[upbeat music] - [Narrator] Ready to learn?

- Hi.

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

- Let's read it back.

- [Narrator] Discover science, sing.

- Some plan - [Narrator] And so much more.

- Cupcake - Very good.

- [Narrator] Stay tuned for lessons and activities.

- We're going to start making some words, isn't that fun?

[upbeat music continues] - [Narrator] funding for this program was provided by the JPB foundation.

[upbeat music] - Hi everybody.

My name is Maria and this is?

- Miller - And this is?

- Hopper.

- Hopper, I'll say a sweet puppy.

So let's see if hopper stays with us during the story.

If he doesn't distract Miller too much we'll keep him with us but if he does, he may have to leave, okay?

So today we are going to tell you a story, so we're going to read you a story and it's a little different to the stories we normally read, right?

Because it's full of photographs, right?

It's full of pictures and it's called Wrinkles by JR, okay?

Now, if you look at the back of the book you will learn about the author.

So he says, so this is JR and you know, you see him, he's an artist doing his work, okay?

And he says, I am an artist.

I take portraits of people all around the world.

I print these portraits of women and men onto huge sheets of paper in black and white.

Then I paste them on some walls of cities across the world with paper and glue.

So this has him pasting the picture and he uses something that looks like a broom.

Is that a broom?

So he says, I paste them on houses, large buildings and even on streets so that everyone can see them.

For me, cities, I like giant art galleries.

Even those who don't usually visit museums get to see my work, okay?

So we are going to get to see JR's work, Wrinkles.

Now, are you okay with Hopper sitting with you?

Okay, let's get started Wrinkles by JR. And Miller who did he dedicate it to?

- His grandparents.

Yes, to his grandparents, which is really lovely, and you asked me a picture about a question about his name.

What did you ask earlier?

- Like JR, it's so it could also stand for like junior?

it could stand for junior or if someone's-- - If they are initials - Or it could be their initials, like if his first name starts with J and his middle or last name starts with R, right?

So I'm not sure, but his name is JR, Okay?

So Miller are you ready to hear the story?

Okay.

So come, why don't you turn closer to me so you can see.

So let's get started.

We all have, - [Miller] Eyes.

- [Maria] We all have eyes.

- [Maria] we all have a?

- [Miller] Nose.

- [Maria] And we all have a?

- [Miller] Mouth.

- [Maria] Okay, and some of us have?

- [Miller] wrinkles.

- [Maria] Some of us have wrinkles.

Actually, If you think about it, we all have wrinkles right?

- Yeah, Hopper just got out.

- He's gone but we'll let him go.

So everyone hold up your fingers.

Miller can you hold up your fingers?

Can you hold up your fingers?

Yeah, and point to your knuckles.

Oh, thank you Miller.

Now point to your knuckles.

[Maria laughs] - I can see them.

- There are wrinkles on our knuckles, right?

Because we bend them a lot.

What about our elbows?

I can't pull up my jacket, but everyone, touch your elbow and look at your elbow, well you have wrinkles on your elbow, right?

- Not really.

- Well If you look here, kind of you see that's a little line, those are wrinkles.

- And there are others on our knee.

- And on our knees, yeah, because we bend them a lot.

Right?

We have wrinkles on our knees.

So actually everyone has wrinkles but as we get older, we get more, okay?

Okay.

They appear as we get?

- [Miller] Older.

- [Maria] Yeah, they appear as we get older, and sometimes we have more wrinkles depending on where we live.

Sometimes if you live in a really hot climate you get more wrinkles, and sometimes, actually, if you live in a really cold climate, you get more wrinkles too.

But definitely the older we get, we are always going to have wrinkles, okay?

Like soft stripes in our skin.

The older you are, - [Miller] The more wrinkles you wear.

- [Maria] The more wrinkles you wear.

So where are her wrinkles Miller?

- Like right here.

- Around her eyes, and where?

- [Miller] Around her mouth.

- [Maria] Yeah, because you know, when we smile, we smile with our eyes so everyone smile.

Smile.

We smile with our eyes and we smile with our mouth, and even when we cry.

