[lighthearted folk music] - [Narrator] Ready to learn?

- Hi.

- Hi, friends.

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

- Let's take it from the beginning.

- [Narrator] Discover science, sing.

♪ Hello, friends ♪ - Play.

[toy cars thumping] - Whoa.

- And so much more.

- We're exploring with light.

- [Narrator] Stay tuned for lessons and activities.

- And the keyword is... - Apple.

- [Instructor] Awesome.

[lighthearted folk music continues] - [Narrator] Funding for this program was provided by The JPB Foundation.

[lighthearted folk music continues] - Hi, everybody.

My name is Maria.

- And I'm Mia.

- And Mia is 16 years old.

She's actually a junior in high school.

And I'm so glad that she is here to read our story with us today.

And you wanna introduce this little guy?

- And this is our dog, Hopper.

And he's gonna be four in February.

- Yeah.

And Hopper likes to, I think he likes to sit with us and listen to stories.

[Mia laughs] I think he's about to fall asleep.

- Hey, sweetheart.

- I think this is a nice, little warm place for him to sit with us.

- He's the sweetest.

- He's the sweetest.

So today, we're going to read a book to you.

And the name of the book is "Havoc in the Hammock!"

written by Kelly Russell Jaques.

And it's illustrated by Liz and Kate Pope.

So if you look at the cover, what do you see on the cover?

What do we see?

- It looks like, well, havoc, I know, means like a lot of, like a mess of a lot of things.

So it looks like there's like a lot of animals, like a turtle, and a hedgehog, and a bunny, and some mice, and a bird.

[Maria laughs] There's just everything in the hammock.

- Everything in the hammock.

And you know, I was talking to Mia earlier, and I was thinking, "Mia, how will I explain the word, hammock?"

And Mia was like, "Well, a hammock is like a hanging chair."

Yeah, so a hammock is like a hanging bed made out of cloth.

We actually have a hammock on our porch.

And Mia, what happens when you lay in the hammock?

- You fall asleep very fast.

- Yeah.

- Hammocks are very comfortable.

- Yeah, when Mia gets to the hammock, she goes into the best nap ever.

- Yeah.

- Hammocks are the best 'cause you can just sink right into it and get into a cozy sleep.

So let's start reading this lovely, cute little book, [lighthearted music] "Havoc in the Hammock!"

Okay.

"One tired tortoise tries to find a space to rest.

She climbs into a hammock, sighing-" - [Mia] "Ah, this is the best."

- The best.

- That's like me.

- [laughs] It is like you.

"Two scheming spiders crawl atop her sleepy head.

Tortoise cries and shuts her eyes and feels a sense of dread."

- [Mia] "'It's havoc in the hammock,' she utters with a groan."

- [Maria] "The only thing I wanted was some quiet time a..." - [Mia] "Alone."

- "Alone."

Poor Miss Tortoise.

Okay, so, "Three crazy crickets climb.

For them, it's time to play.

They hop around, bounce up and down, to Tortoise's dismay."

- So it looks like they're interrupting the tortoise's sleep.

- Yes.

Tortoise is not happy.

"Four mischievous mice line up atop of one steep side.

- [Mia] "They all slide down the hammock and enjoy their fun new ride."

- [Maria] No, Tortoise is not a ride.

[Mia chuckles] "It's..." - [Mia] "Havoc in the hammock."

- [Maria] "You all are much too loud.

The last thing I expected was to host this noisy..." - [Mia] "Crowd."

- This sounds like a party.

And I don't think she wanted to party.

"Five green grasshoppers show their special ninja tricks with cartwheels, handstands, flying high, and fancy spinning kicks.

[Mia and Maria laughing] Six limber lizards leap atop her hard brown shell."

- [Mia] "Tortoise starts to shake and sputter, letting out a..." - [Maria] "Yell.

'It's havoc in the hammock.'"

- "Hammock."

- "I really need a nap.

If I don't get to go to sleep, I think that I might snap."

And what does it mean to snap, Mia?

- Just you're done.

- Yeah, you just lose it.

- Mm-hmm.

- [Maria] "Seven prickly porcupines jostle for some space, poking all their pointy quills in Tortoise's poor face."

- Oh, poor tortoise.

- [laughs] Poor tortoise.

Imagine if that happened to you when you were in the hammock.

- I would not be happy.

- You'd have left.

- Yup.

