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

- I have with here my friend- - Elena!

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

- What's this word going to be?

- [Narrator] Discover science.

- Whoa!

- Whoa!

- [Narrator] Sing.

♪ How you gonna clean up the earth ♪ ♪ If you don't clean your room ♪ - Play and so much more.

- We solve word mysteries!

- We solve word mysteries!

- [Narrator] Stay tuned for lessons and activies.

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

[playful music] - Did a word that's important to you go missing?

- And now all you can feel, do, or think is the opposite of that word?

- Then call us!

I'm Sly.

- And, I'm Gabby!

We're word detectives.

And we solve word mysteries!

- Word mysteries!

Together we run the Wordsville Online Detective Agency.

- We'll find your missing word fast!

- Not to mention, briskly!

- And swiftly!

- Yeah, we're really good with words.

- [Children] Wordsville!

- Wordsville Fair Day.

Can't wait to check out the yummy goodies today!

- And I can't wait to see everyone's one of a kind crafts and creations.

I just hope they're aren't any word mysteries today that ruin it.

- I just hope they're aren't any word mysteries today that ruin it!

- I just said that.

Hey!

- I just said that.

Hey!

- You're saying what- - You're saying what- - I'm saying!

- I'm saying!

- Okay, you can- - Okay, you can- - Stop copying me now.

- Stop copying me now.

[phone chiming] - Artist Clay is calling!

- Artist Clay is calling!

- Maybe this is- - Maybe this is- - A word mystery.

- A word mystery.

- Help!

My sculpture's missing!

This one.

- [Sly] A sculpture of- - [Gabby] A sculpture of- - [Sly] The word unique.

- [Gabby] The word unique.

- Yes, and without it, I have no original or creative ideas.

- This must be why- - This must be why- - We keep copying each other.

- We keep copying each other.

- Okay- - Okay- - Let's take turns talking.

- Let's take turns talking.

- I'll go first.

- [Sly] I'll go first.

- Okay, you go first.

- Okay, you go first.

- Artist Clay- - [Gabby] Artist Clay- - You decide who goes first.

- [Gabby] You decide who goes first.

- Sly!

Ultimately the meaning of unique, and then we'll take turns.

- The word unique means one of a kind.

- My turn!

So, without the word unique, everything will look and sound the same.

- And nothing will be special.

- It's terrible.

I'm supposed to be an original, unique artist, but I'm just copying what I've done before.

- With unique gone, does this mean no one can make one of a kind crafts or treats for the fair?

- Oh no!

Artist Clay tell us what happened, and I'll animate it.

- [Clay] Firefighter Ember and Singer Melody were at my studio making art.

I showed them my unique sculpture and told them my goal is always to make it one of a kind work of art.

I did a self-portrait.

Firefighter Ember followed me step-by-step, and created an exact copy of my portrait.

I encouraged her to something unique, like Singer Melody, so many materials in her art.

It was so unusual, I couldn't tell what it was.

Then I left to get more paint.

When I came back, everyone was gone and so was my unique sculpture.

- Fascinating.

Show us a scene of the mystery, please.

- Just a moment.

This is the table where I had my unique sculpture.

[electronic squelching] [photo clicking] - I think it's a good shot for our case notes.

- Artist Clay, we'll report back when we know more.

- Please hurry, my artwork depends on it!

- Case notes!

- [Gabby] This is the Case of the Unique Tweak.

- So what happened?

- [Gabby] Someone took the unique sculpture, and now nothing is original, or one of a kind.

- [Sly] Where?

At the Art Studio.

- [Gabby] And when did it happen?

- [Sly] After Artist Clay left to get paint.

- [Gabby] Firefighter Ember and Singer Melody are our suspects.

- Now, who took it?

- [Gabby] Now, who took it?

- How and why?

- How and why?

- Not again, we can't keep this up.

- We better find unique quickly.

- Let's look at the clues.

- [Gabby] I see two portraits of Artist Clay.

One of these must be Firefighter Ember's.

Let's call her.

[phone chiming] - I can't talk long, word detectives.

I'm giving a safety demonstration at the fair today.

But can't think of a way to make my tips stand out.

- But you always have so many awesome ideas.

- Used to, I guess.

Nothing I do now feels original or memorable.

- What happened at- - What happened at- - Artist Clay's studio- - Artist Clay's studio- - earlier today?

- earlier today?

- You're talking at the same time.

- We're not having unique ideas, either.

Please answer the question.

- I did exactly what Artist Clay did.

But when I showed him my work, he told me to do something unique.

I didn't know how, that's why I copied him.

- Then what happened?

- Nothing, I left when he left.

I need to go work on my fire safety demo.

Even if it won't be special.

- Hm, she doesn't think she's got any unique, special, or one of a kind ideas.

- That's why Firefighter Ember might have taken the unique sculpture.

Let's call Singer Melody and get this case cracked.

[phone chiming] ♪ Happy Birthday Singer Melody ♪ ♪ Happy Birthday- ♪ - Huh?

- It's not your birthday!

- You're right, but I can't create any original music.

