What can be a poison in one form can be therapeutic in another, which begins to explain why researchers would look to the biotoxins produced by warm water dwelling snails for solutions to chronic pain and a host of other neurological conditions in humans.

The venom of some snails has been shown to be 1000 times as powerful as morphine, a potent painkiller. Other snail venoms could be used as potent pharmaceuticals, and could be effective in treating postsurgical and neuropathic pain, and even accelerating recovery from nerve injury. But research into these potential uses is still in early phases. As recently as December 2004, the Food and Drug Administration (FDA) first approved a painkiller derived from cone snail toxins  under the name “Prialt.” Other drugs are in clinical and preclinical trials, such as compounds of toxins that may be used in the treatment of Alzheimer’s disease, Parkinson’s disease, and epilepsy.

We have reached the 16th week of the weekly, online, video series “Chemistry Now,” and we’re sticking with nature as a source of interesting video and lessons. As we’ve written before, please view the video, try the lessons, and let us know what you think.

Photo: Richard Parker

Through the Chemistry Now series, NSTA and NBC Learn have teamed up with the National Science Foundation (NSF) to create lessons related to common, physical objects in our world and the changes they undergo every day. The series also looks at the lives and work of scientists on the frontiers of 21st century chemistry.

Video: In this 21st Century Chemist profile City University of New York chemist Mande Holford explains her research on the toxins produced by venomous sea snails, and her work to synthesize these long-peptide toxins for eventual use in treating chronic pain in humans.

Middle school lesson: In Vinegar and Baking Soda Investigation, students investigate the chemical reaction of vinegar and baking soda, demonstrating prior knowledge of concepts of chemical changes, and the laboratory skills of measuring volume, mass, and temperature.

High school lesson: In Mystery Solution Identification, students learn about solubility rules and use this knowledge to identify unknown solutions.

You can use the following form to e-mail us edited versions of the lesson plans:

[contact-form 2 “ChemNow]

“Ways you promote college preparedness and career readiness skills in your science classroom.” is the topic for this blog….while we always have those items that we “must” teach in the classroom which are based on curricular decisions or standards, there are always those things that are among the “hidden curriculum” that make their way into the classroom as well.  Admit it, we ALL have that one area that we love to include when possible – whether it be the history and nature of science and particular stories associated with scientists or how the topic impacts society today or even a favorite read that can be integrated into science.  These are often the parts that make science real to students….
One of the additional aspects of teaching today often involves answering the time honored question posed by students “but why do we need to know this?”  While not every aspect of science may seem relevant to students and their future pursuits, the strategies and skills that they employ in DOING the science are applicable to their future. 
The MetLife Survey of the American Teacher: Preparing Students for College and Careers identifies several cross curricular skills that have a natural home in the sciences.

• Critical-Thinking Skills
• Ability to Write Clearly and Persuasively
• Ability to Work Independently
• Ability to Work in Teams
• Knowledge of Other Nations, Cultures, and International Issues
• Knowledge and Ability in Higher-Level Science
• Knowledge and Ability in Higher-Level Mathematics

One of my favorite “additional” parts of the curriculum has always been to try and incorporate writing -whether it be informative or persuasive.  While teaching high school earth and space science during my career, I would often incorporate writing assignments into my course work.  Examples of assignments would include:  Creating a field observation notebook and incorporating information similar to researchers; being creative in their writing by creating an obituary to describe the properties of a particular mineral; or being shown excerpts of video clips and allowing the students to explain their understanding as it connects to the content in class. Regardless of the product that the student produced, I attempted to show them that writing served a different purpose in science class –that of clearly and accurately communicating information to others. –>which is exactly the skill that is needed whether the student enters the work force or continues on their educational journey to college….
So how do you incorporate these skills into your classroom???

