BUILD YOUR OWN SANDWICH Text Edition of the Pilot Lesson By Jim Fuller | AZ Kids Kitchen A Sentah the Truth Project Version: Pilot v0.3 — October 2026 Status: PILOT FOR REVIEW — Not yet tested with families This is a no-heat, no-knife lesson for teens with adult support. Kitchen education, not feeding therapy or a guarantee of independent cooking. This is one pilot lesson, not a complete course. This is the accessible text edition. The revised 8-page illustrated pilot lesson (PDF) and the 6-page Kitchen Basics Course Blueprint (PDF, a development and review plan, not the full course) are available separately on the Sample Lesson page. Suggested time: 20–30 minutes plus breaks. Practice one chosen action or the whole routine. Tasting and finishing food are optional. ───────────────────────────────────── ADULT SAFETY — Read before every session ───────────────────────────────────── Stay present and actively supervise preparation AND eating. Follow existing allergy, swallowing, medical, and mealtime plans. Use familiar ready-to-eat foods in usual safe textures and amounts. Before the learner chooses, the adult checks every actual current package label and the learner's existing safe texture and mealtime plan. Prevent allergen cross-contact through shared tools, containers, or surfaces. Allergen examples (not a complete list): peanut butter contains peanuts; dairy cheese contains milk; classic Nutella contains hazelnuts and milk. Check every actual current label — including bread, jelly, marshmallow creme, combinations, and substitutes. Do not judge a product safe from its name. Clean workspace and utensils before starting. Adult opens packages and removes sharp lids. No knives, heat, appliances, or raw meat/seafood/eggs/flour. Both the adult and the learner wash with soap and running water for at least 20 seconds BEFORE any ready-to-eat food handling. Rewash after touching phones, face, hair, trash, pets, raw food, or anything unclean before resuming. Wash again before eating. Keep refrigerator at 40°F or below. Set out only what is needed and return perishables promptly. Adult tracks total time out: discard perishables after 2 hours (or 1 hour if above 90°F). Never taste food to check if it is safe. Stop if the learner shows distress, fatigue, coughing, difficulty swallowing, or any safety concern. Follow existing emergency plan. Seek emergency help when needed and keep prescribed emergency supplies available. ───────────────────────────────────── FOOD FOR ONE PRACTICE LUNCH ───────────────────────────────────── 2 slices familiar soft bread, suitable under the learner's existing plan Filling — the learner chooses ONE from the familiar options the adult has approved: - a familiar cheese slice, OR - peanut butter, jelly, Nutella, marshmallow creme, or an approved combination The adult chooses and preportions the amount. For spreads, use a thin layer. When combining spreads, keep the total layer thin. Not every option is suitable for every learner. Offer only options that fit the learner's existing plan and current labels. 1/2 cup familiar applesauce or approved prepared side, adjusted as needed (adult preportioned) Usual drink in usual amount, already in a suitable cup These are example practice amounts. Adjust to the learner's appetite, usual meal, and any existing plan. The filling amount is set by the adult, not by this lesson. This is not a prescribed or nutritionally complete meal plan. The adult prepares any cheese slice to the usual safe form before starting. No learner knife is needed. If bread is not suitable, adapt to the learner's usual safe meal format before starting. Adult washes before opening or portioning food. Keep perishables refrigerated until needed. ───────────────────────────────────── TOOLS REQUIRED ───────────────────────────────────── 1 plate 2 small bowls 1 ordinary rounded spoon — required for the spread route (cheese assembly does not need a spreading spoon) Learner's eating utensil Suitable cup Clean lidded storage container Soap, running water, clean hand towel Wiping cloth (adult-prepared) Adult-managed dishwashing supplies Clean, stable work surface Sink, trash bin, and refrigerator (40°F or below) Printed or displayed lesson directions Help/stop communication method agreed in advance Adult present throughout preparation and eating ───────────────────────────────────── HELPFUL OR OPTIONAL ───────────────────────────────────── Nonslip mat Adapted utensils or easy-grip dishes Printed directions or a device displaying steps Usual communication supports Comfortable work position Choose together with the learner. Special equipment is only used if it helps safe participation. Later Kitchen Basics lessons may introduce measuring cups and spoons. A cutting board and knife are only for a separately approved, actively supervised future knife lesson — NOT needed for this lunch. Appliances are only introduced when specified in a developed lesson. ───────────────────────────────────── TEACHING ROUTINE ───────────────────────────────────── Before starting, agree on: - How