I wanted to sing something new at the fair, but I can only sing ordinary songs that everyone knows.

I can't sing any songs that are unique.

- The same thing is happening to everyone today.

- Tell us what went down at the art studio?

- I was having lots of fun until Artist Clay said my painting was so unusual.

What does that even mean?

It doesn't sound like a compliment.

- What happened next?

- He went to go get paint.

So, I took my painting and left.

I was in such a rush that I left my sunglasses.

Maybe Artist Clay will like those better than my art.

- You don't know he didn't like it.

- Maybe not, but it's how it made me feel.

Well, gotta practice.

♪ Happy birthday ♪ - Let's review our case notes.

- [Gabby] We've learned both suspects made art at Artist Clay's studio.

- [Sly] And that neither of them liked the feedback they got.

- [Gabby] Singer Melody didn't like that Artist Clay called her artwork so unusual.

- [Sly] And Firefighter Ember didn't know how to do something unique.

- [Gabby] Let's look at the clues.

- [Sly] Singer Melody left her sunglasses, but she took her painting.

- And Firefighter Ember left her painting of Artist Clay.

- So, did she have her hands full with something else?

[Sly gasping] - We cracked it!

- We cracked it!

- We'll have our own- - We'll have our own- - Unique thoughts soon, phew.

- Unique thoughts soon, phew.

[phone chiming] - Now presenting the Word Mystery Animated Reenactment of...

The Case of the Unique Tweak.

This is my unique sculpture.

It reminds me that my goal is to make one of a kind works of art.

I'll be working at my own painting as you two create.

- Done, check it out Artist Clay!

- That is just so unusual!

- How's mine?

Is it any good?

- Try creating something unique.

Don't just copy what I did.

I'll go get some more paint for us.

- So unusual?

That doesn't sound good.

[door clicking shut] - I feel so much pressure to make something unique.

What if I make this disappear instead?

- Who did it?

Firefighter Ember did.

- Firefighter Ember?

- She grabbed the unique sculpture when Artist Clay and Singer Melody left the room.

- That's how.

- Why?

Because she felt that her work wasn't unique.

- I admit it.

I took the sculpture.

I didn't like being the only one in class who didn't create something unique.

I figured if I took the word, everyone's work would be the same, and no one would notice mine.

- Firefighter Ember, I didn't mean to pressure you.

I just wanted you to embrace what makes you one of a kind.

- And I'm sorry for taking away everyone's ability to be unique.

I'll return your sculpture now.

[phone chiming] - My unique sculpture's back and everything is right with Wordsville, just in time for the fair.

- And, I got an idea for my fire safety demonstration.

I'll make paintings of fire safety tips.

Artist Clay, will you help me?

- That's a one of a kind idea.

Of course I'll help you using unique talents.

- Artist Clay, I have to ask.

Was so unusual a compliment, or not?

- So unusual was a huge compliment.

I loved your artwork.

I've never seen anything like it before.

- Thank you!

Check it out word detectives.

You should know what it is, right?

It's the exact moment when I get a unique idea.

Like a creative spark.

- That's unique!

- Totally one of a kind!

- Just like the idea I just got for a new song.

Gotta go so I can write it in time to perform at the fair.

- Thanks, word detectives!

- Thanks, word detectives!

- Nice work, Sly.

We solved the case and did it together.

Like really together.

- Like us, exactly.

Well, almost.

- So what do you wanna do- - So what do you wanna do- - At the Wordsville Fair?

- At the Wordsville Fair?

- Hey, stop copying!

- Hey, stop copying!

[both laughing] [cheerful music] - Hi friends.

My name is Anna.

And I was just about to read a story that has a mystery in it.

Would you like to hear the story, and help me solve the mystery?

Great!

The name of the book I'm going to read today is called, "Happy Little Sun."

Written by Zhilu Zhang, and illustrated by Ming En.

[gentle music] "Every morning a happy little sun jumped out of the sea.

"Little Sun sang a song while rising slowly "behind the mountains.

"That's when all the animals of the mountains woke up.

"One day Little Sun said, 'Hi everyone.

"'What game should we play today?'

[gentle music] "'How about racing?'

said Gray Rabbit.

"'Great!'

said Little Sun.

"Gray Rabbit ran to the west as fast as he could.

"He ran and ran.

"He jumped over a creek, and dashed up a hill.

"Out of breath, he looked up and found Little Sun "smiling at him from just above his head.

"Upset that he lost the race, "Gray Rabbit went back to his rabbit hole.

"The next day Little Sun asked again.

"'Hi everyone, what should we play today?'

"'How about we have a beauty contest?'

said Peacock.

"'Okay' said Little Sun.

"Peacock opened his tail, "and a golden ring shown along the edge "of the bright blue feathers.

"The animals all cheered, 'How pretty!'

"Little Sun smiled confidently "and cast his rays through the water droplets in the air."

What do you think is gonna happen?

Do you know what happens when we mix sunlight and water droplets?

A beautiful rainbow with all seven colors appeared in the sky.

"'That's prettier!'

cheered the animals."

Did you guess correctly?

Embarrassed, Peacock closed his tail.

