- [Announcer] Ready to learn.

- Hi.

- Hi friends.

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

- Let's take it from the beginning.

- [Announcer] Discover, science, sing.

♪ Hello, friends.

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

- We're exploring with light.

- [Announcer] Stay tuned for lessons and activities.

- And the keyword is?

- Apple.

- Awesome.

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

[upbeat music] - Hi friends.

Welcome.

I'm so excited to read this book with you today, and I wanna introduce my friend before we begin our reading and then our activity following our reading.

I'm so excited for that as well.

Here's my fellow friend.

My name is Genevieve.

Jenny is here because she's going to do an amazing activity after the book, and we're both excited to do both of these activities with you.

Are you ready?

Let's start reading.

The book for today is, "All that I am."

And it is written by M.H Clark and Illustrated by Laura Carlin.

Are you ready, Genevieve?

- Yeah.

When the night sky is high, like the feeling of stars, I look up at the face of the moon.

"What do you see?"

I ask, there where you are.

And the moon says, "Right now I see you."

I count the bright hundreds of waves on the sea as they crash and they rush to the shore.

And I let those waves touch their cold hands to my feet.

Roar, fade the wave.

So I roar.

Can you roar with us?

Roar.

- Roar.

[teacher laughs] And I look at the flowers that grow in the field as they turn their heads up to the sky.

So I turn my head too just to feel what they feel with the sun and the wind blowing by.

I am bright like you Moon and I shine in my way.

I am loud at the waves from his sand.

I can move like the flowers move every day, but this still isn't all that I am.

The tops of the evergreens speak with the clouds while their roots dig down, steady and deep.

I can reach the sky too.

So I lift my head proud with the earth below, holding my feet.

Hello.

Wow, what do you see, Genevieve?

- I make grandma's lights and foxes.

Santa piece.

- Yes.

- And.

- So you seem nice.

You see rabbits, fox.

- [Genevieve] Snail hoppers.

- [Teacher] Snail hoppers.

- [Genevieve] A snail flying.

- [Teacher] Wow, you said snail over there as well.

- [Genevieve] And a bunny outside and underground, and a dragonfly and a frog.

- [Teacher] A bunny, a dragonfly and a frog.

- Flowers, birds, a beetle, a butterfly, a grasshopper.

- Look at all these animals.

So all the raindrops are whispering, "Hush," as they fall and they land on the earth with a kiss.

I can touch the world too, even though I am small, like the rain.

What I am is a gift.

Then the storm with its flashes of light passes through and it opens the sky with a crack.

I am big just like that.

And I am powerful too.

So I clap when the thunderbolts clap.

[teacher and Genevieve claps] Look at that thunderbolt.

I am strong as the trees that stand ancient and wise.

I am giving and soft as the rain.

I am brilliant and huge as the blaze in the skies, but that still isn't all that I am.

The wide river, sparkles and rushes along through the rocks and hills to the sea.

I follow and sing an adventuring song.

We are brave, the wide river and me.

[indistinct] the butterfly.

- [indistinct] the butterfly.

The mountain lifts up its strong shoulders of stone and it stands for a very long time.

I am strong like that too, in a way on my own.

And my body's a mountain that's mine.

When the sun paints the sky pink and orange and blue.

[Genevieve bubbles] with light that is brilliant and clear.

I say, "I want to make the world beautiful too."

And the sun says, "That's why you are here."

- I want to [indistinct], so many birds, bird parties.

- It's a bird party.

So many birds.

- So many I insect.

- I am bold at the river that makes its own way.

I am huge as the high mountain peaks.

Like the sun, I bring color and light to the day.

But there's still more than that inside me.

There are wonders inside me that no one yet knows.

There is magic the world's never seen.

There are seeds for a future that grows as I grow.

There are so many things I will feed, and the sun and the stars and the trees and the land and the rain and the storm and the sea.

Love me here in this moment for all that I am and for all of the worlds within me.

The end.

So now we're gonna take this time, Genevieve actually had a wonderful idea.

She said that she wants to make a self-portrait.

