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2026–27 • Labs & wellness

Garden Tools and Winter Garden Care

We can choose a safe tool for a garden job.

Classroom lesson: Garden Tools and Winter Garden Care

Today I can…

choose a safe garden-care tool

Words to know

Words for this lesson

TOOLSCOOPBROOMBUCKETLEAF

Follow along

What we will do

  1. 1

    See the job

    Look at the winter garden-care picture.

  2. 2

    Choose a tool

    Choose a safe practice tool or point to it.

  3. 3

    Watch first

    Watch the adult show the job.

  4. 4

    Help or direct

    Try one planned step or tell the adult.

  5. 5

    Store

    Return the tool to its marked place.

  6. 6

    Clean up

    Wash hands and choose ALL DONE.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

LOOKTRYWATCHHELPBREAK
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • For 3–11 students: 2–3 large rounded scoops, 1–2 small soft hand brooms, 2 lightweight buckets, 2–4 trays, large paper leaves, non-slip mats and large tool/job picture cards.
  • Optional adaptive grips, gloves and school-approved mulch for adult-led outdoor work. Do not use blades, pointed metal tines, powered tools or heavy loads.

Safety first

One tool at a time; keep tools low over the tray and pointed away; stop and place tool down when asked. No swinging, throwing, walking with loaded tools or student pruning. Use light loads and stable seating. Request consent before physical assistance and follow individual support plans. Clean hands after real soil or mulch; use paper substitutes for pica/allergy risk.

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 1

Choose a tool or job picture, request help, or direct an adult to act in one of two invitations using an established response.

Level 2

Match two tools to their jobs and complete or direct one safe seated task with support in two of three opportunities.

Level 3

Select a tool for a given job and communicate one reason plus one safety rule through speech, AAC, demonstration or dictation.

Skill focus: Tool identification, sequencing, safe storage, garden care

30-minute teaching sequence

Introduce · 5 min

Display a large rounded scoop, hand broom and empty bucket. Ask “Which helps us scoop, sweep or carry?” Demonstrate stop and tool-down signals. Present a small tray with paper leaves: “We need to move these without spilling.” Define the job and the safe working boundary.

I do · 10 min

Model one tool at a time, low over the tray, away from people, then returned to its marked resting spot. Adult shows safe seated grip; do not swing tools. Compare scoop and broom on the same tray task. Think aloud about the job, tool and space available. Tool choice must fit the student’s access and safety needs.

We do · 10 min

Students match a tool to its picture and move large paper leaves between trays. They may direct an adult, use an adapted handle or watch. Partners choose scoop/sweep/carry, complete or direct the task and explain the match. If weather and staffing permit, staff may select one approved real garden task.

Exit choice · 5 min

Match one tool to scoop, sweep or carry, using a picture or object. Ask “Why this tool?” and “Where does it rest?” Accept an action plus a safety-picture choice.

Science note: Different tools help with different jobs: a scoop moves material, a hand broom gathers it and a bucket carries it. Winter care depends on the actual plant, place and season. The tray activity practices tool choice; staff choose real garden work using the school garden plan and local guidance.

Curriculum connection: K-2-ETS1-1: identify a simple problem and gather information about tools that may help. 3-5-ETS1-1: name a need, success criteria and limits; accessible extension.

Prepare for this learner

Select a level for each learner in either House group. Offer one-step cues, AAC, gaze, signs, speech or partner-assisted scanning. Use the learner’s established vision and access plan; high contrast is an option, not a universal CVI prescription. Respect refusal, watch-only and breaks.

Lower-staffing option: Keep all students seated. Adult controls one scoop and one tray; students choose the tool/job or direct the movement. Use paper leaves only and omit rotations or outdoor work.

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.

Download editable lesson plan (Word)

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.

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