[upbeat music] - [Announcer] Ready to learn.

- Hi.

- Hi.

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

- Let's read it back.

- [Announcer] Discover science, sing.

♪ Some ♪ - [Announcer] Play, and so much more.

- Cupcake.

- Very good.

- [Announcer] Stay tuned for lessons and activities.

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

[upbeat music] - [Announcer] Funding for this program was provided by The JPB Foundation.

[upbeat music] - Hi, friends, welcome to story time with me, Ms. Darlene.

Today's read aloud is called "Lola Plants a Garden" written by Adam McQuinn and illustrated by Rosalind Beardshaw.

And today's story will follow Lola as she plants a beautiful garden and waits for it to grow.

Stick around, after the read aloud, I'll show you how you can make your very own garden book at home.

So if you're ready, let's have fun reading.

Mary, Mary, quite contrary, how does your garden grow?

With silver bells and cockleshells and pretty maids all in a row.

Lola loves her book of garden poems.

Her favorite poem is the one about Mary, Mary.

Lola wants to plant a garden.

Mommy says there is room near their vegetables.

Lola gets books about gardens from the library.

She chooses her favorite flowers from the books.

Mommy makes a list.

It's great to go to the library to find books about things you want to learn more about.

I bet it made a little bit easier for Lola and her mom to plan what types of seeds they will need to plant their garden.

They go to the garden store to buy seeds and look, Lola looks super excited.

Lola and mommy make the garden.

The seed packets mark where the flowers are planted.

Lola will have to wait a long time for them to grow.

Lola makes her own flower book while she waits.

Mommy types the "Mary Mary" poem, and Lola glues it in.

That's a fantastic idea.

I bet making a book will help take her mind off of how long it takes for a plant to grow.

I wonder if you were making a book of flowers, what types of flowers would you put in?

I would add yellow tulips and pink roses.

Those are my favorite flowers.

Lola makes a string of bells.

She finds shells and some old beads.

She even makes a little Mary, Mary.

I remember in the beginning of this book, these are all items from Lola's favorite poem.

One day, Lola sees tiny green shoots.

She pulls up weeds so the shoots can grow.

So you see the tiny green shoots?

Here they are, this one here and here, and even some more over here.

They are really tiny, I wonder if they'll get bigger.

Let's keep reading to find out.

Lola's flowers grow bigger, they open up to the sun.

Wow, look how big all of the flowers have grown and all of the wonderful colors.

What colors do you see?

Yeah, some beautiful orange flowers, pinks.

Oh, and look at the bright green leaves.

How tall the shoots and stems have grown.

They are almost as tall as Lola, some are even taller than Lola.

What a beautiful garden?

Daddy helps Lola hang her shiny bells.

Lola finds Mary, Mary a special spot.

It's just perfect.

I just noticed the shiny bells, I notice the shells down in the grass and her little Mary, Mary doll.

She's added all of the items from her favorite poem to her garden, how creative?

Orla, Ben, and Tya are coming to see Lola's garden.

Lola and mommy make cupcakes.

Lola wears her flower shirts.

Mommy helps Lola with her hair.

I even notice that they added two yellow flowers to her ponytails.

That's so cute.

Lola's friends love everything about her garden.

They share the crunchy peas and sweet strawberries that mommy grew.

Friends, I bet they taste delicious.

Then Lola makes up a story about Mary, Mary.

And look at all the fun they're having in Lola's garden.

I see that they have a picnic blanket, they have their yummy cupcakes and their tea.

Oh wow, and Lola looks like she's being really dramatic about her story and her friends are really enjoying it.

What kind of garden will Lola plant next?

Lola, Lola, extraordinary, how does your garden grow?

With flowers seeds and shells and beads and happy friends all in a row.

The end.

I hope you enjoyed today's read aloud.

It really inspired me to learn more about how to plant a garden.

Even if you don't have space to grow your own garden at home, you can always ask a trusted adult to help you find a local community garden in your neighborhood.

And even before you start visiting a garden or planting your own, I'll show you how you can make your own garden book at home.

The materials you will need to make your own garden book are either some crayons, markers, or colored pencils, whatever you have at home.

A stapler that you can ask a trusted adult to help you to use, and some white drawing paper.

Okay, let's get started.

In order to make a book, you need to bind your edges.

So the way we're gonna bind our edges today is by stapling.

