- [Narrator] Ready to learn?

[upbeat pop music] - Hi?

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

- Let's read it back.

- Discover science, sing.

♪ Some play.

♪ - [Narrator] Play and so much more.

- Cupcakes.

- very good.

- [Narrator] Stay tuned for lessons and activities.

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

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

- Hi everyone, how are you?

I'm so happy to be here with you today.

My name is Channing and I'm an educator in New York City.

And today I get to read you a story, I'm so excited.

This story is about a little girl who goes for a walk in her stroller with her mom and all of the different things that she sees when she goes out on that walk.

I know that I see lots of different things when I go out on a walk.

Sometimes I see cars or trees or birds, people, what do you see when you go outside?

Yeah, sometimes I see that too.

Before we read this story, let's just take a second, what this little girl might see when she goes out on her walk.

Let's close our eyes and think, what might she see?

And then I want you to remember what you were thinking about and keep it in your mind up here.

And when we read the story, you can see if she sees any of the same things that you were thinking of, or that you see when you go outside, are you ready?

Great, okay, this story is called Baby Radar.

It's by Naomi Shihab Nye, that's the author, the person that wrote the words and the illustrator, the person that did the pictures, drew the pictures is Nancy Carpenter.

Here on this first page, what do you notice?

That's right, there's a stroller, here are some sneakers here's a jacket, and I'm thinking that this might be the front door, the door to get out from where the little girl lives.

There is a mat right here that sometimes people have in their house to wipe your feet, when you come in from the outside.

And these are all things that that little girl might need to go outside.

A lot of times people keep the things that they need to go outside near their front door.

So looks like she's getting ready for a walk.

Out, out, into the wind on wheels, I love to see the eyes of the cars, their giant teeth, the red lights on their behinds, whoosh, fast tires spinning.

Truck tires, close to the curb, where did they go?

I'm going someplace too, up and down the bumpity edge, stripey edge, bread edge.

Tennis shoes, daddy shoes, sleepy slipper, fat shoes, crazy shoes, high up heels, fancy dancy shiny shoes.

I stretch my legs to show my shoes, I Wonder if anyone thought about shoes, when they thought of something they might see when they go outside.

Yeah, mama meets people, their knees bump my buggy, their shirts in crispy bags.

Sometimes they lean over say cute, I want to pinch their noses, I want to tie their shoes.

So she's talking about people leaning over, looking into her stroller and saying cute.

And she wants to pinch their nose and untie their shoes.

I see, I see, big kid zip by on wheels.

Our neighbor, Mrs. Marini rides by on wheels.

She laughs when she sees me, we all have wheels.

Giant trees dropping leaves in my lap, spin them around, make them fly, throw them out, yellow on the ground, my wheels make a crunchy sound.

So now she's talking about leaves on the ground and how they sound underneath her stroller.

As she's writing over the leaves, they make a crunchy sound.

I wonder if you've ever heard leaves crunch underneath your feet or your stroller.

When smiley dogs pass, I reach for the fur of nice faces.

Scrunch up for the meany mouse.

I wonder if anyone thought about dogs?

That they might see dogs when they go outside.

Lots newspapers stuck to a bench, hotdog dropped, mushy mess.

Pigeons, poking, beaks into been bun.

Bun, shadow, shadow streets of sun.

So now she seen birds eat some food that someone left behind.

So I wonder if any of you see that?

I know I've definitely seen that.

A tissue from shopping guide, I could catch it in my fingers, pull it out, mama shout, not yours.

It's mine, it's mine, everything's mine.

Role first, so this little girl thinks everything she can touch is hers.

Mama unstraps my belt, I climb out, run behind mine, mine.

The wheels pushing mama calls me, but I won't bump a baby, hey baby, hi baby.

So now the little girl is out of her stroller pushing her own stroller and then she sees a baby in a stroller.

I wonder if anyone thought about seeing babies when they go outside.

Sometimes we see babies in strollers going on a walk.

Mama chases, I am loose.

Hello trash cans, hello step?

I climb, jumped down, again, again.

I will run and run and run and stop, when mama catches me, oh slow.

