This approach adapts the Lesson 8 summative (Egg-Drop Design Challenge) 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 choose a material for a reason and take part in designing and testing. Provide the task in an accessible mode rather than exempting the student.
Adjusted ways to complete the task
- Choose materials: offer a small tray of real materials to feel; the student picks the soft/cushioning ones. Accept pointing/AAC and match each to a property symbol (soft, strong).
- Design: the student builds the real model (hands-on) with a partner or adult; a photo of the build can stand in for a drawn design.
- Safety & reflection: accept scribed or symbol-choice answers — e.g. after the drop, "Did the egg break? yes / no" and "Next time use ___ (more / less) padding."
Supports to have ready
- A "property box" of tactile materials; property symbol cards; a first-then and a visual checklist (choose → build → test → tell).
- A partly-built base container for students who find starting hard.
Judging the evidence (adjusted, mapped to the rubric)
- Stage A–B: explores materials; chooses a soft material when prompted. (Emerging evidence for "choosing materials by properties".)
- Stage C: picks cushioning materials and indicates why (soft) with support; takes part in the test. (Properties + testing criteria.)
- Stage D / towards Year 4: selects materials with a supported property reason, helps build and test, and makes a simple improvement suggestion. (Most criteria at an emerging-to-sound level.)