And we're gonna just staple three times, one, two, three, along the edge of all of the papers.

And always remember that the top page is going to be your cover page, okay?

Just like in a regular book.

So I'm gonna staple my edges, one, two, and three.

And now all of my pages will stay together as I open my book, okay?

Next, we get to do the fun part, we get to decide what is going to be the title and cover of our book.

I'm gonna name it "Darlene's Garden Book."

Always remember to add who the book is written by, and if you have anyone to help you write the words or draw the pictures, remember to always add their name too.

I'm writing and drawing my own pictures, so it's going to be written and illustrated by Darlene Thomas.

Now that my title, author, and illustrator are on my book, I'm going to start decorating my cover.

So it's a garden book, so I'm going to be adding some green grass at the bottom and beautiful blue sky at the top.

Then I can add in some flowers, maybe some beautiful butterflies.

You can get as creative as you'd like.

Okay, and here's my book cover.

I drew myself a garden of beautiful flowers, a bright sun, the blue sky and green grass.

Now I'm ready to open my book and add some pictures and words.

It's okay if you can't write yet, you can always ask a trusted adult to help you label your pictures.

So today I'm gonna start with just some beautiful pink roses.

So you're just drawing the flowers, the best that you can, according to what you see in your mind's eye.

And there's my first page in my garden book, roses.

Now, what if I wanted to add a page about strawberries to my garden book?

I would think about what do I know about strawberries?

I know that they grow low to the ground in a patch.

So I'm going to draw my patch of strawberry leaves and my strawberries.

But first, I'm going to label my page, strawberries.

And I'll give them some beautiful green leaves.

[upbeat music] In here are some of the most juiciest, beautiful strawberries that are growing in every which direction, close to the ground.

They look like they will taste delicious.

And then after you're done with your second page, you'll just keep going, adding as many flowers, fruits or vegetables that you would like.

I really enjoyed showing you how to create your very own gardens book today.

And remember, you can add as many pages in your garden book as you would like.

And maybe one day you'll be able to grow your own fruit, vegetable, or flower garden.

And as always, keep reading.

- Hi, friends, Andrew here, and it's time for a song.

Today we'll sing row, row, row your boat.

I'm guessing you know this one, if not, just follow along with me.

Ready to sing, let's go.

♪ Row, row, row your boat ♪ ♪ Gently down the stream ♪ ♪ Merrily, merrily, merrily, merrily ♪ ♪ Life is, but a dream ♪ You all sounded dreamy for sure.

Now, did you notice the words highlighted in yellow, and how about what's underlined?

First, let's look at boat, stream, and dream.

In boat, I underline the vowels o and a, because they're a team.

The letters work together to stand for a long vowel sound.

What long vowel sound is it?

In stream and dream, I underlined e and a because they are a team too.

In both words, the e, a also stands for a long vowel sound.

What sound is it?

Finally, let's look at row and down.

Both have the vowel team o, w but does the team stand for the same sound in both words, or are they different?

Share your good thinking with a family member and I'll see you again soon.

[upbeat music] - Hello, scholars, welcome to a wonderful day of learning.

My name is Anna, and I'm a universal literacy reading coach at PS 11 Highbridge in the Bronx.

Today, we'll be learning a very special sound and there's different ways you can spell this special sound.

But let's figure out the sound first.

You probably make this sound after reading a really great book and everyone lives happily ever after, or when you see a really cute puppy, or when you see a really cute baby.

- Au.

- That's right, our sound for today is the, au sound.

Everyone say, au, great.

Come on, let's go to our learning corner and learn about the different ways we could spell the au sound, come on.

So there are multiple ways to spell that au sound.

First, let's look at two common spelling patterns for that.

The first one is A-U, for au, the other one is A-W for aw.

Can you say, au, au.

Au is seen at the beginning and in the middle of words, aw is mostly in the middle and at the end of words.

So let's try some A-U words first for au.

So an A-U word that I like is August because it's summertime then.

So au, here's my August.

Another au word I like is cause, like what was the cause of the storm?

Cause, au, so here is cause.

And the reason I like this word, if you can spell cause, you can spell because, so how do you think you would spell because?

You're right, because.

Right, let's try a couple of AW, aw words.

So one word is like a paw, like a puppy's paw.

So, p-aw, and there's that AW at the end.

