Signal Transmission Simulation

Objective:

Students will model how neurons communicate normally versus when substances interfere, seeing firsthand the speed, accuracy, and effects of altered signaling.

Materials:

• Role cards: Neuron, Neurotransmitter, Receptor, Substance Molecule
  - Colored tokens or balls (e.g., green for neurotransmitters, red for substance molecules)
  - Laminated pathway diagram on floor or wall (neuron A → synapse → neuron B)
  - Stopwatch or timer
  - Handout: Observation & Reflection Sheet
  - Masking tape (to mark start/end points)
  
  Group Setup (5–7 minutes):

1. Divide class into groups of 6–8 students.
2. Within each group, assign roles:
   • 2 × Neurons (Sender & Receiver)
   • 4 × Neurotransmitters
   • 1 × Receptor (located at the Receiver neuron’s "dendrite")
   • 1 × Substance Molecule (optional extra roles if group is larger)
3. Lay out the laminated pathway: Sender neuron on the left, Receiver on the right, with a gap (synapse) in between.
   
   Part 1: Normal Signaling (5–7 minutes):
4. Neurotransmitters line up at the Sender’s axon terminal (edge of the diagram).
5. On the teacher’s “GO,” the Sender signals (claps or calls "firing!").
6. Each Neurotransmitter runs across the synapse to the Receptor, hands off their token, and returns to the Sender side.
7. Time the process. Record how many tokens reach the Receptor within 30 seconds on the Observation & Reflection Sheet.
8. Repeat once more to get an average.
   
   Part 2: Substance-Altered Signaling (10 minutes):
9. Introduce the Substance Molecule role and red tokens.
10. Explain the substance’s effect (e.g., blocks receptors or distracts neurotransmitters or mimics neurotransmitters).
    • Blocking example: Substance Molecules stand by the Receptor, preventing Neurotransmitters from docking.
    • Mimicking example: Substance Molecules rush across and occupy the Receptor, leaving fewer spots for real Neurotransmitters.
11. Neurotransmitters and Substance Molecules race from Sender to Receptor on “GO.”
12. Time 30 seconds. Count how many green versus red tokens the Receptor receives.
13. Discuss: How did signaling speed and accuracy change? Record on the sheet.
    
    Observation & Reflection Sheet Prompts:
    - Average neurotransmitter tokens received normally: ___
    - Average neurotransmitter tokens received with substance interference: ___
    - What happened to signal speed and success rate? (Brief response)
    
    
    
    
    
    Group Debrief (5 minutes):

• Share numbers: Which group saw the biggest drop in signaling?
• Discuss: How might these changes relate to memory, coordination, or mood in real life?
  
  Class Discussion Transition:
  Link this simulation to the next thinking activity in Impact Reflection Circles, where students will explore long-term implications and personal decision-making.
  
  Teacher Notes:
• Circulate and prompt struggling groups: “What’s slowing your neurotransmitters? How could the substance molecule make it harder?”
• Encourage accurate role-play: Neurotransmitters should “dock” gently, and Substance Molecules should follow the blocking rule clearly.
• Keep timings strict to emphasize speed changes under substance influence.

Impact Reflection Circles

Instructions

• Form groups of 4–5 students.
• Assign roles within each group: Facilitator, Recorder, Timekeeper.
• Ground rules: Speak one at a time, listen respectfully, and paraphrase others’ ideas before responding.

Discussion Prompts (20 minutes total)

1. Simulation Reflection (5 minutes)
   • Prompt: “How did substance interference affect the speed and accuracy of signals in your group?”
   • Sentence Starter: “When the Substance Molecule blocked receptors, I noticed ... because ...”
   
   
   
   

2. Real-Life Connections (8 minutes)
   • Prompt: “What long-term effects might repeated substance interference have on learning, memory, coordination, or mood in teens?”
   • Consider: academics, sports, friendships, emotions.
   • Sentence Starter: “Over time, if substance use continued, brain communication could ... which might lead to ...”
   
   
   
   
   
   
   

3. Personal Actions (7 minutes)
   • Prompt: “What is one healthy choice you can make to protect your brain now and in the future?”
   • Examples: choosing activities, seeking support, saying no.
   • Sentence Starter: “To keep my brain healthy, I will ...”
   
   
   
   

Group Share (5 minutes)

• Facilitator: Summarize your group’s key insights.
• Recorder: Share one highlight with the whole class.

Teacher Debrief

• Ask: “What similarities did you notice across different groups?”
• Emphasize: The adolescent brain is still developing and the choices you make today can protect—or harm—it.

Continue to our cool-down: Exit Ticket: Brain Snapshot

Exit Ticket: Brain Snapshot

1. What is one key takeaway from today’s activities about how substances affect the brain?
   
   
   
   
   
   
2. What is one healthy choice you will commit to making to protect your brain now and in the future?