Level 1
Select roll or stop.
2026–27 • Labs & wellness
Why Do Some Things Roll?
Compare how a ball and a block move down a low ramp.
Classroom lesson: Why Do Some Things Roll?Today I can…
tell rolling from sliding
Words to know
Words for this lesson
BALLBLOCKRAMPTRAYSURFACE
Follow along
What we will do
- 1
Compare shapes
Find the curved surface on the ball.
- 2
Predict rolling
Choose the object you think will roll.
- 3
Watch the ball
Watch an adult release the ball from the start mark.
- 4
Watch the block
Watch an adult release the block from the same mark.
- 5
Name the motion
Choose ROLL or SLIDE for the movement you saw.
- 6
Check the result
Compare another release with the first one.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
ROLLSLIDESTOPHELPBREAK
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- Large lightweight ball and block; low secured ramp; wide catch tray; start marker; ROLL/SLIDE/STOP choices. Avoid seeds, marbles and heavy rolling rocks.
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. Secure a low ramp inside a wide catch tray. Adults release and catch large lightweight objects; keep objects from rolling toward learners or off tables. No marbles, seeds or heavy rocks. Keep ramp height and start position unchanged and release without pushing. Rolling includes turning; a moving object may instead slide.
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
Compare a ball and block on a ramp.
Level 3
Relate an observed movement to shape.
Skill focus: Shape and motion, prediction, cause-and-effect, visual tracking
30-minute teaching sequence
Introduce · 5 min
5 min: Show a large lightweight ball and block. Ask, "Which might roll?" Compare curved and flat surfaces. Explain that shape affects motion, while some objects may slide. Offer TRY/WATCH.
I do · 10 min
I do 10 min: Secure a low ramp inside a catch tray. Release the ball from a marked start without pushing. Repeat with the block from the same place. Name rolling versus sliding rather than labeling every moving object as rolling.
We do · 10 min
We do 10 min: Learners choose the next large object or direct release. Repeat each trial and compare motion. Keep ramp height and start position unchanged. Adult catches objects; nothing rolls toward students or off the table.
Exit choice · 5 min
L1: Roll or stop? L2: Which object rolled? L3: Which surface helped it roll? Accept AAC, gaze, gesture or speech. Record response/support; cue ALL DONE.
Science note: Roll means turn while moving.
Curriculum connection: NGSS PS2.A 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.