# Where could it go?

Use the supplied wet/dry cloth sketch. Tell a tiny story using “liquid water” and “water vapour”.

Supplied sketch words: the cloth is wet earlier and dry later. No measured amount or drip record is supplied.

Point to two labelled cards instead of handling wet cloth.

Try one small explanation, then stop or return later. Tell or show it in your usual way: words, drawing, pointing, signing, typing, dictation or your communication device. Work quietly or privately, pause, ask for a helper, or return later. Sharing and recording are optional.

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<summary>Grown-up help</summary>

**Useful response:** Evaporation can change liquid water to invisible water vapour; the drawing alone does not measure the amount.

No equipment purchase, water handling, trip or private household data is required. Keep this ordinary practice separate from new assessment sources.

[Full lesson](../lessons/day-32.html) · [Checked fact/source limits](../references/PRIMARY-READING.html)

Modified from [Year 4 Science alignment](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/curriculum/ac9_science_yr4_as_cd_alignment.pdf), [standard elaborations](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_se_yr4.pdf) and [Years 3–4 techniques and conditions](https://www.qcaa.qld.edu.au/downloads/aciqv9/science/assessment/ac9_science_tc_yr3-4.pdf), © State of Queensland ([QCAA](https://www.qcaa.qld.edu.au/copyright)) 2023, covered [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/) with exceptions. Our task criteria are original; these are not official A–E bands. Actual folio and on-balance professional judgment remain necessary.

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