# Day 31 · Find a water place

**Start:** “Pick a water place. What tells you water is there?”

**Purpose:** Name a store/source of water and distinguish a place from a process.

## Prepare

Read today's complete model and two contexts before the session. Paper, a pencil and the full written picture words are sufficient. Optional actual water work follows [ordinary preparation](../teacher/PREPARATION.html); the teacher chooses suitable familiar materials/instruments. Use today's three routes without assigning a fixed learning-style label.

## Run the session

1. Reconnect: offer a drawn pond, cloud, ocean and tap. Ask for one choice; accept pointing or the usual communication aid.

2. Model: name liquid water in a pond, ocean water and tiny water droplets in a cloud. A tap is a delivery point; it does not name the original source. Introduce “water place” before the adult term store.

3. Try: children sort six cards: river, ocean, lake, cloud droplets, water vapour in air, water flowing from a tap. Choose two places and add a supplied or actually seen clue. Do not infer that every cloud contains only liquid.

4. Compare: show “ocean” beside “evaporation”. One names a place, the other a change. Ask what is missing from “the tap is where all water begins”. Model “I would need the supply source”.

5. Make: draw/point to two places connected by an unlabelled arrow. Say the arrow still needs a job; save this draft for Day 34.

6. Exit: “One water place is __. My clue is __.” Record source-card use versus an actual observation separately.

## Three ways in

### Water-place detective

Use six written/pictured place cards on a desk; select two and match each to a supplied clue. A helper can read every card.

**Worked ordinary reasoning:** River: flowing liquid water is shown. Cloud: tiny droplets are shown; it is not invisible vapour.

### Map-maker

Draw a made-up landscape with sea, pond and cloud; label two water places. No real location, drawing skill or map symbols are presumed.

**Worked ordinary reasoning:** The pond and ocean are liquid-water places in this model.

### Small spoken trail

Choose from spoken river/ocean/air options; dictate or point to two labels and one clue while a helper records the intended explanation.

**Worked ordinary reasoning:** Water can be in the ocean and as invisible vapour in air; this is supplied information.

## Look and choose the next teaching

A named place plus a relevant clue, with tap delivery separated from an original natural source.

If the child calls a change a place, rehearse ocean / evaporation with different named cards before Day 32.

## Today's complete resources

[A01 · whole labelled picture](../aids/A01.svg) · [A01 · complete picture words](../aids/A01-alternative.html)

[A05 · whole labelled picture](../aids/A05.svg) · [A05 · complete picture words](../aids/A05-alternative.html)

[C01](../contexts/C01.html)

[C02](../contexts/C02.html)

[H01](../home/H01.html)

[X01](../projects/X01.html)

[Short child start](../child/day-31.html) · [Written read-aloud](../narration/day-31.html) · [Water Trail and paper](../interactive/index.html)

Partial opportunities: AC9S4U02, AC9S4I01 · [Full mapping and limits](../teacher/CURRICULUM.html)

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<summary>Grown-up help</summary>

Allow source access and neutral reading/support. Keep supplied story, child response, helper actions and actual observation distinct. Use component-specific criteria after the response, not a model answer before it. Suggested six-move timing 4/7/12/8/6/3 minutes may be split; there is no performance timer.

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.

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