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https://htwins.net/scale2/

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I think finding whatever connections we can to activities students are interested in or diseases students are familiar with is helpful to keep students engaged.

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I noticed some students struggle with scaling and especially things they can’t see with their naked eye. However, if take things that they can relate to and show it to them in a larger or smaller version and have them practice replicating to a certain percentage or degree. Mr. Armstrong did something similar with students last year with characters.

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Having students understand protein as a necessary fuel for recovery after strenuous activity. Taking a deeper look into how proteins fuel the body and support healthy muscle functions.

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I would imagine to dramatize scale we could do some sort of lab. Where the chemical reactions change depending on the amount of some chemical added to another. It will provide a visual of how different doses react. The size of the doses will be relate to the scale. Maybe my thought is off base. Im trying to keep the focus on drugs in a sense.

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One way to help students understand scale is to do a microscopy unit (*if possible - requires equipment). This really gives them a sense of needing special tools to view matter or phenomenon that the human eye is not capable of doing. By helping them realize limitations (scale), and solutions to the problem (specialized tools like microscopes) then student scientists are able to explore and help find other solutions. A cyclical offshoot of science/tech - solutions allow for more solutions, sometimes even of problems that don't yet exists.

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Students really struggle with scale, especially with really small things. One thing I have found useful when talking about things like proteins, molecules, and cells is using analogy to objects that students are familiar with to help them understand the difference in scale. I also think simulations that help students visualize scale are really useful. There is a simulation in Amplify I've used for this.

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Following up on the comment about relating proteins to muscles and football ...

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Following up on the comment about relating proteins to muscles and football ...

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In the long run, is emphasizing these connections a good idea? If it keeps those boys engaged in the conversation, that's good; but if it reinforces the "proteins=(diet, sports, and nothing else)" oversimplification, then it's bad.

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What are the best ways of communicating scale?

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What are the best ways of communicating scale?

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Recognizing that the drug-protein interaction and its effect on personal and societal health cover many different length scales (0.1nm to kilometers), how do we dramatize for our students those length scales?

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I think this could be a topic of interest. I think students might be really interested right now in questions like "How can the COVID/cov-sars-2 virus infect humans?" (spike protein?)

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Students will be interested it because they may use it, and seeing how it works by connecting with a protein will show them what is happening at a scale that we cannot see with the naked eye.

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I think my 5th/6th grade students will be interested as long as we make it relatable. The opioids (heroin or synthetics like methadone and fentanyl) they may be familiar with already anecdotally.

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I think my 5th/6th grade students will be interested as long as we make it relatable. The opioids (heroin or synthetics like methadone and fentanyl) they may be familiar with already anecdotally.

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The drug category most significant to my students are the opioids. The opioids are impacting the community they live and go to school in the most. Giving them an understanding of how the drug is useful when used properly and how they can reverse the negative impact on their community is necessary.

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This along with the foldit would make great tools for students to see the proteins we are talking about at a different angle. It easily connects with drugs they see or hear about everyday and allows them to work at their own pace.

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I think students will care about the drugs they have familiarity with (like ibuprofen). We will be able to draw on their personal experiences with these drugs.

I see think the categories of proteins will be interesting to students but I think they will need plenty of models (foldit, etc) to visualize how these different classes of protein matter and what they do.

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I think students would be interested in nicotine. Many students might not even know that the e-cigarettes that have become so common among teens are often super high-dosage nicotine devices! Just as lots of education helped keep kids away from cigarettes in the last few decades, we need lots of information to keep kids safe from the vape craze that we see so often.

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The drug category that easily connects to my students would be ibuprofen. This is a drug that my students know and take themselves for headaches, injuries, etc.

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It depends on how relatable the material is made. I think the https://www.rcsb.org
would be hard if we try to jump directly into it. Is there a version of this geared towards younger students? The boys would be into the protein discussion because they relate it to muscles and football.

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Using the different types of proteins and their functions, a lesson could incorporate a movement activity where students pick a protein group (category) and they can move (or not move) from one station to another depending on card prompts that describe functions. This might require a lot of setup so maybe limit to one or two protein options (take a poll?)

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Will your students care about the categories of proteins (transporters vs receptors vs enzymes vs ...)?

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Which of the drug categories we've discussed are likely to be most significant to the students in your classes? Why?