Our Living ClassroomLearn • grow • choose

2026–27 • Labs & wellness

Erosion: What Protects Soil?

Compare how bare and covered soil move when water flows over them.

Classroom lesson: Erosion: What Protects Soil?

Today I can…

use moved soil as evidence

Words to know

Words for this lesson

SOILGRASSLEAFWATERTRAY

Follow along

What we will do

  1. 1

    Compare ground

    Find bare ground in the photographs.

  2. 2

    Find the covers

    Find grass and leaves on the prepared soil trays.

  3. 3

    Choose a prediction

    Choose the cover you think will help soil stay.

  4. 4

    Watch the water

    Watch an adult pour equal water over the trays.

  5. 5

    Compare moved soil

    Choose the catch tray with less visible moved soil.

  6. 6

    Choose with evidence

    Choose the cover that helped in this test.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

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

Materials

  • Three matching prepared soil trays; grass mat and broad leaves secured by adults; equal measured water; low supports; catch trays; towel; runoff photos/AAC choices.

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 secure grass and broad leaves, control soil and runoff, and pour into separate catch trays; no learner contact or ingestion. Stabilize equal soil trays at the same low slope and use equal water from the same height. Wipe spills. This model compares covers, not every landscape; repeat unclear tests rather than claiming a cover always works.

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 more or less soil movement.

Level 2

Compare bare and covered soil.

Level 3

Use runoff evidence to choose a cover.

Skill focus: Earth science, cause-and-effect, environmental problem-solving, observation

30-minute teaching sequence

Introduce · 5 min

5 min: Show photos of bare and plant-covered ground. Ask, "What can water move?" Explain that roots and ground cover can help hold soil. Today's small model compares cover, not every real landscape.

I do · 10 min

I do 10 min: Prepare three equal soil trays at the same low slope: bare, grass-covered and leaf-covered. Adults secure cover and pour equal water from the same height into separate catch trays. Keep soil and runoff staff-controlled.

We do · 10 min

We do 10 min: Learners compare runoff and visible moved soil; choose which cover helped in this test. Discuss grass versus leaves as two possible solutions. Adults pour; seated learners may point or direct. Retest if outcomes are unclear.

Exit choice · 5 min

L1: More or less moved? L2: Which soil stayed? L3: Which cover worked? What did you see? Accept AAC, gaze, gesture or speech. Record response/support; cue ALL DONE.

Science note: Erosion means soil or rock moves.

Curriculum connection: NGSS 2-ESS2-1 connection.

Prepare for this learner

Seat students at one shared display. Offer watch/no-touch, AAC, gaze, gestures or speech; wait and respect NO/BREAK. Use one-step cues. Follow individual vision, allergy, mouthing and supervision plans. Select levels individually in either House group.

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.

Lesson finder ↑