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2026–27 • Labs & wellness

Natural Texture Preference

Compare safe natural textures through looking, a tool or optional touch, then communicate a preference or boundary.

Classroom lesson: Natural Texture Preference

Today I can…

choose how to explore a texture

Words to know

Words for this lesson

SMOOTHROUGHSOFTLOOKTOUCH

Follow along

What we will do

  1. 1

    Choose a way

    Choose LOOK, TOOL, TOUCH or NO.

  2. 2

    Explore

    Try one screened sample in your chosen way.

  3. 3

    Compare

    Look for smooth, rough, soft or firm.

  4. 4

    Choose again

    Tell what you want to explore or avoid.

  5. 5

    Finish

    Choose STOP or ALL DONE when ready.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

LOOKTOOLTOUCHLIKENOT FOR MESTOP
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • Large smooth stone; safe intact bark; clean soft leaf or labeled fabric substitute; sealed containers; tray; large tongs if suitable; texture/AAC cards.

Safety first

No forced touch. Exclude sharp, moldy, dusty or unknown plants. Keep small/loose parts contained; 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 1

Choose an access method in 2/3 turns.

Level 2

Sort 3/4 textures with support.

Level 3

Compare two textures; state a preference.

Skill focus: Tactile discrimination, sensory tolerance, choice-making, self-advocacy

30-minute teaching sequence

Introduce · 5 min

Natural Texture Preference Word: Texture, how a surface feels. Show a covered smooth stone. Offer LOOK, TOOL, TOUCH or NO. Communicating a boundary is successful participation.

I do · 10 min

Describe a smooth stone and rough bark visually or with a tool. Model "No touch today." Texture descriptions and personal preferences are separate.

We do · 10 min

Offer one screened sample at a time. Follow the learner’s chosen access. Compare two samples; sort smooth/rough or soft/firm. Ask LIKE/NOT FOR ME and honor STOP immediately.

Exit choice · 5 min

L1: "Look, tool, touch, or no?" L2: "Smooth or rough?" L3: "What differs? How will you explore?"

Science note: Objects can have smooth, rough or soft surfaces. Describing a texture differs from liking it. Observation and refusal are valid participation; tolerance of unwanted touch is not the goal.

Curriculum connection: NGSS 2-PS1-1 connection; SL.K.3.

Prepare for this learner

Use images/covered samples for pica or allergy needs. Follow individual tactile/vision/AAC plans; allow wait time and refusal. One staff-held tray, seated, if short-staffed. Choose levels independently.

Lower-staffing option: Keep samples covered in one staff-held tray. Students choose with eyes, AAC or pointing; staff does all object movement.

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.

Download editable lesson plan (Word)

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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