Helpin

You

Lear
U.S. Department of Education

Margaret Spellings

Secretary 

First published in September 1992. 

Revised in 2004 and 2005.

This booklet is in the public domain.

Authorization to reproduce it in whole or 

in part for educational purposes is granted. 

While permission to reprint this publication 

is not necessary, the citation should be: 

U.S. Department of Education, Office of

Communications and Outreach,

Helping Your Child Learn Science,

Washington, D.C., 2005. 

 

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and examples for the reader’s convenience. Listing

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business listed herein.

Helping

Your Child

Learn Science

with activities for children in preschool through grade 5

U.S. Department of Education

 Office of Communications and Outreach
Helping Your Child Learn Science Helping Your Child Learn Science

Foreword Contents

Why is the sky blue?

Why do things fall to the ground?

How do seeds grow?

What makes the sound and music?

Where do mountains come from?

Young children ask their parents hundreds of questions like these. In search of answers, we use science

to both enlighten and delight. Being “scientific” involves being curious, observing, asking how things

happen and learning how to find the answers. Curiosity is natural to children, but they need help

understanding how to make sense of what they see and to relate their observations to their existing

ideas and understandings. This is why parental involvement is so important in children’s science

education. When we encourage children to ask questions, make predictions, offer explanations and

explore in a safe environment, we lend them the kind of support that they need to become successful

science students and scientific thinkers.

As a parent, you don’t have to be a scientist or have a college degree to help your child learn science.

What’s far more important than being able to give a technical explanation of how a telescope works is

your willingness to nurture your child’s natural curiosity by taking the time to observe and learn together.

Science “happens” all around us every day, and you have endless opportunities to invite your child

into the wonders of science. Without expensive chemistry sets, equipment or kits, a child can be

introduced easily to the natural world and encouraged to observe what goes on in that world. When

you least expect it, a moment for learning will occur: A bit of ice cream drops on the sidewalk and ants

appear; some cups float and some sink when you’re washing dishes; static electricity makes your hair

stand on end when you put on a sweater. 

Through the No Child Left Behind Act of 2001, President George W. Bush has made clear his commitment to

the goals of raising standards of achievement for all children and of providing all children with highly

qualified teachers and with instruction that is based on scientific research. Helping Your Child Learn Science

is part of the president’s efforts to provide parents with the latest research and practical information

designed to support children’s learning at home, at school and in the community. It reflects the

importance of inquiry processes and content in science achievement as described in the National Science

Education Standards, released in 1996 by the National Research Council of the National Academy 

of Sciences.

This booklet includes a range of activities for families with children from preschool age through grade 5.

The activities use materials found in your home and make learning experiences out of everyday routines.

The activities are designed for you to have fun with your child while developing and reinforcing science

skills. We hope you and your child will enjoy the activities suggested in this booklet and develop many

more of your own.

ii iii

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

The Basics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Developing Your Child’s Scientific Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Science in the Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

A Science Walk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Breaking the Tension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Bubbles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Bugs! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Float or Sink? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Slime Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Celery Stalks at Midnight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Icky Sticky Stuff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Splish Splash . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Hair-Raising Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Crystals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Let ‘Em Make Cake! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Science in the Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Zoos . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Museums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39

Planetariums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Aquariums . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Farms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Science at Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 1

Community Science Groups and Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Other Community Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Working With Teachers and Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Federal Sources of Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Publications for Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47

Books for Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49

Magazines for Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Science Toys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62

Science on TV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62

Science on the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63

Web Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64

Science Camps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Helping Your Child Learn Science

As a parent, you are preparing your child for a world vastly different from

the one in which you grew up. Our increasingly technological society will

need citizens who have received far more advanced instruction in science

and technology than most of us received when we were in school. Even

children who don’t want to become physicists, chemists, engineers or

computer technicians will need some knowledge of science and technology

just to conduct their everyday lives. Every citizen needs to be scientifically

literate in order to make informed decisions about health, safety and

citizenship. Our children need our help and guidance to prepare for the

world that awaits them. 

Scientific knowledge is cumulative: To learn new things, you must build

on what you already know. So, it’s important that your child start learning

early—and at home. A good way for you to begin the learning process is

by sharing your own interest in science. How you view and talk about

science can influence your child’s attitudes toward science—and how she1

approaches learning science. It’s easy to undermine a child’s interest and

attitudes by saying things such as, “I was lousy in science, and I’ve done

OK,” or “I always hated science when I was in school. It’s boring.” Although

you can’t make your child like science, you can encourage her to do so,

and you can help her to appreciate its value both in her everyday life and

in preparing for her future. 

In everyday interactions with your child, you can do many things—and do

them without lecturing or applying pressure—to help her learn science.

Here are a few ideas: 

★ See how long it takes for a dandelion or a rose to burst into full bloom.

★ Watch the moon as it appears to change shape over the course of a

month and record the changes.

★ Look for constellations in the night sky.

★ Bake a cake.

1

Introduction

iv Helping Your Child Learn Science

Quality education is a cornerstone of America’s 

future and my administration, and the knowledge-based

workplace of the 21st century requires that our students

excel at the highest levels in math and science.

—President George W. Bush

1. Please note: In this booklet, we refer to a child as “she” in some places and “he” in others. We do this to make the booklet easier to read.

Please understand, however, that every point that we make is the same for boys and girls.
★ Solve the problem of a drooping plant. 

★ Figure out how the spin cycle of the washing

machine gets the water out of the clothes. 

★ Take apart an old clock or mechanical toy—you

don’t need to put it back together!

★ Watch icicles melt.

★ Observe pigeons, squirrels, butterflies, ants or

spider webs. 

★ Go for a walk and talk about how the dogs (or birds or cats) that you

see are alike and different.

★ Discover what materials the buildings in your community are made

of. Wood? Concrete? Adobe? Brick? Granite? Sandstone? Steel?

Glass? Talk about the reasons for using these materials.

Learning to observe carefully is an important step leading to scientific

explanations. Experiencing the world with your child and exchanging

information with him about what you see are important, too. 

Finally, encourage your child to ask questions. If you can’t answer all of her

questions, that’s all right— no one has all the answers, not even scientists.

For example, point out that there’s no known cure for a cold, but that we

do know how diseases are passed from person to person—through germs.

Some of the best answers you can give are, “What do you think?” and “Let’s

find out together.” Together, you and your child can propose possible

answers, test them out and check them by using reference books, the

Internet, or by asking someone who is likely to know the correct answers.

2 Helping Your Child Learn Science Helping Your Child Learn Science

How to Use This Booklet

This booklet makes available to you information that you can use to help

your child to learn science. It includes: 

★ Some basic information about science; 

★ Activities for you and your child to do, both in the home and the

community; 

★ Practical suggestions for how to work with teachers and schools to

help your child succeed in science; and

★ A list of science-related resources, including federal sources of

information, publications for parents, science-related children’s

magazines and books, and information about science camps.

3
The Basics

Helping Your Child Learn Science

Even older children can come up with unique “scientific” explanations, as

in the following examples provided by middle-school students:

“Fossils are bones that animals are through wearing.” 

“Some people can tell what time it is by looking at the sun, but I’ve never been able

to make out the numbers.” 

“Gravity is stronger on the earth than on the moon because here on earth we have

a bigger mess.” 

“A blizzard is when it snows sideways.” 

Asking Questions

As mentioned earlier, it’s important to encourage your child to ask

questions. It’s also important to ask your child questions that will get him

talking about his ideas and to listen carefully to his answers. Keep in mind

that children’s experiences help them form their ideas—ideas that may, or

may not, match current scientific interpretations. Help your child to look

at things in new ways. For instance, in regard to the blizzard, you could

ask, “Have you ever seen it snow sideways?” or “What do you think

causes it to snow sideways sometimes?”

Such conversation can be an important form of inquiry or learning.

Encourage your child by letting him know that it’s OK to make mistakes

or admit he doesn’t know something. Rather than saying, “No, that’s

wrong,” when he gives an incorrect explanation, give him accurate

information or help him to find it. Going back to the blizzard, you could

ask your child, “How could you check your definition?” “How does the

dictionary’s definition of “blizzard” fit with what you said about snow

moving sideways?”

5

What Is Science?

Science is not just a collection of facts. Of course, facts are an important

part of science: Water freezes at 32 degrees Fahrenheit (or 0 degrees

Celsius), and the earth moves around the sun. But science is much, much

more. Science involves:

★ Observing what’s happening;

★ Classifying or organizing information;

★ Predicting what will happen; 

★ Testing predictions under controlled

conditions to see if they are correct; and 

★ Drawing conclusions. 

Science involves trial and error—trying, failing

and trying again. Science doesn’t provide all the answers. It requires us to

be skeptical so that our scientific “conclusions” can be modified or

changed altogether as we make new discoveries. 

Children Have Their Own “Scientific Concepts”

Very young children can come up with many interesting explanations to

make sense of the world around them. When asked about the shape of

the earth, for example, some will explain that the earth has to be flat

because, if it were round like a ball, people and things would fall off it.

Presented with a globe and told that this is the true shape of the earth,

these children may adapt their explanation by saying that the earth is

hollow and that people live on flat ground inside it.

4 Helping Your Child Learn Science
Helping Your Child Learn Science

Fortunately, children whose interests vary greatly can find plenty of

science activities that are fun. If your son loves to cook, let him observe

how tea changes color when lemon is added or how vinegar curdles milk. 

Knowing your child is the best way to find suitable activities for him. Here

are some tips: 

★ Encourage activities that are neither

too hard nor too easy for your child.

If in doubt, err on the easy side,

because something too difficult may

give him the idea that science itself

is too hard. Adults often assume

that children need spectacular

demonstrations to learn science, but

this isn’t true.

★ Consider your child’s personality and social habits. Some projects are

best done alone, others in a group; some require help, others require

little or no adult supervision. Solitary activities may bore some

children, while group projects may not appeal to others. 

★ Select activities that are appropriate for where you live. Clearly, a

brightly lighted city isn’t the best place for stargazing. 

★ Allow your child to help select the activities. If you don’t know

whether she would rather collect shells or plant daffodils, ask her.

When she picks something she wants to do, she’ll learn more and

have a better time doing it. 

7

Knowing that you are willing to listen will help your child to gain

confidence in his own thinking and encourage his interest in science. And

listening to what he says will help him to figure out what he knows and

how he knows it.

