- [Narrator] Ready to learn?

- Hi.

- Hi.

- [Narrator] It's time to share a story, [woman shushing] read, and write.

- Let's read it back.

- [Narrator] Discover science, sing... ♪ Some ♪ - [Narrator] Play, and so much more.

- Cupcake.

- Very good.

- [Narrator] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

- MM-hmm.

[playful music] - [Narrator] Funding for this program was provided by the JPB Foundation.

- Hi, friends.

My name is Diana and I am a teaching artist at the New York City Children's Theater.

Today, I'm very excited to read you one of my favorite books.

It's called "Be A Friend" and it's written and illustrated by Salina Yoon.

I'm also going to invite you to use your body and your imagination to help us enjoy the story even more.

Now, this story is about a little boy named Dennis.

And everyone is different.

And the way that Dennis is different is he likes to express himself through miming.

Do you know what a mime is?

Let's take a look at the inside cover for some clues.

Oh, look at these pictures of Dennis.

He is using his body.

What do you see him doing?

He's pretending to ride a bike, to be a tree.

What else do you see?

Yeah.

So miming is a type of entertainment where the artist uses their body to express themselves, but uses no words.

They are silent.

So Dennis, the young mime, is a little bit lonely at school.

He doesn't have anyone to play with and that makes him feel sad.

Have you ever felt that way?

I think that everybody does sometimes.

It looks like Dennis really needs a friend and maybe he'll find one in this story.

[gasps] But before we read, let's warm up our bodies.

I'm going to invite you to move your body with Dennis during the story, just like a mime.

So let's start by just shaking everything.

Shake your arms and your hands and your elbows.

Shake your head, your tummy.

And shake out each of your feet.

Now you can reach your arms way up high and bend to one side and bend to the other.

Let's warm up our faces.

Show me a smile.

Now a sad face.

Now pretend that you just ate a sour lemon.

Now show me a lion face.

[roaring] Very good.

Shake your body one more time.

And now we are ready to read.

"Be A Friend" by Salina Yoon.

She wrote the words and drew the pictures.

Dennis was an ordinary boy who expressed himself in extraordinary ways.

Look at all of Dennis's striped shirts.

Mimes like to wear striped shirts.

Everyone called him mime boy.

Can you make your body look like Dennis's with one arm up and one arm down?

Dennis didn't speak a word.

He would only act in scenes.

Notice Dennis's face.

Mimes wear makeup on their face.

They wear white paint so that you can see their expressions better.

Remember how we made expressions?

Smile.

Sad.

Sour.

What is Dennis doing in all of these scenes?

I see him pulling a rope, going inside a box, riding a bike, and climbing downstairs.

Can you try doing one of these with your body?

I think I'll pull a rope.

Don't use any words.

Some children would show and tell in class, Dennis would mime instead.

[gasps] He's beginning as an egg, caterpillar, chrysalis, and a butterfly.

Can you flap your wings like a butterfly?

Very nice.

Some children liked to climb a tree, Dennis was happy to be a tree.

I wonder, can you try to balance on one leg just like Dennis?

And put your arms out like branches.

Maybe you even sway in the breeze.

But even trees get lonely sometimes.

Dennis felt invisible.

It was as if he were standing on the other side of a wall.

How does Dennis's face look?

Not too happy.

Until one day Dennis kicked an imaginary ball.

Can you use your leg to kick a ball?

And someone caught it.

Her name was Joy.

There was no wall between Dennis and Joy.

It was more like a mirror.

They saw the world the same way.

Dennis and Joy didn't speak a word because friends don't have to.

It looks like Dennis and Joy both like to pretend.

They're rowing a boat, they're playing tug of war, and they don't need to use words.

But they laughed out loud with jazz hands.

Can you put your hands up and make them wiggle like jazz hands?

For all the world to see.

The end.

So did Dennis make a friend?

Yes, that's right.

He became friends with Joy.

And why do you think Joy was a good friend to Dennis?

Do you have any ideas?

I think Joy was a good friend because she liked Dennis for who he was, even though he was different than she was.

Everybody's different, but that's what makes friends so great.

You can learn from them.

It's so important to be a good friend.

Friends make us happy.

And the world is so much better when we're kind to each other.

Can you think of a time when you were a good friend?

what's something that you like to do to make your friends happy?

