Why Nature Bingo works

Nature Bingo works best as one connected sequence built around low-impact observation of real outdoor evidence. Complete a small nature bingo card by observing listed features in a safe outdoor area. Begin by asking the child to review the bingo targets before walking, and let that result prepare them to find one target feature.

Set up — Review the bingo targets before walking

No special materials are needed before the child is asked to review the bingo targets before walking. Make sure that opening step is comfortable before the child moves on to find one target feature. Stay inside the agreed area, walk rather than race, and leave plants and wildlife undisturbed during the opening attempt to review the bingo targets before walking.

Step 2 — Find one target feature

Treat the attempt to find one target feature as a checkpoint between the earlier step to review the bingo targets before walking and the coming step to mark it without collecting unless appropriate. A perfect answer is not required.

Step 3 — Mark it without collecting unless appropriate

After completing the instruction to mark it without collecting unless appropriate, pause and ask what changed from the earlier step where they had to find one target feature. Use that answer to decide whether they are ready to continue until a row or agreed number is complete.

Step 4 — Continue until a row or agreed number is complete

Keep the adult prompt brief while the child tries to continue until a row or agreed number is complete. If needed, return to the earlier step to mark it without collecting unless appropriate before asking them to review which targets were hardest to locate.

Step 5 — Review which targets were hardest to locate

Keep the pace slow while the child tries to review which targets were hardest to locate. If the effect is hard to see, simplify that action before continuing with the instruction to review which targets were hardest to locate.

What to notice before Review which targets were hardest to locate

Do not judge the activity only by whether the sequence reaches the point where the instruction is to review which targets were hardest to locate. Pay attention to what the child can support with something actually seen, heard, or recorded during the transition from mark it without collecting unless appropriate to continue until a row or agreed number is complete.

Make Mark it without collecting unless appropriate easier or harder

If the child loses the thread while trying to mark it without collecting unless appropriate, stay in a small area and look for one obvious example. When that step is secure, compare two locations, times, or examples without disturbing nature without changing the setup that leads to continue until a row or agreed number is complete.

Finish after Review which targets were hardest to locate

Use the point where the child tries to review which targets were hardest to locate as the natural stopping place. Ask one brief question about how it differed from find one target feature, then use the activity search or activity generator for another idea.