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2026–27 • Labs & wellness

What Dissolves in Water?

Compare what happens when salt and sand mix with water.

Classroom lesson: What Dissolves in Water?

Today I can…

compare visible grains after mixing

Words to know

Words for this lesson

SALTSANDWATERJARGRAINS

Follow along

What we will do

  1. 1

    Meet the samples

    Find the salt and sand in the teacher’s sealed samples.

  2. 2

    Make a prediction

    Choose which grains you think will remain visible in water.

  3. 3

    Direct mixing

    Ask the teacher to mix the secured jars.

  4. 4

    Look for grains

    Find any visible grains after equal mixing time.

  5. 5

    Compare jars

    Choose the jar where the grains became unseen.

  6. 6

    Think about salt

    Choose the picture showing dissolved salt still in the water.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

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

Materials

  • Salt and sand premeasured by teacher; two secured clear shatterproof jars; equal room-temperature water; tray; existing photographs/AAC. Powders stay out of reach; no student opening, tasting or handling.

Safety first

Keep learners seated at a shared display; offer observation without touch and AAC, gaze, gesture or speech. Honor NO, STOP and BREAK; allow wait time and follow individual vision, allergy, mouthing and supervision plans. Select support individually, never by age or House. The teacher premeasures and adds equal small amounts to equal room-temperature water in shatterproof jars, then secures lids immediately. Powders remain inaccessible; no learner opening, handling or tasting. Swirl equally over a tray and use before/after photos if needed. Dissolved salt is mixed throughout the water and remains present even when grains are unseen.

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

Select GRAINS VISIBLE or NOT VISIBLE.

Level 2

Compare salt and sand after mixing with water.

Level 3

Explain that dissolved salt remains in the water.

Skill focus: Prediction, comparison, observation, material properties

30-minute teaching sequence

Introduce · 5 min

5 min: Show teacher-controlled sealed samples of salt and sand. Ask, "What will happen when each mixes with water?" Explain that dissolving mixes a substance throughout water; it does not make the substance stop existing. Offer SAME/DIFFERENT.

I do · 10 min

I do 10 min: Teacher adds equal small amounts of salt and sand to separate shatterproof jars containing equal room-temperature water; secure lids immediately. Gently swirl each for equal time. Observe salt grains becoming unseen and sand remaining. No tasting; keep all powders inaccessible.

We do · 10 min

We do 10 min: Students direct MIX/STOP while jars remain teacher-controlled. L1 selects visible/not-visible grains. L2 compares salt and sand. L3 explains that dissolved salt is still in the water. Use prepared before/after photographs if live changes are difficult to see.

Exit choice · 5 min

L1: Are grains visible? L2: Which material dissolved? L3: Is dissolved salt still in the water? Accept AAC, gaze, gesture or speech. Record support.

Science note: Dissolve means mix throughout a liquid.

Curriculum connection: NGSS 2-PS1-1 connection.

Prepare for this learner

Both House groups: choose L1/L2/L3 individually, never by age. Stay seated; teacher controls materials. Offer speech, AAC, pointing or gaze, 1-2 high-contrast choices, wait time, observation/no-touch and NO/BREAK. Record response and support; honor refusal.

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.

Download editable lesson plan (Word)

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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