- Teardrop.

- Right?

Yeah, so over the years we form lines, laugh lines, frown lines, but our face develops wrinkles.

- Not everybody has them right?

- Not everyone but the older you get, everyone will get wrinkles.

- But not everybody has like on the side and it's like this.

- Not everyone, but eventually you do get some sorts of line but some people get them earlier because they smile a lot.

Right?

- Like me?

- You might just smile a lot too.

- Wrinkles tell the story, so they all have different expressions.

I wonder what she's thinking about, right?

- [Miller] I think she's thinking about wrinkles.

[Maria laugh] - [Maria] She's thinking about wrinkles and she looks like she's maybe sad, - [Miller] Sleeping.

- [Maria] Or sleeping.

- [Miller] I think she is sad.

- [Maria] Yeah.

- [Miller] And she is dreaming about the dream.

- [Maria] Yeah, but when you see people with wrinkles, you know that they've lived a long life of laughter, right?

- [Miller] Yup.

- Yeah, when we laugh a lot, as we laugh all through life, wrinkles develop and it shows you've lived a long happy life.

And togetherness.

It's a beautiful couple.

JR takes some beautiful portraits.

Of play because at any age you can play.

You don't only play when you're, Oh, what is he doing?

And then this.

[Maria laughs] At any age you play, you don't stop playing, when you're a child, you play all your life.

Even when you're old and you have wrinkles.

And calm.

Oh, I love her head scarf.

Peekaboo.

- [Both] Of secrets.

- Yes.

And wisdom.

Do you know what wisdom is Miller?

- Like confidence?

- Well, it's when you've lived through experience and you have knowledge about what the right thing is to do.

So we usually say that older people have wisdom because they've lived a long life and they have experience to tell us is that's a good idea or that's not a good idea.

- [Miller] These stories surround you and the wrinkles all around you.

- Oh that's really lovely.

It sounds almost like a two lines - Poem.

- Like a poem.

Let's say it again, these stories surround you and the wrinkles all around you.

- [Maria] Who's wrinkles do you see?

- [Miller] What can they tell you?

- Sometimes we may have older people in our lives and it's good to ask them questions about what was it like when you went to school, right?

What was it like when you would go play with your friends?

What kind of questions would you want to ask your grandmother when you see her next about when she was younger?

- What did you do when you were younger?

- What did you do when you were younger?

What kind of games did you play, right?

Because she did not have video games.

She did not have phones.

- TV.

- Well she had a TV what she didn't have as many channels as we do now.

Oh, and if you look in the back, oh my goodness, this is such a great book.

It tells us about the different people.

So his name is Antonio, okay?

- [Miller] Jin.

- [Maria] Jin, she's Luisa Maria, Maria like me.

He's Jose Martinez, she's Ada Claudina.

- [Miller] Jose.

- [Maria] Jose Martinez, and he's Rolando Victor.

She is Barbara Kaplan, such special people and they must be so happy that they get to be in this beautiful book, okay?

So what I wanted to do, Miller can you grab all those pictures on the floor beside you?

So when you get a chance, - [Miller] These?

- Yeah all these, you got them?

Okay, hold them on your lap for me and we'll talk about them and grab that one too.

So if you look around your home, there maybe pictures around your home of people in your family.

Maybe they are on the wall, maybe they're on the wall.

Maybe they are, okay, we are going to save that for last.

Maybe, maybe they are in an album, okay.

So one day I want you to ask people in your family to tell you about the people in the pictures because all those people in the pictures might be people that are special to you, and there might be really important stories to learn about them.

So Miller, look at this picture.

- Is that you?

- No, this is a long time ago.

This is auntie Brenda and Gabrielle [Maria laughs] - Look at how little Gabrielle was, and that's my niece.

Now she's 21 years old, but this was when she was one.

Okay, it's nice to look at pictures.

Now, do you know who these people are?

- No.

Nope.

- So this is grandma and grandpa.

They look very different now, right?

I wonder what pictures you will find.

Now do you know who this is?

This is my mom.

This is my mom, when she was very young, I don't think she'd even had me yet.

So that means this was a long, long time ago.

