Level 1
Choose or indicate one leaf example using an established response.
2026–27 • Labs & wellness
Spring Plant Check-Up
Look for new growth and choose a plant-care check.
Classroom lesson: Spring Plant Check-UpToday I can…
notice one plant change
Words to know
Words for this lesson
LEAFBUDROOTSOILCHECK
Follow along
What we will do
- 1
Meet the plant
Find the plant’s label and look at its earlier photograph.
- 2
Notice growth
Point to a new leaf, bud, or other visible change.
- 3
Check conditions
Look at light, soil surface, and the care record with an adult.
- 4
Choose
Choose water, more checking, or wait based on the care guide.
- 5
Record
Mark one observation and the next check on the plant’s record.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
NEWSAMECHECKHELPWAIT
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- Labeled established plants or dated photographs
- Magnifier, care cards, simple observation sheet
- Adult-controlled watering tool and clean tray
Safety first
Adults inspect for pests, mold, sap, and damaged containers. Do not spray chemicals or treat a plant based on appearance alone. Avoid touching unknown specimens; wash hands after handling.
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: Observation, care decisions, sorting, recording
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: Find the plant’s label and look at its earlier photograph. Model one action slowly and demonstrate HELP and STOP.
We do · 10 min
15 minutes: Point to a new leaf, bud, or other visible change. Look at light, soil surface, and the care record with an adult. Choose water, more checking, or wait based on the care guide.
Exit choice · 5 min
5 minutes: Mark one observation and the next check on the plant’s record. Record the learner’s actual choice or observation; tidy the station together.
Science note: New growth and appearance provide clues, but a single yellow or drooping leaf does not identify a cause. Care decisions need species information and growing conditions.
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.