Level 1
Attend to a known evergreen sample or large photograph, or communicate look/stop/help, in one of two invitations.
2026–27 • Labs & wellness
Evergreens and Winter Plants
Many evergreen plants keep green leaves through winter.
Classroom lesson: Evergreens and Winter PlantsToday I can…
compare winter leaves
Words to know
Words for this lesson
EVERGREENNEEDLELEAFCONEGREEN
Follow along
What we will do
- 1
Look
Look at an evergreen photo or adult-held sample.
- 2
Find a leaf
Point to a needle or broad leaf.
- 3
Compare
Compare it with a bare-branch picture.
- 4
Sort
Match a winter plant picture to a group.
- 5
Share
Show one feature you noticed.
- 6
Finish
Leave samples with the adult and wash hands.
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: 1–2 known safe adult-inspected conifer clippings in trays, 1 known deciduous twig, 1 cone in a closed container, 2–4 magnifiers and large close-up photographs.
- Winter comparison photos and a broadleaf-evergreen photo; gloves if appropriate and a non-slip mat. Photo-only materials provide a complete scent-free alternative.
Safety first
No tasting needles, berries, sap or cones. No required smelling or touching. Keep loose pieces out of reach when mouthing is a risk; use sealed containers or photographs. Handle clippings at the tray and away from eyes. Do not pluck school plants without permission. Wash hands after contact and follow the student’s health and sensory plans.
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
Match an evergreen example to a green winter picture and identify one feature such as needle or cone with support in two of three opportunities.
Level 3
Compare a known evergreen and deciduous example and communicate one difference plus a possible function of narrow, waxy leaves through speech, AAC or dictation.
Skill focus: Plant comparison, leaf observation, winter care
30-minute teaching sequence
Introduce · 5 min
Show photographs of a known evergreen and a known deciduous tree in the same winter setting. Ask “Which one has green leaves?” Present an adult-inspected conifer sprig and a bare deciduous twig in separate trays. Ask what visible features differ.
I do · 10 min
Point to green needles on the conifer picture and to a cone in a closed clear container. Explain “needles are leaves.” Touch and scent are optional, not a required station. Show a close-up of a needle and broad leaf. Explain that the shape and surface of many conifer needles help reduce water loss; this class observation does not measure that loss.
We do · 10 min
Students choose photo-only observation, magnifier looking or permitted light touch. Match needle to needle or evergreen photo to evergreen photo. Partners compare the two known examples, then add a broadleaf-evergreen photograph so “all evergreens have needles” is not learned as a rule. Add optional evergreen sensory exploration using verified, screened specimens or photographs. Choose look, a tool-assisted texture comparison, or no-touch observation; no tasting or required scent exposure.
Exit choice · 5 min
Point to the evergreen photograph or choose one feature: green leaf, needle or cone. Ask “What is different in these examples?” Accept “green leaves remain” or “needle leaves help conserve water” with support.
Science note: Evergreen describes a plant that retains living leaves through the year while replacing older leaves over time. Many familiar conifers have narrow needles and waxy surfaces that help limit water loss. Some evergreens have broad leaves, and not every cone-bearing tree is evergreen. The lesson compares known examples, not a universal needle-versus-leaf rule.
Curriculum connection: 2-LS4-1: observe examples of plants and compare their visible features; supporting habitat connection. 3-LS4-3: connect evidence about traits and habitats; accessible extension rather than a complete habitat argument.
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: Use a seated whole-group photo comparison with one adult-controlled sealed sample. Students choose which photo shows green leaves in winter. Omit scent, loose needles and independent rotations.
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.