Here you'll find some tips to help you get the most out of this web site. Have fun!

General Tips

0. Try to ask children open-ended questions. These kind of questions help children talk about nature. For example, a useful open-ended question could be, "How would you describe this shell?"

1. There are many "correct" answers. When asking open-ended questions, remember that there is no one "correct" answer. There are many "right" answers. The goal is to have children and adults have a thoughtful discussion.

2. Praise thoughtful answers. If you ask a close-ended question (such as "What animal lives in that shell?" or "What color is that bird?"), any thoughtful answer could be praised. Even if the child's answer is inaccurate, you could say something like, "That was a great idea. You know, that is how scientists learn, by thinking and trying out different ideas."

3. Start from what the child knows already. When trying to get a thoughtful discussion going, start with what the child already knows about a topic. Use that information as a springboard for further exploration. Through discussion and exploration, children can expand and revise their knowledge about nature.

4. Explore together. If the topic is new to you as an adult helper, share this information with the child. You can make guesses and explore together. All science starts off with questions, not answers.

5. Science IS exploration and discovery. When you let children try out different theories, you help introduce them to the scientific method and start building research skills.

6. Explore a science book together. If a child is interested in a particular topic, you might want to follow up the activity reading a science book together and writing down what you have learned about the topic.

Examples of Open Ended Questions
About Animal Tracks

When you compare and contrast different tracks, you might want to begin by asking questions such as:

• How would you describe the shape of the track?
• How many toe marks does each track have?
• Do you see any claw marks in any of the tracks?
• Do you think this animal was large or small?
• How is the front track different from the back track?

In discussing what animal might have made each track, you might begin with asking the child:

• What shape is this track?
• What kind of paw do you think made this track?
• What do you think the paw that made this track looks like?
• What are some animals that you think have this kind of paw?

After the child sees what animal made each track, you might ask them to tell you what they know about that animal.

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