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2026–27 • Labs & wellness

Plants We Love – Valentine’s Foliage Bouquets

Choose leaves and arrange a foliage bouquet.

Classroom lesson: Plants We Love – Valentine’s Foliage Bouquets

Today I can…

choose and arrange plant materials

Words to know

Words for this lesson

LEAFSTEMCHOOSEBOUQUETCARE

Follow along

What we will do

  1. 1

    Choose

    Choose two foliage shapes or use picture choices.

  2. 2

    Look

    Notice the leaf shapes, colors, and stem lengths.

  3. 3

    Arrange

    Place or direct a partner to place stems in a stable vessel.

  4. 4

    Check

    Check that the arrangement stands securely and does not block your view.

  5. 5

    Share

    Show your arrangement and choose a simple care label.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

THISOTHERMOREFINISHEDNO TOUCH
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • Screened, identified foliage or reusable artificial leaves
  • Stable shatter-resistant vessels and trays
  • Precut stems, large labels, picture care cards

Safety first

Use only identified foliage screened for ingestion risk, sap, thorns, and allergies. Do not label all common houseplants safe. Adults cut stems; omit wire, small decorations, and glass. No tasting.

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 leaf 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: Preference, arranging, plant care, giving choices

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 two foliage shapes or use picture choices. Model one action slowly and demonstrate HELP and STOP.

We do · 10 min

15 minutes: Notice the leaf shapes, colors, and stem lengths. Place or direct a partner to place stems in a stable vessel. Check that the arrangement stands securely and does not block your view.

Exit choice · 5 min

5 minutes: Show your arrangement and choose a simple care label. Record the learner’s actual choice or observation; tidy the station together.

Science note: Leaves vary in shape and texture. Cut foliage and rooted living plants have different care needs; match the care label to the actual material.

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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