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

- Hi.

- Hi.

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

- Let's read [mumbles].

- [Announcer] Discover science, sing.

♪ Some play ♪ - [Announcer] And so much more.

[boy mumbles] - Very good.

- [Announcer] Stay tuned for lessons and activities.

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

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

[upbeat music] - Hello, my name is Phyllis Pryar-Shaw.

- I'm a universal literacy reading coach.

Today I have the honor of reading a book that is very close to my heart.

The name of the book is "Phyllis Wants Go To School".

Yes, my name is Phyllis, same name and the author Dorothy Pryar was my mom.

Let me tell you a little bit about mom.

She was in New York City public school teacher.

She worked in the Bronx for over 25 years and she decided to write a book about her children.

The main character was me, the youngest child and how I wanted to go to school because my brother and sisters went to school every day.

So let's look at the main character and see how she changes over the course of the story.

I hope you enjoy the book.

Here we go.

"Phyllis Wants To Go To School" and there's Phyllis, the main character.

Phyllis is a little girl who wants to go to school.

She wants to go to school because she is ready for school but school is not ready for her.

Yes, I'm thinking that two boys and girls, why wouldn't school be ready for a student, Especially if they want to go to school?

Let's read on and find out.

Well, Phyllis has three big sisters and one big brother and they are going to school.

Phyllis does just about everything that they do to get ready for school.

So she thinks she is ready for school.

She goes to bed early every night, that's a good practice.

She gets up early every morning.

She washes her face and hands and brushes her teeth without any help.

She puts on her clothes, she puts on her socks and her shoes without any help.

That tells me that Phyllis is very independent.

I'm wondering how she is feeling, let's read on and find out.

Well, her three big sisters and her one big brother, do all the things that Phyllis can do so she thinks that she is ready to go to school.

In the morning after her three big sisters and her one big brother are off to school Phyllis makes believe that she is at school, she says her ABCs, that is all that she can think of.

She says her numbers from one to 10 and any more that she can think of, surely Phyllis thinks that she is ready for school.

Sometimes Phyllis looks at her picture book, whenever she makes believe that she is at school.

Her picture book has pictures of many animals, many flowers and many toys.

Well under each picture is the name of the animals and the flowers and the toys.

Phyllis looks at them so many times that she knows the names of the animals and the flowers and the toys.

Boys and girls that's a good practice and I hope you're doing that.

So when you get a chance, make sure that you are pointing and looking at pictures and figuring out the words for those of you who are just beginning to read and for those of you who know how to read, I want you to stop and think about what the text says, and that's say your thoughts a loud, that's what I'm doing.

So we're gonna continue to read and I'll show you what to do.

Well after school, her three big sisters and her one big brother read their books, Phyllis looks at her picture book too and one of her three big sisters and her one big brother write their lessons, Phyllis tries to write in her little book too.

She's always asking them, why can't I go to school?

So that tells me, Phyllis is very eager, she wants to learn and I know you are too.

But here's the problem, there's one thing that Phyllis does not know, she is ready for school, but school is not ready for her.

I wonder why the school wouldn't be ready for her.

What do you think boys and girls?

What are some of the reasons why the school wouldn't be ready for students?

Let's read on and find out.

Okay, well she has to wait for her next birthday.

That's the problem, which is not very far off.

Her three big sisters and her one big brother told her so.

There's Phyllis, there's a calendar.

I wonder what's gonna happen.

Is it close to her birthday yet?

Let's see well, one morning Phyllis got up early, as she always does she washed her face and her hands and she brushed her teeth as she always does, without any help.

Guess what?

She decided to go into the kitchen that morning when she went into the kitchen, it was not a school day but it was a very special day.

That's right wasn't girls, you got it?

You thinking that special day was what?

Her birthday.

It is a very special day because it is Phyllis's birthday.

There were her three big sisters and her one big brother and her mother and father.

They were waiting for her in the kitchen, happy birthday.

They all said, "Happy birthday Phyllis."

