Sample A shows initial levels of causal reasoning between sources of energy and movement of water. The sun is shown as having an impact on water and the image suggests three main mechanisms for water movement: wind, air, and rain. The student also recognizes that geography, in terms of the mountains, oceans, and lakes, as well as the biosphere, in terms of trees, can influence the movement of water. This model looks “messy”, but actually reflects systems thinking with clear relationships between the hydrosphere, geosphere, atmosphere, and biosphere.

Samples B and C provide models of more conventional water cycles, but in two distinct ways. Sample B still portrays a clear system and walks through each part of the water cycle that is connected to academic vocabulary such as precipitation, evaporation, and condensation. This sample shows a causal pattern, although it is more “posterized” in showing a clear progression as compared to the more realistic representation in Sample A. 

Sample C also connects its model to the standard language of the water cycle, but it does not show the relationships that are found in Samples A and B and instead shows more disconnected representations while using academic vocabulary.