Level 1
Attend to a worm, clear-lidded tray or large image, or communicate look/stop/help, in one of two invitations using the student’s established response.
2026–27 • Labs & wellness
Worm Exploration
Worms are living animals that help break down old plant material.
Classroom lesson: Worm ExplorationToday I can…
observe a worm and choose a gentle care action
Words to know
Words for this lesson
WORMLIVINGWATERPAPERLEAF
Follow along
What we will do
- 1
Choose
Choose a worm picture, model or live observation.
- 2
Look
Watch the worm on the adult’s damp tray.
- 3
Compare
Notice the worm’s shape or movement.
- 4
Care
Choose a damp, shaded worm-home picture.
- 5
Share
Tell one thing you noticed.
- 6
Clean up
Let the adult return the worm. Wash hands.
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: existing maintained worm composter, 1 shallow observation tray, damp bedding, 1 large clear lid that permits brief viewing, 2–4 magnifiers and large worm/food/compost picture cards.
- Two closed clear sample tubs, one with fresh plant scrap and one with established compost; disposable gloves if appropriate; handwashing supplies, tray liner and approved adult surface-cleaning supplies.
Safety first
No forced touch. No tasting scraps, bedding, worms or compost. Keep materials on the adult-controlled tray, away from food and faces; cover open skin before any approved contact. Wash hands with soap and water after contact, even if gloves were used. Adult cleans surfaces under school procedures. Do not touch animals with tools, squeeze worms, leave them in bright light or release composting worms outdoors.
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
Identify a worm as living and match one need or approved food picture to the worm bin, with support in two of three opportunities.
Level 3
Arrange three cards showing plant scraps, worms/decomposers and compost, then communicate that materials change over time by speech, AAC, pointing or dictation.
Skill focus: Living-thing observation, comparison, gentle care
30-minute teaching sequence
Introduce · 5 min
Show the closed classroom worm bin or a large photo. Introduce “living,” “gentle” and “watch.” Every student may choose the photo-only route. Ask “What happens to old plant scraps?” Show fresh scrap and established compost samples in separate closed clear containers.
I do · 10 min
Adult places one worm with damp bedding in a shallow clear observation tray. Point to movement without poking it. Keep observation brief and out of direct light. Model the sequence: plant scraps plus bedding → worms and other decomposers → compost over time. Explain that the bin is an animal home.
We do · 10 min
Students look with a magnifier or choose a picture showing a worm’s need. Adult stays beside the tray and returns worms promptly; handling is optional and supervised. Students compare fresh and older material through clear containers, sort approved vegetable-scrap and plastic pictures, then arrange a three-part decomposition model.
Exit choice · 5 min
Choose worm/living or point to damp bedding as part of its home. Honor a clear look/stop choice as access data. Ask “What changes in the bin over time?” Accept a three-picture sequence or “scraps become compost with decomposers.”
Science note: Composting worms and other decomposers help change food scraps and bedding into vermicompost over time. We can observe movement and the bin materials today; we cannot see the whole decomposition process in 30 minutes. Use established composting worms, never release them outdoors, and keep their habitat moist and shaded.
Curriculum connection: 2-LS4-1: observe organisms and compare life in habitats; supporting observation connection. 5-LS2-1: model movement of matter through organisms and environment; accessible 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: Use one closed viewing container or photographs at a seated whole-group station. The adult handles the bin and returns worms; students only choose pictures. If handwashing cannot be supported, use photographs and sealed samples only.
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.