Early Implementation of DNA Evidence: Video Reflection Activity

Early Implementation of DNA Evidence: Video Reflection Activity
Early Implementation of DNA Evidence: Video Reflection Activity
Early Implementation of DNA Evidence: Video Reflection Activity
Early Implementation of DNA Evidence: Video Reflection Activity
Early Implementation of DNA Evidence: Video Reflection Activity
Early Implementation of DNA Evidence: Video Reflection Activity
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(179 KB|2 Pages)
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  1. The Forensics Unit #2 Bundle includes FOUR separate lessons. Each one includes a PowerPoint with embedded video clip links, illustrated Student Guided Notes, Teacher Notes, and a Worksheet with Answers. In addition, there are FOUR Activities, a THREE page Study Guide, Justpardy Review Game, TWO Quiz
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  2. The Forensics DNA Evidence Packet includes a PowerPoint with embedded video clip links, illustrated Student Guided Notes, Teacher Notes, Worksheet with Answers, and a Video Reflection Activity The PowerPoint is fully editable. The Notes & Worksheets are editable Word Docs too. This will allow yo
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  3. The Forensics 80 Day NO PREP MEGA Bundle comes with SIX complete units. Each Unit has multiple lessons, each with a PowerPoint with embedded video clip links, illustrated Student Guided Notes, Teacher Notes, and Worksheet with Answers. Each Unit has multiple Activities, Study Guides, Justpardy Revie
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Product Description

Video Reflection Activity: History Channel's "The Early Implementation of DNA in Forensic Science"

This video describes how DNA was used early on in helping to solve crimes. The video is about 45 minutes long.

“History Channel on the Early Implementation of DNA in Forensic Science. From its beginnings to CODIS. The Timothy Spencer Case, DNA Data Banks, Paul B. Ferrara, Innocence Project, and Early Backlogs.”

This video is available on YouTube for free. The link to the video is included with the download.

Several years ago I stopped using accompanying worksheets to videos I show in class. Too many times students are more focused in answering the questions, rather than absorbing what they are watching. But, I wanted the students to be actively engaged with the video. So, I started using “Video Reflections”.

The video reflection handout has two columns on it. Student write what they have learned on the column on the left. They write down any questions they have on the column to the right. At the end of class, each student needs to tell the teacher something they learned, or a question they have.

When given a choice, most students would rather have this type of assignment, compared to a worksheet.

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