Rain Sensory Journey

SEND Lesson Plan: Science the topic is Weather Rain

Lesson Overview

Student Age/Age Range: exploratory pathway science Subject Area: Science Weather Rain Topic: Science the topic is Weather Rain Setting: SEND provision in England

Student Needs Being Addressed: Profound and multiple learning disabilities. students are preverbal, autistic

Key Interests to Incorporate: water, glitter, bubbles

Differentiated Learning Objectives

Pre-Intentional Level Objectives

For students at the earliest stages of learning who are developing awareness, attention, and tolerance of experiences

Students will show awareness of rain by responding to the sound of water droplets (e.g., turning head or moving body) during a sensory rain experience.

Students will demonstrate interest in water by reaching out to touch or splash in a water tray filled with water and glitter, showing engagement through facial expressions or vocalisations.

Students will tolerate the sensation of wetness by allowing a teacher to gently pour water over their hands, indicating comfort through relaxed body language or positive sounds.

Informal Learning Level Objectives

For students developing cause and effect understanding, anticipation, early communication, and choice-making

Students will anticipate the arrival of bubbles by looking towards the bubble machine when it is turned on, indicating understanding through eye gaze or vocalisation.

Students will make choices between two sensory experiences (e.g., water vs. glitter) by reaching for their preferred option, demonstrating decision-making through physical interaction.

Students will explore the concept of rain by using a spray bottle to create mist, showing cause and effect by reacting to the change in their environment (e.g., smiling or laughing).

Students will communicate their enjoyment of a rain-themed sensory activity (e.g., playing with wet sponges) by using a communication system (e.g., Makaton signs or PECS) to express “more” or “stop.”

Formal Learning Level Objectives

For students working on functional skills, symbol use, early concepts, and developing independence

Students will identify symbols related to weather (e.g., rain cloud, umbrella) by matching them to real objects during a weather sorting activity, achieving 80% accuracy.

Students will demonstrate understanding of the concept of rain by completing a simple sequencing activity (e.g., “First it rains, then we use an umbrella") using visual aids, achieving 3 out of 4 correct sequences.

Students will use a communication device to describe a rainy day using 1-2 symbols (e.g., “wet,” “cloud") during a group discussion, achieving this with 75% accuracy.

Students will participate in a functional task by independently putting on a raincoat when prompted, demonstrating increased independence and understanding of weather-related clothing.

Activity Pathways

Activity 1: Sensory Rain Experience

Learning Objectives Addressed:

Pre-Intentional: Awareness of rain through sound.

Informal Learning: Anticipation of water droplets.

Formal Learning: Understanding of wetness through sensory exploration.

Activity Description: Set up a sensory area with a rain sound machine and a water tray filled with glitter and small waterproof toys. As the rain sounds play, students can explore the tray, feeling the water and glitter. Teachers can gently pour water over students’ hands to enhance the experience. This activity relates to the topic by mimicking the sensory experience of rain, allowing students to engage with the concept through touch and sound.

Multiple Access Points:

Pre-Intentional Access: Students may respond to the sound of water by moving or making sounds.

Informal Learning Access: Students can splash in the water, showing cause and effect by reacting to the movement.

Formal Learning Access: Students can identify objects in the water, matching them to symbols.

Required Resources:

Water tray

Glitter

Waterproof toys

Rain sound machine

Communication Strategies: Use objects of reference (e.g., water, glitter) and Makaton signs for “more” and “stop.”

Assessment Opportunities:

Pre-Intentional: Observe responses to sound and water.

Informal Learning: Note engagement levels and choices made.

Formal Learning: Assess matching skills with symbols.

Photographic Evidence:

Capture students reacting to the sound of water.

Photograph students splashing in the tray.

Document students matching symbols to objects.

Specific Adaptations for Class Needs: Provide adaptive seating for students with physical disabilities and ensure sensory materials are safe and accessible.

Activity 2: Bubble Anticipation

Learning Objectives Addressed:

Pre-Intentional: Awareness of bubbles through visual stimuli.

Informal Learning: Anticipation of bubbles.

Formal Learning: Communication using symbols to express enjoyment.

Activity Description: Using a bubble machine, create a bubble-filled environment. Students can watch and reach for the bubbles as they float around. Teachers can encourage students to use communication systems to express their excitement or desire for more bubbles. This activity connects to the weather theme by demonstrating how rain can create puddles and bubbles.

Multiple Access Points:

Pre-Intentional Access: Students may visually track bubbles and react with smiles or movements.

Informal Learning Access: Students can reach for bubbles, showing anticipation.

Formal Learning Access: Students can use symbols to indicate “more bubbles.”

