Table of Contents
A-01 Self Help
B-02 Perceptual Motor
C-03 Language Development
D-04 Social Skills
E-05 Communication
F-06 Visual/Sensory
G 07 Reading
H-08 Language Arts
J-09 Math
Q-15 Life Skills
R-16 Vocational Training
N-13 Arts
Long Term Goals, Short Term Objectives and Behavioral Objectives
Q-15 Life Skills
Q2- Advise students to keep tank lid clear of stored items. When water in bowl appears to be rising dangerously: (a) remove tank lid and place on floor; (b) thrust hand into tank water and grasp rubber stopper; (c) press stopper into large hole in bottom of tank. Older stoppers will leave a black residue on the hands. (Tank water is not contaminated.)
Q5- Ask student to assess his need for owning automobile. Instruct student to develop a list of fixed and flexible expenses involved in operating an automobile and to determine a plan of action to meet his vehicle needs.
Q6- Ask student to choose 10 products or services he/she needs from the newspaper. He/she is to look them up in the yellow pages and list the name and phone number. Instruct student to role play the call with a partner.
Q7- Ask student to develop a personal phone directory. Ask the student to bring in phone numbers of friends and relatives and type a phone directory for use in the home. Include emergency numbers.
Q8- Ask student to draw up his own lease for a hypothetical apartment. Instruct student, as a landlord, to write an advertisement for this apartment.
Q9- Ask student to list the advantages and disadvantages of purchasing a used car from three sources: private party, used car dealers, and new car dealers.
Q11- Ask working students to volunteer to bring in their W-2s and other tax- related materials. Help students file practice E-Z state and local forms. Ask students to complete their own forms and file their taxes independently.
Q12- Assign a local nursing home resident to a student. Instruct student to prepare or bake items for given holidays, pack the items for mailing, and prepare the package for mailing. Walk to the Post Office with the student and mail the package. Parent contact suggested.
Q14- Contact local Goodwill store and arrange to have clothing sent to the school. Instruct student to iron and fold these clothes for Goodwill. The student will be helping a volunteer organization. Present awards at the conclusion of this project. Supervisor approval suggested. Parent contact suggested.
Q15- Create a card game. Write the following health insurance provisions on each card: maximum coverage, renew ability, deductibles, co-insurance premiums, exclusions, and other special limits. Ask student to draw a card and explain the provision to the class.
Q16- Create a contest. Plan a field trip to a local store, and ask students to write down all the sales gimmicks they can find in 10 minutes. Return to school, compare lists, and determine the ‘Perceptive Buyer of the Day’.
Q17- Create a display table of food and other store items. Instruct the student to read each label, size, and price. Ask student to determine the best buys and explain why he/she choose them. Have student compute the amount he/she has saved by making wise decisions.
Q18- Create an enlarged generic keyboard stencil. Paint the keyboard on the pavement or playground. Play games with the keyboard (i.e., jump on letter keys that spell their names or answers to questions). Supervisor approval suggested.
Q19- Cut pictures of items out of a catalog that students would be interested in buying. Put the price of the item on a card. Students will practice purchasing different items.
Q20- Cut telephone from poster board and attach poster board rotary dial with paper fasteners. List telephone numbers for students to use. Have students place a finger on each correct number, then move it in the correct direction for dialing.
Q21- Deliberately jam one piece of bread in a toaster. Ask the student to describe a safe way to remove the bread. Ask for suggestions. Pull the plug immediately and talk about electrical shocks. Have the student make a poster on safety in the kitchen.
Q22- Demonstrate use of ‘Print Shop’ to create letterhead. Have student create and print a letterhead for use by class to invite parents to a school event.
Q23- Designate a specific area of the classroom for student use. Instruct student to decorate for holidays and students’ birthdays.
Q24- Designate a student to be ‘table cleaner’ for a 2-week time period. Demonstrate the tasks to be completed: clear table, get sponge and spray, wipe table. The student is to instruct the new ‘table cleaner’ on the proper procedures.
Q25- Develop a ‘Dining Out’ unit of study. Instruct student in all facets of dining out. Culminate the unit with a trip to a restaurant. Grade student on appearance, conduct, manners, staying within the budget, etc.
