This approach adapts Lesson 11 (erosion, transportation, deposition) for students who need additional support, aligned with ABLEWA Stages A–D.
Least dangerous assumption
Every student can see and understand that water and wind move material. The tray model makes it concrete and inclusive.
Multiple means of representation
- The tray model is the main teaching tool — students watch (and help) the sand being picked up, carried and dropped.
- Teach three words with a simple action for each: erosion (pick up 👆), transportation (carry ➡️), deposition (drop 👇).
- Use the acid-on-limestone fizz demonstration as a vivid, memorable moment.
Multiple means of engagement
- Give a hands-on role: pouring the water, or blowing through the straw (wind), with an adult alongside.
- First-then board; keep steps short and clear.
Multiple means of action and expression
- Accept the student pointing to where the sand ended up (deposition) as evidence.
- Accept ordering three action-picture cards (pick up → carry → drop) rather than writing.
- Accept a yes/no: "Did the water move the sand?" and accept/reject choices.
Success looks like (adjusted)
- Stage A–B: takes part in the model; reacts to the sand moving.
- Stage C: points to where material was picked up and dropped; matches an action to a word with support.
- Stage D / towards Year 4: orders the three steps and says (or selects) that water/wind moved the pieces.