[playful music] - [Announcer] Ready to learn?

- Hi!

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

- Let's read it back.

- [Announcer] Discover science, sing, ♪ Somewhere - [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?

[playful music] - [Announcer] Funding for this program was provided by the JPB Foundation.

[playful music] - Hi, hello, hola.

My name is Cindy Isabel Castro and I'm a teaching artist with New York City Children's Theater.

And we are here today because we are going to use our voices and our bodies and our imagination to bring a story to life.

And today's story that we are going to be reading is Fire!

Fuego!

Brave Bomberos by Susan Middleton Elya and illustrated by Dan Santat.

Now, what I love about this book is that it has some Spanish words throughout the book, like the word [Spanish word], which is the Spanish word for fire.

Can you say that with me?

[speaking in foreign language] Let's say that again, [Spanish word]!

Now what's a movement that we could do with our bodies to represent a fire or a [Spanish word]?

I might do something like this.

[makes whooshing sounds] Can you do your movement when I say fire, [Spanish word]?

Fire, [Spanish word]!

[makes whooshing sounds] Nice.

Now, what about the word [Spanish word]?

Who do you think this book is going to be about?

That's right, [Spanish word] is the Spanish word for firefighters.

And we're gonna be reading about some brave [Spanish word].

And being brave means doing something even when you're scared or afraid.

So if we had to create a pose using our bodies to represent or show someone being brave, what might we do?

I might do something like this.

So now we're gonna be reading about these brave [spanish word].

And you don't need any additional supplies during the storytelling.

You can feel free to sit down, or you can feel free to stand up as I'm telling the story.

Let's get started.

Fire!

Fuego!

Brave Bomberos.

Brave [Spanish word] are protectors.

Juan, Jose, Carlota, Hector.

At the station, sirens sound.

[Spanish word] start to pound.

[Spanish word] are our hearts.

Can we pound our [Spanish word] as we hear the sirens?

[imitates heartbeat] "House fire," says [Spanish word].

[Spanish word], get your helmets on!

Down the pole, they grab their gear.

[Spanish word] We're out of here.

Helmets on, [Spanish word].

Hurry, [speaking in foreign language].

Brave [Spanish word].

We have to get ready to go get that fire.

We need to put on our clothes to make sure that we're safe.

So let's put on our helmets.

Let's put on our [Spanish word], our coats.

Let's put on our boots, our [Spanish word].

And now I think we're ready to go.

Out they go, the rig is ready.

Climb aboard and hold on steady.

Climb aboard.

[siren wails] Hector drives, the captain rides.

The other three hang off the sides.

Hold on tight to make the turn.

Round the corner, smell the burn.

Air is crackly, hot and dry.

Gray black [Spanish word] fills the sky.

Brave [Spanish word] twitching noses, stop the truck and lug their hoses.

Point the heavy, huge [Spanish word], spray the townhouse all [Spanish word].

Okay, [Spanish word].

Let's use our imagination.

We have the gray black [Spanish word] filling the sky.

We're twitching our noses.

And then we get the hose, or the [Spanish word] to spray the water.

When I say uno, dos, tres.

Can you spray the water with me to put out the fire?

Ready?

Uno, dos, tres.

[makes swooshing sounds] Keep going.

The hydrant is on, the water flows.

10 strong hands to brace the hose.

Aim in [Spanish word], hear the sizzle.

Soon, they make [Spanish word] fizzle.

We aimed our [Spanish word] [makes swooshing sounds] and those flames, [Spanish word] sizzle.

You can put down your hoses.

People watch, both friend and neighbor all stay back to see them labor.

Douse those ashes just in case.

Grit and sweat on every face.

Scary work deserves respect.

[Spanish word], that's correct.

Captain bellows, "Building's clear!"

But what's that tiny noise they hear?

What do you think they're hearing?

Let's find out.

Through a window, faint meow.

Needs to save that [Spanish word], how?

Firemen raise the ladder high.

"I'll go, I'll go.

Let me try."

Hey, [speaking in foreign language].

Let me save that poor [Spanish word].

They have to save the [Spanish word], the cat, at the top of the ladder.

Climbing up [Spanish word].

Let's climb up [Spanish word].