Q26- Develop a list of factors that should be considered when determining the need for life insurance. Have the student evaluate the need for life insurance. Ask student to check with parents on the type of life insurance they have purchased.
Q27- Develop simulated activity, cards for a landlord and tenant. Instruct student to role-play the various situations.
Q28- Develop simulated situation cards involving an accident or a sickness. Ask student to identify the appropriate insurance coverage for each case. Review provisions that should be checked in health insurance policies.
Q29- Develop vignettes concerning auto insurance cases. Ask student to examine the cases and provide answers to some of the following questions; ‘Who is legally correct?’; ‘Should she drop any of the coverage?’; ‘What type of insurance would pay for his medical expenses?’; ‘Can you explain why his rates went up?’; etc.
Q30- Discuss the advantages and disadvantages of buying a home. After the discussion, create a contest to see how many advantages and disadvantages the student can list.
Q31- Display pay stubs. Discuss ‘rates’ of pay and how they are based. Students who have a job, share payroll procedures with others. Complete ‘payroll’ workbooks.
Q32- Distribute deposit and withdrawal slips from local banks to the student. Instruct student to complete slips. Use deposit and withdrawal forms from various banks to demonstrate the need for the same information on different colored and styled forms.
Q33- Draw an outline of a plate, spoon, knife, fork, and cup on 11×14 paper and laminate. Use this as a place mat. Demonstrate how to match each utensil to the outline. Verbally prompt the student if necessary.
Q34- Encourage students to use this technique when commode is prone to flood: (a) operate commode with tank lid off; (b) watch water level during flush cycle; (c) press rubber stopper into hole at bottom of tank if water starts to rise to a dangerous level. (Water in tank is not contaminated.)
Q35- Establish certain criteria for becoming student of the week, month, semester, etc. Reward this student by going out to lunch with some staff member (teacher, principal, social worker, psychologist, guidance counselor).
Q36- Establish criteria for a ‘Student of the Week’ (month or marking period) award. Choose a student. Reward this student with a free lunch at a local restaurant (student’s choice) with a chosen staff member.
Q37- Gather a spoon, measuring cup, hot pot and cup of soup mix. Demonstrate each step in the use of the hot pot to prepare an instant soup mix. Direct student to prepare a cup of soup. Repeat directions if necessary.
Q38- Gather credit applications from local stores and have students practice filling them out. Have them practice ordering items through old catalogs. Simulate monthly bills so students will understand payments, interest rates, etc.
Q39- Gather old paycheck stubs from various sources. Have students examine them noting how much was taken off for income tax, social security, retirement, etc. Discuss the different reasons why money is taken off paychecks.
Q40- Give a bag of groceries to student. Instruct student to place items in the proper storage area. Instruct student to begin with perishable items.
Q41- Give each team of students a street map, phone book, and list of errands. Assign them to develop a travel route and draw a map to communicate the route.
Q42- Give students a list of situations or problems. Have the students use the white and yellow pages of their local telephone directory to find a telephone number for each of the situations listed.
Q44- Grate some cheese with a fine-mesh grater until it is clogged. Instruct student to wash the grater with a dishcloth and soapy water. Repeat the grating and compare the amount of time needed for student to wash the grater using a brush and soapy water.
Q45- Have student address an envelope to himself. Mail assignment sheets from school in these envelopes every two weeks.
Q46- Have student figure out his total income and fixed expenses. Instruct student to complete a monthly expense form.
Q47- Have student look up use car prices in the following sources: National Automobile Dealers Association Official Used Car Guide, Red Book Official Used Car Valuations, and Automotive Market Report. Ask student to review advertisements from used car dealerships and compare the prices of the cars. Compare the used car price to a new car price.
Q48- Have student peruse magazines and send away for rebates, coupons, money, or orders. Parent contact suggested.
Q49- Have student role-play that he/she is single or married. Assign an occupation with corresponding salary or wages, and request student to determine the type of housing he/she can afford. Family contact suggested.
Q50- Have students break into twosomes or threesomes. These groups will pretend that they are sharing an apartment and must deal with the problems that may develop. Students will learn about credit, budgets and banking, as well as how to get along with each other.