She's very, very happy today because this is the birthday that she has been waiting for.

This is the birthday that makes her ready for school and now finally school is ready for her.

Well, boys and girls let me tell you what happens to Phyllis at the beginning of the story she was eager.

And then she started to do activities, she was determined.

Could you say that word?

Determined, and the first word was eager.

She wanted to learn, determine.

She did things to make sure that she would be ready for school and finally, at the ending of the story, she's excited.

Those were her emotions and I'm excited and I'm Phyllis.

Yes I went to school.

I remember that first day my mom took me to school.

I was so eager, I saw some classmates and they were upset to leave their moms and they were crying, but I was not that upset.

I was like, "Mom I'll see you later "because I want to learn."

Well, I learned so much, I was able to finish school, go to college and guess what?

Become a teacher.

Now I have a daughter who is college age.

She just finished her degree, I have nieces and nephews the brothers and sisters had children and they went on to have children themselves.

So this book was written many years ago but it is a journey of the education that we desired.

So I'm so happy to share with you the book, and you can find this book at the Schomburg Center, which is in New York City, part of the New York Public Library.

It is a part of their permanent collection.

Okay, so boys and girls make sure you ask to go to the library and I suggest that you get some alphabet books, ask the librarian and you can point and say, the letters and the sounds and read because it will unlock so many ideas for you so that whatever your dreams are, you can fulfill them.

That's what good reading does, that it gives you ideas.

It makes you smart.

And I'm so happy to share some smart ideas with you about the world of reading.

Please stay safe and well and I look forward to hearing more about the children who are reading, all across the city all across the country, all across the world because they enjoy it.

Have a good day.

- Hi the movers and shakers.

This is Violet, and today we have some special guests.

My cousins, Liam and Aiden are gonna help us sing a song called Rattlin' Bog.

They're gonna sing the call and I'm gonna sing the response.

That means they're gonna say something and I'm gonna repeat after them.

Can you help us sing this song together?

Great all right.

♪ Ho, ro, the rattlin' bog ♪ ♪ The bog down in the valley o ♪ ♪ Ho, ro, the rattlin' bog ♪ ♪ The bog down in the valley o ♪ ♪ And in that bog ♪ ♪ And in that bog ♪ ♪ There was a tree ♪ ♪ There was a tree ♪ ♪ A rare tree ♪ ♪ A rare tree ♪ ♪ A rattlin' tree ♪ ♪ A rattlin' tree ♪ ♪ Tree in the bog ♪ ♪ And the bog down in the valley o ♪ ♪ Ho, ro, the rattlin' bog ♪ ♪ The bog down in the valley o ♪ ♪ Ho, ro, the rattlin' bog ♪ ♪ The bog down in the valley o ♪ ♪ And on that tree ♪ ♪ And on that tree ♪ ♪ There was a branch ♪ ♪ There was a branch ♪ ♪ A rare branch ♪ ♪ A rare branch ♪ ♪ A rattlin' branch ♪ ♪ A rattlin' branch ♪ ♪ And a branch in a tree ♪ ♪ And a tree in the bog and branch down in the valley o ♪ ♪ Ho, ro, the rattlin' bog ♪ ♪ The bog down in the valley o ♪ ♪ Ho, ro, the rattlin' bog ♪ ♪ The bog down in the valley o ♪ That was so much fun, thanks Liam and Aiden, thanks everyone.

[upbeat music] - Hi friends, how are you today, I'm miss Lauren.

And today we are going to be focusing on the vowel teams of ee and ea, okay?

And to get us started, we're gonna do some rhyming and then we're gonna do lots of reading together.

Are you ready for this?

All right and don't worry 'cause I'm here to help you along the way, okay?

All right, so today all I really need from you, you don't really need much.

I just need you to pay close attention to me, all right?

Follow along if you can, I'm gonna be putting up some words on the screen for us, and we'll be doing some reading with work on the board as well.

And that's all I need from you today.