Kitty, kitty, come [Spanish word].

Can we all say that?

Kitty, kitty, come [Spanish word].

Coaxed by food in small [Spanish word], kitten jumps to outstretched [Spanish word].

[Spanish word] safely on the ground, kitty [Spanish word] all around.

"You're our hero!"

Cheer [Spanish word].

As they give the cat [Spanish word].

Can we all cheer like the [Spanish word], like the kids?

You're our heroes!

And let's pet the little [Spanish word], the little cat.

Says Carlota, caked with grime, "At your service any time."

"Thanks, [Spanish word]!"

people cheer.

"Glad to know you guys are here."

Juan says, "Safety, that's our goal."

Hector adds, "Stop, drop, and roll."

Crowd disperses one by one.

Fire extinguished, the work is done.

Embers cold, no need to stay.

"Time for dinner!"

shouts Jose.

Captain, his hunger big, says, "Pack those hoses, board the rig."

Brave [Spanish word] reach their station.

Time for rest and relaxation.

Eat their supper, wash [Spanish word].

Feed the pets, [speaking in foreign language].

Let's relax, [Spanish word].

We did such a hard job.

Let's eat our supper.

Let's wash those [Spanish word], the dishes.

Let's feed the [Spanish word], the dogs.

And the [Spanish word], the cat.

[sighs] We are done.

But just as [Spanish word] were drift to sleep, dispatch makes its noisy bleep.

Late night fire call has begun.

[Spanish word], 911!

Okay, [Spanish word], we have to get ready.

Let's put on our gear.

Let's put on our helmet.

Let's put on our [Spanish word].

Let's put on our [Spanish word], our boots.

I think we're ready to go.

Off they go to fight [Spanish word].

Brave [speaking in foreign language].

[siren wails] Can you say that?

[speaking in foreign language] [speaking in foreign language] I love this story.

I love hearing about these brave [Spanish word].

You know, a fire can be very scary.

So I'm grateful for people like Jose and Juan and Hector and Carlota who are so brave and they go to fight these fires.

Thank you, [Spanish word]!

[speaking in foreign language] And you know, one of my favorite parts of this book is the part where the crowd is cheering together.

Where they are celebrating them and thanking them for a job well done.

I think it's important to thank people for being brave.

Remember when I said brave means doing something even when you're scared?

Can you think of someone in your own life who's done something that's brave?

Maybe it's a friend, maybe it's a family member, or maybe it's someone famous or a celebrity.

Or maybe it's you.

A person that comes to mind for me is my mom.

She moved from her home country to the United States to start a new life with her family.

I think it's really scary to move to a new place.

So I think that what my mom did was very, very brave.

And I like to say thank you by drawing pictures or writing letters.

So I would love to invite you to write a letter or to draw a picture, to say thanks to someone who's been brave.

And you can use markers or pens or pencils or cardboard or paper or whatever you want.

And I'll show you an example of mine.

I drew this picture to say thank you to my mom.

[chuckles] But maybe wanna celebrate yourself.

You wanna celebrate something that you've done for being brave.

Because I know when I've been brave, it's made me who I am today.

So I drew something like this.

This is a picture of me helping someone.

To remind me of something great I've done to be brave.

I can't wait to see your thank you cards or letters to someone who's brave.

Thank you so much for playing with me today, for using your voices, for using your bodies, and for using your imagination.

And now it's time to say [speaking in foreign language].

Goodbye.

Hi, movers and shakers.

This is Violet, and this is my sister, Ivy.

- Hi.

And today we're gonna be singing the song what you call The Itsy Bitsy Spider.

Do you know this one?

If you do, or if you don't, follow along with us doing the motions and singing along.

Ready?

Ready?

Okay.

♪ The itsy bitsy spider went up the water spout ♪ ♪ Down came the rain and washed the spider out ♪ ♪ Out came the sun and dried up all the rain ♪ ♪ And the itsy bitsy spider went up the spout again ♪ That was fun.

Should we do it again?

- Sure.

- Okay.

Are you ready to sing along with us this time?

Okay.

♪ The itsy bitsy spider went up the water spout.

♪ ♪ Down came the rain and washed the spider out ♪ ♪ Out came the sun and dried up all the rain ♪ ♪ And the itsy bitsy spider went up the spout again ♪ Thanks, everyone.