Okay and pull up the last one.

- This is my favorite.

- And who, talk about it.

- It's my, it's our puppy hopper.

[Maria laughs] - It's hopper, it's hopper.

And who gave this?

Yeah, somebody take pictures of him at this place.

- Yeah, isn't that lovely?

- And this one is Hopper's teddy bear.

- And you know what's really nice about this?

- Is that we will always have these pictures of hopper, and that's the beautiful thing about pictures.

So when one day, when you have a chance, ask people, ask grown ups in your house if they have any pictures.

- You can do it right now.

- You can do it right now.

So thank you for sharing our story.

Have a wonderful day, we hope to see you soon.

- Bye.

- Hi, movers and shakers.

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

- Hi.

- And we're going to sing a song with you called Green and Speckled frogs, and this is a counting song.

So put up three fingers.

All right, ready?

♪ Three green and speckled frogs, ♪ ♪ Sat 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 speck of log, ♪ ♪ eating the most delicious worms.

♪ ♪ Yum, yum.

♪ ♪ One 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.

[upbeat music] - Hi, I'm Erica and I'm so glad you've joined me.

Today, we're learning all about er sound and the different ways to spell it.

Then we'll blend, read and sort words with the new sound spellings.

But before we get there we're going to practice changing vowel sounds In words, to make new words.

I will tell you a word and then tell you to change the vowel sound, to make a new word.

I will go first.

Cup change, uh, to a, the new word is Cap.

Now it's your turn.

Robe change Oh, to uh Rob.

Meet change ee to eh met.

Ride change I to eh Rid.

Tack change ah to eh take, great.

We're going to keep replacing more vowel sounds but this time we're going to replace it with our new vowel sound er I will go first again.

Hut change ur to, er the new word is hurt.

Fan is your word.

Change, ah to er fern, good.

Fist, change ih to, er first.

Goal, change oh, to er girl.

He, change ee to er, her.

Nice, and the last one is ten change ee to, er, turn, well, turn your attention over here so I can show you all the different ways to spell er we have a picture of a girl to remind us that the sound is er but there are actually three different ways to spell it.

IR, ER and UR.

And we consider it a vowel sound because I, E and U are vowels.

But the r in each one of these, changes the vowel sounds slightly.

Each one of these still has the same sound er it's just three different ways to spell it, and it can appear at the beginning the middle or the end of a word.

Let's look at this first word here, term.

Where do you hear the er sound?

at the beginning, the middle or the end?

In the middle, you're right.

In this word the er sound is spelled with E, R now look at our second word.

Teacher, like me.

Teach-er where do you hear the er sound now?

At the end, you're right.

So even though they both have an ER we can see that it appears in different parts of the word.

Now this word down here is the word, dirt.

Where do you hear the er sound?

At the beginning, middle or end?

In the middle.

And in this word, that er sound is spelled IR but has the same sound er, and our last word is, burn.

Where do you hear er now?

In the middle, and how is it spelled?

UR fantastic.

So let's remember what are the three ways we spell the er sound, shout it out.

IR, ER and UR, fantastic.

It's time to blend and read.

We have just learned the different spellings for the er sound.

We will use our new sound spellings ER, IR and UR to blend and read words.

We will use our sound by sound blending routine.

That means that we will say each of the sounds in the word individually, then slowly blend or join the sounds until we can read the whole word.

I will do the first one and then you can join me.

H- er- d. Next, I will join those first two sounds or blend them.

Her and say the third sound again, d. Last I will blend all three sounds to read the whole word herd, this spelling of the word herd, means a group of animals like cows.

Instead of saying a group of cows, you could say a herd of cows.

Join me for this next word.

It begins with a digraph.

Remember a digraph stands for one sound.

In this word, the SH digraph stands for the sound Sh.

Here's one of our bowel combinations ir and our last sound t. Blend those first two sounds together shir, say the last sound t. Blend all three to read the word shirt.

Nice.

You can take the lead on this one and I will whisper.

C- ur- b, cur- b, curb.

Great.

You are definitely ready to read some words on your own.

