Across the samples, students show an understanding that water exists in multiple forms and can change forms or move from one place to another place. For example, Sample A added a note to their initial model that suggests they have seen culturally and technologically how different parts of the world that receive less rain can still water segments of their environment. Other students recognize the importance of processes and indicate their understanding at least at a basic level, of the cyclic nature of the water cycle. Sample B shows an increased understanding of evaporation and the transportation of water vapor via clouds to new locations where the water vapor can condense and rain. Sample C also recognizes the importance of the water cycle and how clouds, evaporation and run-off are part of the mechanism for water movement. Sample D shows waters in different forms and in different locations and shows how water moves by gravity or evaporation. However, students do not make explicit connections, yet, between the forms of water and the mechanism that could result in floods in one location and droughts in another.