• The Quiz and Video
• The Respiratory Lab
• The Circulatory Lab
• The Nervous System Lab

The Quiz and Video The Quiz consists of seven questions about organisms that require students to remember vocabulary words and concepts reviewed in class. The video reviewed body systems in general so that students had a chance to think about the entire system visually. In the video, there was a great deal of footage taken from inside a functioning body. Some students found this too graphic. Why is it important to take a quiz and see a video? Students are able to think through what they have learned on quizzes or tests. The "Living Condition/Levels of Organization" quiz was used to help students review the organism concept before learning about the heart, the lungs, and the nervous system. The Body Systems Video gave Mr. McWeeny a way to take students inside the body.
Materials & Resources	Implementation	General Tips/ Obstacles to Expect
Vocabulary List References for the 5 levels of organism organization A Body Systems Video	Students are given vocabulary words and take notes during a lecture on organisms before taking the quiz. They later see a video on the body systems. After watching the video, students are asked to write three things in their notebooks: 1. Make connections to what they had already studied (at this point they had already done the Respiratory Lab) 2. Note any questions they had after seeing the video 3. Note any thoughts or opinions See the story of how Mr. McWeeny implements this unit. The assignments, student work, reactions and assessment are displayed.	Teachers may want to present the video after one or all of the body systems labs. This way there is more of a context for students to see the video. (Mr. McWeeny first had students do the Respiratory Lab before seeing the video). Useful Assessments: Self Assessment Teacher Assessment

Pictures of Practice Contents Introduction The Colonial Biography Unit (7th Grade History) A Year of Seventh Grade English A Year of Eighth Grade Science The Jazz Unit Snapshot Using the CCDT to Develop Generative Topics