This DP Biology Unit Planner provides a complete, ready-to-use unit for C3.2 Defence Against Disease. Designed for a combined SL/HL classroom in Year 2, Term 4.

For complete Theme C Interaction and Dependence Unit Planners on all sub-topics, please visit /teaching-resource/-13479335. All the unit plans are fully detailed and resourceful. You can use it by accommodating and adjusting to your teaching requirements.

What’s inside?

Complete unit structure – Pathogens; skin and mucous membranes; blood clotting; innate vs adaptive immunity; phagocytes; lymphocytes (B-cells, antibodies); antigens; B-cell activation by helper T-cells; clonal expansion into plasma cells; memory cells and immunity; HIV transmission and AIDS; antibiotics; antibiotic resistance evolution; zoonoses; vaccines; herd immunity; COVID-19 data evaluation.

Teaching activities – Pathogen classification card sort, blood clotting cascade diagram, innate vs adaptive table, adaptive immune sequence card sort (10 steps), primary vs secondary response graph, HIV/AIDS CD4+ T-cell decline analysis, antibiotic resistance data (CHINET China surveillance), zoonosis case studies, COVID-19 percentage change calculations, vaccine hesitancy NOS analysis (Wakefield case), herd immunity threshold calculations (R₀ values).

Assessment – Formative (immune sequence, COVID-19 calculations, NOS analysis, exit tickets) and Summative (45-min test: 15 MCQ + COVID-19 data with % change/difference + immune sequence + HIV/AIDS mechanism).

NOS connections – Careful observation (Semmelweis, Snow), new techniques (chemical libraries, iChip), peer review and media reporting (Wakefield, pragmatic vs absolute truth).

ATL skills – Thinking (causal immune sequence, NOS reasoning), Communication (extended writing, percentage calculations), Self-management (18 statements in 5 hours), Research (CHINET, Our World in Data).

Cross-curricular links – TOK (Wakefield and social epistemology, herd immunity ethics), Language (bilingual vocabulary), CAS (vaccination awareness, antibiotic resistance education).

Differentiation – Scaffolding (sequence templates, calculation worked examples), affirming identity (China’s COVID-19 vaccines and response, CHINET surveillance, TCM connections), extension (monoclonal antibodies, vaccine approval process).

Misconceptions register – Antibiotics kill viruses (no), vaccines contain active pathogen (no), memory B-cells secrete antibody continuously (no), herd immunity means 100% immune (no – threshold depends on R₀).

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