- [Narrator] Ready to learn?

- Hi.

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

- Let's read it back.

- [Narrator] Discover science, sing, play, and so much more.

- Cupcake.

- [Narrator] Stay tuned for lessons and activities.

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

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

[playful music] - Hi friends, how are you doing today?

My name is Katherine Rodriguez, and I'm so excited to share with you this special story.

Today's story is called "Our Favorite Day".

I want you to think to yourself before I begin reading, what was one of your favorite days?

Let's think.

I know there's so many sometimes.

Now, I want you to think to yourself, what was the favorite day that you might've had either with a family member or a friend that might be a little bit older than you?

Wow, that's amazing.

Thank you for sharing that with me.

So in today's story, you're going to see the favorite day between a granddaughter and her grandfather.

So this story is very special in that way.

And we're going to, after the book share our favorite day, and you can share your favorite day by drawing about it or by writing about it.

I'm gonna share it with you my favorite day.

Ready?

So the author of this book is Joowon Oh.

Look here we have a matching tea set, tea cups.

"Our Favorite Day" by Joowon Oh.

"Every morning, Papa wakes up and drinks some tea.

He waters his plants and tidies up."

Tidies is another word for cleans.

So here we see him watering his plants and cleaning up the kitchen by washing the dishes.

"Then he gets dressed, puts on his coat and takes the bus to town.

While he walks through town, he has an idea."

Over here we see a store, that the name of the store is called Crafts.

"When he gets to the restaurant, he sits down and orders."

"The usual?"

the waitress asked him.

"Yes, please," he says.

So you might see that sometimes when you go to a restaurant, the waitress may ask, "The usual?"

That usually means that a customer comes there quite often and that the waitress or the staff already knows what you want because you've been there so often.

And if your order doesn't change, they know that you have the same order.

So that's where the phrase, "The usual," comes from.

"Then he enjoys his favorite lunch, dumplings."

I love dumplings.

"On his way home, Papa notices some flowers growing along the path."

So here he notices some flowers.

"That night he goes to bed early.

The next morning, Papa wakes up, drinks some tea, waters the plants, and tidies up.

Then he gets dressed, puts on his coat and takes the bus to town.

First he stops at the Crafts store to pick up a few things."

Remember we saw that word before at the store, where it says Crafts.

So right now Papa's inside the Craft store.

Do you know what kinds of items they might sell in the craft store?

Yes, you're right.

In a craft store you're going to see lots of trinkets, lots of art products, lots of wrapping paper, colored paper.

You know, if you ever heard the term arts and crafts, the crafts are the part of that.

So here he is picking out some items.

Papa is saying, and speaking to the clerk, "I need some special supplies today."

"Ah, must be Thursday!"

The clerk is telling him, "Ah, must be Thursday!"

I wonder what kind of day Thursday is.

Sounds like it could be a special day.

Just me thinking about that.

"Then he heads to the dumpling house.

'Two orders to go, please.'"

Interesting, two orders to go, please.

But he's not sitting in the restaurant today.

He's taking them to go.

There's something about this Thursday that makes it special.

Let's see.

"On his way home, he stops to pick some flowers."

So here he is picking up some flowers.

"Then he waits."

I wonder what he is waiting for.

We see him sitting and waiting and we see the bag full of crafts from the Crafts store.

We see the dumplings to go.

And we see the beautiful flowers.

What could he be waiting for?

"Papa!"

And he's there with the biggest smile on his face reaching his arms out to his granddaughter.

You know what?

After putting my thinking cap on, I realized that this Thursday could be a special day because it's a day when his granddaughter comes and visits.

What do you think?

You think so too?

Okay.

Let's see what kinds of fun things they might do that makes this day so special to the both of them?

"I missed you!"

says her Papa.

"Me too!"

says the granddaughter.

"I got us some dumplings for lunch," says Papa.

"Yay!

I love dumplings!"

Wow.

She's so excited to eat the dumplings.

So a wonderful start to a special day.

"What are we going to make today, Papa?"

"Let's see what we have here."

They're opening up the craft bag.

I wonder what's inside.

"Straws, strings, crayons, and polka-dot paper!"

"What do you think we could make?"

Now it's up to the granddaughter to decide.

What could they make together with this open-ended creative crafts?

