This approach adapts the Lesson 12 summative (Waste Rock Stockpile Investigation) so students who need additional support can genuinely show what they know, aligned with ABLEWA Stages A–D. It changes the access, not the science assessed.
Least dangerous assumption
Every student can take part in planning, building and observing an investigation. Provide the task in an accessible mode rather than exempting the student.
Adjusted ways to complete the task
- Plan (Part A): offer the change/measure/keep-the-same picture cards to place; accept a picture prediction ("lots" / "a little" colour). Scribe or accept AAC.
- Build & test (Part C): the student helps build the model pile and place a cover (hands-on) with a partner; a photo can be the record of the design.
- Observe & explain (Parts C–D): accept the student pointing to which pile leaked more (covered vs uncovered) and a yes/no: "Did the cover help?"; accept a "use more / less cover" improvement choice.
Supports to have ready
- Fair Test Template picture cards; a first-then and a visual checklist (plan → build → rain → tell).
- A pre-built model pile for students who find starting hard; a side-by-side covered/uncovered pair so the comparison is obvious.
Judging the evidence (adjusted, mapped to the rubric)
- Stage A–B: takes part in the "rain" test; reacts to or indicates the leaking colour. (Emerging evidence for Conducting/observing.)
- Stage C: places the plan cards with support and points to which pile leaked more. (Planning + Conducting criteria.)
- Stage D / towards Year 4: helps plan a fair comparison, observes the difference, and gives a supported reason/improvement. (Most criteria at an emerging-to-sound level.)