All right, so to begin today we are going to listen very carefully for sounds in words, all right?

Sounds and words so to start, I'm gonna say a word, you can repeat it and then we're going to, I need you to say all the sounds that you hear in that word, all right?

I'll do the first one, listen to how I do it, you ready?

The word is sick.

So the sounds I hear are "s" "i" "ck", right?

Do you see how we kind of stretch that out?

We said all the sound right?

Let's do it together do with me sick, okay?

All right, now you try, the word is stole.

All right, stole.

Did you do that?

Good job.

All right, the next word is stone.

All right, stone Stole and stone, what part is the same?

Yeah, the beginning, they both have that "st" sound, don't they?

And along "o" sound, good.

Next, ready?

Champ.

"ch" "a" "mp" Did you get that?

Good.

Next word is ramp.

Okay, ready?

Ramp.

Wonderful.

In those two words, what sounds the same champ, ramp?

Yes in these two words, the ending sounds the same, doesn't it?

"amp" Wonderful job friends you did great breaking down, all of the sounds that you hear in those words.

Let's move on and do some rhyming together.

Are you ready?

As a reminder, when two words rhyme, the ending of the word sounds the same.

Just like in champ and ramp.

Do you remember those words?

Yeah.

The "amp" sound has the same vowel and ending in the word, doesn't it?

"amp", "ch" "amp", "r" "amp", okay?

Got that?

All right.

Let's listen to two more words and see if they sound the same, are you ready?

All right, team, same, do those words?

Team, same.

No, they don't rhyme.

Team has a "em" sound at the end, right?

And same has an "am" sounds.

The vowels are different, they do not rhyme, okay?

Those don't rhyme.

Now we're gonna take a look at some pictures.

The screen is going to change.

You're going to hear my voice and you're going to see some picture cards, all right?

And I'm gonna guide you through it.

So let's take a look at these pictures to see if those words rhyme.

Right friends here we go.

Take a look at these pictures.

Log, frog, do these words rhyme?

Yes, they do.

Log, frog, they have the same endings, they rhyme.

What words do you know that rhyme with log and frog.

Great, how about jog and fog?

Those rhyme too.

All right, let's see more.

Map, maze, do these words rhyme?

No these words don't rhyme.

They have the same beginning sound of "m" but they don't have the same ending so they don't rhyme.

Let's keep going.

Wrench, bench, do these words rhyme?

Yes they both have the same ending, "ench", "ench".

Good job.

What words do you know that rhyme with wrench and bench.

How about clench?

When you clench your fist and the word French like in French fries.

Great job rhyming friends.

Okay let's move on.

Now I would like to teach you and remind you really all about these vowel teams of ea and ee, okay?

This vowel team of ea has two sounds.

It could sound like "e" along e sound or it could sound like "a" which is a short e sound, right?

Here when we have our double ee this is always gonna sound like the long e, which is "ee", all right?

Let's look at some words together so we can understand it a little better, okay?

So let's take a look at this word first, right?

Let's see.

So we have "l".

Let's try the long e first, ready?

"l" "ea" "p", all right.

Let's put it together, leap, leap.

Yeah, it sounds right, doesn't it?

And it makes sense.

It's not "lep" It's not "a", it's "ea", leap.

Good job, all right.

Let's take a look at another word that has the long e, ready?

I'm gonna borrow this guy over here.

Let's take a look, ready?

Thi is, "l" "ea" "ve".

"lea", leave, right?

This is the word leave it's not "lev" it's leave.

And this e is a silent e in this particular word, right?

It's actually letting us know that this is a long e sound leave.

Good job, all right?

And now let's take a look at a word on this side of the board, right?

And this is always gonna have a long e sound always going to be "ee", okay" Let's take a look, "m" "ee" "t".

Put it together "mee", meet, good job.

All right you did it.

Let's take a look at something where the ea does become a short e sound.

Here is a word where it's a good example of it being a short e, right?

So here we have, "m" "ea" "n" "t".

