# Staff guide · The creek-model visitor

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. A visitor to a pretend creek exhibition asks, “How could water from the sea reach land as rain?” A model card lists: sea liquid → evaporation → invisible water vapour in air → condensation → cloud droplets → precipitation → land water. A second branch shows cloud precipitation to sea instead. The model has no amounts or travel times and is not a weather forecast. The visitor wants a short useful explanation, not a prediction about tomorrow. You may use a drawing, labels, speech, signing, dictation or typed words.

## Q1

**Prompt:** Make a short answer for this visitor using the three process names.

**Minimum meaningful evidence:** Accurately explains evaporation/condensation/precipitation in the stated sea-to-land relationship.

**Worked example:** Sea liquid can evaporate to vapour; condensation forms cloud droplets; precipitation can bring water to land.

**Next teaching:** Reteach the particular missing link with new cards before later D.

**Partial national link:** AC9S4U02

Actual response / support / next appointment: ______

## Q2

**Prompt:** What does the second branch change?

**Minimum meaningful evidence:** Identifies precipitation destination sea instead of land, without assuming all water must take one path.

**Worked example:** It shows precipitation to sea rather than land; both are possible model paths.

**Next teaching:** Use an unassessed two-destination cloud model.

**Partial national link:** AC9S4I04

Actual response / support / next appointment: ______

## Q3

**Prompt:** Who is your explanation for, and what question does it help answer?

**Minimum meaningful evidence:** Identifies the visitor and their sea-to-land rain question as the useful need.

**Worked example:** It helps the visitor understand how sea water can reach land as rain.

**Next teaching:** Choose a different visitor/question and match a relevant explanatory purpose.

**Partial national link:** AC9S4H02

Actual response / support / next appointment: ______

## Q4

**Prompt:** Give one useful limit for the visitor.

**Minimum meaningful evidence:** Communicates no forecast/amount/time limit relevant to that audience.

**Worked example:** This model does not tell you whether or when it will rain tomorrow.

**Next teaching:** Practise a short audience-specific limit on a different model.

**Partial national link:** AC9S4I06

Actual response / support / next appointment: ______

Use after Day 39. 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/D-first.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.