"'What is the next game?'

"Little Sun said loudly and proudly.

"'How about hide and seek?'

a deep voice whispered.

"'Who are you?'

Little Sun asked.

"'I am shade,' the deep voice answered.

"'Where are you?'

asked Little Sun.

"'I am on the west side of this big banyan tree,' "said the deep voice.

"'I am coming to find you,' Little Sun said.

"Little sun went to the west of the banyan tree, "but didn't find Shade.

"'Where are you?"

Little sun asked impatiently.

"'I am now on the east side of the banyan tree,' "Shade said with a smile.

"Little Sun could not go backward "no matter how impatient he got.

"'Just wait and see,' said Little Sun.

"'I will surely catch you tomorrow.'

"'Okay, see you tomorrow,' said Shade.

"The next morning Little Sun shouted immediately "after he made his way above the mountains, "'Shade!

Are you up?'

"Shade answered, 'Sure, I am up when you are.'"

What do you think Shade means by that?

"'Where are you hiding this time?

Little Sun asked.

"'On the west side of the banyan tree,' Shade answered.

"'You'd better not lie to me!'

said Little Sun.

"'Yes, yes, we all see Shade,' said Gray Rabbit and Peacock.

"'He's on the west side of the banyan tree.'

"'I am coming,' Little Sun said.

"Little Sun went higher and higher.

"He was now above the top of the banyan tree.

"But he didn't see Shade.

"'Peacock, do you see Shade?'

Little Sun asked.

"'Yes, I am resting with Shade,' Peacock answered.

"Little Sun arrived at the west side of the banyan tree "and searched and searched.

"He heard Shade laugh.

"'Now, I am on the east side of the banyan tree.'

"'That's right, we all see him,' "Gray Rabbit and Peacock said loudly and proudly.

"Disappointed, Little Sun stopped his search.

"No matter how hard he tried, "he could not find Shade.

Do you know why?"

So why is it that the Little Sun couldn't find Shade?

Well, have you ever been outside standing in the sunlight and when the sun's over you, do you notice how you cast a shadow?

Right?

So in order to make a shadow, or shade, we need both sunlight and something that's blocking that sunlight.

So in this case, every time Sun tried to find Shade by moving around the banyan tree, every time the Sun moved, that's why Shade kept on moving.

So Sun was never ever going to be able to catch Shade.

Shade was a tricky trickster.

What did you think of that story?

I hope you liked it.

I know I did.

Well until next time friends, bye.

[cheerful music] Hi scholars, thanks so much for joining us today.

So, today before we get into our sound of the day, I have my friend here to help me do some sound exercises.

What's your name?

- Jada.

And I'm four years old.

- Jada, and you're four years old.

So nice to meet you, Jada.

All right, what we're gonna do first, is we're gonna do a rhyming activity.

Okay?

I'm gonna say two words.

If the words rhyme, you're gonna give me a thumb's up.

If they don't rhyme, you're gonna give me a thumb's down.

Now, what does it mean when words rhyme?

That's a great question.

Words rhyme when they sound the same from the vowel sound, all the way to the end of the word.

So for example, the word cat and hat rhyme, because they both end in that at sound.

They sound the same from the ah to the end, tt.

Cat, hat.

Right?

Okay, how about we do one together, right?

- Yeah, yeah, yeah.

- Okay, okay.

That's a good idea?

- Yeah, it's a good idea.

- Okay.

[Jada giggling] Do these words rhyme?

Fun, run.

What do you think?

- Up.

- Ah!

Yeah!

'Cause fun and run both end in the un sound, right?

- Fun, run.

- Fun, run.

Right, okay.

Let's try another one.

How about this?

You're turn, you too.

Okay?

Wet, pet.

Good job.

Wet, pet.

How about cat, hat?

That was easy, you're looking at me like that was easy.

- Do some more cat, hat.

I'm working at school that cat, hat.

- Oh, in school you're working cat and hat rhyming?

- Yeah.

- Excellent.

- All right, how about this one, now?

So listen carefully, ready?

- Mm-hm.

- Okay.

Fast, crawl.

No, those don't rhyme.

Okay, how about...this will be the last one, ready?

- Okay.

- Ball, wall.

Good job!

Ball, wall, run.

High five.

Thanks for helping me out, Jada.

- Your welcome.

- I wanna welcome my new helper.

Why don't you introduce yourself?

- My name is Jordan.

And, I'm eight years old.

- Okay, so Jordan is gonna help me out with the phonics part today.

So, I told you at the beginning.

We're gonna be learning a new sound, right?

This sound is what we call a glued sound, or a welded sound.

Can you hang that up there for me?

Okay, thank you Jordan.

So, today we're going to focusing on the letters A-L-L. And these represent the all sound.

Everyone say, "All."

Maybe you say it...all.

- All.

- All, right?

Let's make sure we get all those sounds in there, right?

All.

The reason why this is a glued or welded sound, because it's really kind of hard to separate that sound that the A is making from the L, right?

Because it's kind of up in your nose.

- It sounds like this.

Like, kind of like this.

- You're right.

