Bugs in Drains

Overview

Today’s lesson is a play-based Science experience focused on drains as bug habitats. Students will use senses to observe, respond to simple questions, and explore a drain model using safe, sensory-friendly materials (including water and natural textures). This builds early scientific habits: noticing, asking, and recording observations in simple ways.

Learning intentions

• Students will explore how bugs live in drain environments by using senses to notice what they see and feel.
• Students will make simple observations during play (e.g., “wet/dry”, “smooth/rough”, “dark/light”, “small/little”).
• Students will participate in supported question-asking and answer-making about bugs and drains.
• Students will communicate observations using gestures, pictures, point-and-say, or single words.

Success criteria

• I can look closely at the drain model and notice at least one thing (with a prompt).
• I can match or sort items to show a drain environment (e.g., “water”, “mud/soil”, “grassy bits”, “hiding places”).
• I can tell or show one observation using a communication tool (picture card, yes/no, point, or sound).
• I can follow safety and “calm body” rules during sensory water play.

Curriculum links

• AC9SFH01: Explore ways people make and use observations and questions to learn about the natural world.
• AC9SFH01_E1: Use senses and notice how observations are made.
• AC9SFH01_E2: Record observations through labelled drawings or photos (teacher-supported).
• AC9SFI05: Share questions, predictions, observations and ideas with others (through discussion, gestures, or simple representations).
• AC9SFI05_E7: Communicate observations using drawings or a simple visual display.
• Western Australian early years Science emphasis: safe, guided investigation and using senses to observe living things and their environments.

Lesson structure (45 minutes)

1. 0–5 min · Sensory regulation + set-up. Teacher prepares a “calm corner” (heavy work item, small fidget, weighted lap pad if used) and offers a short sensory check-in using a scale with faces (happy/okay/overloaded). Student chooses 1 support item.
2. 5–12 min · Mystery observation (drains + bugs). Teacher shows a picture card set: “drain”, “mud”, “water”, “leaf”, “bug”. Teacher asks one simple question at a time: “What do you notice?” and points to “eyes” and “hands” signs. Student selects a matching card or points to an object on the table.

• Teacher uses steady pace and reduced language; models responses with “point → word”.

3. 12–20 min · Bug habitat build (hands-on model). Teacher introduces a simple drain model (clear plastic box or tray with a “drain channel” made from cardboard, towel, or gutter-shaped insert). Materials: water in a small cup/spray bottle, damp sponge “mud”, natural bits (leaf litter, small twigs, grass pieces), and safe pretend bugs or rubber insects. Student explores: add “mud”, add “leaf bits”, then add a little “water” (teacher controls water amount). Teacher prompts: “Where can the bug hide?” using gesture cues to point to hiding zones.
4. 20–30 min · Sensory water + natural materials play (safe investigation). Teacher sets safety rules visually: “slow hands”, “no drinking”, “wet floor mat stays on”, “ask before more water”. Student uses tools: pipette/sponge, small ladle, or squirt bottle (teacher-ready). Observation prompts (one at a time): “Is it wet?” “Is it dry?” “What changed?” Student answers via yes/no card, point, or a single word the student can reliably produce (teacher captures it).
5. 30–38 min · Targeted observation task (find-and-match). Teacher presents 3 observation choices in front of student:

• “Hiding place” (leaf/mud zone)
• “Water place” (wet zone)
• “Dry zone” (dry mat area) Student places 2 pretend bugs into the chosen zones, then teacher asks: “Show me where the bug lives.” Student points to one zone; teacher repeats the observation vocabulary quietly.

6. 38–43 min · Share and record (super-simple communication). Teacher offers a one-page “Bug Habitat” visual: three boxes labelled by icons (water, mud/leaf, hiding spot). Student chooses stickers or colours or points to indicate what they used. Teacher draws 1 simple line drawing: the drain + one symbol for “wet”.
7. 43–45 min · Closure regulation + tidy. Teacher gives a “finish” routine (timer/picture sequence). Student helps wipe tray with a cloth and returns fidgets. Final question: “Was the bug habitat wet or dry?” Student answers with yes/no or point.

Additional activities for diverse learner needs:

• Sensory Exploration: Provide a sensory bin with safe natural materials (leaves, twigs, water) and pretend bugs for tactile exploration; allow free play with options to choose preferred materials.
• Simple Matching Game: Use picture cards of bugs and drain elements for matching pairs; support with visual cues and one-to-one prompting.
• Storytelling with Visuals: Read a short, illustrated story about bugs living in drains using large picture cards; encourage student to point or gesture to key images.
• Creative Art Task: Offer a choice of art materials (stickers, crayons, textured paper) to create a bug habitat collage; allow choice-based participation and sensory-friendly materials.

These activities are integrated flexibly within the lesson to support engagement and accommodate attention and communication needs.

Resources

• Drain model tray/box with gutter-shaped channel
• Picture cards/icons (drain, water, mud, leaf, bug, wet/dry, hide)
• Pretend bugs (rubber or safe plastic)
• Natural materials: leaf litter, small grass pieces (pre-checked for safety), twigs (large enough not to choke)
• Damp sponge for “mud”, paper towels, wet floor mat or towel
• Small cups, pipettes/ladles/sponges; teacher-controlled spray bottle
• Communication supports: yes/no cards, simple sentence frame cards (“I see…”, “Bug in…”, optional)
• Visual “calm corner” items (fidget, weighted lap pad if appropriate, noise-cancelling headphones)
• “Bug Habitat” recording sheet (icon boxes) and stickers/colours
• Timer (visual) and tidy cloths

Assessment

• Teacher observation checklist: student uses senses to notice (e.g., participates in wet/dry matching, zones placement).
• Communication evidence: student selects/points to icons or yes/no to share one observation.
• Behaviour/safety monitoring: student follows “slow hands” and waits for water prompt; responds to “stop” cue.

Differentiation

• Communication: allow non-verbal responses (pointing, choosing picture cards, yes/no, single reliable word). Use consistent prompts and immediate modelling; avoid multi-step questions.
• Sensory needs: offer pre-lesson regulation; provide predictable sensory input (water volume controlled). Offer opt-out sensory alternative (dry textured tray) if overstimulated.
• Attention and executive function: use a visual sequence (1-2-3 steps), short tasks (3–5 minutes), and a clear “first/then” routine for water play and recording.
• Safety: implement strict water boundaries (mat, teacher-controlled water tools). Keep natural materials in large pieces; pre-check and remove any item that could be unsafe.
• Learning extension within the same task: if regulation is strong, add “Then what happened?” prompts after water touches mud/leaf.
• For autistic ADHD PDA learners with minimal communication skills: provide visual supports (picture schedules, choice boards), allow sensory breaks as needed, and offer choice-based participation to reduce anxiety and increase engagement. Use clear, simple language and allow processing time. Provide a calm, low-distraction environment and be flexible with task demands.