Let's see what they decide to make, I'm so excited.

Wow.

Let's take a look, friends.

So here we have her, she's putting together the straws and using the string to tie them together.

And they're making sort of like a cross shape.

They're decorating it with the polka-dots paper.

We have them looking at the flower and here we have the granddaughter, she's doing a lot of creative thinking.

She's going, "Hmm."

Let's see what they made.

What would you make if you had craft supplies like that?

Wow.

You're a creative sponge too.

And look friends, they made a butterfly kite with the craft paper and the string and tying it all together, so much fun.

And the granddaughter says, "Let's go fly it."

The Papa says, "That's a great idea."

"Thursdays are my favorite days."

"Mine too."

Wow.

Thursdays does seem like a very special day to our characters.

And here they are flying the kite and enjoying in the beautiful weather and scenery.

Look at that sky.

The end.

So friends, we saw what made the special day to our characters.

Thursday was a very special day to these two characters 'cause they spend it in such a wonderful way, in a unique way to both of them.

Now I want you to think to yourself what I told you the very beginning, to think about what was a special day for you.

And afterwards you can add this part, if you would like, what was the special day that you spent either with an older relative, an older family member, or even an older trusted adult.

Was there ever a time or a day that you felt like, "Wow, this was an amazing day.

And these are the things that we did together."

So for today's activity, I want you to think simply about that.

I want you to think about your favorite day and I want you to think about what made that day so special for you.

Grab a piece of paper.

You can also do it on a whiteboard if you have a whiteboard at home, or just a blank piece of paper.

You can get crayons, you can get markers, you can get a pencil, a pen, and to draw a picture and tell me about your favorite or special day.

I'm gonna give you a quick example.

So let's say this is my piece of paper.

And in my piece of paper, I'm going to draw a picture of my favorite day.

So here I draw a picture of myself, a very simple picture, and I love the day that I built my little sandcastle.

So here I'm building a sandcastle.

It's a day when I went to the beach and there was a little bit of a wave, there was some sun, and there was a beautiful weather, some clouds, this is my beach.

You can probably draw so much better than me.

And you know what I love about this day, I went on this day to the beach with my aunt, she's my older aunt.

And I love spending this day with her because she taught me how to make a sandcastle.

I could never make a sandcastle before that day.

So not only was it a special day because I was able to spend it with my aunt, it was also a special day for me because it was the first time I ever built a sandcastle.

And then I can even write.

If you would like to write about your special day, you can make some lines and write about what makes this a special day.

So I can write, I love this special day with my aunt.

Special day with my aunt.

And tell me more about your special day.

I can't wait to see all about your special day and to also read about it.

Enjoy.

- Hi movers and shakers.

This is Violet.

And today we're going to sing "Head, shoulders, knees, and toes".

But this time my friends, Issa and Kathy are gonna help us sing in Portuguese.

You can sing in whatever language you want, or you can just dance along with us.

So stand up straight or sit up straight and get ready to sing.

♪ Head, shoulders, knees and toes ♪ ♪ Knees and toes ♪ ♪ Head, shoulders, knees and toes ♪ ♪ Knees and toes ♪ ♪ Eyes and ears ♪ ♪ And mouth, and nose ♪ ♪ Head, shoulders, knees and toes ♪ ♪ Knees and toes ♪ [singing in Portuguese] Thanks everyone.

[playful music] - Hi readers.

How are you today?

I'm miss Lauren.

And today we are going to continue learning all about letters and sounds.

Our focus on today, we'll be using these letters.

Letter A, we're going to use the short A sound.

So A Apple, a.

C, c cat, c. D, d duck, d. N, n nest, n. And the letter P, p pencil, p. Right?

And in order to review these letters and sounds, we're gonna do three things.

The first thing we're gonna do is play a listening game.

The second thing we're gonna do is build, blend, and decode words.

And the last thing we're going to do is read a story so we can put it all together.

All right?

So we have a lot to do today and we need to get started.

Before we do that, if you would like to do some writing with me, when I do it on my board, if you wanna do it on yours, you can.

So I'm gonna give you about 20 seconds or so.

So you can go ahead and grab a whiteboard or something to write with.

So that way, when I do it, you can do it along with me.

All right?

You're gonna hear a little music.

