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2026–27 • Labs & wellness

Plants & Feelings – I’m Tired: Plants & People

Notice plant changes and practice asking for rest or help.

Classroom lesson: Plants & Feelings – I’m Tired: Plants & People

Today I can…

choose a break or a care action

Words to know

Words for this lesson

PLANTRESTLIGHTWATERHELP

Follow along

What we will do

  1. 1

    Look

    Look at a plant in two photographs taken at different times.

  2. 2

    Notice

    Point to a leaf position or another visible change.

  3. 3

    Compare

    Choose a care symbol for a plant and a rest choice for a person.

  4. 4

    Practice

    Practice telling a partner BREAK, HELP, or READY.

  5. 5

    Share

    Choose one way you would like to participate now.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

BREAKHELPWATCHREADYALL DONE
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • Photographs of the same plant at different times
  • Simple light/water/care symbols
  • Personal break choices and a quiet seat

Safety first

Do not diagnose a learner’s feelings from behavior or a plant’s condition from one picture. Rest and sensory choices are voluntary. Do not change plant care without checking the species and conditions.

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: Self-advocacy, observing change, comparing care needs

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: Look at a plant in two photographs taken at different times. Model one action slowly and demonstrate HELP and STOP.

We do · 10 min

15 minutes: Point to a leaf position or another visible change. Choose a care symbol for a plant and a rest choice for a person. Practice telling a partner BREAK, HELP, or READY.

Exit choice · 5 min

5 minutes: Choose one way you would like to participate now. Record the learner’s actual choice or observation; tidy the station together.

Science note: People can report tiredness. Plants respond to light, water, temperature, and daily or seasonal cycles; a drooping plant is not evidence that it feels tired like a person.

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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