- Thanks.

[playful music] - Hello, learners.

My name is Trinette, and I'm so excited to be working with you all today.

For today's lesson, we'll do a few things.

We will spell, we will blend and we will decode.

Let's get started by reviewing how to blend.

I will say each sound in a word, and you will blend those sounds together to form of word.úú Here's the first one.

Listen closely.

S, ay.

What word did I form?

Yes, the word is say.

Here's another example.

Listen to each sound.

S, t, ay.

What is the word?

That's correct, learners.

Stay.

Let's do a few more examples.

Listen to the sounds, blend them together, and form the word.

H, a, t. Yes, the word is hat.

Here's the next one.

T, i, p. Yes, the word is tip.

One more example.

Ch, a, t. What word does that form?

Yes, you are correct, the word is chat.

Great job blending, learners.

Now let's move on to the next activity.

Behind me, I have two picture cards.

One has an elephant, and the other has an eagle.

And we're gonna talk about the letter E. It has a short sound, as in eh, eh, elephant.

Can you say that with me?

Eh, eh, elephant.

And it also has a long sound as in ee, ee, eagle.

Say with me.

Ee, ee, eagle.

Now what we're going to do is I'm going to say some words, and I want you at home to tell me if the vowel sound has a short E as in elephant, or long E as in eagle.

Here's the first word, sit.

Yes, it has a short E sound as in elephant.

What about pet?

P, et.

That's correct.

The short vowel sound of E is in the word pet.

Let's do two more examples.

Feet.

Yes, the word is feet.

That's correct.

You hear the long E sound as in eagle.

One last example, seat.

What is the vowel sound that you hear in the word seat?

That is correct.

Long vowel E. Great job, learners.

Learners, you have already learned two spellings for the long E as in eagle.

The first one you learned was E at the end of the word, for example, in the word we.

And you've also learned a pattern of vowel consonant, E, for example, in the word Pete.

Now I will teach you a few more patterns of long E in words.

On your screen, you see the word feet.

What's the word?

Yes, feet.

Now, feet has a vowel team.

It has two Es.

And those to Es, just like we have here on our chart, forms a long E sound.

Let's move to the next example.

Repeat after me.

Clean.

Now clean also has a vowel team, but it has a EA vowel team which makes the long E sound.

Here's the word please.

Now, if you look at the word please, it still has a vowel team of EA, but it's followed by a consonant and a silent E. Here's our last one.

Repeat after me, cheese.

Cheese has the EE vowel team, but it's also followed by a consonant and a silent E. So with all these different spelling patterns, all of them still form the long E sound, whether it's just the E, E, consonant E, a EE vowel team, or an EA vowel team.

Learners now, you will look at a slide that has several words.

I want you to help me identify the long E vowel teams and patterns that you see in each of the words.

Let's try to read them together, starting with the first word, breeze, tree, fill, each, meal, beads, sneeze, ease.

Let's go back to the first word, breeze.

Can you identify the vowel team?

Yes, it has a vowel team of EE and a silent E in breeze.

In tree, what is the vowel team?

That's right, EE.

Can you spot the vowel team in feel?

Correct, EE, which is the vowel team and makes the long E sound.

What about each?

That's correct, the vowel team is EA.

Let's look up the word meal.

Yes, the vowel team is EA, which makes the long E sound.

Can you find a vowel team in beads?

That's correct, EA is the vowel team in beads.

We have two more.

Let's look at sneeze.

Yes, it has the vowel team of EE, and it has a silent E at the end.

And in ease, the vowel team is EA with a silent E at the end.

Great job, learners Learners, now let's practice blending using some sound letter cards.

Take a look here.

Repeat after me.

B, ea, ch.

Now I'm gonna move them closer together.

B, ea, I'm gonna slide this card over.

B, ea, ch, beach.

What's the word?

Beach.

Let's one more.

L, ea, ve.

I'm going to slide over this EA letter team.

L, ea.

I'm now gonna slide over the V. L, eav.

And for this, I have a silent E. So repeat after me, leave.

Great job, learners.

Now we'll move on to our final activity.

Learners, you did a fantastic job.