You will have 15 seconds to read the words in these three rows.

Then I will read them and you can check to see how you did.

Are you ready?

Go.

Let's see how you did.

Verb, germ, fur, burn, turn.

Girl, swirl, chirp, fantastic.

Are you up for a bonus question?

I knew you would be.

Take a look at that third row again.

How did the word girl change into the word swirl?

Did you say that consonant G was replaced by the consonant blend SW, sw, then you'd be right.

Great job.

We've made it to our last activity and for it, we have a special guest.

- Hi, my name is Gabriel.

- Welcome Gabriel.

We're going to be doing a word sort.

For the word sort we'll use this chart back here.

It has three columns above each column, we have a word that has one of our er controlled vowel combinations.

In the word her we have ER, in girl we have IR and in fur, we have, UR.

Gabriel and I will be showing you some words, and they will have one of these er controlled vowel combinations.

If it has the same one as the word at the top, we'll place it in that column.

Are you ready to Gabriel?

- Yes.

- Let's do this.

- Yoh.

- Whoa, here's our first word.

It's the word fern.

Listen to this word carefully Gabriel.

F- ern, where do you hear the er sound?

- The middle - In the middle, you're right.

- Just like ER.

- Just like the word her.

Let's place it in the first column.

- Yes.

- Do you know what a Fern is Gabriel?

- It's a plant, well, at least that look like, like wood I mean, I mean, feathers.

- Like feathers, yeah, they look like feathers, and they don't have any flowers.

You're absolutely right.

Are you a plant specialist?

- No.

- Here's our next word, Sir.

Hm, how do we spell the er sound?

- IR.

- Wow, you were so fast.

It goes in the second column with the word girl.

Our third word is Hurt, hm, - UR.

- wow.

You're a good spotter.

- Let's see if our friends can do the next word.

Let's try this one up here.

- Let's hold it together.

- Oh, let's hold it together and hold it up for our friends.

Don't give it away, don't say, Oh, our friend said it has IR just like in girl.

- Whosh.

- Whoa, the word turn.

Oh, our friend said the word turn goes in the same column as her.

Hmm, do you agree Gabriel?

- No, what should we tell our friends?

- Guys that wasn't part of the plan?

- It wasn't?

where should we go?

- Right there - Because it has, how we spell the er sign?

- UR - UR like fur, that was silly.

- And they tricked us - Oh, they got tricked, let's see if they can do this one.

Bird, they said IR.

Did they get that one?

Like in girl?

Let's check it out.

Yes, they got it, okay, here's our last one.

Let's see if they can do it Third.

They said it has, IR like in girl you can play this on the bottom that's okay.

- Okay.

Look they're best friends?

- Yeah, yeah they're best friends.

I think our friends did a great job today.

You blended words, you read words and you sorted words that had the er controlled vowel combination of IR, ER, and UR, great job today.

Gabriel, do you have anything to add?

- Goodbye, hoping you see us next time to learn more words.

- Oh yeah, come back next time to learn more words, goodbye.

[upbeat music] - hi friends, welcome back.

My name is Ms. Nicole and today we are going to be counting objects to 10.

First thing we're going to do is we're going to practice with our fluency in determining if a number is 10 or not.

And then maybe how many more we would need to make 10.

Then we're going to look at some objects, objects that I found just from my home.

And we're going to see if we can make groups of 10.

Then we're going to make multiple groups of 10 from just one object.

I looked around my house and you can ask a trusted adult to help you find some items to count also.

I have some ideas for you, look here.

I put them in little cups, okay?

So one thing I have are some pennies, okay?

Just grab a bunch of pennies and put them in a cup.

Then I went to my sewing kit and I found some loose buttons.

Okay?

And you might have some Legos lying around hopefully not on the floor, ouch, right?

Like those are great for counting and we also have some Q-tips, okay?

And some toothpicks, just be careful, they're sharp.

All right, and then to keep my objects organized when I'm counting, I found this plastic painters palette.

Another item that might be lying around that's good for counting is a egg carton.

Just cut off the left side, ask that trusted adult to help you, and then you will have a group of 10 for counting up to the number 10 with us today.

