# Staff guide · The outdoor stage dish

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

## Complete selected source

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.

[Own page](../responses/A-later.html) · [Blank capture](../teacher/CAPTURE.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.