An absorb activity is designed to inform and inspire.In absorb activities learners may read, watch, and listen. In my chosen topic, Environmental Protection, the learners will read new information in blog form from transparencies on an overhead projector in the classroom. This presentation contains information that the learners can  perceive, process, consider, and judge to create new knowledge (Horton, 2012) followed by group discussions.

The first step in creating an activity is developing a needs assessment.  A systematic process to acquire an accurate and thorough picture of he strengths and weaknesses of the learners.This process collects and examines information about all interested groups, students, parents, administrators, and other community members (http://www.dpi.state.nd.us). 

The steps required for the needs assessment include:

 What do you know? What do you think you know? What do you want to know? Why are you doing a needs assessment? What are you trying to measure? What will you do with the information you collect? How will you report the information? Is it user friendly and easy to understand?Are all interested groups included in planning and conducting the needs assessment?

•  Things the learners already know about protecting the environment.

1.  What is meant by environment?
2. How can you help protect the environment?
3. What is pollution?
4. What are some causes of pollution?

• Things the learners need to know about protecting the environment.

1. Our planet is changing and each of us need to help it change for the better. We can do that by learning more about energy and how we can use it more efficiently.
2. We need to learn the kinds of energy we use each day to live and grow.
3. Learn how to use less energy everyday.
4.  Tell what energy is and name some forms of energy.
5. How can we be smart about the way we use and save energy? 

• The clear and achievable  final outcomes from the course are:

1.  The learners will be able to name at least three different sources of energy.
2.  The learners will know what energy is and how ti affects ore lives.
3. The learners will be able to list ways to reduce the use of various forms of energy to help protect the environment.
4. The learners will be able to discuss ways that pollution negatively affects life.
5. The learners will be able to suggest ways to reduce pollution of the environment.
6. The learners will be able to name at least five forms  of energy.

• How was information collected, recorded, and reported?

1.  During the needs assessment process, the objectives will be defined and how the learners will go about accomplishing them will be determined.
2. Evaluations during the course (formative), and at the end of the course (summative) will be used to measure the final outcomes.
   
   How Can We Help Protect the Environment?  
   
   
   When you’re using electricity think about where it comes from and how you can use less to take the strain off of the environment - here are some simple ways to make a big difference:
   1. Unplug TVs, computers, and stereos, when not in use. Why? Because they still use electricity when they are in standby mode.
   2. Turn lights off when you leave a room. Why? Because leaving lights on uses a lot of energy. Turning them off when they are not needed saves a lot of energy.
   3. The refrigerator has to work harder and use a lot of extra energy to stay cold when the door is left open for a period or when hot foods are put in it. Keep the refrigerator door closed.
   4. Buy energy efficient products. Tell your parents to look for the Energy Efficient Recommended logo.
   5. Encourage your parents and neighbors to consider installing solar panels to their homes. Solar panels create electricity from sunlight which can be used to power hot water heaters and some other electric appliances.