Let's take another word.

How about the word straw?

I like to drink my juice with a straw.

I like that word because it has a really great blend in the beginning, S-T-R before I get to the aw, s-t-r-aw, straw.

Let's try a word where aw is actually in the middle.

How about the word yawn, yawn?

Yawn, awesome.

Okay, now, let's go onto some other common spelling patterns that you guys know of when it comes to the aw sound.

In school, you've probably learned about something called welded or glued sounds.

Well, that aw is usually part of a glued or welded sound as well.

So here's three we're gonna work on today that focus on that aw in the word.

So our first one is A-L-L, ball, all.

Can you repeat that after me?

A-L-L, ball, all, awesome.

The next one is A-L-K, walk, alk.

And our last one is A-L-T, salt, alt.

Excellent, let's first focus on that A-L-L, ball, all, au sound.

So why don't we write the word ball?

So we already know the all part, we just have to figure out the b in ball, b-all, ball.

How would you turn ball into call?

Ball, call.

Well, I notice that first sound is what's changing 'cause the all stays the same, b, c. I think I know, c-all.

Is that what you thought?

I know you did.

Okay, let's do one more with that au sound?

How about the word wall?

So now let's turn call into wall.

The all stays the same, c, w, w-all, wall.

Great, let's move on to the next one.

So our next glued sound was A-L-K, walk, alk.

So let's write the word walk.

So we already know how the alk is done, we just need the w-alk, w, w-alk, walk.

All right, how about the word talk?

This time I want you to tell me, how would I turn walk into talk?

That's right, the w turns into a t. And which letter makes the t sound?

That's right, T, t-alk, talk.

Can we turn talk into, listen carefully, chalk.

This one has a diagraph in the beginning.

Can you figure out what it is?

Chalk, that's right.

C-H say ch, so, ch-alk, chalk.

All right, let's go on to our last welded sound.

So our last welded sound was A-L-T, salt, alt.

So let's spell salt, s-alt, s-alt, salt, s-alt, salt.

So now there's one other word where you will probably hear this alt sound at the end and the word is halt.

Do you know what halt means?

Halt means to stop, halt, don't move anymore, okay?

So let's change salt into halt, salt, halt.

I already hear you guys telling me yes, that S is gonna change into an H 'cause it was going from s to h, halt.

Amazing job, all right, let's try some blending lines with these au words.

Let's do a blending lines activity.

I'll read through with you the first time, after that, you're on your own.

Remember, we're practicing words that have the sound au sound.

Auto, pause, faucet.

Saw, hawk, pawn, call, stall, waterfall.

Walk, chalk, beanstalk, salt, halt, alter.

As I walked under the waterfall, I paused and saw a hawk fly by.

All right, scholars, now you're on your own.

Awesome job, it's writing time.

Go get a piece of paper and a pencil.

Okay, let's write a sentence together.

Let's write the sentence, I used chalk to draw a ball on the sidewalk.

Can you repeat the sentence with me?

I used chalk to draw a ball on the sidewalk.

Awesome, okay, whenever I write a sentence, I like to make a line to represent each word.

So that way I know I'm not forgetting any of the words.

I used chalk to draw a ball on the sidewalk.

Okay, wow, that's a lot of words.

Okay, so let's start at the beginning.

I, and I know that I needs to be capitalized.

I used, this one I'm gonna assist you with.

The U is saying its name because there's an E in that word.

So use and then D, used, chalk.

All right, here comes our alk sound with the au in it.

What says alk?

That's right, A-L-K.

So, ch-alk, chalk.

Ch-alk, here's my alk sound.

I used chalk to, this is not the number two.

Okay, this is spelt T-O, I know you knew that one.

Draw, here's that au sound again?

What do you think is making that au sound in the word draw?

Well, I hear the au at the end and I know that aw is what I usually see at the end of a word when I hear that au sound, so I'm gonna go with A-W, draw, d-r-aw, okay?

I used chalk to draw, a, now, ball.

Ooh, here's that glued sound, all.

What's that all?

A-L-L, correct, so how do we spell ball?

You are so smart scholars, you're right.

B-A-L-L, ball.

Let's start from beginning again.

I used chalk to draw a ball on, O-N.

I use chalk to draw a ball on the, I know you know this high frequency word.

How do we spell that?

Tell me.

You guys are so smart.

