In this chapter we will provide examples of a possible way of using a language based model in relation to Field, Tenor and Mode to analyse science teaching and learning in a classroom context with primary pupils. We want to examine how teachers and pupils coordinate a range of semiotic resources in their moment-to-moment interaction when they interact with an IR-camera. In the result we find that the visual graphical mode of the IR-camera image function, together with teacher’s statements, questions and gestures, structure the dialgoue in a step by step kind of scaffolding way for the pupils. The results of this study indicate that the IR-camera have the potential of beeing a true pedagogical resource for pupils meaning making of thermal phenomena.