When we're saying "All," it's kind of sounding like it's really an O sound, right?

So that why we try to think of this as one sound right now when we're making our words.

Okay, so A-L-L, all.

Like ball.

Can you say that?

A-L-L, ball.

[both laughing] Oh, you wanna do the word first?

Okay, let's do it first.

Why don't you do it?

Go ahead.

- It's A-L-L, ball, all.

- All right A-L-L, ball, all.

I like that.

Okay, now lets try building some words with that all sound, okay?

So, the first word that Jordan is gonna help us write is the word "Fall."

Like if you were to like fall down, like if you trip.

Or like the season autumn, is called fall.

So, how would we spell Fall?

Well, let's think of that first sound.

What's the first sound that we hear in Fall?

- F?

- Is F a sound?

What's the first sound, I asked.

- Ff.

- Ff.

Right.

So, ff is the first sound.

Now, what letter represents that sound, Jordan.

- F. - There we go!

Okay, so can we write that first letter?

- Thank you.

That is a beautiful letter F right there.

Okay, so we have Ff.

Now, what's gonna represent the all sound in Fall?

- A-L-L. - There we go, A-L-L, our glued sound.

So can you write A-L-L?

- Right here.

- Thank you.

Can you write our A-L-L?

Excellent, okay.

Now, here we go, I got a challenge question for you.

If I want to turn the word Fall into Hall, what would I have to do?

- You would have to change the F- - Because it's no longer for Fall.

And I want Hall.

So what would I need?

- You would need an H. - Oo, so we have Hu, what's the word?

- Hall.

- Hall, excellent.

Okay now, if I wanna change Hall into Wall, what would I have to do?

- You would have to erase the H. - Okay, so getting rid of the Hu sound from Hall.

Because I wanna make the word Wall.

And then, what do I need to put there, Jordan?

- And then you need to put a B here instead.

- Really?

I want the word Wall.

- Oh, Wall.

- Yeah!

- I thought you said, "Ball."

- No, oh my goodness.

No, no, no, I don't want the word ball.

Which is another great word, but the word I want is Wall.

So, what do I need there instead?

- W. - There we go.

I need a W, because W represents that Wa sound for Wall.

Can I borrow that marker for a second?

- Yep.

- When we see these three letters, we wanna try to read them together.

Now, it's not always going to happen like that, right?

But this is just a really great strategy readers use.

That when they see these letters together, they first start with that all sound.

So, what we're gonna have you do, is practice reading some words, and see how you do with the all sound.

Remember, A-L-L says all, like ball.

[silence] How did you do?

Did you say, "Fall... "Wall... "Hall... "Tall... "and Mall?"

If you did, give yourself a high-five.

Great job, friends.

Thank you so much for working with us on reading and spelling with that A-L-L, all glued sound.

See if you can find words that have that A-L-L, all sound glued in them.

Well until next time friends, bye!

- Bye!

And have a fantastic day!

[both chuckling] [cheerful music] ♪ Playtime ♪ ♪ Playtime ♪ ♪ Playtime ♪ ♪ Play, play, play, play, play, play, play ♪ ♪ Playtime ♪ ♪ Playtime ♪ ♪ Playtime ♪ ♪ Play, play, play, play ♪ ♪ My bed is boat ♪ ♪ I'm sailing through waves ♪ ♪ My tent is a rocket, we'll fly out to space ♪ ♪ The floor is just lava ♪ ♪ If you touch it, you'll melt ♪ ♪ Let's step on the pillows, don't fall into space ♪ ♪ Playtime ♪ ♪ Playtime ♪ ♪ Playtime ♪ ♪ Play, play, play, play ♪ ♪ Playtime ♪ ♪ Playtime ♪ ♪ Playtime ♪ ♪ Play, play, play, play ♪ ♪ Let's all build a fort ♪ ♪ Here, there are no rules ♪ ♪ Let's dance with our tutus all made out of toile ♪ ♪ I am a conductor ♪ ♪ Come hop on my train ♪ ♪ We'll toot it together ♪ ♪ We'll go out to Spain ♪ ♪ Playtime ♪ ♪ Playtime ♪ ♪ Playtime ♪ ♪ Play, play, play, play ♪ ♪ Playtime ♪ ♪ Playtime ♪ ♪ Playtime ♪ ♪ Play, play, play, play ♪ ♪ I'm a pilot ♪ ♪ I'm an insect ♪ ♪ There's a treasure we can find ♪ ♪ I'm a pirate ♪ ♪ I'm a princess ♪ ♪ There are no limits in my mind ♪ ♪ I'm a [indistinct], I'm a trickster ♪ ♪ Super hero, I can fly ♪ ♪ I'm a fireman ♪ ♪ Use your [indistinct] in imagination land ♪ ♪ Playtime ♪ ♪ Playtime ♪ ♪ Playtime ♪ ♪ Play, play, play, play ♪ ♪ Playtime ♪ ♪ Playtime ♪ ♪ Playtime ♪ ♪ Play, play, play, play ♪ ♪ Playtime ♪ [cheerful music] - Hello, my name is Renata Townsend.