Hands-On Works Well

Investigating and experimenting are great ways for children

to learn science and increase their understanding of

scientific ideas. Hands-on science can also help children

think critically and gain confidence in their own

ability to solve problems. Young children especially

are engaged by things they can touch, manipulate

and change; and by situations that allow them to figure

out what happens—in short, events and puzzles that they

can investigate, which is at the very heart of scientific

study. While hands-on science works well, it can also be messy and timeconsuming. So, before you get started, see what is involved in an

activity—including how long it will take. 

Less Is More

It’s tempting to try to teach children just a little about many different

subjects. Although children can’t possibly learn everything about science,

they do need and will want to learn many facts. The best way to help

them learn to think scientifically is to introduce them to just a few topics

in depth. 

Finding the Right Activity for Your Child 

Different children have different interests and will respond differently to

science activities. A sand and rock collection that was a big hit with an 

8-year-old daughter may not be a big hit with a 6-year-old son. 

6 Helping Your Child Learn Science
Developing Your Child’s Scientific Understanding 

Helping Your Child Learn Science

2. Evidence, Models and Explanations

Scientists test the explanations they come up with, and the results of their

tests are evidence on which to base their explanations. Sometimes they

call their explanations “theories” or “models” or “hypotheses”. Children

can test their theories about the world too: Is it the baking soda that

makes my pancakes thick? Can I make thicker pancakes with more soda?

3. Change, Constancy and Measurement

The natural world changes continually. Some objects

change rapidly and some at a rate too slow for us to

observe. You can encourage your child to look for

changes by asking him to observe and talk about: 

★ What happens to breakfast cereal when we

pour milk on it? 

★ What happens over time when a 

plant isn’t watered or exposed to 

proper sunlight? 

★ What changes can be reversed? Once water is turned into ice cubes,

can it be turned back into water? Yes. But if an apple is cut into

slices, can the slices be changed back into the whole apple? 

Children can observe change more carefully through measurement. Keeping

a growth chart or making a graph of the temperature each day will give

your child practice looking for differences and measuring them—and help

him to understand how he’ll need to use math skills in learning science.

4. Evolution and Equilibrium

It’s hard for children to understand evolution (how things change over

time) and equilibrium (how things attain a steady and balanced state of

being). During these early years, you can, however, talk about how things

9

Unifying Concepts and Processes

Children can be introduced gradually to basic scientific concepts that will

provide a framework for understanding and connecting many scientific

facts and observations. In this booklet, we will focus on five concepts and

processes taken from the National Science Education Standards, released in

1996 by the National Resource Council of the National Academy of

Sciences.2 You can easily introduce your child to the following five concepts

through the activities in this booklet and many other simple science-related

activities that you and your child can do at home or in the community.

1. Systems, Order and Organization

The natural world is so large and complicated that scientists

break it down into smaller parts in order to study it in

depth. These smaller units are called systems. Scientists

look for patterns through which they can classify—or

organize—things into systems. For instance, animals

that have fur or hair are classified as mammals.

When you encourage your child to gather and

organize objects according to their size or color—for

example, leaves or insects—you are helping prepare

her to think in terms of systems. Furthermore, scientists

believe that nature is understandable and predictable—that there is an

order to it. For instance, low barometric pressure is often followed by

storms. Challenging your child to make reasonable predictions such as this

will further prepare her to look at the world in a scientific way.

8 Helping Your Child Learn Science

2. The standards outline what students need to know, understand and be able to do in order to be scientifically literate at

different grade levels. For more information, visit this Web site: www.nap.edu/readingroom/books/nses/html/.
Activities

Helping Your Child Learn Science

Children learn by doing, by trying new ideas and challenging old ones.

This doesn’t just happen in school. You can help your child learn by

providing him with safe, interesting learning experiences in a 

supportive atmosphere.

The activities that follow are designed for you to use with your child at

home and in the community. The activities are intended to show your

child that science plays a part in many everyday activities and that it is

used in many places and environments. They also show that learning

science doesn’t require expensive equipment and complicated experiments.

For each activity, you’ll see a grade span—from preschool through 

grade 5—that suggests when children should be ready to try it. Of course,

children don’t always learn—or become interested in—the same things at

the same time. And they don’t suddenly stop enjoying one thing and start

enjoying another just because they are a little older. You’re the best judge

of which activity your child is ready to try. For example, you may find

that an activity listed for children in grades 1 or 2 works well with your

preschooler. On the other hand, you might discover that the same activity

may not interest your child until he is in grade 3 or 4. Feel free to make

changes in an activity—shorten or lengthen it—to suit your child’s

interests and attention span.

Safety First

Read through each activity before you try it with your

child. In particular, look for this sign: <!> It highlights

any activity that requires adult supervision, such as those

that involve heat, chemicals or sharp instruments.

11

change over time and point them out to your child. For instance, show

your child a series of photos of himself from birth to the present and talk

about the many ways he’s changed. And, you can talk about balance and

the work it often takes to achieve it: Learning to ride a bicycle or walk

with a book on his head are good examples. 

5. Form and Function

One of the simplest themes in science is all around: The

shape of a natural thing is almost always related to its

function. Begin with man-made objects. Can your child

guess the use of a thimble, a corkscrew, a phonograph

record? When you are looking at animals, ask him questions

such as: “What might those plates do on the stegosauros’s

back?” “What sort of habitat would a web-footed platypus

like?” His best guess will almost always be correct.

Scientific Integrity

Science fiction writer Isaac Asimov describes science as a “way of

thinking.”3 It is a way to look at the world that involves special principles

of conduct, and the early years of elementary school are a good time to

start teaching children scientific ethics. We should help them understand

how important it is to:

★ Observe carefully;

★ Record accurately;

★ Try to look for patterns in an objective, unbiased way;

★ Share their observations (or results) honestly and in a way that

allows others to test what they’ve said;

★ Realize that they might make mistakes;

★ Respect curiosity; and

★ Stay open to criticism and change.

10 Helping Your Child Learn Science

3. Asimov, 5
Helping Your Child Learn Science

If your child cannot write yet, she can tell you what to write for her or

draw pictures of what she sees. In addition, you may want to use a simple

camera to help record observations. 

As a parent, you can help your child want to learn in a way no one else

can. That desire to learn is a key to your child’s success. And, of course,

enjoyment is an important motivator for learning. As you choose activities

to use with your child, remember that helping him to learn doesn’t mean

that you can’t laugh or that you have to be serious. In fact, you can teach

your child a lot through play. We hope that you and your child enjoy

these activities and that they inspire you to think of additional activities 

of your own. 

Science in the Home

Your home is a great place for you to begin to explore science with your

child. Incorporating science activities and language into familiar routines

will show your child how science works in his everyday life and provide

him with a safe environment in which to explore and experiment. 

A Science Walk

Preschool–Kindergarten

Even a walk around the yard can provide many opportunities to introduce

children to scientific concepts and processes by helping them to gain the

scientific habit of observing what’s around them.

What You Need

★ A magnifying glass

★ Science journal

13

Also make sure that your child understands any safety precautions that

may be necessary for these—or any—science activities. In particular, 

you should:

★ Teach your child not to taste anything without your supervision; 

★ Insist that he wear goggles whenever something could splash, burn,

or shatter and endanger his eyes; 

★ Teach him to follow warnings on manufacturers’ labels and 

instructions for toys and science kits; 

★ Keep toxic or other dangerous substances out of the reach of 

your child;

★ Teach him what he can do to avoid accidents; and 

★ Teach him what to do if an accident occurs.

In a box near the end of each activity are a few facts and explanations for

reinforcement and further teaching. But exploring, questioning and

having a good time are more important than memorizing facts.

Recording Results

Keeping records is an important part of science. It helps

us remember what did (and didn’t) work. Before

starting the activities, give your child a notebook—

a science journal—in which she can record her

observations. Remember that seeing isn’t the only

way to observe. Sometimes we use other senses: 

We hear, feel, smell or taste some things (of course,

your child should be careful about what she tastes—

and she shouldn’t taste anything without your permission). 

12 Helping Your Child Learn Science
Helping Your Child Learn Science

★ Give your child two different kinds of rocks or flowers and ask her to

tell you how they are alike and different.

★ Make sure she records her observations, reactions, findings and

opinions in her science journal. Drawing pictures and taking photos

are good ways to record observations, and you can help her to write

appropriate captions. Encourage her to share her journal with others

and to talk about her experiences.

Breaking the Tension

Preschool–Kindergarten

These simple activities demonstrate surface tension. 

What You Need

★ Index card

★ Safety scissors

★ Sink filled with water

★ Glass half filled with water

★ Liquid dishwashing detergent

★ Ground pepper <!>

★ Toothpicks

15

Whatto Do

★ Take a walk outside with your child—around the yard, to the end 

of the block, in the park—anywhere that’s convenient. Invite her to

bring along her science journal and show her how to use a magnifying

glass. As you walk, stop and—depending on the season—ask her to

use the lens to examine things such as the following: 

—dirt

—leaves (from the same tree, one on the

ground and one on the tree)

—a flower 

—snowflakes

—icicles

—bugs 

—a mud puddle

—a rock 

★ Ask her to talk about what she observes.

Ask, for example: 

—What’s on each side of this leaf?

—How is this leaf on the ground different from the one on the tree?

—Are all the petals on this flower the same size and color?

—Are these snowflakes exactly alike? How are they different?

—How many legs does this bug have?

—How many colors can you see in this mud puddle?

★ Other questions you might ask as she observes and examines things

along the way include the following:

—Is it smooth or rough?

—Is it hard or soft?

—Is it dry or wet?

—Is it alive? How do you know?

—What shape is it?

14 Helping Your Child Learn Science

Observing closely is an important part of science,

and tools such as a magnifying glass help

scientists—even young ones—to observe, measure

and do things that they otherwise could not do.
What You Need

★ 8 tablespoons of dishwashing liquid

★ 1 quart water

★ 1 drinking straw

★ A shallow pan 

Whatto Do

★ Mix the dishwashing liquid with the water and pour it into the pan.

Give your child a straw and tell him to blow through it as he moves

it slowly across the surface of the solution. Ask him to notice the size

of the bubbles that he makes.

★ Next, have your child try to make a very big bubble that covers the

surface of the pan. Have him do the following: 

—Dip one end of the straw into the solution. Then hold the straw

slightly above the surface. Blow into it very gently. He may have

to try several times to make a really big bubble. 

—When he’s made a bubble, have him touch it gently with a wet

finger to see what happens. 

—Have him make another big bubble, then touch it with a dry

finger. What happens?

★ Ask him to look closely at the bubbles he makes. How many colors

does he see? Do the colors change?