And when the music starts, you may go grab something to write with.

When it stops, I'll begin.

Okay?

All right, go ahead.

[playful music] Okay friends.

So now we're gonna start by playing our listening game.

And our goal for this listening game is to break apart words into what's called an onset and rime.

Very fancy words.

But really, you know what it means?

It means the beginning sound and the rest of the word.

And then we put it together.

So let's try.

So I'm gonna do the first one.

Listen very carefully.

Ready?

The first word is Pat.

P-, -at, pat.

Do you see?

So the beginning sound was p-, and the rest of the word, -at.

Together, pat.

Okay.

All right.

Let's see.

Do the next one with me, all right?

You don't need these papers.

It's just for me.

It's to guide you so that way you know which sounds you should be saying.

So let's see.

The next word is coat.

You say it.

Coat.

Ready?

C-, -oat, coat.

Did you do it?

I'm sure you did.

All right.

Now you try.

You're gonna say it and then I'll say it after so you can check to see if you got it right.

The word is cape.

Repeat after me, cape.

Ready?

What do we got?

Ready?

C-, -ape, cape.

If you got cape, you are correct.

Ready?

Top.

You say it.

Ready?

Did you get it?

T-, -op, top Yes.

Wonderful.

You ready?

The word is same.

You say it, same.

Ready?

We got s-, -ame, same.

Yeah.

Good job.

If you are getting those, that means you were being a really good listener.

And knowing how to break apart words.

Excellent.

Let's move on to building, blending, and decoding words.

All right, friends.

Now we're going to build, blend, and decode words using our letters.

If you have your whiteboard or something to write with now would be the time to use it.

You can write the words down along with me.

Okay.

So the first thing we're going to do is we're gonna say a word together, we're gonna stretch it out slowly, and what we do is we tap out the sounds.

We wanna tap the sounds out one by one so that way we can listen very closely.

We're going to add our letters to see which one matches and we're gonna put it all together.

So we're building, we're blending, and then we are decoding the word.

Are you ready?

So the first word is nap.

Can you say that?

Nap.

Let's say it very slowly and stretch it out.

Ready?

Nap.

All right.

I'm gonna tap it, ready?

N, a, p. One more time.

N, a, p. Yeah.

So now we're gonna use these letters up here as a guide.

We're gonna think carefully.

N, what is that?

What letter makes n?

Let's see.

Nest.

Yeah, that makes that n sound.

I'm gonna use a lowercase n and write it underneath the first box.

Let's keep going.

Ready?

N, a, a a, apple.

Yeah.

So that must be an a.

And then the last sound.

Let's see the ending.

N, a, p. P that matched P for pencil, doesn't it?

So I'm gonna go ahead and make a P so let's blend it.

Ready?

N, a, Nap.

Nap.

Yes, nap.

You know what?

You could even write it all together.

Bring all of your letters together to form and make the word nap.

Very good.

Let's do more.

Erase what you have.

Let's do another one.

You ready?

All right, let's see.

Let's do, instead of nap, let's do cap.

You say it, cap.

So let's see.

Tap it out.

C, a, p. C, a, p Well you know what?

Right away, I'm noticing something.

Can you say nap?

Cap?

You say it.

Nap, cap.

Do you notice?

Do you hear the rhyme?

Do you notice the ending or the second part?

Let me get my papers ready.

Ready?

Let's do nap.

N-, -ap.

Let's do cap.

C-, -ap.

This stays the same, doesn't it?

The -ap stays the same.

This is the only thing that changes.

So with that in mind, I know that this is a, and this is p, right?

'Cause that's what we just had for nap.

But now this changes.

It went from nap to cap.

C like in cat.

That's cap.

Good job, let's put it all together.

C, a, p. Cap.

Nicely done.

Erase your board.

Ready?

Wanna change it up a little bit.

Let's do the word pan.

Pan.

So let's see, ready?

We'll tap it out.

P, a, n. Pan.

Hey, pan.

P, what is that?

I know, that must be P, same as in pencil.

Nice.

Let's do the next one.

P, a, that's our vowel, isn't it?

So we're gonna use an a.

And the last one let's see.

P, a, n. I know.

That's just like n in nest.

So I'm gonna go ahead and put down my n. Ready?