Let's have one more final activity to review what you've learned today.

In the word team, remember that EA makes the long E sound.

We can also have the long E sound if we have an EE vowel team, such as in feet.

And the long E sound can also be found at the end of the word, for example, in the word be.

So behind me I have the word team, feet and be.

I would like for you to help me sort some words based on their letter teams and the patterns that you see.

Here's the first word.

Repeat after me, tree.

Yes.

What do you see?

It has an EE vowel team, so I'm gonna put this underneath the word feet.

Repeat after me, she.

Where should this one go?

That's correct.

Underneath the column with the word be.

Here's the next word, read.

Yes, it has an EA letter team.

And that's correct, I will put it here underneath the word team.

Repeat after me, keep.

Yes, it has the EE vowel team.

So it goes in that column.

We have a few more.

You're doing an excellent job.

Repeat after me, eat.

Where should it go?

That's right, under the EA column, which would be underneath read and team.

Here's the next word.

Repeat after me, mean.

Where should I place this one?

That's right.

This also goes under the EA column.

One final word.

Repeat after me, see.

Where should I put it?

Yes, it definitely has a double E vowel team.

And I'm going to put it here.

Learners, you did an excellent job today looking at patterns for the long vowel E sound.

I hope you're able to try these activities at home with a trusted adult.

Until we meet again, see you soon and bye-bye for now.

[playful music] - Hi, friends.

How are you today?

I'm Miss Lauren.

And today for math, we are going to be making sets of objects with the same number.

Okay, that's our job.

Making sets of objects with the same number.

Okay?

And so to begin, we're gonna do some fluency practice, we're going to do a word problem together, and then we're gonna do some drawing.

So if you have a whiteboard or a marker, or if you would just like to use paper and pencil, and you wanna go ahead and grab that, you can.

I'm gonna put some music on, and when the music stops, we will begin.

Okay?

All right.

Go ahead and grab something to work with.

[upbeat music] All right.

So to begin today, what we're going to do for our fluency practice, you're gonna see the screen change.

And you're going to see a screen that has this on it.

Let me show you.

This is called a 10 frame.

It's called a 10 frame.

And what that means, it's a box that has many boxes inside, and there are 10 of them.

Let's count one, two, three, four, five, six, seven, eight, nine, 10.

Okay, so in just a few seconds, you're gonna see the screen change.

And I'm gonna ask you some questions about numbers using this 10 frame.

Okay friends, here we go.

What number do you see?

Right, that's the number three.

Let's take a look to see what it looks like inside the 10 frame.

How many more do we need to make 10?

How many more do we need to fill every box in that 10 frame?

If you said seven, you are correct.

We needed five on the bottom and two on the top.

That equals seven.

And altogether, we have three plus seven equals 10.

What number do you see?

Right, it's the number five.

Let's take a look at what it looks like in the 10 frame.

How many more do we need to make 10?

If you said five, you are correct.

Five plus five equals 10.

What number do you see?

Right, the number six.

Let's look at it in the 10 frame.

How many more to make 10?

If you said four, you are correct.

We need four more.

Six plus four equals 10.

What number do you see?

Right, that's the number two.

Let's look at it in the 10 frame.

How many more to make 10?

If you said eight, you are correct.

Two plus eight equals 10.

Great.

Okay friends, let's move on.

Let's now do our word problem.

Are you ready?

I'm gonna hold it up.

It's very wordy, but that's okay 'cause I'm going to read it and we're gonna take this step-by-step, I promise.

All right, so let me just put it up here for a quick second and we'll read it together, okay?

Here we go.

There are five boxes.

Draw as many stars as there are boxes.

Check your work by drawing a line from each star to box.

How many lines did you draw?

Are there the same number of boxes and stars?

Well, we don't know yet, right?

Are you ready to do this with me?

Okay.

So let's do one thing at a time, 'cause there's a lot going on.

So we're gonna underline as we go.

You ready?

There are five boxes.

So let's do that first.

There are five boxes.

All right, well, let's make five boxes.

Go ahead and make five boxes on your boards.

Okay, let's go.

Look, I'm gonna make mine going down.

One, two, three, four, five.

Okay?

Do you have five boxes?