Let's put that together.

"mea", "mean", whoops, meant.

Yeah this is the word meant it's not "mint", right?

It doesn't sound right, does it?

This is the word meant.

All right my friends.

Now the screen is gonna change again.

You're going to hear my voice and you're going to see lots of different words.

Just follow along and I promise to guide you.

We're gonna do some reading of words and sentences and a short paragraph, all right?

All right, here we go.

Okay friends, let's read some words, ready?

Bread, bread.

Head, deal.

No, that can't be "ea" just like in bread and head.

That can't be short e that has to be the long e, deal.

Yes, that's the word, deal.

Feel, I knew that one.

Good job, let's keep going.

"m" "ea" "n", mean.

No, that can't be "men", that has to be long e, mean, there you go.

Mean, that's better.

Meant, sweet, sweat, sweat.

Let's keep going, good job.

Try this one.

You go, deed, thread, heal, spread.

Here's a sentence.

Let's see if we can read this together.

Are you ready?

The seals head out to sea to eat.

Let's put that together.

The seals head out to sea to eat.

All right, let's see.

There they go.

They're getting ready to go out to sea which is the ocean to eat.

Let's do another, ready?

You try.

Did you follow it?

Let's see if you got it right.

A seal holds it's breath to dive deep.

Whoa, that was a hard one, wasn't it?

Hey, on this, I'm gonna read the first sentence and then you read the second and then I'll read the third and then you read the fourth, okay?

We're gonna take turns.

Follow the red dot.

Here we go.

This seal's home is in a land of ice.

You go.

It sleeps on ice.

It rests on ice.

It's thick fat keeps out cold winds so it will not freeze.

Wow, we just learned a lot about these seals, didn't we?

Friends you did amazing today.

Thank you so much for following along and doing all that reading.

I know what hard work that was.

All right, guy thank you so much for being here with me.

Make sure you come back to continue learning all about letters and sounds.

All right, friends.

See you soon, bye.

[upbeat music] - Hello and welcome to the Memphis Zoo here in Memphis Tennessee.

My name is Max and I'm an animal interpreter here at the zoo.

And my job as an interpreter is to be a zookeeper for our ambassador animals and getting to talk to people just like you, but how amazing and important animals are.

And today we're gonna be focusing on secondary needs for both people and animals.

And secondary needs is something that you must have to be happy and healthy but they can be different for each individual.

And today we're gonna be talking about, how we find the perfect temperature for each of our animals at the zoo.

But with so many different animals, living here at the zoo we have to make sure that they each have a place that is not too hot, not too cold, but just the right temperature.

Before we do that though, I am clearly underdressed.

So I'm gonna go put on a warm jacket on the hat so I will see you inside.

[upbeat music] All right, I've put some nice warm clothes on so I'm feeling much more comfortable.

And I'm here with my good friend, Ross who's enjoying some lovely peanut butter.

Now here at the zoo, we have a really wide variety of animals.

Some of those animals are native species, kind of like Ross here, which means that you can find them living in their natural habitat in and around the city of Memphis.

But a lot of the animals that we have are exotic species which means they can be found living in other parts of the world in a variety of different climates.

Now does our job as zookeepers to make sure that we do research as to where our animals come from, what their lifestyle is and what temperatures they're most comfortable in.

So for example, take Ross here, who is a Virginia opossum.

They are a native species, which means you can find them living in and around the city of Memphis.

Now that means they're really well adapted to be able to stay comfortable regardless of the season and on a really chilly day like today, they have layers of warm fur that help and keep them nice and cozy.

But in Ross's enclosure or his home, we make sure that he has a nice warm area with lots of blankets that he can go snuggle under if he chooses to get even more comfortable.

With our exotic animals, we have to do a few different things.

Let me show you another example.

[upbeat music] Now here's an example of a exotic animal.

This is Dudley and Dudley is a blue-tongued skink which are native to Australia.

And that means that they are accustomed to a much warmer climate.

