tops. __Microscope-__ To complete their graphic organizers, students will first research the material on their own using the internet. After students have had the chance to search the internet, their textbooks and other books, we will discuss their findings together as a class. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">As a result of this lesson, students will be able to relate the information used in class to themselves which will in turn increase the students of **self knowledge**. Students will understand the steps their bodies take to protect themselves from harmful intruders such as bacterial and viral infections. In addition, students will understand why, when they are sick, their body increases in temperature, why cuts and scraps turn red and swell and why when they are sick, they are much more tired than they would be on a regular basis. At the beginning of the lesson, I will ask students what they know about their immune system, particularly what it’s purpose is and how does it works. This will give me insight as to what the students have for prior knowledge. I will give each student a main idea and supporting details graphic organizer which they will use to write down information about the immune system. To complete these organizers the students will work in groups and, as they work, I will observe their interactions and comments about the content. These observations will give me more information regarding the student’s starting point. Students will participate in the Tea Party exercise in which they will stand across from one another and answer the questions which I pose regarding the process of immunity and the parts and function of the immune system. As students answer these questions I will be available to listen to them communicate with one another, listen for any misconceptions or misunderstandings. At the completion of each class, students will need to complete an exit slip, on which they will write down any questions they have or something new they learned. These will be handed back the following class and will give me even more insight as to where I need to provide additional instruction. Finally, prior to the completion of their lesson projects, each group of students will need to conference with me, this will allow the opportunity for students to ask more questions and let me know how they are doing with their projects. Along with this lesson, students will be asked to complete a self-assessment questionnaire which asks them how they felt they did in including all of the discussed elements of a good digital story.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Logical: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> students will learn the logical progression of intervention used by the cell, that is, how the immune system is a tiered system where the body uses different cells with varied strengths to attack and intruder, starting with the weakest attacker and moving on to progressively stronger attackers.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Verbal: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The "Tea Party" exercise will require students to verbally interact with their peers and discuss the answers to the questions posed by the teacher regarding mechanisms which organisms use to protect themselves.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Visual: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be asked to complete a comic life which will allow them, if they choose, to draw and create their own graphics to depict the ways organisms protect themselves. Through their research students will have the opportunity to view videos of the immune system in action.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Musical: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Music will be used as a signal to students that it is time to switch partners during the "Tea Party" exercise which will allow for a smoother transition.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Intrapersonal: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Before students leave class they will need to complete their exit slips which will require students to reflect on something they have learned about during class before they will be allowed to leave the class. In addition students will complete a self-assessment questionnaire about the in-cooperation of digital story elements in their comics.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Interpersonal: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">the "Tea Party" exercise requires interaction with other peers while discussing ways organisms protect themselves.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Kinesthetic: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Students will be given the opportunity to explore and use the comic life programs in order to complete their projects at the end of the unit. The "Tea Party" exercise will also require students to be up and moving around the classroom so that they may interact and discuss with their peers. Students will also be given the opportunity to play around with the cellular defense game.
 * <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Naturalist: **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will get a general understanding of how the immune system works by playing the cellular defense game. Through their research student should have the opportunity to view example of immune cells in action.
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * //<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rationale: //**
 * Formative (Assessment for Learning) **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">

In this unit students will become familiar with the ways our bodies protect themselves from harm, for example, their immune system. Students will use the Comic Life programs on their laptops to develop a digital story which explains the protection mechanisms we talk about in class. Students must be sure that their digital stories include all the key elements of a good story such as a dramatic question, economy, pacing, voice, emotional content and a point of view. There is no length requirement for the Comic Life however students must be sure to include all of the requirements. These will be presented to the class and students will have the option of showing the digitally or in hard copy format. __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Classroom arrangement; __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> The class will be arranged so that the desks are in groups of four and so that each student can still see the front of the room, particularly the whiteboard. There will be two desks that are side by side and those two desks will face another set of two desks. This will allow students to work in pairs on their graphic organizer, and on their group projects.