Q52- Have students plan a field trip or class trip. Have students call various bus companies and compare services and costs. Supervisor approval suggested.
Q53- Have the class learn the correct names and addresses of health and dental clinics which may be used in emergencies. Have class write simple stories which describe what certain health agencies do to keep people healthy. Develop a skit dealing with ways various health agencies can help you.
Q54- Have the student cut out pictures of vegetables from magazines or seed catalogs. Instruct student to label the vegetables. Ask student to bring vegetables from home. Parent contact suggested.
Q55- Have the students develop a personal telephone directory. Have them include the telephone numbers of their friends, classmates, family members (at work), restaurants, movies, etc. Be sure they are alphabetized correctly. Parent contact suggested.
Q58- Instruct student in location of each key on the microcomputer keyboard. Select software appropriate for student that uses these keys and model the use of the software. Have student use software with assistance if necessary.
Q59- Instruct student on procedures for moving the computer and peripherals, plugging in all components, and loading the printer. When these competencies have been mastered, student is eligible to serve as a ‘Computer Maintenance Person’ in the classroom.
Q60- Instruct student to collect old clothes in need of repair. Instruct student to mend clothes. Hold a flea market to sell these newly-mended clothing items. Student may mend his/her clothing or other personal items. Supervisor approval suggested. Parent contact suggested.
Q61- Instruct student to cut and organize coupons from newspapers and magazines. Ask student to locate sale and coupon items in the grocery store flyer. Take a field trip to the store and make the appropriate purchases. Supervisor approval suggested.
Q62- Instruct student to draw a picture of a food item. Create a bulletin board that shows storage places for perishable and nonperishable foods. Ask student to match drawn or cut out pictures to the appropriate storage areas on the bulletin board.
Q63- Instruct student to formulate questions regarding insurance policies. Invite an insurance salesman to come into the class. Instruct student to ask these questions and gather information. Ask student to prepare a fact sheet on this information.
Q64- Instruct student to keep time charts and/or cards in the room on time spent on school work each day. Have student calculate weekly hours. Use this as an example of rate times hours for gross pay. Have student transfer these skills to hourly wages and gross pay.
Q65- Instruct student to make a learning center that demonstrates proper clothing that should be worn when working in the kitchen. Have student explain why capping hair is important for safety as well as sanitary reasons.
Q66- Instruct student to make crock pot apple sauce. Begin by washing hands and cutting surface. Cut apples in halves and then pieces. Cook on low in crock pot; stir occasionally until soft. Sieve and serve.
Q67- Instruct student to plan a breakfast or lunch for himself and friend. He/ she may use ads or flyers to plan the meal and must stay within the assigned budget. Student is to use this list at the store to purchase necessary items so he/she can prepare the meal at school. Supervisor approval suggested.
Q68- Instruct student to plot a trip with maps from are automobile club. Have student use map symbols to plan routes, rest stops, food areas, and sight seeing tours. Discuss states (capitols, cities, mottos, etc.) as the class ‘travels’ through them. Ask students to use the map scale to determine miles traveled and the cost of gasoline
Q69- Instruct student to pour a pre-sweetened drink mix into a 2-quart pitcher, add water to the 2-quart line, stir and put lid in place. Ask student to count out cups, pour and serve the beverage to classmates.
Q70- Instruct student to prepare a holiday centerpiece. Provide a varied assortment of fruits. Ask student to select a piece of fruit and provide its name. Have student arrange this fruit in a bowl for the centerpiece. Repeat this process until the centerpiece is completed.
Q71- Instruct student to prepare and submit recipes from all 4 food groups. Type and compile a classroom cookbook. Circulate to members of the faculty, administration, and parents.
Q72- Instruct student to use the phone to make initial or follow-up calls to local businesses which have placed ads in the school yearbook. Student must contact advertising division, ask if they want to place an ad, and design the ad with the cooperation of company’s advertising agent. Supervisor approval suggested.
Q73- Instruct student to wash identical soiled bottles. Ask student to wash one bottle by filling it with soapy water and shaking it. Permit he/she to use a bottle brush with the second bottle. Time each process and compare the washed bottles.