I'm a New Victory teaching artist.

I'm on the land of the Lenni Lenape People, also known as Knowlton, New Jersey.

You may be wondering why is this lady in her bathroom recording this video?

I'm gonna tell you.

Today, we're going to tell a shadow puppetry adventure story.

And one of the key ingredients in shadow puppetry is making sure you have a room that's super, super dark.

And it just so happens that my bathroom gets really, really dark.

So in just a moment, I'm going to use this flashlight, known as a torch in Australia, and these puppets, and we're gonna tell a story together.

Are you ready?

Okay, so first I'm gonna teach you some basics of puppetry.

My dad, here, you can say hi, Dad.

- [Dad] Hi, dad.

- [Teacher] He is going to be holding the light for me.

And then, I have my puppet right here.

Now, I want you to see what happens when I bring my puppet closer to the light, or farther away from the light.

It gets clearer.

And so, when you're doing your shadow puppetry story, I want you to think what your entrance is, how you enter the space.

And maybe you exit this way.

Or, you exit off this way.

So we are going to go on an animal shadow adventure.

First, you need to introduce your animal and tell your audience something about them.

Where do they live?

What do they like to do?

This is Huey.

Huey is a koala who lives in Australia.

And their favorite thing to do is eat eucalyptus.

Every day they wake up and they go searching for eucalyptus.

One day Huey decides to go on an adventure.

They want to find the most eucalyptus and bring it back to their home.

But the further they go, the more confused they get.

They're not sure if they had turned left, or right.

And then, the moon comes out.

And it's getting dark and cold.

And they feel scared and alone.

And they, they're not sure what to do.

And all of a sudden they hear a coyote.

[imitating coyote crying] And they think, "Oh my gosh, I'm gonna...[gasping]" The coyote shows up.

And the coyote says, "Hello, I heard you're lost."

"I can take you home."

And the koala says, "But I heard you're dangerous, "I heard you eat koalas like me."

And the coyote says, "Ah, come on, I'll bring you home.

"I'll even show you where the best eucalyptus is."

So Huey ends up getting home, and they feel so much better.

And they feel proud that they made a new friend.

All right, I hope that you had so much fun.

I hope that you continue making lots and lots of shadow puppetry [indistinct].

And you tell so many stories about animals, about creatures, about anything that your imagination comes up with.

Thanks for watching, see you later!

Oh, say goodbye, Dad.

- [Dad] Goodbye, Dad.

[cheerful music] - This is Brutus, the North American Alligator.

While you won't find alligators down in the pantanal in South America, they share a lot of similarities with the pantanal native, the caiman.

Just like the caiman, alligators are excellent hunters, relying on stealth to catch their food.

As they lie and float in the water, with just their eyes and nose sticking up above the surface, they'll use their powerful tail to slowly swim forward.

And if any prey gets too close, snap, a quick meal.

For caiman and alligator both, being a reptile means that they need to use the sun to stay warm.

Alligators and caimans have these large scales on their back, covering boney plates called osteoderms.

While they're swimming, these osteoderms work like solar panels, bouncing the heat from the sun, back and forth from across their body.

Now while you would think it would be dangerous to have a fierce predator like an alligator or a caiman around, we found that a lot of birds actually prefer it.

For some of the birds that nest up in the treetops, having an alligator or a caiman, is a great way to make sure that their eggs stay safe as well.

But how?

Alligators and caimans both make excellent parents.

And the mothers will build huge nests on the ground, and then patrol them to protect them from any predators.

While they're patrolling their own nests, it means that these alligators and caimans are also keeping predators away from some of those birds nests.

In South America, it means that those nests are safe from animals like the coati.

While here in the United States, those nests are safe from animals like raccoons.

Who knew it would be so helpful to have a fierce predator nearby?

[cheerful music] [gentle music] [Meko roaring] - [laughing] Is that your tummy, Meko?

You must be hungry.

[Meko roaring] - Hungry dinosaur!

[both laughing] I love T-Rexes!

They have big scary teeth, but short little arms.

[both laughing] - Mine is a brontosaurus.

They have really long necks.

[gentle music] - Let's hang them up together when we're done.

- Yeah!

Dino-besties!

[both roaring] [both laughing] [playful music] - And... - Almost... - Done!

- Done!

[both laughing] - Oh my Mekosaurus Rex!

[roaring] - [gasping] I love it!

[gentle music] Do you like my bromenasaurus?

Huh, huh, huh?

[gentle music] Don't you like my painting?

- I do, yeah it's just yours is so good.

And mine is...it's bad.

[reflective music] - Your painting is awesome!

I love all the colors.

- Yours looks like a real dinosaur, and mine just looks silly.

- Well, there's no right or wrong way to paint, just different styles.

- Easy for you to say.

You're the best artist ever.

[reflective music] That's it, I give up.

[Mina gasping] [reflective music] [Meko grunting] - But what about your dream of becoming an artist?

- I'm not good enough, I'll never be.

[thoughtful music] - [gasping] Meko, look!

Look up there at the sky.

See how there are dark clouds, but we can still see the sun peek through?

