# Many water places

Create a made-up map with liquid-water and vapour-in-air labels. Add a key that distinguishes invisible gas from visible drops.

## Try it

1. Choose two named water places from A01 and arrange them on a made-up map.

2. Add liquid or invisible vapour labels and a key that another person could read.

3. Check the product and say why you kept or changed one part. 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.

<details>
<summary>Grown-up help</summary>

**Look for:** Explain two different stores and one limit; avoid real private locations.

**Next help:** If vapour is drawn as visible drops, compare the invisible-gas and cloud-droplet cards. Then revise that one key label.

[Full lesson](../lessons/day-31.html) · [Source facts/limits](../references/PRIMARY-READING.html) · F2/F4

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.

</details>