Level 1
Choose/direct one preparation step.
2026–27 • Garden skills
Garden Harvest & Food Skills
Practice the non-tasting steps of getting known produce ready: inspect, rinse under running water, dry and put in a clean place. Eating is outside the default lesson.
Classroom lesson: Garden Harvest & Food SkillsToday I can…
follow a garden-to-kitchen step
Words to know
Words for this lesson
PRODUCEINSPECTRINSEDRYCLEAN
Follow along
What we will do
- 1
Inspect
Look at adult-approved produce or pictures.
- 2
Wash
Direct or help with the approved washing step.
- 3
Dry
Dry with a clean towel or point to DRY.
- 4
Put away
Put the produce in the clean place with adult help.
- 5
Share
Show the order: inspect, wash, dry, store.
Speech, sign, point, eye gaze, or AAC
Tell us what you need
CHECKRINSEDRYCLEAN PLACEHELPALL DONE
Teacher & para guideMaterials, learning objectives, access, and safety
Materials
- Known approved produce; potable running water; colander; clean brush for firm produce; towels; separate practice/clean trays; handwash supplies; cards/AAC.
Safety first
No tasting or knives. Later eating needs separate approval, allergy/diet/swallowing checks and school food rules. 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 steps; do two with support.
Level 3
Complete four steps; spot a hygiene risk.
Skill focus: Food hygiene, sequencing, inspection, functional independence
30-minute teaching sequence
Introduce · 5 min
From Garden to Kitchen Word: Rinse. Show known produce. Say, "Practice only, not eating." Ask what happens before kitchen use. Model clean hands first; clean-looking produce can carry germs.
I do · 10 min
Inspect, rinse under plain potable running water, dry with a clean towel, then place on a clean tray. No soap/detergent on produce. Adults handle damage/spoilage and any cutting.
We do · 10 min
Students sequence four cards and complete/direct a step. Compare clean and dirty work areas; do not return rinsed produce to the dirty tray. Dry role-play works if sink supervision is unavailable.
Exit choice · 5 min
L1: "Which step will you do or direct?" L2: "What follows rinse?" L3: "Why use a clean tray? Soap or water?"
Science note: Produce can carry dirt and germs even when it looks clean. Running water and clean handling reduce contamination but do not make it sterile. Do not wash produce with soap or detergent. Follow school food-service rules for food that will be eaten.
Curriculum connection: CCSS SL.K.2, SL.K.3 (adapted).
Prepare for this learner
Teacher sink demonstration or dry sequence from seats if short-staffed. Follow allergy, skin, pica and access plans; no forced handling. Wait for AAC/gaze responses. Levels independent of House.
Lower-staffing option: Teacher demonstrates at a sink while learners stay seated with sequence cards. If safe supervision of running water is unavailable, use a dry model routine.
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.