Students tried their best to make sense of the lake’s disappearance, having much more information at their disposal than they did at the beginning of the unit. The models reflect newly acquired knowledge through pictures, labels, and sentences written to explain their pictures. They show students thinking about water moving from high places to low places (Sample A), and perhaps the most obvious difference between the original models and the revised ones, was how much more they showed water being absorbed by dirt and sand (Samples A, C, and D). Several of the students see an interaction between natural causes, particularly drought and dry soil absorbing water (Samples A, C, and D) and anthropomorphic ones such as people drinking the water or filling in the lake with man-made materials, like cement (Samples B & C). Evaporation still played a role in some models (Sample D), but not as prevalent as the initial models.