# Day 33 · Drops on the outside

**Start:** “Where could these outside drops come from?”

**Purpose:** Explain condensation as vapour becoming liquid droplets and use a comparison clue carefully.

## 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: use the invisible vapour card; gas in air is water even when no drops are visible.

2. Model: supplied source shows two dry sealed containers at the start, one cool and one room-temperature. Later tiny outside drops are shown on the cool one. Condensation is a supported explanation; this is not a leak test proving every wet container has the same cause.

3. Try: sort labels “vapour in surrounding air”, “cool outside surface”, “liquid drops”. Optional adult-prepared safe sealed cool container observation uses a towel, no touching requirement and actual before/after records.

4. Compare: ask why a dry starting outside, sealed top and comparison container help. If conditions are not matched or a spill occurs, record that limitation. We do not force a visible result.

5. Make: label the direction vapour → condensation → liquid drops. Explain that these outside drops are not precipitation from a cloud.

6. Exit: “Condensation changes __ into __. The supplied clue is __.” Retain source access.

## Three ways in

### Outside-drop diagram

Label the given sealed-cup comparison without touching water; use the written source table when the picture is hard to see.

**Worked ordinary reasoning:** Vapour in air changes into drops on the cool outside surface; condensation is supported by the supplied dry-start comparison.

### Watch and record

Observe the teacher-prepared containers and dictate a before/after observation; describe whether drops actually appeared, including no visible change.

**Worked ordinary reasoning:** I saw __ on the outside at __; if nothing appeared I record that rather than copying the model result.

### Direction puzzle

Choose which of two arrows fits “outside droplets formed”: liquid→gas or gas→liquid, then give the scientific name.

**Worked ordinary reasoning:** Gas→liquid; condensation. This source does not measure how many drops formed.

## Look and choose the next teaching

Correct state direction, relevant supplied/actual clue and no rain/leak overclaim.

For a reversed arrow, compare this direction to Day 32 and use new bottle/window examples.

## Today's complete resources

[A03 · whole labelled picture](../aids/A03.svg) · [A03 · complete picture words](../aids/A03-alternative.html)

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

[C05](../contexts/C05.html)

[C06](../contexts/C06.html)

[H03](../home/H03.html)

[X03](../projects/X03.html)

[Short child start](../child/day-33.html) · [Written read-aloud](../narration/day-33.html) · [Water Trail and paper](../interactive/index.html)

Partial opportunities: AC9S4U02, AC9S4I01, AC9S4I02, AC9S4H01 · [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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