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Plants Planning Chart

Room:
206
Academic Area: Plant Parts and Planting
Month: February - April
Academic Focus/Target Skills
Syracuse Reading and Writing Skills Cluster II Using a basic sight-word
vocabulary to interpret key words in everyday life.
EESL.1.6. With guidance and support, provide more information to clarify ideas,
thoughts, and feelings.
CCSS.ELA-LITERACY.RST.6-8.9
Compare and contrast the information gained from experiments,
simulations, video, or multimedia sources with that gained from reading a
text on the same topic.
Community-based vocational training and transition sites for middle and
high school students. Lawn and garden potting and watering plants
Students will identify the correct parts of a plant and use garden tools to
identify and complete an Observation Chart to expand on comprehension.
Students IEP Objectives:
EJ: - When shown an item used in everyday routines and given the verb cue, What
is it?, _____ will label the item using his device, for 10 items, for 3 consecutive trials
for each item, for one term. (Currently he is working on bag, but also encourage
him to use his device for items such as scissors, glue, flower, candy etc.)
AC: Given the verbal cue, Get the ________, _____ will get the stated item needed
roc omelet a functional or vocational task from an array of 3, for at least 6 items, for
3 out of 5 trials, for one term.
Given a visual cue and the verbal cue, Clean up, ______ will clean up his area by
putting away materials and throwing away trash once a vocational task is complete,
with no more than 1 gestural prompt, for 3 out of 5 trials, across one term.
CH: - Given a blank template to record his daily schedule, _____ will write legibly,
use proper spacing and maintain appropriate letter size (i.e., staying within the
confines of the lines), on 4 out of 5 opportunities across one term.
Upon directly encountering a familiar or unfamiliar person during the completion of
classroom, school and/or community based jobs, ______ will initiate one greeting
and/or conversational exchange with the person, on 4 out of 5 opportunities, across
one term. (Use as maintenance)

Materials:
Vocation Binders (fill in the blank statements for PG and CH, matching for

Plants Planning Chart


AC, EJ and RL; vocational mini schedules)
Dry erase marker
Board Stylist Pen
Go Vizzle Parts of a Plant activity
Parts of a Plant sheet of paper for PG, RL and CH
Plant Life Cycle matching for AC and EJ
EJ Device
EJ What is it data sheet
EJ token board (task based)
AC token board (task based)
AC Item retrieval and Clean up data sheet
RL token board (time based 7 minutes) If she doesn't go to another room
for Vocational
CH token board (time based 5 minutes)
Soil bag
Garden Pots (Plastic)
Cat Grass Seeds
Cup
Watering Cup
Numberline
Instructional Procedure/Activities:
Teacher will proceed with Career Awareness, Tools and Skills, and SBJs all
condensed as Jobs on the students schedules to enhance the childrens
developmental understanding of vocational and functional tasks and steps to get
ready for work.
Career Awareness: These weeks the focus will be on plant development and growth
with Spring on the horizon. Various activities can be found on Go Vizzle. Ranging
from Garden Tools to Parts of a Plant, the students will take turns going to the board,
selecting the correct word and/or picture of a structured phrase or sentence. PG and
CH can take turns reading out the sentence while AC, RL and EJ are responding by

Plants Planning Chart


selecting the correct answer on the board. AC and EJ earn tokens once they
complete a few questions since their on task based token economy.
Tools & Skills: When the students complete the Career Awareness board activity,
pass out a piece of paper to PG, RL and CH to complete. They will practice their
writing skills by using what they learned and/or remembered from prior experiences
to identify Parts of a Plant paper. Meanwhile EJ and AC can use guided practice to
complete a matching activity for the Life Cycle of a Plant. Next, students will be
handed an Observation Chart where the students will write or glue various
descriptions of certain plants within the categories. Students will look at plants,
smell them and taste them to fill out their observation Charts.
While the students are completing their task the teacher can set up everything
needed to complete the next activity Planting. Once the instructor and students
are finished as a group their descriptions of certain plants and seeds will discussed.
This will then transition into the planting process of the plants and how they will
produce such seeds and/or fruit.
Students can count out a specified number of seeds and place them on a number
line (AC and EJ) or count them out freely (CH and PG). Next, can place them into
bags (have EJ identify bag on his device). AC can get up and get a cup needed to
scoop out the soil. Each student will receive their own pot to place the soil in and
then plant the seeds.
School Based Job (SBJ): The students have a set routine to complete Recycling and
Horticulture tasks. Exact steps and routines are located within each students
Vocational Binder with perforated tabs separating each set of tasks by their
designated name, Recycling or Horticulture. All the students will retrieve a blue
bin in room 504 and set off to their designated hall to collect each Office and
Classroom.
No student and Hall is etched in stone, may flip-flop due to behaviors and/or amount
of recycling.
AC - Lower Hall
CH - Upper Hall
PG - Middle Hall
EJ - Upper and Center
Following collecting the students will sort the items into the correct bin. Rinse out
bottle and cans; tear cardboard and take the paper bin to the paper retriever
outside. (Remember more detailed information on how about going through with
these tasks are located in each students binder).

Plants Planning Chart


Evaluation Procedure:
Throughout the lesson, the students' progress will be measured by various task
analysis sheets, data sheets and informal observations based primarily on their IEP
goals. Also behavior data will be addressed and documented as need be, but if no
behaviors occur it should still be documented every 30 minutes.
The Observation Chart will be an informal piece to evaluate the students progress
and understanding.
Future Programming/Anticipated Target Skills:
EJ: Continue to ask WH questions to increase his vocabulary and navigation skills
with his device.
Expand on Plant vocabulary by working on the life cycle of certain plants.