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2026–27 • Labs & wellness

Simple Machines in the Garden

Compare a cart’s sloping route up a ramp with a direct lift.

Classroom lesson: Simple Machines in the Garden

Today I can…

compare routes to a higher place

Words to know

Words for this lesson

CARTWHEELRAMPPLATFORMGARDEN

Follow along

What we will do

  1. 1

    Meet a cart

    Find the cart carrying materials in the garden photo.

  2. 2

    Find the wheels

    Find the wheels on the teacher’s cart.

  3. 3

    Follow the ramp

    Follow the sloping route to the low platform.

  4. 4

    Direct a push

    Ask the teacher to push the cart up the ramp.

  5. 5

    Watch a lift

    Watch the teacher lift the same cart directly upward.

  6. 6

    Compare routes

    Choose the longer route to the same height.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

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

Materials

  • Existing garden-cart photograph; large intact lightweight toy cart; broad secured shallow ramp; low stable platform; teacher-controlled tray; existing AAC. No sharp tools, detachable wheels, heavy loads or standing tasks.

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. Adults control an intact large lightweight cart on a broad secured shallow ramp and low stable platform inside a tray. Keep fingers away from wheels. No sharp tools, detachable wheels, heavy loads or standing tasks. Compare the same safe height; a gentler ramp can reduce required force while increasing travel distance.

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

Select PUSH or STOP.

Level 2

Match a garden cart with carrying materials.

Level 3

Compare how a ramp changes the route upward.

Skill focus: Force, tool use, functional problem-solving, gross-motor planning

30-minute teaching sequence

Introduce · 5 min

5 min: Show a garden-cart photograph and a tabletop ramp. Ask, "How could a cart reach a higher place?" Explain that wheels and ramps are simple-machine examples. A ramp provides a sloping path; nobody needs to stand, lift weights or move equipment.

I do · 10 min

I do 10 min: Teacher slowly pushes a large lightweight toy cart along a secured shallow ramp to a low platform. Compare with lifting the same cart directly. Point out the longer path. Explain that a gentler ramp can reduce the force needed, while increasing distance.

We do · 10 min

We do 10 min: Students direct PUSH/STOP; teacher controls the cart and keeps fingers away from wheels. L1 selects an action. L2 matches cart to moving garden materials. L3 compares the sloping route with direct lifting and identifies the longer route. Repeat at the same safe height.

Exit choice · 5 min

L1: Push or stop? L2: Which tool carries garden materials? L3: How does a ramp change the route upward? Accept AAC, gaze, gesture or speech. Record support.

Science note: A ramp is a sloping path.

Curriculum connection: NGSS K-PS2-2 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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