Level 1
Match a leaf in two photos.
2026–27 • Labs & wellness
What Is Decomposition?
Follow dated photos of dead leaves breaking down over time.
Classroom lesson: What Is Decomposition?Today I can…
identify a change during decomposition
Words to know
Words for this lesson
LEAFFUNGUSSOILPHOTOPIECES
Follow along
What we will do
- 1
Find the leaf
Match the leaf in the two photographs.
- 2
Find the first
Choose the photograph with the earlier date.
- 3
Look for change
Find a part of the leaf that has broken down.
- 4
Order the photos
Place the dated photos in time order.
- 5
Find a decomposer
Find the fungus in the decomposer photograph.
- 6
Connect the pictures
Match the decomposer picture to the dead leaf.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
BEFORELATERSAMEHELPBREAK
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- Documented dated decomposition photo sequence; fresh-leaf and fungus photos; large sequencing mat; AAC choices. No open compost, mold or live decomposers needed.
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. Use documented photo sequences; no open compost, mold or live decomposers are needed. Never open moldy material; use photos alone for allergy, infection-control and mouthing needs. Decomposition takes longer than class. Drying or browning alone does not prove decomposition; show loss of structure and explain nutrient recycling by decomposers.
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
Order two dated decomposition photos.
Level 3
Explain one role of decomposers.
Skill focus: Life cycles of matter, sequencing, observation, ecosystem awareness
30-minute teaching sequence
Introduce · 5 min
5 min: Show a fresh leaf photo and dated decomposing-leaf photos. Ask, "What changed?" Fungi and other decomposers break down dead material and recycle nutrients. Drying or browning alone does not prove decomposition.
I do · 10 min
I do 10 min: Compare a documented time sequence prepared before class. Point out loss of structure over time. Model a simple sequence: dead leaf, decomposers, materials returned to soil. This process takes longer than our class; never open moldy material.
We do · 10 min
We do 10 min: Learners order two or three dated photos, choose a visible change or direct an adult placing pictures. Link the decomposer photo to the dead leaf. Use photographs only when allergy, infection-control or mouthing plans require it.
Exit choice · 5 min
L1: Which is the leaf? L2: Which photo came later? L3: How do decomposers help? Accept AAC, gaze, gesture or speech. Record response/support; cue ALL DONE.
Science note: Decompose means break down dead material.
Curriculum connection: NGSS 5-LS2-1 connection.
Prepare for this learner
Seat students at one shared display. Offer watch/no-touch, AAC, gaze, gestures or speech; wait and respect NO/BREAK. Use one-step cues. Follow individual vision, allergy, mouthing and supervision plans. Select levels individually in either House group.
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.