Level 1
Choose or indicate one plant example using an established response.
2026–27 • Labs & wellness
Terrarium Ecosystems & Combination Container Planting
Compare a terrarium with a container garden and help arrange plants.
Classroom lesson: Terrarium Ecosystems & Combination Container PlantingToday I can…
choose plants that share care needs
Words to know
Words for this lesson
PLANTCONTAINERLIGHTWATERSPACE
Follow along
What we will do
- 1
Compare
Look at a terrarium and a container with drainage.
- 2
Choose plants
Choose from plants an adult has checked for matching care needs.
- 3
Arrange
Place or direct the arrangement before planting.
- 4
Plant
Help fill and plant the prepared container with support.
- 5
Check care
Match the container to its light, water, and observation plan.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
OPENCLOSEDTHISOTHERWATCH
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- Clear shatter-resistant terrarium and draining container
- Screened plants with compatible care requirements
- Prepared media, large scoops, labels and care cards
Safety first
Adults cut reused containers and cover any sharp edges. Use shatter-resistant vessels, no small decorative stones where mouthing is a risk, and no unknown plants. Keep closed terrariums out of direct hot sun and monitor moisture.
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: Comparing habitats, planning, assembling, plant care
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: Look at a terrarium and a container with drainage. Model one action slowly and demonstrate HELP and STOP.
We do · 10 min
15 minutes: Choose from plants an adult has checked for matching care needs. Place or direct the arrangement before planting. Help fill and plant the prepared container with support.
Exit choice · 5 min
5 minutes: Match the container to its light, water, and observation plan. Record the learner’s actual choice or observation; tidy the station together.
Science note: A terrarium changes humidity and water movement around plants. Closed and open containers suit different plants; drainage layers do not substitute for drainage holes in an ordinary pot.
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.