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Capillary Action: Water Climbs

Observe water spreading upward through tiny spaces in paper.

Classroom lesson: Capillary Action: Water Climbs

Today I can…

compare a wet edge over time

Words to know

Words for this lesson

WATERPAPERTOWELLINESTEM

Follow along

What we will do

  1. 1

    Meet the paper

    Find the dry paper-towel strip.

  2. 2

    Watch the dip

    Watch the teacher dip the strip’s bottom into shallow water.

  3. 3

    Find the wet edge

    Find the line marking where the wet area began.

  4. 4

    Look later

    Find the wet edge after waiting.

  5. 5

    Compare the edges

    Show which way the wet edge moved, if it changed.

  6. 6

    Compare an earlier start

    Compare the strip with the example started before class.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

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

Materials

  • Broad paper towel; secured shallow clear container; lightly colored water; large tray; marker; identical setup begun before class; existing stem photograph/AAC. Teacher controls liquid; no tasting or loose plant pieces.

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. Teachers control lightly colored water in a secured shallow container within a large tray; no tasting or loose plant pieces, and touching is unnecessary. Wipe spills. Mark the initial wet edge and use a prepared example if movement is unclear. Tiny spaces help water wick upward; a towel is a limited plant model because plant transport also involves transpiration.

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

Indicate the wet area.

Level 2

Compare water movement over time.

Level 3

Explain that narrow spaces can carry water upward.

Skill focus: Plant water movement, visual tracking, cause-and-effect, observation

30-minute teaching sequence

Introduce · 5 min

5 min: Show dry paper towel and a water container. Ask, "Can water move upward through paper?" Explain that water can spread through tiny spaces. Offer UP/DOWN and WET/DRY choices; touching water is optional and unnecessary.

I do · 10 min

I do 10 min: Teacher dips the bottom of a broad paper-towel strip into shallow colored water in a stable tray setup. Mark the starting wet edge. Show an identical example begun before class. Compare wet-front positions without promising a visible change within every trial.

We do · 10 min

We do 10 min: L1 identifies wet/dry. L2 compares the marked wet edge with its later position. L3 connects upward movement to tiny spaces. Show a stem photograph: plant water transport also involves transpiration; a towel is a limited model, not a complete explanation of plants.

Exit choice · 5 min

L1: Which area is wet? L2: Which way did the wet edge move? L3: How can tiny spaces carry water? Accept AAC, gaze, gesture or speech. Record support.

Science note: Wick means draw liquid through small spaces.

Curriculum connection: NGSS 4-LS1-1 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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