This approach adapts Lesson 10 (fair-test: freeze–thaw) for students who need additional support, aligned with ABLEWA Stages A–D. The hands-on investigation is naturally inclusive.
Least dangerous assumption
Every student can take part in the investigation and observe the before-and-after. Presume competence; scaffold the planning and recording.
Multiple means of representation
- Show the "before" container and talk through what will happen slowly and clearly.
- Use the change/measure/keep-the-same picture cards from the Fair Test Template.
- Use a photo of a real ice-cracked rock so the link between the model and the real world is explicit.
Multiple means of engagement
- Give the student a clear job: filling the container to the line, or sealing the bag, with an adult alongside.
- First-then board; short, structured steps.
Multiple means of action and expression
- Accept a prediction by choosing a picture ("same" / "cracked") rather than writing.
- After freezing, accept the student pointing to what changed and a yes/no: "Did the ice crack it?"
- Take a before/after photo as the student's record instead of written observations.
Success looks like (adjusted)
- Stage A–B: takes part in setting up; reacts to the frozen, cracked result.
- Stage C: makes a picture prediction and points to the change afterwards.
- Stage D / towards Year 4: helps keep the test fair and says (or selects) that the ice widened the crack.