Day and night science for kids: 30 Night Time Science Ideas for Kids

Posted on 29 ноября, 2022 by alexxlab

30 Night Time Science Ideas for Kids

Nighttime science is a great way to encourage kids to learn more about the world around them. There are many different ways to do nighttime science and this blog post will discuss some of our favorite ideas.

In this blog post, I’m sharing some nighttime science ideas for kids that will help them learn a little something while they are staying up past their bedtime. From making homemade glow sticks and exploring the stars in your backyard with binoculars, there are so many fun things that kids of all ages can do at night.

What child doesn’t love exploring outside when it’s dark outside? Fun, games, and even science just seem more interesting when you need a lantern to see.

Our family loves camping and exploring nature. We spend a lot of time outside. And yes, we girls have braved the great wilderness in the dark. We even have bats that live in our attic.

I have this great book titled Night Science for Kids by Terry Krautwurst.

I found this book a couple of years ago and snatched it up immediately, knowing that my daughter Hannah, who is especially fascinated by nature, would love it.

From the back of the book:

Make dozens of exciting discoveries as you experience the fascinating and mysterious world of science after dark. Have you ever talked to fireflies? Or found a moth as big as your hand? Do you know how to make the moon shrink? Or where to look for flying squirrels? From stargazing to spider watching, becoming a night science explorer is fun!

There is a detailed list of gear for your night time explorations on page 18. I’ll share a quick overview with you:

flashlight with red cellophane covering the light
binoculars {for dusk or dawn}
backpack for your gear
warm clothes
plastic garbage bag
pencil and notebook
insect repellent
watch
snacks and drink
camera
tape recorder

Chapters include:

Into the Night
Becoming a Night Explorer
Night animals
The Fly-By-Nights
Insects in the Nights
Eyes to the Sky
The Edges of Night

This is a great book filled with lots of activities for night time science. One your family is sure to enjoy.

Nighttime Science Ideas for Kids

There is no better way to learn than by doing. This includes learning science! There are many nighttime activities that you can do with your kids or students in order to learn more about the world around us and how it works. Below, we will go over a few ideas for nighttime science experiments that can be done at home with common household items.

1. Make a constellation map of the stars in your area and use it to find constellations

2. Create a night sky projector by shining light through it with a flashlight or buy one already made.

3. Look up at the moon for 10 minutes without looking away – you might see something interesting!

4. Turn off all lights in your room, then turn them back on one by one to see how they affect your eyesight

5. Find out what’s happening in space right now (like where Jupiter is) using NASA’s Eyes On Solar System app

6. Create a night-time scavenger hunt for kids to find different items outside at night

9. Try out some fun science experiments with glow sticks and other materials that can only be seen at night

10. Have a nighttime picnic on the lawn or porch, complete with snacks and drinks that are easy to eat without using any light sources

11. Play flashlight tag or hide-and-seek in the dark, both indoors and outdoors (make sure you have enough flashlights!)

12. Use the stars to tell time

13. Make a night sky mobile for your ceiling

14. Build an observatory in your backyard or on your roof using cardboard and binoculars

15. Learn about astronomy by reading books, watching documentaries, or visiting museums

16. Make your own lava lamp using a plastic bottle, water, food coloring, and dish soap

17. Create your own constellations with glow-in-the-dark paint

How to Make Glow in the Dark Paint

Materials:

1 – 2 tsp Glow powder for each paint color
water
4 tsp of each acrylic paint. in desired colors

Instructions: Mix equal parts of glow powder (or glitter) and a little bit of water with your favorite kind of white paint. Add more or less to get the desired effect- thicker for an opaque layer that doesn’t show much in daylight; thinner for something closer to regular acrylics where you can see it during the day but not at night.

More Nighttime Science Activities for Kids

Here are some more activities I’ve come across that would be super fun for you to do with your child at night:

Summer Star Chart
Star Gazing Apps – iPhone and Android
Study the Night Sky
Build a Bat House.
Search for Foxfire “Glowing Fungi”.
Learn about Moths and Bats and explore outside to see what you find.
Study fireflies and make a firefly night light {be sure to let them go in the morning!}
Listen for owls and build an owl house.
Find a Luna Moth.
Go sugaring for moths.
Make a light and sheet insect collector.

Of course, it’s always fun when you discover a raccoon peeking at you from behind a tree, see deer grazing at night in your year, or see a possum staring at you. Be sure to document your discoveries. Write it all down in your nature journal. You can encourage your child to draw what they see and find and use watercolor paints or pencils to give life to the drawing.

There’s so much to do outside, why not stay up late and then sleep under the stars on a clear night?

You may even want to build a teepee in the backyard.

I hope you’ll enjoy some evenings outside with your children this summer and sweet memories will be created!

Nighttime Science Ideas and activities for kids are a fun way to get kids excited about science! We hope these will give your children some inspiration so they can enjoy entertaining nighttime science explorations while learning something new every day.

Did we miss any great ideas? Let us know in the comments below!

Science Day and Night | NSTA

Science centers provide an engaging way for young learners to explore related concepts. The hands-on nature of each exercise secures the stimulation necessary to maintain focused attention. In this article we describe a multi-day 5E (Engage, Explore, Explain, Elaborate, Evaluate) lesson on nocturnal and diurnal animals with science centers embedded as the Explore portion (Bybee 2014). This child-centered approach was selected since it engrossed our young students in meaningful learning (Jones 1999). The lesson was taught with a Montessori-based multiple-age classroom of three- to six-year-old learners.

This lesson is aligned to: K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. Students were introduced to patterns and structure and function while looking for adaptations that help nocturnal animals survive including: excellent eyesight, good sense of smell, good sense of hearing, specialized hairs, and echolocation. Groups of three to four students explored each science center and then travelled to the next on the teacher’s signal. There were five centers total and each took eight minutes to complete. Students also designed “nocturnal creature” models with modeling clay and art supplies.

