Level 1
Choose/direct water action or stop.
2026–27 • Labs & wellness
Water Sensory & Regulation Lab
Explore small controlled water movements: drip, pour, squeeze and optional gentle spray aimed into a tray. Learners choose the action and input; the focus is preference and motor control, not filtration.
Classroom lesson: Water Sensory & Regulation LabToday I can…
choose a comfortable water action
Words to know
Words for this lesson
WATERDRIPPOURSQUEEZEDRY
Follow along
What we will do
- 1
Choose
Choose POUR, DRIP, SQUEEZE, WATCH or DRY.
- 2
Watch
Watch the adult show a small amount of water.
- 3
Try
Try one planned action over a tray.
- 4
Pause
Choose MORE, STOP or BREAK.
- 5
Finish
Help dry the tray or direct cleanup.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
DRIPPOURSQUEEZEWATCHDRYSTOP
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- Shallow tray; 100-150 mL staff-controlled water; small unbreakable cup; large sponge; safe dropper; towels; nonslip mat; AAC. No spray is needed.
Safety first
Continuously supervise water; no drinking, immersion, water beads or temperature tests. Protect equipment, wipe spills and wash hands.
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
Sequence three steps for two tools.
Level 3
Predict a tool effect; request a change.
Skill focus: Motor control, sensory regulation, cause-and-effect, pressure/temperature discrimination
30-minute teaching sequence
Introduce · 5 min
Water Sensory & Regulation Lab Word: Drip. Show a dry tray and two tools. Ask, "Drip, pour, watch, or no water?" This is water movement and choice, not filtration or a tolerance test.
I do · 10 min
Model drops, then a small pour into the tray. Set down the tool and wipe a drip. Squeeze a large sponge only if chosen. Water stays room-temperature; no body/face spraying.
We do · 10 min
Offer one tool and a small amount of water. Students fill, move water, set down or direct staff. Compare drops/stream. Ask MORE/LESS/DRY/STOP and honor the response immediately.
Exit choice · 5 min
L1: "Drip, pour, watch, or stop?" L2: "What comes after moving water?" L3: "Which tool makes drops? What change?"
Science note: Different tools change how water moves: drops, a small stream or water squeezed from a sponge. Temperature, pressure and sound preferences differ. This lesson does not guarantee calm or test tolerance.
Curriculum connection: CCSS SL.K.3; NGSS PS2.A connection.
Prepare for this learner
Follow skin/medical-device/positioning/pica plans. One adult-controlled tray from seats or sealed-bottle observation if short-staffed. No forced touch; allow dry option and wait. Levels independent of House.
Lower-staffing option: One adult-controlled tray and tool; students remain seated and direct actions. Use a sealed water bottle or visual cards when open water supervision is unavailable.
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.