T-H-E, I use chalk to draw a ball on the, here we go now, sidewalk, ooh, a compound word, sidewalk.

So side, let's figure out side first, side-walk.

All right, side, I here that I, and I know E is telling I to say his name in that word.

So side, S-I-DE, side.

Now walk, what's saying alk?

Yes, A-L-K, so now how do we write the word walk?

Kiss your brain, please, amazing.

W-A-L-K, sidewalk.

And yes, we need proper punctuation at the end of our sentence, so let's put a period.

Let's read through our sentence one more time.

I used chalk to draw a ball on the sidewalk.

Excellent job, scholars.

You all did an awesome job today.

You worked with numerous ways to spell the au sound, A-U, A-W, and with those glued sounds, A-L-L, A-L-K, and A-L-T.

I want you to try to see how many au words you can use today with a trusted adult.

Well, friends, until next time, be safe, keep learning, and have fun, bye.

[soft music] - Hi, I'm James and my wife, Kimberly and I have three wonderful boys, Jayden, Jordan, and Justin.

The most important part of my life is being there with my kids.

I know as a father that learning starts at home.

Let's squeezed into juice.

Hey, is that how we get great juice?

- Yes.

- It is very important for me to be there for my child's education.

So I like to communicate with my child's teacher to let them know that hey, we're a team.

- Hey, Ms. Meghan, how are you?

- Hi, how are you?

- And I wanna be involved.

I like to connect with my kids' teachers the first week of school, but it's never too late to do so.

When I communicate with my kids' teachers, I also keep in mind that they're very busy.

So I keep the messages very short and sweet.

And I like to ask them, what is it that my kids are learning this year?

What are the expectations?

How do we know that they're actually achieving what you need them to achieve?

What can I do to help my child?

The goal for my child is to learn and together with the teacher, I know we can fulfill that.

Sometimes we need to practice their words or their numbers especially in multiplication.

So we'll take it to the rooftop, and we'll grab some chalk, and we'll draw out the numbers.

It's a cool way to be re-enforced the lessons that the kids have in school and have some fun with your child.

I like to check in every couple of weeks.

- [Meghan] Because you moved two levels up your assignment.

- Nice, or whenever I see that my child is not learning what I think he's supposed to learn for that week.

I also know that it's impossible for me to know all the answers.

By building a solid relationship with the teacher, my child knows that I care and so does the teacher, and that's a win for all of us.

Perfect done, give me five.

All right, let's go.

[upbeat music] - Well, hello there, I was just about to eat some delicious and nutritious salad.

All I need now is some salad dressing.

Oh, my favorite.

Whoa, what's wrong with my salad dressing.

[phone ringing] - Hello, Mr. Ritz.

- Wow, hello, Jason, what's up?

- I thought I'd called to let you know there is nothing wrong with your salad dressing.

- You're reading my mind again.

Why is my salad all clumpy down here and all clear up here?

- That's a good question.

That has to do with the different densities in the liquids of your salad dressing.

- Different densities?

Hmm, I'm not quite sure what you mean.

- No worries, let me show you.

[beep sound] [soft music] Have you ever wanted to make your drawings come to life?

No, I mean actually move.

Yeah, so have I.

Hey, everyone, it's Jason Latimer, the world champion of magic.

Now today's topic, drawings animate on her own.

Now what you just saw with that dry erase drawing board, that's obviously an illusion.

But today, I'm gonna show you an experiment where your drawing will come to life and it uses one of these, that's right, a dry erase marker.

Now before I can get into how to do that, I want to go over this little science experiment with you.

See, you can do this at home, take some oil, take some water and if you pouring them in a glass, they'll separate themselves.

Now, anybody who's ever mixed oil and water knows they will never mix up because they have different chemical bonds.

But what I want to show you is that the oil will always sit on top of the water because they have different densities.

See oil is less dense than water.

Oh, wait, what's density?

Let me explain.

Density is the relationship between an object's mass and its volume.

Mass is the amount of matter or substance that makes up an object, while volume refers to the amount of space an object takes up.

In other words, density is how heavy something is for its size.

Imagine a scale with a block of water on one side and the same size block of wood on the other, given the same volume, the water is heavier for its size and it will tip the scale.

The block of wood is less dense than water so it would sit on top, which is why wood floats on water.