Good job.

All right, let's keep going.

Let's go back, 'cause we did that step, didn't we?

Now it says, draw as many stars as there are boxes.

So let's underline that.

Draw as many stars as there are boxes.

Well, if there are five boxes.

Marker.

If there are five boxes, then we need how many stars?

Yeah, we need five, right?

So let's make five stars.

One, two, three, four, five.

Did you make five?

Okay.

Let's go back to our word problem and take another peek.

Let's see what it says.

Check your work.

And we underline as we go.

Check your work by drawing a line from each star to box.

Okay.

Are you ready for that?

Draw a line from each star to box.

Ready?

Here we go.

It goes there.

This goes there.

This goes here, and another one, and one more.

Did you do that?

All right.

Back to our word problem.

It says, how many lines did you draw?

Well, how many lines did we draw?

Let's take a look.

One, two, three, four, five.

We drew five lines, didn't we?

Yes.

And, are there the same number?

Let's underline, this is the last piece.

Are there the same number of boxes and stars?

Well, let's take another look.

Are there the same number?

Well, we have one, two, three, four, five boxes and we have one, two, three, four, five stars.

And we also made one, two, three, four, five lines.

So do we have the same number of boxes and stars?

Yes, yes, we do.

We have the same number of boxes and stars.

Good job.

All right, friends.

Let's move on to our next activity.

Okay, for this activity, we need to draw.

So let's erase our boards.

You go ahead and erase yours, and I'm gonna erase mine.

Okay, so this is what we're going to do.

I have some cards here.

And it's from zero all the way you know what?

I'm gonna put zero down.

We're not gonna use zero in our deck.

We're gonna use one all the way through 10.

So I'm gonna close my eyes and I'm gonna pick out a number without looking.

And what we're gonna is we're gonna split our board in half and we're gonna make this number of circles on one side.

And then we're gonna make a different shape with the same amount on the other.

Are you ready?

Okay, here we go.

Closing my eyes and I think we should do this one.

What number is this?

Yeah, this is the number four.

Let's go ahead and split our board in half.

And remember we said circles.

So we're gonna make how many circles?

Four.

One, two, three, and four.

Now we need to make the same number of a different shape on the other side.

How about we do hearts?

Could you make hearts with me?

All right.

Let's do four hearts, ready?

One, two, three, and four.

We have four hearts.

All right.

How can we check to make sure that there are the same?

Oh, remember when we did the boxes and the stars?

Remember we made those lines to match them up?

Maybe that's a pretty good strategy.

Maybe we should do that.

Let's try it out.

Well, I can match this one to go here.

And this one here.

I guess I could hop over and hop under.

That makes it kinda hard, doesn't it?

You know what?

Let's redo our shapes into a better organized order, because that's gonna help us match them up and double check, isn't it?

Yeah, let's move that.

So let's do four circles.

One, two, three, four, going down nice and organized.

And then we're gonna do four hearts doing the same thing.

One, two, three and four.

Now we can draw lines to connect them, to match them up, to make sure that we have the same.

And we do, don't we?

There are the same number of circles and hearts.

Good job.

All right, so the trick that we learned right now is to make sure that we have them in order, right?

We need to put them in a nice order so we can match them up the right way.

All right, let's do another one.

Close my eyes.

And I think we should do this one.

Ah, I can't pick it up.

Yeah, the number five.

All right?

Let's erase what we have here.

Erase your board too.

And we're going to make a line.

Okay, you ready?

So I chose this card, number five.

So we are going to make five circles on one side.

You ready?

Let's go up and down.

One, two, three, four, five.

Now we need to make a different shape but the same number.

What shape would you like to use?

How about a triangle?

Okay, ready?

Five of them.

One, two, three, four, five.

Do we have the same?

It looks like it.

How can we double check and make sure?

Yeah, we could use our lines, right?

Let's draw lines.

One, two, three, four and five.

There we go.

Great job, friends.

So today, we've focused a lot on creating sets of objects with the same number.

I hope you had a good time today.

Make sure that you tell someone what you have learned.

And I hope you come back to continue learning, to build those math muscles.

Bye, friends.

See you soon.

[playful music] - Hello, everyone.