 * Summative (Assessment of Learning)**
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Teaching and Learning Sequence __****<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">: **

__Agenda-__ __Day 1 (120)-__ Pre-assessment- 15 minutes Hook- 20 minutes Graphic organizer- 40 minutes re-group class (talk about gos)- 35 minutes exit slips- 10 minutes __Day 2 (120)-__ hand back exit slips- 5 minutes Tea party exercise- 35 minutes explain comic projects- 10 minutes place groups- 5 minutes explain digital story elements- 10 minutes work time- 55 minutes __Day 3 (120 minutes)__ work time and teacher conferences- 120 minutes __Day 4 (120 minutes)__ Presentation day <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">At the completion of this lesson, students will understand that their bodies utilize the immune system to protect them from harmful invaders. By understanding the structure of the system and that parts of the system, students will better understand how their body works to keep them healthy everyday and, when a pathogen does manage to enter the body, how the body works to kill this intruder. **Students describe the hierarchy of organization and function in organisms, and the similarities and differences in structure, function, and needs among and within organisms.** In order to introduce the lesson to the student, they will play the Cellular Defense game on their computers. This game will give students a general review of how the body utilizes different cells to attack pathogens which have broken through the physical barriers of the body.
 * Where, Why, What, Hook Tailors: Kinesthetic, Logical, Visual, Naturalist.**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">In order to fully understand the process of immunity, students will need to know the two types of immunity; innate and adaptive, the different immune cells and which type of immunity they are associated with. In order to keep the information comprehensive for students, they will fill out a main idea and supporting details graphic organizer. On this graphic organizer students will include information about the [|innate immune system], the [|adaptive immune system] and the [|different cells] associated with each (the different phagocytes and the different T (helper and killer) and B cells(memory and plasma)). Students will work in pairs to fill in their organizers while I circulate the room to answer questions and make corrections to misconceptions. After the organizers have been filled out, we will re-group as a whole class and discuss the information that students found. This will also be another opportunity for me to make corrections and assess the progress of the students. For more information please see the content notes at the end of the lesson.
 * Equip, Explore, Rethink, Revise, Tailors: Interpersonal, Intrapersonal, Naturalist**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">In order to help cement the content into the minds of the students, they will participate in a cooperative learning exercise call the Tea Party. One group of students will form a circle in the middle of the room and a second group of students will form another circle around the first circle. I will ask the class a number of different questions and they will communicate with the person in front of them so that they can come to an answer to the question. After each question I will ask the students, using music as a transition signal, to shift, either to the left or to the right, to a new classmate so they can answer a different question with a different peer. After each question I will ask for the group to answer so that each student can check to see if they reached the correct answer. This exercise will give me the opportunity to assess students understanding as well. At the completion of the lesson, students will be asked to create a digital story in the form of a comic. We will discuss the elements of a good digital story and possible story ideas the students could develop. Students will be placed in groups of four to complete this assignment and each group will contain at least one person who has demonstrated a good understanding of the content. I will give students ample opportunity to complete their comics in class which will also given them the opportunity to get the help they made need. Before students can present their comics to the class, they will need to conference with me so that, as a group, we may assess the progress of the students work, checking to make sure they have included all the elements of a good digital story. Students will then have the opportunity to make any revisions to their comics before they present. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">As a form of self-assessment, I will ask student to complete a self-assessment questionnaire. The questionnaire will ask students to reflect on the incorporation of all of the elements of a good digital story into their comics. To do this effectively, students should give examples from their comics. These will be handed in prior to their presentation and I will hand them back, complete with comments, along with their project grades. In addition, I will ask students to hand in an exit slip prior to leaving class each day. This will give the students a chance to self-reflect on what they have learned, give me the opportunity to give feedback to the students and assess their progress in understanding the content.
