Various types of learning activities are appropriate in designing an e-learning course. The prime objective of these activities is to offer ways for learners to achieve learning objectives laid down at the initiation of a course design. Among the learning activities is the absorb-type activity. An absorb-type activity is an activity that learners can listen, watch, or read. Absorb-type activities are designed to inform and inspire learners (Horton, 2012). They enable learners to acquire vital current information essential in supplementing their learning as well as doing their jobs. There are a myriad of absorb activities which may encompass readings, presentations, live or recorded demonstrations, real or virtual field trips, and storytelling (Horton, 2006). In this situation, the students portray that they are absorbing the activity by drawing fun from it. Absorb activities are critical where there is minimal presentation information, when there is a need to boost the current understanding, and when detailing a concept, principle, and theory. The principal media of presenting absorb activities incorporate slideshow presentations, podcast and informational videos, field trips, and stories. Even though these activities may appear as an inactive form of learning, they present an active component of learning. They encompass the information as well as activities requisite for learners to be mentally active perceiving. The topic that is of interest to this particular class is environmental protection. Therefore, this entry endeavors at evaluating this absorb activity, whilst emphasizing on its needs assessment and lastly creating an absorb activity. Needs Assessment The initial step in creating an absorb activity is development of a needs assessment. Needs assessment does not only recognize but also corrects issues pertaining to performance within the instructional plan. It is a logical procedure of attaining a detailed and precise depiction of the weak points and potencies of the students. Equally, it delineates the preset goals and as well points out the most suitable techniques for students to achieve them. The process gathers and scrutinizes information pertaining to all interested stakeholders explicitly students and instructors. The lesson on environmental is able to boost the current information while encouraging students to produce a visual association to supplement the understanding of the topic. In this milieu, learners are in a position to build on their knowledge in proactive ways. Needs assessment establishes the loophole between the current knowledge and the skills and knowledge indispensable to make learners acquire novel knowledge pertaining to the topic. The lesson on environmental protection is capable of augmenting the current knowledge by incorporating fun facts to endorse learning. The visual activity endows the learners with a realistic aspect to environmental protection, thus supplying more meaning as opposed to merely reading on the topic. The instructor may ask the learners to list some of the ways to protect the environment at the termination of the demonstration. Throughout the needs assessment procedure, learning objectives ought to be c