And you know what?

I'm gonna make a self-portrait.

You can have any crayons, if you have markers, if you have a pencil and paper, feel free to use that to make a self-portrait of yourself.

Because if this book has taught us anything, it's that we have to be proud with all that we are.

So all that I am is many, many things that make me proud of myself.

So let's take this time to do a self-portrait.

- These paper are very small.

- And that's okay.

It could be any sheet.

So for example, I'm gonna do a self-portrait of my feet.

So here I have like an oval shape from my face.

And I'm going to take this time to also find maybe a black marker for my black hair.

You can do yours with anything that you can find around pond.

So if you find like a crayon, if you find a marker, a colored pencil, just a regular pencil, Jenny's doing a regular pencil over there so you can make a self-portrait of yourself with what you have around.

I know some portraits can get really, really interesting and really beautiful by having maybe, let's say different colors and even having different magazines or items that they can put together to represent all that you are.

So here I have a picture of myself.

What do you think, Genevieve?

- It's good.

- It's good?

- Yeah.

- Here's a picture of me.

And something else that I wanted to do, which is another activity that you can do as well with your family, with your friends.

You can also write a poem about all that you are.

So here I have my self portraits and I can also take this time to write what I am.

So here I'm gonna have I AM, and that could be a way that you can start your piece so you can write everything that you are.

So I am strong.

I am funny.

- Mommy.

- Yes.

- We might have to wait some.

[teacher laughs] - Yes, I am strong.

I am funny.

These are all the different things and ways that you can write something about yourself.

Let's look at what Genevieve made.

This is your self portrait, Genevieve?

That's her self portrait.

Thank you friends for joining us today.

Wish you a wonderful rest of your day.

Bye.

[upbeat music] [funny orchestra music] - Oh, hi friends.

My name is Anna.

I was just thinking about all the things that I am.

Like I'm a teacher, I'm a mother, I'm a thinker.

What are some things that you are?

Those are some great responses.

You're sisters, you're brothers, you're athletes, you're readers, writers and mathematicians.

Wow, there are so many things that we are, you know what, it gives me back around to that word, thinker.

Thinker.

Hmm?

Thinker actually has one of our sounds for today.

What sound do we hear at the beginning of the word, thinker?

Thinker.

That's right, we hear that TH sound.

Well, today we're going to be focusing on two special digraphs.

Okay?

The T H digraph graph and the W H digraph.

Now you're probably thinking, what's a digraph?

Well, we'll get there, but first let's warm up our ears.

Okay?

I'm gonna say some words.

I want you to tell me what is the last sound you hear in the word.

So for example, if I said the word cat, you would repeat the word cat.

Cat and then really pay attention.

What's the last sound you hear and that your mouth makes?

So cat?

Oh, the last sound in cat is, T. Are you ready to try some with me?

Okay, what's the last sound you hear in the word dog?

That's right, dog.

G, okay.

What's the last sound you hear in the word gap?

Gap, P. All right.

What's the last sound you hear in the word lid?

Lid, D. Okay.

What's the last sound you hear in the word spill?

Spill, L. Okay, last one.

What is the last sound you hear in the word path?

That's right path, TH, our sound for today.

Okay, so let's get back to what I was talking about.

Digraphs.

Digraphs are two letters that represent one sound.

So let's start with our first diagraph for today.

Our first digraph is TH.

So normally when we're blending sounds, we say each letter's sound.

So in this case it would be TH.

That's not what we said.

Because these two letters are representing one sound, we will say T-H as TH, like thumb.

Can you all say thumb?

Great.

Notice where my tongue is in relation to my teeth when I'm making that TH sound.

Okay, it's right in between my teeth TH and I'm blowing out with the air.

Let's try that again.

Thumb TH, beautiful.

Okay, the other digraph sound that we're going to be working with is W-H.

So once again, normally when we're blending all of our letters and all their sounds, we would say each sound right?

So we would go, woo.

Well we don't go woo woo.

Mm.

When we see W-H together, it's going to represent the WH sound, like whistle.