On top of that blue-tongued skinks like all other reptiles are cold-blooded.

Ross who you just saw a second ago is warm-blooded, so he does a much better job at controlling his body temperature.

Blue-tongued skink, and other reptiles, don't control their body temperature that well, so they have to get all of their heat from an outside source, usually the sun.

So by knowing about a blue-tongued skink, natural history, their behavior and where they come from, we know that an animal like Dudley needs a consistently warm environment.

Now let me show you a few of the ways that we make that happen.

[upbeat music] Now, here just a few of the ways that we help to keep our animals warm.

One of the ways is by giving them nice, warm and soft blankets to cozy up in we can also give them materials like wood wool that can put in their nest box or into their home so they can sleep on this and stay nice and warm, especially during the winter.

But sometimes when it's too cold even for the sun to warm them up we have to give them another heat source.

And we can do that with our smaller mammals, reptiles and birds, by giving them a heat lamp.

What we do is we plug one side of this in, and then the bulb here gets nice and hot so that when the animals sit right in front of it it helps to warm them up, kind of like sitting in front of a fireplace.

But just like a fireplace, you don't wanna get too close to it because you can accidentally burn yourself.

So when we set these up in an animal's home or enclosure we make sure that they can't actually reach it and burn themselves on accidents.

Let me show you how we warm up some of our larger animal.

[upbeat music] Now, for some of our larger animals out on exhibits we have a few different ways of keeping them cozy.

For example, we like to use heating pads which are large flat pads that use electricity to warm themselves up, so on the animal goes to lay on top of it, they can get warm as well.

For example, if you look behind me, you notice that rock our African lions are sitting on, that's actually a heated rock.

So they have the choice to go sit on it, to get nice and warm whenever they're outside.

And we like to find creative ways to create warm areas throughout our animals, outdoor enclosures.

Now, when it gets really cold out, each of our animals also has an indoor area that they can go into to sleep for the nights.

So even though our lions are covered in fur and the warm-blooded, they are actually native to Africa which has a warmer climate.

So at night, when it gets really cold, they can go into their indoor area where we have heaters that keep it nice and warm throughout the day and nights.

[upbeat music] Now for our cold-blooded animals, like our amphibians and reptiles, we actually have an indoor area for them to stay most of the year.

And that way it's a lot easier to control the temperature than if they were outside.

And those are just a few of the ways that we keep our animals warm so they can stay happy and healthy.

But how do you think we keep our animals cool when the weather gets really hot here at the zoo?

[upbeat music] Let's go find out.

[upbeat music] Now, during the summer, when it gets really hot and humid we like to make sure that our animals have a way to cool off when they want to.

So a lot of our animals have a large pool of water in their outdoor yard and that way, whenever they get hot they can just go for a swim.

Sometimes we even like to give them frozen treats like popsicles.

We can take their favorite foods like berries or fruit freeze it in an ice cube and then give it to them.

And that way the food is fun to eat and it cools them off at the same time.

And do you, those indoor sleeping areas, I had mentioned earlier?

Well, during the summer all those areas are air conditioned so it stays nice and cool throughout the day and night.

Now, what about you at home?

How do you like to cool off during the summer?

Do you like to go swimming or do you like to eat popsicles?

If you're anything like me, you like to do both.

But now that we've been talking a lot about how our zoo animals stay nice and cool or warm, what do you think animals out in the wild like to do?

[upbeat music] Now, there are lots of different ways for wild animals to make themselves warmer or colder when they need to.

And they do that by using the environment around them they can make a burrow underground for shelter, sometimes they can make a nest high up in the tree but in order to give animals the space they need to get warm and cold when they feel like it we have to respect the environment around us.

And that might mean not pulling up plants and trees that could be an animal's home not taking nest out of branches and not filling in burrows that an animal might be sleeping in, by making sure we respect the environment around us we can give animals the space they need to get warm and cold when they feel like it which will help them to be happy and healthy.

[upbeat music] So let's review what we learned today.

