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

- Hi!

- Hi!

- [Narrator] It's time to share a story-- - Shh!

- [Narrator] Read and write.

- Let's read it back.

- [Narrator] Discover science, sing, [singing] play, 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] - [Narrator] Funding for this program was provided by the JPB foundation.

[upbeat music continues] - Hi everyone.

How are you today?

That's so good to hear, welcome back.

So today I would like to share a science book with you.

Yes, let's check out science today and let's read this book called "All About Light."

And so the author who wrote this book is Lisa Trumbauer.

Now before we start reading I wanted to ask you some questions.

Do you know what light is?

Hmm.

Do you know what things give us light?

Hmm.

Well, don't worry.

If you know the answer, even if you didn't know the answer, it's okay because today we're going to listen to learn.

And if you knew the answers, guess what?

You can still learn too.

Today, you might learn about other things that give us light and other forms of energy.

So let's get started and read our book, "All About Light."

What is light?

Light is a form of energy.

Energy makes things happen.

So good job if that's what you were thinking.

Now we all know, what is light?

Energy.

Good job.

It's a form of energy.

And as you can see in this picture, all of the different things that are lit up with a form of energy making them light.

Let's keep reading.

The sun gives off light, fire gives off light.

What happens when the sun goes down?

It gets dark outside.

Long ago, people lit up their homes with candles.

Today, people use electricity to light their homes.

Electricity is another type of energy.

Light bulbs have wires in them, and you can see those wires right here.

These wires glow when electricity runs through them.

So the reason why these wires we see are glowing is because the electricity is flowing through and all that energy flowing through these wires that's called electricity is what's making it shine bright and giving us light.

Light moves very fast.

Turn on a lamp.

Right away, the room fills with light.

All right friends, give it a try.

Let's see if that's correct what they said in the book.

I want you to find a light switch.

And when you find it, flick the switch.

Ready, set, go!

Notice how quickly the light comes on.

Notice how fast energy moves.

Okay, come back.

Good job.

So just like it says in the book, right away, the room filled with light.

That's how fast light moves.

Let's keep reading.

Light moves in a straight line.

Turn on a flashlight.

The beam of light is straight.

Light can bounce.

Shine a flashlight at a mirror.

The beam of light bounces off the mirror.

It shines in a different direction.

The moon looks bright at night but the moon gives off no light of its own.

The moon is dark and rocky.

The sun's light bounces off the moon.

This makes the moon look bright.

And so it's bouncing off the moon just like how the flashlight bounced off the mirror.

So does the moon give off its own light?

No.

The light we see in the moon is simply because the sunlight is bouncing off of it just like how the flashlight bounced the light off the mirror.

When the moon is big and bright, we can see in the dark night.

Light can bend.

So we know so far light can bounce, now we're learning like can bend.

Put a straw in a glass of water.

Now let the straw tip to the side.

What will happen?

What do you guys think?

Do you think there will be a change?

Hmm.

All right, let's read and find out.

The straw looks broken.

Light bends as it goes through the water.

The bending light makes the straw look broken.

Ah, so there was a change.

It was a change in how it looks.

Is the straw really broken?

No, but the way the light bends, it makes it look like the straw is broken.

So good job to those of you who thought yes, there will be a change.

Let's keep reading.

Sunlight is made of many different colors of light.

Sunlight splits into these different colors when it passes through rain drops.

This is how rainbows are made.

Light cannot go through everything.

Shadows form when light is blocked.

So let's look at this page.

Can you find the shadows?

Let's count.

One, two, three.

So there are three shadows all together, and remember shadows come when light is blocked.

Light makes shadows, light makes color, light makes things brighter.

Turn on the lights.

And so as you can see here, you can see all of that, the colors, the shadows, and it's all being created from light.

So now we are at the end of our story and we have some vocabulary words we can go through.

Bounce.

One of the ways light moves.

Flashlight.

You can use a flashlight to test out how straight of a line light shines.

Light bulb.

That's when we learned about how electricity flows through the wires.

Rainbow.

They're caused when light shines through rain drops.

Shadows.

And we learned that shadows are formed when light is blocked.

So let's quickly review our vocabulary one more time.

Bounce, flashlight, light bulb, rainbow, shadows.

Thank you for listening to that great story everyone, you're such great listeners.

Good job.

Okay, so now let's have some fun and draw what we learned.

I'm going to ask you to join me in a few minutes, but first let's get ready.

So we are going to draw some of the objects we read about today.

In order to do that, you need some materials.