Okay?

So say whistle WH.

Excellent.

Do you feel that Papa Verta comes out as you're saying it WH?

Look at my mouth, WH.

Let's try it one more time.

Whistle, WH, WH.

Excellent.

Okay.

What I'm going to need you to do is ask a trusted adult for help.

But I need you to get some paper and something to write with because we're gonna practice writing our digraphs as well as spelling some words with those digraphs.

Okay?

Ready?

Set.

Go.

[upbeat music] Welcome back.

You were so fast.

Okay, first thing I need you to do, take your piece of paper and I want you to fold it in half because remember we're focusing on two different digraphs today.

So one half will be for one digraph and the other half will be for the other digraph.

Okay?

Great.

Alright.

So who remembers which two letters represent the TH sound?

That's right.

I should see right along with me, TH.

Okay?

So let's say it as we spell it right?

TH.

Okay?

So when we look at or hear that TH sound, we can hear it at the beginning of a word.

So the word think or thank.

We can also hear it at the end of a word like bath or math.

Sometimes we'll even hear that sound in the middle of a word like method, father, brother.

Okay?

So that TH sound can be in any of those positions.

Let's practice writing some words with that TH sound.

The first word I want you to help me write is the word that, okay, so first off, where do we hear or feel that TH sound in that, say the word right.

We feel it in the beginning, right?

That, okay, so let's write that.

Let's start with our TH, for those of you that need to stretch it, really stretch that word, that that, okay, that's a great strategy to help you really hear all the sounds in the word.

Okay?

So TH, we said it was our first sound.

So we need TH first.

Now what letter is representing that, A sound in that?

That's right.

It is our A making it short A sound, Ah, okay?

Now remember that practice exercise you did before?

Let's listen to that last sound in that, what letter represents the last sound that we hear in that?

That's right, it's the TH sound and it's represented by the letter T that, okay.

Let's try another word that has the TH sound in it.

How would we spell the word math?

One of my favorite subjects, just saying, all right, math.

Well, where do we feel our digraph?

Math.

That's right.

We hear it at the end this time.

So let's hold off on our TH digraph and let's start with the beginning.

Beginning of the word.

So math, what's the first sound we feel and hear in the word math?

That's right.

Mm, and it's represented by the letter M. Okay, math.

And for those of you that need to stretch, remember stretch those words, math.

Ooh.

You realize that the A is the same like that?

That's right.

So what letter is representing the A sound in math?

That's right.

A is saying A, okay, math.

Now you told me before you felt and heard the A sound at the end of the word.

So what do I need to write at the end of this word to write the word math.

Awesome, I need my digraph.

TH for math.

I hope you're writing along with me.

All right.

Are we ready for some WH?

What words?

Okay, you are just gonna go to the second half of your page.

I'm gonna erase and get ready.

Okay.

So I kind of gave you the answer, but let's see if you were paying attention.

Which letters do I need to write the WH sound?

You're so smart.

That's right.

I need it, so remember, say it and spell it with me.

W-H, WH.

Okay.

All right.

Now with W-H, WH?

You're really only going to see it at the beginning of words, like the word what or where or when.

Okay.

You're not gonna see that.

WH sound at the end of a word.

Okay, so that's just a little hint when it comes to the word that we have already sound today.

All right.

How about, well, I just said the word, when.

Why don't we spell the word, when?

All right, well, let's see.

Where do we feel the WH, sound?

That's right.

We're gonna feel that WH sound in the beginning.

So how do I represent WH in when?

Good.

Right along with me.

W-H.

Okay?

When stretch it W-H-E-N?

Hmm.

What is that middle sound in when.

That's right.

It's the E sound.

So what letter is representing the E sound?

Yep.

E is representing the E sound.

When?

Now I need that last sound, N. When?

Excellent.

The N sound is represented by the letter N. So we spell when, say it with me and let's read it.

W-H-E-N. Let's blend continuously.

When?

When.

Awesome.

All right, let's spell one more word.

How would you spell the word wiz?

Like a Wizkid, wiz.

