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2026–27 • Labs & wellness

Pollution Changes Habitats

Use habitat photos to choose actions that keep litter out of water.

Classroom lesson: Pollution Changes Habitats

Today I can…

choose an action that protects a habitat

Words to know

Words for this lesson

PONDANIMALLITTERBINWATER

Follow along

What we will do

  1. 1

    Meet the habitat

    Find the pond in the photograph.

  2. 2

    Find the litter

    Find litter in the habitat photo.

  3. 3

    Find a living thing

    Find an animal that needs this habitat.

  4. 4

    Choose an action

    Choose the picture showing packaging going in a bin.

  5. 5

    Tell an adult

    Choose the action picture for reporting unknown litter to an adult.

  6. 6

    Connect the choice

    Show how using a bin helps protect the animal’s home.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

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

Materials

  • Existing habitat and litter photographs; existing bin/action visuals and AAC; display or book. No real trash, contaminated water, powders, oil spills or animal handling.

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. Use existing photographs and action visuals only; no real trash, contaminated water, powders, oil-spill demonstrations or animal handling. Teach reporting unknown litter to an adult rather than touching it. Pollution can harm habitats, but natural mud is not automatically pollution and clear-looking water is not necessarily safe.

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

Locate litter in a habitat photograph.

Level 2

Choose an action that keeps litter out of water.

Level 3

Explain how a chosen action protects living things.

Skill focus: Environmental awareness, classification, problem-solving, stewardship

30-minute teaching sequence

Introduce · 5 min

5 min: Show a pond photograph with litter and one without. Ask, "What is different?" Explain that habitats provide what living things need; pollution can harm them. Natural mud is not automatically pollution, and clear-looking water is not necessarily safe.

I do · 10 min

I do 10 min: Identify litter in a photograph and explain one risk, such as an animal swallowing plastic. Model selecting a bin rather than dropping packaging near water. Unknown litter should be reported to an adult; use photographs, never contaminated materials.

We do · 10 min

We do 10 min: L1 locates pictured litter. L2 chooses between using a bin and dropping litter. L3 explains how the safer choice protects an animal's water or home. Discuss one realistic school action, such as securing snack packaging, using existing visuals and AAC.

Exit choice · 5 min

L1: Where is the litter? L2: Which action helps? L3: How does that action protect an animal? Accept AAC, gaze, gesture or speech. Record support.

Science note: Habitat is where a living thing lives.

Curriculum connection: NGSS K-ESS3-3 connection.

Prepare for this learner

Both House groups: choose L1/L2/L3 individually, never by age. Stay seated; teacher controls materials. Offer speech, AAC, pointing or gaze, 1-2 high-contrast choices, wait time, observation/no-touch and NO/BREAK. Record response and support; honor refusal.

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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