Level 1
Choose TRY/WATCH/STOP in 2/3 turns.
2026–27 • Labs & wellness
Push, Pull, Carry
Explore light functional garden movements, choose a comfortable action and communicate when to stop. Movement choices follow each student’s existing support plan.
Classroom lesson: Push, Pull, CarryToday I can…
choose a comfortable push, pull or carry
Words to know
Words for this lesson
PUSHPULLCARRYLIGHTPAUSE
Follow along
What we will do
- 1
Choose a move
Choose PUSH, PULL, CARRY or WATCH.
- 2
Check space
Wait while the adult checks the clear space.
- 3
Try gently
Try your planned movement or direct the adult.
- 4
Pause
Choose REST or MORE. Stop if uncomfortable.
- 5
Share
Tell which movement you prefer today.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
PUSHPULLCARRYWATCHHELPSTOP
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- Empty/light basket and tray; empty pots; tabletop start/finish marks; push/pull/carry/stop/AAC cards. Clear the path; no weighted bins or bands.
Safety first
No prescribed heavy work or promised calming effect. Stop for pain, dizziness, fatigue or distress; follow school procedures.
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 2
Identify/direct two light movements.
Level 3
Plan two moves; select a safety choice.
Skill focus: Proprioceptive regulation, motor planning, body awareness, functional movement
30-minute teaching sequence
Introduce · 5 min
Push, Pull, Carry Word: Push, move away. Show an empty basket. Ask, "Push, pull, carry, or watch?" Model STOP. Use only light, familiar movements within the student’s current plan.
I do · 10 min
Seated, push a light tray away and pull it closer. Move an empty pot a short safe distance. Say, "I can pause or ask for help." No added weights or resistance.
We do · 10 min
Offer one action at a time, up to three comfortable trials with pauses. Students move or direct staff. Choose MORE/CHANGE/STOP. Level 3 plans a two-step job and checks clear space.
Exit choice · 5 min
L1: "Try, watch, or stop?" L2: "Show push or pull." L3: "How can we move it safely?"
Science note: A push moves something away; a pull brings it closer. Carrying moves a supported object from one place to another. People experience movement differently; this classroom activity does not prescribe heavy work or guarantee regulation.
Curriculum connection: CCSS SL.K.3; NGSS PS2.A connection.
Prepare for this learner
Follow individual mobility/OT/PT/positioning plans. Seated staff-directed moves if short-staffed. Never move a student or mobility device as an activity. Honor refusal; choose levels independently of House.
Lower-staffing option: Whole group seated; only one student moves a lightweight object while others direct by card. Staff keep control of the container.
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.