Field Trip to Pizza Hut Rationale for Students with Special Needs

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Field Trip to Pizza Hut
Rationale for Students with Special Needs
Unit Title: Healthy Living Activity Title: Field Trip to Pizza Hut
Age/grades: Ages 6-8/ Grades 1-2
Activity Summary: The purpose for this activity is for students to learn how to
make their own pizza at Pizza Hut and discuss which ingredients come from the
five basic food groups. They will also be expected to write about their experiences
and list the foods on a food pyramid upon their return. The teacher will begin
with an in-class discussion what they know and what they would like to know
about pizza making. They will also discuss the ingredients that can be used on
the pizza and where the foods are included in the five basic food groups. This will
take place over a four-hour period.
Objectives:
Learning
· Where does food come from and how does it get to your table?
Behavior
· The students will follow directions given by the teacher and restaurant manager
about safety procedures and behavior while in the kitchen.
· The students will follow simple directions as to how to make their own
pizza.
· The students will name the five food groups that their pizza includes.
IEP
· During a class period, Tyler will distinguish written letter and number symbols
with 80% accuracy as measured by teacher observation during a
three-week period.
· Given directions, Tyler will listen to two-step directions and follow through
Place your message here. For maximum impact, use two or three sentences.
with the activity with 100% accuracy as measured by teacher observation
in a three-week period.
· Given a behavior management contract, Tyler will use self-determination
skills to increase his own time on task behavior by 25% as measured by his
“Time On-Task Form” in a three-week period.
· Given adapted utensils, Ana will use utensils appropriately during academic
tasks and life skills activities when needed as measured by teacher observation
in a three-week period.
· Given an assignment, Ana will complete all problems with 75% accuracy as
measured by product review in a three-week period.
· Given a 30 minute class period, Ana will contribute ideas to small group
discussion with a group of two or more students once a week as measured
by teacher observation in a three week period.
· Given a communication system, Ricky will make an appropriate choice be-

tween two given answers once a week with 80% accuracy as measured by
teacher observation in a three-week period.
· Given a communication system, Ricky will make an appropriate choice between
two given answers once a week with 80% accuracy as measured by
teacher observation in a three-week period.
· Given a short story at a first or second grade level and pictures from the
text, Ricky will place the pictures in the correct order with 90% accuracy as
measured by product review in a three-week period.
· During academic activities, Mei Mei will locate the appropriate materials for
the project with 90% accuracy as measured by teacher observation in a
three-week period.
· When reading a short story at a first or second grade level, Mei Mei will answer
a comprehensive question about the story by locating the appropriate
picture correctly 3 of 5 times as measured by teacher observation in a
three-week period.
Ricky: The learning plan and IEP objectives are appropriate for Ricky they address
standards at his age/grade level and help him to develop skills using adaptations
such as a communication system to participate in completing the assignment.
Ana: The learning plan and IEP objectives are appropriate for Ana they address
standards at her age/grade level and help her to develop skills using adaptive
utensils to complete the assignment.
Tyler: The learning plan and IEP objectives are appropriate for Tyler they address
standards at his age/grade level and help him to develop self management skills
and listening to multi-step directions using adaptations such as having him take
frequent breaks to help him stay on task to complete the assignment.
Mei Mei: The learning plan and IEP objectives are appropriate for Mei Mei they
address standards at her age/grade level and help her to develop skills such as
locating the appropriate materials with adaptations.
Procedures: In the beginning the lesson will take place at the students’ desks.
The teacher will read the story What Do You Want on Your Pizza? After the
teacher discusses with the students pizza making, the five basic food groups and
safety issues each student will be assigned a peer buddy and a parent driver.
The class will take place at Pizza Hut where the owner will give a tour of the restaurant
and explain the process of pizza making along with safety measures. The
students will choose toppings and make their own individualized pizza and eat
lunch. Upon returning to the classroom the students will write about their experiences.
They will also list the ingredients on a large food pyramid and display the
pictures that were taken on the bulletin board.
Ricky: Will need to use his communication system to participate in the class discussions.
He will also need a written schedule to assist him in the transition process
of going to Pizza Hut the activity and returning from Pizza Hut. In the measuring
of his IEP goals pictures could be given of the story for him to sequence.
Ana: Will need extra time in moving around Pizza Hut. Making sure Pizza hut
has facilities for her physical disabilities i.e. lower counters, restroom is important
before proceeding with this lesson. She will also need assistance in making the
pizza pairing her with a paraprofessional; parent volunteer or peer buddy will help.