Today, we talked about why animals need options for changing their body temperature.

Being able to make yourself warmer or colder is important to fit your secondary needs.

How an animal makes themselves cool or warm can change based on their lifestyle where they come from and the type of animal they are.

If you can respect the environment and leave it as it is then that helps wild animals find places to make themselves more comfortable.

[upbeat music] All right my friends, before you go I want you to think about one more thing.

I want you to think about, how you can change your temperature to make yourself more comfortable.

Maybe that involves putting on a nice big warm sweater or maybe you can splash some cold water on your face to cool off.

Regardless of what you choose, I hope that you have a wonderful rest of the day.

Thanks for joining us and I'll see you soon.

Bye friends.

[upbeat music] - Hi everyone.

My name is Bridget.

And today I'm gonna teach you a little bit about identity.

Hey, has anybody ever asked you this question?

Who are you?

It's kind of a funny question, right?

What can you say?

You could say I am Bridget, but does your really tell somebody who you are?

No, if you really wanna know more about me, you probably wanna know about my identity.

So today we're gonna learn the answer to the question, what is identity?

And then I'm gonna share some parts of my identity with you, are you ready?

Let's go.

What's first sound that you hear when you hear a word, identity.

That's right, I.

And that's it clue to what our word identity means?

Because identify is all about who you are.

My identity tells you a couple of things about me.

For example, I love baseball.

Your identity can include some of the things that you really like.

So baseball is a big part of my identity.

Ooh, or it could be some of the things that you're really good at, like any special talents you might have.

Here's mine.

I love to cook and I'm a pretty good cook.

So I put that as part of my identity.

It can also include some of the things that you do every day that are important to you.

do every day that are important to you.

For example, I am a teacher so I put that as part of my identity.

and your friends and the relationships that you have.

Being a friend is a really big part of my identity and I'm a good friend because I always talked to my friends and I asked them, "How are you doing?"

And I share stories with them and I laugh with them.

So that's a really big part of my identity.

Oh, and your identity can also include people in your family who were turn to you, right?

For example, you might be a sister or you might be a brother or you might be a grandchild.

But I am a pet owner.

I have a dog.

And that's a really big part of my identity because I spent every day hanging out with my dog and taking him on walks and teaching him tricks.

So that's a really big part of my identity.

How many parts of my identity did I share with you today?

Let's count one, two, three, four, five.

That's five parts of my identity.

How about you?

What's a part of your identity.

Tell me what's a special talent that you have.

That's awesome.

And, ooh, how about something you like, tell me what do you like?

Great, thanks for sharing those parts of your identity with me.

You're super unique.

Our identities are so much fun to think about, because it's what makes us special.

Sometimes we like the same things as other people but maybe we have different talents.

I wonder if my identity is the same or different from some of my friends identities.

Oh, I know.

I'm gonna go talk to my dog Vinny and see what's the same or different about our identities.

You wanna come with me?

Let's go.

Hey, Vinny, we're talking about identity today.

What are some parts of your identity?

Oh, you can't talk.

You're a dog.

That's okay.

We'll talk for you.

Can you help me figure out some parts of Vinny's identity?

Great, one big part of my identity is that I'm a teacher.

Is Vinny a teacher?

No, he's a dog.

Hey Vinny, do you love to cook?

No, you can't use the stove.

Vinny, are you a friend?

Yes, you're my friend.

That part of our identity is the same.

And of course I know you love baseball.

Me too.

That part of our identity is also the same.

[upbeat music] Vinny, shared so many parts of his identity with us.

So let's make an identity map for him too.

Okay, the first thing was that Vinny is not a teacher.

He's a dog, he's a dog every day and he doesn't have a job.

So that's a big part of his identity, right?

Now what about his special talents?

He can't cook, but he can do lots of tricks by kicking a baseball and shake.

So we'll add that to his identity map too.

[upbeat music] Okay, what else?

Oh, I know here are two things about our identities that were the same, one was that he was a friend.