All right, I'll give you a few moments to go get those things and then we'll be ready for our fluency practice, [upbeat music] For our fluency practice, let's first start by counting how many circles you see?

One, two, three, four, five, six, seven, eight, nine.

That's not a group of 10, right?

Nope, so now look at the question I have on the bottom.

How many more to 10 would we need to complete this group of ten?

One.

So when we add one more to nine, we get a group of 10.

Great job.

Let's look at another one.

First, count how many circles you see.

One.

Good.

Now think how many more to 10.

You can add them in just by drawing them.

So we have one, two, three, four, five, six.

So you would need one, two, three, four to make a group of 10.

Six, and four more would be 10.

All right, let's try another one.

You do this one on your own.

Count how many first and then show me how many more to 10.

Go ahead.

Good job, all right, I'm going to fill them in to make a group of 10 and I added two more, so eight and two more is 10.

All right, that was our fluency practice.

Now we're going to be counting objects to see if they make a group of 10, get your objects ready.

Okay, let's get ready to count those objects into groups of 10.

Okay?

The objects that I'm going to be counting are the Legos, pennies and the buttons.

I have my painter's palette, I wrote the number 10 because when I fill up each of the circles with an object that means that I have a group of 10.

If there's some missing, it means that I would need more to make a group of 10.

Okay, let's start with the Legos.

So I'm going to take the Legos and I'm going to put them in one hand and then I'm going to count them into the palette of 10.

Okay?

Count along with me.

One, two, three, four, five, six, seven, eight, nine, 10.

Perfect.

Every circle is filled which means I have a group of 10.

There are 10 Legos.

Okay, next one, so let me just write that up here.

We had 10 Legos.

Now we're going count the pennies, okay?

If you have this at home, something like this or you could even use, like we said before, an egg carton.

Okay, just cut off the last two to make a group of 10.

You could also just in your notebook or on a piece of paper make a grid of 10 boxes together and fill it up that way.

All right, let's count the pennies.

One, two, three, four, five, six, seven, eight.

I drop one, nine.

Uh-oh, what happened?

There's one missing.

So we know that nine plus one more would be a group of 10, okay?

But let's just Mark it over here that we only had nine pennies, all right?

And the last one are the buttons.

Okay, here we go.

One, two, three, four, five, six, seven, eight, nine, 10.

Perfect.

A group of 10 buttons.

Every circle was filled up.

I hope you liked that part, counting objects to 10, okay?

Let's make note of it here.

So we had 10 Legos, only nine pennies, right?

We needed one more to make that group of 10 and then we had 10 buttons, excellent.

Okay, in the next part we're going to be using some sticks, a lot of sticks.

We're going to make multiple groups of 10.

So in getting ready for our groups of 10 what I'm doing is I'm taking those cups and my marker and I'm writing the number 10 on each of them.

So that when I'm counting and I get a group of 10 I'm just going to put it in the cup, and that way I can keep track of how many I have.

So for this part of the lesson I'm going to be using colored sticks.

What you might have at home are the Q-tips, you can use toothpicks or sticks that you find outside.

Anything that would fit really in a cup like this or just something that you can count a lot of, okay?

I have these colored sticks here that we are going to count into groups of 10.

When we get a group of 10, we're going to put it in the cup.

Okay, here we go.

One, two, three, four, five, six, seven, eight, nine, 10.

That goes in the cup or you could even put a rubber band around it.

Now let's see how many more I have more, right?

Keep going.

One, two, three, four, five, six, seven, eight, nine, 10.

Another group of 10.

Okay, and I have a few more.

I'm not sure if it's going to make a group of 10 or not.

Maybe you could help me.

One, two, three, four, five.

I don't have a group of 10 but could you tell me how many more until I do have 10?

Five and five more is 10, right, good, so this was five.

It's not a group of 10.

So I'm just going to leave it there.

But like you said, five and five does equal 10, great job.

All right, so how many groups of 10 did we make?

One, two, two groups of 10.

So if we were counting by tens, that would be 10, 20, and then those five leftover?

You guessed it, that would be 25.

