Level 1
Choose/complete one cleaning step.
2026–27 • Garden skills
Clean vs. Dirty Tools
Practice a safe wash, rinse, dry and store routine using classroom tools. Visible cleanliness does not prove an item is germ-free.
Classroom lesson: Clean vs. Dirty ToolsToday I can…
follow or direct a tool-cleaning step
Words to know
Words for this lesson
TOOLDIRTYWASHRINSEDRY
Follow along
What we will do
- 1
Look
Compare a dirty tool with a clean-looking tool.
- 2
Wash
Help or direct the adult to wash a blunt practice tool.
- 3
Rinse
Rinse with adult help, or point to RINSE.
- 4
Dry
Dry the tool or tell the adult to dry it.
- 5
Store
Put the tool in its marked place.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
MY TURNHELPWASHRINSEDRYALL DONE
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- Blunt plastic tools; removable pretend dirt; wash/rinse basins; staff-checked lukewarm water; approved detergent; brush; towels; storage tray; sequence/AAC cards.
Safety first
No disinfectants, sprays or hot water for students. Adults follow product/school procedures; wipe spills and wash hands.
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
Order 3/4 routine cards with support.
Level 3
Complete four steps; give a hygiene reason.
Skill focus: Sequencing, hygiene, vocational independence, wet/dry discrimination
30-minute teaching sequence
Introduce · 5 min
Clean vs. Dirty Tools Word: Clean. Compare visible dirt on a tool with a clean-looking tool. Say, "Looking clean does not prove germ-free." Introduce WASH, RINSE, DRY, STORE.
I do · 10 min
Brush off loose dirt. Model wash, rinse, dry, then store using a blunt practice tool. Adults handle school-approved detergent. Keep garden tools separate from food tools.
We do · 10 min
Students complete or direct one step, then two consecutive steps. Sequence four cards, check for remaining dirt, dry the tool and return it to a marked place. Use dry role-play if needed.
Exit choice · 5 min
L1: "Which step can you do or direct?" L2: "What follows wash?" L3: "Why dry before storing?"
Science note: Removing dirt is part of cleaning. A tool can look clean and still need the school’s hygiene procedure. Garden tools and food-preparation tools need separate storage and suitable cleaning routines.
Curriculum connection: CCSS SL.K.2, SL.K.3 (adapted).
Prepare for this learner
One staff-controlled basin, seated turns, or dry picture routine if short-staffed. No drinking basin water. AAC, gaze and observation welcome. Follow skin/pica/access plans; levels independent of House.
Lower-staffing option: One staff-controlled basin at a table; students take seated turns or direct the adult. If supervision is limited, use dry tools and picture sequencing.
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.