Do you share your toys?

Do you give hugs?

Let's take a minute and think.

Okay.

Now we're going to sing a song together and you'll have the chance to share what makes you a good friend.

So I'm gonna get out my guitar and I'll play the song once through for you to hear.

And then you can sing along with me.

♪ There are so many ways to be a friend ♪ ♪ There are so many ways to be kind ♪ ♪ There are so many ways to be a friend ♪ ♪ And here is one of mine ♪ I'll go first.

One way that I like to be a friend is I like to draw pictures and make cards for my friends and send them in the mail.

All right, let's sing the song again.

And then you can share your answer.

You can sing with me this time too.

♪ There are so many ways to be a friend ♪ ♪ There are so many ways to be kind ♪ ♪ There are so many ways to be a friend ♪ ♪ And here is one of mine ♪ Now you share.

How do you like to be a friend?

That's wonderful.

♪ There are so many ways to be a friend ♪ All right.

Since we have been talking about being a mime, let's use our bodies to mime the way we like to be a friend.

Will you help me first?

Let's mime drawing a picture for our friend.

Ready?

One, two, three, go.

Nice miming.

Remember, we don't use any words.

Now you can take some time to mime out the way that you like to be a friend.

Thank you so much for reading a story with me today, singing, and using your imagination.

Before we say goodbye, let's use our jazz hands.

Have a great day, everyone.

Bye bye.

- Hi, movers and shakers.

This is Violet and I'm here with my sister Ivy.

- Hi.

- And we're gonna sing a song with you called "Green and Speckled Frogs".

And this is a counting song.

So put up three fingers.

All right.

Ready?

- MM-hmm.

♪ Three green and speckled frogs ♪ ♪ Sit on a speckled log ♪ ♪ Eating the most delicious worms ♪ ♪ Yum, yum ♪ ♪ One jumped into the pool ♪ ♪ Where it was nice and cool ♪ ♪ And now there are two green speckled frogs ♪ ♪ Two green and speckled frogs ♪ ♪ Sitting on a speckled log ♪ ♪ Eating the most delicious worms ♪ ♪ Yum, yum ♪ ♪ One jumped into the pool ♪ ♪ Where it is nice and cool ♪ ♪ And now there is one green speckled frog ♪ ♪ One green and speckled frog ♪ ♪ Sitting on a speckled log ♪ ♪ Eating the most delicious worms ♪ ♪ Yum, yum ♪ ♪ It jumped into the pool ♪ ♪ Where it is nice and cool ♪ ♪ And now there are no green speckled frogs ♪ All right.

That was pretty silly.

Thanks for singing with us.

- Thanks.

[playful music] - Hello, friends.

I'm Dr. Rivers.

And today we're going to work with sounds and words.

When we work with sounds, it helps us become better readers and writers.

For the first activity, I am going to say all of the sounds in a word.

You're going to blend the sounds together and say the word.

Watch me do the first one.

I'm going to move my hand for each sound.

Then I'm going to drag my hand across to blend.

Listen.

M-AY.

May.

The word is May.

Your turn to try.

Listen.

M-A-KE.

Blend it together, make.

Very good.

Now I'm going to put some pictures on my board.

We're going to continue blending sounds to make words.

If the word that you blend matches one of the pictures, go ahead and pat your head.

If it doesn't match one of the pictures, then keep your hands down.

So if we blend a word that you see a picture that matches one of the words that we blend, go ahead and pat your head.

Let's continue.

C-A-T.

Blend it.

Cat.

K-A-TE.

Blend.

Kate.

R-A-IN.

Blend it.

Rain.

I see rain.

Ready?

TR-A-I-N.

Blend it.

Train.

Good job.

P-EA-CH.

Peach.

P-EA-S. Peas.

B-R-U-SH.

Brush.

R-A-SH.

Rash.

B-E-D.

Blend it.

Bed.

B-E-N-D.

Blend.

Bend.

Good job.

SH-EE-P.

Blend it together.

Sheep.

SH-AR-P.

Blend the sounds.

Sharp.

Great job.

Blending individual phoning sounds to make words.

We know that every word has at least one vowel sound.

For the next activity, we're going to isolate the medial sound or the sound that we hear in the middle of the word.