But you only work 9 months a year! How many times do teachers hear that? Those who make that comment obviously have never been a teacher or a family member or friend of a teacher. (And I’m not sure where the 3 months off idea comes from. My classes did not end until the middle of June, I spent a few days getting the lab in order before the building was locked up, and then we started up again the week before Labor Day—but that’s another topic).
So what do teachers do in the summer? Even on a family va-cation (Did you ever forget yourself and call them field trips?), we’re always on the prowl for ideas and resources for our classrooms. You can tell who the teachers are at amusements parks (figuring out the physics principles at work), on the beach (identifying shells and other critters), and on the hiking trails at state and national parks (with binoculars and guidebooks). We take our families and friends to museums, science centers, zoos, nature centers, botanical gardens, and arboretums. In our beach bags or backpacks, we might pack a mystery or romance novel, but we’re very likely to also include science-related nonfiction and professional books and journals. Even at historical sites, we can find applications of science to share with our students (for example, while my husband and I were exploring the history of the Gettysburg Battlefield, I was also photographing the lichens on the monuments). We stop the car to photograph interesting rock outcrops or fantastic cloud formations. Our souvenirs include rocks, sand samples, fossils, pressed wildflowers, maps, brochures, books, and thoughts and reflections about improving what we teach.  [SciLinks: Amusement Park Physics, U.S. National Parks, Identifying Trees, Identifying Rocks and Minerals, Clouds.]

For teachers, a stay-cation often involves teaching summer school, working on curriculum updates, graduate classes, workshops, webinars, using social media to form professional learning communities, and independent study. As NSTA members, we can access all of the journals, so summer is a good time to catch up on what’s happening at other grade levels. NSTA’s Science Objects are self-study units related to content, and they’re free to anyone. The summer editions of NSTA journals usually have suggestions for reading. Summer Reading –Its Element-ary in the July 2011 Science Scope has annotated suggestions based on the alchemist’s elements of earth, wind, fire, and water. This issue also has reading suggestions on Current Research, with abstracts of studies relevant to science teaching. Summer Reading Dawn to Dusk in July 2011 issue of The Science Teacher also has book reviews on science-related topics. (See NSTA Recommends for even more suggestions). Too many books, too little time!
Edutopia has a challenge for the summer: recommendations for 80 Online Tools, References, and Resources How many are you familiar with? I’ve noted quite a few that I’d like to investigate. These are general information and utility sites. What science ones would you add?
It would be interesting for us to collectively document the time, topics, and expenses we spend during the summer on upgrading our knowledge, skills, and classroom resources. We could show the public that most educators spend a great deal of our summers on edu-cation.
 
Photo: http://www.flickr.com/photos/kbrookes/4960877754/

In a sea of green vegetation, you’ll find reds, yellows, oranges, blues, and purples—a beautiful range of colors that pop out, saying to insects and other pollinators, “visit me, visit me, no, not that one…. me!” Flower colors have evolved to attract  certain kinds of insects and birds, which ensures they can propagate the next generation of pinks, daisies, and other vegetative offspring.

How do they do it? With such pigments as porphyrins, carotenoids, anthocyanins and betalains. In addition to making flowers attractive to specific pollinators, these compounds also help plants sustain photosynthesis by gathering wavelengths of light not readily absorbed by chlorophyll.

We have reached the 14th week of the weekly, online, video series “Chemistry Now,” and chemistry returns to nature as a source of interesting video and lessons. As we’ve written before, please view the video, try the lessons, and let us know what you think.

Photo: T. Brown

Through the Chemistry Now series, NSTA and NBC Learn have teamed up with the National Science Foundation (NSF) to create lessons related to common, physical objects in our world and the changes they undergo every day. The series also looks at the lives and work of scientists on the frontiers of 21st century chemistry.

Video: Roses are red; violets are…well, violet – but why? “The Chemistry of Flower Color” explains how pigment molecules – carotenoids and anthocyanins – give flowers the colors we see. Also in this collection: news stories from the archives of NBC News and Scientific American on desert wild flowers, pollination, the cut-flower industry, and why flowers have scents.

Middle school lesson: In What Color Is Your Flower? (middle school), students separate the pigments in red flower petals and determine if all red flowers contain the same pigments.

