This approach adapts Lesson 14 (fair-test: friction and surfaces) 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 feel friction and observe a result. Presume competence; scaffold the planning and recording.
Multiple means of representation
- Start with the feet: rub a socked foot on carpet then on smooth floor. Feeling the "grippy vs slidey" difference is the concept.
- Use the change/measure/keep-the-same picture cards from the Fair Test Template.
- Reduce to two clearly different surfaces (smooth vinyl vs rough carpet) so the difference is obvious.
Multiple means of engagement
- Give the student a hands-on job: rolling the ball from the start line, or marking where it stops, with an adult alongside.
- First-then board; short, structured steps.
Multiple means of action and expression
- Accept the student pointing to which surface the ball rolled further on as their result.
- Accept a yes/no: "Did the rough surface stop it sooner?" and accept/reject choices.
- Offer a pre-drawn graph to colour in to the marked level, rather than drawing axes.
Success looks like (adjusted)
- Stage A–B: feels the grippy/slidey surfaces; reacts to the ball rolling.
- Stage C: compares two surfaces and points to where the ball went further; records with a picture.
- Stage D / towards Year 4: helps keep the test fair and says (or selects) that the rough surface had more friction.