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2026–27 • Labs & wellness

Nature Sound Lab

Explore short nature sounds or pictures, and choose a sound or quiet.

Classroom lesson: Nature Sound Lab

Today I can…

listen, look or choose quiet

Words to know

Words for this lesson

SOUNDSAMEDIFFERENTQUIETSTOP

Follow along

What we will do

  1. 1

    Choose

    Choose LISTEN, WATCH or QUIET.

  2. 2

    Listen or look

    Try one short, quiet sound or its picture.

  3. 3

    Pause

    Take a quiet pause. You can choose STOP.

  4. 4

    Compare

    Choose SAME or DIFFERENT for two sounds or pictures.

  5. 5

    Share

    Tell which sound or quiet choice you prefer.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

LISTENWATCHQUIETSAMEDIFFERENT
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • Source pictures; usual AAC; teacher-controlled device with previewed rain/bird/water clips; quiet option; plain mat; response record. No audio is required.
  • Optional plant-sonification device with screened plant, used only if available; silent visual comparison remains equivalent.

Safety first

No sudden/loud sounds. Headphones optional. Stop for refusal/distress; never raise volume to obtain a response.

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

Communicate one choice or refusal.

Level 2

Match/compare sounds in 2 of 3 trials.

Level 3

Compare two sounds using one feature.

Skill focus: Auditory discrimination, sensory regulation, preference communication, self-advocacy

30-minute teaching sequence

Introduce · 5 min

Nature Sound Lab Word: Sound. Show rain and bird source pictures. Ask, "Listen, watch, or quiet?" Model STOP and BREAK before any sound. A preference has no wrong answer.

I do · 10 min

Model one previewed nature sound for 5-10 seconds at low volume. Pause and show its source. Replay for SAME; show a second source for DIFFERENT. Model STOP and stop immediately.

We do · 10 min

Offer two choices and up to three brief trials with pauses. Students choose, match, compare or describe. Pictures/silent actions count as an access alternative; identify that response as visual, not auditory. If available and approved, briefly compare a plant-sonification device with a natural sound recording; identify which sound is generated by a device.

Exit choice · 5 min

L1: "Listen, watch, or quiet?" L2: "Same or different?" Match a source. L3: "What feature did you notice?"

Science note: Optional plant sonification converts measured electrical changes into device-generated sound. It is not a recording of a plant singing, talking, or expressing feelings. Use low volume and an immediate stop option.

Curriculum connection: CCSS SL.K.1, SL.K.3 (adapted).

Prepare for this learner

Use one item or two spaced choices and usual wait time. Honor STOP, HELP and BREAK. Follow hearing/vision/AAC plans. Seated picture-only option if short-staffed. Choose levels independently in either House.

Lower-staffing option: Use a seated, adult-operated picture choice activity.

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.

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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