The vowel sound in the middle of a word.

Once we hear it, we're going to repeat the sound.

And then we're going to say whether it's long or short.

Watch me do the first word.

The word is lake.

I hear A in the middle of lake.

A is the long A sound.

The next word is lap.

I hear A in the middle of lap.

A is the short A sound.

Are you ready to try?

Let's go.

The word is tap.

A, short A.

The word is tape.

A, long A.

The word is a note.

O, long O.

The word is not.

O, short O.

The word is cup.

U, short U.

The word is cop.

O, short O.

The word is peak.

E, long E. The word is pet.

E, short E. The word is home.

O, long O.

The word is hum.

U, short U.

Great job isolating the medial or the middle vowel sound in words and identifying whether they were long or short.

Let's continue.

The long vowel sounds match the letter names.

Today, we will read words with the long A sound.

But first, we will practice listening for short and long vowel sounds in words.

I will say a word and you will say a name the vowel sound.

Listen as I do the first one.

The word is hat.

The vowel sound in hat is A, short A.

Your turn to try.

The word is ran.

The vowel sound in ran is A, short A.

Rain, A.

The vowel sound in rain is A, long A. Sock, O.

Short O. Soak, O.

Long O. Pan, A.

Short A.

Plane, A.

Long A.

Met, E. Short E. Meat, E. Long E. At, A.

Short A.

Eight, A.

Long A.

Good job.

The vowel sound can be anywhere in a word.

Acorn begins with A, long A.

The vowel sounds can be spelled in different ways.

One way to spell the long vowel sound is vowel, consonant, E. For long A, it would be A, consonant, E. The pattern that we call this is vowel, consonant, E. The E is silent.

Let's take a look.

This word is tape.

Say tape.

We hear long A in tape.

If I cover the silent E, type this word and read it.

T-A-P, tap.

With the silent E, tape.

The silent E reminds the first vowel to say its name.

We know that when we see silent E on the end of the word, the vowel sound before it is long.

Let's try another one.

This word is same.

If I cover the silent E, type and read.

S-A-M, Sam.

Sam is someone's name.

So if we wrote Sam, we would have to write it with an uppercase letter.

Sam.

Sam with a silent E on the end is same.

Let's try one more.

This word is plane.

If we cover the silent E, type it out.

P-L-A-N, plan.

Plan with a silent E is plane.

Good job.

Reading words with the silent E. A, consonant, silent E. Or vowel, consonant, silent E. Now let's build and read a few words.

Let's try this one.

C-A-NE.

Cane.

Remember, the E is silent.

So it's cane.

The silent E reminds this vowel to be long.

Vowel, consonant, E. Let's try another.

C-A-SE.

Case.

Case.

Silent E tells the vowel before the consonant to say its name.

Case.

Let's substitute C for B. B-A-SE.

Base.

Great job.

Case and base end with ase.

Let's try another one.

CH-A-SE, chase.

Chase.

Vowel, consonant, silent E, long sound chase.

Let's do one more.

V-A-SE, vase.

Long A, consonant, silent E. The silent E reminds the vowel to say its name.

Great job working with sounds and words today.

We practiced identifying short and long vowel sounds in words.

And we worked with the long A sound.

Go ahead and kiss your brain.

[lips smacking] Share what you learned today with someone that you love.

And come again, there's so much more to learn.

[playful music] - My name is Lily and I'm so excited to be here with you today.

I'm really excited to be here with you, but I have to admit, I'm also feeling kind of sad because I miss seeing all my friends.

And I'm also feeling kind of bored.

It's really hard to be at home all day.

Even though I know it's important, it's helping me stay safe.

But it is hard to come up with things to do.

I know, I'll call my friend Omar.

He usually has a game we can play.

Omar.

- Hi, Lily.

- Hi, Omar.

- How are you?

It's so good to see you.

- Oh, it's so good to see you too.

I miss you so much.

How are you?

- I'm doing okay.

I miss you too.

I miss seeing all our friends at school.

- [Lily] Yeah.

It's hard to come up with things to do at home, but I knew you might have some ideas.

Do you have a game we could play?

- Actually, I do have a game.

It's called my secret hidden number.

You wanna play?

- Yes, I definitely do.

55.

- So Lily, before we play the game, we should agree on the rules.

