Level 1
Attend to a twig, bud or leaf photograph, or communicate look/stop/help, in one of two invitations using an established response.
2026–27 • Labs & wellness
How Plants Prepare for Winter
Many plants grow more slowly in winter and keep buds for later growth.
Classroom lesson: How Plants Prepare for WinterToday I can…
notice how plants change for winter
Words to know
Words for this lesson
BUDLEAFTWIGROOTSSNOW
Follow along
What we will do
- 1
Look
Look at two seasonal plant pictures.
- 2
Notice
Find a leaf, bud or bare branch.
- 3
Compare
Show what changed or stayed the same.
- 4
Choose care
Choose a plant-care picture with the adult.
- 5
Share
Point to one winter plant clue.
- 6
Finish
Return pictures or choose ALL DONE.
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: 2–3 adult-inspected dormant twigs with visible buds, clean fallen leaves or images, 2–4 magnifiers, trays, enlarged root photograph and large seasonal sequence cards.
- Photos of known local plants in leafy, leaf-drop and winter stages; nonslip mat and gloves if appropriate. Photos alone provide the complete indoor lesson.
Safety first
No tasting, snapping twigs, removing buds from living plants or touching unknown species. Keep samples away from eyes and mouths; use photos for pica or contact sensitivity. Check pollen, sap and mold sensitivities. Use an indoor seated route when weather, mobility, supervision or access makes outdoor observation unsuitable.
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 two visible plant features, such as bud and leaf or leafy and bare branch, with support in two of three opportunities.
Level 3
Sequence leafy branch, falling leaves and winter buds, and communicate that a plant may remain alive while visible growth slows, using speech, AAC or picture choices.
Skill focus: Seasonal change, comparison, plant-care decisions
30-minute teaching sequence
Introduce · 5 min
Show a clear photograph of the same type of tree with leaves and in winter. Ask “What changed?” Avoid a forced dead/alive guess from a twig alone. Show a winter twig with a visible bud. Ask “What do you notice even without leaves?”
I do · 10 min
Point to a bud, bare stem and fallen leaf on a tray or enlarged photographs. Say “Many plants grow slowly in winter. Buds protect new growth.” Model a three-picture seasonal sequence and distinguish observation (“I see a bud”) from prediction (“it may open in spring”).
We do · 10 min
Students match bud to bud or leaf to leaf using two picture choices. They may inspect a known safe twig held by an adult or choose photographs only. Partners sequence three seasonal images, locate a bud and add a root picture to show parts below ground. Use “many plants,” not “all plants.” Add winter seed and bud observation with magnifiers or enlarged photographs. Look without forcing buds open; compare visible features and keep small seeds adult-controlled.
Exit choice · 5 min
Choose a picture showing a bud, fallen leaf or bare branch as one winter feature. Ask “Can a tree with no leaves still be alive?” Student uses yes/bud/slower growth or explains the seasonal sequence.
Science note: In seasonally cold climates, many trees slow or pause visible growth and form protected buds. Many deciduous trees shed leaves. A bare branch alone does not prove that a plant is dead. “Resting” is a simple classroom analogy for dormancy; plants are not asleep like people. Species and local seasons differ.
Curriculum connection: 1-LS1-1 source connection: observe external plant parts; this lesson supports the concept but does not complete its biomimicry design expectation. 3-LS1-1 source connection: recognize growth and seasonal-change patterns; a full life-cycle model requires additional learning.
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 large images and one adult-held twig at a seated group table. Students direct the adult to point to bud or leaf. Replace all loose materials with photos if close supervision is unavailable.
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.