This presentation provides the findings of a formative intervention study where primary students were introduced to everyday and scientific aspects of water integrated with teacher supported disciplinary drawing activities. Six months after the intervention, video-recorded stimulated recall interviews were conducted with six student pairs. The analysis of students’ reasonings employed the semantic dimension of Legitimation Code Theory (LCT) to identify shifts between everyday and disciplinary discourse in relation to their own drawings and other recall material. Three distinct semantic profiles emerged from the analysis of student pairs’ reasoning patterns: 1)The adult-generated upshift escalator, where drawings facilitated temporary upshifts to a scientific discourse, 2)The adult-supported semantic wave, where both drawings and researchers’ questions supported an oscillation between everyday and scientific discourse, and 3) The student-generated semantic wave, where the students combined drawings and other recall material to support an oscillations between everyday and scientific discourse, gradually enhancing their understanding of the links between everyday (macro) and scientific (sub-microscopic) aspects of water. The implications of introducing disciplinary drawing in the primary classroom to support students’ knowledge-building in chemistry class will be discussed, along with the use of LCT as a tool to visualise these findings.