Level 1
Choose or indicate one soil example using an established response.
2026–27 • Labs & wellness
Soil Investigation & Mixing Soil
Compare growing materials and help mix a planting medium.
Classroom lesson: Soil Investigation & Mixing SoilToday I can…
compare and scoop a growing material
Words to know
Words for this lesson
SOILMIXSCOOPWETDRY
Follow along
What we will do
- 1
Look
Compare two prepared growing materials in trays or sealed samples.
- 2
Notice
Choose a texture word or point to a visible difference.
- 3
Measure
Use a scoop or direct a partner to measure the recipe amount.
- 4
Mix
Gently combine the measured materials in a low tray.
- 5
Label
Match the finished mix to the plant and label the container.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
LOOKSCOOPMIXNO TOUCHHELP
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- Fresh approved bagged growing media in covered trays
- Large scoops, measuring cups, gloves and tools
- Plant-specific mixing recipe; sealed texture samples or photos
Safety first
Use fresh approved materials, not unknown or contaminated soil. Dampen dusty media before handling and follow product directions. Avoid inhaling dust; use tools and sealed samples as needed. Wash hands; 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 2
Complete or direct two steps of the activity with support.
Level 3
Compare results and communicate one observation or care decision.
Skill focus: Texture comparison, measurement, mixing, tool use
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: Compare two prepared growing materials in trays or sealed samples. Model one action slowly and demonstrate HELP and STOP.
We do · 10 min
15 minutes: Choose a texture word or point to a visible difference. Use a scoop or direct a partner to measure the recipe amount. Gently combine the measured materials in a low tray.
Exit choice · 5 min
5 minutes: Match the finished mix to the plant and label the container. Record the learner’s actual choice or observation; tidy the station together.
Science note: Soil and soilless potting media differ. Particle size and ingredients affect air and water spaces; a suitable mix depends on the plant and container.
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.