One challenge in lecture-based classes is helping students apply what they learn to real life situations. In my upper-level companion animal behavior class, I struggle with teaching students to read and observe behaviors without jumping directly to interpretation. Many students have preconceptions of what a particular behavior (like a wagging tail) means. Social media is full of examples of behavior that is often misinterpreted by the individuals posting it. To combat this issue, I go directly to the sources and have students choose video clips lasting 90 seconds or less, present them to their classmates, and facilitate classroom discussion around the behaviors they are viewing. Students work together in small groups to identify and present the short video clip, which may come from social media, another public recording, or a recording of their own pets. The entire presentation takes less than 5 minutes and makes for an interesting change to a typical Friday class. By the end of the semester, students can observe and describe companion animal behavior patterns, engage fellow students in discussion, critically interpret the body language of companion animals and apply the knowledge they have gained from class to real world examples. Lively discussions sometimes ensue, and students comment on the value of using video to understand behavior. While I find this assignment useful for behavior classes, it can be adapted for any class where the application of course work to “real world” scenarios is valuable. In engineering courses, it has been used to challenge students to reverse engineer YouTube videos. In animal welfare or management courses, students could select video showing a facility or system and critically evaluate what they are seeing. While students often dislike working in groups, having a low stakes, “fun” assignment increases participation and comfort in presenting to the class.