Level 1
Choose look, touch, wipe or watch, or indicate wet/dry from an object or picture, in at least one of two invitations.
2026–27 • Labs & wellness
Wipes and Staying Clean
We can test which material soaks up a small water spill.
Classroom lesson: Wipes and Staying CleanToday I can…
choose or direct a cleaning step
Words to know
Words for this lesson
WIPECLOTHPAPERWATERWET
Follow along
What we will do
- 1
Look
Look at the adult’s dirty practice surface.
- 2
Choose
Choose WIPE, WATCH or HELP.
- 3
Wipe
Help wipe the practice surface or direct the adult.
- 4
Check
Look for remaining visible dirt.
- 5
Put away
Put the used wipe in the adult’s chosen bin.
- 6
Wash hands
Follow the handwashing routine with help.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
LOOKTRYWATCHHELPBREAK
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- For 3–11 students: 2–4 washable trays, 6–12 palm-sized cotton-cloth squares, 6–12 equal paper-towel squares, small cup of plain water, teaspoon, dry cleanup towel and a nonslip mat.
- Optional washed linen sample; two labeled comparison mats and large wet/dry picture cards. No soil, food powders, glitter, fragrances or cleaning chemicals are needed.
Safety first
Use plain water only. No cleaning-product mixing, no disinfecting wipes on skin and no experiment cloths on faces, bodies or wounds. Real hygiene uses school-approved supplies and the student’s care plan. Check textile sensitivities; prevent mouthing of wet materials or drinking test water. Dry the floor immediately if water spills; wash hands under the usual school routine.
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
Test two equal material samples and match one to “takes in water” or “stays together” with support in two of three opportunities.
Level 3
Choose a material for a small tray spill and communicate one observation from the test through speech, AAC, pointing, drawing or dictation.
Skill focus: Hygiene, sequencing, wet/dry comparison, independence
30-minute teaching sequence
Introduce · 5 min
Show a dry tray and a second tray with a teaspoon of plain water. Ask “How could we pick up the water?” Offer participation choices. Agree on criteria: picks up water and stays together. Let students predict using cloth/paper choices.
I do · 10 min
Put equal teaspoon-sized water spills on two washable trays. Use a palm-sized cotton cloth and paper towel; wipe each spill with one slow pass. Model a fair comparison: same sample size, amount of water, number of passes and waiting time. Show that a dry-looking tray is not evidence of disinfection.
We do · 10 min
Students choose cloth or paper and wipe a water-only tray with an adult, or direct the adult. Compare wet/dry samples on a tray. Partners test two samples, note water left and whether the sample tears, and choose a material. Repeat a test if a spill or extra pass makes it unfair.
Exit choice · 5 min
Show two tested materials: “Which would you use for this water spill?” Accept a material choice or wet/dry match. Ask “What did you see?” Accept “cloth held water,” “paper stayed together,” or “both worked.”
Science note: Absorbent materials take in water. A water-only cloth test shows removal of a visible spill; it does not show that germs were removed or killed. Surface-disinfecting wipes are not for skin. Classroom handwashing uses soap and water under school routines. This lesson does not make homemade disinfectants or hygiene wipes.
Curriculum connection: 2-PS1-1: compare observable properties of common materials. 3-5-ETS1-2: compare solutions using agreed criteria; accessible engineering extension.
Prepare for this learner
Select a level for each learner in either House group. Offer one-step cues, AAC, gaze, signs, speech or partner-assisted scanning. Use the learner’s established vision and access plan; high contrast is an option, not a universal CVI prescription. Respect refusal, watch-only and breaks.
Lower-staffing option: Stay seated. Use one demonstration tray, two large material choices and adult-controlled water. Each student directs one action or selects a result; an adult wipes. The short holiday-week option tests only two materials.
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.