Level 1
Place/direct a plant onto one mark.
2026–27 • Plants & seasons
Plant Neighbors & Spacing
Compare crowded and spaced plant models, then use a crop-specific marker to place a plant or model. The seed packet or growing guide determines real spacing.
Classroom lesson: Plant Neighbors & SpacingToday I can…
give a plant enough space
Words to know
Words for this lesson
PLANTSPACECROWDEDMEASUREPLACE
Follow along
What we will do
- 1
Look
Compare crowded and spaced plant models.
- 2
Check the guide
Find the spacing picture or mark with an adult.
- 3
Place
Place a model on a marked spot or direct the adult.
- 4
Compare
Check whether plants have room.
- 5
Share
Show a space that helps the plant grow.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
MORE SPACEHERETHEREHELPWATERALL DONE
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- Plant models/empty pots; two trays; ruler; crop packet; marked spacing strip; AAC. Optional approved seedlings, mix, blunt scoop and small watering cup.
Safety first
Use screened plants/materials, blunt tools and small water amounts. No chemicals/tasting; contain soil and 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
Follow three planting steps with support.
Level 3
Measure two gaps using the crop guide.
Skill focus: Spatial awareness, functional measurement, problem-solving, transplanting
30-minute teaching sequence
Introduce · 5 min
Plant Neighbors & Spacing Word: Space. Show equal numbers of crowded and spaced plant models. Ask, "Which gives more room?" Explain that spacing depends on the crop, variety and growing method.
I do · 10 min
Read the known crop’s seed packet/growing guide. Measure between planting centers and mark spots. Model place, cover and water appropriately. If spacing is unknown, use models only.
We do · 10 min
Students compare trays, place/direct a model at a mark or transplant with support. Level 2 sequences place/cover/water; Level 3 checks two gaps in the same unit. Do not teach one universal distance.
Exit choice · 5 min
L1: "Where does this plant go?" L2: "Crowded or spaced? What next?" L3: "Where do we check the right gap?"
Science note: Plants need space for roots and shoots and access to light, water and nutrients. Spacing differs by crop, variety and growing method; a classroom model is not a universal planting distance.
Curriculum connection: NGSS LS2.A connection.
Prepare for this learner
Use empty pots at one seated table if short-staffed. Follow pica, allergy, mobility and visual access plans. No-touch/direct-staff option. Choose levels independently of House.
Lower-staffing option: Use empty pots and pre-marked spots on one tabletop tray. Learners place a model or direct staff; skip transplanting.
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.