 * Explore, Experience, Revise, Refine, Tailors: Kinesthetic, Logical, Verbal, Interpersonal, Interpersonal, Musical.**
 * Evaluate, Tailors: Intrapersonal.**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">The immune system is a three layered protection mechanism, including barriers (both physical and chemical), the innate immune system, and the adaptive immune system. The first line of defense, barriers, includes those that internal and external. Organism have different types of external barriers plants for example have a thick cuticle or waxy like substance which covers their leaves, insects have exoskeletons, egg have covered with a shell and humans and other animals are covered in protective skin. There are also internal barriers as well. Take humans for example, if something foreign enters our lungs, we cough to remove this substance. If we get something caught in our eyes, we produce tears to wash it away and our body utilizes the urine system to remove harmful byproducts of the food we eat. Then these barriers don't work or aren't strong enough, many organisms, including ourselves, utilize the immune system. There are two different parts of the immune system that work to back one another up. The first line of defense is the **innate immune system.** If the infection has the ability to breach any of the previously mentioned barriers, the humoral immunity kicks in. Another way to look at humoral immunity is to consider inflammation. When the body recognizes that there is something wrong, the surrounding blood vessels become larger increasing blood flow, causing the body to send, in large quantities, a number of defense cells or immune cells. This is why, when you bump your knee hard enough, the area becomes red and swollen. Immune cells can vary in terms of degree of strength. __Complement System:__ This is a group of proteins which flow freely in the blood stream. These are activated once the body has recognized that there is something wrong with the body and work with antigens (the molecules which recognize a problem in the body). Once the complement proteins have been activated, they may trigger inflammation (discusses earlier), attract eater cells, coat the intruder so that they will be noticed by the eater cells or even kill the intruders. __Phagocytes:__ These are the eater cells mentioned earlier. These cells seek out the intruders and work to devour them, thus removing them from the body. There are three different types of phagocytes including granulogcytes, macrophages, and dendritic cells. -Granulocytes= the first to attack in most cases, continuously eating the intruder until it dies. granulocutes, once they too are dead, surface in the wound as pus. -Macrophages= These are considered the"big eater" because they are much larger and can live longer than granulocytes. They are also responsible for letting the rest of the immune system know of the invasion. -Dendritic cells= These cells also work to eat the intruders and help to activate the other parts of the immune system. These cells also have the ability to filter body fluids from other harmful organisms or particles. If the innate immune system is not strong enough to kill the intruders, the body begins to activate the **adaptive immune system**. The adaptive immune system calls on white blood cells called lymphocytes which are either T cells or B cells. Each lymphatic cell has a number of receptors which allow them to recognize foreign substances, however, these receptors are specialized meaning they can only recognize one foreign invader. __T cell:__ There are two different types of T cells including helper T cells and kill T cells. Helper T cells are the major regulators of the immune system for their main job is to activate B cells and killer T cells, once they have been activated. The helper T cells become activated when a eater cell (either macrophage or dendritic cell) travels to a lymph node (part of the lymphatic system) a shares information about the intruder. The eater cell (phagocyte) shows an antigen fragment from the invader on its surface (called antigen presentation). The helper T cell must first recognize the antigen fragment before it can be activated and, once it is, it begins to replicate (reproduce) and create proteins which when work to activate the B and T cells and other immune cells. __-Killer T cells:__ these cells work to kill body cells which have been infected by viruses (they also sometimes kill those cells infected by bacteria and cancer). These cells search each body cell for antigens which have been left behind by the intruder. If the cell is infected it then kills the cell if it is infected. __B Cells:__ __-The B lymphocyte cell:__ these cells look for other cells which have antigens which match the receptors of the B cell. Once these cells have been identified (if the B cell has been activated by the helper T cell) the cell begins to reproduce, creating either plasma cells or B memory cells. __Plasma cells:__ These produce antibodies which response to the antigen which matched the B cell. These antibodies are released and seek out the intruders and help to destroy by coating the the cell so that it will be more appealing to the eater cells. These antigens also work to incapacitate toxins and viruses so they cannot continue to infect. __Memory cells:__ These cells have longer lives than plasma cells and because of this have the ability remember certain invaders (memory cells can also be produced by T cells and have even longer lives). These are helpful to the body because, if these cells recognize the same intruder later on, they can activate the necessary components of the immune system quicker.
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Content Notes __**

<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Seven elements of a digital story Digital story self-assessment Immune system pre-assessment questions <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Immune system graphic organizer (main idea & supporting details)
 * __<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Handouts __**

Seven elements of a digital story- Digital story self-assessment- Immune system pre-assessment questions- Immune system graphic organizer (main idea & supporting details)-
 * Handouts**