So you're right, we're gonna hear that woo at the beginning.

So that means I'm going to use my digraph.

WH at the beginning.

So WH.

Okay.

Wiz.

Hmm.

Wiz.

What's making the eh kinda itch it?

Oh, the letter I is representing that is sound.

All right.

Now what last sound do we hear in Wiz?

That's right, you hear that Z sound?

What letter represents Z?

Yeah.

Awesome.

The letter Z.

Okay, so we spell wiz, W-H-I-Z, Wiz.

Excellent job.

Thank you so much friends for learning and playing with me today.

I hope you had a lot of fun reviewing the digraph TH that says, right, TH and WH that says right WH.

Okay.

See if you can find these words as you were reading the books in school and at home.

Well, until next time, friends.

Bye.

[upbeat music] - Hello my name is Jordyn and I know how to swim.

- Hi, My name is Jada , I know how to swim.

[upbeat piano music] Do you want to know how to do a handstand?

Because I do, watch.

[upbeat piano music] Tada, you like that?

And this is it, bye.

[upbeat piano music] [upbeat music] Oh, hi, I've been learning so much about water and all of the different ways that we can see it.

And I'm curious to learn more.

So I've set up a little experiment.

I wanna see what will happen when I take some ice cubes and put them in cold water and put them also in hot water.

What do you think will happen?

I think both of the ice cubes will melt, but I'm not sure.

So that's why I'm gonna do the experiment.

So let me show you my materials.

I have some ice cubes here.

I also have some hot water from the sink, and I also have some cold water from the sink.

Okay, so I have all of my materials here.

How can I find out what will happen when I put an ice cube in the cold water and ice cube in the hot water?

Oh yeah.

I can test it out by putting an ice cube in the cold water and putting an ice cube in the hot water.

I have them everything right here.

I'm gonna take an ice cube.

Ooh, these are cold.

And I'm gonna drop one in the hot water and one in the cold water.

And I'm gonna watch and see what happens.

[upbeat music] Are you watching too?

What do you notice?

What do you see happening?

Hmm.

I'm looking at the cold water right now and I don't see very much happening.

The ice cube looks exactly the same.

The ice cube that's in the hot water, it's starting to look a bit smaller.

Do you see that?

What do you think?

Let's look at it a different way.

What do you notice?

It looks to me that the ice cube that's in the hot water, it's almost disappeared.

And maybe the ice cube that's in the cold water, it might be a little bit smaller.

What do you think is happening?

Did you see that?

The ice cube that was in the hot water is gone.

It completely disappeared.

It was there and now it's not.

What do you think happened?

Oh my goodness.

Do you think it melted?

That's what we've been talking about, that ice melts.

And did you see that the ice cube in the cold water got a little bit smaller too?

I think it melted a little bit too.

Wow.

So let me think about what I learned in this experiment.

I started out with hot water and cold water.

I put an ice cube into the hot water and an ice cube into the cold water.

And then I watched to see what would happen.

And I watched it for a few minutes and I saw that the ice cube that was in the hot water, it got smaller and smaller and smaller, and then it disappeared.

And the ice cube that was in the cold water, it got a little smaller and a little smaller and then it was a little smaller.

But wow, that ice cube that was in the hot water, now it's completely gone.

And there's just a little tiny bit of the ice cube left in the cold water.

That was pretty cool.

I got to see melting happen in action.

I just love experiments.

So I'm gonna do another one.

I wanna see which one of these containers holds more water.

Now this container is so much taller than this container.

I think this one is gonna hold more water.

So what I'm gonna do, I'm gonna fill this one up all the way up to the top with some water.

[upbeat music] [water glugs] [upbeat music] Now I think that if I poured all this water into here, into the shorter container, that it's gonna overflow.

So I've got this paper tile and I'm gonna put it down so I don't make a mess.

'Cause I think there's more in here.

So let's see what happens.

[water glugs] I didn't think that was gonna happen.

I need to see that again.

[water glugs] If there was more water in here.

It would've filled this all the way up to the top and overflowed, but it didn't.

