In this second installment of a two-part article, the author draws from coaching and research into children's learning in science to present a model for building pupils' scientific ideas quickly and effectively. In the first article, the author outlined how pupils' reading improves when they are more engaged in finding scientific meaning through imaginative interaction with words. In this article, these themes are developed to show how teaching can coach the development of scientific concepts by researching and questioning methods. [For part I, see EJ1035136.]