A fun and engaging role-play prepared for KS3 and KS4 students, summarising the topic on immunity and immune response. The play can be staged in the classroom without the need for rehearsal. The instructions are straightforward and clear - so that the students should perform the whole activity with only little supervision of the teacher. The cards contain the roles to accommodate for the class of 30 students. The cards must be printed back to back (and preferably laminated).
The number on the card shows the order of appearance in the play. The front of the card shows the name of each character (the student should hold the card, showing this side to the audience). The back of each card includes the stage directions and the script (in bold) for each students’ role. The play includes rhymes, funny phrases and many revision questions, that the students will ask the audience.
The setting of the scene involves putting four chairs at the front of the classroom (or in the place where the play will be shown).
The play tells the story of Mike who became infected by bacteria, as a result of skin injury. The four types of pathogens (viruses, bacteria, fungi, protozoa) are introduced at the beginning of the play. Each pathogen introduces itself by explaining its own invading mechanism, giving some examples of diseases and asking questions to the audience.
The non-specific immune response is introduced with the example of skin as a barrier, and skin secretions. The imaginary scissors perform a cut in the skin, compromising the physical barrier to infection – visualised by two ‘skin-cells’ students moving from their seats in the middle, and by the two chairs in the middle being removed.
The bad-bacteria gain entry to Mike’s body. The Staphylococcus aureus reproduces and excretes toxins. The Mike’s immune system responds by producing the antitoxins. The bacteria continue to divide exponentially. The immune system releases antibodies which identify and produce aggregations of pathogens. The story follows by the appearance of phagocytes, who engulf and destroy the invading pathogen.
'We are the phagocytes with a bottomless tummy
We like our food to be a little bit gummy
We can easily crunch on bacteria in brine
When they’re clumped together that’s perfect and fine.'
The closing scene shows Mike who has recovered from the bacterial infection. He re-captures the whole story - with some recall questions for the audience: listing the types of pathogens, forms of defence systems, the role of antibodies, antitoxins and phagocytes.
Hope your class will enjoy this out of ordinary revision task as much as my students did.
P.Klimczak©
The number on the card shows the order of appearance in the play. The front of the card shows the name of each character (the student should hold the card, showing this side to the audience). The back of each card includes the stage directions and the script (in bold) for each students’ role. The play includes rhymes, funny phrases and many revision questions, that the students will ask the audience.
The setting of the scene involves putting four chairs at the front of the classroom (or in the place where the play will be shown).
The play tells the story of Mike who became infected by bacteria, as a result of skin injury. The four types of pathogens (viruses, bacteria, fungi, protozoa) are introduced at the beginning of the play. Each pathogen introduces itself by explaining its own invading mechanism, giving some examples of diseases and asking questions to the audience.
The non-specific immune response is introduced with the example of skin as a barrier, and skin secretions. The imaginary scissors perform a cut in the skin, compromising the physical barrier to infection – visualised by two ‘skin-cells’ students moving from their seats in the middle, and by the two chairs in the middle being removed.
The bad-bacteria gain entry to Mike’s body. The Staphylococcus aureus reproduces and excretes toxins. The Mike’s immune system responds by producing the antitoxins. The bacteria continue to divide exponentially. The immune system releases antibodies which identify and produce aggregations of pathogens. The story follows by the appearance of phagocytes, who engulf and destroy the invading pathogen.
'We are the phagocytes with a bottomless tummy
We like our food to be a little bit gummy
We can easily crunch on bacteria in brine
When they’re clumped together that’s perfect and fine.'
The closing scene shows Mike who has recovered from the bacterial infection. He re-captures the whole story - with some recall questions for the audience: listing the types of pathogens, forms of defence systems, the role of antibodies, antitoxins and phagocytes.
Hope your class will enjoy this out of ordinary revision task as much as my students did.
P.Klimczak©
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