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2026–27 • Labs & wellness

Which Soil Holds Water?

Compare water collected beneath two different soil samples.

Classroom lesson: Which Soil Holds Water?

Today I can…

compare water draining through soil

Words to know

Words for this lesson

SANDSOILCUPWATERFILTER

Follow along

What we will do

  1. 1

    Find the samples

    Find the sand cup and the potting-mix cup.

  2. 2

    Watch equal water

    Watch an adult add the same amount of water to each.

  3. 3

    Wait the same

    Watch the timer for the shared five-minute wait.

  4. 4

    Find collected water

    Find the water in the catch cups below the soil.

  5. 5

    Compare levels

    Choose the catch cup with more water.

  6. 6

    Think about what stayed

    Choose the sample that may have more water left inside.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

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

Materials

  • Two identical prepared drainage cups/filters; equal-volume dry sand and potting mix; matching catch cups; measured water; timer; tray; towel; AAC choices.

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. Prepare drainage holes and filters before class; no sharp tools during the lesson. Keep soil, sand, cups and water adult-controlled behind a boundary in a stable tray; prevent dust, mouthing and spills. Use equal soil volumes, water inputs and waiting time. Less collected water suggests more remained in that sample at that time; darkness alone does not show retention.

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 wet or dry.

Level 2

Compare the water collected below two soils.

Level 3

Use equal inputs to compare water retained.

Skill focus: Absorption, drainage, comparison, measurement, sensory discrimination

30-minute teaching sequence

Introduce · 5 min

5 min: Show two prepared soil cups and empty catch cups. Ask, "Where will water go?" Different soils hold and drain water differently. Explain that we compare equal amounts, not just the darkest-looking soil.

I do · 10 min

I do 10 min: Before class, prepare identical perforated cups with equal volumes of dry sand and potting mix; cover drainage holes with filters. Place over matching catch cups. Adult adds the same measured water slowly. Keep all soil and cups behind a boundary.

We do · 10 min

We do 10 min: Wait the same five minutes for each sample. Compare collected water levels. Learners point, choose MORE/LESS or direct a measurement. With equal water inputs, less collected water suggests more remained in that sample at this time.

Exit choice · 5 min

L1: Wet or dry? L2: Which catch cup has more water? L3: What did we keep equal? Accept AAC, gaze, gesture or speech. Record response/support; cue ALL DONE.

Science note: Drain means water moves through.

Curriculum connection: NGSS 2-PS1-1 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.

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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