Our Living ClassroomLearn • grow • choose

2026–27 • Labs & wellness

Plants Follow Light

Compare photos of a plant growing toward light over several days.

Classroom lesson: Plants Follow Light

Today I can…

compare a plant before and later

Words to know

Words for this lesson

PLANTSTEMWINDOWPOTPHOTO

Follow along

What we will do

  1. 1

    Meet the plant

    Find the stem in the plant photo.

  2. 2

    Find the light

    Point toward the light shown beside the plant.

  3. 3

    Find the first

    Choose the photo with the earlier date.

  4. 4

    Compare stems

    Show which way the stem grew in the later photo.

  5. 5

    Make a prediction

    Choose a direction the stem might grow next.

  6. 6

    Save today

    Direct an adult drawing the stem as it looks today.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

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

Materials

  • Healthy nontoxic seedling; dated before/later photos; pot tray; large direction arrow; paper and marker; AAC choices. Prepare photo sequence before class.

Safety first

Keep learners seated at a shared display; offer observation without touch and AAC, gaze, gesture or speech. Honor NO, STOP and BREAK; allow wait time and follow individual vision, allergy, mouthing and supervision plans. Select support individually, never by age or House. An adult manages a healthy nontoxic plant and stable pot tray. Photos alone are sufficient; avoid direct sun glare and looking at the sun. Some shoots grow toward light over days, not instantly. Use dated photos, mark the starting position, keep other care consistent and set a later observation date.

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 light or plant.

Level 2

Match before and later plant photos.

Level 3

Predict growth toward a light source.

Skill focus: Prediction, cause-and-effect, visual tracking, scientific observation

30-minute teaching sequence

Introduce · 5 min

5 min: Show a healthy seedling and dated photos of a shoot growing toward a window. Ask, "Where is the light?" Explain that some shoots grow toward light over days, not during this lesson.

I do · 10 min

I do 10 min: Use a before/later photo pair prepared over several days. Point to the light source and stem direction. Mark one pot's starting position. Keep water and other care consistent; use daylight without direct sun glare.

We do · 10 min

We do 10 min: Learners order two dated photos, point toward the light or predict a future stem direction. Draw today's stem position together. Set a later observation date. An adult manages the plant; seated photo observation is sufficient.

Exit choice · 5 min

L1: Where is light? L2: Which photo came later? L3: What change might we see next week? Accept AAC, gaze, gesture or speech. Record response/support; cue ALL DONE.

Science note: Light helps plants grow.

Curriculum connection: NGSS LS1.D connection.

Prepare for this learner

Seat students at one shared display. Offer watch/no-touch, AAC, gaze, gestures or speech; wait and respect NO/BREAK. Use one-step cues. Follow individual vision, allergy, mouthing and supervision plans. Select levels individually in either House group.

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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