Children’s descriptions of commonplace objects and events of life are often limited because they do not provide adequate information about the context of their observation. Encouraging primary and early intermediate students to consider the context of an observation can further encourage them to generate questions about what they are observing and why it appears that way. This, in turn, pushes students to “use critical and logical thinking and consider alternative explanations. In this way, students can actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skills” (NRC 1996, p. 2).