# Staff guide · The roof-garden puddle

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.

[Own page](../responses/A-first.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.