So she was having a lot of fun running around and then mama said stop and it was time to hold mommy's hand and she slowed down.

Good grass, big stones, bread in a bag, feed the ducks, ducks come swimming, dipping beaks.

Ducks, duckies, goose, swan.

A goldfish sends me a bubble, I pop it.

Sorry ducks.

the minnows ate year comes.

I wonder if anyone thought about, that they might see fish on their walk outside.

You did, wow, what a cool thing to see.

I'm writing again, tired, where now?

In the window the stroller going by, sweeping, sweeping man in apron, brooms, swishy sounds.

I know sometimes I see people sweeping the sidewalk when I go outside for a walk.

First I see them with hoses, hosing down the sidewalk.

Oranges, sweet cookie wind, mama loves flowers, two bunches.

Stick my hand into bucket, wet, sleepy, skinny, curly cat, turned around in circles cat blink at me, kitty cat, wish I could take you home.

And now she's home, she's tired from her very busy walk.

Well, thank you so much for reading that story with me.

And now I just wanted to share with you some things that I thought about doing about the things that I see when I go outside.

So I decided to draw some pictures of things I saw when I go outside.

So I went outside and I saw a truck.

I wrote the word truck up here.

And then I drew a picture of a truck.

I wonder if you can draw pictures of things that you see when you go outside.

And maybe on your own or with the a trusted adult's help, you could write the word for the things that you see when you go outside.

You also could not draw the picture and maybe just make a list of all the different things that you see when you go outside, but I saw a truck.

I wonder if any of you see trucks when you go outside.

This is a big truck.

It's a delivery because it's got stuff in there that it delivers, I wonder what it has inside.

And then I also saw a bird.

I colored my bird blue because that's what I saw when I went outside, I saw a blue bird.

Have you ever seen a blue bird?

What kind of birds do you see where you live?

That's so cool.

Yeah, so I drew a picture of a bird and then I wrote the word bird.

So these are just some ideas that you can do and the things that you see when you go outside.

And the last one that I saw was a fire hydrant.

I wonder if any of you see fire hydrants, when you go outside.

They're red and inside there's water in case there's a fire, the firemen can come up and hook their hose up to here and then the water comes spraying out through their hose and they can put out the fire.

We see lots of fire hydrants when we take walks outside a lot of times.

So I thought that either you could hang up your pictures if you wanted like this, on a special place, or what else I was thinking about, is that I have a special notebook.

I have a special notebook where I keep all of my special things.

I write down things that I think of, I draw pictures of things that I think about, and this is my very special book and you know what, it's just for me.

So I decided that instead of hanging up my pictures or maybe I'll hang them up for a little bit, but then I really want them to be in my special book.

So I'm gonna tuck them inside my special book like this, you could even use your special, if you have a special book to draw your pictures right in there.

And so I'm gonna keep my special book with me and my special pictures about my wonderful trip outside.

And so you can do the same again.

Again, you can hang them up if you want, you can hang them up in any space where it's okay to hang things.

You can ask your trusted adult, or you can keep them in a special place like I do.

I have a special book.

I wonder if you have a special place too, to keep your special thing.

Okay, well thanks for hanging out with me.

I'll see you soon, bye everyone.

- Hi movers and shakers.

This is violet and I'm really excited to get to sing a song today with my friend.

- Thank you violet, for inviting me to meet with you and your friends.

My name is Jeremy Watson and I am a music teacher at PS 21 Staten Island, home of the Eagles.

Violet asked me to share a song with you today because of everything that's going on in the world.

With kids, suddenly having to learn from home or even others, making each other feel bad because of how different we look for one another, it's important to remember that we are not alone, that we're in this together and that we are apart of one race, the human race.

So when things look dim, look for the light that shines inside and let your light shine for the whole world to see.

This song is called this little light of mine.

It's a call and response song, which means I'll sing a phrase, the call, and you'll sing back the response.

Are you ready?

Let's go.

