Spatial scales are fundamental for understanding many scientific phenomena and processes. Understanding small and large scales is at the same time something that is perceived as very difficult by students, risking limiting the interest for science; the subjects are simply seen as difficult. The purpose of this project is therefore to gain more knowledge about how and what semiotic resources can facilitate the understanding of spatial scales and thereby enhance the meaning-making of scientific phenomena and processes. We see this as imperative to create interest in science, something that is important both for having scientifically literate citizens and generating more engineers and doctors in science. In this case study we will investigate this by using exercises tailored for understanding spatial scales through semiotic resources. We have video recorded interviews of experts in molecular biology. These interviews are analyzed with a focus on scale aspects, and will contribute to insights into how the meaning-making of small and large spatial scales can be described and how it is communicated within the discipline. The results show that there are limited numbers of strategies used by the participants. The results will contribute to advices and guidelines for working with spatial scales in science teaching.