This approach adapts Lesson 2 (producers, consumers, food chains) for students who need additional support to access the concept, aligned with ABLEWA Stages A–D. Same science; scaffolded access.
Least dangerous assumption
Every student can learn that energy passes from one living thing to another. Presume competence and give hands-on, concrete ways to show the chain.
Multiple means of representation
- Teach with large picture cards and, where possible, models or toys (a plastic plant, a toy kangaroo, a toy eagle). Physically move the cards to show the "eating" order.
- Reduce vocabulary to two symbols: producer (a plant symbol) and consumer (a mouth/eating symbol). Add to AAC boards.
- Show the arrow as a big physical arrow (a cut-out) the student can place between two cards — "the arrow points to the eater".
Multiple means of engagement
- Build the paper-chain in a pair or small group with an adult modelling the first link.
- Pre-select a 3-card chain (grass → wallaby → eagle) so the student orders three, not many.
- Use a first-then board: "First put the plant, then what eats it."
Multiple means of action and expression
- Let the student physically order three cards and place the arrow, rather than drawing.
- Accept pointing / eye-gaze / AAC to answer "Which one is the producer?" and "Which one eats the grass?"
- Offer a cut-and-stick version of the worksheet instead of freehand drawing.
Success looks like (adjusted)
- Stage A–B: explores the cards/models; indicates the plant vs the animal on request.
- Stage C: orders a 3-card food chain with support and points to the producer.
- Stage D / towards Year 4: places arrows the right way and says (or selects) what each living thing eats.