This approach adapts Lesson 15 (magnetism and gravity) for students who need additional support, aligned with ABLEWA Stages A–D. Magnets are wonderfully inclusive to explore.
Least dangerous assumption
Every student can feel a magnet attract and repel and can sort objects. Presume competence; keep the concept rich.
Multiple means of representation
- Let the student feel the invisible force — magnets snapping together, or pushing apart. This is the key moment.
- Use a two-choice sorting mat with symbols: "sticks to magnet 🧲" / "does not".
- Colour-code the poles (red N / blue S) so attract and repel are visible.
Multiple means of engagement
- The testing-objects activity is the main task — motivating, tactile and inclusive.
- First-then board; short turns; reduce to 5–6 clear objects.
Multiple means of action and expression
- Accept the student placing each object on the "sticks / doesn't stick" mat (pointing, placing, AAC).
- Accept a yes/no: "Did it stick to the magnet?" and "Did the magnets push apart?"
- For gravity, accept pointing down to show which way a dropped object falls.
Success looks like (adjusted)
- Stage A–B: explores magnets; reacts to the attract/repel force.
- Stage C: sorts objects into magnetic / not magnetic with support.
- Stage D / towards Year 4: sorts objects and indicates that magnetism and gravity work without touching.