The purpose of this article is to detail the creation of an assignment, after Covid-19 moved our university's instruction online, that helped students make sense of how K-12 teachers were adjusting their own pedagogy. The assignment included two parts: 1) students conducted an interview of their cooperating teacher to understand how they had to adapt their teaching and 2) students created a science online-learning activity that students could engage at home. Based on the interviews, we report anecdotal data regarding how K-5 teachers shifted to fully online instruction. We found that the assignment helped preservice teachers make sense of pedagogical approaches and practice skills they had been developing over the course of the semester and reflect on their own cooperating teachers' experiences. We recognize that online learning experiences will continue to increase as technology becomes more integral at all levels of education and that our students need to continue learning about and creating online-learning activities.