P, a, n. Pan.

Ready?

Hold it all together and we have our word, pan.

Nicely done.

Now, this time, I'm gonna erase the bottom word.

I'm gonna leave this up.

Are you ready?

Let's do the word, can.

Can, pan, can.

Let's see.

Does that sound the same again like our first two words?

Did we do pan?

Let's do pan.

Ready?

P-, -an, pan.

So if we did that, if we did p-, -an, can we do c-, -an?

Yes.

So again, this part, the rime is staying the same and just the beginning sound is changing.

So that means I'm gonna go ahead and just take that one off and I'm gonna listen carefully.

Ready?

Instead of p-, -an, we're doing c-, -an.

That must be C, right?

C as in cat.

Good job, can.

So if I was gonna write that all together, I can, that's the way we would write it.

Nicely done.

Good job, friends.

Okay friends.

So now we're going to put all of our work together and we're going to read a story.

This is the story.

Let me show you.

The title of the story is called "Can Tab Nap?"

And it's by Margaret Fetty.

And this story is about a little kitten.

His name is Tab and he's tired.

He wants to take a nap and his owners realized he doesn't have anywhere to sleep.

He needs a cat mat in order to sleep.

So that way he has a nice cushy place to go.

So we're gonna read this and we'll see if Tab gets his mat.

You ready?

Okay.

This is "Can Tab Nap?"

Let's see.

Ready?

Read along with me.

"Can Tab nap?

Dad sat.

See the cat mat, Dad?

Tap!

Tap!

Tap!

Tap!

Tab, I liked this tan cat mat.

tap, tap, tap, tap.

Can Tab nap?

Tab can!

Nap, Tab!

Nap!"

So did Tab get his nap at the very end?

Yes he did.

And they're telling him, "Nap, Tab!

Nap!

Go ahead and nap."

Good job.

Thank you for reading with me.

You did fantastic today.

Thank you so much for being here and make sure that you tune in again so that way you can continue learning all about letters and sounds.

Bye.

See you next time.

Bye.

- I make it a priority to read with my little one.

Wanna know why?

- What do you wanna read?

[speaking in foreign language] - [Narrator] Reading to children is an important part of their development.

The more kids are read to, the better they're able to read.

Read to your youngsters and expose them to as many words as you can.

- And the doctor said?

- No more monkey jumping on the bed.

- Good job.

- [Narrator] Read in whichever language you're most comfortable reading in.

You don't have to speak in English.

Encourage your kids to read in any language.

- Would you eat.

After all, children who are read to when they're young are more likely to do well in school.

- Great job, Isabella!

- Great job, Isabella!

Wow!

[playful music] - My name is Ms. Glenda.

And today, we are going to practice reading the time on a clock.

So before we start, let's make sure we say hello to our friends and neighbors today.

♪ Hello, hello ♪ ♪ I see you, hello ♪ ♪ Hello, hello.

♪ ♪ I see you, hello ♪ ♪ It's a brand new day ♪ ♪ Hey, hey let's say hello ♪ ♪ Hello ♪ ♪ Let's learn and play today ♪ ♪ Let's say hello ♪ ♪ Hello ♪ ♪ Be sure to wave, wave, wave ♪ ♪ When you say hello ♪ ♪ Hello, hello.

♪ ♪ I see you, hello ♪ Okay, so let's begin.

So there are two types of clocks that we use to tell time.

There's analog clocks and there are digital clocks.

So let's look at the analog clock.

The analog clock is round and it has two arms.

There's an hour hand, which is this smaller hand.

And there's a minute hand.

On a digital clock, it's a square shape sometimes, but this is normally what the face looks like.

And then you'll see the hour and then there will be a colon sign, and then you'll see the minutes.

So we have the analog and we have the digital.

This is an example of an analog clock.

You see it's round.

There is the minute hand that's in blue.

And then there's the hour hand.

See that?

And then let me show you an example of where you can find a digital clock.

So you will find a digital clock sometimes on your cell phone or maybe on the computer and it tells you everything digitally.

So what we're gonna do today is we're going to review telling time.

So look here.

So you see, the minute hand is on 12, the hour hand is on three.

And so this says three o'clock.

That's what this time says.

Let's practice again.

So you see the minute hand is on 12.

