Using differentiated instruction to teach immunological concepts to a diverse group of learners. (51.6)

Abstract

Abstract Last summer, I was a teacher intern in the Havran laboratory at The Scripps Research Institute where the research focused on how to define the mechanisms by which γδ T cells interact with neighboring epithelial cells, how they recognize and respond to self produced antigen, and ultimately how they accelerate the repair of damaged tissue. Upon completion of my internship, I developed a curriculum unit with a Biology Action Model (BAM) and a double diffusion test that demonstrates the interaction between antibodies and antigen. Students will be introduced to the role of γδ T cells by interpreting pictures of wild type and γδ knock out epidermal mouse tissue that have received identical wounds. Students will observe delayed wound closure and healing in the tissue that comes from the γδ knock out mouse. In addition to the content, students will apply laboratory skills such as microscopy and tissue staining. This unit is aligned with the California Content Standards for the Immune System and is designed to be implemented in a college prep biology class. This unit will incorporate a variety of teaching strategies that engage students in active learning and will foster a better understanding of immunology.