Allergic Reaction - The Immune System at Work

by Sylvia R. Walker, MHD and Betty J. Calhoun, MS
© American Association of Immunologists 1994

Instruction Model and Philosophy
An instruction model, developed by Bybee and Landes1 and based on the constructivist theory, has been selected to guide instruction. This model provides a framework for utilizing cognitive teaching strategies. Cognitive psychologist Gagne2 suggests that more information will be stored in long-term memory when a logical information - processing model is utilized in the learning activity. This style of instruction assumes that learners have control over their own learning, and that they construct, or create, their own knowledge for what they already know and from the information made available to them in the classroom. The teacher is a facilitator of learning, rather than simply a giver or transmitter of knowledge to students. The teacher as a facilitator provides opportunities for student learning, guides students with feedback, and creates opportunities for students to organize and apply what they know. This approach is beneficial for all students, those who are college-bound with interest in science, and those who are not, including the "uncommitted student."

The teaching model used in the development of this educational package is the 5-E model. The 5-E model involves the engagement (advance organizer), exploration (experimentation), explanation (interpretation), extension (application), and evaluation (accountability) of a selected concept. This model has been shown to increase student motivation and participation in the learning process.

Hunter's3 mastery teaching models lends support for using instructional models. The total educational package includes a video tape and teaching guide with suggested activities for engaging, exploring, extending and evaluating the selected concept. The use of television and other visual aids in the classroom tends to be more appealing to today's student and offers a more effective way of engaging students in the learning process. The main component of this educational package is the video tape. The video tape is the method used to explain the selected concept. The video uses animation to explain the concept of cell mediated response. The use of animation increases student interest and understanding of this concept.

Engagement (Advance Organizer)
For part of the anticipatory set or advance organizer, the word "allergy" should be written on the blackboard in large letters. Students should be instructed to write what the word means to them and make a list of things they consider are causes of allergies. Following this activity, the instructor should introduce two key immune responses. Namely, (Type I) immediate hypersensitivity and (Type IV) delayed hypersensitivity.

The instructor should review the following terms with the students before completing
the final engagement activity:

  1. Immune system: the body's natural defender against the invasion of foreign substances.
  2. Immune response: the body's natural defense against foreign substances.
  3. Allergen: a substance that causes an allergic reaction.
  4. Antigen: a substance that triggers the production of antibody.
  5. Antibody: a substance that binds with antigen and targets it for destruction.
  6. Humoral response: an immune response involving the production of antibodies, through B-cell stimulation.
  7. Cell-mediated response: an immune response involving T-cells an macrophages.

The final engagement activity should involve differentiating between immediate hypersensitivity and delayed hypersensitivity (contact allergies). The instructor should show slides of various types of allergic reactions (see examples below). As students view the slides they should do the following:

1. Make a list of allergic reactions viewed and their sensitizers (causative agents).

Examples:

2. Identify the reactions seen as immediate hypersensitivity or delayed hypersensitivity.

Immediate Hypersensitivity Delayed Hypersensitivity
Dust Wool
Pollen Deodorant
Bee Sting Poison Ivy

Explanation (Interpretation)
Instructor should show the video entitled "Allergic Reactions." The video discusses the components of the immune system and their function in an immune response.

  1. Bybee, R.W. & Landes, N.M. (1988) What research says about new science curriculums (BSCS) Science and Children, 25, pp 35-39.
  2. Gagne, E.D. (1985) The Cognitive Psychology of School Learning, Little, Brown, and Co., Boston, MA.
  3. Hunter, M. (1982) Mastery Learning, TIP Publications, El Segundo, CA.

Extension (Application)
To further investigate this topic, the following suggestions may be considered:

  1. Resource persons: Allergist, Dermatologist, or Pulmonary Specialist
  2. Research topics:
    1. Prevention of allergies
    2. Allergy management (how to get rid of it)
    3. Frequency of incidences of contact allergies

Evaluation (Accountability)
Suggestions for evaluation are listed below:

Informal: Have students construct concept maps to demonstrate their understanding of an immune response.
 