- Ah, you're so right, Omar.

So what are the rules?

- Okay.

So I will choose my secret hidden number, but I'm not gonna tell you what it is.

But the number I choose will be between two numbers.

I'll give you clues to help you guess.

- That sounds like so much fun.

But Omar, how do I know you won't change the number If I happen to guess it?

- That's a really good question.

How about I write the number on a piece of paper and then I can fold it up and tuck it away so we can check later to see if it's right.

- That sounds great.

Okay, let's do it.

I can't wait to play.

- Okay.

- Are you ready?

- I'm gonna tuck it away and I'm ready to go.

- Okay, I'm ready, Omar.

- Okay.

You ready for your first guess, Lily?

- I am.

- Go for it.

The number, my secret hidden number is between numbers one and 20.

- [Lily] Okay.

Do you think you can help me out?

What's the number between one and 20?

55.

Oh, no, it can't be 55.

What about three?

- [Omar] That's a great guess, Lily.

Because three is a number between one and 20.

Here, I'll show you on this number line.

We have a number line that goes from one to 20.

Three is a number between one and 20, but it's not my secret hidden number.

My secret hidden number is more than three and less than 20.

So could it be two?

- [Lily] Could it be two?

I don't think so, Omar.

Because when I count, I say one, two, three.

Two comes before three.

So two is definitely not more than three.

Huh, a number more than three and less than 20.

What about 11?

- That's another really good guess, Lily.

Because 11 is more than three and less than 20.

Let me show you on the number line.

- Great.

- So here it is, 11.

A number that is more than three and less than 20.

But 11 isn't my secret hidden number.

My secret hidden number is less than 11.

Could it be 15?

- You're trying to trick me again, Omar.

It can't be 15.

I know I say 15 after I count.

I go 11, 12, 13, 14, 15.

So it's definitely more than 11.

A number less than 11 and more than three.

What about seven?

- Lily, that is such a good guess.

Because seven is a number more than three and less than 11.

Let's plot it.

Seven.

It's such a good guess, Lily.

Because seven is my secret hidden number.

[Lily claps] [Lily cheers] - Oh, we did it, Omar.

What can we do to celebrate?

- I have an idea.

How about let's dance?

[Lily cheers] [upbeat music] - Omar, that was so fun.

- It felt so good to dance.

- Doesn't it?

It just makes my whole body feel better.

- Yes, mine too.

Happy to dance with you.

- So wonderful.

So Omar, what was the number again?

- The number was seven.

- [Lily] Seven.

Seven was the number.

I'm wondering, could you make seven, Omar, with your two hands?

- How about?

- [Lily] Okay.

Let's check.

Let's see if that is seven.

Can we count together?

One.

- One.

- Two.

- Two.

Three, four, five, six, seven.

- [Lily] Seven.

[claps] It is seven.

Now Omar, I have another way that I really like to count.

- [Omar] Okay.

- It's called counting on.

Do you wanna learn it?

- [Omar] Yeah, let's learn it.

- Okay.

So I see that you have four on one hand.

I see it, I don't need to count it.

So I can just say, four.

And then I have to look on your next hand and start counting up.

In order to do that, I have to think what's the number that comes right after four?

- Five.

- [Lily] Five.

Okay.

So then that means what we have to do is say four, five, six, seven.

That's another way we can count to seven.

- Oh, I like this way of counting, Lily.

This is great.

It makes sense to me.

Now I wonder, is there another way we can make seven on our hands?

- Do you have an idea, Lily?

Could you show us?

- Let me see.

What about this and this?

- Yeah, we'll try that counting strategy.

- Okay.

So we say five.

And then what number comes after five?

- Six.

- Six and... - Seven.

- Seven.

So it's five.

- [Omar] Five.

- Six.

- [Omar] Six.

Seven.

- Seven.

Right.

Omar, if I made seven this way, how did you make seven?

So you made it four and three makes seven.

And I made seven by five and two.

So I wonder if we have seven up, how many fingers do we have down?

- Three.

- [Lily] Three.

Why is that, Omar?

You made seven that way and I made seven this way, but we still have three fingers down.

How could that be?

- Oh, I know.

Because we each have 10 fingers.

And seven and three is 10.

- That's so right, Omar.