Why do you think it's going on?

I don't know.

My experiment showed me that I was wrong.

Looks like this hold more water.

Wow, I had so much fun.

I'll see you next time.

Bye.

[upbeat music] Hi friends, my name is Cassandra and these are my helpers.

- Noor.

- And Emory.

And we're here today to do a fun science experiment with you [indistinct] Noor and Nolan Emroy.

Have you ever paid attention when it rains to the sounds that the rain makes?

- I have, but not often.

- Oh, what about you Emory?

- I have but not that often.

- Oh, what about friends home?

Listen to the sounds the rain makes when it falls on different surfaces.

I sometimes listen to the sounds that the rain makes when it falls on different surfaces and it made me think of an experiment that we could do today.

For this experiment, I have some different materials right here.

I have some plastic.

Noor and Emory, can you think of anything that rain might fall on this made outta plastic?

- Maybe umbrella.

- Maybe an umbrella.

That's a great idea.

What about Noor?

Noor, can you think of something made of plastic?

One thing.

- I think of is [indistinct] - Oh, go ahead.

- A raincoat.

- A raincoat.

So you said an umbrella?

- Yes.

And you said an A raincoat?

- Yes.

- Okay.

Those are great ideas.

An umbrella and a raincoat.

Those are two things that might be made of plastic that the rain might fall off still metal.

One thing that I was thinking of that's made of metal that the rain might fall on is a metal roof.

Have you ever been anywhere before where you there was a metal roof?

How about you Nolan Emery.

Have you ever been where there's a metal roof before?

- Yes, actually I have.

- Yes.

- Yeah.

Okay.

What else might be made of metal that you might hear the rain fall on?

- A car.

- A car.

Rain idea.

- Or a school bus.

- A school bus.

I love those ideas.

That's great.

And then over here we have some cloth.

What might you have that could be made of a cloth that the rain might fall on?

- Clothes.

- Maybe a cloth your clothes.

Of course.

Sometimes when you're outside and you have nothing to protect you, your clothes get the rain.

That's a great idea.

Alright, so for this experiment, we are going to be trying to make some observations.

That's a really big word.

Can you try to say that observation?

Can I hear you?

- Observations.

- So observations.

Can you try to say that friends at home observation - Observations - Observations are what we notice happening when we do a science experiment.

So today we're going to do some observations of what we see happening when we do our experiments.

So over here we're going to put these words, plastic, cloth, and now we're going to put these words over here on our chart a little bit later.

First, we're just going to listen to what the water sounds like when it falls on these different surfaces.

And then we'll use what we've learned to help us to think about what we think might happen in the rest of the experiments.

We're going to try to think which of these materials is the quietest and we'll put that one up at the top.

Which one is the loudest?

We'll put that one at the bottom.

And then we are going to use a sound meter to see if we were priced.

I think this is going to be really cool.

Are you ready for this?

- Yeah.

- Okay.

So let's give this a try.

So Emory, could you just hold this plastic here over the cub for us and we're just going to pour some water on.

This water is going to be our rain for today.

Now we have to be really quiet and listen to what the water sounds like when it falls on this plastic.

Can we do that?

- Yes.

- Okay.

[water trickling] Could you hear that friends at home?

Did you [indistinct] hear that?

- Yes.

- Yes.

- What would you say that one sounded like?

- I think that sound like medium kinda.

- Okay.

What would you say Noor?

- Kinda sounds like not that much, but still kinda sound.

- Okay.

Kinda makes some sound.

Not too much sound, but we could hear it.

So what do you think about the metal?

Do you think the metal will be louder or quieter than the plastic?

What do you think?

- I think it'll be louder.

- You think it'll be louder?

What do you think Noor?

- I actually, I'm gonna make a prediction.

I think it'll be the loudest out of all.

- Oh, you think that one will be the loudest of all?

Okay.

Well let's see.

You ready?

- Yeah.

Noor, could you just hold this up a little bit to our friends at home can see it?

All right, let's listen.

[water trickles] Huh?