Whatto Do

★ From an index card, cut out a boat shape,

like the one on this page. Make the boat about 

2-1/2 inches long and 1-1/2 inches wide. Have your child place the

boat gently on the water in the sink. Have him pour a little detergent

at the notch end of the boat. Ask him to describe what happens.

(Note: To repeat this experiment, you’ll need to use fresh water to

make the boat move.) 

★ Next, sprinkle a little ground pepper on the water in the glass. Give

your child a toothpick and tell him to dip it in the middle of the pepper.

Ask him what happens. Then tell him to put a drop of the detergent

on another toothpick and dip it into the pepper. Now what happens?

Bubbles

Preschool–Kindergarten

Children can learn more about surface tension and about change just by

blowing bubbles! 

16 Helping Your Child Learn Science

Bubbles are bits of air or gas trapped inside a liquid ball. The

surface of a bubble is very thin. Bubbles are particularly fragile

when a dry object touches them. That’s because soap film 

tends to stick to the object, which puts a strain on the bubble.

Surface tension results when the hydrogen in water molecules

stick to one another as well as to the water below them. This

creates a strong but flexible film on the water’s surface. The

detergent disrupts the molecules and “breaks the tension,” making

the boat go forward and the pepper move to the sides of the glass.

Helping Your Child Learn Science 17
Helping Your Child Learn Science

★ Find out about spiders:

—Why do spiders spin webs?

—What are webs made of?

—How many pairs of legs do they have?

★ Help your child to think of other ways that she might classify the bugs—

for example, by color or by size or by whether they have wings or

antennae.

Float or Sink?

Kindergarten–Grade 1

Learning to make and test predictions is a good first step toward making

and testing hypotheses. 

What You Need

★ 1 block of solid wood

★ 1 plastic bottle cap

★ 2 pieces of heavy-duty aluminum foil

★ 1 piece of modeling clay 

★ Sink filled with water

19

Bugs!

Kindergarten–Grade 1

Children can improve their understanding of the natural

world and their classification skills by observing bugs. 

What You Need

★ Books about insects and spiders—preferably with photographs (for titles,

see the list of children’s books in the Resources section at the end of this

booklet)

★ A magnifying glass

Whatto Do

★ With your child, search your home and neighborhood for bugs.<!>

Look for bugs: 

—around your front door 

—in cracks in the sidewalk 

—in gardens

—at picnic areas

—on lights 

— in corners of rooms 

★ Using the guides, help your child to identify each type of bug that you

find, such as ants, spiders, beetles, crickets, bees, flies, butterflies,

mosquitoes, moths, wasps or ladybugs. 

★ If you find ants, point out that ants work together as a community.

Have her observe, for example, what an ant does when it finds a bit

of food. Explain that when an ant finds food, it doesn’t eat it on the

spot. It runs back to the hill to “tell” the other ants. As it runs, it

leaves a trail that the other ants can smell. These ants can then find

the food by smelling their way along the trail. 

18 Helping Your Child Learn Science

Bugs do what they do to survive. They’re constantly looking for food.

Bugs can be both helpful and harmful. Termites, for example, have a

bad reputation because they destroy houses by eating the wood. But

termites have a good side, too. In a forest, they break down dead trees,

which keeps the forest floor from becoming too cluttered.
Helping Your Child Learn Science

Slime Time

Grades 1–2

When one object moves against another, the result is friction.

What You Need

★ Mixing bowl

★ 4 envelopes of unflavored gelatin

★ Hot water

★ Square baking pan

★ Vegetable oil

★ Liquid dishwashing detergent

★ 2 small bowls

★ Stopwatch or a watch with a second hand 

★ Measuring cup

Don’t let your child eat the gelatin cubes after they’ve been handled or

after they’re covered with lubricant. <!>

Whatto Do

★ In a mixing bowl, dissolve the gelatin in two cups of hot tap water.

Coat the inside of the pan with vegetable oil. Pour the gelatin

mixture into the pan and put it in the refrigerator until firm. Cut the

gelatin into cubes about 1 inch x 1 inch. You should have about 64

cubes. Place 15 cubes into one bowl. Place the second bowl about 6

inches (about 15 centimeters) away from the cube bowl. 

21

Whatto Do

★ Tell your child to hold the wood block in one hand and the plastic

cap in the other hand. Ask him to answer the following questions:

—Which one feels heavier? 

—Do you think the wooden block will float or sink? 

—Will the plastic cap float or sink? 

Have your child test his predictions by carefully placing the block of

wood and the cap on the water. What happens? Next, have him put

both under the water. What happens now?

★ Give him a piece of aluminum foil and tell him to squeeze it tightly into

a solid ball then drop it in the water. Does it float or sink? Give him

another piece of foil. Help him to shape it into a little boat, then have

him carefully place it on top of the water. Does the foil float now?

★ Help him to try the same experiment with the clay. Have him make

a ball and drop it in the water. What happens? Then have him shape

the clay into a boat and put it on the water. Does it float now? 

20 Helping Your Child Learn Science

The clay and foil balls sink because they are squeezed into small

shapes and only a small amount of water is trying to hold up the

weight. When the clay or foil is spread out, it floats because the

weight is supported by a lot more water.
Helping Your Child Learn Science

Celery Stalks at Midnight

Grades 1–2

Capillary action is the name for the process that takes place when a paper

towel soaks up a spilled liquid or when a plant transfers water from its

roots to its leaves.

What You Need

★ 4 same-size stalks of fresh celery with leaves 

★ 4 cups of the same size 

★ Knife <!> 

★ Vegetable peeler <!> 

★ Red and blue food coloring

★ Measuring cup 

★ Paper towels 

★ Ruler 

★ Old newspapers

★ Water 

Whatto Do

★ Lay the four stalks of celery

in a row on a cutting board or counter so that the place where the

stalks and the leaves meet matches. Cut all four stalks of celery 4

inches (about 10 centimeters) below where the stalks and 

leaves meet. 

★ Use 10 drops of red and 10 drops of blue food coloring for each 

1/2 cup of water to make purple water. Pour the colored water in

equal parts into the four cups. Have your child put one stalk each in

the cups of purple water.

23

Place the watch so that your child can see it. Tell her that when you

say go, you want her to start picking up the gelatin cubes one at a

time with her thumb and index finger (caution her not to squeeze

them!). Tell her to see how many cubes she can transfer to the other

bowl in 15 seconds. 

Tell your child to put all the cubes back in the first bowl. Pour 1/4

cup dishwashing liquid over the cubes. Gently mix the detergent and

the cubes so that the cubes are well-coated. Have her use the same

method as before to transfer as many cubes as possible in 15 seconds.

★ Throw away the cubes and detergent and wash and dry both bowls.

Put 15 new cubes into one bowl and pour 1/4 cup water over the

cubes, again making sure the cubes are thoroughly coated. Tell your

child to see how many cubes she can transfer in 15 seconds. 

★ Again, throw away the cubes and water. Put 15 new cubes into one

bowl. Pour 1/4 cup of vegetable oil over the cubes. Make sure they

are well coated. Have her see how many cubes she can transfer in 

15 seconds. 

★ Ask your child to answer the following questions:

—With which liquid was she able to transfer the most cubes? 

—With which liquid was she able to transfer the fewest cubes? 

—Which liquid was the best lubricant (the slipperiest)? Which was

the worst? 

22 Helping Your Child Learn Science

Cars, trucks, airplanes and machines all have parts that rub against

one another. These parts would heat up, wear down and stop 

working if we didn’t have lubricants. Lubricants reduce the amount

of friction between two surfaces that move against each other.
Helping Your Child Learn Science

Icky Sticky Stuff

Grades 2–3

Adhesives are used to stick things together. Many adhesives occur in nature

and have important uses for plants and animals. 

What You Need

★ Flour

★ Measuring cup

★ Egg white <!>

★ Food coloring

★ 4 small bowls

★ 4 plastic spoons

★ Aluminum foil

★ Cotton balls

★ Toothpicks

★ Small pieces of cloth

★ Glitter

★ Safety scissors

★ Colored yarn or ribbon

★ Colored paper

Whatto Do

★ Help your child to make a poster or collage using adhesives by 

doing the following:

—Make three bowls of flour-and-water paste. In each bowl, add 

1/4 cup water to 1/2 cup flour and mix until smooth. Add a

different-colored food coloring to each of the three bowls and mix.

Use the pastes to make colored shapes on a poster board 

or heavy paper.

25

★ Label four sheets of paper towels: “2 hours,” “4 hours,” “6 hours,”

and “8 hours.” (You may want to put newspapers under the towels.)

Every two hours, have him remove one of the stalks and put it on

the correct towel. 

★ Each time he removes a stalk from the water, help him to carefully

peel the rounded part with a vegetable peeler to see how far up the

stalk the purple water has traveled. 

★ Help your child to measure the distance the purple water has

traveled for each stalk and record the information in his science

journal. Talk with him about what he has observed.

★ Work with your child to make a list of other objects around the house

or in nature that illustrate capillary action. Have him look for paper

towels, sponges, old sweat socks, brown paper bags and flowers.

24 Helping Your Child Learn Science

Capillary action happens when water molecules are more

attracted to the surface they travel along than to each other. In

paper towels, the molecules move along tiny fibers. In plants, they

move through narrow tubes that are actually called capillaries.

Plants couldn’t survive without capillaries because they use the

water to make their food.
Helping Your Child Learn Science

Splish Splash

Grades 2–3

This activity introduces children to the scientific concepts of volume and

measurement.

What You Need

★ Measuring spoons and cups of different sizes

★ Milk containers of different sizes—e.g., pint, quart, half-gallon and

gallon (or 1/2 liter, 1 liter, 2 liter and 4 liter) 

★ Funnel

★ 2 containers that hold the same

amount but have different shapes—

e.g., one tall and thin, one short and

squat (try a 1-quart pitcher and the

same-sized storage bowl)

★ 1 sink filled with water

Whatto Do

★ Have your child fill a quart-sized

container with water. Then help him to use the funnel to pour the

water into a gallon-sized container. Ask him to observe how many

small containers it takes to fill the larger one. 

★ Continue by having him use the different measuring devices to

answer question such as the following: 

—How many tablespoons does it take to make half a cup? 

—How many cups does it take to make a quart?

—How many pints make a gallon?

27

—Crack open an egg and separate the white into a bowl. 

Use the white as a clear glue to attach aluminum foil, 

cotton balls, toothpicks, cloth, glitter, ribbon, yarn and 

colored paper—whatever works to create a collage. 