- [Maria] "Eight cheerful chipmunks then perform a juggling show, dropping acorns."

- [Mia] "Plunk, plunk, plunk, on Tortoise down below."

- [Maria] "It's havoc in the hammock.

I need to stop this riot.

What's a lady got to do to get some peace and..." - [Mia] "Quiet?"

- I don't know.

Maybe leave the hammock.

- Yeah, maybe.

[Maria laughs] - [Maria] "Nine rowdy rabbits hop into the lively fray.

A quiet nap seems out of sight for a tortoise here today."

Hmm, I can't even see her face.

- She just wanted to get some sleep.

- Yes.

"10 busy bluebirds land and spread their feathered wings, forward, backward, up then down, see how their hammock swings.

'It's havoc in the hammock.'"

- [Mia] "It looks like it's about to rip.

It's swinging and it's swaying now.

This hammock's going to..." - [Maria] "It's going to...

It's going to flip."

- [Mia] Oh, no!

- [Maria] And what happened?

- [Mia] Everybody fell out.

- Everyone came tumbling out.

This is not a good nap.

- Mm-mm.

- [Maria] "The animals all hang their heads and slowly trudge on home.

Tortoise feels terrific, though.

She's finally on her own.

And better yet, she stumbles on a brand-new prime location to lay and rest, and feel her best, and get some relaxation."

- What the tortoise deserves after all this.

- I hope she gets... Do you think she's gonna get some relaxation, Mia?

- Maybe not.

- I don't know.

"This sweet new space that I have found is peaceful and serene.

It's calm, and still, and silent on this giant..." What is it, Mia?

- [Mia] "Trampoline."

- [Maria] "Trampoline."

- Oh, it's starting all over again.

- It's that expression, going from the frying pan into the fire.

It means going from one situation that's bad into worse.

- Oh, no.

- Because why is the trampoline worse, Mia?

- Because it has more space and it's bouncy.

- And it's bouncy, so more, and they're going to be jumping up and down.

- Mm-hmm.

- What a funny, cute book.

I love it.

Okay, so when we were reading the book, I noticed that there were a lot of adjectives in the book, okay?

So when they would describe something, I'm going to see if I can find an example.

They could've just said, one tortoise, but what did they say?

- They said a, "tired tortoise."

- So if they said a "tired tortoise," what does that mean?

- It means she's sleepy.

She wants to take some rest.

- So using an adjective helps you understand better what's going on.

So an adjective is a describing word.

And all over this book, there are adjectives.

What's this adjective here?

- [Mia] Scheming.

- Scheming.

So they could've said, two spiders, but they said, "Two scheming spiders."

And it helps us understand that these spiders are mischievous, which is another adjective.

And that's the lovely thing about the English language, that if you want to say a word, you can add an adjective to describe it even better.

So we said that an adjective describes how something... - Looks.

- How something... - Tastes.

- How something... - Feels.

- How something... - Smells.

- And sounds.

- Sounds.

- So adjectives tell us all those things, okay?

So I'm going to pick up a few items and we are going to find some adjectives to describe them.

Hmm.

Okay.

Mia, we have a... - An octopus.

- An octopus.

How would you... What word would you use to describe this octopus?

- I would say that it's blue.

- Blue or green.

- Blueish, greenish.

- Yeah.

So it tells us how it looks, right?

- Mm-hmm.

- A jade, a greenish octopus.

- Yeah.

- So that's a color to describe it.

Okay.

Oh, let's do feels.

We have a Popsicle here.

How does the Popsicle feel?

- It feels cold.

- A cold Popsicle.

That's another adjective.

- Hopper wants it.

- [laughs] No, not for you.

Okay, what about this vase or vase?

People say the word in two different ways.

How does it look?

- I would say it looks like a tannish color.

- And it feels rough, right?

There's another adjective.

And it feels... - Quite heavy, yeah.

- It's heavy, heavy, right?

Oh, okay.

And another one.

This dragon, okay?

So how would you describe?

What adjective would you use to describe this dragon?

Their mouth is open.

So what does that mean?

- It means it might be roaring.

- Oh, a fierce.

- Fierce, yeah.

- A fierce or ferocious.

It looks ferocious, right?

It's describing the dragon and what the dragon is doing.

So adjectives are so much fun because they help us understand what a character is doing, or how something feels, or how someone is doing a certain activity, right?

So adjectives are so much fun.

And next time you read a story, think about different adjectives that you could use in the story.

