Resting Membrane & Action Potential Simulation

Nov 15, 2021

Lesson Title Resting Membrane & Action Grade Level 30

Potential Simulation

Subject Biology 30 Time Frame 1 Class, 80 minutes

Developed By Danielle Mohler-Penna

Learning Outcomes

Unit A
GLO 1: Students will explain how the nervous system controls physiological processes

Knowledge:
● 30–A1.1k describe the general structure and function of a neuron and myelin sheath, explaining the
formation and transmission of an action potential, including all-or-none response and intensity of
response; the transmission of a signal across a synapse; and the main chemicals and transmitters
involved, i.e., norepinephrine, acetylcholine and cholinesterase

Skills:
Performing and Recording
● 30–A1.2s conduct investigations into relationships between and among observable variables and use a
broad range of tools and techniques to gather and record data and information

Communication and Teamwork

● 30–A1.4s work collaboratively in addressing problems and apply the skills and conventions of science
in communicating information and ideas and in assessing results

Essential Questions

1. What is an action potential?

2. What changes are occurring in the neuron during each phase of an action potential?

Knowledge: Skills:

Students will know... Students will be able to…

1. The phases of an action potential and the
changes in membrane potential associated
with them
2. The importance of threshold potential
1. Create and identify different membrane
potentials during an action potential
2. Describe each different phase during an
action potential
3. Define threshold potential & refractory period
 Stage 1: Desired Results

Learning Students will:

Objective(s) 1. Review phases of the action potential
2. Perform an action potential simulation using manipulatives to demonstrate the
changing membrane potentials
3. Reflect on their participation in class using a Google Survey

Stage 2: Assessment Evidence

Summative None Formative Resting Membrane & Action Potential

Assessment Assessment Simulation

Stage 3: Learning Experience

Tech to None Resources to Simulation Instructions

Do Bring Simulation Pieces (white envelopes)
Sheets of Paper
Axons & Whiteboard markers

Time Content/Description Notes

~ 10 minutes Introduction
● Draw the basis of a graph for an action potential on the ** Agenda on
board. Ask students to recall the measurements on each whiteboard
axis (Membrane Potential in millivolts on the y axis, time 1. Review
on the x axis) action
○ Have students recall each phase of the action potential
potential (resting, depolarization, repolarization, 2. Simulation &
hyperpolarization, resting) questions
○ What is happening during depolarization? 3. Pages 4 - 9 in
■ How is membrane potential changing the
from -70mv to ~ +40mv? workbook
○ What is happening during repolarization? 4. Google
■ How is the membrane potential moving Survey!
back towards -70mv?
■ Does it land at -70mv?
■ What is happening during
hyperpolarization? What is being used
during this phase to achieve resting
membrane potential again?
60 minutes Resting Membrane & Action Potential Simulation
● Students are working in pairs (trios where needed)
● Hand out simulation instructions to every individual -
this is also a worksheet where each individual will
answer the questions as they perform the simulation
○ Hand out 1 white envelope to each group
● Students read over the beginning of the document
(purpose, materials)
○ Double check that the white envelope contains
all necessary pieces for the simulation
● Students begin following the procedure when ready;
students will move at different paces through this activity
- support where needed
● Students only have the length of this period to engage
with this activity - if students want to engage with it
again as a study resource, they can come and see me at
SOAR
● Encourage students to take photos of each phase of the
action potential for later reference when studying

10 minutes/ Closure
Remaining Time ● If groups of students finish the simulation with time
remaining, they can begin to work on the review
questions on pages 4-9 in their note packages. These are
questions for review and will help them prepare for their
quiz coming up on Wednesday
● If all students have finished the simulation with time
remaining, find out if there were any particularly
challenging questions. What made them difficult? What
wasn’t clear?
● GOOGLE FORMS SURVEY FOR STUDENTS - HAVE
QR CODE ON SMARTBOARD (and link on D2L)

Reflections and In the future, I’d like to have a digital copy of the simulation instructions on the
Follow Up Smartboard to show students (more clearly) where the different sections begin and end. I
also think that going over the different pieces of the simulation would be enhanced by
using the Smartboard as it would allow them to see very large representations of the pieces
that I am talking about as I introduce them. This would be a more effective approach to
guide the learning activity, especially for the learners in the classroom who are more
visual.