He was my friend.

So I'm going to put that on his identity map too.

[cool music] Here's me and here's Vinny.

And since we're friends, I'm going to put a little heart in between us to show that we're friends.

[cool music] Great.

And there was one more part of Vinny's identity.

That was the same as mine.

Can you remember?

It was one of the things he really, really liked.

That's it.

He loves baseball just like me.

So if we look at Vinny's identity map we can see all the different parts of his identities.

Like some of this stuff he really likes and some of his special talents.

Wow, I learned so much about myself and about Vinny today because we shared parts of our identities.

So today we learned that our identity is all about who you are.

And we learned about different parts of our identities.

Like the things that you like or your special towns.

And lastly, we learned how some parts of our identities can be the same as others.

Well, other parts can be different, but all the parts of our identity put together are what make you so special.

So what are your identities?

You can make your own identity map, just like this at home.

All you need is a piece of paper and something to write with, and you can share parts of your identity like the stuff you like or your special talents.

Then you can share with a trusted adult or a friend at home and that way you can learn more about each other.

So thanks for sharing your identities with me today.

Me and Vinny will see you next time, bye.

[upbeat music] - Hi, I'm Andrew and I am back with another activity about the built environment in your community.

Architects and engineers, the people who design and create the built environment that's around us have to pay very close attention to the size of the things that they're creating.

So today we're going to talk about size and we're going to talk about a very important concept, that's related to that.

This is proportion.

Proportion is the relationship between the size of two different things.

When things are in proportion, we can say that their size matches their size fits together.

They are a size that makes sense with each other.

When things are out of proportion or not in proportion, it means that their size does not match.

So we can find examples of things that are in proportion and out of proportion.

When we look at the built environment but also when we look at the natural environment, the world around us that is found in nature.

To see some examples of things that are in proportion, meaning the size matches and things that are not in proportion meaning the size doesn't match.

Let's look at some pictures from the natural environment.

[cool music] Here's our first picture.

What do you see in this picture?

There are two things in this picture a bird and a tree.

Are the bird and the tree in this picture in proportion to each other?

Meaning does the size of the bird match with the size of the tree?

No, the size of the bird and the size of the tree do not match.

What can we change about this picture to make the size of the bird and the size of the tree go together?

[cool music] Here's one way that we could change it.

What did we change?

In this picture the bird is now smaller.

We made the bird smaller so that the bird can fit in the tree.

So now the bird and the tree are in proportion to each other But is this the only way that we could fix the size or fix the proportion in the original picture?

What's something else we could do to make the size of the bird and the size of the tree match with each other.

This time, instead of changing the size of the bird we changed the size of the tree.

Now the tree is much bigger, so the tree is in proportion to the big size of the bird.

[cool music] We can make these two different things, the bird and the tree, we can make them be in proportion to each other and make their size match by changing the size of one word by changing the size of the other one.

Let's look at another example.

[cool music] Here's a picture of a dog and a bone.

Would you say that these two things are in proportion to each other?

No, and what's wrong with the proportion?

What's wrong with the size of the two things in this picture?

The bone is too big for this small dog.

So what we need to do is change the size of one of them or change the size of the other one just like we saw in the previous picture.

[cool music] Let's see what happens if we change the size of the dog.

[cool music] Now, the dog is much bigger.

So the dog is in proportion to the size of the bone.

Now the dog is the right size to be able to eat that bone.

What if we changed the size of the bone?

Now the bone is in proportion to the original size of the dog.

So by changing one size or by changing the other size we are able to create a picture that is in proportion.

[cool music] Why do you think it's important for things to be in proportion?

If things in the same picture are not in proportion to each other, then it might be hard to tell what's going on in the picture.

It might not show how things look in real life.

Especially if you are an architect or an engineer somebody that's creating the built environment, you might have to make a lot of drawings as well as models that you have to build that show what your building is going to look like in real life.

So if you're making models or making a drawing you wanna make sure that everything is in proportion make sure that the size of everything matches so that it will also match in real life.