What do you think?

- I think that's the loudest.

- You think so?

What do you think Noor?

- I actually think it's not 'cause that made a sound.

No one made like actual noise.

This one was just like [indistinct].

- Wow.

Okay, so now let's try the cloth.

What do you think is going to happen when we pour the water on the cloth, will we hear it?

- No.

- You don't think so?

- I'm gonna hear it.

Do you think friends at home they we'll not hear this one.

Let's try.

Ready?

[water trickling] Could you hear that one?

- You can hear just a little bit.

- Just a little bit.

- Yeah.

- I think this one was, I think the quietest.

- The quietest.

Okay, so let's put our words in order.

Which one do you think is going be the quietest?

- I think.

- I think it's gonna be the loudest.

- Now which one do you think is going to be the loudest?

Based on what we just heard.

Which one will be the loudest?

- The plastic.

- You think the plastic?

- This one makes the metal looks like [indistinct].

- Okay, so let's try to put metal in the middle.

Let's see if we're right.

Alright, so let's do the plastic first.

Emory, can you hold this right here next to the plastic?

Okay.

All right, friends at home.

Watch that meter.

Now Noor, you have to look at the numbers and tell me what it said.

Okay?

[water trickles] What do you think?

What number?

- 67.

- About 67.

Okay, so we're gonna put 67 over here.

Oops, this one.

Okay, now let's go over to the middle.

Hold it right here and Noor check out the numbers.

Let us know what number it says.

Are you ready?

Hold it to our friends at home to see it.

You ready to go?

- Yep.

[water trickles] It was like 51, 53, so I would say like 52.

- 52.

Oh, wow.

So interesting.

- Difference than I between metal and plastic.

- Wow.

Let's try the cloth, are you ready?

- Yes.

[water trickles] Like it's like 41, 42.

- Wow.

41.

Wow.

So was our prediction, right?

- Extremely.

- Wow, how interesting we were, right?

Wow.

Thank you for joining us today, friend.

We hope you maybe could try an experiment like this before time, you could ask trusted at home to help you get some material and some water.

Pour the water on the material and see what happens.

Thank you for joining us today.

Bye.

[upbeat music] - Hello everyone.

- Hello.

- Hello.

- Today we are gonna make a watercolor paint.

We are going to use watercolors.

Let's see what we have today to paint.

- Yes.

- We have a.

- Paper?

- Paper.

- And we have a set of watercolors.

- Water.

- Water.

- Let's see what I have inside.

- A brush.

- Same brush.

- A paint.

- Let's take a look at the set.

What did you notice?

- I can see yellow.

- You see colors.

But look, we can't get messy 'cause they're not watered yet.

Water colors, they need water to make them work.

And the paint are dry.

So we need to wake up the color of the making water.

We have to get the paint brush to put the water.

- Exactly, good idea.

So now I'm going to leave the paintbrush on the water.

Did you hear the sound?

And now I need to wake up the colors.

I'm going to drop some on the paint.

Wiggly, wiggly.

Can I add more?

- Yeah.

[upbeat music] - I think I'm ready for blue.

Should I put some in the paper?

- Yeah.

- Let's try it.

- Wow.

- Do you like this blue?

- Yes.

- I'm going to have some more.

[upbeat music] Let's see what happen if I add water to the blue.

Let's see what happen.

What do you think is gonna happen?

- It's changing color.

- It turn into light blue.

The water make the colors light there.

Wow.

Can I put more?

- Yeah.

- Wow.

Look, it's getting lighter and lighter.

- Lighter and lighter.

- So if the water make it lighter, I wonder how I can make a dark blue.

- Like lots of lots of blue.

- Make it dark.

- That's a good idea.

Put more blue and less water, right?

- Yeah.

- Yeah.

- So I'm going to just wiggly, wiggly.

You were right.

Look how dark it is.

Wow.

So the water makes the colors lighter.

Do you think that I can keep painting?

Can I keep without adding paint or water?

- Yeah.

- Look what is happening.

[upbeat music] This is called dry brush.