Oh, I'm so glad we figured out a couple of different ways to make 10.

Now Omar, what if they wanna play it at home?

How can they play it?

- Just remember the rules.

Choose your secret hidden number and don't tell it to your family member or friend.

But give them two numbers that your secret hidden number is between.

And then give them clues to help them guess.

- Oh, that sounds great.

I'm sure they'll want to play.

Now, Omar, sometimes I have a hard time writing numbers.

Numbers are really hard to write.

What if I can't write down my secret hidden number yet?

What can I do?

- I know.

You could write tally marks.

Here, I'll show you.

Say your secret hidden number is three.

You can write it like this.

You see this?

Three.

One, two, three.

- [Lily] I can definitely do that, Omar.

Now, that beautiful number line thing that you made, I might also have a hard time making that.

What could I use if I can't yet make a number line?

- I have an idea for that too.

Let me show you.

I made a number line with things I found around the house, with pennies.

You can see that here there's one penny, two pennies, three pennies, four pennies, and five pennies.

- Oh Omar, that looks so fun.

I can't wait to make that.

And you know what?

I have a button collection that would be perfect for making a number line at home.

- Oh, that sounds so great.

You can use anything you find at home.

- Oh, yeah.

Like stuffed animals or... - Spoons.

- Yes.

Oh Omar, thank you so much for playing such a fun math game with me.

I can't wait till we get to see each other again.

- It was so good to see you.

And I'll see you soon.

- Yes.

Maybe we should send each other a hug.

If there's someone out there that you love that you can't see right now, join us and send them a hug.

Sending you a hug, Omar.

And remember, math is all around you.

Go see what Matthew can find today.

Bye, Omar.

- Bye, Lily.

[playful music] - Hi, friends.

My name is Cassondra Easterling.

And I'm a universal literacy reading coach at P.S./M.S.46 in Harlem.

And I am here with you today to do an experiment.

We are going to be doing a taste testing experiment.

And our helpers, Noel and Emery, are here again.

But they are off to the side with headphones on so they can't hear our mystery items.

And blindfold so that they won't be able to see our mystery items.

So I wanted to go ahead and tell you at home the names of our mystery items.

And maybe you have these same items at home or something similar that you could use to do your own taste test at home.

So the mystery items that we are going to be using are cranberry juice, lime juice, melted butter, maple syrup, and soy sauce.

Now, I am going to call in our helpers and then we will go over the names of the five basic tastes that we are going to be using today.

So Noel and Emery, take off those headphones.

Come on over and join us.

Come on.

All right, let me get you.

Noel.

Emery, wait one second.

I'll come and get you, okay?

All right, Noel.

Have a seat right here.

And Emery, come here.

Let me get to you.

Okay.

Here we go.

Have a seat, Emery.

All right.

So Noel and Emery, can you just say hi to our friends at home?

- Hi.

- Hi.

- Are you excited for today's experiment?

- Yes.

- Yeah.

- Okay.

So we are going to be going over the five basic tastes today.

And I'm going to go over the names of them with you and our friends at home.

So the first one is sweet.

Everyone say sweet.

- Sweet.

- Sweet.

- Say that at home, friends.

The next one is salty.

Everyone say salty.

- Salty.

- Salty.

- And then we have sour.

Can everyone say that?

- Sour.

- Sour.

- And then we have, the next one is bitter.

- Bitter.

- Everyone say bitter.

- Bitter.

- Bitter.

- And our last one is umami.

Everyone say umami.

- Umami.

- Umami.

- And umami, this might be a new one.

This is like a savory taste that is commonly thought of with like soups, things like that.

Like a rich soup flavor.

Okay.

Oh, Noel lost his hat.

Okay.

All right.

So we're gonna start with our first mystery item.

So I'm gonna give each of you a mystery item.

We're putting it in front of you.

What you're going to do, is you're going to plug your nose so that you can't smell it.

And I want you to take... - Like this?

- Uh-huh.

Take a little taste of it, roll it around your mouth, and see if you can tell me what it tastes like.

Okay?

Not the flavor yet, just the taste.

How does it feel in your mouth?

What does it taste like?

Can you do it on?

Okay.

Swish it around in your mouth.

Do you know what that taste is?

Sweet, salty, sour, bitter, umami?

What are you thinking?

