Insane in the membrane game

9/24/2024

Last year, I created the Insane in the Membrane Game, and after using it with my students, I took their feedback to heart—just like most teachers do—and made a few key improvements! I'm excited to share the updated version of the game with you, along with tips on how to set it up and play it with your own students. It’s been a huge success, and while I don't have a lot of action shots (thanks to a dead phone!), trust me—it was a hit!

When and how does it fit into a Biology curriculum?

I teach from micro to macro, so Cell Structure & Function is the second unit of the year. My lessons follow this sequence:

Introduction to Cells & the Cell Theory
Prokaryotes vs. Eukaryotes
Animal Cells
Plant Cells
The Cell Membrane
Cell Transport
Osmosis

This unit is packed with engaging activities! However, I realized my Cell Transport lesson needed something extra to really capture students’ attention. In Florida, and in most Biology curriculums, students must understand the structure of the cell membrane and how molecules move in and out of the cell via simple diffusion, facilitated diffusion, and active transport. This can feel very abstract to many students, leading to confusion.

That's why I created the Insane in the Membrane game. In this activity, students physically move molecules across their cell membrane game board, practicing these concepts repeatedly. This hands-on experience helps solidify their understanding and transfer the material into long-term memory. The follow-up questions reinforce key standards while reviewing the structures and functions of the cell membrane from the previous lesson.

Materials and Preparation

This lab does require a little bit more prep the first year because the playing cards for each group need to be printed, laminated (optional), and cut. Once that is done, each group of four students will have the following materials:

A set of playing cards in a non-see-through bag such as a brown paper lunch bag.
At least one set of class copy directions (I laminate and print out enough for each student)
Four lab handouts (one for each student)
128 beads/crafts (32 for each student) OR four different pieces of colored construction paper)
- MAKE THE STUDENTS COUNT THEIR BEADS OR TEAR/CUT THEIR PAPER THE DAY OF.

I do think it's important for you to read through the Insane in the Membrane Directions below prior to the day of the game. It's definitely not hard or complicated! The student who reaches equilibrium in all four molecules first wins.

The Day Of...

This lab activity will take students roughly 40-60 minutes to complete. Each group should have the materials already set out and ready to go (this will help cut down on time!). Here is the breakdown:

Pre-Activity and Board Set-up: 10-15 minutes
Playing the Game: 15-20 minutes
Post-Lab Questions: 15-20 minutes

Pre-Activity and Board Set-up

In general, I think gradual release is very important. I go through the entire pre-activity questions/directions with them.

Students should ideally be in groups of four. You will have to modify non-four groups so that people team up or are multiple players. For example, in a group of two, one player could be player 1 and 2 and the other play could be player 3 and 4.

I project this image on the screen while we do pre-activity numbers 1 and 2. This is especially important if you do not teach 90-minute classes like me. Otherwise, students will need a quick review about cell membrane transport before starting the game.
For Pre-activity number 3, I project the "Board Set-up" picture from the class copy directions (see below) and verbally tell them what to do, including counting and placing beads as shown and drawing their carbohydrate tag on the phospholipid. It isn't complicated but you know how students are - they will make it that way. It will take students a few minutes to either count "molecules" or tear little pieces of the colored paper. In a pinch, the MOST important thing is the number and placement of the beads, not the color or type of bead - do not waste too much time counting. Verbally remind them that the molecules "stay in their lane" i.e. they only pass through one part of the membrane. This is easily seen by the dotted lines drawn on their gameboard.
For pre-activity questions 4 and 5, project the "End Goal - WINNER" picture (see below) on the projector screen and go over it with them.

Here are the Directions...

Playing the Game

I personally go over the gist of the game with them. It only takes a minute to explain. They always get a hang of it within the first 5 minutes of playing. Last year I played this game "Candy Crush style." Students would pull one card out of the bag at a time and follow the directions. For the most part - it was just the luck of the draw. Student feedback was that they wished there was some sort of strategy. This year I made the game more "Uno-style." This means students always have 5 cards in their hand and they can choose which of the 5 cards to play and when. This went WAAAAAAAY better. Sometimes I have students

And that's basically it! Students answer the post-lab questions (which you can modify). Let me know how your students liked the game and don't hesitate to contact me with any feedback or questions at [email protected]. Have fun!