♪ This little light of mine ♪ ♪ I'm going to let it shine ♪ ♪ This little light of mine ♪ ♪ I'm going to let it shine ♪ ♪ This little light of mine ♪ ♪ I'm going to let it shine ♪ ♪ Let it shine, let it shine, let it shine ♪ ♪ This little light of mine ♪ ♪ I'm going to let it shine ♪ ♪ This little light of mine ♪ ♪ I'm going to let it shine ♪ ♪ This little light of mine ♪ ♪ I'm going to let it shine ♪ ♪ Let it shine, let it shine, let it shine ♪ - Thanks Jeremy I always love singing with you, thanks everyone.

[upbeat pop music] - Hi friends, I'm Lunisol, this is Analise.

- Hi everybody.

- And we're really excited to get to do some phonics with you today.

We're going to start with some quick phonemic awareness activity.

That's where we focus really closely on the parts of words and individual sounds in words.

Then we'll review some letters that we've been learning.

We'll practice blending to read words and we'll read a short excerpt or a short part of a story.

And last we'll do an activity called dictation.

Let's get started, we'll start with onset and rhyme.

So this part, I'm going to tell you a word.

When I tell you this word, you're going to break it up into two parts.

The beginning sounds and the rest of the word.

For example, if the word is leap, you would say, L-EAP.

The beginning sound is L, the rest of the word is -EAP.

Lets try it, the first word is the word cold.

You say.

- Cold.

- Now break it up into the beginning and the rest of the word.

C-old, cold, good job.

10, you say.

- Ten.

- T-en, nice job.

Gap, G-ap, nice job my friends.

Now for this next part, I'm going to tell you the word and I'm going to tell you the beginning part of the word, you have to tell me the rest of the word.

So for example, if I say line, you would say, oh, excuse me.

If I say line, L, you would say, ine.

That's right, let's try it.

Rob, the beginning part of the word is R. What is the rest of the word?

- Ob.

- Good job.

- Make, the beginning part of the word is M, what is the rest of the word?

- Ake.

- Nice job.

Shot the beginning part of the word is sh, what is the rest of the word?

- Ot.

- Amazing job.

Now we're going to separate or segment phonemes.

That means I'm going to tell you a word and you're going to break it up into the individual sounds.

I like to count the sounds on my fingers to help me.

Let's try it.

If the word is high, you would say, hi, I.

Are you ready to try it?

- Yeah.

- Awesome.

The first word is cut, you say it.

- Cut.

- Good job.

Now lets segment it, C-U-T, good job.

Say, S-ay and the last word is rope, you say it.

- Rope.

- Now segment it.

R-O-pe amazing job my friends.

I think we're ready to review our letters.

Today we're going to be working with four letters.

Lets start with our vowels.

These two letters are vowels.

Do you remember the name of this letter?

That's right, this is the letter A.

When there is one vowel in a syllable, followed by at least one consonant letter, the vowel will usually stand for a short vowel sounds.

So A will stand for like A, like alligator.

A alligator, A, you say it.

- A alligator, A.

- Good job.

This vowel is I.

When I is followed by a consonant letter, it will usually stand for the short vowel I.

Which is I like igloo.

I igloo I, you say it.

- I igloo, I.

- Good job.

Now let's look at our consonant letters.

The name of this letter is K. K stands for this sound K, like kangaroo.

K, kangaroo, K, you say it.

- K kangaroo, K. - Beautiful.

And this is the letter G. G can stand for G the sounds like goat, G goat, G. You say it.

- G, goat, G. - Beautiful.

Now let's try blending words with those sounds.

Let's take a look at this first word.

How I'm going to task sounds by sound to help me blend this word.

I already know this letter B stands for right the B sounds.

B-I-G, let me blend the first two sounds together first.

B-I, bi, G, big.

K-I-M, Ki-M, Kim, great job.

Now let's blend some words together, are you ready?

Follow my pointer, let's blend the words sound by sound.

I'll show you the first one, P-I-G. Now I'm gonna put the first two sounds together first.

Pi-G, pig, now try it with me.

B-I-G, bi-G, K-I-T, ki-T, kit.

K-I-M, ki-M, Kim, that's a name B-A-D, ba-D, bad.

D-I-D, di-D, did.

Now let's read the words smoothly, ready?

Pig, big, kit, Kim, bad, did.

I think we're ready to practice reading sentences.