Required Resources:

Bubble machine

Bubble solution

Communication symbols for “more” and “stop”

Communication Strategies: Use PECS to allow students to request more bubbles or indicate enjoyment.

Assessment Opportunities:

Pre-Intentional: Observe visual tracking and reactions.

Informal Learning: Note physical interactions with bubbles.

Formal Learning: Assess use of symbols to communicate.

Photographic Evidence:

Capture students reaching for bubbles.

Photograph students using symbols to request more.

Document smiles or laughter in response to bubbles.

Specific Adaptations for Class Needs: Ensure the bubble machine is positioned for easy viewing and access for all students.

Activity 3: Water and Glitter Exploration

Learning Objectives Addressed:

Pre-Intentional: Interest in water and glitter.

Informal Learning: Choice-making between sensory experiences.

Formal Learning: Understanding of textures and properties.

Activity Description: Create a water and glitter sensory bin where students can explore different textures. Include items like sponges, small cups, and scoops for pouring. As students engage with the materials, teachers can encourage them to express preferences for water or glitter. This activity connects to rain by illustrating how water can create different sensations.

Multiple Access Points:

Pre-Intentional Access: Students can explore textures with hands or feet.

Informal Learning Access: Students can choose between water or glitter.

Formal Learning Access: Students can describe textures using symbols.

Required Resources:

Sensory bin

Water

Glitter

Sponges and cups

Communication Strategies: Use objects of reference and visual aids to support choice-making.

Assessment Opportunities:

Pre-Intentional: Observe engagement with materials.

Informal Learning: Note choices made between water and glitter.

Formal Learning: Assess ability to describe textures.

Photographic Evidence:

Capture students exploring the sensory bin.

Photograph students making choices between materials.

Document students using symbols to describe their experiences.

Specific Adaptations for Class Needs: Provide adaptive tools for students with limited motor skills to engage with the materials.

Activity 4: Rainy Day Sequencing

Learning Objectives Addressed:

Pre-Intentional: Awareness of rainy day activities.

Informal Learning: Understanding of cause and effect.

Formal Learning: Sequencing activities related to rain.

Activity Description: Set up a sequencing activity using visual aids that depict a rainy day (e.g., rain, umbrella, puddle jumping). Students can arrange the images in order while discussing what happens during a rainy day. This activity helps students understand the sequence of events related to rain.

Multiple Access Points:

Pre-Intentional Access: Students can handle images and explore them.

Informal Learning Access: Students can anticipate the next image in the sequence.

Formal Learning Access: Students can verbally or symbolically describe the sequence.

Required Resources:

Visual aids depicting rainy day activities

Velcro or magnets for arranging images

Communication symbols for discussion

Communication Strategies: Use Makaton signs for key terms and symbols for sequencing.

Assessment Opportunities:

Pre-Intentional: Observe interaction with images.

Informal Learning: Note anticipation and engagement with the sequence.

Formal Learning: Assess accuracy in sequencing.

Photographic Evidence:

Capture students arranging images.

Photograph students discussing the sequence.

Document students using symbols to describe the sequence.

Specific Adaptations for Class Needs: Provide tactile images for students with visual impairments to explore.

Activity 5: Raincoat Dress-Up

Learning Objectives Addressed:

Pre-Intentional: Tolerance of clothing textures.

Informal Learning: Choice-making in clothing selection.

Formal Learning: Independence in dressing.

Activity Description: Create a dress-up station with raincoats and umbrellas. Students can choose a raincoat to wear and practice putting it on with support. This activity connects to the weather theme by helping students understand the importance of dressing appropriately for rain.

Multiple Access Points:

Pre-Intentional Access: Students can explore the textures of raincoats.

Informal Learning Access: Students can choose which raincoat to wear.

Formal Learning Access: Students can independently put on a raincoat with prompts.

Required Resources:

Various raincoats

Umbrellas

Mirrors for self-viewing

Communication Strategies: Use PECS for students to choose raincoats and express preferences.

Assessment Opportunities:

Pre-Intentional: Observe reactions to textures.

Informal Learning: Note choices made in selecting clothing.

Formal Learning: Assess ability to dress independently.

Photographic Evidence:

Capture students trying on raincoats.

Photograph students making clothing choices.

Document students successfully putting on raincoats.

Specific Adaptations for Class Needs: Ensure raincoats are lightweight and easy to manipulate for students with physical disabilities.

Activity 6: Misty Rain Spray

Learning Objectives Addressed:

Pre-Intentional: Awareness of mist and water.

Informal Learning: Cause and effect through spraying.

Formal Learning: Communication of enjoyment.

