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Staff guide · The outdoor stage dishYear 4 Science · T1 W7–8 · Staff · Staff / A later

Use only after the own attempt. These local criteria are examples of evidence, not an official grade or a unique required phrasing.

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Made-up story. In a pretend theatre courtyard, an open dish contains liquid water at one review. At a later review, less liquid water is shown. Nobody has supplied a spill record, an exact measured change or the amount that went along each possible path. Mika wants one possible explanation. A separate drawing shows lake liquid, vapour in air, cloud droplets and water falling from a cloud to ocean. The drawing is a possible water-cycle path, with no clock or forecast.

Q1

Prompt: What could some liquid water become? Name the change.

Minimum meaningful evidence: Identifies liquid-to-vapour evaporation.

Worked example: Some liquid water could become invisible water vapour through evaporation.

Next teaching: Use a new damp-towel state explanation if still unclear.

Partial national link: AC9S4U02

Actual response / support / next appointment: ______

Q2

Prompt: Is the vapour itself visible?

Minimum meaningful evidence: Distinguishes invisible water vapour from visible liquid drops.

Worked example: Water vapour is invisible; the drawn drops/cloud are not visible gas.

Next teaching: Revisit two labelled state cards with the usual response mode.

Partial national link: AC9S4U02

Actual response / support / next appointment: ______

Q3

Prompt: Name the change that forms the cloud droplets, and the process taking water from cloud to ocean.

Minimum meaningful evidence: Identifies condensation and precipitation for the two stated jobs.

Worked example: Condensation forms the droplets; precipitation takes water from cloud to ocean.

Next teaching: Use new air/cloud/sea cards with each arrow named.

Partial national link: AC9S4U02

Actual response / support / next appointment: ______

Q4

Prompt: What can't this dish story tell us?

Minimum meaningful evidence: Names a relevant unmeasured amount, other loss cause or timing gap.

Worked example: It does not tell us exactly how much evaporated or spilled, or the time a real drop would travel this model path.

Next teaching: Plan the smallest further clue/measurement opportunity, without inventing an actual result.

Partial national link: AC9S4I01

Actual response / support / next appointment: ______

Use on Day 40 or later, after relevant teaching and exposure review. Preserve the earlier response and what was subsequently taught. New complete stories have familiar taught process/representation components; do not claim all-unseen answers, matched statistical difficulty or automatic improvement. Fiction/source reasoning does not establish actual measurement or conduct.

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Modified from Year 4 Science alignment, standard elaborations and Years 3–4 techniques and conditions, © State of Queensland (QCAA) 2023, covered CC 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.