# Staff guide · The mountain-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. At a pretend mountain exhibition, a visitor asks, “How could lake water reach the sea as rain?” The model card lists lake liquid → evaporation → invisible water vapour in air → condensation → cloud droplets → precipitation → ocean water. A second branch shows precipitation to land. No amount, travel time or weather forecast is supplied. The visitor needs a short explanation of the possible process, not a promised rain date. Choose a written, drawn, signed, spoken, dictated or typed response.

## Q1

**Prompt:** Answer this visitor using the three process names.

**Minimum meaningful evidence:** Accurately explains evaporation/condensation/precipitation in the stated lake-to-ocean relation.

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

**Next teaching:** Reteach one missing link using a new route.

**Partial national link:** AC9S4U02

Actual response / support / next appointment: ______

## Q2

**Prompt:** What changes in the second branch?

**Minimum meaningful evidence:** Identifies land instead of ocean precipitation destination and possible multiple paths.

**Worked example:** Water falls to land in that branch, not ocean; the model can show more than one possible path.

**Next teaching:** Use a new two-destination example.

**Partial national link:** AC9S4I04

Actual response / support / next appointment: ______

## Q3

**Prompt:** Who are you helping, and with what question?

**Minimum meaningful evidence:** Identifies the visitor and their lake-to-sea rain question.

**Worked example:** I am helping the visitor understand how lake water could reach the sea as rain.

**Next teaching:** Match a new explanatory message to its intended question/audience.

**Partial national link:** AC9S4H02

Actual response / support / next appointment: ______

## Q4

**Prompt:** Give one useful limit.

**Minimum meaningful evidence:** Communicates no prediction/amount/travel-time limit relevant to the visitor.

**Worked example:** The model does not promise when rain happens or how much water travels that route.

**Next teaching:** Practise a short useful limit and keep unobserved inquiry conduct open.

**Partial national link:** AC9S4I06

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/D-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.