Activity Description: Set up a misting station where students can use spray bottles to create a misty effect. Teachers can guide students to spray water while discussing how rain feels. This activity connects to the weather theme by allowing students to experience the sensation of rain.

Multiple Access Points:

Pre-Intentional Access: Students can feel the mist on their skin.

Informal Learning Access: Students can anticipate the spray and react.

Formal Learning Access: Students can describe the sensation using symbols.

Required Resources:

Spray bottles filled with water

Towels for drying off

Visual aids for communication

Communication Strategies: Use Makaton signs for “wet” and “more” to facilitate communication.

Assessment Opportunities:

Pre-Intentional: Observe reactions to mist.

Informal Learning: Note engagement with the spray.

Formal Learning: Assess ability to describe sensations.

Photographic Evidence:

Capture students spraying water.

Photograph students reacting to the mist.

Document students using symbols to describe their experience.

Specific Adaptations for Class Needs: Provide adaptive spray bottles for students with limited motor skills.

Activity 7: Weather Sorting Game

Learning Objectives Addressed:

Pre-Intentional: Awareness of weather symbols.

Informal Learning: Choice-making in sorting.

Formal Learning: Matching symbols to objects.

Activity Description: Create a sorting game with weather symbols (e.g., sun, rain, cloud) and corresponding objects. Students can match symbols to real objects, reinforcing their understanding of weather concepts. This activity connects to the theme by helping students identify weather-related items.

Multiple Access Points:

Pre-Intentional Access: Students can explore objects and symbols.

Informal Learning Access: Students can choose which objects to match.

Formal Learning Access: Students can accurately match symbols to objects.

Required Resources:

Weather symbols

Real objects (e.g., umbrella, sun hat)

Sorting trays

Communication Strategies: Use objects of reference and visual aids to support matching.

Assessment Opportunities:

Pre-Intentional: Observe interactions with symbols and objects.

Informal Learning: Note choices made during sorting.

Formal Learning: Assess accuracy in matching.

Photographic Evidence:

Capture students matching symbols to objects.

Photograph students engaging with the sorting activity.

Document students using symbols to express preferences.

Specific Adaptations for Class Needs: Ensure objects are tactile and visually distinct for students with sensory needs.

Activity 8: Glitter Rain Art

Learning Objectives Addressed:

Pre-Intentional: Engagement with art materials.

Informal Learning: Exploration of cause and effect in art.

Formal Learning: Expression through creative activities.

Activity Description: Set up an art station where students can create “rain” art using glue, glitter, and blue paint. Students can sprinkle glitter to represent raindrops on their artwork. This activity connects to the weather theme by allowing students to express their understanding of rain creatively.

Multiple Access Points:

Pre-Intentional Access: Students can explore textures of glue and glitter.

Informal Learning Access: Students can choose colours and materials.

Formal Learning Access: Students can describe their artwork using symbols.

Required Resources:

Glue

Glitter

Blue paint

Paper

Communication Strategies: Use PECS to allow students to express choices in colours and materials.

Assessment Opportunities:

Pre-Intentional: Observe engagement with art materials.

Informal Learning: Note choices made in art creation.

Formal Learning: Assess ability to describe their artwork.

Photographic Evidence:

Capture students creating their art.

Photograph finished pieces.

Document students using symbols to describe their artwork.

Specific Adaptations for Class Needs: Provide adaptive tools for students with limited fine motor skills to engage in art activities.

Overall Assessment Approach

Observation Focus Areas:

Key behaviour/response to sensory experiences.

Communication attempts and preferences.

Engagement levels and preferences.

Progress toward individual objectives.

Recording Strategies:

Document learning through individual portfolios.

Use engagement scales to track participation.

Incorporate photographs as evidence of progress.

Using Photographic Evidence Effectively:

Capture moments of engagement and interaction.

Annotate images to highlight learning objectives.

Organise photos to show progression over time.

Resource Summary

Essential Resources for This Lesson:

Water trays

Glitter

Bubble machine

Sensory bins

Visual aids for weather symbols

Raincoats and umbrellas

Spray bottles

Art supplies (glue, glitter, paint)

Technology Integration:

Use tablets for communication devices and visual aids during activities.

Personalisation and Flexibility

Key Principles for This Lesson:

Students will access activities at their own developmental level.

Communication should be total and multi-modal throughout.

Follow student lead and interests within activities.

Be responsive to engagement and sensory needs.

Allow time for processing and responding.

Celebrate all forms of participation and communication.

Adapt in the moment based on student responses.

Links to Student Interests: Water, glitter, and bubbles are integrated into all activities, enhancing engagement and motivation while exploring the theme of rain.