High school lesson: Students go a step further in What Color Is Your Flower? (high school) and determine which of the pigments they separate out exhibit acid–base indicator properties.

For another great pollination activity, see “Please Pass the Pollen,”  through which your students learn the sorts of pollinators that visit plants around your school and which flowers are most often visited, and then they return to the classroom and report their findings.

You can use the following form to e-mail us edited versions of the lesson plans:

[contact-form 2 “ChemNow]

I teach seventh grade science and am currently putting together my wish list for next year. I’m looking for information on data collection devices such as Vernier, RED (Really Easy Data) or Log It. In particular, I would like to use the devices for labs on motion, force, pressure, and temperature. I have not worked with probeware before so I want to start small. I have considered just purchasing one kit to get myself acquainted and then perhaps applying for a grant eventually.
—Rana, Avenel, New Jersey
It’s really exciting to see how these tools can engage students. But, as you suggest, it’s important to select the right equipment for your situation. I’ll share some input from those who have experience with these tools.
From Martin Horjesi, author of NSTA’s Science 2.0 blog:

Suggesting a particular product is a little tough since it is hard to compare much besides specs. My life with tech has taught me that it is not what tech you have, but what you do with what you have.

The three brands of probeware mentioned are just three of maybe five to seven options. Since these kids are in seventh grade, I assume they will catch on quickly to the potential of real-time data collection and hit some limits of the RED system without jumping through additional financial and device gymnastics.

Personally, I think the Vernier Go sensors with LoggerLite are a great introduction that can do much more than the basics. They are also work with LoggerPro, a powerful application that could run a small country. Additionally, the Go stuff is similar or below the cost of the RED system. But again, it is not just the tech, but what you do with the tech. There is an old adage in photography that the amateur has the best equipment, but the professional has the best pictures. I have seen classrooms filled with powerful tech tools, yet little more than the mundane was practiced. I’ve also visited other rooms where the teacher has pushed the limited tech beyond the normal and into the realms of creativity, innovation, and constructivist exploration.

A needs assessment would be a great place to start. How many students? What subjects? What are your goals and objectives? How much will they be used? Are there any existing sensors/software in the school/district? Will they be used as standalone, with laptops, desktops, iPads/iPods? How much training time is available? How many individual sets are needed? Will this be part of a larger integration plan? And so on.

From Tom Jenkins, via the Middle School Portal:

We use Vernier Labquests in our building.  The flexibility that they offered sold us.  That being said…They were more expensive as compared to some of the others, so we had to buy fewer units.  Had them for three years and have used motion, pH, and temperature sensors with my fifth through eighth graders.  I’m glad that we bought them.  As far as the competitors, I can’t offer a practical comparison.  Hopefully others will chime in….

I’m also hoping others will indeed “chime in” with comments on how they decided on a type of probeware  and suggestions for using probes in middle school science.
I’ve worked with teachers and technology for quite a few years. I’ve heard many teachers say that they won’t “let” students use a technology tool until and unless they themselves have mastered it. So projects that start small often stay small (or disappear) as the technology changes rapidly and the teachers struggle just to keep up.
I’d suggest jumping right in and learning along with the students. After all, these are the same students who have mastered cell phones, MP3 players, and the intricacies of video and computer games. Figuring out how to use a probe shouldn’t be too much of a challenge for them.
You could start with an activity you’re already comfortable with, substituting the probes for traditional measurement devices and techniques. Or if you have a few inquisitive students, you could ask them to figure out a probe and then teach the rest of the class. When I used this strategy, I asked the “instructors” to create a one-page handout with step-by-step directions to share with the other students. Their directions were more student-friendly than the original manuals (or my directions).
With these probes, students will have authentic experiences in measurement and data collection. The probes will not provide “answers.” Students will still have to learn how to analyze the data and draw their conclusions—that’s where your role as teacher is important.
Additional resources:
Probeware Tools for Science Investigations
Science 2.0: Probeware—Illuminating the Invisible