First, a piece of paper.

I am going to use this white piece of paper.

You can use any color paper you have access to.

Next, the second material you will need is something to draw with.

Now that could be a pencil, pen, marker, or crayon.

Today, I am going to use a marker to draw with.

Things that give off light.

So one of the things we read about today that give off light was the sun.

So if we draw a circle with lines, we have the sun.

The sun.

Another thing we read that gives off light is a candle.

So if I take the shape of a rectangle then I make a little square on top, and then I make a oval raindrop, that's the candle.

[makes c sound] C, can dle Okay, so things that give off light.

Sun, candle what else did we read about?

Oh, I remember.

A lamp.

Let's draw a lamp.

So we start with an oval, then we draw one line on this side another straight line on this side.

Now we're going to draw a curved line to connect the two.

So a curved line.

Now we're going to draw a skinny rectangle connected at the bottom.

Now we're going to draw a curved line like this, and on the bottom, we're going to draw another skinny curved line almost like outlining it, then we draw a straight line then we put a circle at the end 'cause that's what's going to pull to turn on the light lamp.

Lamp, lamp.

Lamp.

Can you think of anything else that we read about?

[gasps] Light bulb.

So we're going to draw a big, fat, round oval, two straight lines, one, two, then we connect them at the bottom.

Then we draw a line above that, another line above that one, now we're going to do a curved line on the bottom like this.

Then we're going to do a curved line on the side, curved line on the side.

Then in the middle, we're going to make the letter Y.

Watch, it's a capital letter Y.

Now we're going to draw those curly wires.

Now this is our l light, light bulb, bulb, u lb.

Light bulb.

And so now we can color it in to really show it giving off light.

You can use crayons, colored pencils, whatever you have access to.

All right everyone, great job reading, and listening, and drawing.

You did a lot today.

Keep up the good work.

So before I leave you, I want to encourage you to look for different things that give off light.

You can look for things inside and around the house like how we talked about today, lamps, candles, maybe you have lights on your ceiling, and I also encourage you to look for things that give light when you're outside.

Remember, we talked about the sun, campfires, but it could be something as easy as a streetlight.

Those are all around the roads.

So I encourage you to look for things that give off light.

I can't wait to hear what you find.

I'll see you again soon, see you next time.

- Hi, movers and shakers.

This is Violet and it's time to get a little bit silly.

Are you ready for our song?

For this one, you're just going to need to put your fingers up, so let's wiggle our fingers, wiggle our bodies and get ready.

♪ There were five in the bed and the little one said ♪ ♪ Roll over ♪ ♪ Roll over ♪ ♪ So they all rolled over and one fell out ♪ ♪ There were four in the bed and the little one said ♪ ♪ Roll over ♪ ♪ Roll over ♪ ♪ So they all rolled over and one fell out ♪ ♪ There were three in the bed and the little one said ♪ ♪ Roll over ♪ ♪ Roll over ♪ ♪ So they all rolled over and one fell out ♪ How many are left?

One, two.

♪ There were two in the bed and the little one said ♪ ♪ Roll over ♪ ♪ Roll over ♪ ♪ So they all rolled over and one fell out ♪ How many are left?

♪ There was one in the bed and the little one said, ♪ ♪ Oh, the whole thing's for me ♪ Have a good day.

[upbeat music] - Hello, my name is Meredith and today we're going to break words into their individual sounds.

We're going to play with words and we're going to manipulate their sounds, and then we're going to read words by themselves and then in a text.

Let's get started.

Our first activity that we're going to do is breaking words into their individual sounds.

We can do this a few different ways.

We could tap our sounds with our fingers, we could hold out our arm and pat it down like this or we can use sound boxes and small objects.

I made circles out of post-it notes but you can use any small object, paperclips, a coin.

You can use cereal like Cheerios or you can make your own small objects out of paper.

Our first word that we're going to break into their sounds is the word side, and I'm going to show you how we do this.

So first I say the word side and then I say the sounds.

S i de, side.

Those are the three sounds in the word side.

Would you like to do it with me?

Great.

I'm going to say the word and then you say it and we'll break it up into its sounds.

The first word we have is dish, you say it.

Dish.

Now let's say the sound's, ready?

D i sh.

Dish.

Great job, how many sounds does dish have?

One, two, three sounds.

All right, I'm going to take my circles back.

My next word is cheese.

You say it.

Cheese.

Now let's say the individual sounds.

Ch ee se.

Cheese, three sounds.