★ Help your child to search your home to track down everything that

she can that is sticky. See how many of the following she can find:

—Tape 

—Peanut butter 

—Postage stamps 

—Envelopes

—Honey

—A decal on a t-shirt

—Spackle 

—An adhesive bandage

★ Ask your child to make a list of things in nature—animals, plants

and so forth—that have adhesive properties or are sticky. 

For example: 

—Spiders that use sticky threads to create webs to catch their food 

—Tree sap 

—Barnacles that stick to boats, ships and rocks 

★ Next, ask her to think of adhesives that are used in hospitals? in

offices? in auto repair shops? 

26 Helping Your Child Learn Science

What makes glue, paste or tape stick to things? Wood, paper and

many other materials have tiny cracks and holes in them. When we

glue things together, sometimes the glue seeps into the tiny openings

and hardens, making the materials stick together. Other times, the

molecules on the surface of an object get tangled up with the glue

molecules, making the objects stick together.
All materials contain millions of tiny particles, called protons and electrons,

that have electric charges. Protons have positive charges, and electrons negative

ones. Usually, they balance each other, but sometimes when two surfaces rub

together, some of the electrons rub off one surface onto the other, and we can

have static electricity. Materials with like charges (all positive or all negative)

move away from each other; those with opposite charges attract each other.

Helping Your Child Learn Science

Whatto Do

★ Have your child tie a string to each inflated balloon. Then tell her to

rub a balloon on her hair for about 15 seconds—help her to rub

around the whole balloon. Have her take the balloon

away and see what happens to her hair! Then have

her observe what happens when she brings the

balloon back close to her hair. 

★ Next, stand a few feet away from and facing your

child. Have her rub the balloon on her hair again

as you do the same with the other balloon. Tell her

to hold the string to her balloon, letting it hang

freely but without letting it touch anything. (You

do the same with your balloon.) Slowly move the

two balloons toward each other, but don’t let them

touch. Have your child tell you what’s happening: Do

the balloons push away from each other, or do they pull toward each

other? Have her place her hand between the two hanging balloons.

What happens? 

★ Give your child a sock to place over one hand. Tell her to rub her

balloon with the sock, then let the balloon hang freely. Have her

move her sock-covered hand near the balloon. What happens? Have

her try rubbing both balloons with the sock and then letting them

hang near each other. What happens now? 

29

★ Set the short squat container next to the tall thin one. Ask your child

to predict whether one container will hold more water than the

other. Let him fill the short squat container with a given amount of

water—for example, four cups if you’re using quart containers. Then

have him pour this water into the tall thin container. Was his

prediction correct? Ask him why he thinks both containers held the

same amount.

Hair-Raising Results

Grades 3 and up

Here are some great hands-on ways to learn about static electricity.

What You Need

★ A cool dry day 

★ 2 round balloons (inflated and tied) 

★ 2 20-inch pieces of string 

★ Wool or acrylic sock 

★ Mirror 

28 Helping Your Child Learn Science

Water and other liquids take the shape of whatever container

they’re in. Containers of certain sizes have names—cup, pint, quart,

liter or gallon, for example. This activity provides an introduction

to volume and measurement.
Photosynthesis means to “put together using light.” Plants use

sunlight to turn carbon dioxide from the air and water into food.

When the plant gets enough food, it produces a simple sugar,

which it uses immediately or stores in a converted form of starch.

We don’t know exactly how this happens. But we do know that

chlorophyll, the green substance in plants, helps it to occur.

Helping Your Child Learn Science

★ Next, have your child observe what happens when a plant (or part of

a plant) doesn’t get any light. Help him to do the following: 

—Cut out three pieces of paper, each about 2 inches x 2 inches in size.

—Clip the pieces to different leaves of a plant, preferably one that

has large leaves. 

—Leave one piece of paper on a leaf for one day, a second for two

days and a third for a week. 

Ask your child to record how long it takes for the plant to react and

how long it takes for the plant to return to normal once the paper 

is removed.

★ To show your child how seeds germinate, have him divide some

seeds of the same kind into four equal batches. Tell him to spread

each batch of seeds on a wet paper towel folded into quarters, and

then put each batch into a separate sandwich bag. Give him the

markers and tell him to color one bag red, one green, one yellow

and one black. Have him put the bags in the sun for a week. Tell him

to check each day to make sure the paper towels are still wet.

After a week, have him examine the bags. Ask him which color light

was the best for seed germination.

Ask your child to explore what other things can make seeds

germinate faster. Have him, for example, put a little soapy water on

one batch of seeds and clear water on another.

31

Plants

Grades 3 and up

A few seeds and household plants can teach children about cause and effect

and change. 

What You Need

★ Household plants

★ Plant fertilizer <!>

★ Paper

★ Safety scissors

★ A magnifying glass

★ Seeds

★ Permanent markers: green, red, blue, black

★ Paper towels

★ Water

★ Sandwich bags (without zip locks)

Whatto Do

★ With your child, take two clippings from one houseplant. Have him

put one clipping in a glass of water and the other clipping in a glass

without water. Tell him to check each day to observe and record

how long the one without water can survive. 

★ Have your child water all of the plants for several weeks. In addition,

have him choose one or two of the plants to fertilize during this

time. Have him label the plants to be fertilized. Tell him to record the

following in his science journal: 

—Did any of the plants start to droop? 

—Did any of the plants have yellow leaves that fell off? 

—Did any of the plants grow toward the light? 

30 Helping Your Child Learn Science
Helping Your Child Learn Science

★ Snowflakes are made of ice crystals. 

They’re beautiful, but hard to see clearly.

Making paper snowflakes will give your

child an idea of what snowflakes look like.

Have her: 

—Take a circle of paper (use thin paper)

and fold it in half. 

—Fan-fold it. 

—Make cuts along all the edges. 

—Unfold them. 

Let ‘Em Make Cake!

All ages

Making cakes is an enjoyable way to help children of all ages learn about

chemical reactions and change. 

What You Need

★ 3 small bowls 

★ Several sheets of aluminum foil 

★ Pie pan 

★ Cooking oil 

33

Crystals

Grades 4 and 5

A crystal is a special kind of solid. Growing crystals introduces children to

change and variation. 

What You Need

★ A magnifying glass

★ Table salt

★ Epsom salt

★ Honey container

★ Measuring cups and spoons

★ Paper cut into circles

★ Safety scissors

★ Pencil

Whatto Do

★ Help your child to use a magnifying glass to look for crystals. Inspect

the table salt, Epsom salt and honey container (particularly if it has

been open for awhile). Ask your child to draw pictures in her

journal of what she observes. Do all of the crystals look the same? If

not, how are they different? 

★ Have your child try dissolving salt crystals and forming new ones.

Help her to do the following: 

—Dissolve 1 teaspoon of salt in 1 cup of water. 

—Heat the mixture over low heat to evaporate the water. <!>

What’s left? What shape are these crystals?

32 Helping Your Child Learn Science

When certain liquids and gases cool and lose water, crystals are

formed. Crystals are made up of molecules that fit neatly together in

an orderly package. All crystals of the same material have the same

shape, regardless of their size.
Helping Your Child Learn Science

★ Help your child to make three more cakes, but tell him to do the

following: 

—Leave the oil out of one. 

—Leave the egg out of another. 

—Leave the baking powder out of the third. 

★ After baking, have him cut each cake in half and look inside.

—Do the cakes look different from each other? 

—Do they taste different from each other? 

★ Tell your child to write about, or draw pictures of, what he observes. 

35

★ Measuring spoons 

★ Ingredients for one cake: (You’ll need to measure and mix this set of

ingredients four times—with the

exceptions that are given below.)

—6 tablespoons flour 

—3 tablespoons sugar 

—1 pinch of salt 

—2 or 3 pinches of baking powder 

—2 tablespoons milk 

—2 tablespoons cooking oil 

—1/4 teaspoon vanilla 

—Part of an egg (Break egg into a cup; beat until mixed. Use 1/3 of it.

Save the rest for 2 of the other cakes.) <!>

Whatto Do

★ With your child do the following: 

—Wrap several sheets of aluminum foil around the outside of a

small bowl to form a mold.

—Remove your foil “pan” and put it in a pie pan for support. 

—Oil the “inside” of the foil pan with cooking oil so the cake 

doesn’t stick. 

—Turn the oven on to 350 degrees. <!>

—Mix all of the dry ingredients together. 

—Add the wet ones (only use 1/3 of the egg; save the rest for later use).

—Stir the ingredients until smooth and all the same color. 

—Pour batter into the “pan.” 

—Bake for 15 minutes. 

34 Helping Your Child Learn Science

Here are some chemical reactions that occur as a cake bakes:

—Heat helps baking powder produce tiny bubbles of gas, which 

makes the cake light and fluffy (leavening).

—Heat causes protein from the egg to change and make the 

cake firm.

—Oil keeps the heat from drying out the cake.
Helping Your Child Learn Science

Zoos

Zoos are great places for you to encourage your child’s interest in the

natural world and to introduce him to exotic animals that he might not

otherwise ever see. Here are a few suggestions to

help make your visit to a zoo worthwhile: 

Discuss expectations with your child.

What does he think he’ll find at the zoo? A 

very young or insecure child may go to the

zoo with a more positive attitude if you 

assure him that it has food stands, water

fountains and bathrooms. 

Don’t try to see everything in one visit. Zoos are such busy 

places that they can overwhelm children, particularly preschoolers 

and kindergarteners.

Try to visit zoos at off hours or times of the year (very early on a

Saturday morning, for example, or in winter). Choosing less crowded

times to visit will allow your child unobstructed views of the animals, as

well as a more leisurely tour of the exhibits. 

Look for special programs that are set up just for children, 

such as petting zoos, exploring local habitats and getting involved with

conservation projects. Such programs provide children with hands-on

opportunities that are otherwise prohibited by most zoos and allow

families to learn about wildlife by getting involved in conservation efforts

and exploring local habitats together.

37

Science in the Community

Our communities offer many opportunities and resources to help children

learn science, including

★ Zoos;

★ Museums;

★ Planetariums;

★ Aquariums;

★ Farms;

★ Science at Work;

★ Community Science Groups and

Organizations; and

★ Other Community Resources.

