Level 1
Locate/choose a root in 2/3 turns.
2026–27 • Plants & seasons
How Roots Hold On
Observe real roots and use a simple model to explore how roots help anchor plants. Protect living specimens; a model is not a strength test of students.
Classroom lesson: How Roots Hold OnToday I can…
notice how roots hold a plant
Words to know
Words for this lesson
PLANTROOTSTEMHOLDPULL
Follow along
What we will do
- 1
Look at roots
Look at a prepared root sample or picture.
- 2
Choose
Choose to watch or help with a model.
- 3
Test gently
Watch the adult gently compare the prepared models.
- 4
Compare
Show which model holds more firmly.
- 5
Share
Point to the roots or tell what happened.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
ROOTSTEMTRYWATCHSAMESTOP
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- Known potted plant or root image; two short thick models; broad felt root strips on one; tray with cloth layers; root/stem/AAC cards.
Safety first
No force contests or pulling live/unknown plants. Adult stabilizes the tray. Contain soil; no tasting; wash hands.
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
Label roots/stem in 3/4 examples.
Level 3
Predict and compare model anchoring.
Skill focus: Cause-and-effect, resistance/force, observation, fine/gross motor control
30-minute teaching sequence
Introduce · 5 min
How Roots Hold On Word: Root. Show a known plant and root image. Ask, "What helps it stay in place?" Explain that roots also take up water and nutrients. Offer WATCH or TRY.
I do · 10 min
Compare two short plant models in cloth layers: one plain, one with broad felt roots. Gently lift each from the same depth. Say, "These strips model roots holding on."
We do · 10 min
Students label root/stem, predict holds more/less/same, and watch or make one gentle supported model pull. Keep starting depth/material the same. Describe results; the model does not represent every real root.
Exit choice · 5 min
L1: "Where is the root?" L2: "Root or stem? Which held more?" L3: "Did your prediction match? Why?"
Science note: Roots help anchor plants and also take up water and nutrients. A model with spread-out roots can resist a gentle pull differently from a plain stem; it does not measure all real roots.
Curriculum connection: NGSS LS1.A connection.
Prepare for this learner
Teacher demonstrates from one table when short-staffed. Use diagrams instead of soil for pica/allergy needs. Follow movement/access plans; stop for discomfort. Choose levels individually in either House.
Lower-staffing option: Teacher demonstrates two models from one table; students choose labels and predictions from seats. Use a root photograph or diagram instead of soil.
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.