Okay my friends, now we are going to read an excerpt from a story.

An excerpt is just a small part of a story.

The title of the story is Big Pat.

And when we read this short part of the story, we're going to blend, tap and blend to help us read the words.

Remember to pay close attention to the letters that we are practicing today, A, I, K and G. Remember that A will stand for A, I will stand for I, G will stand for G. And K will stand for K. Here we go, let's try it.

Can you read the title with me?

- Big Pat.

- Good job.

Now I'm gonna start reading, when you're ready to join me, you go ahead and do so.

Look at this first word here.

I'm gonna tap to help me read.

K-I-M, let me put the first letters together.

Ki-M, Kim, and I know this is a side word, sees a ta-G, tag, tag, for B-ig Pat.

Lets read that smoothly, Kim sees a tag for big Pat.

And a tag is that a label.

Something that shows what something is.

Kim might've seen a tag for a gift for big Pat.

Now we already read this word, so we can just read it smoothly.

Kim is sad, sad, Kim is sad.

Kim R-A-N in Kim, Kim, said N-A-N, Nan.

Amazing jo, now let's go back and read it smoothly and with expression.

Big Pat, Kim see sees a tag for big Pat.

Kim is sad, Kim ran in Kim, Kim said Nan, amazing job my friends, go ahead and grab a piece of paper and a writing utensil like a pen crayon or a marker.

And come on back for our dictation.

[soft percussive music] Okay my friends, for this part, I'm going to tell you a word.

The word, might have one or several of the letters that we learned today.

A, alligator, I, igloo, K kangaroo or G, goat.

When I say the word, tap it and spell it.

Are you ready?

The first word is the word bag, you say it now.

- Bag.

- Good job, now tap it.

B-A-G, how do you spell that word?

Is this what you wrote?

Yeah, B-A-G, bag.

Nice job, let's try one more word.

This time, we're going to try the word kid.

You say it.

- Kid.

- Good, now tap it, K-I-D. How do we spell the word kid, what sound do you hear first?

That's the K, what do you hear next?

I, that's the short sound for I and D what's that letter?

Good job, that's the letter D, is that what you wrote?

K-I-D, kid, amazing job.

My friends who did such a great job learning with us today, we loved practicing our phonemic awareness with you, learning about the A, the I, the K and the G, you did so well.

Now to continue your learning, how about you think of other words, that have these letters and sounds in them and practice spelling them, see you next time.

- Bye.

[upbeat pop music] - Hi there, my name is Ms. Davis.

And today I'm going to be talking with you about shapes.

There are so many different types of shapes, but today we're just gonna focus on the four basic shapes.

That is rectangle, circle, triangle, square.

So as we focus on those four basic shapes, we're gonna start off with looking at the definitions of each one.

Shapes the four basic shapes.

Okay, so let's take a look at the definitions of each shape that we just discussed.

So circle, a circle is round.

It is a shape made of curved lines.

Triangle, a triangle has three sides and three angles.

That's how we get these points one, two, three.

Rectangle, a is a shape with four sides and four corners.

Let's count the corners, one, two, three, four, that's a rectangle.

Notice that some sides are long and some sides are short.

Square, a square is a flat shape with four equal sides.

Let's count, one, two, three, four and it is equal, you can tell they all look the same.

That's the difference between a square and a rectangle.

The square is all equal, but the rectangle, it's not.

All right everyone, now that we are done with the definitions, we are going to play an activity.

And through this activity, you will practice identifying shapes and also matching the shapes you have identified from using objects around the house.

This is called shaped scavenger hunt.

Let's have some fun.

All right, so this is how we are going to play activity number one everyone.

You're going to take turns with me, your turn first, then my turn.

You're going to use a detective eye to search all around the house, try your very, very best and last ask a trusted adult to help you if you need help.

There's nothing wrong with asking for help.

All right everyone, let's get started with our scavenger hunt.

So as you can see, the first object I want you to find is a circle.

There's so many places you can look, you can look in the kitchen, you can look in the bathroom, you could look in the living room, look all over the house, okay?

First object I want you to find is a circle, ready, set, go.

[upbeat jazz music] All right guys, your turn first.