The hour hand is on eight.

And so this would read eight o'clock.

So the hour is eight and the minutes, because it's reading about an hour, it's zero, zero.

So it's o'clock, eight o'clock.

Let's see if we could read this clock based on the information that we have.

So we have the minute hand, which lets us know what time by the hour, where is the hour hand on?

So let's look back here.

Remember that we saw that the hour hand was on the number three, so it was three o'clock.

And then we saw that the hour hand, which is the right hand, was on the number eight and the minute hand was on 12.

And so this read eight o'clock.

So let's see where the hour hand is on this clock.

Let's look at the numbers.

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

I think that's where the red hand is pointing.

So this would be, let's think about it.

This would be, let's see if you could say the same thing I have.

I'm gonna write it down.

10 o'clock.

All right, let's try again.

The minute hand is on 12.

We're looking to see if we can tell time by the hour.

We're looking for where the hour hand is.

That's the red hand.

Let's go.

One, two, three.

So this would read, let's see if you have what I have.

Three o'clock.

Let's try one more time.

So our minute hand is on 12.

And we're gonna look for our hour hand to see what time it is by the hour.

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

The hour hand is pointing to six.

So this would say, let's see if we can do it together.

Let's see.

Six o'clock.

Let's try one more.

So our minute hand is on 12 and we're gonna see where our hour hand is.

Let's go.

One, two, three, four.

So our hand is pointing to four.

This would be four o'clock.

All right.

So let's review very quickly.

So we saw the minute hand was on 12.

The hour hand was on four.

So this is four o'clock.

In this one, the minute hand was on 12, the hour hand was on six.

So we count it one, two, three, four, five, six.

This is six o'clock.

Let's practice one more time.

The minute hand was on 12, counting to look for the hour.

The hour hand was pointing to one, two, three, three o'clock.

All right.

Are you ready to try something new?

I can't hear you.

Are you ready to play a game and try something new?

- [Liam] Yes.

- Okay.

So let's go.

So now that we've practiced reading the clocks, it's time to play tick tock, what's the time on the clock?

♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ So let's see how well we could tell time.

So let's look at this clock over here.

We see that the minute hand is on 12 and the hour hand is on three.

So let's see.

♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ What time is it?

Liam, what time is it?

Liam, what time is it on the clock?

- [Liam] Three o'clock.

- You are correct.

Okay.

So let's put the time down.

Three o'clock.

All right.

Next one.

♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ Liam.

- [Liam] Six o'clock.

Let me see, yes.

The minute hand is on 12.

The hour hand is on six.

Liam, you are correct.

Good job.

Okay.

Next clock.

♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ So we see-- - [Liam] Ten o'clock.

- Let's see if you're right, Liam.

We see the minute hand on 12 and the hour hand is on 10.

So Liam is correct.

That's right.

♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ Liam, what time does this-- - [Liam] 12 o'clock.

- That's right.

The minute hand and the hour hands are both on 12.

So let's write it in.

All right.

Let's see one more.

♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ So let's see.

The minute hand-- - [Liam] Two o'clock.

- Yes Liam, I think you're correct.

The minute hand is on 12.

The hour hand is on two.

So it is two o'clock.

All right.

We did a good job on this side.

We're going to the challenge level.

Now the challenge level doesn't have the colors.

So we're gonna try to see what we can do just from looking at the color of the clock.

I don't know, Liam.

Are we ready?

Let me hear you, are you ready?

- [Liam] I'm ready.

- I can't hear you, are you ready?

Are you ready to do the challenge level?

- [Liam] Yeah, yeah.

- Okay.

Let's do the challenge level.

♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ So our minute hand-- - [Liam] Nine o'clock.

- Yes, good job, Liam.

It is nine o'clock.

- [Liam] Great job.

- Great job, brother.

Great job.

All right.

Next one.

♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ - [Liam] Four o'clock.

- Let's see if Liam is correct.

Yes.

The minute hand is on 12.

The hour hand is on four.

You are correct.

- [Liam] Good job.

- Yes, good job.

Next one.

♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ - [Liam] One o'clock.

Let's see.

Liam says what time?

- [Liam] One o'clock.

- Let's see.

So the minute hand is on 12.

The hour hand is on one.

Liam, you are correct.