Engage: Day 1

Learners began with circle time discussion as a formative assessment. Students were asked what they know about night and what things happen at night? Common student ideas for night included: stars shine and the Moon is often visible in the sky, humans go to sleep at night, and some animals like bats are awake at night. They often thought about night in terms of activities and said things like kids do not to play outside because it is too dark and cold at night. We then asked what they know about day and what it is like during the day. For daytime they shared the Sun is up and stars can no longer be seen. Many students pointed out that day is often hotter than night, which they attributed to sunshine. They knew some animals like bats and owls are often asleep, but other animals like humans, dogs, and birds are awake during the day. Students were asked what things animals might do during the night if they are awake and they told us some animals fly at night and hunt for food, but they were not sure beyond that.

The teacher reveals what foods were in the sense of smell station.

Prior knowledge of nocturnal and diurnal animals was assessed with a sorting activity. A two-column chart was made on the carpet with painter’s tape. At the top there was a picture of the day and night sky. Students were asked: Which animals do you think are active during the day, and which are active during the night? We specifically talked about day and night animals to leave the vocabulary of diurnal and nocturnal for the “Explain” portion. A variety of animals’ pictures were used, though we selected multiple Australian animals since there are many Australian families in our school community. This was a way for students to connect through sharing their background.

Students sat on the carpet’s perimeter and each student was handed an animal picture to place in either the day or night column. Students were invited to come individually and place the animal in the column of their choice. If someone was unsure, we prompted them to share their thoughts aloud. When a student picked a column, we asked them to share their reasoning for why they think it would fit there. They knew tree frogs, a local animal, were nocturnal since they had seen them out at night. But they were confounded by animals they had seen awake during the day, but suspected to be nocturnal. For instance, a student had once seen an owl during the day, so she was conflicted. We discussed our class pet, a gecko, to address this confusion. While the gecko wakes up to eat, it often sleeps inside its rock during daytime. Students connected this to that while they might wake up occasionally at night, that was not their norm.

Students were then given an opportunity to discuss any placements they disagreed with or were not sure about. Changes that were made included moving koala to the night category since a student said she had learned that on television. Students began by incorrectly classifying most animals as day animals.

Engage: Day 2

A short video clip, “Bat Echolocation” introduced that animals are specially adapted to their environment and presented the concept of echolocation (Incredible Bats 2018). As the video concluded, classroom management strategies were used to facilitate a conversation during transition. The teacher identified the expectation “to sit with one hand in the air to have a turn to share.” Modeling this rhyme helped the students to prepare for participation. Rhymes will also support literacy connections. The children were prompted with recall questions that helped them focus on the activities that animals were doing while awake. These activities included finding food as well as movement and exercise. We then read the children’s book Stellaluna about a fruit bat who ends up living with a bird family after being separated from its mother. To prepare for this activity, the students sang a short song to remind them of classroom expectations (to the tune of “If You’re Happy and You Know It”). If you’re ready to read a book clap your hands/ If you’re ready to read a book clap your hands/ If you’re ready to read a book open your eyes and take a look/ If you’re ready to read a book clap your hands. Regular transition routines help to prepare the students with a peaceful change that signals the familiar and prepares them for literacy connections. The book relates to the lesson through the juxtaposition of characters finding it difficult to understand each other in the unique characteristics of nocturnal and diurnal species. It is important to point out to young students that birds and bats would not try to actually mimic each other’s behavior. The idea of birds hanging upside down to mimic a bat is fiction meant to accentuate the difference between the two species. Listening to the story gave learners the opportunity to practice some literacy skills such as compare and contrast, building background knowledge, and story sequence. Students also asked and answered questions about the story (Common Core State Standards Initiative 2019). The story helped the students to begin assessing the function of each animal adaptation in the appropriate setting.

Explore: Day 3

Learners sat in a circle and covered their eyes. For safety, students should be seated with eyes closed. They imagined they were nighttime animals. We then posed: What kind of things would you do if you were an animal that was active at night? Students answered: use their noses to find food, find water, and hide in the trees to not get eaten. We reinforced that these things would be hard if animals were not suited to darkness and then introduced that animals have special characteristics that are passed down from parents to babies to help them survive.

Students work with pencils in “echolocation” box to sense where objects are located within the box.

Science center materials were created in advance, see Supplemental Resources for detailed explanation. Information regarding the animal adaptations came from the article “Nocturnal Animals Explained” (National Geographic Society 2019). Stations were set up while students were at recess. Stations were designed to be multimodal and multisensory to meet the needs of all learners (Harshbarger 2019). All centers had a hands-on component and most had a visual component with the exception of the center that focused on using smell as a sense.

We introduced the research question: What special features do night animals have that help them be active and survive in darkness? Groups were based on background knowledge, support style, and compatibility. Numbering stations helped them to rotate on the signal. Science centers took roughly an hour to complete, including a short dance break in the middle. There were two independent stations: sense of hearing and eyesight. The other three stations were run by the two classroom teachers and a parent volunteer. Another option would be to teach one center a day if additional adults are not available to help.

Center 1: Hearing. Animals may have offset ears, highly moveable ears, or other structural adaptations to hear well (National Geographic Society 2019). Students contrasted how whispering into the air differed from whispering into a plastic cup. They experienced the difference in volume as the cup amplified sound. Students also used plastic cup phones to send and receive messages. When students were done with the cups, they used nocturnal animal books as a data source for which animal had large and off-set ears.

Center 2: Specialized hairs. Students examined a stuffed leopard with plastic whiskers. We asked which animals have whiskers and why they are important. Students knew pet cats and dogs had whiskers and they could sense danger with them. They also had some ideas about how whiskers would help an animal to “feel” objects, especially when moving around in a tight space. We explained brushing whiskers against objects allows the animal to sense the size and texture of objects as well as movement (National Geographic Society 2019). We also talked about when whiskers touch an object it sends a message to the brain to help map out what is around.

Examples of students’ nocturnal creature models.

Students used their fingers to represent specialized hairs. They palpated inside opaque boxes to hypothesize about the contents and they recorded their data when they drew their ideas on paper. You may find it necessary to differentiate the learning process here for students who are emergent English learners. It is helpful to provide developmentally appropriate adjectives such as smooth, slimy, heavy, and bumpy along with descriptive pictures. This will give the child a necessary scaffold for participation. We then revealed what is in each box. At the end we recapped that since humans do not have whiskers, we were using fingers like specialized hairs.

Center 3: Smell. This center has two potential safety concerns. Parents were consulted in advance regarding student food allergies so we could select foods appropriately. A second potential safety concern is that the teacher should discuss proper blindfold use with students, since blindfolds could be snapped.

