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2026–27 • Labs & wellness

Wind Is Moving Air

See how moving air pushes a paper strip.

Classroom lesson: Wind Is Moving Air

Today I can…

compare motion from two fan sweeps

Words to know

Words for this lesson

FANAIRPAPERSTRIPSTAND

Follow along

What we will do

  1. 1

    Find the strip

    Find the paper strip attached to the stand.

  2. 2

    Predict movement

    Choose whether the strip will move when air pushes it.

  3. 3

    Watch gentle air

    Watch the strip during one gentle fan sweep.

  4. 4

    Watch stronger air

    Watch the strip during a stronger fan sweep.

  5. 5

    Compare motion

    Choose which sweep bent the strip farther.

  6. 6

    Check again

    Compare the strip’s movement during another pair of sweeps.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

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

Materials

  • Hand fan; broad paper strip securely fixed to a stable stand; marked tabletop distance; motion photo/AAC choices. Adults inspect all attachments before class.

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. Adults inspect secure attachments and operate a hand fan at a seated demonstration. Use a broad attached strip on a stable stand; no loose feathers or tiny pieces. Never aim airflow at faces. Keep strip, distance and direction unchanged while changing sweep strength; repeat trials and accept unclear results.

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 moving or still.

Level 2

Compare two fan pushes on one strip.

Level 3

Predict a stronger push and check evidence.

Skill focus: Force and motion, sensory awareness, prediction, observation

30-minute teaching sequence

Introduce · 5 min

5 min: Show a broad paper strip securely attached to a stand. Ask, "Move or stay?" Explain that moving air can push things. Offer WATCH and BREAK; never aim airflow at faces.

I do · 10 min

I do 10 min: From a marked distance, use one gentle hand-fan sweep toward the attached strip. Repeat with a stronger sweep in the same direction. Keep the same strip and distance. Point out the motion; no loose feathers or tiny pieces.

We do · 10 min

We do 10 min: Learners predict and direct a gentle or stronger fan sweep. Compare how far the strip bends. Adults operate one seated demonstration. Repeat trials; keep direction and distance unchanged. Accept an unclear result without forcing a conclusion.

Exit choice · 5 min

L1: Moving or still? L2: Which sweep moved it more? L3: What did we change and keep the same? Accept AAC, gaze, gesture or speech. Record response/support; cue ALL DONE.

Science note: Wind is moving air.

Curriculum connection: NGSS K-PS2-1 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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