# Day 34 · Give the arrow a job

**Start:** “Make a trail from sky to land or ocean.”

**Purpose:** Identify precipitation and connect the three key processes through sky, landscape and ocean without a fixed-clock claim.

## 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: recall evaporation and condensation in either order of explanation; a water cycle has no required starting point.

2. Model: ocean liquid → evaporation → vapour in air → condensation → cloud droplets → precipitation → land water. Snow/ice forms are acknowledged; our selected simple trail uses liquid drops. Add a separate precipitation arrow to ocean.

3. Try: children construct one valid three-process trail starting from a named store. Label each arrow. A cloud is not a bag that must burst on a schedule.

4. Compare: contrast rain from a cloud with drops on a cup and a water delivery pipe. Only the first example is precipitation. Offer another path from land runoff to a river/ocean without implying every drop goes straight there.

5. Make: explain the trail to a chosen imaginary visitor using a drawing, cards, small performance seated if desired, dictated labels or the interactive model.

6. Exit: name the three processes and show what one changes or moves. Allow one-at-a-time answers.

## Three ways in

### Branching trail

Arrange a written/card model and add both cloud→land and cloud→ocean precipitation paths; a helper moves the selected cards.

**Worked ordinary reasoning:** Precipitation can fall to land or ocean. The drawing does not say exactly when it will rain.

### Water messenger

Give a three-line explanation to an imaginary traveller; speak, sign, type or dictate. No class performance is required.

**Worked ordinary reasoning:** Liquid water evaporates to vapour; condensation forms droplets; precipitation takes water from clouds to the surface.

### Model explorer

Use the model's named links and text result, then change the rain destination and describe the difference. Paper choices reproduce the same task.

**Worked ordinary reasoning:** Both trails include the key processes. Changing this model path is not forecasting my town's weather.

## Look and choose the next teaching

Three key process names, accurate arrow jobs and a possible sky/land/ocean relationship.

Reteach the specific missing process with fresh small cards; do not repeat the complete assessed story.

## Today's complete resources

[A04 · whole labelled picture](../aids/A04.svg) · [A04 · complete picture words](../aids/A04-alternative.html)

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

[C07](../contexts/C07.html)

[C08](../contexts/C08.html)

[H04](../home/H04.html)

[X04](../projects/X04.html)

[Short child start](../child/day-34.html) · [Written read-aloud](../narration/day-34.html) · [Water Trail and paper](../interactive/index.html)

Partial opportunities: AC9S4U02, AC9S4I04, AC9S4I06 · [Full mapping and limits](../teacher/CURRICULUM.html)

<details>
<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.

</details>