To find out more about resources in your community: Check your

local newspaper, a local guidebook or your telephone directory. Or, go

online and search the Internet. (The Resources section has more

information about science-related Web sites for children.) Other good

sources of information and ideas might be your child’s teacher, the school

librarian or the children’s librarian at your local public library. Before you

pay a visit to a museum, planetarium, or the like, be sure to check the

hours it’s open and what cost—if any—is involved. Note that some places

may charge entrance fees at certain times and grant free admission at

other times.

36 Helping Your Child Learn Science
Helping Your Child Learn Science

After the visit, have your child do follow-up activities and projects.

A child who particularly liked the flamingos and ducks may enjoy building

a birdhouse for the back yard. One who liked the mud turtle may enjoy

using a margarine tub as a base for making a papier-mâché turtle.

Museums

In museums, both you and your child can have fun and learn science

together. Science and technology museums, natural history museums and

children’s museums can be found in many middle-sized and smaller

communities, as well as in large cities. 

Museums vary in quality. If possible, try to find museums that have

special areas, exhibits and “hands-on” programs just for children. In these

programs, children are often able to use scientific equipment that is far too

expensive or specialized for their

schools to own. Look for museums

that have: 

★ Levers to pull; 

★ Lights to switch on; 

★ Buttons to push; 

★ Animals to stroke; and 

★ Experiments to do. 

Many museums offer special science classes. Look for IMAX theaters.

These enable visitors to see giant-screen movies on subjects ranging from

space launches to exploring the Antarctic. 

Many of the tips for visiting the zoo are also helpful when you visit

museums. For example, don’t try to cover too much on one visit, and do

try visiting at off hours when the crowds won’t seem overwhelming. 

39

As you tour the zoo, keep your child interested and focused. 

Try the following activities:

★ Play a guessing game. Guessing games can help your child understand

form and function. You might, for example, ask questions such as the

following:

—Why do you think seals have flippers? (Seals use flippers to swim through

the water.) 

—Why do you think these gibbons have such long, strong arms? (Their

arms help them swing through the trees.) 

—Why does that armadillo have a head that looks like it’s covered with

armor? Why is its body covered with those bony plates? (The armor

and the bony plates protect it from other animals that want to eat or kill it.) 

—Why is that snake the same brown color as the ground? (As snakes

evolved, the brown ones didn’t get eaten as quickly.) 

★ Match the animals. Children can learn about organization by seeing

related animals. Have them compare the sizes, leg shapes, feet, ears,

claws, feathers or scales of various creatures. Ask them, “Does the lion

look like a regular cat?” “How are they the same?” “Does the gorilla

look like the baboon?” (Caution: Take time to read any signs that

provide descriptions and classifications of animals and use this

information in your discussions. Dolphins, for example, are not fish;

they’re mammals. Asking children to compare a dolphin to a shark

might reinforce children’s wrong ideas.)

As your child gets older, he will understand more complex answers to

these questions.

38 Helping Your Child Learn Science
Helping Your Child Learn Science

hand at milking a cow; others will explain

how the equipment is used and the way

milk makes its way from the farm to the

grocery shelf. 

If you visit a farm that grows crops,

encourage your child to look at the crops

and ask questions about what she sees.

What crops are grown? How are they

planted? How are they harvested? What

are they used for? How do they get to the

grocery store? If your child grew up in a city, she may have no idea what

corn, soybeans, potatoes or pumpkins look like as they grow in a field.

Caution: Don’t let your child eat vegetables of fruit unless they have been

carefully washed—and the farmer has given permission!

On any kind of farm, farmers use special machines such as tractors,

harvesters, balers and so forth. Encourage your child to ask about any

machines that she sees, including what they’re used for and how 

they work.

Science at Work

Your child may recognize that many people use science to do their jobs—

chemists, doctors, science teachers, computer technicians and engineers,

for example. However, she may not realize that many other jobs also

require science skills. 

To show your child how important science is for many jobs, try to arrange

for her to spend part of a day—or even an hour—with a park ranger,

pharmacist, veterinarian, electrician, plumber, dry cleaner, cook, mechanic,

architect, mason or anyone else whose job involves some kind of science. 

41

Planetariums

Planetariums have wonderful exhibits and activities for youngsters. There

are over 1,000 planetariums in the United States, ranging from small ones

that hold about 20 people to giant facilities with hundreds of seats. These

facilities are particularly useful for children who live in urban areas,

where city lights and air pollution obstruct the view of the sky. 

Inside a planetarium, your child may be able to:

★ Use a telescope to view the rings of Saturn; 

★ See details of the “sky” from inside the planetarium’s dome; and 

★ Step on scales to learn what she would weigh on the moon or on Mars. 

Aquariums

Aquariums enable youngsters to see all kinds of marine life, from starfish

to sharks to electric eels, and to learn about their special habitats. 

Your child may particularly enjoy feeding times. Before visiting an

aquarium, call ahead to find out when the penguins, sharks and other

creatures get to eat. Also check for special shows that feature sea lions

and dolphins. 

Farms

A visit to a farm can be a wonderful trip for you and your child. If you

don’t know a farmer, ask for a referral from your county extension office,

farm bureau or local agriculture office.

If you visit a dairy farm, encourage your child to ask questions about the

cows and their care. What do they eat? Do they sleep? Where is their

food kept? What happens to the milk when it leaves the farm? How does

it get to the grocery store? Many dairy farmers will let your child try her

40 Helping Your Child Learn Science
Helping Your Child Learn Science

★ How much trash does our community produce each year?

★ What kinds of materials are recycled? 

★ What kinds of things can’t be recycled?

As you tour the facility, have your child ask the questions; then compare

his earlier thoughts to what he has learned.

Contact your local water department or sewage treatment center

to arrange a tour of its facilities. Before the visit, ask your child to

think about where the water comes from that he drinks and where it goes

when it has been used. Is anything added to the water to make it safe to

drink? Does all the water used in the community come from the same

place? Does all the sewage in the community go to the same place? What

happens to the sewage? Again, have him compare his earlier answers to

what he learns on the tour.

Finally don’t overlook your local public library as a rich resource for

books and magazines on science; videos and DVDs; free Internet access;

special programs—such as book talks—that relate to science; and 

much more.

43

Before any visit, encourage your child to read about the job so she’ll be

able to ask good questions. For example, she might ask a dry cleaner

questions such as the following:

★ What chemicals do you use to clean clothes?

★ How are stains removed?

★ What happens to the chemicals after you use them?

Community Science Groups and Organizations

Many communities have groups and organizations that include science

programs as part of their services for children. Some may sponsor local

summer science camps—focusing on areas that range from computers and

technology to natural science to space. Check out, for example: 

★ the Boy Scouts, Girl Scouts, or similar groups; 

★ YMCAs and YWCAs;

★ 4–H groups; 

★ Audubon; or

★ local colleges and universities.

Other Community Resources

Botanical gardens, weather stations, hospital laboratories, sewage treatment

plants, newspaper plants, recycling centers, and radio and television

stations are only a few of the kinds of places in your community where

your child can learn more about all kinds of science. Try the following:

Arrange a tour of a recycling center or landfill to show your child

what happens to the community’s trash. Before the visit, ask him to

think about questions such as the following:

★ Where does the trash go when it leaves our home?

★ What happens to it? 

42 Helping Your Child Learn Science
Working With Teachers and Schools

Helping Your Child Learn Science

★ What facilities and resources are available to teach science? If the school

budget for science instruction is inadequate, what has the school or

district tried to do to obtain resources from other sources, such as

businesses and service organizations? 

★ How much time is spent on science instruction?

★ How does the school measure student progress in science? What tests

does it use?

★ How do the students at the school score on state assessments of science?

★ Are activities available that parents can use at home to supplement and

support instruction? 

Meet with your child’s teacher. Schedule an appointment and ask how

your child approaches science. Does he enjoy it? Does he participate

actively? Does he understand assignments and do them accurately? If the

teacher indicates that your child has problems with science, ask for

specific things that you can do to help him.

Visit your child’s classroom. In the classroom, look for the following:

★ Do students have opportunities for hands-on experiences working with

materials? Do students discuss their ideas, make predictions and offer

explanations? Do they have opportunities to talk and work with each

other as well as with the teacher? 

★ Does the instruction show students how to connect the science concepts

they’re learning to their personal experiences and to explore how

science and technology affect their lives?

★ Does instruction include activities in which students apply their science

skills and knowledge to real problems and situations?

★ Do students have opportunities to use science equipment and technology?

★ Does the teacher expect all students to succeed? Does he help them set

high goals for themselves? Does he listen to their explanations and ideas?

★ Do science tests and assessments match state and local standards? Do

they match what has been taught? Are they used appropriately to plan

instruction and evaluate student understanding?

45

Research has shown that children at all grade levels do

better in school, feel more confident about themselves as

learners and have higher expectations for themselves

when their parents are supportive of and involved with

their education.4 Here are some ways that you can stay

involved in your child’s school life:

Visit your child’s school. During your visit, look for

clues as to whether the school values science. 

★ Do you see science learning centers? Displays related

to science? Science-related drawings on the bulletin boards? Are there

plants, terrariums, aquariums or collections (of rocks or insects, for

example) in the classrooms, front hall or library? 

★ Do you see any science equipment in evidence? Are there magnifiers?

Magnets? Pictures? Videos? Is the equipment up-to-date?

★ Does the school library contain science books? If so, are they recent

publications? 

★ Is there enough space in the classrooms or elsewhere in the school for

students to conduct science experiments? 

Find out about the school’s science curriculum. Ask for a school

handbook. If none is available, meet with the school’s principal and ask

questions such as the following: 

★ What methods and materials does the school use for science instruction?

Are these methods based on sound research evidence about what works

best? Are the materials up-to-date? Can students do hands-on science

projects? Does the science curriculum follow state science standards and

guidelines?

★ Are the science teachers highly qualified? Do they meet state certification

and subject-area knowledge requirements?

44 Helping Your Child Learn Science

4. Hoover-Dempsey and Sandler, 3-42.
Resources

Helping Your Child Learn Science

Federal Sources of Information

U.S. Department of Education

Mathematics and Science Initiative

Toll Free: 800–USA–LEARN

www.ed.gov/inits/mathscience/

No Child Left Behind 

Parents Tool Box

Toll Free: 888–814–NCLB

www.nclb.gov/parents/index.html

National Science Foundation

www.nsf.gov

National Institutes of Health 

Office of Science Education

http://science-education.nih.gov/homepage.nsf

Federal Resources for Educational Excellence (FREE)

www.ed.gov/free/index.html

Publications for Parents 

American Association for the Advancement of Science. A Family Guide to Science.

