As a teacher and parent I really enjoy bringing snow indoors during the cold winter months. It’s not always practical to have students go outside in this type of weather and for some students with health and sensory issues, it can be a challenge. Bringing the outdoors inside with a container of snow can be a great learning activity.
I have done this for years with younger students but I wanted this lesson to focus more on older students. Teens who have complex needs can learn about the physics of winter too.
Lesson plan: The physics of winter (tactile and thermal)
Learning objectives
- Sensory Awareness: Student will demonstrate a physical response (e.g., change in heart rate, vocalization, or reach) to the thermal difference between “room temperature” and “cold.”
- Concept Development: Student will associate the tactile signifier (cold/wet) with the concept of “winter” or “snow.”
- Communication: Student will use a preferred mode (eye gaze, switch, or gesture) to request “more” or “finished.”
- Fine Motor: Student will attempt to manipulate the substance (poking, squeezing, or raking) for at least 5 seconds.
Materials and preparation
- The “Snow”: One tray of real snow (if available) and one tray of “Insta-Snow” or chilled cornstarch.
- Tools: A talking thermometer, a warm towel (for recovery), and a switch-activated fan.
- Tactile Signifier: A small ice pack or a “winter” tactile symbol card.
Lesson outline
- The Anticipation Cue: Present the “winter” tactile symbol. Play a 30-second sound clip of crunching snow.
- Baseline Temperature: Use the talking thermometer to read the room temperature.
- Discovery Phase: * Place the tray within the student’s “functional reach” zone.
- Use Hand-Under-Hand guidance to bring the student’s hand near the tray. Allow them to feel the radiant cold before touching the snow.
- Exploration: Allow the student to explore the texture. Introduce tools like a metal spoon (which holds the cold) or a plastic scoop.
- The “Melting” Concept: Place a small amount of snow in the student’s palm and wait for it to turn to water. Discuss the change from solid to liquid.
Data collection and observation
Use the table below to track progress during the session.
Instructor Notes: (e.g., “Student showed a strong preference for the real snow over the polymer version; smiled when the talking thermometer spoke.”)
Post activity
Because cold can be overstimulating or physically taxing for students with certain medical profiles, always end with a “Warm Down.” Wrap the student’s hands in a warm, dry towel and provide a calming auditory cue to signal the session is over.
More winter science activities