- Yeah.

- Do you remember how hard it was for me to learn how to dribble a basketball?

It took forever.

Every time I messed up, I felt so heavy and dark like those clouds up there.

I wanted to give up.

But I figured out a way to make those clouds light and fluffy.

A way to help bring the sun back.

- Oh, I don't feel sunny right now.

I just feel cloudy.

- We can push those heavy clouds away.

[gentle music] - What do you mean?

- Imagine the heavy thoughts are dark clouds in the sky.

If we can push them away, we can make room for sunnier, happier thoughts.

- How do you do that?

- Okay, close your eyes and picture each heavy feeling as a dark cloud.

- Okay.

[gentle music] [clouds rustling and rumbling] There.

[gentle music] - [gasping] Good imagining, Meko.

Those sure are some dark clouds.

- Huh?

Whoa!

There's no room for sun at all.

- Now take all the power inside you, and push those dark clouds away.

Like this...push, push, push.

[clouds rumbling] - Okay.

Push, push, push.

Push.

- Keep pushing, and say, "Push the clouds away until the sky is clear."

[lightening rumbling] Send away the heavy thoughts and bring the sunshine near.

Now say it with me.

- [Both] Push the clouds away until the sky is clear.

Send away the heavy thoughts, and bring the sunshine near.

[upbeat music] - It's working!

It's getting lighter!

[birds chirping] I see you, sun.

Hm?

- Amazing Meko, keep going.

[birds chirping] [upbeat music] - Push the clouds away until the sky is clear.

- That's it.

- Send away the heavy thoughts, and bring the sunshine near.

[Mena gasping] [birds chirping] - Hey!

It worked!

I feel so much better.

[birds chirping] [glittery music] [cheerful music] - Ah, ah, the Mekosaurus Rex.

Made in my own style.

[chuckling] - And what a great style it is.

- Thank you, Mena.

Whenever your feelings are heavy, like dark stormy clouds, you can push those clouds away to make room for a light, sunny sky.

[clouds whooshing] - Push the clouds away.

- Until the sky is clear.

- Send away the heavy thoughts.

- And bring the sunshine near.

[both roaring] - I'm gonna get you Meko T-Rex.

[roaring] [cheerful music] - Hi, my name is Zachary, and I have been taking Taekwondo classes for about one and a half years.

I will show you my purple belt form.

[thoughtful music] [thoughtful music continues] I will show you three kicks I have learned.

This is snap kick.

This is drop kick.

And this is [indistinct] kick.

[cheerful music] - Hello friends, it's Caitlin and- - Madison!

- And we are here, and we are going to talk about positional language today.

A positional language just means an object, and we're telling where it is in relation to other things.

Like Maddie and I are next to each other.

I have another one for you.

I'm in front of Maddie.

Maddie is behind me.

[gentle music] Now, we're gonna need a stuffed animal, an object.

We have a ball, a hula-hoop, and our friend- - Chloe!

- Chloe the bear!

So, we're gonna play some games together where we are gonna talk about language.

Maddie, with our hula-hoop on the floor, can you put the ball in front of the hula-hoop?

- Yes.

- In front of.

- Here, oh is that...I'll show you right.

- Good correcting it.

That's in front of the hula-hoop.

All right Maddie, our next one is, through the hula-hoop.

So, I'm gonna hold our hula-hoop sideways.

Can you put the ball through the hula-hoop?

- Good.

That was a nice shot, Maddie, high-five.

The next one is on top of.

Could you put Chloe on top of your chair?

[gentle music] On top of.

[gentle music] Let's back it up so we get it right in our camera.

On top of.

Great!

[laughing] She fell!

- She's too little.

- She can lay down.

There she goes.

She is on top of the chair.

Can you put Chloe below the chair?

[gentle music] Chloe is definitely below the chair.

[gentle music] All right, let's get our chair out of the way.

Maddie, can you move the ball around our hula-hoop?

Around.

[gentle music] Great job, Maddie.

Can you put Chloe beneath the chair?

Beneath.

That was a tricky one, Maddie.

Good job.

Nice.

[gentle music] Can you put Chloe beside the chair?

Beside the chair?

[cheerful music] Nice.

Can you put the ball in the hula-hoop?

- Yep.

- Maddie is doing so much work today.

[cheerful music] In the hula-hoop.

[ball bouncing] Love it.

[cheerful music] All right, Maddie, we have the ball and our hula-hoop, and our chair.

Can you put the ball between the chair and the hula-hoop?

Between.

Put the ball between.

There you go.

Good, the ball is in between the chair and hula-hoop.

[gentle music] All right, Maddie, do you want me to do some for you?

- Yep!

- Here you go, you come stand right where I am.

And, I'm gonna do the next one.

I'm gonna put Chloe under the chair.

What's the next one?

[gentle music] - Below.

- It's down.

- Down.

- So, I'm gonna drop something down.

I think I'm gonna hold the ball up and drop it- - Down.

- Down.

Because it went down to the ground.

- Yeah.

- Good job, Maddie.

All right, and this is the word "Left."

- Left.

- Left.