Washington, DC, 2003. (Available online at www.scienceeverywhere.org)

American Association for the Advancement of Science. Ten Questions to Ask

Your Neighborhood School about Local Science Education. Washington, DC, 1998.

(Available online at

www.project2061.org/research/questions/10questions.htm)

Barber, Jacqueline, Parizeau, Nicole, Bergman, Lincoln and Lima, Patricia.

Spark Your Child’s Success in Math and Science: Practical Advice for Parents.

Berkeley, CA: Great Explorations in Math and Science (GEMS), 2002.

47

Find out if the school has a Web site and, if so, get the address. School

Web sites can provide you with ready access to all kinds of information,

including homework assignments, class schedules, lesson plans and test dates.

Find out how your child’s school is performing by checking its annual

report card required under the No Child Left Behind Act. Prepared by your school

district, this report card shows how students at your school performed on state

assessments and how their performance compares to that of other schools in the

district. The law currently requires regular assessments in reading and math;

and science assessments to be in place by the school year 2007-08. (For more

information on No Child Left Behind, see the Resources section.)

Get actively involved. Attend parent-teacher meetings. If you’re unable to

attend, ask that the minutes of the meetings be sent to you, or that they be

made available on the school’s Web site. If your schedule permits, volunteer

to help with the science program. Teachers often send home lists of ways in

which parents can get involved, including the following:

★ Assisting with classroom science projects; 

★ Chaperoning science-related field trips; 

★ Offering to set up a science display in the school’s front hallway or in your

child’s classroom; 

★ Leading hands-on lessons (if you have a good science background yourself);

★ Helping in a computer laboratory or other area requiring adult supervision; and

★ Starting a drive to raise money for computers, science equipment, books or

field trips. 

Even if you can’t volunteer for work at the school, you can help your child

learn when you’re at home and contribute a great deal to his success at

school. The key question is, “What can I do at home, easily and in a few

minutes each day, to reinforce and extend what the school is teaching?”

46 Helping Your Child Learn Science
Helping Your Child Learn Science

Sherwood, Elizabeth A., et. al. More Mudpies to Magnets: Science for Young

Children. Beltsville, MD: Gryphon House, 1991. 

U.S. Department of Education. Helping Your Child With Homework.

Washington, DC, 2002. (Available online at www.ed.gov/pubs/parents/)

U.S. Department of Education. Parents Guide to the Internet. Washington,

DC, 1997. (Available online at www.ed.gov/pubs/parents/internet/index.)

Walthall, Barbara (Ed.). IDEAAAS: Sourcebook for Science, Mathematics, and

Technology Education. Washington, DC: American Association for the

Advancement of Science, 1995. 

Zeman, Anne. Everything You Need to Know About Science Homework. New

York: Irving Place Press, 1994.

Books for Children

Libraries and bookstores now have available an enormous number of

excellent science-related books for children. When making selections, you

may want to consider questions that the National Science Teachers

Association uses in evaluating books. For instance:

★ Does the author have a good science background and reputation? 

★ Is the content interesting to children?

★ Is the sequence of events logical? 

★ Is the format (the placement of pictures, photographs and text) pleasant

and easy to follow? 

★ Are the pictures, photographs and illustrations accurate, and do they

match the text? 

★ Is the vocabulary appropriate? (Big words are OK if they are explained

and used in context.) 

★ Are controversies handled fairly?

★ Are the suggested activities safe? Practical? 

49

Barry, Dana M. Science Fair Projects: Helping Your Child Create a Super Science

Fair Project. Huntington Beach, CA: Teacher Created Materials, 2001. 

Children’s Partnership. Parent’s Guide to the Information Superhighway: Rules

and Tools for Families Online, 2nd ed.. Washington, DC, 1998. (Available

online at www.childrenspartnership.org/pub/pbpg98/pg98.pdf)

Milbourne, Linda A. and Haury, David L. Helping Students With Homework

in Science and Math. ERIC Digest, 2003. (Available online at

www.ericse.org/digests/dse99-03.html)

National Research Council. Every Child a Scientist. Washington, DC:

National Academy Press, 1997. (Available online at

www.nap.edu/books/0309059860/html/index.html)

National Science Foundation. New Formulas for America’s Workforce: Girls in

Science and Engineering. Washington, DC, 2003.

National Science Teachers Association. Help Your Child Explore Science.

Washington, DC, 2000. (Available online at www.nsta.org/explore)

National Urban League. Science and Math at Home for Young Children. 

New York, 1994. (Available online at www.nul.org/)

Pearce, Querida L. How to Talk Dinosaur With Your Child. Los Angeles:

Lowell House, 1991.

SciMathMN. What Should I Look for in the Science Program in My Child’s

School? Minneapolis, MN: SciMathMN, 2000. (Available online at

www.scimathmn.org/parent_science.htm)

48 Helping Your Child Learn Science
Helping Your Child Learn Science

Balkwill, Frances R. and Rolph, Mic. Enjoy Your Cells. Cold Spring Harbor,

NY: Cold Spring Harbor Laboratory, 2002. (E)

Berger, Melvin. Why I Sneeze, Shiver, Hiccup, and Yawn. New York:

HarperCollins Juvenile Books, 2000. (P)

Cobb, Vicki. Feeling Your Way: Discover Your Sense of Touch. Brookfield, CT:

Millbrook Press, 2001. (P)

Davidson, Sue and Morgan, Ben. Human Body Revealed. New York: DK

Publishing, 2002. (E)

DeGezelle, Terri with Hogan, Marjorie. Your Bones. Mankato, MN:

Bridgestone Books, 2002. (E)

Farndon, John. The Human Body. Tarrytown, NY: Benchmark Books, 2002. (E)

Gordon, Sharon. Bruises. Danbury, CT: Children’s Press, 2002. (P)

Manning, Mick. Wash, Scrub, Brush! Morton Grove, IL: Whitma, 2001. (P)

Romanek,Trudee. ZZZ!: The Most Interesting Book You’ll Ever Read About Sleep.

Tonawanda, NY: Kids Can Press, 2002. (E)

Showers, Paul. Hear Your Heart. New York: Harper Trophy, 2001. (P)

Archaeology, Dinosaurs and Prehistoric Times

Aliki. Digging Up Dinosaurs. New York: Thomas Y. Crowell, 1981. (P)

Baquebado, Elizabeth. Aztec, Inca & Maya. New York: Knopf, 1993. (E)

Barrett, Paul. National Geographic Dinosaurs. Washington, DC: National

Geographic Society, 2001. (E)

51

When selecting books, also keep in mind:

★ Children can learn science from “non-science” books too, such as fictional

stories, biographies and historical accounts.

★ Recommended age or grade levels are usually printed on a book’s back

cover, but they are recommendations only. You’re the best judge of which

books are appropriate for your child, regardless of age. Just take special

care with age-level recommendations for those books that could pose

potential safety hazards, such as the use of certain equipment or chemicals.

The following list is only a small sample of the many excellent science-related

books that your child might enjoy. Many of the books listed here appear on

the recommended lists prepared jointly by the National Science Teachers

Association and the Children’s Book Council and the lists prepared the

American Association for the Advancement of Science. For additional titles

or for titles about specific science-related topics, go to the Web sites of these

organizations or ask your local or school librarian for recommendations.

Many of the following books also are available in languages other than

English, and your librarian can help you locate them.

The books are arranged according to subject. For each book, you’ll see a

suggested age range: P indicates books that are most appropriate to read

with preschoolers and children in grades K through 2; E indicates those books

that will appeal to children in grades 3 and up, who read independently. 

Anatomy and Medicine

Baeuerle, Patrick and Landa, Norbert. The Cell Works: Microexplorers: An

Expedition Into the Fantastic World of Cells. New York: Barrons Juveniles, 1997. (E)

Balestrino. Philip. The Skeleton Inside You. New York: Harper Trophy, 1991. (P)

50 Helping Your Child Learn Science
Helping Your Child Learn Science

Slone, Christopher. SuperCroc and the Origin of Crocodiles. Washington, DC:

National Geographic Society, 2002. (E)

Taylor, Barbara. Oxford First Book of Dinosaurs. New York: Oxford, 2001. (E)

Walker, Sally M. Fossil Fish Found Alive: Discovering the Coelacanth.

Minneapolis: Carolrhoda, 2002. (E)

Zoehfeld, Kathleen Weidner. Dinosaur Parents, Dinosaur Young: Uncovering

the Mystery of Dinosaur Families. New York: Clarion Books, 2001. (P)

Astronomy and Space Science

Allan, Jerry and Allan, Georgiana. The Horse and the Iron Ball: A Journey

Through Time, Space, and Technology. Minneapolis: Lerner, 2000. (E)

Asimov, Isaac. The Birth and Death of Stars. New York: Dell, 1989. (E)

Challoner, Jack with Muirden, James. The Atlas of Space. Brookfield, CT:

Copper Beech Books, 2001. (E)

Cole, Michael D. The Moon: Earth’s Companion in Space. Springfield, NJ:

Enslow, 2001. (P)

Farndon, John. The Giant Book of Space. Brookfield, CT: Copper Beech

Books, 2000. (E)

Jackson, Ellen. Looking for Life in the Universe. Boston: Houghton Mifflin,

2002. (E)

Kerrod, Robin. Asteroids, Comets, and Meteors. Minneapolis: Lerner, 2000. (E)

Krupp, E. C. The Big Dipper and You. New York: William Morrow, 1989. (P)

53

Beshore, George W. Science in Ancient China. London: Orchard Books, 1998. (E)

Bishop, Nic. Digging for Bird Dinosaurs: An Expedition to Madagascar. Boston:

Houghton Mifflin, 2000. (E)

Camper, Cathy. Bugs Before Time: Prehistoric Insects and Their Relatives. New

York: Simon & Schuster, 2002. (P)

Cork, Barbara, Reid, Struan and McEwan, Joe. The Usborne Young Scientist:

Archaeology. New York: EDC Publications, 1985. (E)

Duke, Kate. Archaeologists Dig for Clues. New York: Harper Trophy, 1997. (P)

Fisher, Leonard Everett. The Great Wall of China. New York: Aladdin Library,

1995. (E)

Kerley, Barbara. The Dinosaurs of Waterhouse Hawkins. New York: Scholastic

Press, 2001. (P)

Lauber, Patricia. Dinosaurs Walked Here and Other Stories Fossils Tell. New

York: Bradbury Press, 1987. (P)

Miller, Debbie S. A Woolly Mammoth Journey. Boston: Little, Brown, 2001. (E)

Pemberton, Delia. Egyptian Mummies: People From the Past. New York:

Harcourt Children’s Books, 2001. (E)

Sattler, Helen. Dinosaurs of North America. New York: Lothrop, Lee &

Shepard, 1981. (E)

52 Helping Your Child Learn Science
Helping Your Child Learn Science

Kahl, Jonathan D. National Audubon Society First Field Guide: Weather.

