Researchers have demonstrated a correlation between personal value, enjoyment and interest, and sustained engagement in science (Ainley and Ainley 2011). This article presents pedagogical strategies that use drama and discussion to explore students' everyday encounters with science by engaging the body and emotion. Drama-based discussions in science classrooms can be far-ranging as students express feelings and describe experiences in ways not common in science education. Teachers should be patient as the students express themselves, being very attentive to the students' comments, repeating and seeking amplifications and clarifications until students are satisfied that they have clearly communicated their ideas. This article outlines four teaching strategies, each of which is 30 minutes to 1 hour long. These strategies can be used as diagnostic tools to support the design of future learning opportunities that take into account students' current understandings.