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Staff guide · The mountain-model visitorYear 4 Science · T1 W7–8 · Staff · Staff / D later

Use only after the own attempt. These local criteria are examples of evidence, not an official grade or a unique required phrasing.

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Made-up story. At a pretend mountain exhibition, a visitor asks, “How could lake water reach the sea as rain?” The model card lists lake liquid → evaporation → invisible water vapour in air → condensation → cloud droplets → precipitation → ocean water. A second branch shows precipitation to land. No amount, travel time or weather forecast is supplied. The visitor needs a short explanation of the possible process, not a promised rain date. Choose a written, drawn, signed, spoken, dictated or typed response.

Q1

Prompt: Answer this visitor using the three process names.

Minimum meaningful evidence: Accurately explains evaporation/condensation/precipitation in the stated lake-to-ocean relation.

Worked example: Lake liquid can evaporate to vapour; condensation forms cloud droplets; precipitation can bring water to ocean.

Next teaching: Reteach one missing link using a new route.

Partial national link: AC9S4U02

Actual response / support / next appointment: ______

Q2

Prompt: What changes in the second branch?

Minimum meaningful evidence: Identifies land instead of ocean precipitation destination and possible multiple paths.

Worked example: Water falls to land in that branch, not ocean; the model can show more than one possible path.

Next teaching: Use a new two-destination example.

Partial national link: AC9S4I04

Actual response / support / next appointment: ______

Q3

Prompt: Who are you helping, and with what question?

Minimum meaningful evidence: Identifies the visitor and their lake-to-sea rain question.

Worked example: I am helping the visitor understand how lake water could reach the sea as rain.

Next teaching: Match a new explanatory message to its intended question/audience.

Partial national link: AC9S4H02

Actual response / support / next appointment: ______

Q4

Prompt: Give one useful limit.

Minimum meaningful evidence: Communicates no prediction/amount/travel-time limit relevant to the visitor.

Worked example: The model does not promise when rain happens or how much water travels that route.

Next teaching: Practise a short useful limit and keep unobserved inquiry conduct open.

Partial national link: AC9S4I06

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.

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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.