2004 Created by Shoshana Shamberg OTR/L, MS 1

OCCUPATIONAL THERAPY PROGRESS NOTE FOR UNIT LESSONS

STUDENT: STUDENT #: DOB:

DATES OF SERVICE:

STUDENT ANNUAL GOALS: SEE IEP

STUDENT ANNUAL OBJECTIVES: SEE IEP

THERAPIST AND SIGNATURE:

UNIT TOPIC: SHOPPING FOR FOOD AT THE GROCERY STORE AND MONEY MANAGEMENT

UNIT GOAL: INCREASE DISCUSSION, AWARENESS, APPLICATION, and INVOLVEMENT BY

STUDENTS IN GROCERY STORE SHOPPING AND MONEY MANAGEMENT SKILLS FOR SELF-CARE
AND COMMUNITY LIVING SKILLS

OBJECTIVES:
1) Student will participate in simulated situations related to grocery store shopping, creating a
grocery list, categorization of grocery items and money handling skills. etc. Student will
problem solve situations related to when, where and how the above activities are carried out in
daily life.

2) Student will read and discuss a story and/or song related to grocery shopping and money
handling. Student will read and write vocabulary words from the unit story needed to create
his/her own stories and communication in his/her daily life. Student will use handwriting,
computer keyboarding, rubber stamps, or another means of written communication to write
vocabulary words, instructions, illustrations, and/or stories related to this unit and their lives.

3) Student will cut out picture symbols related to vocabulary words from the unit story and create a
grocery list and/or booklet of ideas, concepts, and/or problems/solutions related to grocery
shopping, grocery store vocational skills, and/or money handling.

4) Student will make a placemat or other instructional tool for learning such skills as sorting types
of products by labels, types of containers, categories of products, and same packaging.
Students will create a display for a particular food or category of grocery item. Student will sort,
categorize, match, and name these items and their pictures and objects.

5) Student will create a learning activity or game related to grocery store vocational skills and
shopping. Include step-by-step instructions.

6) Student will participate in making a project as a pre-vocational activity for a school

fundraiser/community service activity. Student will participate in an actual grocery store trip
and grocery store vocational activity such as creating grocery packages for needy families,
stacking packages, packing boxes and bags, etc. Concepts learned include following
directions, sequencing steps, matching words to items, sorting by number needed and
individual items/categories, construction project via demonstration, marketing, purchasing
items, and creating a list of items for a package, etc.

7) Student will perform a pre and post- test practical assessment through use of observational data
collection and a checklist of skills and concepts learned for this unit.

MATERIALS, EQUIPMENT, COST:

Scissors, Glue Stick, Elmer’s Glue, Velcro, Velcro Sensitive Board, Clear Contact Paper, Plastic Box or
Ziplock Bags, Picture Symbols. Card Stock, Heavy Duty Cardboard, Construction Paper, Miscellaneous
Grocery Items For Kits And Their Picture Symbols, Simulated Money or Real Coins and Bills, Old Game
Board, Etc.
 2004 Created by Shoshana Shamberg OTR/L, MS 2

SKILL and SUBJECT AREAS:

 Language and Vocabulary
 Reading and Creative Writing
 Communication
 Math Concepts
 Scissor Skills
 Written Communication, Handwriting, Computer Keyboarding
 Cognitive Skills: Sequencing, Sorting, Categorization, Problem Solving, etc.
 Motor Skills: Fine Motor, Visual Motor, and In-Hand Manipulation Skills
Needed for Daily Living, Vocational and Self Care Activities.
 History and Biographies of Important People who represent aspects of unit topic
 Community Service Projects
 Vocational Skills and Fundraising Activities
 Team Building and Self Evaluation Skills

GENERALIZATION TO DAILY LIVING SKILLS:

 Demonstration and Use of Materials and Concepts in Daily Living at School, Community and
Home – Track with a Checklist of Tasks and Parent/Teacher Communication Book
 Role Play in Class
 Discussion in Class – Guest Speakers, Peer Tutors, etc.
 Projects and Activities
 Field Trips
 Community Service

ADAPTATION OF ACTIVITY NEEDED:

ASSESSMENT and GRADING RUBRICS:

4 Student is able to complete all of the steps involved in the designated learning activities with or
without adaptation.
3 Student is able to complete most of the steps of the designated learning activities with or
without adaptation.
2 Student is able to complete half of the steps of the designated learning activities with or without
adaptation.
1 Student is able to complete at some of the steps of the designated learning activities with or
without adaptation
0 Student is unable to complete any steps of the designated learning activities with or without
adaptation.