Washington, DC: National Audubon Society, 1998. (E)

Kramer, Stephen. Hidden Worlds: Looking Through a Scientist’s Microscope.

Boston: Houghton Mifflin, 2001. (E)

Levinson, Nancy S. Death Valley: A Day in the Desert. New York: Holiday

House, 2001. (P)

Lingelbach, Jenepher and Purcell, Lisa (Eds.). Hands-On Nature. Woodstock,

VT: Vermont Institute of Natural Science, 2000. (E)

Markle, Sandra. A Rainy Day. London: Orchard Books, 1993. (P)

Morrison, Gordon. Pond. Boston: Houghton Mifflin, 2002. (P)

Ricciuti, Edward R. Rocks and Minerals. New York: Scholastic, 2001. (E)

Robson, Pam. Maps and Plans. Brookfield, CT: Copper Beech Books, 2001. (P)

Ryon-Quiri, Patricia. Seasons. Minneapolis, MN: Compass Point Books, 2001. (P)

Silver, Donald. M. Backyard. New York: McGraw-Hill/Contemporary Books,

1997. (P)

Tagliaferro, Linda. Galápagos Islands: Nature’s Delicate Balance at Risk,

Minneapolis: Lerner, 2001. (E)

Weidner, Kathleen. What Is the World Made of? All About Solids, Liquids, and

Gases. New York: Harper Trophy, 1998. (P)

55

Nicolson, Cynthia Pratt. Exploring Space. Tonawanda, NY: Kids Can Press,

2000. (P)

Simon, Seymour. Destination: Jupiter. New York: William Morrow, 1998. (P)

Wunsch, Susi T. The Adventures of Sojourner: The Mission to Mars That Thrilled

the World. New York: Mikaya Press, 1998. (E)

Nicolson, Cynthia Pratt. Exploring Space. Tonawanda, NY: Kids Can Press,

2000. (E)

Earth Science

Aulenbach, Nancy Holler and Barton, Hazel A., with Delano, Marfé

Ferguson. Exploring Caves: Journeys Into the Earth. Washington, DC: National

Geographic Society, 2001. (E)

Dewey, Jennifer O. Antarctic Journal: Four Months at the Bottom of the World.

New York: HarperCollins Children’s Books, 2001. (E)

De Paola, Tomie. The Cloud Book. New York: Holiday House, 1975. (P)

DeWitt, Lynda. What Will the Weather Be? Glenview, IL: Scott Foresman,

1991. (P)

Gentle, Victor and Perry, Janet. Earthquakes. Milwaukee: Gareth Stevens,

2001. (P)

Graf, Mike. Lightning and Thunderstorms. New York: Simon Spotlight, 1998. (E)

Gray, Susan H. Coral Reefs. Minneapolis, MN: Compass Point Books, 2001. (P)

54 Helping Your Child Learn Science
Helping Your Child Learn Science

Glover, David. How Do Things Grow? New York: DK Publishing, 2001. (E)

Goodman, Susan. E. Claws, Coats and Camouflage: The Ways Animals Fit Into

Their World. Brookfield, CT: Millbrook Press, 2001. (E)

Lerner, Carol. Butterflies in the Garden. New York: HarperCollins, 2002. (P)

Llewellyn, Claire and Watts, Barrie. Earthworms. Danbury, CT: Franklin

Watts, 2002. (P)

Montgomery, Sy. Encantado: Pink Dolphin of the Amazon. Boston: Houghton

Mifflin, 2002. (E)

Powzyk, Joyce. Tracking Wild Chimpanzees. New York: Lothrop, Lee &

Shephard, 1998. (E)

Rockwell, Anne. Bugs Are Insects. New York: HarperCollins Children’s

Books, 2001. (P)

Simon, Seymour. Animals Nobody Loves. New York: North-South Books,

2001. (P)

Stonehouse, Bernard. The Poles. New York: Crabtree, 2001. (E)

Walker, Sally M. Fireflies. Minneapolis: Lerner, 2001. (P)

Winer, Yvonne. Birds Build Nests. Watertown, MA: Charlesbridge, 2002. (P)

Yolen, Jane. Welcome to the River of Grass. New York: G. P. Putnam’s Sons,

2001. (P)

57

The History and Nature of Science

January, Brendan. Science in the Renaissance. Danbury, CT: Franklin

Watts/Grolier, 1999. (E)

Jones, Lynda. Great Black Heroes: Five Brilliant Scientists. New York:

Scholastic, 2000. (E)

Lehn, Barbara. What Is a Scientist? Brookfield, CT: Millbrook, 1998. (P)

Martin, Jacqueline Briggs. Snowflake Bentley. Boston: Houghton Mifflin,

1998. (P)

Ripley, Catherine. Why? The Best Ever Question and Answer Book About Nature,

Science and the World Around You. New York: Firefly Books, 2001. (E)

Life Science 

Arnold, Caroline. Animals That Migrate. Minneapolis: Carolrhoda, 1982. (P)

Brown, Ruth. Ten Seeds. New York: Knopf/Random House Children’s

Books, 2001. (P)

Dewey, Jennifer O. Paisano, the Roadrunner. Brookfield, CT: Millbrook

Press, 2002. (P)

DuQuette, Keith. They Call Me Woolly: What Animal Names Can Tell Us. 

New York: Sterling, 2002. (P)

George, Jean Craighead. The Tarantula in My Purse: And 172 Other Wild Pets.

Glenview, IL: Scott Foresman, 1996. (E)

Gibbons, Gail. Giant Pandas. New York: Holiday House, 2002. (P)

56 Helping Your Child Learn Science
Helping Your Child Learn Science

Vanderwarker, Peter. The Big Dig: Reshaping an American City. Boston: 

Little, Brown, 2001. (E)

Welsbacher, Anne. Inclined Planes. Mankato, MN: Bridgestone Books,

2001. (E)

Young, Ruth M. Matter. Huntington Beach, CA: Teacher Created Materials,

2002. (E)

Science Activities and Experiments and Science Fair Projects

Cobb, Vicky. Don’t Try This at Home! Science Fun for Kids on the Go. New York:

Harper Trophy, 1998. (P)

Cook, James G. The Thomas Edison Book of Easy and Incredible Experiments.

New York: Dodd Meade, 1988. (E)

DiSpezio, Michael. Flying Things: Simple Experiments in the Science of Flight.

Parsippany, NJ: Dale Seymour Publications, 2000. (P)

Franklin Institute Science Museum. The Ben Franklin Book of Easy and

Incredible Experiments. New York: John Wiley & Sons, 1995. (E)

Fredericks, Anthony D. Exploring the Universe: Science Activities for Kids.

Golden, CO: Fulcrum, 2000. (E)

Mebane, Robert C. and Rybolt, Thomas R. Adventures With Atoms and

Molecules: Chemistry Experiments for Young People. Springfield, NJ: Enslow,

1995. (E)

Nankivell-Aston, Sally and Jackson, Dorothy. Science Experiments With Color.

Danbury, CT: Franklin Watts, 2000. (P)

59

Physical Science, Engineering and Technology

Adler, David A. How Tall, How Short, How Far Away. New York: Holiday

House, 1999. (P)

Barr, George. Sports Science for Young People. Mineola, NY: Dover, 1990. (E)

Bradley, Kimberly Brubaker. Pop! A Book About Bubbles. New York:

HarperCollins Children’s Books, 2001. (P)

Curlee, Lynn. Brooklyn Bridge. New York: Atheneum Books for Young

Readers, 2001. (E)

Farndon, John. Flight. Tarrytown, NY: Benchmark Books, 2002. (P)

Fredericks, Anthony D. Science Discoveries on the Net: An Integrated Approach.

Englewood, CO: Libraries Unlimited, 2000. (E)

Graham, Ian. Going Digital. Austin, TX: Raintree Steck-Vaughn, 2001. (P)

Hooker, Saralinda, Ragus, Christopher and Salvidori, Mario G. The Art of

Construction: Projects and Principles for Beginning Engineers and Architects.

Chicago: Chicago Review Press, 1990. (E)

Old, Wendie. To Fly: The Story of the Wright Brothers. New York: Clarion,

2002. (E)

Pipe, Jim. What Does a Wheel Do? Brookfield, CT: Copper Beech

Books/Millbrook, 2002. (P)

Shapiro, Mary J. How They Built the Statue of Liberty. New York: Random

House, 1985. (E)

58 Helping Your Child Learn Science
Helping Your Child Learn Science

Dolphin Log. Cousteau Society. Toll-free: (800) 441-4395.

www.dolphinlog.org. (grades 2 and up)

Kids Discover. (212)-677-4457. 

www.kidsdiscover.com. (grades K and up)

Muse. Cricket Magazine Group. Toll-free: (800) 821-0115.

www.musemag.com. (grades 3 and up)

National Geographic Kids. National Geographic Society. Toll-free: 

(800) 647-5463. www.nationalgeographic.com. (grades 3-5)

Odyssey. Cobblestone Publishing Company. Toll-free: (800) 821-0115.

www.cobblestonepub.com. (grades 4 and up)

OWL. Bayard Canada. Toll-free: (800) 551-6957. 

www.owlkids.com/owl/. (grades 3-5)

Ranger Rick. National Wildlife Federation. Toll-free: (800) 611-1599.

www.nwf.org. (grades 1-5)

Your Big Backyard. National Wildlife Federation. Toll-free: (800) 611-1599.

www.nwf.org. (preschool-grade 1)

WonderScience. American Chemical Society. Toll-free: (800) 227-5558.

www.chemistry.org. (grades 4 and up)

Zoobooks. Wildlife Education. Toll-free (800) 992-5034.

www.zoobooks.com. (grades K and up)

61

Potter, Jean. Science in Seconds for Kids: Over 100 Experiments You Can Do in

Ten Minutes or Less. New York: John Wiley & Sons, 1995. (E)

Rhatigan, Joe and Smith, Heather. Sure-To-Win Science Fair Projects. New

York: Sterling, 2002. (E)

Robinson, Tom Mark. The Everything Kids’ Science Experiments Book: Boil Ice,

Float Water, Measure Gravity—Challenge the World Around You. Holbrook,

MA: Adams Media Corp, 2001. (E)

Rybolt, Thomas R. and Rybolt, Leah M. Science Fair Success with Scents,

Aromas, and Smells. Springfield, NJ: Enslow, 2002. (E)

Toney, Sara D. Smithsonian Surprises: An Educational Activity Book.