Welcome to the Memphis zoo here in Memphis, Tennessee.

My name is Max and I'm an animal interpreter here at the zoo, which means part of my job is being a zookeeper for ambassador animals.

And then part of my job is getting to talk to people like you about how amazing and important animals are.

And today, we're talking about how some of our animals meet their secondary needs.

And secondary needs is something that people and animals must have to be happy and healthy.

And the way that some of our animals meet those secondary needs is by having fun.

That's right.

Just like you, animals like to play and do things that they find interesting.

And when you get to play and do things that you find interesting, that helps to make you happy.

So it fits one of those secondary needs.

And everyone has their own idea of how to have fun.

So why don't we head inside and see how some of our animals like to have fun all on their own?

[playful music] Now, what are some ways that you like to have fun?

Do you think everyone likes to have fun in the same way?

That's right, everyone has their own idea of fun, even animals.

And that's why to help our animals have fun, we like to give them something called enrichment items.

Now, what do you think an enrichment item might be?

Any guesses?

Well, enrichment is when we change our animals' environments in some way to make them more engaged, keep them entertained or make them happier.

And depending on the animal's personality, that enrichment can be very different.

And there's actually a lot of enrichment, or enrichment items that you can buy at the store.

Here are just a few examples of items that were made for animals to play with.

Now, if you have any pets at home, they may have their own enrichment items.

For example, you may have a dog that has a chew toy or a cat that has a scratching post.

When we give enrichment to our animals, we wanna make sure that it's something that helps them use the behavior that they would in the wild.

For example, here we have Cheddar the rat, who is exploring right now.

And she is in her rodent ball.

Now in their natural habitat, rats love to go looking around to find yummy food.

So by putting her in this rodent ball, it makes it a lot safer for her to be able to go and explore and do a behavior that she would in the wild.

'Cause most importantly with their enrichment items, it has to fit their personality and their lifestyle, and it has to be safe for them.

In order to find the right enrichment or entertainment for an animal, we must look at the different ways they can use that enrichment.

The main ways an animal can use enrichment are to explore new things, problem solve, and increase physical activity.

Sometimes it's difficult to find the right store-bought enrichment items to meet our animals' needs, so we have to create our own.

Most pet stores don't have a section for zoo animals.

So sometimes, we have to get creative.

Now, creating your own enrichment items is not as hard as it seems.

Oftentimes, you can use stuff that you find around your house.

For example, here at the zoo with our ambassador animals, we can use stuff like a lunch tray, maybe put some food in there or some sand for them to play in.

We have some household spices here or cooking spices, that they can smell for some interesting sense.

You can even use recycled materials, like old food containers that you can put food into, or maybe a little bit of a blanket.

Some newspaper, even cardboard boxes.

Now, who doesn't like cardboard boxes?

And come to think of it, since we have all of these items here, why don't we make some enrichment for one of our ambassador animals?

This is Bandit.

Bandit is a bullsnake.

Now in order to create enrichment for Bandit, we need to know a little bit about her personality and how bullsnakes behave in the wild.

For her personality, I can tell you that Bandit is very curious and loves to explore new things.

If we do some research on the behavior of bullsnakes, we know that they spend most of their time on the ground, moving through the grass, and using their nose to dig through loose soil.

[playful music] All right, with all that in mind, let's see if we can find some good enrichment for Bandit.

Well, first we know that she likes to explore.

So we need something that she can safely move around inside of.

Do you have any ideas?

Oh, how about this cardboard box?

I think it's big enough for her to fit in, and I don't see any tape or sticky surfaces on the inside, so she doesn't get stuck.

So I think this should be safe for her.

And now we want something that we can put in there for her to dig through.

Oh, how about some newspaper strips?

If we tear these up, we can fill this whole box with newspaper strips.

And I think that will be a lot of fun for her.

Now, while I get Bandit's enrichment ready, why don't we go look at some other ways that we enrich and entertain our other animals?

One of the ways that animals like to use enrichment is for exploration.

That can be exploring a new item, or something else in their environment.

One of the ways we encourage animals to do that is through their sense of smell.

A lot of animals use their sense of smell to explore their surroundings.

For example, something we do with our big cats is to spray a little bit of perfume in different parts of their outdoor exhibits.