You're getting very good at this.

My next word is like.

You say it.

Like.

Can you tell me the sounds in like?

That's right.

L i ke.

Like.

Let's do another one.

My next word is chop, you say it.

Chop.

Can you tell me the sounds?

Ch o p. Chop, wonderful.

I can't wait for our next activity.

Now we're going to perform word magic.

We're going to turn one word into another word.

Let me show you how.

For example, if I have the word chip and I take off the ch and I add a s, I get sip.

Chip becomes sip.

Let's do it together, you're ready?

If I have the word bell and I take off the b and I put sh, I get the word shell.

Bell becomes shell.

Let's do another one.

Test.

If I take off the t and I put a ch, I get the word chest.

Test becomes chest.

You're ready?

Let's do another one.

Rake.

If I take off the r and I put a l, I get lake.

Rake becomes lake.

Last one.

If I have the word shine and I take off the sh and I put a l, I get line.

Shine becomes line.

Wow, we just did such great word magic.

We turned one word into another word.

Now we're going to talk about some new sounds.

Here, I have to digraphs.

Can you say that word, diagraph?

Great.

A digraph is when we have two letters that come together to make one sound, and it's usually a different sound than the letters themselves.

Let's say that together.

Two letters come together to make one sound.

For example, here I have the diagraph ch.

C by itself says [makes c sound] and H by itself says [makes h sound] but when I put them together, they say ch.

C-H, ch.

You say it.

C-H, ch, that's right.

Here I have the digraph S-H. S by itself says [makes s sound].

H by itself says [makes h sound].

But when they come together, they make the sh sound.

S-H, sh, you say it.

S-H, sh.

Great job.

Let's look at some words with our C-H.

So here I have a word.

And how can we figure out this word?

Now I'm not going to tell you, let's use our sounds.

You ready?

Chip, chip.

That's the word chip.

S-H makes the sh sound.

Let's say each sound.

Sh i n. Shin.

Your shin is the bone that's between your knee and your ankle on your leg.

Now we're going to practice reading these words that have the digraphs we were just learning about.

We're going to tap the first row and practice and then we'll read the second row with fluency, meaning we're just going to blend and read the words all together.

Let's do it.

Ch ill, chill.

Sh ell, shell.

R i ch, rich.

Ch i n, chin.

M u ch.

Much.

So for the first row, we tapped each sound.

Now we're just going to blend and read these words.

Get ready.

Chip, shop, ship, chop, chat.

Great job.

Now we're going to read our sentences.

First we'll read each word and make sure we know what it says, and then we'll go back and read it with fluency.

Ch i ck, chick will not ch at chat with D u ck, Duck.

Now let's go back and read that same sentence but read it fluently like a reader.

Chip will not chat with Duck.

Let's repeat those steps for our last sentence.

O x, Ox wants Ch i ck Chick J am Jam.

Hmm, this last word's a little tricky.

I'm going to look and see what I know about this word.

I see the high-frequency word to and the high-frequency word day, so this is the word today.

Now let's go back and read the same sentence fluently.

Ox wants Chick Jam today.

Wonderful job.

Now we are going to read an excerpt, which means a part of a story called, "Chick Quits."

In this story, Chick is going to make some jam.

We're not going to read the whole story but we're going to read a few pages from it.

We're going to read the story fluently, which means we're not going to tap out each word, we're just going to read it to hear how it's supposed to sound like a reader.

If you are reading this by yourself, it is of course, okay to stop and tap out a word that you're unsure about, but we're just going to read it like a reader.

Follow along and read with me.

Chick picks lots and lots.

Chick fills big bins, big sacks, and a big box.

It is such a big job.

She lugs in the bins, sacks, and box.

Chop, chop, chop, mix, mix, mix, mix, mix, mix, chop, mix, chop.

Chick fills pots.

Chick uses every dish.

Chick mops up the big mess.

Chick is sad.

This is such a big mess.

Chick sobs, "I miss duck.

"I wish I did not sell jam and dip.

"I will quit.

"Let me tell Ox."

And that's where we're going to stop for today.

Later on in the story, Chick does quit this job, it's too much for her, and she goes and plays a game of chess with Duck, and she ends happily.

You did such a great job today.

Remember all of the things that we did.

We broke our words into their individual sounds then we manipulated our words by taking off one sound and putting in a new sound to make a new word.

We read words by themselves and then we practiced reading a text.

Such a wonderful job you did.

Remember, you can continue practicing the work that we did.