What are some objects you found that were a circle?

Come hold them up close to the TV so I can see.

Cool, good job, okay my turn.

Some of the things that I found that were a circle, in the kitchen, I found some beans.

And if I look at the bottom, it's one continuous curved line.

Yeah, it matches it's a circle.

You might've found this object.

If you don't have beans, did anyone find this?

A cup, that's right.

And the top of the cup is a circle and so is the bottom.

And if I put it, is it one curved, continuous line on both ends, one curve continuous line?

It matches, it's a circle, good job.

Round of applause for you.

All right, let's get ready for our next object to search for.

Here we are object number two.

I want you to find a rectangle.

Yep, so now search everywhere.

Get ready, put on your detective eyes, ready, set, go.

Find a rectangle, find a rectangle, go, go, go, go, go.

[upbeat jazz music] Let me see the rectangles you guys found.

Good job, I found some rectangles in the kitchen, here I have a box of pasta.

Whether I turn it this way or this way, it is still a rectangle.

It has, let's see our four sides.

One, two, three, four sides and does it match?

So this is a rectangle.

I also found chicken broth.

Chicken broth, this box that's used to hold it, it's also a rectangle, no matter how I turn it, it will always be a rectangle.

And if I line it up, does it match?

Yeah, so we found rectangles.

The next shape we are going to go try and find is a square, that's right.

Now, remember a square is different than a rectangle.

A square has four equal sides.

Did a rectangle, so make sure you're looking very carefully.

Ready, on your mark, get set, go find a square.

[upbeat jazz music] Okay everyone, come back to the TV.

Show me the squares that you found at home.

I can see the four sides on your shape and they're all equal, you found a square, good job.

So let's look, I found a square in the living room and the kitchen, two places.

In the living room I had a picture and it's in a picture frame.

That's what you're looking at, this is a picture frame.

And it's a picture of my dog Bella.

If I count the size, I should have four one, two, three, four.

And are they all equal?

Do they look the same each of these sides?

Yeah let's see if it matches, does it match?

Yes, so it's a square.

When I was in the kitchen, I found my favorite snack.

You might've remembered from last time that I like berries.

And so I found berries and the container that my berries are in is the shape of a square.

I have four equal sides and it matches so, square.

Alright, everyone, now we're getting to our last shape for our scavenger hunt.

Can you guess what it is?

It's one that we haven't done yet, triangle.

That's right, we're going to now go on a scavenger hunt for a triangle.

Now I'm going to tell you this, are you listening?

Listen up, triangles might be tough to find, if you can't find one, it's okay.

I just want you to try your best, okay?

All right, so remember a triangle has one, two, three sides.

It does not have four, how many sides does it have?

Three, one, two, three.

Are you ready to give it a try?

On your mark, get set, go.

Oh, let me see, did you find any triangles?

Good job, that was kind of tough, pat yourself on the back for that one.

So I found some triangles, it was pretty tough, but I found them inside of my favorite snack bag, pita chips.

So if we look, yes, a triangle I found, because I have one, two, three sides and three corners.

And does it match?

That's right, so we found a triangle.

And if you didn't find a triangle, it's okay.

Just try to keep an eye out for them.

I challenge you to continue to look for shapes.

Look for shapes in food.

Look for shapes in objects around the house.

And when you get opportunities to go outside, look for shapes in your environment, you might see shapes on street signs, you might see buildings and stores and structures as shapes, shapes create a lot of things.

Here's an activity that you can do later on at home by yourself or with a trusted adult.

So here is the activity, it is called shape art.

You will need some materials, use paper or a notebook.

It's your choice and you will need to use a pencil or marker or you can even use both.

So what you are to do, is to use the shapes that we talked about today to create art, use your imagination.

Here are some ideas.

I used the triangle and the square to make a house.

I use a circle and triangle to make an ice cream cone.

And I use a rectangle and squares to make a building.

Here are three examples of the shape art I made.

Give it a try and see what you can make.

I hope you all had fun today on the scavenger hunt.

And I hope you're up for the challenge.

And when you get a chance, see what type of shape art you can create bye, bye.