Then, when the cats come out for the day, they can smell their way around to find where those different scents are coming from.

Some of our big cats even have favorite perfumes that they like to smell.

[playful music] Another way animals use enrichment and entertain themselves is through problem-solving.

Have you ever solved a puzzle?

As enrichment, we will sometimes give our animals a little puzzle they have to figure out in order to get some treats.

Here, our chickens are pecking food, or rather some crickets, from a box of shredded newspaper.

They have to move the paper around to find where those crickets might be hiding.

Now we wanna make sure that the puzzles aren't too hard, 'cause we want our animals to be able to get their treats.

But by giving our animals their food in a puzzle, they have to spend time foraging or looking for it, which is something they would do in the wild.

Then not only use their bodies but their brains to get their food, whether they're at the zoo or in the wild.

[playful music] Finally, we also want to give our animals enrichment or entertainment that gets them to move around and exercise.

We can do that with a toy that they like to play with, like a ball, or by giving them some structures to climb.

For example, these gibbons spend most of their time off the ground and swing high in the trees.

We decided to give them ropes, platforms, and poles to be able to move and swing just like they were in the trees.

It's kind of like having their own primate playground.

[playful music] Hi, everyone.

I'm here with one of my good friends and coworkers.

Do you mind telling everyone at home what your name is, and what you do here?

- My name is Devon Campbell, and I'm actually a birdkeeper here primarily, but I do some other things too.

So [chuckles] birds do include penguins, and also hoof stock, either exotic or domestic.

So goats, cows, horses, lots of different things.

- Very nice.

So you take care of lots of birds and lots of hoofed animals.

Now, how do you find, or what kind of enrichment do you like to give each of those different animals?

- It depends on what they like.

Some birds really enjoy very simple things that we offer them.

And some intelligent, you know, more intelligent birds may like a challenge of a puzzle or something they have to figure out.

Then we will offer that.

- How do you figure out what kinds of enrichment each of these animals likes?

- We do a lot of research based off of where they come from and what they like to do in the wild.

But simple things sometimes are the best things.

- Makes sense.

And how do you make sure that all this enrichment is safe for the animals?

We do go through a formal process of this.

Kind of like peer reviews you might have in school as well.

Lots of different people will look at what we're wanting to do, and we'll all be evaluating what could be dangerous and what might be the benefit of it.

- That makes sense.

So have a lot of people look at it, and also filling out forms to make sure that you consider everything.

That sounds pretty safe to me.

And my last question is what is your favorite part of your job here?

- It is really satisfying to offer different kinds of enrichment for animals, and actually see them figure it out.

Or just really enjoy what we gave them.

- Very nice.

Well, thank you so much, Devon, for taking the time to talk to myself and all of my friends at home.

We hope you have a great rest of the day.

- You too, Matt.

- We're gonna talk more enrichment.

[playful music] Now, there's one way that animals can entertain themselves that we haven't talked about yet.

And that's by using each other.

Some animals, like these wolves behind me, are social, which means they like to hang out in a group with other animals of the same species because that's how they're most comfortable.

But remember, secondary needs can be different for individuals.

So while some animals like to hang out in a group, others may be more comfortable or have more fun being by themselves.

And an animal that likes to be by themselves is called solitary.

And a good example of a solitary animal would be Bandit the bullsnake, who we met earlier.

Speaking of which, we should go see how Bandit is enjoying her enrichment.

[playful music] Oh, yeah.

Looks like she's doing just fine.

Look at her moving around that pile of newspaper.

Honestly, that looks like fun.

I might just try that at home.

Well, when we give those items to our animals, we make sure to watch them for a long time so that they can't hurt themselves by accident.

And that's why it's especially important to keep your trash out of the environment.

Because if you leave something on the ground, like a fast food wrapper or a plastic bag, an animal like Bandit the bullsnake may see that bag or wrapper.

And having never seen one before, they could end up swallowing some of it or even getting stuck inside of it.

And if it's harmful for them, that's not good enrichment.

Because enrichment is supposed to keep them happy and healthy.

So if you can make sure to keep your trash outside of the environment, then we can make the world a much safer and pleasant place for people and animals alike.

