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2026–27 • Labs & wellness

Weird & Wonderful Plants

Look closely at unusual plant shapes and responses.

Classroom lesson: Weird & Wonderful Plants

Today I can…

notice a surprising plant feature

Words to know

Words for this lesson

PLANTLEAFMOVEDRYLOOK

Follow along

What we will do

  1. 1

    Meet a plant

    Look at one labeled plant or its photograph.

  2. 2

    Find a feature

    Point to an unusual leaf, stem, root, or shape.

  3. 3

    Watch a change

    Watch the adult demonstrate only the response appropriate for that species.

  4. 4

    Compare

    Match two plants that look alike or show one difference.

  5. 5

    Share

    Choose a favorite feature and show what the plant needs.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

LOOKSAMEDIFFERENTAGAINSTOP
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • Verified, labeled plant specimens or photographs
  • Magnifiers, plant-feature cards, observation tray
  • Simple care cards; adult-controlled demonstration materials

Safety first

Screen each species for toxicity, irritating sap, spines, and allergies. Do not taste or repeatedly trigger plant responses. Use photographs when a living specimen is unsuitable.

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 1

Choose or indicate one plant example using an established response.

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, comparison, plant adaptations

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 one labeled plant or its photograph. Model one action slowly and demonstrate HELP and STOP.

We do · 10 min

15 minutes: Point to an unusual leaf, stem, root, or shape. Watch the adult demonstrate only the response appropriate for that species. Match two plants that look alike or show one difference.

Exit choice · 5 min

5 minutes: Choose a favorite feature and show what the plant needs. Record the learner’s actual choice or observation; tidy the station together.

Science note: Different species have different structures and responses. Plant movement does not establish human-like feelings. Demonstrations must match the identified species.

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.

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