We're going to move something left.

Woo!

[Maddie indistinct] - Yeah that one, left, that was the last one, left.

[cheerful music] And now we're going to move something- - Right!

- Right!

I'll get my ball back.

- Right.

- Are you ready?

- Right.

- Good job.

Come stand back here.

And here goes the ball right.

Whoa!

All right, stand back up and show the next one.

What do we have?

[upbeat music] - In.

- Inside.

I think I'm gonna do it with my whole body.

- Inside!

- I'm inside.

So if I was holding the hula-hoop and Chloe.

Is Chloe above the hula-hoop?

- Yes.

- All right tell me, where's Chloe?

[cheerful music] - On top of the chair.

- Good!

Ready?

Where is Chloe?

- Next to the chair.

[cheerful music] - Where's Chloe?

- Behind the chair.

- Good.

Where's Chloe?

- Above the chair.

- You're awesome.

I think that's it.

Thanks for playing with us.

Give it a try.

[cheerful music] - Hi, my name is Julie Broughton, and I am a helper.

I am very proud of my job, because I get to tell you all about the weather.

I'm a meteorologist.

I work in a TV studio and use technology and scientific equipment to understand the weather, and share what I learned with you.

I like my job because I get to share information with people.

Meteorologists look at data and weather patterns to predict what kind of weather is headed our way.

Meteorologists like me are on TV every day to let you know if it will be sunny, rainy, hot or cold.

Meteorologists are important helpers, because we can help you stay safe if bad weather comes to our neighborhood.

[cheerful music] [singing in Spanish language] [singing in Spanish language] [singing in Spanish language] [singing in Spanish language] [singing in Spanish language] [singing in Spanish language] [singing in Spanish language] [cheerful music] - Hi everyone!

My name is Krystal and I'm here at the Brooklyn Preschool of Science.

I'm with my friend, Sahile.

Sahile, can you please say hello?

- Hello.

- How are you today?

- Great.

- Awesome!

Good, I'm glad that you're great.

Okay, so we are going to do some really cool science experiments.

However, before we start with the activities, I would like to talk about light.

Sahile, do you know that white light- - Yeah?

- It's a combination of all the colors in the rainbow.

Have you ever seen a rainbow before?

- [Sahile] Yeah.

- [Krystal] Yes.

Rainbows are multi-colored arcs that form when sunlight travels through water.

As light waves pass through water, that process is called light bending.

Can you say that, Sahile?

Can you say "Light bending?"

- Light bending.

- So we can see rainbows in the mist, fog, during the rain, or even after the rain.

- Yeah.

- Sahile, I'm gonna show you how we can make a rainbow in the classroom.

- In?

- Yeah, right in here.

And friends watching, you can even do this at home, okay?

So first, let's take a moment and let's look at our materials.

So, we actually don't need much for this activity.

All we need are, do you know what these are?

- Yeah.

- What are they called?

- They're like a circle.

- Yeah, there's the shape, good job.

So these are CDs.

- CDs.

- Yeah.

So you need a CD.

How about this, what is this?

- A flashlight.

- Flashlight, good job.

Okay, and then you'll also need to do this in the dark.

So there's your flashlight, I have my flashlight.

And here is a CD for you, and there's a CD for me.

Okay, so now what we are going to do, is we're gonna take the flashlight, okay?

[flashing clicking on] Can you turn it on?

[flashing clicking on] Good job.

And with your other hand, can you pick up your CD, please?

Yes.

What do you see with the CD?

What do you see?

- Rainbow!

- You can see a rainbow already?

- Yeah!

- Yeah, what colors do you see?

- Green, purple and red.

- Yeah, good job.

Do you see any other colors?

- Blue.

- Okay, good job.

So the colors of the rainbow are red, orange, yellow, green, blue, indigo, red.

When we count to three the lights are off, I want you to take your flashlight, point it to the CD just like this.

It's got a flash on it.

And then maybe, let's try to point it towards the wall.

Okay?

Can you aim for the wall, Sahile?

- [Both] Three, two, one!

Lights off.

Oo, oo, oo.

- Oo.

- It's dark.

Okay Sahile, so now let's practice making our rainbows.

Let's see, I'm gonna try to make a rainbow on the wall behind us.

Let's see if I can do that.

I have my CD, going to face it towards the wall.

Okay, I'm gonna point my flashlight onto the CD just like that, I'm gonna flash it on, and let's see.

Hey Sahile, do me a favor.

Look at the wall and tell me if you can see any colors.

- I can't see some.

- You can or no?

- No.

- All right, let me know when you can, okay?

You let me know.

[thoughtful music] - Now I can see some.

- Yes?

Can you shout out the colors you see?

- Yeah.

- What colors do you see.

- All of them.

- Do you see red?

- Yeah.

- Yellow?

- Yeah.

- Green?

- Yeah.

- Yes, whoa!

Blue?

- Yeah.

- Whoa, good job.

Let me keep trying.

[thoughtful music] Let's see.

Whoa!

Bending the light.

Light bending.

Hey Sahile, can you try to make a rainbow, oh, oh, hey!

