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2026–27 • Labs & wellness

Balance and Center of Gravity

Watch how moving a support or a load changes balance.

Classroom lesson: Balance and Center of Gravity

Today I can…

direct a change that helps an object balance

Words to know

Words for this lesson

STRIPSUPPORTLOADTRAYEND

Follow along

What we will do

  1. 1

    Find the support

    Find the low support under the broad strip.

  2. 2

    Watch the strip

    Choose BALANCE or TIP for what you see.

  3. 3

    Direct a move

    Choose LEFT or RIGHT for the teacher to move the support.

  4. 4

    Watch a load

    Watch the teacher add a secured soft load at one end.

  5. 5

    Predict a change

    Choose where the support might need to move now.

  6. 6

    Check for balance

    Choose BALANCE or TIP after the teacher moves the support.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

BALANCETIPLEFTRIGHTBREAK
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • Broad rigid cardboard strip with rounded corners; low broad support; large soft securely attached load; padded tray; existing AAC. No stones, loose weights, sharp edges or body-balancing tasks.

Safety first

Keep learners seated at a shared display; offer observation without touch and AAC, gaze, gesture or speech. Honor NO, STOP and BREAK; allow wait time and follow individual vision, allergy, mouthing and supervision plans. Select support individually, never by age or House. Adults handle a broad rigid rounded cardboard strip, low broad support and securely attached large soft load over a padded tray. Keep hands clear and tipping drops very low. No stones, loose weights, sharp edges or body-balancing tasks. Balance depends on the center of gravity being over the support; moving a load changes the balance point.

Follow each student's IEP, health, feeding, allergy, behavior, and mobility plans.

Individual learning objectives

Choose Level 1, 2 or 3 individually in either House group. A House is not an ability level. Watching, directing and communicating a boundary are valid participation.

Level 1

Select BALANCE or TIP.

Level 2

Direct moving the support to find balance.

Level 3

Explain how moving a load changes the balance point.

Skill focus: Balance, force, spatial awareness, prediction, motor planning

30-minute teaching sequence

Introduce · 5 min

5 min: Show a broad lightweight strip resting on a low support. Ask, "Will it balance or tip?" Explain that an object balances when its center of gravity is over its support. Use BALANCE/TIP choices; all activity stays on the tabletop.

I do · 10 min

I do 10 min: Balance a rigid rounded cardboard strip across a low, broad support inside a tray. Shift the support slowly to make it tip safely. Restore balance. Secure a large soft load at one end and show that the balance point changes.

We do · 10 min

We do 10 min: L1 reports BALANCE/TIP. L2 directs LEFT/RIGHT as teacher moves the support. L3 predicts how the secured load changes the balance point and tests the idea. Keep hands clear of tipping objects. Use soft, lightweight materials and a very low drop.

Exit choice · 5 min

L1: Balance or tip? L2: Where should the support move? L3: Why did the load change the balance point? Accept AAC, gaze, gesture or speech. Record support.

Science note: Balance means stay steady on a support.

Curriculum connection: NGSS 3-PS2-1 connection.

Prepare for this learner

Both House groups: choose L1/L2/L3 individually, never by age. Stay seated; teacher controls materials. Offer speech, AAC, pointing or gaze, 1-2 high-contrast choices, wait time, observation/no-touch and NO/BREAK. Record response and support; honor refusal.

Record the response, access method, opportunities and support used. Record observed, declined or not assessed separately; a communicated refusal is not a failure of participation.

Word lesson plan

Editable classroom source plan. Source files may retain earlier titles. Use the individual level choices and safety guidance above when preparing the session.

Download editable lesson plan (Word)

Access supports

Communication Model five core words; accept speech, AAC, eye gaze, gestures, object choices, signs, and partner-assisted scanning.

Sensory Present one material at a time. Offer tools, gloves, observe-only, a scent-free choice, and a quiet break.

Motor Stabilize containers, pre-loosen parts, use adapted grips, and offer seated, standing, partner, or directing roles.

Learning Show the finished result, model first, use short visual steps, repeat, and record the least support needed.

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