Formal: Have students, on an essay exam, discuss the role of the immune system in an allergic response and differentiate between immediate hypersensitivity and delayed hypersensitivity.

Exploration (Experimentation)

Activity One: Patch Test
To obtain the kit and additional information contact:

Hollister Stier
Division of Myles Laboratories
P.O. Box 3145
3525 Rigel Street North
Spokane, Washington 99220-5788

Activity Two: Identifying Allergens
Determining the cause of an allergy can often become a mystery slated for the best of detectives. Finding the culprit is sometimes a simple process if the reaction is immediate, because symptoms usually occur within minutes of exposure to the allergen. However in a delayed reaction often the allergen is not so obvious.

This activity is designed to help students become familiar with the many different classes of allergens and common substances that cause allergic reactions in some people.

As an extension of this activity:

  1. Challenge students in the class who have suffered from an allergic reaction, to write their own scenario of their experience. Then, have the class try to determine the allergen that causes an allergic response in each scenario;
  2. Other scenarios may be written by the instructor, using the chart that follows, as a guide. Below are a few examples.
Directions: In each example determine the type of sensitivity, the class of allergen and the probable causative agent using the chart Identifying Allergens.
 
Example 1: Rachel and Naomi have just finished a game of volleyball in their 2nd period physical education class. After taking a shower, Naomi borrows Rachel's deodorant, which is not her usual brand. Naomi went to the clinic during 7th period, because a knot had developed under her left armpit. The nurse examined the area and found it to be red and inflamed.
 
Example 2: Wanting to be part of the latest fad, Chris got his ear pierced. Three days later Chris had to remove the stud earring from his ear because of a rash on his earlobe.

Example 3: Spring is April's favorite time of the year; many flowers are in bloom. However this year while visiting the Grandeur Gardens, April experienced uncontrollable sneezing and itchy watery eyes. This is the second time, she could recall, these symptoms have occurred. April remembered having a similar experience last year when she visited the Taylor Gardens.

Bibliography

Brostoff, J., Male, D., and Roitt, I. Immunology, 2nd Edition, New
York: Gower Medical Publishing, 1989.

Ellis, Elliot F., Middleton, Elliot, J., and Reed, Charles E., Allergy:
Principles and Practice, Volumes 1 and 2, St. Louis: C.V. Mosby
Co., 1978.

Male, David, Immunology: An Illustrated Outline, New York:
Gower Medical Publishing, 1991.

Roitt, Ivan, Essential Immunology, 7th Edition, Oxford: Blackwell
Scientific Publication, 1991.

Schindler, Lydia W., Understanding the Immune System, U.S.
Department of Health and Human Services, July 1988.

Widmann, Frances K., An Introduction to Clinical Immunology,
Philadelphia: F.A. Davis Co., 1989.

Allergic Reaction ( Video Guide)
by Sylvia R. Walker, MHD and Betty J. Calhoun, MS
© American Association of Immunologists 1994
Grades: Middle / High School
Time: 9 minutes
Science: Life Science

Summary
The body's immune system responds to thousands of foreign agents in the environment. Some of these foreign agents may be allergens. Allergens are substances that cause an allergic reaction. A condition known as hypersensitivity develops as a result of the body's response to an allergen. There are several types of hypersensitivity reactions. Each reaction differs by the the allergen encountered and the manifestation of that allergen. Immediate hypersensitivity and delayed hypersensitivity reactions are the focus of this video. Immune cells and their function are discussed in relation to reactions caused by hypersensitivity.

Vocabulary

Learning Objectives

Questions (before viewing)

  1. How do T-cells and B-cells function in an allergic reaction?
  2. What are some substances that cause an allergic reaction?

Questions (after viewing)

  1. Describe the specialized function of each cell of the immune system.
  2. How do these specialized cells work as a "unit" in an immune response?
  3. List ways in which allergens affect the body.