This approach adapts Lesson 9 (weathering) for students who need additional support, aligned with ABLEWA Stages A–D. Same science; scaffolded access.
Least dangerous assumption
Every student can learn that rocks break down over time. Presume competence and make the three types concrete and visual.
Multiple means of representation
- Use real objects and photos: a cracked rock, a rusty nail, a photo of a path lifted by tree roots. Let students touch a rough, worn stone.
- Teach one type at a time with a picture symbol (ice = mechanical; a fizzing drop = chemical; a root = biological).
- Offer a two- or three-picture sort rather than written classifying.
Multiple means of engagement
- Run the schoolground weathering hunt in a short loop, stopping at 2–3 pre-chosen examples with a partner or adult.
- Use a first-then board and a visual timer; keep discussion short.
- Bring photos to sort at the desk for students who find the hunt overwhelming.
Multiple means of action and expression
- Accept matching a picture to a type symbol (pointing, placing, eye-gaze, AAC).
- Accept a yes/no: "Did ice break this rock?" and accept/reject choices.
- Offer a photo-sorting sheet instead of writing sentences.
Success looks like (adjusted)
- Stage A–B: explores the rough/worn samples; reacts to or indicates a broken rock.
- Stage C: sorts 2–3 examples into a weathering type with support.
- Stage D / towards Year 4: names the three types and matches an example to each.