Look it keep painting.

Now I'm going to rinse my brush and we were trying to paint on the dry paper.

- Yes.

- Can we paint on wet paper?

- No.

- No?

- Yes.

- Yes.

Thank you.

I'm going to paint just with water and see what happened.

I'm going to lot of water and now I'm going to add paint on top of the white paint pen.

Let's see what happens.

Are you ready?

- Yeah.

- Look.

How is this craving?

Now let me raise the paintbrush because now I want to mix some color.

Can I mix some colors?

- Yes.

- I'm going to pick yellow, so I need to wake him up.

- Wake up, wake up yellow.

Wake up, wake up.

- Wake up.

Wake up.

- I think it's ready.

I'm going to paint some yellow in here.

And can I yell it to the blue?

- Yeah.

- What is gonna happen?

- I don't know.

- I don't know.

- It's turning green.

- It's turning green.

- I like green.

- You like green?

Me too.

Should we add more water to make it like it?

- Yes.

- Yes.

Let's add more water then.

- Wow.

- It's getting lighter.

I think it's your turn.

Do you want to make your own cold water color?

- I do it too.

- Remember, you need to clean the paintbrush every time that you pick another color.

- We got, I got.

- We got green.

Wake up, yellow, wake up.

- Nice.

Be nicely.

They're waking up nicely.

- Green.

- Look at those colors.

- Is all yellow.

Look at my gray.

Wake up.

- You're spraying the green.

Orange.

- Orange, orange.

- Wake up, wake up, wake up, wake up.

[upbeat music] - And what happened if you keep adding water to the rest.

- I'm gonna make a multicolor.

- Multi.

That means a lot.

- Yeah.

So I'm gonna add a little bit of balloon.

- Wow, this is like a silver.

- I think I'm gonna use some of this water instead of the color.

I like that orange.

[upbeat music] I'm doing some yellow.

- I'm doing some squeaky yellow.

We're gonna use you now.

- Wakey, wakey.

- Why he saying wakey, wakey?

- Because I need to wake up my yellow.

It's green yellow.

- Why.

- I've got green inside the yellow.

- Oh.

[upbeat music] - It's a spray?

- Water.

- It's really fun.

- Wakey wakey blue.

Wakey wakey I wanna see you.

[upbeat music] - That's really dark blue.

I like the leather [indistinct].

- You like the wet on wet?

- Yeah.

[upbeat music] - Wow.

It's a yellow orange.

It's not pink anymore.

It's orange now.

- Rinse our paint brush nicely.

Now we're gonna close the step because we are done with the painting.

Now Ava, you put a lot of colors in your painting.

- I like it.

Ava.

- Which one is your favorite part of your painting?

- I like and I like bread and I like orange.

- Can you tell me how you made those bread dots soft spreading out.

- Use the water and I use the piece to spread it out.

- Fantastic.

Jay, what is your favorite part of the painting?

- I mix all the color with green and they made a multicolor.

I had some blue on the side and the rest was multicolor in the middle.

- Do you remember what color you put first?

- First I put is red.

Then I put a orange.

Then I put this color inside and then it's a little bit red up here, but it's orange in there.

- Fantastic.

You made a multicolor painting.

Now show me that you are baking.

You made some new colors.

- And he makes black and brown then makes it makes blue.

If he makes this, it makes pink.

- And you have a brown all around, but you didn't start with brown.

Which color did you put first?

- Red.

- Red, you did amazing.

Thumbs up everybody.

[pupils claps] Thank you guys.

You're really good.

Now is your turn to make your own watercolor painting.

How you gonna use the water to make your color lighter or darker?

Are you gonna mix the color or using wet on wet?

It's really fun.

Have fun artist.

[upbeat music] - Hi, I'm Jessie.

We're gonna learn a piece of choreography that I set in our in-school program.

This one was set during our theme rivers and this piece was inspired by the Nile River, which runs through northern and Eastern Africa.

Alright, this first step was inspired by papyrus, which was the very first thing that people wrote on that came from a southern of the Nile River, goes like this, One, two, three, four.

