Level 1
Choose a cold-weather item in 2/3 turns.
2026–27 • Garden skills
How Clothing Keeps Us Warm
Compare safe fabrics and choose a useful cold weather layer. An optional teacher demonstration explores how a covering slows cooling; students never test cold tolerance.
Classroom lesson: How Clothing Keeps Us WarmToday I can…
choose a useful layer for cold weather
Words to know
Words for this lesson
COATHATMITTENSLAYERWARM
Follow along
What we will do
- 1
Choose a layer
Choose a coat, hat or mitten picture.
- 2
Look or feel
Look at the fabric. Touch only if you want.
- 3
Dress the model
Put a layer on the model or direct an adult.
- 4
Ask for help
Choose HELP if a step is hard.
- 5
Share
Show your cold-weather choice.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
TRYLOOK ONLYHELPTOO MUCHSTOPALL DONE
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- Clean coat, hat, mittens; doll; large safe fabric samples; weather/clothing cards; AAC; tray. Avoid loose strings and foil blankets.
Safety first
No hot/cold exposure tests. Screen fabric allergies; no face/neck wrapping. Follow each dressing and mobility plan.
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 3/4 clothing and weather cards.
Level 3
Choose two layers; give one reason.
Skill focus: Temperature awareness, tactile discrimination, functional dressing, cold-weather safety
30-minute teaching sequence
Introduce · 5 min
How Clothing Keeps Us Warm Word: Layer. Show a coat and shirt. Ask, "What could help on a cold day?" Offer LOOK, TRY, HELP or STOP; touching and dressing are optional.
I do · 10 min
Add a dry layer to a doll. Say, "Clothing slows heat loss; air between layers can help." Compare fleece/cotton by feel or looking. Touch alone cannot prove which is warmest.
We do · 10 min
Students choose a garment or picture, match it to cold weather, then dress the model or direct staff. Compare two useful layers. Ask for a reason or HELP; do not require wearing an item.
Exit choice · 5 min
L1: "Which item for a cold day?" L2: "What comes on next?" Sequence two. L3: "Why choose that layer?"
Science note: Layers can slow heat loss by trapping air; clothing does not make its own heat. Warmth depends on the whole garment, dryness, fit, wind and activity. A brief touch test cannot rank fabrics as the warmest.
Curriculum connection: CCSS SL.K.3; NGSS PS1.A connection.
Prepare for this learner
Use pictures, gaze, signs or AAC. Offer no-touch and seated options; wait. Staff hold one garment if short-staffed. Honor refusal and follow individual access plans. Levels are independent of House.
Lower-staffing option: Run one seated tray. Staff hold garments; students choose for a doll or point. Omit temperature testing if it divides supervision.
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.