• Shannon Fasing

    Shannon Fasing
    Virginia Commonwealth University
    VA

My NSTA / Peers / Shannon Fasing

I have wanted to be a teacher since I was little. It was not until high school I found my love for science, and thus the goal of becoming a science teacher was born. Asking questions, observing, investigating and learning new science topics excites me and I want to instill that into my future students.

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    Genetics

    This collection is going to be used for a 9th grade biology class in Virginia. Some are activities I would like to use, while most is for inspiration and content knowledge for myself (as I am a student teacher). The goal will be for students to be able to calculate genetic probabilities, identify mutations on the nucleic acid and chromosomal level, to create a karyotype and understand the difference between autosomes and sex chromosomes, and be able to explain the consequences of genetic deregulation in the sense of cancer cells and pollutants in an ecosystem. Other resources: http://www.hhmi.org/biointeractive/csi-wildlife?utm_source=BioInteractive+News&utm_campaign=69a1a4a90a-BioInteractive_News_Vol_766_14_2016&utm_medium=email&utm_term=0_98b2f5c6ba-69a1a4a90a-69340633 (http://datadryad.org/resource/doi:10.5061/dryad.435p4) Strawberry DNA lab: http://genetics.thetech.org/online-exhibits/do-it-yourself-strawberry-dna

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