This approach adapts Lesson 1 for students working towards or within ABLEWA Stages A–D, or any student who needs more support to access the living / non-living concept. It keeps the same science but changes how it is represented, how students engage, and how they show what they know.
Least dangerous assumption
Assume every student can learn to tell living from non-living when given the right supports. Presume competence: offer the richest concept, then scaffold access to it — never water the science down to "colouring in".
Multiple means of representation
- Use real objects wherever possible instead of pictures: a real pot plant, a rock, a cup of water, a toy animal. Let students hold and explore each one.
- Pre-teach two words only — living and non-living — with a matching picture symbol for each (for AAC users, add these to their board).
- Give a two-choice visual sorting mat (a "LIVING" side with a plant/animal symbol, a "NON-LIVING" side with a rock symbol) rather than three categories.
Multiple means of engagement
- Run the schoolground walk in a short loop with a partner or adult; stop at 3–4 pre-chosen objects rather than free-recording.
- Offer a clear first-then structure: "First we find things, then we sort them." Use a visual timer.
- For students who find outdoors dysregulating, bring a prepared box of real objects to sort at the desk instead.
Multiple means of action and expression
- Accept a "yes / no" or accept/reject response to "Is this living?" using speech, a switch, eye-gaze, PECS or pointing — all count as a correct answer.
- Let students place a real object (or its photo) onto the two-choice mat instead of writing.
- Scribe the exit sentence, or offer a sentence with a symbol choice: "A living thing can ___ (grow / sit still)."
Success looks like (adjusted)
- Stage A–B: reacts to and explores objects; indicates a yes/no or accept/reject response to a living thing.
- Stage C: sorts objects into living / non-living by one property, with support.
- Stage D / towards Year 4: sorts by two ideas (e.g. "it grows" and "it needs water") and names one non-living thing a living thing needs.