Q74- Instruct student to write a simple request for information about a state he/she wishes to visit using the word processor used in the classroom or computer lab. Demonstrate the major formatting options (margins, line spacing, etc.). Have student reformat document and print. Send letter to the state’s Chamber of Commerce.
Q75- Instruct student to write letters of request to local rental agencies for copies of rental agreements and/or leases. Photo copy the leases and review in class. Ask relevant questions about each lease.
Q76- Instruct students to role-play a restaurant activity. Divide students into small groups. Assign 4 students to play customers and one to play waitress. Ask students to practice ordering meals from various menus. Follow- up activities can include field trips to restaurants.
Q77- Instruct the student to demonstrate knowledge of protein complementation and develop appreciation for alternative nutrition by planning five healthy, balanced meatless meals.
Q78- Instruct the student to make a typical holiday dessert and a dessert made with fruit. Ask the student to compare the calories in each of the desserts and determine which dessert is better to eat.
Q79- Invite a guest speaker from a local insurance company to explain types of car insurance policies and the concept of calculating premiums. Discuss insurance needs. Instruct students to review and complete sample insurance forms.
Q80- Invite parents and principal to lunch. Instruct students to plan a menu, shop, and prepare food by drawing duties from a hat. Students rotate duties for each main food item. They may pass out a copy of their recipes to each guest as a ‘favor’.
Q81- Invite parents to demonstrate the preparation of their favorite ethic dish. In return the students will prepare a simple thank you dinner for the participating parents.
Q82- Locate 2 eggs, 2 toy cars large enough for 1 egg, 2 bricks, 2 planks, 2 boxes larger than bricks, masking tape. Place one end of planks on boxes to form inclines. Place bricks at lower end of incline. Place one egg in each car. Fasten a secure masking tape seat belt around 1 egg. Release both cars from top of inclines.
Q83- Make a chart that shows proper dish washing techniques. Post over sink. Assign a team of 3 students (washer, dryer and inspector) to wash snack bowls and cups. Each student should have a chance at all 3 jobs before a new team is assigned
Q84- Make three large laminated circles (white, multi-colored, and black or dark blue). Place on the floor by the washing machine. Instruct student to use these circles as guides when sorting dirty clothes.
Q85- Notify student by class mail that he/she has won a three-minute phone call with a celebrity. Instruct student to place a collect call to this person. Other students role play the celebrity and converse with student.
Q86- Organize a computer club to meet during lunch and free periods. The student may work on an individual project. The computer room should be reserved for the club.
Q87- Pair students. Assign major products (e.g., Coke, Pepsi) to each team. Instruct each team to prepare a commercial to sell the products. Allow one week for research and preparation. Ask the class to identify brands they would buy.
Q88- Play Word Control Patrol. Prepare sentences with unwanted words placed in various sentences within a word processing file. Have students join the Word Control Patrol and eliminate any unnecessary words they can find in the sentences, then print out their corrected results with the use of the word processing program.
Q89- Prepare cards with pictures of school lunch items on front and write names on back. Review the daily menu every morning by using either side of the flash card. Request student to identify the food by name.
Q90- Provide consumer magazines like Consumer Reports, Consumers’ Research Magazine, and Changing Times to student. Choose an item and ask student to rate it and select the best one for purchase. This drill can be done with many items.
Q91- Provide student with a state map. Instruct student to plan a vacation at least 100 miles away. Ask student to mark route and estimate travel distance and time.
Q92- Record messages used by operator on cassette tape. Leave blank spaces for students to respond. Have students listen to message, then respond on tape.
Q93- Request student to create a chart that summarizes the advantages and disadvantages of term and cash value policies.
Q94- Request student to gather newspaper ads of homes for sale; to list five homes of similar size and quality; and to prepare a chart that compares the five homes on the basis of shopping convenience, property taxes, location in the community, school system, construction, and price. Ask student to evaluate the house and select the best buy.
Q95- Review the terms often used when borrowing money. Create Trivial Pursuit cards with these terms. Instruct student to play the game. (Give the student the word and they will supply the definition) words such as: assets, debt, cash value, credit reference, unsatisfied judgments, etc.