- [Liam] Great job.

- Yes, great job.

- [Liam] Great job.

- Next clock.

Let's go.

♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ What time does it say on the clock?

Our minute hand is on 12.

- [Liam] Eight o'clock.

- Our hour hand is on eight.

Let's see if Liam's correct.

Yes, eight o'clock.

Last one.

- [Liam] Good job.

- Good job.

Sorry baby, yes, good job.

Last one.

- [Liam] The last one.

♪ Tick tock, what's the time on the clock ♪ ♪ Tick tock, what's the time on the clock ♪ - So what time is it?

Let's see.

- [Liam] Two o'clock.

- Yes.

The minute hand is on 12.

The hour hand is on two.

It is two o'clock.

Congratulations.

We did it.

We can now read time.

Thank you for coming out to be with us today.

Congratulations to Liam, Ari and Ava, thank you for helping.

And so I will see you again.

Goodbye.

[speaking in foreign language] - What do you wanna read?

[speaking in foreign language] - No more monkeys jumping on the bed.

- Good job.

[speaking in foreign language] - Would you eat.

- Great job, Isabella!

- Great job, Isabella!

Wow!

[playful music] - Hi friends, my name is Ms. Easterling and I am a Universal Literacy Reading Coach at PS/MS 46 in Harlem And I have some friends with me today to help us with an experiment.

They would like to introduce themselves.

- Hi, my name is Knoll and I'm in fourth grade.

I like to read comic books.

- Hi, my name is Emery.

And I'm in Pre-K and I like to read about unicorns.

- So today we are going to be doing an experiment called the self-inflating balloon.

And we are going to be learning how to use a science journal.

So when you are at home and you try out this experiment or any other experiments, you can work on doing a science journal where you record everything you learned during your experiment.

So today for our experiment, we have some materials and you can see that we wrote material on our paper.

So at home, if you have a piece of paper, you could set it up like this.

You could write your materials, your procedure, and your observations.

So we're gonna start with our materials.

And when you do your science journal, you might want to draw pictures or write words to record what happened during your experiment.

So we're gonna go through our material.

So Emery, here's your pointer, and Knoll.

Our first material is vinegar.

So here we go.

And our next material that we need is a bottle.

Then we need a balloon.

After that, we're going to need some baking soda.

And the last thing we're going to need is a funnel.

And if you don't have a funnel, like I don't have a funnel, you can just take a little piece of paper and roll it up to make a funnel.

All right.

Now we are going to do our experiment.

So the first step is we are going to put vinegar in the bottle.

So Knoll, can you add that to our science journal under the procedure?

The first step is we're going to put the vinegar in the bottle.

So here we go.

We're going to pour the vinegar in the bottle.

Let's just really carefully pour some vinegar in.

- It's gonna spill.

- We're doing pretty good.

I think that's enough vinegar.

Okay, good.

All right.

Our next step is we are going to put baking soda in the balloon and we are going to use our funnels to help us do that.

So go ahead and add that to the second step of our procedure, Knoll.

All right.

So we're going to take our balloon.

We're going to take our funnels.

We're going to fold up our funnel into the balloon.

There we go.

That's better.

All right.

So now we've got our funnel in the balloon and here we go.

Can you put some scoops of baking soda into our funnel?

Okay, it's okay, a little spill, there's no big deal.

Keep going.

I'm gonna put another scoop in.

Go ahead and put another scoop in.

Definitely we'll let Knoll do your scoop.

- Yeah.

- Good.

Okay.

Let's let Knoll do a scoop.

It's okay, it's okay, give it to Knoll.

Give it to Knoll.

Making sure that the baking soda is getting into our balloon.

Here we go.

All right.

Let me just shake it, make sure it's getting in there.

- Can I add one more spoon?

- I think this might be enough.

You just wanna make sure we have enough in here.

Shake it on in.

Yeah, we've got a bunch in there, I can feel it.

There's a bunch in there.

All right.

Let's just leave it there.

Okay.

I think we got enough in there.

Now, let's do our third step.

The third step is we are going to put the balloon on the bottle.

All right, Knoll, can you add that to our procedures?

The third step.

Okay.

So here we go.

We're going to put our balloon on the bottle.

Okay, yep.

Now we're going to lift it up.

