ThingLink for PBL in Science: ThingLink and PBL

ThingLink and PBL
Teacher In Action
Teacher In Action
Learning Apps

ThingLink for PBL in Science

Earth science students create an annotated interactive map

ThingLink is an online software used to make images interactive. This year, I've used it during a project/problem-based learning (PBL) activity, in which students did a series of tasks to collect data on a soil site of their choice (please see my "Model Overview" to learn about how I use Levels in my classroom). They collected this data and saved it for the final activity, the Soil Report, which asked the students to compile all the information they learned about their soil site and to post it on a ThingLink. This ThingLink was then used to make a target on the larger map of Paracini Ponds (the field site we visited), which was also its own ThingLink. The insight I was looking to gain from the completion of this activity was whether students could take scientific data from a field exercise, analyze it, and make a decision about how the land should be used. 

Strategy Resources (2)
Teacher In Action
Strategy Explanation
This is a screencast showing the progression of activities that students completed in order to get to the culminating activity on ThingLink.
Teacher In Action
Strategy Explanation
This is a screencast showing the progression of activities that students completed in order to get to the culminating activity on ThingLink.
Jessica Anderson
Powell County High School
Deer Lodge, MT


About this strategy

Prep Time:
Ninth grade
Similar Strategies
Assessment & Data
Digital Assessment Tools
Earth science students create an annotated interactive map

I formatively assess students through digital technology like Plickers, Kahoot, and Poll Everywhere. Plickers (Paper clickers) is a free software tool designed like QR codes to collect students’ answers to questions. I create questions on the Plickers website ( and assign each student a card number. I will read and display the question on the SmartBoard and scan the room to determine students’ answers. The answers are displayed on my device in two colors (incorrect/correct) and in graphical form. This gives me a good visual of where students excel in the curriculum and where they struggle. I also use Kahoot ( as a whole group assessment of students’ understanding. Kahoot allows me to write questions, allows for an allotted amount of time for each question to be answered, and for students to be ranked on time and the correctness of their answer. The students are fully engaged in this activity because it’s over material they’ve all covered, there is music that is aligned with the timer, and they get instant feedback. I also get a report showing their answers to the questions at the end of the game. I use this report, which uses conditional formatting, to show me which answers are correct and which are incorrect. I love how the visual gives me feedback on what students still need to master. I’ve also found Poll Everywhere ( to be a great way to formally assess my students. For instance, I asked my students to give me an example of something that is within the hydrosphere. They messaged their answers to our classroom code. It was then displayed on our SmartBoard as a word cloud. I’ve also used Poll Everywhere in conjunction with small group discussion groups with a checklist of skills and standards students need to achieve. For instance, I first used Poll Everywhere to check to see if students understood what objects would be in the hydrosphere, atmosphere, geosphere, and biosphere. I wanted to see if they understood the definitions before we moved onto more complex tasks. The word cloud created a list of all the objects in each sphere. I then had students take words from the word cloud and create drawings showing how the four spheres would interact. The students then shared their drawings via Apple TV and the SmartBoard in small groups. I gave verbal feedback in front of the group as well as asked probing questions if I needed to.

Academic Culture
Earth science students create an annotated interactive map

The leaderboard is a display of both academic and behavioral progress for my students. The results are tabulated separately in the academic and behavioral games. In the academic game, the focus is on the experience points earned by students in academic activities. Experience points in the academic game are only awarded to students once they have mastered an activity. Once they have mastered the activity, points are added to the leaderboard. We review the academic leaderboard and recognize individuals who have made it to the top or who have made significant progress in the class. For the leaderboard in the behavior game, I use Classcraft to display students' points. This display can be sorted by experience points, health points, or action points depending on what is the required view. From my experience, the two leaderboards help steer a cooperative sense of competition among a lot of my students. It also motivates them to continue learning and sharing. Although much of this is external motivation at the beginning of the year, I see a shift towards internal motivation in regards to behavior and academic progress as the year continues. Students are much more willing to learn for learning's sake instead of a prize or written/verbal recognition as they become more accustomed to these behavior and academic qualities. The academic leaderboard displays the rankings of students in all three of my earth science classes. The behavior game on Classcraft is solely based on the students in that particular period.

Time and Space
Classroom Zones
Earth science students create an annotated interactive map

My classroom space is broken into five distinct areas based on students’ needs. The areas are named in accordance with the storyline in our academic game: (1) presentation area (also known as the shelter), (2) lounge area (the beach), (3) counter area (the lookout), (4) teacher area (crash site), and the (5) table area (the jungle). Each area was set up with a distinct vision in mind. The shelter was set-up with two futons and a coffee table all located around the SmartBoard at the front of the classroom. I envisioned this area as a place where student groups could share their learning and present content using their iPads and our Apple TV. The beach area was created to help those students who do better lounging on a couch or in a non-traditional chair while working. I wanted my room to represent the traditional as well as the “non-traditional” student. The lookout area was specifically set-up for students who enjoy to look outside and see nature as they work. It also works well for those who use scenery as a reset in an environment that is often controlled chaos. The crash site was created as a result of the storyline where all students became Plane Crash Survivors (PCSs). The name makes it okay to have a messy desk! It’s also used as a space to separate distracting students from the attention of others in the classroom. Finally, the table area was made for the more traditional student who likes to work at a table or desk or likes to have a hard surface to work on. Throughout class, students can be seen moving throughout the room in accordance with their needs as a learner at that particular moment. I feel the incorporation of the different areas of the classroom helps to build a culture of learning acceptance and risk. It opens up the classroom to being more than just a sit and get environment. It helps to personalize and shape students’ learning. See also Jessi's Overview Model.

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