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Not all science teachers need to have done "real research," though it is a good idea to take advantage of some of the "Research Experiences for Teachers" (RET) that are offerred during the summer at Drexel and UPenn. (The pay isn't too bad either.) These programs really give the classroom teacher a feel for how science is really done today. It is probably enough so that the teacher can pass this on to the students.

Also, by participating in more than one of these over time, the teacher may actually gain more diverse experience than would be present in a person who focussed narrowly in one field of research for a period of time. Further, a good researcher doesn't necessarily make a good teacher -- and vice-versa. The needs and temperments of the 2 professions are decidedly different.

As for photography and cooking and other chemically related fields: Knowledge in these diverse areas will help here and there, I think, but it has not proven to be as useful as I'd hoped. It is possible that I am not creative enough to use it. If you find ways to integrate material like this, you should publish the lesson plans. I think many of us would be happy to "borrow" your techniques. If you think you shouldn't b/c you are new to the field, don't let that stop you. Many advances are made by people who didn't know enough to think that it couldn't be done . . . which could be why many scientists make their big discoveries in their youth.