The purpose of this design-based research case study was to apply a networked learning approach to a seventh grade science class at a public school in the southeastern United States. Students adapted Web applications to construct personal learning environments for in-depth scientific inquiry of poisonous and venomous life forms. API widgets were used to access, organize, and synthesize content from a number of educational Internet resources and social network connections. This study examined the nature of personal learning environments; the processes students go through during construction, and patterns that emerged. Findings revealed that students applied the processes of: practicing digital responsibility; practicing digital literacy; organizing content; collaborating and socializing; and synthesizing and creating. These processes informed a model of the networked student that serves as a reference for future instructional designs. (Contains 3 tables and 4 figures.)