Let go.

Let's see what happens.

Let go, let go, leave it alone.

- The water's pink.

- Okay.

So what happened?

[mumbles] Knoll, tell us what happened.

Tell us what happened.

Tell us what happened.

- Putting the baking soda into the vinegar makes the balloon inflate.

- Oh my goodness, you're right.

So this is the last part or observations.

So we are going to write a sentence now to see what happened during our experiments.

So you said that we mixed the baking soda and the vinegar and it inflates the balloon.

Is that what you said?

- Yes.

- We mixed the baking soda and the vinegar and it inflates the balloon.

Okay.

So that's what we're going to write.

You have a picture here.

What happens in this experiment?

So you said we, how do we spell we?

- W-E. - Yeah, W-E, great.

I know.

We mixed, I'm going to leave a space here.

We mixed.

- M-I-X.

- And then how do we say in the past, we say suffix?

We mixed the.

How do we spell the?

- T-H-E. - How do you do the -ing sound?

- I-N-G. - Baking soda.

How do you spell and?

- A-N-D. - The?

- T-H-E. - So let's read what we wrote so far.

- We mixed the baking soda and the vinegar.

- And then what did you wanna say next?

And then it inflates the balloon?

And then it inflates the balloon?

How do you spell and?

- A-N-D. - It.

- I-T. - Inflates.

And how do you spell the?

- T-H-E. - What goes at the end of this sentence?

- A period.

- Let's read the sentence and make sure we said what we wanted to say.

- We mixed the baking soda and the vinegar and it inflates the balloon.

- Great.

So we used a science journal today to record what happened during our experiment.

We drew some, let's stay at the center here.

We drew some pictures and wrote words to show all of the materials that we used.

Today for our experiment we had vinegar, a bottle, a balloon, baking soda, and a funnel.

And then for our procedure, we also drew some pictures and wrote sentences to show that what we did during the experiment.

So we put some vinegar in a bottle, we put baking soda in the balloon, and then we put the balloon on the bottle.

And then for our observations, when we lifted up the balloon, we mixed the baking soda and the vinegar, and it made the balloon inflate.

And we recorded that over here on our observations.

So when you are at home and you do an experiment, you could also make a journal just like this using pictures and words.

And you can record what you learned during your science experiment.

So during this experiment, we mixed baking soda, which is a base with vinegar, which is an acid.

And when the two goes together, it makes a acid-base reaction.

And that means the carbon dioxide, which is what made the balloon inflate all by itself.

So I hope that you enjoyed our experiment today.

And I hope that maybe you get to try this experiment at home.

And even if you don't use this exact experiment, maybe you can take a piece of paper and make a science journal so that you can have a record of what you learned during your experiment.

Thank you so much for joining us again.

Bye.

- Bye.

[playful music] - Let's get ready.

Let's move our shoulders first.

♪ Bounce your shoulders up and down, ey, ey ♪ There you go.

We still have a little easy.

Tap your head.

Good job, guys.

Tap our shoulders.

Good job.

Let's cross them.

I see you guys.

Follow me.

And kick.

Bounce your shoulders.

All right.

Let's go a little harder.

I see you.

Nod your head, let's go.

Good job.

And clap.

Nice job, guys.

Let's jump, here we go.

Jump.

Jump.

And clap.

And jump, jump, and clap, and clap.

All right.

Let's take a breath.

Hands over your head.

Breath in through your nose.

Out through your mouth.

And wiggle it.

Let's get ready for round two, you ready?

Here we go.

Get ready.

Follow me this way, let's bounce.

Get ready.

And disco.

I feel like a little shimmy, let's do that.

Here we go, guys.

Jump.

Good job, guys.

Get that blood moving.

Good job.

And pump it up, stay strong.

That arm.

Both arms.

And roll it up, roll it up, roll it up, roll it up.

Roll it down, roll it down.

Get ready to freeze guys.

Freeze.

And step.

And march in place, and march in place.

And step, clap.

And march in place, and march in place.

And wiggle, and wiggle, and wiggle, and wiggle, and have some fun.

Everybody make some noise.

Now, hands on top of your head, let's gather our breath.

Good job.

[playful music] - [Narrator] Funding for this program was provided by The JPB foundation.

[playful music]