Creating Functional Spaces

Grade Level

Year 7-8 (Middle School)

Class Size

8 students with moderate intellectual disabilities and autism

Duration

60 minutes

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Learning Objectives

By the end of the lesson, students will be able to:

1. Demonstrate basic personal hygiene routines, such as handwashing and brushing teeth.
2. Identify key components for preparing a simple snack safely.
3. Use basic money skills to identify and count coins.
4. Communicate needs and choices using simple verbal or augmentative communication methods.
5. Recognize foundational academic concepts related to money and sequencing daily tasks.

These objectives align with the following Common Core State Standards and related competencies adapted for functional skills:

• CCSS.ELA-LITERACY.RI.7.3: Analyze information presented sequentially in a text or visual format (adapted to daily routines).
• CCSS.MATH.CONTENT.2.MD.C.8: Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies (adapted for understanding money).
• CCSS.ELA-LITERACY.SL.7.1: Engage in collaborative discussions with peers to express needs and choices.
• Functional Life Skills (aligned with Common Core integration): Applying literacy and math skills in real-life contexts (personal care, cooking, money management).

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Materials Needed

• Visual Supports: Pictorial schedules and step-by-step visual aids for hygiene and cooking
• Hygiene supplies: Toothbrush, soap, paper towels, hand sanitizer
• Cooking supplies: Plastic utensils, bread, peanut butter/jelly packets, napkins
• Play money: Coins and dollar bills
• Communication supports: Picture cards, speech-generating devices or apps if applicable
• Timer or clock with visible countdown
• Whiteboard and dry erase markers
• Worksheets: Simple matching cards for money and hygiene routines
• Adaptive seating and sensory tools for focus (weighted lap pads, noise-canceling headphones)

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Lesson Procedures

1. Warm-Up and Review (10 minutes)

Objective: Activate prior knowledge of hygiene, money, and communication.

• Begin with a greeting routine that involves a visual schedule shown on the board.
• Use an interactive “Choice Board” with pictures of items related to hygiene, cooking, and money.
• Students point to or use their communication devices to identify items shown.
• Reinforce vocabulary by naming each item together (e.g., soap, toothbrush, coin, bread).

Adaptation: Use simplified language, repeat frequently, and provide physical prompts if needed.

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2. Personal Hygiene Routine (15 minutes)

Objective: Follow a visual sequence to perform handwashing or brushing teeth properly.

• Present a laminated step chart with pictures—e.g., wet hands, soap, scrub, rinse, dry.
• Demonstrate the task with modeling, then assist students to practice handwashing at a sink.
• Use a timer to help students understand how long to wash hands (20 seconds).
• Pair students for peer encouragement and social interaction.

Assessment: Observe participation and ability to follow steps, using a checklist for each student.

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3. Cooking: Making a Simple Snack (15 minutes)

Objective: Follow a step-by-step process to prepare a snack safely with adult supervision.

• Using visual aids, guide students to prepare a peanut butter and jelly sandwich or a similar snack.
• Focus on task sequencing: gather materials, spread peanut butter, spread jelly, put the two pieces together, and clean up.
• Encourage verbal or sign-based requests for materials and assistance.
• Reinforce safety rules throughout (washing hands before cooking, handling utensils carefully).

Assessment: Verify completion of steps with prompt fading and note communication attempts.

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4. Money Management Activity (10 minutes)

Objective: Identify coins and count money to pay for the snack in a mock buying scenario.

• Present real or replica coins and dollar bills with visual matching mats.
• Role-play a simple buying activity: students use money to “purchase” the snack or items.
• Use sorting and counting exercises to reinforce coin recognition and simple addition.
• Encourage students to verbalize or use communication aids to request correct coins or bills.

Assessment: Use a checklist to record accuracy in identifying coins and completing the purchase.

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5. Communication and Reflection (10 minutes)

Objective: Practice expressing choices and reflecting on the lesson activities.

• Use a visual choice board for students to indicate: “What was your favorite part?” and “What did you learn?”
• Facilitate a group sharing circle where each student uses their preferred communication method to respond.
• Reinforce positive social interactions, taking turns listening and speaking.
• Summarize key points on the whiteboard with pictures and simple words.

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Assessment Ideas

• Informal Observation: Use a rubric/checklist to document ability to complete hygiene steps, cooking tasks, money handling, and communication participation.
• Communication Logs: Record each student’s mode of communication and frequency of requests or responses during activities.
• Work Samples: Collect or photograph completed money counting exercises and visual schedules used.
• Peer Feedback: Facilitate simple peer encouragement and note social interaction quality.

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Adaptations and Modifications

• Break tasks into very small, manageable steps with extensive repetition.
• Use sensory supports for students prone to overstimulation or distraction.
• Offer one-on-one aides or peer buddies to support task execution.
• Modify communication supports as needed—incorporate sign language, communication devices, or tablet apps.
• Allow extra time or multiple trial runs per activity for mastery.

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Reflection and Next Steps

• After the lesson, teacher and aides review observed challenges and successes to individualize future lessons.
• Plan to integrate these functional skills into daily classroom routines and home training for reinforcement.
• Coordinate with occupational therapists or speech therapists for tailored strategies on fine motor or communication challenges.

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This lesson bridges Common Core literacy and math standards directly to meaningful daily living skills, empowering students with moderate intellectual disabilities and autism to become more independent in personal care, basic cooking, money management, and communication in age-appropriate, supportive contexts.