Level 1
Locate/choose one soil feature.
2026–27 • Plants & seasons
What Lives in Soil?
Observe soil as habitat using a contained sample or accurate images. Sort evidence carefully without assuming every visible object is alive.
Classroom lesson: What Lives in Soil?Today I can…
notice something in soil
Words to know
Words for this lesson
SOILWORMROOTLEAFSTONE
Follow along
What we will do
- 1
Choose
Choose a soil picture or a covered tray.
- 2
Look closely
Find a root, worm or piece of leaf.
- 3
Match
Match what you see to a picture.
- 4
Compare
Show one thing that looks different.
- 5
Care
Leave living things safe and wash hands.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
I SEELOOK CLOSERWORMROOTNOT SUREALL DONE
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- Covered clear tray of school-approved soil or images; worm/root/dead-leaf/stone cards; magnifier; category/AAC cards. No live animal handling is needed.
Safety first
No unknown organisms, animal waste, moldy soil or tasting. Keep samples closed for pica risk; 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
Sort 3/4 clear examples with support.
Level 3
Report two observations and a category.
Skill focus: Observation, classification, ecosystem awareness, texture tolerance
30-minute teaching sequence
Introduce · 5 min
What Lives in Soil? Word: Habitat, a place where things live. Show a covered soil tray. Ask, "What can you notice?" Looking without touching is enough; some organisms are too small to see.
I do · 10 min
Name a visible root and stone. Use clear pictures: live worm, dead leaf, stone. Model LIVING, ONCE LIVING and NONLIVING; use NOT SURE for an uncertain find.
We do · 10 min
Students observe through a lid or use large images. Locate one feature, match a card, then sort clear examples. Compare "I saw" with "I think." Not seeing an animal does not prove absence.
Exit choice · 5 min
L1: "What do you see?" Choose a feature. L2: "Living, once living, or nonliving?" L3: "What evidence did you notice?"
Science note: Soil can contain living organisms, roots, once-living pieces and nonliving minerals or water. Some soil organisms are too small to see. Not seeing an animal does not mean none are there.
Curriculum connection: CCSS SL.K.4; NGSS LS4.D connection.
Prepare for this learner
One staff-held sealed tray or large cards, seated, if short-staffed. Follow vision, immune, allergy and pica plans. Gaze/AAC/observation welcome; wait. Select levels independently in either House.
Lower-staffing option: One sealed sample or four enlarged cards on a staff-held tray; no passing loose soil and no outdoor transitions.
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.