Our Living ClassroomLearn • grow • choose

2026–27 • Garden skills

Tool for the Job

Match safe garden tools to a specific job, practice one action and return each tool safely.

Classroom lesson: Tool for the Job

Today I can…

choose a tool for a garden job

Words to know

Words for this lesson

TOOLSCOOPWATERBRUSHJOB

Follow along

What we will do

  1. 1

    See the job

    Look at the job picture.

  2. 2

    Choose a tool

    Choose between two blunt practice tools.

  3. 3

    Watch first

    Watch the adult show safe use.

  4. 4

    Try or direct

    Do one safe action or tell the adult.

  5. 5

    Return

    Return the tool to its marked place.

Speech, sign, point, eye gaze, or AAC

Tell us what you need

Choose a word when you are ready.

SCOOPCANBRUSHHELPMY TURNFINISHED
Teacher & para guideMaterials, learning objectives, access, and safety

Materials

  • Blunt scoop; small empty watering can; soft brush; job cards; tray/pots; paper pieces or approved soil; storage marks; AAC.

Safety first

No sharp blades, swinging, chemicals or overhead use. Inspect even plastic tools; staff control access. 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 1

Choose a tool for a job in 2/3 turns.

Level 2

Match 3/4 tools and jobs.

Level 3

Choose for two jobs; give a safety reason.

Skill focus: Tool identification, motor planning, safety, functional decision-making

30-minute teaching sequence

Introduce · 5 min

Tool for the Job Word: Tool. Show an empty pot and scoop/brush choices. Ask, "Which moves a little soil?" A safe tool must fit the job and the learner’s access needs.

I do · 10 min

Model choosing a blunt scoop, checking clear space, moving a small scoop, then returning it. Show a watering can for water and a brush for cleaning. Keep other tools with staff.

We do · 10 min

Students match a job, choose a tool and complete/direct one brief action. Return it before changing jobs. Ask whether help or an approved grip adaptation would improve access.

Exit choice · 5 min

L1: "Which tool for this job?" L2: "Use it, then where does it go?" L3: "Why is your choice safe/helpful?"

Science note: Different tools do different jobs: a scoop moves a small amount of soil; a watering can pours water; a brush cleans a tool. Tool choice includes safe size, reach, grip and support, not only the tool name.

Curriculum connection: CCSS SL.K.2, SL.K.3 (adapted).

Prepare for this learner

One tool out, seated turns or staff-directed actions if short-staffed. Follow mobility, pica and sensory plans; allow observation/refusal and wait time. Select levels independently in either House.

Lower-staffing option: One tool out at a time. Teacher holds the other options as large images; students work seated or direct the action.

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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