Washington, DC: Smithsonian Institution, 1985. (E)

Wiese, Jim. Sports Science: 40 Great Goal-Scoring, High-Flying, Medal-Winning

Experiments for Kids. New York: John Wiley & Sons, 2002. (E)

Magazines for Children

Ask. Cobblestone Publishing Company. Toll-free: (800) 821-0115.

www.cobblestonepub.com. (grades 2-4) 

ChickaDEE. Bayard Canada. Toll-free: (800) 551-6957.

www.owlkids.com/chickadee/. (preschool-grade 4)

Click. Cricket Magazine Group. Toll-free: (800) 821-0115.

www.cricketmag.com. (grades 1-3)

Dig. Cobblestone Publishing Company. Toll-free: (800) 821-0115.

www.cobblestonepub.com. (grades 4 and up)

60 Helping Your Child Learn Science
Helping Your Child Learn Science

Children can learn science from other TV programs as well. For example,

as you watch TV with your child, call her attention to news stories that

involve scientific discoveries or scientists. Have her identify characters on

favorite TV shows who have science-related jobs, such as emergency

medical personnel, pharmacists or engineers. If you watch science-fiction

programs, talk with her about the science involved—Is it accurate? What

different kinds of science can she identify? If you watch sports events, ask

her how science plays a part in the things athletes do—throwing a

football, hitting a baseball or tennis ball, kicking a soccer ball. For cooking

shows, talk with her about the changes and chemical reactions that take

place as part of preparing a meal. The possibilities are endless!

If possible, record some of your own favorite science programs so that you

and your child can watch them together. Stop—or replay—parts of the

program that are particularly interesting or hard to understand and talk

with her about what is happening. 

Science on the Internet

Through the Internet, your child can have access to a vast array of science

resources. Many of these resources are both educational and entertaining.

Others, however, are inappropriate for children or provide inaccurate

information. Here are some suggestions for helping your child use Internet

resources appropriately.

★ Monitor your child’s use of the Internet by visiting Web sites with her.

Check the kinds of information available to see if it is age-appropriate

and the activities to see if they are dangerous or inaccurate. 

★ Look into software or online services that filter out offensive materials

and sites. Options include stand-alone software that can be installed on

your computer and devices that label or filter content directly on the

Web. In addition, many Internet Service Providers and commercial

online services offer site blocking, restrictions on incoming e-mail and

children’s accounts that access specific services. Many of these can be

obtained for free or for modest costs at your local electronics store. 

63

Science Toys

Children don’t need fancy science toys or kits to learn science. However, if

you want to buy them for your child, you’ll find that toy stores, hobby

shops and science specialty shops have a large selection of kits and toys to

choose from. It’s beyond the scope of this booklet to recommend specific

toys. However, the following tips can guide you in making good choices: 

★ Make sure that the toy you choose matches your child’s interests. If

she’s interested in animals and how they live, she may not benefit

from—or use—a chemistry kit.

★ Learn what the toy can and cannot do before you buy it. If your child is

interested in astronomy, he may be disappointed if he looks through the

toy telescope you gave him and finds out he can’t see bumps and

craters on the moon. 

★ Make sure the toy is appropriate for your child’s age group. Toys that

are too complicated—or too simple—can frustrate or bore children.

★ Read the instructions that come with the toy carefully so you

understand how it works and how it should be used. 

Science on TV

Even though the quality of the science programming seen on TV varies a

lot, some programs are able to provide accurate science information in a

way that both informs children and captures and holds their interest. 

Good science programs can be found on broadcast networks, on cable or

satellite channels (such as the Discovery Channel, the Learning Channel,

the National Geographic Channel, Nickelodeon and the Disney Channel),

as well as on public television stations. To find the best programs for your

child, ask her science teacher to make recommendations or check your

local listings.

62 Helping Your Child Learn Science
Helping Your Child Learn Science

—National Wildlife Federation: www.nwf.org/kids/

—Science for Families: http://scienceforfamilies.allinfo-about.com/

—A Science Odyssey: www.pbs.org/wgbh/aso/

—Smithsonian Institution: www.si.edu/kids/

—U.S. Department of Agriculture for Kids Science Links and Resources

www.usda.gov/news/usdakids/index.html

—U.S. Geological Survey Learning Web:

http://interactive2.usgs.gov/learningweb/fun/map.asp

Science Camps

Camps that focus on many different fields of science and technology are

available across the country for children of elementary school age and up.

Some of the organizations listed in the section above may provide

information. In addition, check the following:

—Audubon (www.audubon.org/educate/cw/) runs ecology camps in

various locations.

—The U.S. Space and Rocket Center in Huntsville, Alabama, runs the

U.S. Space Camp (www.spacecamp. com). 

—The National Atomic Museum in Albuquerque, New Mexico,

(www.atomicmuseum.com) holds science summer camps across

the city each summer.

—The YMCA and YWCA (check for local addresses) hold a variety of

camps, including computer camps, for both boys and girls.

Your child’s science teacher, school counselor or the children’s librarian at

your local public library may be able to help you locate the names and

contact information for both local and national science camps.

65

★ Make sure that your child knows not to give out personal information

over the computer, such as his real name, phone number, address or

computer password.

★ Help your child to tell the difference between “real” science activities

and information and advertisements for toys, kits and games.

Web Sites 

The following Web sites are some of the many that contain great links for

both you and your child, in addition to the federal Web sites given on page

47. Most of these listings provide information about how to search for

specific information and links to other age-appropriate sites for children.

—American Association for the Advancement of Science:

www.scienceeverywhere.org

—Annenberg/CPB Math and Science Project: www.learner.org/

—Educational REALMS: www.stemworks.org

—Family Education Network: http://fen.com

—The Franklin Institute Science Museum: http://sln.fi.edu/

—Howard Hughes Medical Institute (Cool Science for Curious Kids):

www.hhmi.org/coolscience/index.html

—Lawrence Hall of Science, University of California, Berkeley:

www.lhs.berkeley.edu/

—Miami Museum of Science: 

www.miamitaxi.net/attractions/miamimuseumofscience.htm

—National Aeronautics and Space Administration (NASA)

www.nasa.gov/audience/forkids/home/index.html

—National Geographic Society: www.nationalgeographic.com

—National Science Education Standards: 

www.nap.edu/readingroom/books/nses/html/

—National Science Teachers Association: www.nsta.org/parents

64 Helping Your Child Learn Science
Bibliography

Helping Your Child Learn Science

National Center for Improving Science Education. Getting Started in Science:

A Blueprint for Elementary School Science Education. Andover, MA: The

NETWORK, Inc., 1989.

National Research Council Staff, National Academy of Sciences. National

Science Education Standards: Observe, Interact, Change, Learn. Washington, DC:

National Academy Pres, 1996.

U.S. Department of Education. Papers Presented at the Secretary’s Summit on

Mathematics, February 6, 2003 in Washington, D. C. (available online at

www.ed.gov/rschstat/research/progs/mathscience/index.html), 2003.

Zubrowski, Bernie, Bubbles. Boston: Little, Brown and Company, 1979. 

Zubrowski, Bernie. Messing Around With Baking Chemistry. Boston: Little,

Brown and Company, 1981. 

67

In addition to those listed in the Resources section, the following 

publications were used in preparing this booklet:

American Chemical Society/American Institutes of Physics. Wonder Science.

Washington, DC: American Chemical Society, 1990. 

Asimov, Isaac. “Science and Children,” Introduction in Science Fare by

Wendy Saul and Alan R. Newman. New York, Harper & Row, 1986.

Berger, Melvin. Simple Simon Says: Take One Magnifying Glass. New York:

Scholastic Inc., 1980.

Cobb, Vicki. Science Experiments You Can Eat. New York: Harper & Row, 1972.

Herbert, Don. The Wild Inside; Mr. Wizard’s Experiments for Young Scientists.

Garden City, N.Y.: Doubleday, Inc., 1959.

Hoover-Dempsey, Kathleen and Sandler, Howard. “Why Do Parents Become

Involved in Their Children’s Education?” Review of Educational Research

67(1): 1997.

Katz, Phillis. Exploring Science Through Art. New York: Franklin Watts,

1990.

Lewis, James. Learn While You Scrub: Science in the Tub. New York:

Meadowbrook Press, 1980.

Lowery, Lawrence F., (Ed.). NSTA Pathways to the Science Standards:

Guidelines for Moving the Vision into Practice, Elementary School Edition.

Arlington, VA: National Science Teachers Association Press, 1997.

66 Helping Your Child Learn Science
Acknowledgments No Child Left Behind

Helping Your Child Learn Science

On January 8, 2002, President George W. Bush signed into law the No

Child Left Behind Act of 2001 (NCLB). This new law represents his education

reform plan and contains the most sweeping changes to the Elementary

and Secondary Education Act since it was enacted in 1965. It changes the

federal role in education by asking America’s schools to describe their

success in terms of what each student accomplishes. The act contains the

president’s four basic education reform principles:

★ Stronger accountability for results;

★ Local control and flexibility;

★ Expanded options for parents; and

★ An emphasis on effective and proven teaching methods.

In sum, this law—in partnership with parents, communities, school

leadership and classroom teachers—will ensure that every child in

America receives a great education and that no child is left behind.

For more information on No Child Left Behind, visit the Web site at

www.nochildleftbehind.gov or call 1–800–USA–LEARN.

69

This publication was originally written by Nancy Paulu and Margery

Martin. Revisions for the current edition were completed by Fran Lehr.

Illustrations were done by Adjoa Burrowes and Joe Matos.

This booklet has been made possible with the help of many people within

the Department of Education and multiple external organizations,

including, most notably, Juliana Texley and Cindy Workosky of the

National Science Teachers Association and Daniel Berch of the National

Institute of Child Health and Human Development, who reviewed drafts,

provided materials and suggestions, and generously contributed from their

own experience. In addition, a special thanks to Todd May and Kathy

Perkinson in the Office of Communications and Outreach for their 

help in the design, development, editing, production and distribution 

of this booklet.

68 Helping Your Child Learn Science
U.S. Dep

 Office 

 

400 Maryland Aven