This video- study explore d the types of gesture s used by students as they engage in learning activities of computational thinking and modeling in Biology. Participants w ere twenty- eight students (twenty female, eight male) randomly sampled from five different High School Biology classes. Students were given the educational task of modeling protein synthesis in NetLogo. The design was a concurrent mixed- methods study. The study was situated in a constructivist and embodied cognitive perspective. The objective of the study was to develop a taxonomy table of gestures versus elements of computational thinking. Results showed a significant difference in the distribution of gestures across five concepts of computational thinking. Students use d gestures adaptively in order to learn concepts of computational thinking. The findings indicate that students benefit from participating in a learning community where gesturing is seen as an important means of engaging with computing. The taxonomy is a first step towards link ing computational thinking concepts with gestures as a means of better understanding student’s engagement with computing.