Level 1
Choose, skip or stop a sensory option.
2026–27 • Labs & wellness
Garden Grounding
Use an optional notice-and-choose routine with nature. Students may select one sense, skip any sense or observe quietly; the aim is communication and present-moment noticing.
Classroom lesson: Garden GroundingToday I can…
choose a nature noticing activity
Words to know
Words for this lesson
LOOKLISTENFEELNOTICEBREAK
Follow along
What we will do
- 1
Choose
Choose one nature picture, sound or safe object.
- 2
Notice
Take time to look or listen.
- 3
Pause
Choose QUIET or BREAK whenever you want.
- 4
Choose again
Try another sense only if you want.
- 5
Share
Show one thing you noticed or preferred.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
LOOKLISTENFEELSKIPBREAKSTOP
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- Plain nature image or screened plant; optional large smooth object; optional low-volume sound; choice/AAC cards. No scent is needed.
Safety first
No essential oils, required scent or forced exposure. Follow the learner’s support plan; do not use this to manage a crisis.
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
Report two chosen features with support.
Level 3
Plan two notices; request an adjustment.
Skill focus: Multi-sensory regulation, present-moment attention, communication, self-advocacy
30-minute teaching sequence
Introduce · 5 min
Garden Grounding Word: Notice. Say, "Look, listen, feel, or skip." Offer one nature image. Each sense is optional; one chosen observation can complete the activity. No feeling label is required.
I do · 10 min
Describe one feature: "I see a long leaf." Pause. Ask before adding sound or touch. Model SKIP and BREAK; no closed eyes, special breathing or stillness requirement.
We do · 10 min
Offer one sense at a time and wait. Learners notice, choose a feature, or direct staff with AAC. Invite a second choice only after MORE/CHANGE/STOP. Record communication, not a claimed calming effect.
Exit choice · 5 min
L1: "Look, listen, feel, or skip?" L2: "What two things did you notice?" L3: "Same, change, or finished? Why?"
Science note: People notice different things and have different sensory preferences. Seeing, hearing, feeling and smelling are optional choices; this routine is not a treatment or a guaranteed way to feel calm.
Curriculum connection: CCSS SL.K.3, SL.K.4 (adapted).
Prepare for this learner
Seated in one familiar place if short-staffed; image-only option. Follow individual sensory/vision/hearing plans. Honor refusal and usual wait time. Select levels individually in either House.
Lower-staffing option: Stay seated in one familiar location. Offer one plain nature card and student-controlled choices; omit scent and audio when they could affect others.
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.