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2026–27 • Labs & wellness

Handmade Paper With Plant Materials

Help turn prepared paper pulp and plant fibers into a new sheet.

Classroom lesson: Handmade Paper With Plant Materials

Today I can…

help form and dry a paper sheet

Words to know

Words for this lesson

PULPSCREENPRESSDRYPAPER

Follow along

What we will do

  1. 1

    Look

    Compare dry paper with the prepared wet pulp.

  2. 2

    Choose fibers

    Choose an approved plant fiber or make a plain sheet.

  3. 3

    Form

    Help spread pulp on the screen with support.

  4. 4

    Press

    Press through a cloth or direct a partner to remove water.

  5. 5

    Dry

    Label the drying place and plan to compare the finished sheet later.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

POURPRESSLOOKHELPNO TOUCH
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • Adult-prepared clean recycled-paper pulp
  • Screen and deckle with covered edges; basin and trays
  • Screened plant fibers, cloths, sponge, drying labels

Safety first

Adults operate any blender before class and control sharp screen edges. Keep water away from electrical equipment. Use clean, screened fibers; no moldy material or unknown plant sap. Clean spills promptly.

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 or indicate one pulp example using an established response.

Level 2

Complete or direct two steps of the activity with support.

Level 3

Compare results and communicate one observation or care decision.

Skill focus: Material change, sequencing, cooperation, drying

30-minute teaching sequence

Introduce · 5 min

5 minutes: Show the finished example or materials. Preview the choices, boundaries, and ways to participate.

I do · 10 min

5 minutes: Compare dry paper with the prepared wet pulp. Model one action slowly and demonstrate HELP and STOP.

We do · 10 min

15 minutes: Choose an approved plant fiber or make a plain sheet. Help spread pulp on the screen with support. Press through a cloth or direct a partner to remove water.

Exit choice · 5 min

5 minutes: Label the drying place and plan to compare the finished sheet later. Record the learner’s actual choice or observation; tidy the station together.

Science note: Paper forms when wet fibers spread together and dry into a sheet. The finished texture depends on the fiber mix and thickness; drying requires more time than the class session.

Prepare for this learner

Offer speech, pointing, gaze, AAC, partner-assisted scanning, or a recorded choice. Follow individual vision and mobility plans. Present one or two items at a time; watching, declining, and taking a break are valid participation.

Lower-staffing option: Use one facilitator-led tray with learners choosing, observing, or directing from their seats. Omit handling if supervision is insufficient.

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.

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