[playful music] All right, my friends, we are reaching the end of our lesson, but let's review what we learned today.

Today, we talked about all the different ways that animals can entertain themselves and have fun, and how zookeepers help with that by giving them enrichment items.

Those enrichment items can be different for each animal, depending on their personality and their behavior.

And remember, most importantly, those enrichment items have to be safe for the animals.

So on that note, go do something fun.

Go find something enriching to do.

Myself, I'm probably gonna go dig through a big box of newspaper just like Bandit.

But until next time, have a great rest of the day.

And thanks for hanging out with us here at the Memphis Zoo.

Bye, friends.

[playful music] - Hi, everyone.

So today, what I'd like to focus on is one of the most important foundation of music.

And that is rhythm.

It's almost like the first thing that we respond to.

Whenever we hear rhythm, there's some kind of internal feeling that relates to it and you wanna move with it.

You want to join it.

You want to listen to it.

And it's one of the main building blocks of music, no matter what style, no matter what country, no matter from how long ago, if it's right now current, or if it's from when music was first created by human beings.

So I'd like to start with this instrument.

This just mimics the sound of water.

[instrument rattles] So right away when you hear it, you get a certain feeling.

It's a little bit relaxing, it's soothing, but I can also play it rhythmically and create some different atmosphere.

[instrument rattles] Now it has more urgency, and it sort of like drives something forward.

The other one, this is called agogo.

It's sort of a combination of two different bell sounds, but they're welded together in this instrument.

This one is from West Africa.

And the combination of metal and wood is also very, very important in the percussion instruments.

And this one has a fairly distinct sound.

And this also suggests a stylistic sort of idea behind it.

You'll hear it a lot in music from Latin America, Brazil, different regions that use different types of bells.

Also in West Africa, it's very prominent.

Whenever there's drum circles, you want to always hear like a very distinct bell sound, because it sort of ties everybody together.

Now this is gonna be piercing, right?

It cuts through, because it's a very direct sound.

It's not so much soothing like the water, or flowy like the water shaker that we heard.

This is more direct.

So let's listen to this.

[agogo clangs] This is the agogo.

The next instruments, they sort of kind of blend those two aspects that we talked about.

A very direct sound, but also a very soothing sound.

And it really depends on the way you play them.

So those shakers, there's so many variations of shakers.

They can come in very different shapes and forms.

They could be made out of completely wood, with little tiny pieces of stones in it.

[shaker rattles] These have little marbles and it's made out of wood and there's like a synthetic skin over here, you can see.

[shaker rattles] And some of them could make really unique sounds.

[shakers scrape] So they can also provide that foundation.

[shakers rattle] Like a rhythmic pattern that just keeps repeating and the rest of the music is built on that.

[shakers rattle] Yeah.

Or they can just create just like atmospheric sound.

[shakers rattle] They have a very wide dynamic range.

They can be very soft.

[shakers rattle softly] Or extremely loud.

[shakers rattle loudly] And now I want to go to more of the modern sort of interpretations of percussion instruments.

So there are, we already talked about the water shaker, but these days, you know, whenever you hear songs that are sort of like ballads or have a lot of sentiment in them, you'll hear the chime.

This is called a chime tree.

And it basically creates this really beautiful, soothing rush of very, very pleasant sound.

[chimes ring] Sometimes, you hear it like in movies, you know, when the main character is dreaming about something and you'll hear this sort of like effect.

[chimes ring] And then we have the cymbal.

And the cymbal, really it depends on how you hit it.

You can hit it in a very direct way with a stick.

And then you get a very rhythmic thing.

[cymbal clashes] Or even in the bell.

[cymbal dings] But you can also create really cool effects if you use a little felt stick.

Listen to this.

[cymbal clashes loudly] You get this rush of sound.

And again, a very wide dynamic range, could be very soft.

[cymbal hums] And then it can expand.

[cymbal crashes loudly] And it lingers.

So that's the responsibility of the percussion, the unique percussion instrument.

To create this amazing variety of sounds that create a certain feeling and add so much flavor to the music.

Thank you so much for joining me today.

I hope you enjoyed our music explorations.

See you next time.

[playful music] - [Announcer] Funding for this program was provided by the JPB foundation.

[playful music]