This approach adapts Lesson 5 (physical properties) 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 to notice and sort by a property when given real objects and the right supports. Presume competence and keep the concept rich.
Multiple means of representation
- Use real objects the student can touch — a soft sponge, a hard block, a bendy straw, a see-through cup. Feeling the property is the key teaching moment.
- Pre-teach one or two property words at a time with a matching picture symbol (hard, soft, bendy, see-through). Add to AAC boards.
- Offer a two-choice sort (e.g. "hard / soft") before adding more properties.
Multiple means of engagement
- Make the feely-bag game the main activity — it is hands-on, motivating and inclusive.
- Use a first-then board and keep each turn short.
- Reduce choice: give 3–4 objects rather than a large tray.
Multiple means of action and expression
- Accept the student placing an object onto a "hard / soft" mat instead of writing.
- Accept a yes/no or AAC answer to "Is this bendy?" — all valid.
- Offer a match-the-symbol worksheet (draw a line from object to property) instead of writing sentences.
Success looks like (adjusted)
- Stage A–B: explores objects; reacts to or indicates a property (e.g. chooses the soft one).
- Stage C: sorts objects by one property (hard/soft) with support.
- Stage D / towards Year 4: sorts by two properties and matches a material to a simple job ("a window is see-through").