Unit

Plan Description 1
EDSP 578

Lesson Unit Plan

Erica Buettner & Kim Matias
California State University Long Beach
Unit Plan Description 2
EDSP 578

Description

Overview of the Instructional Unit

We are assigned secondary functional living. The unit we have chosen is kitchen safety

and cooking. The main rationale is that we should be teaching students to be as independent as

possible regardless of their disabilities. Students who can cook themselves a meal relieves some

of the burden from their parents and it is a skill that is necessary for those students who are able

to live independently or semi-independently as adults. In addition, students can be proud of their

ability to cook a meal and gain confidence in their independent living skills. This unit plan also

addresses transition goals of independent living.

The first sections of the unit plan address kitchen and household safety. This is necessary

before we begin to cook because we dont want students to be injured cooking at school or at

home. In kitchen safety, students learn not to put metal in the microwave, how to handle hot

foods with a hot pad, the importance of keeping hot food hot and cold food cold, and how to

recognize fire dangers like frayed electrical cords. As part of the plan students play a board game

with questions about safety. Students are presented with scenarios and asked about their rights

and responsibilities when it comes to safety.

The second part of the unit plan continues to address safety but does that in the process of

cooking actual meals. First the students prepare a meal as a class with each student performing a

small task as part of a whole. While preparing this meal, students read an article about Shane

who prepares his lunch and the students mimic the story in the classroom. For the next lesson

students choose a recipe, create ingredients and tools lists, and prepare the meal.
Unit Plan Description 3
EDSP 578

This unit addresses grade level standards by having the students read, comprehend, and

do. It requires students to remember key concepts and answer questions about them in review or

while playing a game. Also, I would argue that many typical students also need to learn cooking

skills. More and more families rely on prepared foods when they can prepare more nutritious

meals that are less expensive. Although there is no formal standard for functional living, this unit

does teach vocabulary and reading skills and provides formal and informal assessment. This

includes quizzing students on facts during the game and having students answer review questions

about what they have read and learned.

These students have been taken from a book and their ages have been changed to fit the

needs of this assignment. All 15 students are put into a hypothetical Functional Living Class that

includes all grades.

Patrick is age 20 and attends a transition class at the university. He uses a wheel chair to

ambulate and an AT Device for communicating. He can use the restroom at home and school but

needs to learn to use the restroom in public areas. He is learning to use the microwave so that he

can make his lunch independently. He puts his jacket on by himself and visits the mall with a

friend.

Nick is in 11th grade. He uses both verbal language and picture symbols to communicate.

Nick needs highly structured activities and does better when he is given some visual support. He

has an attention span for academic work that is about 15 minutes. After that he needs a break or

he will resort to hitting other students as a means of escape. He is learning to point to a card that

says break instead of resorting to hitting.

Unit Plan Description 4
EDSP 578

Manuel is a junior who uses a speech generated device and picture symbols to

communicate. He uses a wheelchair but does have some mobility in his arms and legs. Manual

also has a moderate intellectual disability.

Jacob is a junior in high school. He has Autism. He is enrolled in several general

education classes including food and nutrition. He has a job as a bagger in a grocery store. Jacob

can read simple stories and get information from the newspaper. He is working with a special

education teacher to do community based instruction like shopping for groceries and going ice

skating. Jacob is completely verbal but he can perseverate over a specific topic and needs to be

prompted to stop. Jacob can do simple math and count money. He is an excellent candidate for

our chosen unit plan as he is already taking food and nutrition at school. He is learning about

food and nutrition and his IEP team is having him learn to read the ingredients on packages.

Serena is a 15-year-old student with autism enrolled in the 10th grade. She is completely

verbal and does not have any physical limitations. She enjoys community activities and activities

with her church. Serena is in an SDC classroom with 5 other children who all have severe

disabilities. She loves to cook and takes a cooking class twice a week at school. Serena is in art

and music with her general education peers. She is able to shop using the dollar up method.

Serena needs to learn about appropriate social interactions. She may also need to learn to tolerate

loud noises without curling up on the floor. Serena would like to work in the food service

industry post school. Our unit plan fits nicely with her goals.

Rusty is a 17-year-old student. He has a severe cognitive disability, is in a wheelchair and

has a speech impairment. He will be moving out when he is 20 so his family is very focused on

Rusty gaining daily living skills like cooking. They want Rusty to spend his time focused on life
Unit Plan Description 5
EDSP 578

skills and self-determination skills. Learning to cook for himself would be an excellent addition

to his life skills toolbox. Rusty is enrolled in a computer class with accommodations.

Cassandra is a 19-year-old student attending a transition program at a local community

college. She is in small groups or out in the community most of the time. She does take some

English and math. She attends a computer class on campus with a one-on-one aide. Cassandra

has recently been given some additional funds for her medical care and for supported

employment. Cassandra has benefited greatly from having a comprehensive transition in place

from the age of 14.

Julia is a 14-year-old in 10th grade. She has been included in general education classes

both academic and non-academic. During a transition planning meeting her parents expressed

that a functional curriculum would take from her general education classes and school activities

that she enjoys. After talking to her transition team, it was decided that some time would be set

aside for home and community functional curriculum.

Toby is a 10th grader with intellectual disability, Autism, and a speech and language

impairment. He attends recess, field trips, and assemblies with his typical peers. He is learning to

use picture symbols to make requests. He is also working on using the restroom and putting his

coat away independently. Toby goes to the grocery store once a week as part of his community

based instruction.

Elena is a 10th grader who loves science, art, and music. She has Cerebral Palsy, is

unable to speak and uses an AT device for communication. She also uses gestures and facial

expressions with good results. With the assistance of a teacher Elena has built an extensive peer

network. Elena loves to spend time with her friends at lunch and recess.
Unit Plan Description 6
EDSP 578

Marcus is a 10th grader with intellectual disability. He spends most of his day in a

general education class. Marcus requires extensive supports at home and school. His general

education teacher and special education teacher work closely to provide Marcus with

modifications and accommodations. He receives RSP services to support his literacy skills as an

emergent reader. He also receives speech and occupational services.

Adrian is a junior with Autism. He was an overly picky eater but he attended a summer

program that greatly expanded his list of acceptable food choices. Adrian spends part of each day

in an RSP room learning to participate in school activities. He uses a schedule to plan his day.

The schedule lists all service providers and what is on the lunch menu. Adrian receives physical,

occupational, and speech and language therapy.

Christine is a 20-year-old with Cerebral Palsy and limited vision. She uses a variety of

communication including facial expressions, gestures, words, and a Dynavox device. Christine

divides her time between a transition program and community based instruction. She enjoys

participating in drama club and the Best Buddies program. Christine is currently focused on

obtaining employment.

Jamal is a 15-year-old with Autism and an intellectual disability. His mother has worked

hard to have him included in general education classes. He spends 80% of his day in general

education and the rest in a resource room. Jamal has difficulty establishing friendships. Since

coming to middle school and losing his grandfather Jamal has engaged in self-injurious behavior

and aggressive behavior toward his peers.

Unit Plan Description 7
EDSP 578

References

Snell, M and Brown, F (2011) Instruction for Students with Severe Disabilities. Upper Saddle

River, New Jersey: Pearson