Like you're picking up plants and hanging it up to dry.

Let's do it together.

Pick it up and hang it up to dry.

Ready?

Steady.

Here we go.

Pick it up and pick it up.

Pick it up and 10 pick it up and 10 pick it up and 10 faster.

Six.

Ready?

Steady.

Here we go.

One, then two, then three, then four.

Beautiful.

Then you're going to trace the plants down.

One, two, three, four.

And then trace it up on the other side.

Five, six, seven, eight.

Looks like this.

I'll go first and then you follow.

Ready?

Steady.

Here I go, One, two, three, four, five, six, seven, eight.

Ready?

Steady, now we go one, two, three, four, five, six, seven, eight.

One more time today.

Gotta, let's go.

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

Alright, let's put those two things together.

Pick the plant, hang it up to drive.

And then you trace it, five, six.

Ready?

Here we go.

One, two, three, four.

Then one, two, three, four.

Five, six, seven, eight.

All right, let's try it one more time.

Five, six.

Ready steady.

Here we go.

One, two, three, four.

one, six, seven, eight.

Great job.

Okay, now the next part is inspired by the birds of the Nile River.

Feed beautiful prey animal.

Yeah, so take your big wings and slap them down as you lunge forward.

And then slap them up as you lens back.

Try again.

Forward down, back up, forward down, and back up.

Now repeat this rhythm after me.

Slow, slow.

Quick, quick, quick, quick.

Ready, steady.

Here we go.

Slow, slow.

Quick, quick, quick, quick.

One more time like that.

We go slow, slow.

Quick, quick, quick, quick.

Watch this.

Jesse goes first.

Slow, slow.

Quick, quick, quick, quick.

Let's try it together.

Here's your body book Mark.

Five, six.

Here we go.

Slow, slow.

Quick, quick, quick, quick.

Yes.

Beautiful birds.

Now put your wings away and cross your back.

Foot in front of your front.

One unwind.

Keep your feet glued on the floor.

And then your bird is gonna take flight.

I go first.

Bird takes flight.

Ready and steady.

Here we go.

Bird takes flight.

Nice.

One more time.

Here we go.

Bird takes flight.

You have to release it at the top.

Good.

So we just went slow, slow.

Quick, quick, quick, quick.

Cross over.

Put your wings away.

Turn around.

Bird takes flight.

Bird takes flight.

I'm gonna go just to cross and turn around and then you repeat after me.

Ready?

Steady.

Here I go.

Turn around and turn.

Takes play together.

Ready?

Here we go.

Turn around and turn.

Takes what?

One more time together.

Five, six.

Here we go.

Turn bird beat, bird takes flight.

Yes.

Let's try the bird section all together.

Turn and find your body bookmark.

We just finished tracing our plant.

Slow.

Slow.

Ready?

Steady.

Here we go.

Slow, slow.

Quick, quick, quick, quick.

Turn around.

Turn takes five.

One more time like that friends.

Five, six.

Ready?

Steady.

Here we go.

Slow.

Quick, quick, quick.

Turn around.

Bird takes flight.

Alright, here we go.

Let's put the whole thing together.

We start with picking the plants and then we trace them.

Then we become birds.

We put our wings away, turn around and then fly away.

Here we go.

Five, six.

Pick the plants here we go.

That's one.

Step two, feather three.

Now trees down and up the third.

Turn around and fly above.

Alright, you did it.

Okay, let's do it one more time.

The whole thing all together.

Imagine you're in north or eastern Africa, you're seeing the beautiful birds of the Nile River.

You're picking plants to hang them to dry for papyrus, so you can draw and take notes.

Maybe you're drawing a picture of the bird.

One more time.

Let's do it.

Five, six.

Ready?

Steady.

Here we go.

One, two, three, four.

now change it, down and up, fly, turn around and fly away.

All right.

We did it.

That was so much fun.

Thanks so much for joining me for our Nile River Dance.

I'll see you next time.

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

[upbeat music] ♪ ♪ [dramatic music]