Level 1
Given two large clean material samples or pictures, indicate one chosen material or a sensory preference in at least one of two invitations, using the student’s established response.
2026–27 • Labs & wellness
Bandages and Natural Fibers
We can compare clean materials and choose a soft cover for a practice model.
Classroom lesson: Bandages and Natural FibersToday I can…
choose a material for a practice model
Words to know
Words for this lesson
BANDAGECOTTONCLOTHPAPERWATER
Follow along
What we will do
- 1
Look
Look at clean cloth and paper.
- 2
Choose
Choose a material or choose WATCH.
- 3
Test water
Watch or help the adult add equal drops of water.
- 4
Cover the model
Choose a strip for the cardboard model only.
- 5
Share
Show soft, wet, same or different.
- 6
Clean up
Help clear the tray or direct the adult.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
LOOKTRYWATCHHELPBREAK
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- For 3–11 students: 1 clean large doll/cardboard arm, 1 packaged commercial bandage for demonstration, 6–12 equal cotton-cloth and paper-towel squares, 6–12 short pre-cut cloth strips, 2–4 shallow trays, 1–2 droppers and a small cup of plain water.
- Optional: washed linen sample with fiber label; large laminated material photos; pre-torn tape tabs, magnifiers and nonslip mat. Use prepared fabric, not foraged fibers or loose cotton fluff.
Safety first
No treatment of people, no open wounds, no adhesive on skin, and no wrapping or tying around any body part. Keep this a clean model-only demonstration. Check latex, adhesive and fiber sensitivities. Keep droppers, short strips and loose pieces out of mouths; substitute large pictures for pica risk. Wipe spills promptly and wash hands after the activity.
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 2
Compare two clean materials for softness or water uptake, and match a tested sample to one property with support in two of three opportunities.
Level 3
Choose a cover for a model and communicate one observed reason, such as “cloth took in water” or “paper tore,” using speech, AAC, drawing or an adult scribe.
Skill focus: Material comparison, absorbency, choice-making, evidence
30-minute teaching sequence
Introduce · 5 min
Show a commercial bandage in its wrapper and a clean doll or cardboard arm. Say “Real injuries need a trusted adult. Today we test materials on a model.” Offer look, touch or watch. Ask which properties may help a model cover: soft, bends, holds water. Accept predictions without treating them as results.
I do · 10 min
Compare cotton cloth and paper towel. Use equal-size samples in a tray. Add three equal drops of plain water to each and wait ten seconds. Name what is actually visible. Model a fair test with the same dropper, drop count and wait. Place a short strip over a clean cardboard model and tape the strip to the model only. No loops or knots.
We do · 10 min
Invite one turn to choose, add drops with support, press a property card or direct the adult. Cover the model with a chosen strip. Watching counts as a participation route. Partners predict, test two samples, compare the wet patches and choose a model cover. If samples look alike, record “same” or “not sure”; do not invent a winner.
Exit choice · 5 min
Show two samples: “Which one took in water?” Also accept “soft,” “help,” or a clear choice. Ask “What did you see that helped you choose?” Student uses one property plus a sample, or dictates an observation.
Science note: Cotton and linen are plant-based fibers. Absorbency, softness and flexibility are different properties. A material that soaks up water in our test is not automatically safe for a real wound. This is a material investigation and simulated model task, not first-aid training.
Curriculum connection: 2-PS1-1: investigate and classify observable material properties. 3-5-ETS1-2: compare possible solutions against criteria; accessible engineering extension.
Prepare for this learner
Select a level for each learner in either House group. Offer one-step cues, AAC, gaze, signs, speech or partner-assisted scanning. Use the learner’s established vision and access plan; high contrast is an option, not a universal CVI prescription. Respect refusal, watch-only and breaks.
Lower-staffing option: Keep the group seated around one adult-led tray. Students each choose a sample or communicate a prediction; the adult performs all wetting and taping. Omit independent tools and pass the dry finished model for looking only.
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.