If we swap out that block of wood for the same size block of metal, we can see that the metal is heavier, so we can see why the water would be on top.

The metal block is more dense than water, so it would sit on the bottom.

If an object floats it's because it's less dense than the fluid it's sitting on.

And if an object sinks, it's because it's more dense than the fluid it was put into.

Okay, so now we know why oil was sitting on top of water, it was less dense than the water.

And why is that important?

Because dry erase markers have two major ingredients.

The first is alcohol, that's used to dry out the ink.

The second is the releasing agent that allows the ink to be rubbed off, that releasing agent is made of silicone oil.

Wait, did you say oils?

Yes, the same oils that sit on top of water.

Check this out.

If you take a dry erase marker and you draw a figure, we let it dry first.

The alcohol evaporates and now we have only the silicone oils.

We take some water and we carefully pour it into this tray.

See if we can get them to go.

Oh, there it goes.

Woo, it's party time.

Pretty cool, I can even get them to tilt, whoa, whoa, whoa.

Oh, I can make a surfer.

All right, I'll show you some cool things you can do with it.

Now you wanna draw on a smooth glass surface, something that's not porous, and you can be super creative.

You can have different colors, you can have different drawings, but the thinner the lines, the harder it is to keep the picture together when it comes off the bottom.

Okay, now that we know how to make drawings come off the surface, you can actually transfer the surface.

Let me explain.

Draw in a small bowl and then lower it into a tub of more water.

And do it slowly, try not to break image.

Now, once you have that image floating around on the surface, you can put it on your skin, watch.

[upbeat music] [laughs] So cool.

- Wow, that was awesome sauce.

Did you observe how the oil and water were separated in Jason's glass?

It looked just like my salad dressing, don't you think?

I wonder what would happen if I shake this up?

Look at that.

It's all mixed up and ready to dress my salad.

Hmm, delicious-so.

Right now, the salad dressing is all mixed up.

Do you think it will stay that way?

Let's investigate, we'll come back and check on it later.

I wonder, do other liquids have different densities?

What else could we try?

I'll be right back.

[groaning] Look what I found.

Honey, syrup, dish soap, milk, vinegar, and vegetable oil, and a jar to put them in.

Let's investigate with an experiment.

I'm going to add these liquids to this jar one by one.

I predict that some of these liquids will have different densities.

Big word alert, predict means what you think might happen in the future.

What do you predict will happen with these liquids?

This is honey, this is syrup, hello syrup.

This is dish soap.

This is milk.

Wow, look at the milk, it's going under the dish soap.

This is vegetable oil.

Oh my, now the dish soap is going in the middle.

Remember students, pour slowly if something is heavy and use both hands.

This is vinegar.

Wow, look, what's happening, the liquids want to separate.

Do you think that's happened to my salad dressing too?

That's right, it did, take a look at it now.

Can you see all the layers?

I wonder if Jason has any other lessons for us today?

- Have you ever went to see an object transform its own shape?

Yeah, me too.

Now today's topic, can we get an object to transform its own shape?

And what you saw earlier in the show, well, that is obviously an illusion.

But that doesn't mean we can't make it happen through science.

In fact, today, I'm gonna show you an experiment that you can do on your side of the screen to make an object move on its own and change its shape.

And it uses these, that's right, tiny, tiny chopsticks.

No, just kidding, they're toothpicks.

Grab a handful of toothpicks and some water and I'll meet you at the table surface.

Wait, objects that actually move on their own?

Sounds a little creepy, but totally cool.

See, I'm gonna show you a little experiment that you can do at home, but before we get to that, I'm gonna do a little bit of magic through the screen.

I have three different shapes here.

I've got a triangle, I've got this red pinwheel, and I've got this purple square.

Now, in a moment, I'm gonna ask you to pick one of these three by putting your finger over that shape on your side of the screen.

So let's say you were here, I'm gonna ask you to make some moves.

So if I said make two moves, you can go one, two, or you go one, two.

You can go left or right with those moves, but you're only allowed to move one move per step.

So you just can't jump, make sense?

So put your finger over your favorite shape right now.

Put your finger over it.

Now I'm gonna add two shapes to the mix.

Again, you can move left or right, but you can't jump.

So I want you to move five times, ready?

Go one, two, three, four, five.

Keep your finger right where it is.

And I don't think you're here and I don't think you're here.