the learner will participate (speaking, pointing, signing, using a device, observing, sharing one step, or stopping) - Help, pause, and all-done signals - ONE chosen action for this session - Comfortable response time During the lesson: - Show the action if it is useful; invite a try; wait. - Offer one agreed cue or another demonstration. - Honor pause or stop immediately. - Ask before helping. Never impose physical guidance. - Keep visual tools, communication supports, and safety supervision throughout. ───────────────────────────────────── THE 12 ACTIONS ───────────────────────────────────── Practice one chosen action or follow the routine in order with adult support. Keep all safety, food-storage, and cleanup checks in place. [ ] Done [ ] Help [ ] Pause (for printed use only — nothing is saved) ACTION 1 — Wash your hands Soap and water, scrub for 20 seconds, rinse, dry. Do this BEFORE touching any food. ACTION 2 — Put the bread on the plate Place both slices of bread on the plate. ACTION 3 — Add your chosen filling Choose ONE route: Cheese: Place your prepared slice on one bread slice. Spread: Spread a thin layer on one bread slice. Use the back of the ordinary rounded spoon and only the adult-approved, preportioned amount. If combining spreads, keep the total layer thin. Rewash your hands if you touched your phone, face, hair, trash, or anything unclean. ACTION 4 — Put the second slice on top Place the second slice of bread on top to close the sandwich. ACTION 5 — Set the side bowl beside the plate Place the bowl of applesauce or side item next to the plate. ACTION 6 — Set the drink beside the plate Place the cup with the drink beside the plate. The adult can carry anything the learner wants help with. ACTION 7 — Ask the adult to check lunch The adult checks for safety and stays present during eating. ACTION 8 — Return unused cold food to the refrigerator Adult closes containers, checks how long food has been out, and refrigerates any food that will be saved. ACTION 9 — Put wrappers in the trash Adult decides what to save or discard. Wash hands again before eating or touching food. The learner can eat with the adult or ask to save the meal. Tasting is optional. ACTION 10 — Place used dishes in the sink One manageable item at a time. The adult may carry anything the learner wants help with. ACTION 11 — Wipe the work surface Use the adult-prepared cloth. Never mix cleaning chemicals. Adult manages cleaning products and water temperature. ACTION 12 — Wash your hands Soap and water, 20 seconds, rinse, dry. ───────────────────────────────────── BLANK PRACTICE RECORD ───────────────────────────────────── Print and keep private on paper. Nothing is saved or sent anywhere. Choose the same action across repeated tries and decide what counts as completion. RESULT KEY: C = Completed P = Partly completed S = Paused or declined N = Not offered this session Stop is not failure. HELP TYPE KEY: 0 = No instructional cue given V = Visual cue G = Gesture W = Words D = Demonstration A = Shared adult help Multiple types can be noted together. Record actual help given, not speed or food eaten. Asking for help is useful. Try a new way only after comfortable repeated practice: change one already-approved familiar ingredient while keeping the same routine and all supports. Reduce cues only after repeated comfortable tries, and only if the learner wants fewer cues. Restore cues as needed. Always keep pictures, adaptations, communication supports, and adult safety supervision. Date | Result | Help/Supports Used | Safety Check/Cue | Learner Feedback ───────────────────────────────────────────────────────────────────────────── | | | | ───────────────────────────────────────────────────────────────────────────── | | | | ───────────────────────────────────────────────────────────────────────────── | | | | ───────────────────────────────────────────────────────────────────────────── | | | | ───────────────────────────────────────────────────────────────────────────── | | | | ───────────────────────────────────────────────────────────────────────────── What to keep or change next time: ___________________________________________________________________________ Notes: This teaching sequence and checklist are original pilot materials, not a validated assessment tool. Completed records stay private on paper. ───────────────────────────────────── SOURCES ───────────────────────────────────── Source notes checked October 4, 2026 in the approved pilot. CDC Handwashing in the Kitchen: https://www.cdc.gov/clean-hands/prevention/about-handwashing-a-healthy-habit-in-the-kitchen.html CDC Food Safety: https://www.cdc.gov/food-safety/prevention/ FDA Food Allergies: https://www.fda.gov/food/nutrition-food-labeling-and-critical-foods/food-allergies FDA Food Storage: https://www.fda.gov/consumers/consumer-updates/are-you-storing-food-safely ───────────────────────────────────── AZ Kids Kitchen • By Jim Fuller A Sentah the Truth Project azkidskitchen.fyi (candidate domain — not yet confirmed) ─────────────────────────────────────