[upbeat pop music] - Hi friends, my name is Cassondra Easterling and I am a universal literacy reading coach at P.S./M.S.46 in Harlem.

And I have my helpers with me today, their names are Noel and Emory and they are going to say a quick, hi.

- Hi.

- Hi.

- All right, go ahead Noel, he's going to come back to help us a little bit later with our experiment and Emory is going to help us with the first part of our experiment.

So today we are going to be doing a cotton ball launcher experiment.

So for the first part of our time together, we are going to be building a cotton ball launcher.

And we are going to go through the materials that we need with Emory.

And then for the experiment, Noel and Emory will be helping us.

And we are going to be trying to find out which of our cotton ball launchers works the best, which one is able to launch the cotton ball the farthest.

We are going to have a thick launcher with a thick rubber band and a thin launcher with thin rubber bands.

And we need to find out which one works the best.

So are you ready to show our friends at home the materials that we need?

- Yes.

- If you have these materials at home, you could make a cotton ball launcher along with us.

So let's go over the materials, okay?

- Okay.

- All right so you will need two toilets paper tubes, two rubber bands, one pencil, cotton balls, tape.

[speaking inaudibly] It's okay, here's our tape.

Some scissors and a hole punch.

All right, so those are all of the materials that we will need in order to make a cotton ball launcher.

Now, you'll see we already made one cotton ball launcher.

This is the thin launcher with the thin rubber bands.

Now we are going to making the thick launcher.

So you will notice that the one tube is skinnier than the other tube, it's a smaller diameter.

So the way that you were going to do that, is you will take your regular paper towel roll, and you need to cut it with your scissors, and then you lay it out flat and you roll it up so that it is skinnier than your other two.

And then you just put some tape on the scene.

I already went ahead and made this one for us.

And then you also need to take your own hole punch, and you need to put some holes.

You put a hole on the one side and then a hole on the opposite side of your smaller tube.

And that is where the pencil is going to go to make your handle.

So Emory is going to show us how you put the pencil through the holes in order to make the handle for our cotton ball launcher.

I'll just help you get it right there through that hole.

- And then I can throw?

- Then you can keep it going through.

- Now I can do it?

- Okay, go ahead, push you through a little bit more.

Okay, that's was good, that was thickest in the middle.

All right, so there is the skinny tube with the pencil and that's the middle part of our cotton ball launcher.

So now we're going to take our other tube.

This is the regular diameter tube.

And you'll notice that I took my scissors again, and I need a notch on this side of the tube.

I just did some small slits and I made a notch over here, and then I made a notch on the opposite side.

And that is what is going to hold our rubber band to the tube.

So Emory's going to put the rubber band on the first notch.

- The first notch, can't show it up I can't see it.

- Okay, so we're just gonna put it right here, yep on the notch, and then I am going to take a piece of tape to hold the rubber band in place.

So I'm just putting the tape over the tube, to hold that notch that we cut in place, so that the rubber band sees where we want it to.

All right, now let's do the other side, are you ready Emory?

Put the rubber band on this side too, on the little notch, okay?

So friends at home, you see how we did that?

We just put the rubber band through the notch and then we just need to take another piece of tape and go over the notch, so that it stays where we want it to.

So that the notch and the rubber bands stay in place okay.

So there we go, we have our rubber bands attached to the larger tube.

Okay, so now we take the smaller diameter tube and we put it inside the bigger diameter tube.

And then you take a rubber band and you stretch it over the pencil.

And you do the same thing on the other side.

You stretch the rubber band over the pencil and that will hold it in place, okay.

So we are about to start our experiment.

And when you do an experiment, it is a great idea to use a science journal.

So that you can record what you learn during your experiment.

So we have a science journal right here.

We have a space for us to put our hypothesis.

A hypothesis is what you think will happen during the experiment.

So can you say that friends at home, can you say hypothesis?

- Hypothesis.

- Okay and then here we are going to be recording our observations.

Can you say that observation?

[speaking inaudibly] That's a hard one, observation.

But observations are the data of what happens during the experiment.

And then at the end, we are going to record our conclusion.

And if you've tried this experiment at home or any experiment, you could make a science journal like this and record your information.

So now we are going to do our hypothesis.