All right, keeping your finger right where it is, I want you to move three times, ready?

Go, one, two, three.

I think you were trying to trick me on that one.

I don't think you're here.

I need you to move your finger one time.

So move to the opposite shape, go.

All right, now in the bottom of the screen has always been a prediction that's underneath this postcard, and I've made it out of toothpicks myself.

Keep your finger on your shape.

I'm going to say my prediction is the pinwheel.

Did I get it right?

No, that's okay, today's episode is about an object that can change its shape.

So think of the shape that you had your finger on last, you got it in your mind?

I'll just add some water, watch what happens.

Concentrate on your shape.

It's alive, [laughs] Look at it go, I'm guessing you selected the star.

So how's it working?

Well, each of the toothpicks I've put a little motor.

No, I'm just kidding.

There's actually a thing called capillary action going on right now.

Capillaries are tiny hollow tubes within plants, trees, or even the wood in these toothpicks.

Capillary action is how plants get water to move up against gravity from their roots to their branches.

Water is attracted to the sides of these tiny, straw-like capillaries, but water is also attracted to like molecules of water.

When a liquid's attraction to a different material known as adhesion, if that outweighs its attraction to light molecules or cohesion, then the liquid will climb the surface of that different material and it will pull like molecules along with it.

The flow of this liquid along a surface or through a surface even if it's against gravity is known as capillary action.

The capillaries in this would of our toothpicks are swelling up with water as it climbs through them, pulling in even more water.

And as the fibers and the capillary swell, they're straightening out the bends which we made, which makes them move on their own.

All right, so now that we know what capillary reaction is, let's put it to use.

Let me show you how to set up this experiment.

You're gonna need five toothpicks.

They don't have to be the colored toothpicks, you can actually use anyone's.

The thicker the toothpick, the better.

And what we're gonna do is we're gonna bend them.

We're gonna try not to break them in half.

They're gonna bend like that and we're gonna do it for all five.

Now we're gonna put them in this arrangement with the bent parts towards the center.

And if they don't line up, that's okay, just bend them even more.

And that's it, that's the shape right there.

All the bends into the center with five different toothpicks.

And all you have to do is just add water.

By adding a little bit of droplets to the water in the center, what's happening is the wood through that capillary action starts absorbing the water.

This absorption of water causes the wood to expand as it swells up.

That swelling up straightens out those fibers and causes these toothpicks to move.

Now you can just do this on a table and make it look like you have superpowers, isn't that great?

Moves on its own.

Oh, it just jumped out, gets up and just runs away, [laughs] - Wow, that is so cool.

It reminds me of one of my favorite experiments that demonstrates capillary action, big word alert.

We know that plants, including cut flowers drink water.

What do you think would happen if we change the color of the water?

Do you think capillary action would draw the dye in the water into the plants?

Let's investigate.

Here, I got some plain white carnations and jars of water to put them in.

I'm going to add some food coloring into the water and then we'll wait.

What do you predict will happen?

Here is some blue dye.

Here is some red dye.

Here is some green dye.

Let's check in on them in a little bit.

What do you think happened with our flowers?

Do you think capillary action helped them change color?

Let's go take a look.

Wow, look at that.

They've taken on the color of the water.

You can try this at home with carnations, a glass of water and some food coloring.

Be sure to have a parent or guardian help you.

We learned so much today.

We met the world champion of magic, Jason Latimer, and learned that oil and water do not mix.

We learned that dry erase marker is made of oil and we can make drawings come to life.

We learned capillary action helps trees and plants absorb and transport water through their roots, branches and leaves.

And we learned that we can use capillary action to color flowers.

I had so much fun exploring science with you today.

I'll see you next time, bye-bye.

[upbeat music] - Hi, everyone, welcome back.

It's so good to see you all.

I hope everyone is doing well.

So my name is Ms. Davis, and today I'm going to need your help.

I need some help exploring numbers and counting.

Here are my numbers, and I need some help counting my school of fish.

They kind of got lost and they need to find their way back into the ocean.

Do you think you can help me out with counting today, and counting my fish?

Awesome, yay, all right, so before we start, let's look at what the numbers names are.

This is zero.

This is one, this is two, this is three, this is four, and this is five.

Let's get started, are you ready?

Cool, all right, so I have one friend right here.

They're cousins with Nimo.

Do you know Nimo?

