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This presentation examines how children (7-9 years) negotiate scientific and visual meaning when they co-draw a science explanation. Research has shown that the process of drawing is beneficial for students’ meaning-making (Ainsworth et al. 2011) and reasoning (Tytler et al. 2019) in science. Still, previous studies predominately focus on drawing as product - not as process. As Wilmes and Siry (2021), we assume that science learning unfolds in interaction. Moreover, we employ a socio-material perspective on learning and communication (Barad 2007). Acting within a qualitative interpretative paradigm, we analyse video data from six primary school classrooms. Children’s task was to draw a science explanation in pairs. Our analysis focuses on how children engage in the drawing process. First, we excluded the video sound, focusing on whether children participate with pencil, gestures and gaze in the drawing. Second, we added sound, to identify children's discussions about visual and scientific meaning. We informed children and parents about the project before we asked for their consent to participate. During classroom visits, we recurrently asked for children’s consent prior to recording an event.Our preliminary findings show two ways of enacting the task: (1) Both children draw or (2) One child is the main “drawer”, while the other (2a) occasionally breaks in with their pencil, (2b) engages in the process with gaze and gesture but does not draw, or (2c) is not involved in the drawing process. The findings raise questions about how teacher can scaffold children to make co-drawing exercises a joint venture.