We started by asking students why night animals need a good sense of smell. They shared that animals smell to find food. Students sat in chairs and we helped them with blindfolds. This offers a good opportunity to introduce the idea of “wafting” and have students practice making the motion with their hands. We passed a bowl containing a food and had students use “wafting” to smell the food and hypothesize based on scent. This was done for all six bowls before revealing answers. You may find that a student is uncomfortable with using a blindfold. This is common in children who show difficulty with emotional regulation. You can differentiate the learning process here by inviting the child to simply close their eyes. You can also do the activity with eyes open until the child is comfortable. They may want to participate after seeing a few classmates take a turn.

Center 4: Echolocation. This center modeled that sound waves are reflected as a way to find the location of objects. We posed the question: Where have you seen or experienced waves? Learners had encountered waves at the beach, so we discussed how sound also moves in waves. Vibration was felt when students put their hand to their throats and spoke. They tried to make a bat sound and shared their knowledge about echolocation. We discussed how some bats use echolocation like in the video, but other bats use sonar clicks from their wings to navigate (Ravindran 2014). We also discussed how other animals like northern short-tailed shrews also use echolocation.

Echolocation was modeled with “echolocation boxes.” Students poked an unsharpened pencil into pre-drilled holes to try to find objects inside. The pencil’s movement represented sound waves bouncing off an object. At the end we revealed what was in each box.

Center 5: Sight. Nocturnal animals often have specialized large eyes for seeing in darkness. Students examined animal picture cards and divided them into large eyed (nocturnal) and small eyed (diurnal). Students then flipped over cards to check their answers. You may want to differentiate learning during this time by asking the students to come up with synonyms for large and small. This would provide added challenge for students who have an expanded vocabulary. They can practice using the synonyms in sentence format. The owl’s eyes are _________ (substitute with gigantic, huge, or jumbo). They then examined books with animal pictures to hypothesize which animals were nocturnal and diurnal.

Explain

Back in the circle time area, students sang the “Nocturnal Animal Song” (see Additional Resources). The song was a fun way to provide a break for students who may need to prime the brain for continued optimal learning. Students discussed what they experienced in each station and this led into discussion of adaptations. We introduced students to analogy mapping (IRIS 2020). Analogies such as “like/ are like” we used. Students explained “our fingers are like whiskers and can be used to sense objects.” In this example fingers is analogy and whiskers is the target science concept (IRIS 2020). We helped students verbally make analogies for all stations as a way to answer our research question: What special features do night animals have that help them be active and survive in darkness?

A student sorts photos of animal into daytime and nighttime groups.

We then introduced the vocabulary words nocturnal and diurnal. Since Center 5 was independent, we together discussed the patterns students noticed when dividing animals into large-eyed and small-eyed, such as nocturnal animals often have large eyes and diurnal animals often have small eyes. We also reiterated that not all animals that have large eyes are nocturnal. As students compared and contrasted features of nocturnal and diurnal animals, they were analyzing and interpreting data.

We also introduced structure and function. For example, a student said she sorted pictures into big eyes and small eyes because “nocturnal animals mostly have big eyes.” We then posed why big eyes would be helpful. Another student said that big eyes would help it “see better in darkness.” He pointed out how some animals have eyes that “glow.” Another student said she liked “meat eater animals like leopards and tigers” so learning about whiskers was fun. She explained how whiskers “feel and sense objects. ”

Elaborate: Day 4

Students started in circle time and recounted what features they explored. A chart was made with a drawing to represent each center. Students shared their ideas for what images could represent each adaptation on the chart, and then we drew their ideas. For example, students suggested a nose with lines near it for good sense of smell. This was a way to visually represent what we had learned about previously. We discussed how scientists use models and talked about which parts of centers modeled adaptions, such as fingers modeling whiskers as a sense organ.

Students were challenged to design their own nocturnal creature model using modeling clay and art supplies. Students were working to “develop a simple model based on evidence to represent a proposed object” (NGSS Lead States 2013). Art supplies were set in the middle of a table with eight chairs. The class was divided with one group working at the table at a time. Each student created a unique model. We specified each model should include two or more adaptations.

Evaluate

Summative evaluations included having students “show and share” their creations to the class. An assessment rubric (see Supplemental Resources) was used to score students. Each adaptation that was discussed during the “show and share” was rated as a zero, one, or two points. The sentence starter, “This is my nocturnal animal and it has…” was used by students. An example of a student share is, “This is my nocturnal animal. I made a big cat. It has lots of whiskers for feeling and big eyes to see predators.” When necessary, students were prompted to discuss the function of the adaptations. Students often created a unique creature or something similar to a bat, an owl, or large feline. Students compared “models to identify common features and differences” (NGSS Lead States 2013). Common features they discussed included: large eyes for seeing in the night, offset ears for better hearing, whiskers to sense objects and predators, and nose to represent good sense of smell. We made sure to reiterate that bats are not the only animals which use echolocation. They noted that each model was different in that they had different combinations of features such as one model having large eyes and offset ears, while another had whiskers, large ears, and a large nose to represent sense of smell.

Day 5

The “Engage” animal card sort was redone to see if misconceptions had changed. Cards were held up one by one so students could examine them and categorize it as diurnal or nocturnal and then share their reasoning. They most easily identified animals with large eyes or offset ears as nocturnal. Additional work was done to evaluate student knowledge by asking key questions to students. “Let’s name an animal adaptation that can help this animal (point to photo card) in the night.” “How does this special feature help the animal?” These questions can give each student a turn to showcase with this simple verbal assessment.

Concluding Thoughts

Although this lesson includes many materials, most came from the classroom or our homes and were repurposed. Though science centers were themed around nocturnal animals, the method transcends this topic. Embedding science centers within 5E inquiry could be done with many topics. While we used science centers as the “Explore” portion of the lesson, there are multiple places it would be appropriate. Science centers could easily be an “Engage” and start off a lesson or students could “Elaborate” by exploring centers. Our students did a fantastic job interacting with science centers and creating their own models. We believe this 5E lesson is an excellent way to have young learners engage with hands-on science. ●

Day and night. Entertaining geography for kids / SolNet.EE

Contents

Lesson Twenty

Geotale «Day and Night»

In space, not far from the star Sun, the planet Earth lived. The sun always shone brightly, and the planet warmed its side.

