Level 1
Choose a safety action in 2/3 turns.
2026–27 • Garden skills
Sun & Heat Safety
Practice asking for shade, water and a break through indoor scenarios. Adults remain responsible for weather decisions, prevention and emergency response.
Classroom lesson: Sun & Heat SafetyToday I can…
choose shade, water or a break
Words to know
Words for this lesson
SUNSHADEWATERHATBREAK
Follow along
What we will do
- 1
Look
Look at the sun-and-heat picture.
- 2
Choose shade
Find a shaded place in the picture.
- 3
Choose water
Point to safe drinking water.
- 4
Ask for a break
Practice HELP or BREAK.
- 5
Tell an adult
Tell an adult if you feel unwell or too hot.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
WATERSHADEBREAKHATTOO HOTHELP
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- Safety/AAC cards; indoor scenario pictures; empty bottle; hat; school heat policy and student health/hydration plans. No outdoor test is needed.
Safety first
Adults follow heat policy. Confusion/collapse or suspected heat stroke: call emergency services and follow trained 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
Match 3/4 situations and actions.
Level 3
Select two precautions; alert an adult.
Skill focus: Body awareness, safety decision-making, self-advocacy, temperature awareness
30-minute teaching sequence
Introduce · 5 min
Sun & Heat Safety Word: Shade. Show a hot-day garden picture. Say, "Too hot or unwell? Tell an adult." Model WATER, SHADE, BREAK and HELP. Adults make weather and safety decisions.
I do · 10 min
Model stopping, asking for help and moving to a cooler place. Show a hat and water bottle; follow each hydration plan. Adults check surfaces; never test hot surfaces by student touch.
We do · 10 min
Use indoor scenarios: sunny work, thirsty, tired/unwell. Students select a safe action and practice ask then pause/move to a cooler place. Honor all break requests. Do not create heat exposure.
Exit choice · 5 min
L1: "Water, shade, break, or help?" L2: "Who can help? What comes next?" L3: "Which precautions? What if unwell?"
Science note: Heat can make people ill. Shade, suitable clothing, water according to the individual plan and cooler breaks help reduce risk. Feeling dizzy, weak, sick or unusually unwell needs immediate adult attention; students are not responsible for diagnosing heat illness.
Curriculum connection: CCSS SL.K.2, SL.K.3 (adapted).
Prepare for this learner
Indoor seated role-play if short-staffed. Follow medical/fluid/mobility plans; no fixed water dose or forced drinking. Use established help signals, AAC and wait time. Choose levels independently of House.
Lower-staffing option: Use four large choices from seats, with staff-led role-play only. No outdoor transition or actual water distribution is needed.
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.