In order to do a hypothesis, we have to see how our launchers work.

So let's show our friends at home, how the launchers work.

This [speaking inaudibly] really stretching it, right?

That one is hard to move, right?

- No it's not.

- Not hard, here try this one.

- I can manage to pull.

Look friends at home, this is our thick launcher.

- It's okay mum.

- It's slipped off.

All right, so thinking about how our two launchers move, Emory, what do you think is going to happen?

What is your hypothesis?

Which launch will be able to propel the cotton balls the farthest.

- I think a stretchy one.

- So you think that thin stretchy one, will be able to meet the cotton balls the furthest?

Okay, what do you think friends at home?

Which one do you think will make the cotton ball go with the furthest?

Do you agree with Emory that it will be the thin launcher?

Or do you think it will be that thick launcher?

This one's hard to move.

Okay, so let's write down Emory's hypothesis.

So she said, I think the thin launcher, all right.

I think the thin launcher will launch the cotton the furthest.

Okay, so I think the thin launcher, will launch the cotton the furthest.

All right, it's time for us to give this to try.

Can you come on over Emory?

Let's try our thick launcher first, so we're gonna take this one.

Can you come stand over here?

And Noel could you come back in and help us with our measuring?

Can you come on this side?

So friends at home, you will notice that on the floor.

We have marked off our measurements.

The green cards are where the feet marks are and the blue marks are every six inches.

We are going to be court recording our data, to the nearest six inches.

So we're going to start with the thick launcher and we are going to do three trials.

Trial one, trial two and trial three, so that we can see which one launches the cotton ball the furthest.

All right, so we put our cotton balls in and we are going to line up against the starting line.

Wow, that was about, what do you think Noel?

- Four feet.

- Four feet.

[speaking inaudibly] - Four feet for that one.

All right, can I have another cotton ball?

Noel could you retrieve that cotton ball for us so we don't get confused?

All right, let's try this second trial.

- I needed to move that one.

- Wow, it's.

- Four feet again.

[speaking inaudibly] - Trial two, four feet, all right.

- I already retrieved it.

- Great, nice one.

- I put that one over there.

- Okay, all right, let's try our third trial.

- That didn't work.

- No that didn't work.

- No.

- What do you think Noel?

- I bet it's more closer to one and a 1/2, - Looks like it's pretty close to two feet.

[speaking inaudibly] Two feet, okay, two feet.

All right, now let's where our thin launcher.

- Can I have the thin launcher please?

- I got the cotton launcher too.

- Great, give me the cotton ball, let's put it inside of our launcher and see how far it goes.

- Yeah.

- Whoa, what do you think?

- Two feet.

- It's closest to two feet?

- Yes it's two feet - Okay, two feet, all right.

Next trial, thank you so much.

All right, let's give this one a try.

[speaking inaudibly] - One and a 1/2, okay, 1.5 feet.

And our last trial, let's retrieve that cotton ball and the last one, our last trial, let's see how far this one launches and.

- Closer to four feet.

- I think it's pretty close to four and a 1/2.

'Cause I think your foot moves it, so it was like four and a 1/2 feet.

Okay, so now he needs to do our averages.

So that we can see which one worked the best, the thick launcher or the thin launcher?

- Gotta go to the bathroom.

So for the first one, our average is three and a 1/2 feet for our thick launcher.

And for the thin launcher, our average is two and a 1/2 feet.

So what happened was our hypothesis correct?

Was the thin launcher the most effective at launching the cotton ball?

Were we correct, look at this, which one's thicker?

Friends at home, how did we do?

How did we do with our experiment?

Was that hypothesis correct?

All right, so our inclusion is, the thick launcher was the most effective.

So the conclusion is the thick launcher works best.

So this time friends at home, our hypothesis was not right.

Sometimes that happens, sometimes you make a hypothesis, and then once you do your experiment, you find out that you weren't quite right and you have to change your ideas.

So that is the end of our experiment today, we hope you had fun making a cotton ball launcher and trying to find out which one works the best.

The thin launcher, or the thick launcher.

If you try this at home, let me know if you have the same results as us.

We'll see you next time friends, bye.

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

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