We talked about the digraphs, C-H, ch, and S-H, sh, today.

As you're reading and writing, you can continue to look for these digraphs.

They might be at the beginning of a word or they might be at the end of a word.

Keep your eyes peeled.

You can even make a list of all of the words that you find.

I want you to continue enjoying learning about digraphs.

See you next time!

- As a parent, I know I'm my child's first and most important teacher.

So I'm constantly looking for learning opportunities.

What I've discovered is that they're everywhere.

- Five, four, three, two, one, zero.

- Good.

Whether we're at home, on the bus, or in the park, there's always something I can do to get my little one thinking and learning.

The more my child learns outside of school, the more prepared he'll be for the classroom.

Plus learning together can be really fun.

Children learn best during activities that are part of their everyday routines.

- Four, five, six.

- [Narrator] So we practice basic math skills like counting and number recognition all through the day.

- I spy with my little eyes number six.

Yay!

- When we go for walks around the city I talk with my child about math concepts like sizes, shapes, and patterns.

Comparisons are his favorite.

[indistinct] At home, laundry is a perfect chance for us to work together on matching and sorting.

Can you help me find the other blue sock?

Ah, good job.

When I introduce math to my child early on I'm giving him a headstart in school and in life.

My little laundry sorter might just be tomorrow's rocket scientist.

[upbeat music playing] - Hi friends - Hi friends - And welcome to math time!

- And welcome to math time!

We're so excited to learn about fractions with you.

- Yep.

- What are fractions?

That's what we're going to be thinking about today.

Please grab a paper and something to write with.

You're going to need it for our work.

For our first activity, we're going to build shapes.

Do you know the name of this yellow shape?

Say it out loud if you do.

It's a hexagon.

And I'm wondering if we could use some of these other pattern blocks to make this hexagon.

What do you think?

Do you think we could use these red trapezoids and make a hexagon?

Let's try it.

I think I have to turn the second one.

There we go.

How many trapezoids do we need to make a hexagon?

Do you see that we need two to make a hexagon?

What about these green triangles?

How many green triangles do you think we're going to need to make a hexagon?

Now I wish you had actual pattern blocks to use as we do this video.

Maybe make a drawing on your paper or turn and tell somebody your idea.

How many of these green triangles do you think we would need to make a hexagon?

Let's try it.

That's two, three.

Oh, we need to turn this one.

Four, five, and six.

We were able to make another hexagon using triangles.

What about these other shapes?

A square, this is also a rhombus and this is a rhombus.

Do you think we could use one of these other shapes to make this yellow hexagon?

We can use the rhombus.

There we go.

One more.

Oh, we need to turn it.

We've made another hexagon.

We have four different hexagons here.

How many red trapezoids?

How many of these blue rhombuses and how many of these green triangles do we need to make this hexagon?

Did you notice how we need only two of the trapezoids but we need three of the rhombuses.

Why do you think we need more rhombuses than trapezoids.

And here we needed three of the rhombuses and six of the triangles.

Why do you think it took six triangles to make a hexagon?

What do you notice?

There's a pattern here between the size of the shape and how many we need to make a whole hexagon.

What do you think that idea is?

What do you think that rule or that pattern is?

Take a moment to think about that for yourself.

Do you notice how the smaller the shape, the more of them we need?

This triangle is much smaller than this trapezoid.

So we're going to need more of them to make this whole.

We need six.

And this trapezoid here, that's bigger.

Each one of these is bigger in size than the blue rhombus.

So we're only going to need two of these to take up the same amount of space as these three blue rhombuses.

And that idea of how many it takes to make a whole is a really important, a really big idea when it comes to fractions.

You're going to hear me repeat that a lot.

How many does it take to make the whole?

So we just looked at how we can use smaller shapes to build a bigger shape, and that's really closely related to fractions because when we talk about fractions, we're talking about taking a whole, for example, I have this whole index card here and cutting it or partitioning it into parts, this is one way of thinking about fractions.

So if this is one whole, how much of the whole is each one of these?

Well this is a half and we can write that using the word half or we can even write the number half, let me show that to you.

Let me put our two halves together to make a whole.

We're going to be thinking more about this idea.

I want to go back to that first question I asked, what are fractions?

Based on what we talked about, what do you think a fraction may be?

Think about that for a moment.

Eva, what are fractions?

- I think that fractions are a part of a number.

For example, one half is half of a number and one quarter or one fourth is one quarter or one fourth of a whole.