- I think... - I think sweet.

- You're thinking sweet?

- Sweet.

- Okay, now unplug your nose and take a breath.

Can you identify what the flavor is?

- Yes.

- What is it?

- Sweet.

- It's sweet.

What is the taste?

What is the flavor?

Do you know what our mystery item is?

- I'm thinking maple syrup.

- Maple syrup, you're right.

And you're exactly right, that one was sweet.

You did such a good job.

Wow.

So I'm going to take the sweet card and I'm going to put that under taste.

And then under flavor, I am going to put maple syrup.

That is exactly right.

That is our first mystery item.

Maple syrup.

So Noel and Emery, I've got some water for you.

So can you take a sip of water right here before we go onto our next one?

Clean your mouth.

If you try this experiment at home, friends, make sure you have some water.

So that you can clean out your mouth before you go onto your next taste.

All right, are you ready for the next one, Noel and Emery?

- Yes.

- How about at home, friends?

Are you ready for our next one?

All right.

So we're gonna go onto number two, I'm gonna put the cup in front of you.

The same thing, plug your nose.

And you're going to see if, mm-hmm, you're gonna see if you can identify the taste, salty, sour, bitter, or umami for this one.

Go ahead, try it.

Keep your nose plugged at first.

See if you can identify the taste.

Roll it around in your mouth.

What is that taste?

What are you thinking?

- I think it's umami.

- You're thinking umami?

- I think umami.

- You're thinking umami?

It tastes kind of savory?

Okay.

So I totally understand that you would say that.

Unplug your nose.

See if you can identify the flavor.

Do you know what the flavor is?

- I think I know what it is.

- What is it?

- It's a butter.

- Butter.

- You're right, it's butter.

So I'm gonna take that our butter card, our melted butter.

That was the next mystery item, butter.

Now that one was actually for our salty, salty taste.

So can everyone say salty?

- Salty.

- Salty.

- Salty.

So that was our salty taste with the melted butter.

Okay.

Now let's have you take another sip of water.

I'll get it for you.

Here you go.

Sip of water.

Go ahead.

Clear out your mouth with a sip of water.

You're ready to go on to the next one?

- Yes.

- Yeah, are you having fun?

- Yeah.

- Yeah, you like this experiment?

- Yeah.

- Okay.

So I'm gonna give you our mystery item number three.

Mystery item number three, here you go.

Now you're going to, again, plug your nose and you're going to try to identify the taste.

Is it sour, bitter, or umami?

Okay?

Sour, bitter or umami?

Go ahead and try to identify the taste.

What does it taste like?

- Very, I think I know.

- What?

- It's cranberry juice.

- Oh, did you unplug your nose?

- Yap.

- You identified the mystery item, it was cranberry juice.

What did it taste like?

Did it taste sour, bitter, or umami?

What do you think, Noel?

- Bitter.

- Bitter.

It's actually, it's bitter.

Yeah, that one was bitter.

So our taste is bitter.

Okay.

And our mystery item was cranberry juice.

- Mommy, I need the cup.

- It's okay.

Don't worry about it, it's okay.

Cranberry juice.

Good job identifying the mystery item.

All right.

Now let's have you take a sip of water to clear your mouth.

Here you go.

You ready for the next mystery item?

- Yeah.

- Yeah?

- Yes.

- Okay.

So you're gonna plug your nose, remember, for our mystery item number four.

You're gonna plug your nose.

Here it is, right here.

Remember, plug your nose.

You're trying to identify is it sour or umami?

Okay?

Get ready.

You ready?

Here you go.

Go ahead and taste it, keep your nose plugged.

Oh, look at your face.

[laughs] How did that one taste?

- I know, I taste it now.

- What?

- Sour, very sour.

- That one was very sour.

Very sour?

- Lemon.

Oh... - Lime, I taste lime.

- Lime, you're right.

It's lime.

Yap, that was lime juice.

Our mystery ingredient was lime juice and it was sour.

I saw Emery make a sour face.

Friends at home, maybe you'll have a sour face when you try that one.

All right, here.

Clean out your mouth with a little bit of water.

Here you go.

Are you having fun?

- Yeah.

- Okay.

All right, we've got just one more.

Now the only option left is umami.

And so you're going to get to see what umami feels like.

Okay?

