Staff guide · The outdoor stage dish
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. In a pretend theatre courtyard, an open dish contains liquid water at one review. At a later review, less liquid water is shown. Nobody has supplied a spill record, an exact measured change or the amount that went along each possible path. Mika wants one possible explanation. A separate drawing shows lake liquid, vapour in air, cloud droplets and water falling from a cloud to ocean. The drawing is a possible water-cycle path, with no clock or forecast.
Q1
Prompt: What could some liquid water become? Name the change.
Minimum meaningful evidence: Identifies liquid-to-vapour evaporation.
Worked example: Some liquid water could become invisible water vapour through evaporation.
Next teaching: Use a new damp-towel state explanation if still unclear.
Partial national link: AC9S4U02
Actual response / support / next appointment: ______
Q2
Prompt: Is the vapour itself visible?
Minimum meaningful evidence: Distinguishes invisible water vapour from visible liquid drops.
Worked example: Water vapour is invisible; the drawn drops/cloud are not visible gas.
Next teaching: Revisit two labelled state cards with the usual response mode.
Partial national link: AC9S4U02
Actual response / support / next appointment: ______
Q3
Prompt: Name the change that forms the cloud droplets, and the process taking water from cloud to ocean.
Minimum meaningful evidence: Identifies condensation and precipitation for the two stated jobs.
Worked example: Condensation forms the droplets; precipitation takes water from cloud to ocean.
Next teaching: Use new air/cloud/sea cards with each arrow named.
Partial national link: AC9S4U02
Actual response / support / next appointment: ______
Q4
Prompt: What can't this dish story tell us?
Minimum meaningful evidence: Names a relevant unmeasured amount, other loss cause or timing gap.
Worked example: It does not tell us exactly how much evaporated or spilled, or the time a real drop would travel this model path.
Next teaching: Plan the smallest further clue/measurement opportunity, without inventing an actual result.
Partial national link: AC9S4I01
Actual response / support / next appointment: ______
Use on Day 40 or later, after relevant teaching and exposure review. 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.
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.