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2026–27 • Labs & wellness

Rocks Become Soil

Use rocks, sealed samples and photos to explore slow soil formation.

Classroom lesson: Rocks Become Soil

Today I can…

describe a part of soil formation

Words to know

Words for this lesson

ROCKSOILLEAFWATERAIR

Follow along

What we will do

  1. 1

    Meet the samples

    Find the rock beside the sealed soil sample.

  2. 2

    Compare pieces

    Choose the picture with smaller mineral pieces.

  3. 3

    Order the pictures

    Arrange rock and mineral-piece pictures from larger to smaller.

  4. 4

    Add another part

    Choose a dead-leaf picture to add to the soil model.

  5. 5

    Notice slow change

    Compare the dated weathering photographs.

  6. 6

    Show soil parts

    Choose one part of soil besides mineral pieces.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

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

Materials

  • Large stable rock; sealed mineral and soil samples; weathering photographs; large sequencing pictures; leaf/organic-matter picture; tray; AAC choices. No breaking tools.

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 a large stable rock, sealed mineral and soil samples, photos and a tray. Adults control materials; no breaking tools, hammering, scraping, dust or loose grit. Do not imply these samples document one rock’s history. Rock weathering is slow; soil also contains organic matter, air and water, and is not made during this lesson.

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

Match rock or soil.

Level 2

Order rock and smaller mineral pieces.

Level 3

Explain that soil formation takes time.

Skill focus: Weathering, sequencing, texture comparison, Earth science

30-minute teaching sequence

Introduce · 5 min

5 min: Show a large rock and a sealed soil sample. Ask, "Same or different?" Rocks weather into mineral pieces over time. Soil also includes organic matter, air and water; crushed rock alone is not all of soil.

I do · 10 min

I do 10 min: Compare a rock, sealed coarse fragments and sealed fine mineral material. Show a dated weathering photo pair. Explain that these examples represent long-term change; we will not make soil today. No hammering, scraping, dust or loose grit.

We do · 10 min

We do 10 min: Learners order pictures of rock and smaller pieces, then add a leaf/organic-matter picture to the soil model. Match observed textures using photos or sealed samples. Discuss slow change; do not present samples as one rock's documented history.

Exit choice · 5 min

L1: Rock or soil? L2: Which pieces are smaller? L3: Does soil form today? What else is in soil? Accept AAC, gaze, gesture or speech. Record response/support; cue ALL DONE.

Science note: Weathering means rock breaks down.

Curriculum connection: NGSS 2-ESS1-1 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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