And on planet Earth there lived people and among them a little girl, whose name was Uni. The planet and the girl were friends and often chatted. Here is how Uni says:

– Earth, I’m already tired: every time I want to sleep, I have to cross the mountain to your other side, where it’s always dark, and when I wake up, I have to return to this side again, which is always lit by the sun. Oh! How nice it would be if I stayed in one place, and it became either light or dark!

Kind and wise planet Earth figured out how to help the girl. She tried to turn around. And she succeeded! Then the Earth began to rotate, and the girl sat in one place and watched what happened: at first she was in the light, and then the planet turned, and Uni found herself on the dark, unlit side. The planet turned further, and the girl was again on the bright side! Uni clapped her hands in joy.

– Can you slow down? she asked.

“I can,” the planet replied.

She waited until the girl wanted to sleep and began to turn so slowly that Uni was in the shade while she slept. And when the girl woke up, the Earth had already exposed this side to the sun’s rays.

That’s what friendship can do!

And since then, our planet Earth has been rotating so that for people it is dark at night and light during the day.

GEOslovarik

A day is a period of time from midnight to midnight and it lasts 24 hours. At night, at twelve o’clock, four zeros appear on the dial of the electronic watch, and the date changes in the calendar. We would say: «A new day has begun», but we sleep at this time and say this in the morning when it becomes light.

Day

The clock strikes exactly at midnight
Twelve times, which means
That a new day has gone —
CALENDAR day started.

For these days, for ONE,
Children have time
Play, learn, and they
They walk until midnight.

You eat, read and shout,
And you drink tea during a break,
And everyone goes, the clock goes:
Twenty and four!

GEO

Arrange the names of the time intervals so that you can read the word vertically in the highlighted cells.

Answer: second.

© The author of the original idea, texts, poems,
riddles, drawings, tasks — Svetlana Wiederhold,
especially for the children’s portal «Sunshine» — solnet®.ee
Published under the editorship of Tatyana Evtyukova on March 24, 2006.

Publication comments

Geography for kids

04/01/2005, 13:58
(10/28/2004, 21:50)0089

Very interesting and informative, the game is easier for children to perceive. Thank you.

04/01/2005, 13:59
10/28/2004, 22:30 ()

Wonderful!!!!! May the good ideas keep coming.

04/01/2005, 2:00 pm
(10/29/2004, 4:50 pm)

super
waiting for continuation
and you can also insert pictures of these towers, then it remains only to print and go. well, I’ll go look for towers

04/01/2005, 14:00
(30.10.2004, 17:59)

The whole family is delighted. Thank you.

01.04.2005, 14:01
(04.11.2004, 10:44)

Great! Now you can read your geotales on my favorite site! Thank you!
Your fan.

01.04.2005, 14:01
(04.11.2004, 20:27)

Spasibo bol «shoe, jivu v Meksike y ispol» zuiu material dlia moix urokov rus. v universitete. Naslajdaius» kajdoy vashey stranichkoy!!!! Sneterpeniem jdu novix.

04/01/2005 02:02 PM
(11/08/2004 03:40 PM)

My children (I have two of them) are waiting for the second lesson. I think that through the game it is easier for children to memorize serious («adult») facts. Thank you.

04/01/2005, 14:03
(11/17/2004, 11:48)

04/01/2005, 14:03
(11/19/2004, 19:19)

I really liked both the trip and the drawings. I wonder what will happen next. I look forward to continuing.

04/01/2005, 14:04
(11/25/2004, 02:03 PM)

I really like all your rubrics and also in geography. My child is 3.5. We discuss your stories. We have a map hanging in the house and the child already knows many countries and shows them. We know an ode to a song that you might find useful.

Song about the countries of Europe:

We are sitting on the plane,
We will fly all over Europe,
Let’s see with you now,
What’s in the west with us.

Here in France, in Paris,
The tower of all buildings is higher!

A in Germany, in Berlin,
Wonderful animal.

City of Bern in the Swiss mountains
Aare stands on the river.

People in Belgium, in Brussels,
They knew how to weave lace.

A in the UK, no dispute,
London is the most important city.

Further — to the Netherlands, there
The wind dries Amsterdam.

Look to the west
And flew north.

Danish city of Copenhagen
Glorious as a mermaid girl.

In Sweden, Stockholm is the capital
Looks into the waters of the Baltic.

Finnish city of Helsinki
Near the sea lay down in the lowlands.

Tall Norwegian ships
Sailing to the city of Oslo.

Time is running fast,
To the east is our path.

Russia is a great country,
In it, Moscow is the most beautiful.

The whole of Romania is proud
Bucharest as the capital.

A stately city in Poland
It’s called Warsaw.

A in Bulgaria, in Sofia,
Temple of Wisdom — Sophia.

Remembered in the Czech Republic and in Prague
Astronomer Tycho Brahe.

Budapest Hungarian, know,
The Danube looks blue.

And the Austrians certainly
Listen to songs go to Vienna.

To complete the circle,
We’re heading south.

Soaring over Italy,
We see the eternal city of Rome.

In warm Greece, in Athens,
There are many old statues.

Portuguese, in love
To your port of Lisbon.

And in Spain — Madrid
It stands in the center of the whole country.

Thank you very much for your hard work!
Mom Tai.

04/01/2005, 2:05 pm
(11/25/2004, 2:17 pm)

Very useful lessons, but… it is possible without brownies and other…

04/01/2005, 14:05
(12/14/2004, 08:37)

Everything is built in game forms and it pleases. And we play and remember, even if not everything is immediately remembered, but, as they say, «the grain falls into fertile soil» and subsequently sprouts. THANK YOU for taking care of our children. Happy Holidays and SUCCESS.

04/01/2005 2:06 PM
(12/27/2004 2:59 PM)

Daughter 5 years old, we liked it. When will there be a sequel?

01.04.2005, 14:06
(22.01.2005, 23:24)

Great idea! Wonderful tales! Great assignments! Thank you very much! Please tell us about volcanoes. My six-year-old daughter is very interested in them, but I can’t find accessible and interesting material anywhere. Thank you.