So Eva is saying if we took a whole, in this case the whole rectangle and we split it in half, we'd see two parts, two halves that make a whole.

And here we see one in the orange split into four parts, four one fourths to make the whole.

- Well I also agree with Eva, like say, if you have two, then half two would be one because one plus one equals two.

So that's what I think factions mean, and I also think they are what Eva said.

- So Maya gave us an example where we had two and if we took half of two, we'd have one.

And I can see that in this picture here, that one is half of two.

- So far, we've thought of two different ways of thinking about fractions.

We talked about taking one whole and splitting that into parts.

Eva mentioned halves and fourths or we thought about a fraction of a group.

Maya talked about having two of something and half of two is one.

That's a couple of ways of thinking about fractions.

I wonder what you said a fraction is.

Let's go back to our first activity.

I bet we could find fractions inside of this picture.

Take a moment to think, do you see any fractions?

How much of the hexagon is each trapezoid?

Each trapezoid is one half of the hexagon because it takes two halves to make a whole.

What fraction of the hexagon is each blue rhombus?

Each rhombus is one third of the hexagon because it takes three of them to make the whole.

How much of the hexagon is each triangle?

Take a moment to think.

Well, I see it takes six triangles to make a hexagon.

So that gives me a clue.

Each triangle is one sixth of the hexagon because it takes six of them to make a whole.

Now it's your turn.

Take a look at these circles here.

How are they partitioned or split up?

Can you name the fraction?

How many yellow does it take to make one circle?

How many green or how many blue?

Go ahead and write that in your notebook or on your piece of paper.

Try again with these rectangles.

Can you figure out the fraction that each one represents?

So far, we've just found the fractions inside of shapes.

But fractions are also numbers and they live on the number line.

Let's see if we can find some.

Here's a number line with the counting numbers that we're used to saying, zero one, two, three, four.

So on.

Now here's a number line that shows both of those counting numbers as well as fractions in between those counting numbers.

This example shows fourths.

So we could find thirds, halves, sixths, eighths, [indistinct] infinity.

Just like whole numbers, fractions can be counted to infinity.

Eva is in sixth grade and she's working on homework that has to do with fractions.

So you're going to be thinking about fractions for a long time.

- Yep, I definitely will.

It's used in many places in life such as well, an example in this problem is splitting candy bars equally among friends while also saving some for yourself.

- In my third grade class, we're also learning about fractions.

We're using different strategies we know and I promise, you guys will get better and be experts.

Thank you for learning about fractions with us today.

Stay safe, healthy, and happy!

- I'm four fourths happy to be learning with you guys today.

Thank you so much, bye!

[lighthearted music] [speaking foreign language] - Five, four, three, two, one, zero.

- Good!

[speaking foreign language] - Four, five, six.

[speaking foreign language] - I spy with my little eyes number six.

Yay!

[speaking foreign language] [indistinct] [speaking foreign language] - Can you help me find the other blue sock?

Oh, good job.

[speaking foreign language] [upbeat music playing] - Hello!

My name is Reuben and I work at the Bay Area Discovery Museum.

At the museum, we love to think about engineering and what it means to be an engineer, and the engineers also love to solve everyday problems and I definitely have a problem that I need help solving today.

So would you like to be an engineer with me and help me solve it?

Awesome!

So like I said, engineers love fixing problems, and the problem is that I am trying to get these animals safely across the water without them falling into the water, obviously.

And so that means that I will have to design something that floats.

Now that we've identified our problem, let's take some time to think about how we can fix it.

What will you decide to make in order to help something get safely across the water?

Ultimately, you can decide to build any kind of structure you want that will be able to float.

I chose to make a raft because it's a very basic boat that doesn't require an engine, and it's also used to transport objects, people, and hey, even animals.

Now that we have an idea of what we want to make, it's time to go out and look around our surroundings and think of what kind of materials we can use to help build our design.

Let me show you what I found around my surroundings that I think will help me make mine.

So as you can see, I found some natural materials like leaves and sticks, I have some aluminum foil, corks, tape, and scissors.

- [Narrator] Ask a trusted adult for help using scissors.

- And for the water, I just used a big bowl but even maybe use some Tupperware, a sink, or the bathtub or anywhere else that comes to your mind.

And of course, you can use any other kinds of materials that you think will work well for your design and that you can easily find nearby.

So are you ready to get building?

Perfect.

So go right ahead and get started if you like and if you need any help building your design, you can ask another friend to help you if you have one there, or you can even ask an adult nearby to assist you as well.

