Our Living ClassroomLearn • grow • choose

2026–27 • Labs & wellness

Planting the Garden

Choose a garden role and help plant in a prepared space.

Classroom lesson: Planting the Garden

Today I can…

help plant and label a garden space

Words to know

Words for this lesson

PLANTHOLEROOTWATERLABEL

Follow along

What we will do

  1. 1

    Choose a role

    Choose planting, labeling, watering, directing, or watching.

  2. 2

    Find the place

    Find the marked planting space with an adult.

  3. 3

    Plant

    Follow the seed packet or plant guide with support.

  4. 4

    Finish

    Gently firm the growing medium and water as directed.

  5. 5

    Plan care

    Add the plant label and choose a later care check.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

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

Materials

  • Approved seeds or plant starts
  • Prepared accessible bed or container
  • Adaptive hand tools, labels, watering tools, spacing guide

Safety first

Inspect tools and accessible paths. Adults prepare hard soil and manage sharp tools. Follow weather, allergy, mobility, sun, and handwashing plans. Do not taste seeds or plants.

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 or indicate one plant example using an established response.

Level 2

Complete or direct two steps of the activity with support.

Level 3

Compare results and communicate one observation or care decision.

Skill focus: Sequencing, measurement, teamwork, care planning

30-minute teaching sequence

Introduce · 5 min

5 minutes: Show the finished example or materials. Preview the choices, boundaries, and ways to participate.

I do · 10 min

5 minutes: Choose planting, labeling, watering, directing, or watching. Model one action slowly and demonstrate HELP and STOP.

We do · 10 min

15 minutes: Find the marked planting space with an adult. Follow the seed packet or plant guide with support. Gently firm the growing medium and water as directed.

Exit choice · 5 min

5 minutes: Add the plant label and choose a later care check. Record the learner’s actual choice or observation; tidy the station together.

Science note: Different plants need different depth, spacing, light, and water. A planting date is a plan; actual weather and site conditions determine readiness.

Prepare for this learner

Offer speech, pointing, gaze, AAC, partner-assisted scanning, or a recorded choice. Follow individual vision and mobility plans. Present one or two items at a time; watching, declining, and taking a break are valid participation.

Lower-staffing option: Use one facilitator-led tray with learners choosing, observing, or directing from their seats. Omit handling if supervision is insufficient.

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.

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