04/01/2005, 14:07
(02/12/2005, 17:34)

Very beautiful fairy tale stories. I look forward to continuing, I hope to learn about Japan, I really like the journey through your page !!!

04/01/2005, 14:08
02/24/2005, 20:09 ()

class!!!!!!!!

04/01/2005, 14:08
(03/06/2005, 15:06) M

Thank you very much! I found what I wanted. I have three children of different ages (5-3-2 years), everyone listens with great pleasure. Looking forward to new stories.

04/01/2005, 14:09
(03/11/2005, 22:02)

Thank you very much for interesting stories, and special thanks to Irina (25.11.2004) for the «song about European countries».

01.04.2005, 14:09
(16.03.2005, 11:06)

Thank you very much for these articles. My six-year-old daughter Veronika loves to read them and solve geo-tasks. We look forward to continuing.

01.04.2005, 14:10
(17.03.2005, 12:28)

The possibilities for this idea are almost endless. Super!

04/01/2005 2:10 PM
(03/23/2005 11:02 AM) ()

Good ideas…

04/01/2005, 14:11
Elena

Wonderful! Interesting, and most importantly easy to understand. I especially liked the riddles in the verses. Thank you.

04/18/2005, 03:26 PM
Love

Surprisingly simple and informative. It’s so easy about the complex… You, Svetlana, are just a talent!!! And most importantly, thanks to this wonderful site, it is available to those who are not indifferent to the coming generation.

24.04.2005, 06:07
Neustupova Ekaterina

I use your fairy tales-tasks in the senior preparatory groups of the kindergarten, I would like a somewhat simplified version for this age. Thank you!

26.04.2005, 14:37
Lena

simple and fun

30. 04.2005, 21:57
Plushkin

Yes, professional…

12.05.2005, 14:11
Konotopenko S.G.

Thank you very much for the fairy tales. I really like them and my kids just love them.

05/14/2005, 04:09 PM
Olga

is very cool! I myself am a geographer, so a very close topic. I have a little son, when he grows up, we will definitely read your fairy tales with him! Thanks!!!

06/05/2005, 16:47
Elena

Wonderful!

06/09/2005, 12:51
Vita

very necessary heading informative well done creators thank you and God bless you many more interesting projects

06/16/2005, 18:52
Lera, 8 years old

06/22/2005, 04:31 PM
Tan I and Dima

read a fairy tale about planets — the child laughed out loud!

06/24/2005, 20:17
Elena

I read a fairy tale about the fog, and got sick of being mischievous. Thank you.

17. 07.2005, 17:46
Elena

I re-read fairy tales, kind and understandable. Thank you. I will wait for the continuation.

13.09.2005, 14:12
Oksana

Thank you very much, the story about the planets is just a miracle, but my child (5 years old) had a reasonable question: What about the Moon? Looking forward to more about Luna. Thanks

20.09.2005, 11:10
Elena

19.10.2005, 10:17
Olga Anatolyevna, Marina Olegovna, Irina

We are longtime fans of your portal, but we were very surprised by the interpretation of the division of the Earth’s population into races, presented by S. Belokurova-Viderhold. Where did the Caucasian race disappear to?

10/19/2005, 18:08
author of geotales

Dear readers! There have always been disputes about the concept of «race» in science. The most common classification: Caucasoid, Mongoloid and Negroid races. They, in turn, are divided into subgroups. I used one of the European qualifications, which, however, can also be found in modern Russian-language reference books: the three main races are Negroid, Mongoloid and Caucasian (where “Caucasian” corresponds to “Caucasian”). So, there is no error in the story.

29.10.2005, 21:36
Lena

11/28/2005, 07:33 PM
nana

excellent

01.12.2005, 11:43
Ekaterina

The lessons are wonderful, but can you post the answers somewhere? And then I myself am not very friendly with puzzles.

08.12.2005, 14:44
Svetlana

Me and my child like GeoFairy Tales very much. Many thanks to the author Svetlana Belokurova-Viderhold.

I want to ask a question about poetry to the author of the comment from 04/01/2005, 14:04
Irina:
Do you have poems about other countries and capitals. I would be very grateful if you provide information about them.

Site administrator:
You need to correct the heading «LESSON ELEVEN» in the text of the fairy tale «Who is what» to «LESSON TWELVE», so it would be more correct in the account.
Thanks a lot.

08.12.2005, 14:55
Site administrator

Svetlana, thank you for writing. The typo has been corrected.

12/17/2005, 6:32 pm
denis

what is geography

12/19/2005, 10:41
author of geotales

Answer to Denis’s question:

Geo (from Greek ge — earth) — indicates the attitude to the sciences of the Earth, the earth’s crust and the globe as a whole. Graphia (from the Greek grapho — I write, I draw, I draw), in this case, the name of a science that studies, describes the subject indicated in the forthcoming part (here: geo). So it turns out that geography is a science that studies and describes the globe as a whole. It is divided into dozens of «narrow» geographical sciences, which focus their attention on one subject. For example: geology, economic geography, population geography, geography of a country or region (geography of Russia, geography of the Urals).

23.12.2005, 20:10
Elena

Very interesting, we look forward to continuing, Thank you very much for your fairy tale stories.
Merry christmas and a happy new year! Success!

27.02.2006, 19:00
Hope

Thank you, my son and I read your fairy tales with pleasure.

01.03.2006, 22:39
Alice

I really liked the story about Paris, especially the main characters. I find a lot of new, and most importantly, interesting and easy-to-remember things in your fairy tales. Thank you.

01.03.2006, 22:45
Elena

Cute story with snowflakes.
I liked it very much!!!

03/24/2006, 11:43
Hope

I really liked the wonderful geography lessons on the «Solnyshka». I studied all this myself at school and I know all this. However, it was the portal «Sunshine» that helped to explain this to the younger sister, who constantly asks questions on the topics of geographical lessons. Thank you!

27.03.2006, 16:24
Yasya

very interesting

10.05.2006, 15:30

Svetlana, thank you!
All fairy tales go with a bang!
Do you plan to publish all these fairy tales in the form of a book?

05/21/2006, 12:53
Editor of the Sun portal

Geotales are planned to be published in print,
follow the announcements on the site.

