In this project, teachers use mini-speeches, or monologues, as if told by famous scientists from the past, as a springboard to motivate children to think about these scientists as everyday people. The introductory speech describes or introduces the kinds of behaviours, skills, and knowledge the scientists possessed. Talking about the way they lived, how they developed their ideas, made their discoveries or invented new things helps children to appreciate how to work and think scientifically. The dramatic strategies in a previous project (McGregor and Precious, 2012) were further developed and applied to the more complex science concepts covered in key stage 2 of the National Curriculum in England Mini historical play--providing a narrative of a scientist's life that is appropriate for young children to act out. On the table--examining objects (often unusual) that the scientist might find, use or create. Spontaneous role-play--spontaneous working "in role" to explore views and ideas that may differ. Hot seating--where teachers or children are placed "in role" as experts to answer questions from their peers. Miming movement--this approach adopts the use of whole body movements or actions to mime scientific ideas. Freeze frame--a freeze-frame or group tableau can represent the different skills the scientist applied. Modelling--modelling is a way of physically (re)creating a concept or phenomenon the scientist discovered. Mind movies--using audio and/or visual stimuli to imagine different places/times to set the scene for the monologue. (ages 7-11), resulting in more exciting and deeper learning experiences. To help teachers understand how to develop the drama approaches with their classes, professional development activities were designed to place them, as learners, in the usual situation of the children. The project ran as a series of workshops, each focusing on several scientists with interests across the different areas of science and at differing points in history. There was an expectation that the teachers would trial various monologues (or mini-speeches) and activities. Each session included reflective discussion to share how well the activities worked, the influence on the children's learning and the impact on teachers' own practice. An example of how one such scientist's story was used is provided in this article.