Have fun and I'll be right here when you finish, okay?

[upbeat music playing] So was it fun making your designs?

Because I sure had fun making mine.

Now when it comes to engineering, it's super important that we test out our design to see if it actually works the way that we want them to.

And while you were gone, I tested out my first raft and saw that it didn't work out that great.

All right and so you can see that I used some sticks, I used foil, and I also used tape to tape the sticks together.

All right and then let's see how it works in the water.

So it's floating but once I put the animal on top, it eventually sinks.

So that design needed some work.

So I decided to go back and think of another design that I can make that will work instead and came up with this.

So this one has corks instead of foil, it has tape, four sticks holding up two leaves, all right?

So how do you think this is going to hold up in the water?

Let's see.

Place it down, all right it's floating but let's see if the animal can stand oh and it does!

It works!

As it turns out, the foil from my first design wasn't able to float in the water that well once I placed the elephant on top of it, but by using corks and leaves and sticks instead in my second design, it was able to float and carry the animal.

I wonder what happened to your designs when you tested them out.

Remember, if your design doesn't work out the first time, you can always go back to the first step and think about all the many different ways you can make your design stronger and better than before and try again.

Oh, so I hope you all had so much fun playing with me today and helping me solve this problem.

Now, I wonder what kind of other engineering problems you could possibly solve around your area.

Until so next time, goodbye.

[upbeat music playing] - Hi everyone, My name is Sarah Khatami from Education Through Music and today we're going to be talking about the difference between beat and rhythm.

So first let's talk about the beat.

The beat is the pulse of the music.

Have you ever heard a song that made you want to tap your feet or dance?

That's probably because it had a really, really, strong, steady beat.

So now that we know that, let's try clapping out a slow beat.

So I'll start, and when I count to four, you're going to join me.

Let's give it a try.

One, two, my, turn.

[Sarah clapping] And when I count to four, get ready to join me.

One, two, three, four.

[Sarah clapping] Great job my friends.

So let's do the same thing we just did, but this time we're going to do a fast beat.

Here we go.

One, two, my turn.

[Sarah clapping] And on the count of four get ready to join me.

One, two, three, four.

[Sarah clapping] Amazing job my friends.

Okay, so now that we're experts at beat, let's talk about rhythm.

So the rhythm is the long and short sounds that are played or sung on top of a beat.

And the beat helps us measure the length of these sounds.

So today we're actually gonna use fruit to help us learn different rhythms.

So the first fruit rhythm we're gonna learn about today is watermelon.

And when we say it, we're going to tap out all the syllables on our knees.

So let's try that together on the count of four.

One, two, three, four, watermelon.

Great job.

The second fruit rhythm we're going to learn about today is mango, and that sounds like this.

Mango.

Let's try that together on the count of four.

One, two, three, four, mango.

Great job.

The third fruit rhythm is peach, and that sounds like this peach.

Pretty easy, let's try that together on the count of four.

One, two, three, four peach.

The fourth fruit rhythm is pear, and we're going to hold pear a little longer than the other ones.

So that's going to sound like this.

Pear.

Let's try that together on the count of four.

One, two, three, four, pear.

Great job.

And the last fruit rhythm we're going to learn about today is grape.

And we're going to hold grape even longer than we held pear.

So that's going to sound like this, grape.

So let's try that together on the count of four.

One, two, three, four.

Grape.

Amazing job my friends.

Okay my friends, so now that we're experts at beat and rhythm, we're going to try chanting the fruit rhythms that we just learned over some actual music.

So here's how it's going to work, you're going to see a different fruit pop up on the screen and whichever fruit you see on the screen is the fruit that you're going to chant over the music.

Pretty simple so let's try a practice round first before we do the real thing.

[upbeat music playing] Peach, peach, peach, peach, peach, peach, peach.

Mango, mango, mango, mango, mango, mango, mango, mango pear, pear, pear, pear.

Grape, grape, grape.

Watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon.

That was awesome my friends.

Let's try it all together this time.

[upbeat music playing] Peach, peach, peach, peach, peach, peach, peach.

Pear, pear, pear, pear, grape, grape, mango, mango, mango, mango, mango, mango, mango.

Watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon, watermelon.

[chuckles] Great job my friends.

All right my friends, that concludes our lesson.

I hope you had fun with today's beat versus rhythm activity, and if you want to keep practicing, you can always try tapping a steady beat or chanting the fruit rhythms along to one of your favorite songs.

Thanks for watching, bye!

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

[upbeat music playing]