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Staff guide · The roof-garden puddleYear 4 Science · T1 W7–8 · Staff · Staff / A first

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 roof garden, a shallow puddle is drawn as liquid water at the first review. Later the same marked patch has less visible liquid water. The story does not record a measured amount, a drain check or how much water soaked into the surface. Tali wants a possible explanation. A separate small water-cycle sketch shows ocean liquid, water vapour in air, cloud droplets and water falling from the cloud to land. Its arrows have no times attached.

Q1

Prompt: What could some liquid water become? Name the change.

Minimum meaningful evidence: Identifies liquid water becoming water vapour and names evaporation.

Worked example: Some liquid water could become invisible water vapour through evaporation.

Next teaching: If the state direction is unclear, use new liquid/vapour cards and an unassessed damp-paper caption.

Partial national link: AC9S4U02

Actual response / support / next appointment: ______

Q2

Prompt: Can we see water vapour itself?

Minimum meaningful evidence: Distinguishes invisible gas from visible liquid droplets.

Worked example: Water vapour is invisible. A drawn cloud/droplet is not the gas itself.

Next teaching: Contrast labelled empty-air space with a drawn tiny liquid drop, without requiring a drawing.

Partial national link: AC9S4U02

Actual response / support / next appointment: ______

Q3

Prompt: Which change forms the sketch's cloud droplets? Which process takes water from the cloud to land?

Minimum meaningful evidence: Identifies condensation for vapour-to-droplets and precipitation for cloud-to-land falling water.

Worked example: Condensation forms the shown droplets; precipitation takes water from the cloud to land.

Next teaching: Revisit the two named link directions with a different sky/sea sketch.

Partial national link: AC9S4U02

Actual response / support / next appointment: ______

Q4

Prompt: What can't this puddle story tell us? Choose one gap.

Minimum meaningful evidence: Identifies a relevant unsupported amount/cause/timing rather than asserting certainty.

Worked example: It does not tell us exactly how much evaporated or soaked/drained, or when the model path happens.

Next teaching: Separate one supplied visible clue from a possible explanation and one missing measurement.

Partial national link: AC9S4I01

Actual response / support / next appointment: ______

Use after Day 34. 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.

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Modified from Year 4 Science alignment, standard elaborations and Years 3–4 techniques and conditions, © State of Queensland (QCAA) 2023, covered CC 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.