Look at the white right there on the tank.

What colors do you see?

I see red, I see orange, I see yellow, I see green, I see blue.

Can you see the colors?

- Yeah.

- And this is awesome, because you can do this at home, friends.

For our next activity, okay, let's take a moment and look at this here.

Do you know what this is called?

- Yeah.

- What is it called?

- A rainbow inside.

- Oh yeah, we do see, there are many colors in there, yes, just like a rainbow.

But this is called a lava lamp.

- Lava lamp.

- Yes, it's a lava lamp, okay.

So now look at the inside.

What do you see inside lava lamps, Sahile?

What is that?

- [Sahile] Rainbows.

- Okay, you see the colors.

And what is that inside?

Is that liquid?

- No.

- Yes, that is.

That's liquid inside.

You see, there's some water, and there's some wax.

You see wax?

- Wax!

- The wax.

Now you see this lamp is plugged in.

- Plugged in.

- Yeah, so it's nice and warm.

So now, when this heats up the wax inside, it moves up and down, and it makes these really different shapes.

- Does it go up and down?

- Yeah, up and down.

And I'm gonna show you all the materials that we need to make our lava lamp at home, okay?

So we have some food coloring.

I have four cups of water, two cups of oil.

And I have some sodium bicarbonate.

And I have a container here, a nice glass container.

But you can use any empty container at home.

Make sure that is clear, because you wanna see what's happening inside.

So Sahile, I'm going to need your help, okay?

- Okay.

- Can you please, I'm gonna take, we're gonna pour these liquids in here.

First, we're gonna pour the four cups of water.

Please take the water and carefully pour it into, right in there, in the container.

[water pouring] Thank you, sir.

Okay, now we're gonna pour the other cups of water, too.

I'll help you.

You can pour that cup now.

[playful music] Good job.

Okay, so now we've poured in our water, Sahile.

We're just gonna pour, I'm gonna put a few drops of this food coloring in here.

How many should I put like two, four or six drops?

How many?

- Six.

- Six, okay.

Can you count with me?

- Yeah.

- [Both] One, two, three, four, five, six.

- Good job, okay.

- Now it's red!

- Yes, that's right, right?

So we did four cups of water, right?

We added six drops of food coloring, and now we're gonna pour two cups of oil.

- Oil.

- Yes.

Okay, be very careful with the oil.

And at home, friends, please do this experiment with a trusted adult, okay.

So good job, Sahile.

[playful music] There goes, one.

Oo, oo, oo!

- It's getting to the top!

- That's right.

One more.

[playful music] You're doing a great job.

Thank you.

[playful music] Taking your time, perfect.

Good job, buddy.

Okay, so I'm gonna take this here.

So now, I have some sodium bicarbonate here, okay?

These tablets.

So, Sahile, when I tell you to, okay?

We're going to take this tablet, and I would like you to please drop it into this container.

And I want you to watch and see what happens, okay?

- Okay.

- And then, can you tell me what's happening?

Tell me what you see.

Okay, ready sir?

- Yeah.

- There you go, you take one, and I'm gonna take one, too.

We're gonna drop it together at the same time.

- Yeah.

- Ready?

One- - Two- - Two- - Three- - Three.

Opp, let's see what happens.

Whoa, wait a minute, look!

- What happened?

- Whoa, look what's happening!

- Yeah!

- What do you see coming to the top?

They're round, what are they?

- Um...colors.

- Yeah, I see colors.

Do you see bubbles?

- Yeah.

- Do you see the bubbles?

- Yeah.

- Wow, this is amazing.

We just made our own lava lamp.

- Can you say, "Science rocks!"

- Science rocks.

- Awesome.

Can we say bye to our friends at home?

- Bye.

- Bye friends, see you soon!

[upbeat music] - Hi, my name is Angelica.

I have two children.

Gabriel, he's 10, and he's on the autism spectrum.

And Simon is five, and he has developmental delays.

Moving from one activity to another can be very difficult for all kids.

But especially for kids on the autism spectrum.

I use a variety of techniques to help them minimize anxiety that may come from transitions.

My kids love video games.

And sometimes it's hard to get them to stop, and move onto the next thing.

It's very helpful to let them know what to expect and set up a time limit.

10 more minutes and we gonna turn off video game.

And get ready to shower, okay?

I give them a reminder so they know they'll be ending the game soon.

Two minutes and 30 seconds left.

And, they'll be moving on to the next activity.

[alarm sounding] At the end of the game, I remind them what to do next.

Time's up.

- Okay.

- Let's get ready to shower.

In addition to verbal commands, I also use visual supports to guide them through transitions.

I put these charts together for their specific needs.

One for Gabriel, and one for Simon.

At home, we speak Portuguese and English.

So, I made the charts bilingual.

The charts show a sequence of steps for them to complete their morning routines.

I update the charts as they grow, and as their needs change.

I want my kids to be happy and go through the day smoothly.

Mastering transitions at home helps them to become flexible and independent at school and throughout the day.

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

[cheerful music] [cheerful music continues] [cheerful music continues] [cheerful music fades] [logo ID music] [silence]