You guys did a great job with that part.

Now you're going to be looking at some pictures.

There's going to be many objects in the picture.

You have to decide if there is a group of 10 or not.

If there is a group of 10 you are going to give me a thumbs up.

If there's not a group of 10 you're going to give me a thumbs down, okay?

I'm going to show you the pictures right here on my board.

Are you ready?

Awesome, okay, here we go, first one.

Yup, good.

All right, next one.

Nope, so close, right?

Okay, next one.

Yeah, okay, next.

Nope.

One more.

Yup, great job.

Okay, well I hope you had so much fun today, learning about counting objects to 10 and making groups of 10.

I hope that you will continue to practice at home.

Remember to ask the trusted adult before you take any of those objects that we found laying around the house, okay?

Continue to practice counting your fluency numbers to 10, Bye.

[upbeat music] Hi friends, it's Nicole from the Bronx children's museum.

I hope you're all having a great day and that you're really excited to learn something new.

Today we're going to be learning all about water, agua and how important it is to each and every one of us.

First, we're going to listen to a song about water, then we'll read a book and then I'll show you how to do a fun science experiment at home.

So to get us started, have a listen to one of our songs, all about the wonderful, natural things in our neighborhood and feel free to dance and sing along too.

[I'm a little plant by Luss Nigaglioni] We're going to do it like this.

♪ I'm a little green plant growing on the ground ♪ ♪ I came from a seed, big and round, ♪ ♪ When all the rain drops, fall from the sky ♪ ♪ I stretch my leaves out and I reach up high ♪ ♪ Watch me reach up high ♪ ♪ Watch me reach up high ♪ ♪ Watch me reach up high ♪ Next part ♪ I'm a little owl, I like to fly ♪ ♪ You can't catch me, cause I'm way too high ♪ ♪ When I fly past, all my friends say ♪ ♪ What they say, what they say ♪ ♪ Let's go out and play ♪ ♪ Let's go, go go ♪ ♪ Let's go out and play, ♪ ♪ Let's go, go, go ♪ ♪ Let's go out and play, ♪ ♪ I'm a little beaver, I like to splash ♪ ♪ You can't catch me cause I'm way too fast ♪ ♪ When I slam my tail when my friends come around ♪ ♪ And they tell me stop swimming ♪ ♪ Listen to the birds singing ♪ ♪ Listen to the birds singing ♪ ♪ Listen to the birds singing ♪ ♪ I'm a little turtle, I like to dig ♪ ♪ You can't catch me cause I'm way too big ♪ ♪ When I walk past, you know what my friends say ♪ ♪ Stop with all that digging, turtle mind your business ♪ [whistling] ♪ Water, water, water ♪ ♪ Near and far ♪ ♪ How we wonder what you are ♪ ♪ Up and above, down and below ♪ ♪ How you make the flowers grow ♪ ♪ Water, water, water near and far ♪ ♪ How we wonder what you are ♪ ♪ Up and above, down and below ♪ ♪ How you make the flowers grow ♪ ♪ and they reach up high ♪ ♪ and they reach up high ♪ ♪ Watch them reach up high ♪ - Yeah, let's get it.

- What a fun song.

Did you hear the ending part that was all about water?

Believe it or not, we are surrounded by water in our neighborhood.

And one of the best ways to find where water is is to look at a map.

Let's take a look at this Bronx map.

What colors do you notice on the map?

That's right, I see green and I see blue.

Now what do you think those colors stand for?

Green usually stands for land and blue usually stands for water.

As you can see here in the Bronx, we are surrounded by water and that water can take many different forms.

Let's read a book that will show us all the different ways we might use water in our own neighborhoods.

- Water by Frank Ash, read with permission from HMH publishing.

Water is rain.

Water is dew, water is ice and snow.

Water is high in the sky.

Water is deep in the earth.

Water is a tiny Brook growing bigger and bigger.

Water is a waterfall and mist.

Water is a small pond and a large Lake.

Water is what fish breathe and flowers drink.

Water is a salty tear, water is a flood.

Water is a long winding river flowing to the sea.

Wow, that book was great.

