This study investigates how thermal cameras can be used in meaning-making around thermal phenomena. Predict-observe-explain (POE) tasks were conducted with Grade 7 and 8 learners in two township schools. Results showed that learners coordinated multiple semiotic resources including dynamic thermal images, spoken language and touch in reasoning about heat and temperature. Although results support the literature in that inquiry-based approaches are challenging to implement in this context, the Grade 8 learners indicated that true dialogue was possible to achieve by demonstrating different lines of collaborative inquiry.