Drain Discoveries

Context and Learner Profile

This 45-minute lesson is designed for a pre-primary autistic child with ADHD and PDA, who is homeschooled and has a special interest in drains and the bugs living inside them. The approach focuses on sensory play, observation, and simple communication strategies, integrating differentiation for non-verbal communication, sensory needs, and attention regulation. The lesson aligns with the Western Australian Curriculum's Science and Literacy learning outcomes for Pre-primary level.

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Learning Objectives

Science

• Observe and describe external features of living things in their environment (Western Australian Curriculum Code AC9SFU01)
• Identify ways living things can be grouped based on observable features
• Use simple sensory exploration to engage with natural phenomena and make simple observations

Literacy

• Develop pre-literacy and early communication skills through multimodal texts and supported communication (drawing from general early literacy goals, adapted for non-verbal communication)
• Engage with and respond to spoken language and pictorial texts related to known interests
• Use non-verbal supports (pictures, gestures) to communicate observations and preferences

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Curriculum Links

• Science Content: AC9SFU01 (Observe external features of plants and animals and describe ways they can be grouped based on these features), AC9SFI03 (Represent observations in provided templates and identify patterns with guidance)
• Literacy Content (adapted): Developing early communication and descriptive vocabulary linked to specific interests; creating multimodal representations (pictorial communication, gestures)
• Emphasis on First Nations perspectives: respect for local environments and knowledge of living things, supporting cultural responsiveness

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Resources

• Sensory trays with water, mud, small containers mimicking drains
• Magnifying glass
• Plastic (safe) models or images of bugs found in drains (e.g., water beetles, larvae, worms)
• Picture cards representing bugs, drains, water, sensory descriptors (wet, squishy, dark)
• Communication board with symbols/pictures for feelings and observations
• Simple storybook or picture sequence about bugs in drains (custom-made or adapted from resources)
• Stopwatch or timer with gentle alarms, fidget toys for attention regulation

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Lesson Sequence

1. Arrival and Sensory Warm-Up (5 minutes)

• Begin with a calming sensory activity: Explore a small sensory tray with water and textured mud to evoke the feeling of a drain environment.
• Provide deep pressure or calming sensory input as needed (e.g., weighted lap pad).
• Use simple gestures and picture cards to invite the child to feel, explore, and indicate preferences (e.g., “touch wet,” “feel cold”).

2. Guided Exploration and Observation (15 minutes)

• Show plastic models/images of bugs found in drains; introduce each with simple language paired with pictures (e.g., “This is a beetle,” “This bug lives in drains”). Use clear, slow speech with gesture cues.
• Use a magnifying glass to closely observe real or simulated “bugs” in the sensory tray.
• Encourage the child to explore textures and shapes with hands, naming features visually supported (e.g., legs, wings).
• Use a simple chart with pictures for the child to point or gesture towards to describe what they notice (big/small, wet/dry, soft/hard).
• Reinforce attention by alternating active exploration with short breaks, using fidget toys or movement as needed.

3. Story Time with Multimodal Support (10 minutes)

• Read a short, simple story about bugs in drains. Use a combination of picture cards, real objects, and gestures to reinforce understanding.
• Allow the child to interact with the story by pointing to pictures or using communication board symbols for key words (e.g., “bug,” “water,” “dark”).
• Use repetition and encourage imitation of key words or signs, but avoid pressure – celebrate all attempts at communication.

4. Communication Through Drawing and Modelling (10 minutes)

• Invite the child to create a simple “drain bug” picture using crayons or finger paint — allow messy play and choice of materials to meet sensory needs.
• Alternatively, assemble a small bug model from pre-cut shapes or safe materials to match bugs observed earlier.
• Encourage the child to indicate or label features using picture cards or gestures (e.g., “leg,” “wings,” “water”).

5. Reflection and Calm Down (5 minutes)

• Review the activities using picture cards showing what was done (sensory play, observation, story, drawing).
• Use a visual schedule or token board to reinforce the sequence and choice-based participation.
• Provide calming sensory activity (deep pressure or swaying) before concluding the lesson.

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Differentiation Strategies

• Sensory Needs: Use tactile materials that are appealing and tolerable; provide options to opt in or out; include calming sensory supports regularly.
• Communication: Employ AAC supports such as picture cards and gestures; allow non-verbal responses; model simple signs or words but accept all forms of communication.
• Attention Regulation: Build in short, predictable breaks; use interests (drain bugs) to maintain engagement; use fidget toys and physical movement when needed.
• PDA Considerations: Provide choices in the order of activities; allow flexible timing within the lesson; avoid direct demands; encourage participation through shared interest and curiosity.

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Assessment and Reporting

• Observe the child’s ability to engage with sensory materials and sustained attention during exploration.
• Note the type of communication used to indicate observations (pointing, gestures, vocalisations).
• Record any emerging vocabulary or signs related to the topic.
• Reflect on level of participation and enjoyment in activities linked to scientific observation and early literacy engagement.
• Use anecdotal notes and visual documentation (photographs or drawings) to share progress with parents/caregivers.

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Notes for Teachers and Carers

• Prioritise the child’s comfort and choice at every stage.
• Use the child’s existing interest to build trust and curiosity about the natural world and literacy concepts.
• Be flexible and responsive to emotional and sensory cues.
• Reinforce learning by repeating key words with pictures and signs during and after the lesson.
• Consider linking this lesson to outdoor activities or visits to local waterways or drains for naturalistic observation over time.

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This lesson plan is carefully crafted to integrate Western Australian Curriculum standards for Pre-primary Science and early Literacy while recognising and adapting to the needs of an autistic child with ADHD and PDA, creating a rich, sensory-rich, and communicatively supportive learning experience anchored in the child’s special interest.