Cool, all right, so let's help our friend find his way into the ocean.

Here he goes.

We have fish in the ocean.

He's the first fish, so he's number one.

Look up here, one.

Can you show me with your finger?

Good, one.

Here's our next fish to go swimming.

And he's right behind number one.

That's number two, very good.

Can we keep going?

Yeah, all right, let's do it.

Here's my next fish.

He swims into the ocean.

So now how many fish do we have in the ocean?

Well, let's look.

Hmm, one, two, three.

Can you show me that with your fingers, the number three?

Yeah, three, we have three fish in the ocean.

Let's keep counting.

He's super fast and zips right into the ocean.

He's our fourth fish, number four.

Can you show me with your fingers number four?

Good job, let's review really quickly.

Let's start with our first fish.

Number one, number two, number three, number four.

So right now we have four fish in the ocean, and we can't forget about our friend over here.

He's gotta join everybody else.

All right, here he goes, and he swims right into the ocean just like that.

So now let's see if everybody's in the ocean.

There should be five fish in the ocean.

How many?

Five, let's see if everybody joined in the ocean and we have five fish.

Count with me, one, two, three, four, five.

Five fish are in the ocean.

Good job, guys, good job.

Round of applause.

You're great at counting.

Would you like to try counting again?

Yes?

Okay, let's try counting shapes.

Just like fish, you can count shapes.

First, let's read our shapes.

Black circle, black circle.

White circle, white circle.

Red square, red square.

I need you to help me first find the shape, second, count the shapes.

Let's give it a try with our first shape here.

This is the red square.

Now in the firetruck I created, do you see a red square anywhere?

Hmm, this is a circle, that's not a red square.

Well, red, I see this is red, and this, if I trace it, is not a square 'cause it's way too long.

Did you find it?

I found it.

Let's trace it.

Yeah, this is the red square in my firetruck.

I only see one of them, so we only have one red square.

So we write that like this, one.

We have one red square in the firetruck.

Good job, let's check out our next shape.

Here it is, the white circle.

Take a look at our firetruck, do you see a white circle anywhere?

You do?

Good, how many of them do you see?

Can you count them?

Three?

Two?

All right, let's do it together.

Hmm, white circle, this is white, but that's a square.

This is white and that's a square too, it's just smaller.

Ah, here's a white circle, just like here.

So let's count how many white circles we see.

One, two, three, good job to everyone who said three.

This is how you write the number three.

There are three white circles, good job.

All right, here we go.

We have one more shape to find and count how many.

Black circle and that's what it looks like.

Can you find the black circles on the firetruck?

You can?

Well, show me, is it this?

No, is it this?

No, how about this?

Yeah, okay, nice.

Let's count how many white circles we see in our firetruck.

White, no, oops, black, let's count to see how many black circles we have in our firetruck, here we go.

One, two, three.

We have three black circles just like three white circles.

I know how to make that number.

Three looks like that.

So we have three black circles.

Thanks for joining me today, everyone, you did a great job.

Remember, practice your counting.

Try to see how many things you can count throughout the day.

You can count shapes like we did with our shape art, you can count sea animals like we did with our school of fish, you can count your fingers like this, one, two, three, four, five, five fingers on this hand.

Let's check out our other hand, one, two, three, four, five, five fingers on my right hand and my left hand.

I encourage you to practice counting and see what number you can get up to.

All right, I'll see you next time.

[upbeat music] - Hi, there scholars.

My name is Ms. D'Amico, and today I'm excited to be your music teacher.

For this lesson, I want you to stand up, up, up because we are going to move to some music.

To help us out, I brought my special instrument called the ukulele to help us move to the music.

Let's get started.

[ukulele playing] ♪ Match and place with me ♪ ♪ Keep the beat in your feet ♪ ♪ And freeze.

♪ Good job, anytime the music stops, I want you to strike a pose.

You can do any pose you want, ready?

[ukulele playing] And pose, good job, let's do another, ready?

[ukulele playing] Pose, good job, ready for another?

[ukulele playing] This one's a little slower.

[ukulele playing] Good job, ready?

[ukulele playing] Freeze, good job.

All right, last one, ready?

[ukulele playing] And freeze, great job.

Thanks for moving with me, see you next time.

- [Announcer] Funding for this program was provided by The JPB Foundation.

[upbeat music]