08/29/2006, 08:39
Maria

Dear Svetlana, you are a very talented person! Thank you. Good luck
You and inspiration!

15.09.2006, 19:58
NatalieSerge

Thank you, Svetlana!
Very interesting, I will try to include the material in the program on the subject of the World around in the center of early development.
I would just like to know what age the material is designed for.
Further creative path to you!

23.11.2006, 09:41
Svetlana

Everything is super here! Thank you.

24.01.2007, 14:02
Alexander

Everything is fine. I kindly envy the citizens of Russia. You have enthusiasts who care not only about filling their pockets, but also about children, about the future. Not like in Ukraine…

11.02.2007, 16:27
Editor of the Sun portal

There is no need to envy the citizens of Russia in this case. 🙂
The author of geotales lives in Germany. The editors of the portal «Sunshine» — in Estonia. And in the conditions of the Internet, the material is available to everyone, regardless of the country of residence. Stay with us! 🙂

21.03.2007, 12:06
Olga

14.08.2007, 17:05
Tanya

Just discovered fairy tales!!! The child is 3 years old. We read 1 lesson, I added a photo of towers + Pisa to the lesson (I really love it). For the second lesson, I wanted to recommend a link with photos, but for some reason it’s impossible 🙁

16.08.2007, 22:05
Elena

31.08.2007, 16:27
Anna

A wonderful fairy tale about Moscow. Thank you!

03.09.2007, 20:43
petya

5+

09/18/2007, 08:14
Gayane

Well done! Good idea! Children will read with pleasure, and even gain knowledge, because the situation with the towers is so similar to their quarrels and reconciliations.

02.10.2007, 13:31
Anna

Wonderful fairy tale. THANKS.

11.10.2007, 19:39
Lena

Beauty!!!

29.10.2007, 20:23
Svetlana

Thank you! Very necessary material, and on time. I wish you to develop such lessons as much as possible.
29.10 07.

12/18/2007, 11:43 PM
Catherine

thanks. only photos are really needed here

13.02.2008, 09:49
Hope

Thank you very much for the exciting lessons, very informative and well received by the child.

23.02.2008, 14:26
[email protected]

I have been looking for fairy tales for children in geography for a long time. I work in a kindergarten with children 5-7 years old. They are very interested in geography. THANKS!!!

02.04.2008, 19:35
Lena

people send more crosswords and tiki z odgatkami

04/02/2008, 19:38
Lena

vav vav vav vav vpav vav vav vav vav vav vav vav vav vav vav

15. 04.2008, 15:03
Love

Just wonderful. Everything is so simple and interesting. Thanks for the find.

18.04.2008, 10:26
Luali

Played a game with my class. It was great! Thank you.

27.04.2008, 13:48
Mili Mu Mili Du

Although I am in the fourth grade, I read everything from beginning to end with interest! Hello, «SUN» !!!

19.08.2008, 21:17
Alena

11/20/2008, 10:02 am
Valentine

Thank you very much for such an interesting site! It is so easy to prepare a child for school with him. Well, geofairy is just super

26.11.2008, 14:53
Svetlana

Your site is just a godsend, super, there is no better!!!

01.12.2008, 08:46
Svetlana Anatolyevna

LOW BOW TO YOU!!! Thanks from the whole city of Pavlograd (Ukraine), and especially from the children and parents of school No. 12. It would be great if they created a video tutorial.

09.12.2008, 17:37
Natalia

Thank you very much! Your geotales help my students to understand geography very much. Thanks for the help!

12/19/2008, 02:10
Alina

Thank you so much!!!!!!

20.12.2008, 18:28
Elena Krampets

28.01.2009, 20:25
Hope

Excellent material for the lessons of the world around.

30.01.2009, 08:52
Tatyana

Thank you very much! Very interesting tales and tasks! Both my 8-year-old son and my 1.5-year-old daughter listen with pleasure. And even my husband!

31.01.2009, 10:29
Olya 6 years old

I don’t like to study, but it’s a pleasure to study in this Virtual School!!!

09.02.2009, 12:30
anna

wonderful fairy tales

09.02.2009, 12:31
brand still

awesome!!!!!!!!!!

13.02.2009, 11:41
Xenia. Kharkiv

AMAZING!!!!!!!!!!!!!!!!!!!!!!!!
AND THIS IS NOT ONLY FROM MY DAUGHTER, BUT ALSO FROM ME.
THANKS!

18.02.2009, 22:07
Svetlana

Thank you, very interesting classes

02/19/2009, 11:09
oksana

very interesting and most importantly accessible for children, they really like it

12.03.2009, 14:29
Elena

Wonderful lessons, downloaded and will be happy to read to my son and complete assignments. True, I did not find a recommendation for what age, but anyway, we will selectively try to learn new things.

13.03.2009, 18:01
Julia

I really liked your lesson, thank you!

03/28/2009, 18:43
Zyure Ismailovna

Very interesting technique. But tell me please, for what age is it intended? For preschoolers, solving crossword puzzles is a difficult task. It is recommended for 1st grade students. In addition, preschoolers do not understand what the 14-17th century means. We explain to them that this was a very long time ago. I recommend explaining what the names of the madrasah mean. Tillya kori — gilded. Sher dor- madrasah with tigers.
When talking about the ornament, pay attention that the drawings are all different and do not repeat.
I was born and lived until the age of 15 in Samarkand. Mom was a tour guide. Therefore, I know a lot about history. At the moment I am the head of the department of preschool pedagogy at the Crimean Engineering and Pedagogical University of Simferopol. I will be glad to cooperate!

04/02/2009, 13:30
Denis

04/03/2009, 18:44
julia

super and class

10.04.2009, 18:08
julia

A good story about the planets of the solar system.

13.04.2009, 18:08
Svetlana

13.04.2009, 18:34
Svetlana Wiederhold

Thank you very much for your feedback! Inspiring! Regarding cooperation, comments can be written to my address:
[email protected]
See you next time at the virtual school!

14. 05.2009, 20:07
Ekaterina

Thank you for your portal. Your virtual lessons are amazing!

05/15/2009, 03:15 PM
valeria

cool i liked everything

23.05.2009, 17:06
Bitno Galina

I work with kids, teach them reading, math, I really like your creative approach in the development of children with the help of a geofairy tale. Wrote the development of lessons for kids on reading, including on the material of biology. I would like to do the same in geography. Sincerely. Galina.