What was your favorite way that they used water?

And how have you used water today in your life?

Maybe you took a bath, maybe you cooked your lunch in water or maybe you played in the sprinklers.

There are lots of different ways that we use water but there are two main types of water saltwater and freshwater.

Let's take a look at our map again.

Do you notice how some of the blue areas are very small and some of them are very big?

on a map the smaller blue areas are our fresh water.

Our rivers, our lakes, and our streams.

And on a map the big blue areas are usually our saltwater areas or our oceans, which have very salty water.

Now let's really explore the difference between saltwater and freshwater by doing an experiment at home.

For this experiment, you're going to need two clear cups, some salt and two spoons, let's get started.

If you don't have the materials just follow along.

To help us with this science experiment, we have a special guest today.

- Hello my name is Lauriene and I'm from pre-k and I'm your special guest.

And Lauriene is going to help us explore the difference between freshwater and saltwater using our five senses.

So the first thing that we have to do is we have to mix one jar of saltwater.

We have one jar of fresh, clean water and now we're going to make one jar of salt water.

And to do that, we're going to add some salt to the jar.

So Lauriene, can you do that part?

All right, Lauriene's going to pour some salt in, whoa, all right, that's enough, the first sense that we are going to use to explore our freshwater and saltwater are our eyes.

Lauriene, did you bring your eyes with you today?

- Yeah.

- And what do we use our eyes for?

- Looking.

- Looking.

So we're going to put on our explorer binoculars.

Let's take a look first at our fresh water.

Tell everybody how the fresh water looks.

- We can see through it.

- Yeah, we can see through, it's very clear.

Now what about our saltwater?

Does it look the same or different?

- Different.

- How so?

- Because it looks there is flour in.

- Oh it like there's flour in there, it looks a little white.

Can you see through the saltwater?

No, you can't, so that's one difference that we can see with our eyes.

Now we are going to use our sense of taste to compare the freshwater and the saltwater.

How does that sound Lauriene?

- Good.

- Okay, so first take your clean spoon and dip it into the fresh water, take a little bit and give it a taste.

How does that taste, Lauriene?

- Like normal water.

- All right, now take your other spoon and dip it into your salt water and take a little sip.

How did that taste?

- Like salt water.

- Okay, did that taste good or bad?

- good?

- You think it tastes good?

Do they taste the same or different?

- Different.

- Which one do you think tastes the best?

Which one?

The freshwater tastes the best?

Yeah, I think so too.

So now let's use our fingers to touch our freshwater and our saltwater and see how they feel.

Lauriene go ahead and take your spoon and take a little bit of fresh water and put it in your hand and feel it.

How does that feel?

- Kind of soft and smooth.

- Soft and smooth, great.

And take your other spoon and dip it into the salt water and tell me how that feels.

- It feels rough.

- It feels rough, why do you think it feels rough?

- Because of all of the salt.

- There's a lot of salt in there, so that makes the water feel a little rough and not as smooth as fresh water.

So we've done three senses so far.

We've done our eyes, we've done our mouth and we've done our fingers.

Now let's use our nose and see if these two types of water smell different.

How does the freshwater smell?

- Like water.

- Smells just like normal water.

Now what about the salt water?

Can you smell that one?

- Yeah.

- How does that smell?

- Like salt water.

- It smells like saltwater, right?

Have you ever been to the beach Lauriene?

Yeah, does that smell a special way when we go to the beach?

- [Lauriene] Yeah.

- [Nicole] Yeah, you can smell the salty water when you're at the beach like at orchard beach.

Now the last sense we're going to focus on is our sense of hearing, we're going to use our ears to see if there's any sound difference.

This one might be a little bit harder to do but certainly if you've ever been to a river or an ocean you know that they sound very different from each other.

So let's listen very carefully.

Let's listen to the freshwater.

Now let's listen to the saltwater and see if there's any difference.

- What do you think?

- The first one was more noisy and salt water is much quieter.

- Yeah, I can see that way here.

Mostly because our saltwater is so heavy because it has a lot of salt in it.

So it doesn't move as easily as our freshwater.