She will need an adaptive pencil for the written assignment and assistance when
listing on the food pyramid and posting her pictures.
Tyler: Will need extra monitoring in Pizza hut because when he becomes off task
he tends to wander which might cause a dangerous situation.
Mei Mei: Should be given assistance in making the pizza. Her written assignment
should be limited to one sentence or a drawn picture. In the measuring of
her IEP goals pictures could be given of the story for her to sequence.
Materials: Money five dollars, permission slip, parent volunteers, student’s medical
cards, phone list, first aid kit, camera, and pen or pencil and paper for the writing
assignment.
Ricky: Will not need any material adaptations.
Ana: Will use an adaptive writing and eating utensils to participate in the activity.
Tyler: Will not need any material adaptations.
Mei Mei: Will not need any material adaptations.
Assessment: The students will be expected to write about their experiences at
Pizza Hut in their journals. They will need to show the food groups, steps to baking
the pizza, and safety tips they learned. The teacher will evaluate their journals.
The teacher will also take observation notes of the students’ progress while
at Pizza Hut to be posted in their portfolio along with the students’ journal entry.
Ricky: Measurement of the activities will be appropriate to measure the IEP objectives
by including the original items along with indication of the adaptations
such as the use of his communication system in the class discussions. There will
be a separate check sheet used specifically for his goals to measure his performance.
Ana: The learning and behavior objectives are appropriate given the adaptations
of the utensils. Ana should be able to complete this activity successfully. Measurement
of the activities will be appropriate to measure the IEP objectives by including
the original items along with indication of the adaptations such as using
the adaptive utensils. The idea for having peer buddies for all students is an appropriate
idea and should be kept. I would recommend that a paraprofessional
who is trained in Ana’s physical adaptation requirements assist her as needed in
Pizza Hut. An adult may not have the same background knowledge to assist her
and it would be too much to expect from a peer. There will be a separate check
sheet used specifically for her in measuring her performance.
Tyler: The learning and behavior objectives are appropriate given the adaptations.
He will be able to participate in writing in the journal along with everyone
else. The teacher might want to model what he is expecting to read in the journal
before giving the assignment. Measurement of the activities will be appropriate to
measure the IEP objectives by including the original items along with indication of
the adaptations such as time breaks. There will be a separate check sheet used
specifically for his goals to measure his performance.
Mei Mei: The learning and behavior objectives are appropriate given the adaptations
of reducing the complexity of this activity. She will be able to participate in
writing in the journal along with everyone else. The teacher might want to model
what she is expecting to read in the journal before giving the assignment. In the
expectations for Mei Mei have her choose one of the journal entry such as the

steps in making a pizza in which she can verbally explain the steps as someone
writes them down or drawing pictures of the steps. Measurement of the activities
will be appropriate to measure the IEP objectives by including the original items
along with indication of the adaptations such as assistance of a paraprofessional.
There will be a separate check sheet used specifically for her goals to measure
her performance.
Ricky’s Checklist: Assessment of IEP Objectives
___ Ricky contributed ideas to a small group discussion using his communication
system.
___ Ricky contributed ideas to a small group discussion using a pencil and paper.
___Ricky did not contribute ideas to small group discussion during this lesson.
___ Ricky made a correct choice between two given answers.
___ Ricky made an incorrect choice between two given answers.
___Ricky was unresponsive when given a choice between two given answers.
___Ricky sequenced pictures from a given story in the correct order.
___Ricky sequenced pictures from a given story incorrectly.
___Ricky did not attempt to sequence pictures.
Comments/Observations:

Ana’s Checklist: Assessment of IEP Objectives
___Ana contributed ideas to small group discussion during this lesson.
___Ana did not contribute ideas to small group discussion during this lesson.
___ Ana used adapted utensils appropriately for an academic or life skill task.
___ Ana had difficulty using adapted utensils for the task during this activity.
___Ana did not attempt to use her adapted writing utensils during the lesson.
___Ana completed her entire math assignment with 75% accuracy.
___Ana completed her math assignment, but did not have 75% of the problems
correct.
___Ana did not complete her entire math assignment.
Comments/Observations:
Tyler’s Checklist: Assessment of IEP Objectives
___Tyler was able to distinguish letter symbols with 80% accuracy.
___Tyler was able to recognize some letter symbols, but did not accomplish 80%
accuracy.
___ Tyler was able to distinguish number symbols with 80% accuracy.
___Tyler was able to recognize some number symbols, but did not accomplish
80% accuracy.
___ Tyler was unable to distinguish number symbols from letter symbols.
___Tyler followed two-step directions correctly.
___Tyler attempted to follow the directions, but was incorrect when following
through.
___Tyler did not attempt to follow the two-step directions.
___Tyler completed his “Time On-Task Form” during the lesson.
___Tyler did not complete his “Time On-Task Form” during the lesson.
Comments/Observations:

Time On-Task Rubric
• I listened during a story or when others were talking.
• I listened to and followed directions.
• I participated in class activities.
Doing Great!!
• I only listened some of the time.
• I had a difficult time following directions. So-So
• I did not listen to others.
• I did not follow directions.
• I did not participate.
You can do better!

8:45 a.m.
9:00 a.m.
9:15 a.m.
9:30 a.m.
9:45 a.m.
10:00 a.m.
10:15 a.m.
10:30 a.m.
10:45 a.m.
11:00 a.m.
11:15 a.m.
11:30 a.m.
11:45 a.m.
Time On-Task Form
Time “Doing Great!” “So-So” “You can do better!”
12:00-12:45 p.m.
12:45 p.m.
1:00 p.m.
1:15 p.m.
1:30 p.m.
1:45 p.m.
2:00 p.m.
2:15 p.m.
2:30 p.m.
2:45 p.m.
3:00 p.m.

Tyler’s Assessment Form: Assessment for Distinguishing Letters and Numbers
Letter/Number Date: Date: Date: Date:
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
O
1
2
3
4
5
6
7
8
9
10
Please place an “X” in the appropriate row and column if Tyler is able to distinguish the letter or number.

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Mei Mei’s Checklist: Assessment of IEP Objectives
___Mei Mei located appropriate materials in the classroom for her assigned task.
___ Mei Mei was unable to locate the needed materials for her assigned task.
___ Mei Mei did not attempt to locate appropriate materials.
___Mei Mei was able to locate materials with a prompt from the teacher or a peer.
___ Mei Mei listened to a story and was able to answer a comprehensive question
by locating the appropriate picture.
___Mei Mei listened to a story and was unable to answer a comprehensive question
by locating the appropriate picture.
___Mei Mei did not attempt to answer the question.
___Mei Mei was able to sort pictures into three given categories with 75% accuracy.
___Mei Mei was unable to sort pictures into three given categories with 75% accuracy.
___Mei Mei did not attempt to sort the pictures into three categories.
Comments/Observations: