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2026–27 • Labs & wellness

Balancing Stones & Rock Towers

Build a small tower and explore what helps it balance.

Classroom lesson: Balancing Stones & Rock Towers

Today I can…

choose a stable base for a small tower

Words to know

Words for this lesson

BASEBALANCEWIDETALLFALL

Follow along

What we will do

  1. 1

    Choose a base

    Choose a broad, flat piece for the bottom of your tower.

  2. 2

    Place

    Place or direct a partner to place one piece at a time.

  3. 3

    Check

    Pause to see whether the tower stays balanced.

  4. 4

    Try again

    Change one piece or its position if the tower falls.

  5. 5

    Share

    Show the base or position that helped your tower stay up.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

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

Materials

  • Large lightweight faux stones or broad smooth stones screened for handling
  • Low tray with non-slip mat
  • Base-shape picture cards and optional ruler

Safety first

Keep towers low and inside trays. Prefer lightweight substitutes where dropping, throwing, or mouthing is a concern. Adults screen stones for sharp edges and size; protect fingers and feet. No stacking above head height.

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

Choose or indicate one base example using an established response.

Level 2

Complete or direct two steps of the activity with support.

Level 3

Compare results and communicate one observation or care decision.

Skill focus: Balance, spatial planning, prediction, perseverance

30-minute teaching sequence

Introduce · 5 min

5 minutes: Show the finished example or materials. Preview the choices, boundaries, and ways to participate.

I do · 10 min

5 minutes: Choose a broad, flat piece for the bottom of your tower. Model one action slowly and demonstrate HELP and STOP.

We do · 10 min

15 minutes: Place or direct a partner to place one piece at a time. Pause to see whether the tower stays balanced. Change one piece or its position if the tower falls.

Exit choice · 5 min

5 minutes: Show the base or position that helped your tower stay up. Record the learner’s actual choice or observation; tidy the station together.

Science note: A tower is more stable when its mass is supported over its base. Shape, contact surfaces, weight distribution, and disturbance affect balance.

Prepare for this learner

Offer speech, pointing, gaze, AAC, partner-assisted scanning, or a recorded choice. Follow individual vision and mobility plans. Present one or two items at a time; watching, declining, and taking a break are valid participation.

Lower-staffing option: Use one facilitator-led tray with learners choosing, observing, or directing from their seats. Omit handling if supervision is insufficient.

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.

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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