Q96- Role play contacting the operator. Permit student to practice this assignment with another student. Student may call a student operator and make the request for the assigned phone number or information.
Q97- Secure bus, train, or plane schedules. Have students plan a trip. Have them indicate the departure time and location, the arrival time, location, and the price.
Q98- Set a table or desks as you would see them in a restaurant. Have a student waiter. Select 2-4 students. Give them a copy of a menu. Have students read menu and then order one or more dishes.
Q99- Set up a banking situation in the classroom. Student will role play going to the bank teller and handing their paycheck to be cashed.
Q100- Set up a play store where the student may buy things using either play or real money. Culminate unit with a trip to a store. Supervisor approval suggested.
Q101- Show a picture of a late model sports car. Explain that the four wheels of the car represent the four major food groups and if one tire goes flat (i.e., if one food group is neglected) the car (human body) will fail to travel smoothly. Instruct the student to prepare a balanced menu for the week.
Q102- Show student 12 pictures of various kinds of foods. The student will choose the correct utensil, (knife, fork or spoon) used to eat the food item and place it on top of the picture.
Q103- Show student how to activate automatic tellers (with a plastic card and by punching in personal identification number or code). Stress the importance of keeping your code secret. Take student to the bank and practice using an automatic teller.
Q104- Sprinkle baby powder or carpet powder over rug. Instruct student to vacuum rug.
Q105- Teach a unit on ‘rap songs’. Encourage student to look around while he/she is in line and try to make up a rap song about things he/she observes.
Q106- Tell student that vegetables make excellent snacks when eaten raw. Explain how one can swallow germs from eating unwashed food. Instruct student to make a poster entitled, ‘Why I Wash Vegetables’.
Q107- Use a five-compartment TV dinner tray as a teaching aid. Label each compartment to correspond with each food group. (Use pictures if necessary). Instruct student to choose a menu that fits the plate.
Q108- Use a list of free items available by mail as a guide. Have student prepare a written request (help as needed), address an envelope or postcard, affix stamp and take it to the mail box. Student can use his home address as the return address. Parent contact suggested.
Q110- Use an easel as a ‘Sign Center’. Place a sign or symbol on the easel each day. Explain and use it during the day.
Q112- Use short pitcher and sturdy mugs. Have student place mugs on paper towel and practice pouring water. Gradually replace mugs with less spill- proof cups. When paper towel stays dry, student may assist at snack time.
Q113- Use software which requires students to select numerals or letters as correct responses. Cover all keys which are not to be used with an overlay.
Q114- Use telephone directory for playing Bingo. Cut each page into 4 parts and laminate each part. The cards could be enlarged first. Each student must have one card. Select names from the directory pages. Copy each names on a small piece of paper, then place them into a container. Pull out a name and read it. Have students find name on their Bingo card.
Q115- Use telephones with extension telephones or make arrangements for someone to answer at another telephone number. Have student dial the telephone number. When the other person answers the telephone, the two of them carry on a conversation on a specified topic. Suggestions for topics are 1. Directions to the school. 2. The lunch menu in the school cafeteria.
Q116- Use this method if plunger is not available to clear clogged commode: (a) allow water level to recede below the rim; (b) take tank lid off and grasp rubber stopper with fingers; (c) lift stopper to start flush cycle manually but be ready to press stopper in hole if water rises dangerously. Repeat process until commode flushes freely or you see plunger is needed.
Q117- Use this method the first time after a commode has been flooded or been stopped up: (a) Start flush cycle by putting hand into tank water and grasping rubber stopper; (b) raise stopper with hand to allow water to flow into bowl and start flush; (c) press stopper into hole if water rises to a dangerous level in bowl. (Tank water is not contaminated.)
Q118- Using the directory, have student locate a government agency from which they would like to receive more information. Student can then call the agencies’ toll free number and request the information.
Q120- Write student’s name, bus number, and bus stop on a card. Observe the student as he walks from the classroom to the bus platform (parents should observe from the bus stop at home). Instruct the student to keep the bus information card until he/she has learned the information.