24.05.2009, 23:37
Editor of the Sun portal

Galina, would you share your experience, send your developments for publication on the site! BUT?

27.05.2009, 10:28
Olga

Thank you for your help in the development of the future generation!!!

29.05.2009, 16:14
julia

fish story is cool.!!!!!

06/04/2009, 12:26
julia

cool!! really looking forward to the next lesson. !!

06/05/2009, 10:41
julia

very interesting story thank you!!!!!

27.06.2009, 21:37
Snezhana

Cool! Both learning and fun! Thank you!

26.08.2009, 16:21
Julia

good story about day and night

30.08.2009, 15:00
Irina

Thank you so much for your kind and sensitive attitude to geography. If possible, write a geofairy «Journey of a droplet» or «Journey of a grain of sand», I think it will be interesting for children to compare your version and their own, because such a task is in the school curriculum.

10.10.2009, 16:49
Alena

Hello. I want to express HUGE THANKS to this site for such a well-chosen material. I am a teacher of economics, the fairy tales from the ECONOMY FOR KIDS section were very useful to me. But I am also a music teacher and it would be great if there was a section dedicated to music. Thank you very much.

22.10. 2009, 16:15
Elena

Very interesting for both kids and parents! Good to know you exist! Thank you!

07.11.2009, 20:40
Tamara

Thank you very much!
I myself am a geographer by education, I am very glad that I can tell my child about this wonderful science in a fascinating way.

06.12.2009, 18:12
marina

it’s a pity that in schools our teachers don’t do anything like that, maybe. children were more willing to study and knew geography better

10.12.2009, 13:07
Lena Gizatullina

Very interesting and informative, keep making us and our children happy. We look forward to continuing. Well done!!!!

01/03/2010, 22:52
Polik

I liked the first and twelfth!

08.01.2010, 17:09
Evgeniya

Thank you.

30.01.2010, 06:36
Svetlana

05.02.2010, 13:23
Ekaterina

It’s just super!!! You are such a good guy!!! We look forward to continuing. Thank you very much for your work!!!

16.02.2010, 16:58
danila

good lessons

16.03.2010, 15:56
Anya (schoolgirl)

I really liked all the stories if I’m already 14 years old and I’m also interested, then I don’t even know how interesting it is for children younger than me)) thanks in general)))) Bravao)) for an encore)))

03/28/2010, 12:31
nettle

Marktus was real, not like anyone, and even without chips in thorns. They scold us like that …

03/30/2010, 15:14
[email protected]

Hello, thank you. You are smart!

28.04.2010, 16:06
Angelina

Thank you so much, your classes are just super!!!

11.05.2010, 19:43
Eusebia

It’s all just wonderful!!! I’m going to be a counselor in a children’s camp with a geographical bias, and this is just what I was looking for!»!!

06/28/2010, 5:00 pm
Natalia Akhremochkina, teacher of the Vysheslavskaya Osh. Ya.O

Svetlana, thank you very much for such interesting lessons, I looked at many things differently, I will definitely use them in my work. Creative success!

12.07.2010, 11:51
daughter aisha

super

09/03/2010, 10:56
LYUDMILA

EVERYTHING IS WELL, INFORMATION, BUT THE FIRST TIME I HEAR THAT THE CAUCASIAN RACE BELONG TO RUSSIANS, GERMANS, ENGLISH. SHOULD FIX!

09/06/2010, 13:42
Editor of the Sun portal

Lyudmila, the fact that YOU hear about it for the first time does not mean that it is not so and that «needs to be corrected». 🙂

Caucasian race — the same as
Caucasian, Caucasian (from the English. Caucasian race) or Eurasian.
Look in the literature or on the Internet if you still have doubts.

04.12.2010, 05:02
larisa

super super super!!!!!! great!!!! I want more about Japan!!! and in general it is very !!!interesting!!!!

13. 01.2011, 15:23

this is very interesting

13.01.2011, 15:30
dasha

This is very interesting since I am a geologist myself.

01/30/2011, 08:42
Julia

I liked it very much.

13.02.2011, 16:13
maria

Liked

23.02.2011, 14:05
Filyuza

THANK YOU!!!!!!!

24.02.2011, 11:40
Elena

It seems to me that in the first lesson, stories are needed either about towers or about cities, so as not to confuse the child. The capital and the child in «shock»! Maybe I’m wrong?

16.03.2011, 11:52
Librarian

17.03.2011, 15:23
dasha

tse duzhe tsikavo so much as I myself am a geologist

18.03.2011, 21:55
tamara

wonderful fairy tales thank you

04/04/2011, 21:17
Valentine

Wonderful, informative fairy tales, in an accessible form for children. thank you very much!

04/08/2011, 19:40
Zhenya

Interesting Chtuchka I liked it very very very much Assignments Well done

04/09/2011, 18:17
Svetlana

Thank you so much! Super!!!

17. 04.2011, 19:23
Olga

Thank you for your work!. Very interesting stuff

18.04.2011, 11:27
Albina

Svetlana, thank you so much…. Your wonderful stories are a godsend for us mothers and a special interest for our kids….

05/06/2011, 11:29
perepechina lyudmila

I liked it very much! can be used in the lessons!

26.05.2011, 23:24
Julia

Thank you so much for your work!

05/31/2011, 21:16
flomi

superrrrrrr-puperrrrrrrrrrrrr. Not a fairy tale, but some kind of educational lesson!!!

06/02/2011, 22:39

great!!!! Thank you very much

08/17/2011, 09:47
Elena

Svetlana, you are just smart

05.11.2011, 15:16
Olga

Svetlana, THANK YOU for the amazing, interesting tales! We are waiting for the continuation. Write a fairy tale about Baikal for us!

12.11.2011, 12:15
Zoya

great my daughter now knows about the towers and about the city thank you we will continue classes

18. 03.2012, 10:19
Elena

Thank you very much for the great material! Good luck with your next projects.

02.05.2012, 18:27
Yulia Gennadievna

Very wonderful lessons, informative, just super! I work as an educator, I want to use an intellectual circle in my circle work. I’m just delighted!

