Learning activities are significant in an e-learning course. Learning activities allow tailoring of general knowledge within e-learning courses to particular applications and situations (Andrews & Haythornthwaite, 2007). Learning activities include connect-type activities, absorb-type activities, and do-type activities. Connect-type activities link students’ current knowledge to their newly attained knowledge (Horton 2012). The topic of interest to the current class is tornadoes. Therefore, based on the research topic ‘tornadoes’, this entry endeavors at evaluating a connect type activity, while highlighting its needs assessment. Connect-Type Activities The principal purpose of education is to bestow students with knowledge that they can efficiently transfer to real-life aspects. Learners may deem it difficult to relate novel knowledge to previous knowledge without the aid of connect-type learning activities. As Khan (2005) affirms, designing and delivering instruction stipulates thoughtful investigation and analysis as well as an understanding of the resources and techniques to apply instructional design principles to tap students’ potentials. In this milieu, connect-type activities refer to the connections between students’ existing knowledge and novel knowledge. The activities endeavor at closing the gap between learning and real-life experiences (Horton, 2012). They prepare and allow students to apply the formerly attained knowledge in their personal lives, in situations they encounter within their workplaces, and in their forthcoming learning endeavors. In this context, connect activities integrate what students are learning to what they already know. In fact, they do not endow students with new-fangled skills and knowledge, but they link together formerly acquired knowledge and skills. Therefore, the purpose of a particular activity determines whether it is a connect-type activity or not. If the prime purpose of the activity is to link new knowledge to something previously known, it qualifies as a connect activity. Connect-type activities vary from uncomplicated questions to comprehensive work assignments. The numerous types of connecting activities suitable in online learning and in the classroom include job aids, written and picture stories by students, ponder activities, and research activities. Needs Assessment The needs assessment is the preliminary step in the creation of a connect-type activity. The needs assessment process is essential in establishing the indispensable actions of improving the connect-type activity (Philips & Philips, 2009). It aids in determining the weaknesses and strengths of the students. Moreover, it allows for the compilation of, as well as the examination of imperative info pertaining to students’ current knowledge, and the anticipated result of the activity. Additionally, the needs assessment investigates the benefits allied to the activity prior to implementing it. It explores students’ current abilities, knowledge, and skills, whilst determining what the instructor wants the students to know, the objectives of the activity, the means of collecting and recording information, and the means of reporting the information. The following connect-type activity based on a needs assessment of seventh-grade students. The needs assessment determines the know