ALEX Learning Activity


Paraphrase Design Thinking With Thinglink and Google!

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Brigitte McCawley
System:Alexander City
School:Alexander City Board Of Education
  General Activity Information  
Activity ID: 2237
Paraphrase Design Thinking With Thinglink and Google!
Digital Tool/Resource:
Design Thinking Thinglink
Web Address – URL:

Thinglink is a digital resource that provides click and learn tags within images and video to enhance learning and take it beyond the textbook or classroom walls!

Students can use this specific Thinglink as a digital source to meet the Alabama Course of Study standards for gathering and recalling relevant information, paraphrasing and creating grammatically correct content, and giving proper credit to digital sources. 

This activity is a result of the ALEX Resource Development Summit.

  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 5
29 ) Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [W.5.8]

English Language Arts
ELA2015 (2015)
Grade: 5
39 ) Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.5.2]

a. Use punctuation to separate items in a series.* [L.5.2a]

b. Use a comma to separate an introductory element from the rest of the sentence. [L.5.2b]

c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It's true, isn't it'), and to indicate direct address (e.g., Is that you, Steve'). [L.5.2c]

d. Use underlining, quotation marks, or italics to indicate titles of works. [L.5.2d]

e. Spell grade-appropriate words correctly, consulting references as needed. [L.5.2e]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.5.39- Demonstrate standard English grammar when communicating.
ELA.AAS.5.39a- Use commas correctly in a sentence that contains a series of items.
ELA.AAS.5.39d- Use quotation marks to identify titles of written works.

Digital Literacy and Computer Science
DLIT (2018)
Grade: 5
R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate information from digital sources to answer research questions.
  • curate information to present or share with others.
Teacher Vocabulary:
  • curate
  • keyword
  • search engine
  • database
Students know:
  • information to research questions can be obtained from digital sources.
  • resources to organize information.
  • resources to present or share with others.
Students are able to:
  • create a list of keywords or phrases to enter into a search engine and/or database such as Alabama Virtual Library.
  • use advanced search techniques to search by file type, dates, and specific domains.
  • organize information.
  • share information by creating a digital resource.
Students understand that:
  • information can be located from a digital source to answer research questions.
  • information can be organzied and shared by creating a digital resource.
Learning Objectives:

The student(s) will demonstrate the ability to correctly recall and paraphrase information, take grammatically correct notes, and give proper credit to digital sources after using an interactive Thinglink resource with click-and-learn tags that define Design Thinking and its five stages.  


  Strategies, Preparations and Variations  

The student(s) will visit the Web-based, Thinglink resource via the provided link. The students will answer the essential question: Can you define Design Thinking and describe its five stages in your own words?

The student(s) will click each visible tag within the Thinglink resource to view a video and read about the five stages of Design Thinking.

The student(s) will use the information they have studied to build a knowledge base and paraphrase a definition of Design Thinking as well as a description of each of its five stages in their own words.

The student(s) will document each part of the paraphrased information they construct as a Google Doc page of notes in a grammatically correct format and submit this for evaluation via the provided rubric.


Assessment Strategies:

  • A digital, collaborative Q/A Wall can be copied via the link below. This will enable students to post their questions during the activity for formative assessment purposes in which the teacher can provide immediate feedback:

  • Use of Google Docs allows collaboration and immediate feedback via comments, which can also stand as a form of formative assessment. To utilize this tool, do the following:
    • Highlight the text you wish to make a comment on.
    • Click "insert" in the horizontal toolbar for Google Docs.
    • Choose "comment" from the drop-down menu.
    • Type and post your comment.

  • A rubric can be utilized for summative assessment of the paraphrased student notes and credited source if desired. Feel free to copy/paste the link below into your browser to make a copy of the Google Form Rubric: 

  • A general, Google Doc rubric can also be accessed via the link below for those who do not prefer to use the Google Form version:

Advanced Preparation:

  • Students should have access to Google Docs and be knowledgeable about using this digital tool for word processing tasks.


  • Optional: The use of Google Classroom will allow each student to digitally submit their work for evaluation if desired.
  • For classrooms with limited technology, the facilitator may wish to:
    • Allow the Thinglink activity to take place via projector as a whole-class activity.

    • Allow time for students to rotate through tech stations for the Thinglink activity.

    • Provide paper copies for students to view content and take notes if necessary.

Variation Tips (optional):

  • At the discretion of the teacher, the following may need to be considered for students with specific exceptionalities:
    • Extra Time
    • A "Study Buddy" as a Partner
    • A Handout List of Steps to Follow in Completing the Activity

  • If time is allowed, this activity could be extended to include students using their notes to create their own:
    • Infographic
    • Slideshow
    • Digital Poster (Could also be a paper poster if necessary)

Notes or Recommendations (optional):

While this learning activity can be a stand-alone activity, it is one of two activities designed to precede a more detailed lesson I created involving interviewing (listening skills) and designing a solution to a partner's problem (Design Thinking). A second "before" activity can be accessed by searching in ALEX for "Summarize Active Listening With Digital Tools!"

  Keywords and Search Tags  
Keywords and Search Tags: Design Thinking, Digital Sources, Google Docs, Paraphrase, Recall, Relevant Information, Word Processing