06.05.2013, 21:43
KatrinaZ

Just lovely! Thanks a lot for the story!

31.01.2014, 06:00
kunakbaeva elza

Hello! Thank you very much for the interesting and informative material using multimedia technology.

04.02.2014, 10:37
Railya Ziatdinova

thank you very much. super material.

18.02.2014, 06:52
Maria Lyamina

You are doing a great job! Thank you so much, this is something that can not be found anywhere!!! I have been looking for such interesting and accessible information on geography for almost half a year!!! And most importantly, exciting!

18. 02.2014, 12:22
Kira

Good afternoon! We began to read your fairy tales, the children listen with interest, but in the third fairy tale, the rumor resonated: the country of America. I’m not a geographer, but there is no such country, correct it to the mainland, please!

19.04.2014, 11:35
Tatyana

Very interesting! Impossible not to remember! Thank you!

15.05.2014, 19:23
Anna

I would like to add pictures. And so great.

17.08.2014, 15:23
Zinaida

Svetlana, I am very grateful to you and the organizers of the site for such a wonderful material.

10/18/2018, 23:07
Natalia

Thank you! Wonderful tales!

08.02.2021, 10:25
Nastya

Super fairy tale! on the rebus clue = chum. We just go through it at school!

08.12.2021, 00:35
art-iq.com.ua

Thank you! Wonderful tales!

13.02.2022, 18:51
Firuza

really liked it. Found what I was looking for. Thank you very much

THE SCIENCE OF SLEEP — articles from the experts at the Mother and Child Clinic

Tip #1 Don’t try to get your baby to sleep through the night.

Features of the nervous and digestive system of a child of the first year of life, especially if he is breastfed, do not allow him to sleep all night.

In the first months of life, he can sleep at night without waking up for no more than five hours. Usually the interval between feedings is from 2.5 to 5 hours. For a complete nutrition of the baby, his daytime sleep should not exceed 2-3 hours. Only after 6 months do babies mature physiologically to sleep for 6-8 hours without waking up.

Advice #2 Don’t write off baby’s restless behavior as «colic, teeth, growth spurts».

Parents often explain crying and restlessness of a baby before and during sleep with colic, teeth, or transition to a new stage of development. In fact, the reason in most cases lies elsewhere. Try to record all the intervals of sleep and wakefulness during the day, as well as the behavior of the child during these periods. Analyze whether the baby is “walking” — at this age it is extremely important not to exceed the norms for wakefulness, and also to sleep the required number of hours so that fatigue from lack of sleep does not accumulate. In addition, sometimes children are sensitive to errors in their mother’s diet. Observe, change those factors that disturb the baby, and the child will probably sleep better.

Tip #3 Don’t let your child get tired.

It is important for a mother to learn to recognize the first signs of fatigue and “catch” these moments in time to put the baby to bed.

Tip #4 Set up a sleep ritual.

The rhythm of life in the city, unfortunately, implies that in the evening, when it is time for the child to go to bed, the whole family finally gathers at home after work, the baby’s emotions “go off scale”, albeit positive ones. It is important to adjust the child’s regimen to the routine in the family, so that in the evening a quiet calm atmosphere is maintained in the house and the set time for falling asleep is observed. The ritual can be as follows: after bathing, give the baby a light relaxing massage, feed, turn on white noise or sing a lullaby, put your favorite soft toy next to it, and put the baby to bed. The ritual of repetitive actions will set the child up for sleep and help form the right habit.

Lack of sleep can lead to chronic fatigue and disruption of the child’s nervous system. Scientific studies show that children who sleep less than their age norm are at increased risk of hyperactivity and attention deficit disorder.

Advice #5 Try to adjust the sleep time to the child’s biological rhythms.

The baby’s biorhythms are programmed for daylight hours, that is, for early bedtime and early rise. As practice shows, children adjust to daylight hours, and morning awakening has almost no effect on going to bed. So basically the kids wake up between 6.00-8.00. Sleep experts recommend that babies, especially those older than 4 months, be put to bed between 19until 9 pm (in summer, when it gets dark later, you need to darken the room with curtains). So you can avoid fatigue and lack of sleep. To re-arrange your baby for early bedtime, move your bedtime 15 minutes earlier each day.

Tip #6 Get outside more.

Many babies sleep much better outside in strollers. There are children who sleep little and restlessly at home, and sleep soundly for hours in a stroller. This is normal, so stock up on audiobooks and a thermos of tea and go out on your «distance» in the park.

Tip #7 Don’t try to introduce complementary foods early for a good night’s sleep.

This can backfire as the baby’s immature digestive system is not ready to digest «adult» food.

Tip #8 Sing lullabies to your baby.

Even if it seems to you that you are deprived of vocal abilities, sing to your child. Psychologists say that the mother’s voice and her heartbeat are the main soothing sounds for the baby. Studies of infants’ responses to music have shown that because infants’ hearts beat faster than adults, they enjoy the faster rhythm of musical compositions. They also prefer female vocals and high timbre.

Tip #9 Create all the conditions in the bedroom.

Let the very atmosphere in the room set you up for relaxation. Ventilate it well before going to bed, and also darken it with curtains and try to ensure silence.

Tip #10 Cultivate good habits.

Try not to let the baby fall asleep on the breast, so that from the very beginning he will separate feeding and sleep. Place your baby in your crib regularly so that he gets used to having his own place to sleep. It’s good if he regularly spends some part of the night at his place.

Strictly follow the age norms of sleep and wakefulness — these are the main conditions for sound sleep, which means good mood and proper development of the baby.

tips

pediatrician

Svetlana

Vladimirovna

Petina, Chief

doctor of the children’s center of the clinic «Mother

and child» Kuntsevo

1. Consider your child’s needs

Many babies sleep well

after bathing,

however, there are babies,

on whom a bath,

even with the addition of relaxing

herbs, acts,

on the contrary, exciting. Be guided by your own

child — if

after a bath his sleep

takes off like a hand,

transfer bathing

to the morning or afternoon.

2. Consult physicians

If your child

is not enough and restless

sleeps, it is worth it to consult

with a pediatrician and a neurologist, as well as

, make the necessary examinations,

, for example, ultrasound

brain,

To check the intracranial pressure.