But sometimes you might notice if you've been to a river, that the water may not make a lot of noise but if you go to the ocean or the beach the waves make a lot of noise, right?

So they can sound different depending on where you are.

Can you say goodbye Lauriene?

- Bye.

- Water is so important to all of us whether it's salty or fresh.

People, animals and plants all need water to survive.

We hope that you had a lot of fun doing this experiment with us at home, we'll see you next time, bye.

[upbeat music] - Hi scholars.

My name is MS. d'Amico, and I am very excited to be your music teacher today.

For this lesson, we're going to sing a song together but first I want you to stand up, up, up so we can begin with the stretch.

Ready?

Let's go.

To start, we will take one hand and shake it out, ready?

10, nine, eight, seven, six, five, four, three, two, one.

Now let's switch.

10, nine, eight, seven, six, five, four, three, two, one, and let's take both hands, ready?

10, nine, eight, seven, six, five, four, three, two, one.

Now we're going to shake our whole body, ready?

10, nine, eight, seven, six, five, four, three, two, one.

All right, let's begin with our song.

To start I just want you to use your ears to listen to the song and then we'll learn it together, ready?

Walking, walking, walking, walking, hop, hop, hop hop, hop, hop, running, running, running, running, running, running, now let's stop, now let's stop.

Okay, this time I want you to be my echo.

That means I will go and then you will go ready?

Walking, walking.

Hop, hop, hop.

running, running, running, Now let's stop, now let's stop.

Awesome job, let's put the whole song together.

Sing with me, ready and ♪ Walking, walking, walking, walking, ♪ ♪ Hop, hop, hop, hop, hop, hop, ♪ ♪ Running, running, running, running, running, running.

♪ ♪ Now let's stop, now let's stop.

♪ Awesome job singing.

Now think about the words we used in our song.

Walking, walking, hop, hop, hop.

Those are all action words.

So this time I want you to do the motions as we sing the song, let's do it together.

Ready?

♪ Walking, walking, walking, walking, ♪ ♪ hop, hop, hop, ♪ ♪ Hop, hop, hop, running, running, running, ♪ ♪ Running, running, running.

♪ ♪ Now let's stop, now let's stop.

♪ Awesome job singing and moving with me.

Now this time, I want us to do the songs slowly.

Ready?

♪ Walking, walking, walking, walking, ♪ ♪ Hop, hop, hop, ♪ ♪ Hop, hop hop, running, running, running, ♪ ♪ Running, running, running, ♪ ♪ now let's stop, now let's stop.

♪ Good job, so we just sang our songs slow.

This time I want us to go fast.

One, two, ready yet?

♪ Walking, walking, walking, walking, hop, hop, hop, ♪ ♪ Hop, hop hop, running, running, running, ♪ ♪ Running, running, running, ♪ ♪ Now let's stop, now let's stop.

♪ Awesome job, thanks for singing and moving with me.

I hope you had just as much fun as I did see you next time.

[upbeat music] - Hi all, my name is Kate.

You can call me miss Kate and it's time for a quick dance break.

Now, before we get started, let's just make sure that we have a safe space to dance in.

Take a look around and make sure that if you stretch your arms really wide or kick your legs up that you're not going to bang into anything or break anything.

Okay, let's play our game.

It's like freeze dance, but with a little twist it's called dance the dragon.

Now I will play the music, we dance, I'll stop the music, I'll call an image, and I invite you to dance like that image, so for example, if I call a dragon, what would the dragon dance like to you?

Well, for me, it would be flying roaring dragon.

What does a unicorn dance like for you or a Ninja or a fish?

What would the fish dance like?

I'm not sure, but we're going to find out, are you ready?

Let's go, dance like a dragons, [upbeat music] Stop dance, like a ninja, [upbeat music] Stop dance, like a unicorn.

[upbeat music playing] Stop, dance like a fish, [upbeat music] Stop, dance like a kangaroo.

[upbeat music] Stop, now think of your own animal person or object.

Let's dance.

[upbeat music] [upbeat music] - [Narrator] funding for this program was provided by the JPB foundation.

[upbeat music continues]