In our next activity we're going to practice drawing an animal in proportion.

So we're going to look very carefully and make sure that we put everything in the right size that matches together in our picture.

To draw an animal in proportion you may want to start with a picture of an animal or you can just draw an animal from your imagination as long as you remember the size, the different parts of the animal and how they will fit together.

So for an example, I'm going to start with a picture.

Now here's a picture of an animal and the very first thing I'm going to do in order to create my own drawing of this picture, is I'm going to think carefully about the shapes that I see.

What shapes do you notice in this picture?

[cool music] These are the shapes that I found that make up the body of the animal in this picture.

What different shapes do you see?

I see several ovals.

I see an oval for the body and an oval for the tail.

The head and the ears are ovals.

Then the eye is not an oval, but a circle.

And I also see some four-sided shapes in the legs or in the feet of this animal.

I see some rectangles.

So we have ovals rectangles and the circle.

[cool music] Which shape is the biggest.

You can just say the part of the animal that is the biggest shape out of all of them.

[cool music] The part of the animal that is the biggest shape out of all of them is the body.

So by creating this same shape for the body, we want to make sure that all the other shapes like the head and the limbs and the tail all of those other shapes have to be smaller.

Here, I've just drawn the shapes that I saw in the body of the animal.

So I used an oval to make the body of the rabbit and like we said, that is going to be the largest shape.

And then I made smaller ovals for the head and the tail.

And I also put some rectangles for the legs and the feet.

These shapes are in proportion to each other, just like the shapes that we saw in the picture.

So this is gonna help me create my final drawing.

[cool music] Once you have added the shapes that you see in your animal you can start adding other details to create the final picture.

So here I added lots of other details like the fur and the eye, and they added some different colors.

If you don't have different colors, that's fine.

But if you have different markers or colored pencils you can use them.

So this is my final picture of the rabbit.

And as you can see here, it has the same that we saw in the photo that I was using in the beginning.

If we look at them side-by-side, you can see pretty much the same shapes.

The body is an oval, the feet are rectangles, and these shapes are in proportion to each other.

That's the most important part is that we know that the body was the largest shape so we have to make sure that all the other shapes match.

Now that I've finished drawing this rabbit, I want to add some more things to the picture.

I would like to add something for the rabbit to eat but anything that I add to the picture, I have to make sure that it is in proportion.

We have to make sure that everything is the right size that matches with the size of the rabbit.

Here is a picture of a carrot that I drew for the rabbit to eat.

Would you say that this carrot is in proportion to the size of the rabbit?

Does the size of the carrot and the rabbit matched together?

[upbeat music] No, these are not in proportion.

The rabbit and the carrot are not in proportion.

So we need to change the size.

What should we change the size of?

How can we make these two things in proportion?

There are two different ways that we could change this to make it things in proportion.

We could make the rabbit much bigger or we could make the carrot smaller.

I don't have a lot of room to make the rabbit bigger so I'm just going to make the carrot smaller.

How about now?

Does it look like the carrot and the rabbit are in?

[cool music] Yes, now the carrot and the rabbit are in proportion, the carrot looks like it is the right size for the rabbit to eat.

So when you do your picture, make sure that any other things that you want to add to it like a home for the animal or a tree or food for the animal to eat or a different animal, anything that you add, just make sure that it's in proportion, that it's not too big or too small.

Now, take a minute to think of an animal that you want to draw and remember that you can draw an animal from a picture just like I did, or you can create an animal on your own but make sure that you start with the shapes of your animal and create a picture that is in proportion.

[cool music] Today, we learned about proportion about matching the size of different things together in the same picture.

What kind of details did you add to your picture of the animal and what kind of animal did you make?

You can add more things to your picture and keep them in proportion to the size of the animal.

You can add a background or you can add the animals home if you know where that type of animal lives and show that it's the right size that the animal could fit.

Join us next time for another activity about the built environment in your community.

Bye.

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

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