It's a savory taste.

All right?

So plug your nose and taste our last mystery item, right here.

It's umami taste.

- Okay.

- Plug your nose.

- I've already plugged my nose.

- Okay, go ahead.

Have it.

Try it.

What does it seem like?

How does it taste?

- It tastes, it's kind of like...

I think it tastes like soy sauce.

- Soy sauce.

- You're exactly right.

It's soy sauce.

Soy sauce has a umami taste to it.

So you're exactly right.

Our last mystery item is soy sauce and that taste is umami.

All right.

So we have soy sauce and the taste is umami.

All right, Noel and Emery.

Let's have you take off these blindfolds now and tell our friends at home what you learned today.

What did you notice about the difference between when you had your nose plugged and when your nose wasn't plugged?

Can you tell our friends at home a little bit about what you learned?

- So what I learned was when your mouth was closed, but when your nose is closed, sometimes you like to identify... - The flavor?

- But you're not able to do.

But for some things as soy sauce, you're able to do that and find out using your nose.

- But how did it feel when you were just feeling it?

Like when it was just the taste, did each taste feel different?

- Yeah.

All of them seemed pretty different.

- Which one was the easiest one?

I think I know which one was the easiest for you to taste.

Which one?

- I think it was... - Is it the sour one?

- [laughs] Yeah.

- Yeah.

Which one was easiest for you, Noel?

- Maple syrup.

- Oh, the sweet.

You did identify sweet really quickly.

You're right.

- I identified all of them pretty good.

- You did, you did a great job.

High five.

[hands clapping] High five.

[hands clapping] All right.

High five at home, friends.

All right.

So I hope that you enjoyed our experiment today.

We had a lot of fun doing our taste test experiment.

And we learned about the five basic tastes that we have.

When we're eating our food, we can sense sweet, salty, bitter, sour, and umami.

And then we had our mystery ingredients that Noel and Emery were able to identify.

The maple syrup, melted butter, cranberry juice, lime juice, and soy sauce.

So if you try this experiment at home, I hope you are able to identify these tastes and flavors like Noel and Emery did.

And if you try this experiment at home, make sure you let your teacher know that you tried it.

Maybe you will be learning about your sense of taste during remote learning.

It was really fun working with you today.

We'll see you next time.

Bye.

- Bye.

[playful music] - Hey, Jason.

- Yeah, what's up, Jake?

- I can't figure out if this can goes in the garbage or cycling.

- Oh, I don't know.

- Yeah.

- But you know there's only one thing to do when you can't figure something like this out.

Make it a puppet.

- Make it a puppet.

♪ Make it a puppet ♪ ♪ Make it a puppet ♪ ♪ Make it a puppet ♪ - Here's some googly eyes.

[children cheering] - Hey, guys.

- He's talking.

- Of course, he's talking.

We put on googly eyes and made him a puppet.

- My name's Bin, Recycling Bin.

- Hi, Bin.

- Hey, are you done with that can?

It looks delicious.

- Yeah.

- Do you have anything else?

- [Jake] Well, it came in this brown paper lunch bag.

- Paper goes in recycling.

So just drop it in.

What else?

- [Jason] Milk container.

- [Jake] Plastic bottle.

- [Jason] Cardboard box.

- [Jake] Old dirty sock.

- Jake, not everything can be recycled.

We put things in this blue bin that can be made new again.

Like metal, plastic, and paper.

And it's called recycling.

- Oh, listen.

[upbeat music] ♪ Oh ♪ ♪ All your cans go in ♪ ♪ It's called recycling ♪ ♪ Plastic, glass, and tin ♪ ♪ You get to use it again ♪ ♪ And paper all those in ♪ ♪ It's called recycling ♪ ♪ Just put them in the plastic bin, that's me ♪ ♪ And make it used again ♪ ♪ Everything you see is made of other things ♪ ♪ And anything you gather to be recycled really matters ♪ ♪ All your cans go in ♪ ♪ It's called recycling ♪ ♪ Just put them in the plastic bin, that's me ♪ ♪ And you get to use it again ♪ - Jake, I think I have... - [shushing] He is sleeping.

- Oh, I wonder what he's dreaming about.

- Probably cans.

- [Narrator] Funding for this program was provided by the JPB Foundation.

[playful music]