SHS2 Biology · Semester 2 Week 10: Diseases and Infections

Lesson notes

Learning Objectives

Indicator: 2.3.3.LI.1 - Distinguish between immunisation, vaccination, and inoculation stating the importance of each.

By the end of the lesson, learners can:

Define immunisation, vaccination, and inoculation in their own words with accurate scientific meaning.
Distinguish between the three terms by comparing their definitions, mechanisms, and historical usage in a group chart.
State at least two importance of each of immunisation, vaccination, and inoculation to individual and public health.
Explain, using examples, how the three terms relate to one another in the body’s defence against diseases.
Evaluate a given health scenario and identify which term (immunisation, vaccination, or inoculation) best applies, justifying their reasoning.

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Curriculum details

Strand: Diversity of Living Things and Their Environment (Strand 3)
Sub-strand: Diseases and Infections (3.3)
Content standard: 2.3.3.CS.1 - Demonstrate knowledge and understanding of immunization, vaccination, and inoculation and their importance. 2.3.3.LO.1 Explain immunization, vaccination, and inoculation stating their importance
Indicator: 2.3.3.LI.1 - Distinguish between immunisation, vaccination, and inoculation stating the importance of each.
Suggested placement: Semester 2, Week 10 (Week 30 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 80

Exemplars (from the NaCCA curriculum)

Invitation of Professionals: invite a resource person such as the school health nurse for a talk on immunization, vaccination, and inoculation, allowing learners to ask questions after presentation; learners receive first-hand information from professionals, thereby building self-confidence and selfrespect.
Collaborative/Initiate Talk for Learning: in mixed-ability, all-inclusive groups, learners examine by discussion, the differences and similarities among the various terms discussed in the presentation and make group charts for presentations. Group work builds confidence in learners and introduces respect and emotional support for each member.
Teaching and Learning Materials:
- * Desk-top/lap-top computer/android mobile phone
Assessment (2.3.3.AS.1). The document marks these depth-of-knowledge levels for this indicator: Level 1 Recall; Level 2 Skills of conceptual understanding; Level 4 Extended critical thinking and reasoning.