So thank you for listening to us.

Have a lovely day.

And I hope to see you soon.

Goodbye from me.

Goodbye from Mia.

- Bye.

- And goodbye from sweet Hopper.

Oh, what adjectives can we use for Hopper?

- I would say very sweet and very obedient.

- Obedient and tired Hopper.

- Yeah.

- Yeah.

Those are good adjectives for you.

Oh, isn't that?

- He's like, "Let me sleep."

He's like the turtle in the hammock.

- He's like the tortoise, right, in the hammock.

Okay, well, thank you all.

Have a great day.

Bye.

[lighthearted folk music] [playful music] - Hi, friends.

My name is Isabel, and welcome to my learning corner.

Today, I'm looking for new ways to use the letter, L, in words.

Today, we're going to be learning about blends, L blends.

L blends can be found at the beginning or the end of words, and that's when we have a consonant and the L that make different sounds.

Like B-L, that says, bl.

Or C-L, that says, kl.

Or F-L, that says, fl.

Or G-L, that says, gl.

Or S-L, that says, sl.

We are going to be reading words with L blends, writing words with L blends.

And we're just going to have a ball.

We're gonna have the school that rocks right here.

Are you ready?

Let's start with a listening activity.

L blends are really hard to hear in words, so I really want you to get your ears ready today.

Extra special tune it.

[bright music] Are you ready?

Great.

Today, we're going to segment some words.

I am going to say a word, you are going to repeat the word, and then together we'll say all the sounds we hear in the word.

Let's try one word together.

The word is climb.

Good job.

Now let's say all the sounds we hear in climb.

K, l, ahy, m. Good job.

Let's try another one.

The word is slide.

Let's try that.

S, l, ahy, d. Excellent job.

The next word is slow.

S, l, oh.

Good job.

Let's try a few more.

Hmm.

What might we say?

[gasps] Block.

B, l, o, k. Good job.

Now we're ready to read some words together.

When you see a blend at the beginning of a word, here's how you read it.

Each of these letters still keeps their own sound.

So we would say, b, l. And then we put it together, bl.

Bl.

Bl, o, t. Blo, t. What's this word?

Blot.

When you see something wet, you might blot it dry.

Let's change this word.

What would this say?

Hmm.

Remember, we're going to take that blend and we're going to say it together.

What do these two letters say again?

Right.

Bl, o. Blo, b.

What's that word?

Blob.

Good job.

A blob can be a thick drop of liquid, like paint.

Let's see.

What other word can I make?

What would I make if this O changed to an A?

What would the new word be?

Say the first two letters together.

Bl, a, b. Blab.

When you blab, you talk a lot.

Let's see.

Hmm.

What happens if I change the B to an S?

Now I have a different L blend at the beginning of my word.

Sl, sl, sl.

Sl, a, b. Slab.

A slab is a thin piece of rock.

Hmm.

What if I changed my B to an M?

What's my new word now?

You already know?

Let's try to sound it out together.

Sl.

Sl, a, m. Slam.

Slam.

What could we slam?

A door.

Good job.

Now we're ready to read some words that have L blends in them.

- [Children] Yay!

[Isabel clapping] - I want you to come closer to the screen so you can really see our L blends.

I'm gonna be asking you some questions as we read about what you notice.

Come closer.

Okay.

So before we start reading, let's look for L blends.

S-L says, sl.

F-L, fl.

Fl, fl.

Sl.

Now my mind is ready to read the words, okay?

Let's try this first line together.

Slat.

It's like a flat board.

Flat.

Flit.

To move quickly.

Flip.

Slip.

Good job.

Let's look at our blends on the second line.

Do they stay the same or do they change?

[car horns honking] That's right.

They change.

I see kl, kl, kl, fl, fl.

That's going to help me read these words.

Let's go.

Clip.

Click.

Did you remember that C-K says, k, together?

It's a digraph.

Clack.

Flack.

It's a problem you might give someone.

Flap.

Great job.

Let's try this last one.

Looking, I notice all of these four letters start with the same blend.

What's the blend?

B-L. Good job.

And we have a sl at the end.

What does the B-L blend sound like?

Bl.

Try it again.

Bl.

Good job.

I'm gonna whisper.

You're gonna say it out loud as loud as you can.

Blot.

Blob.

Blab.

Louder.

Black.

That's a color.

Slack.

[gasps] Great job.

[Isabel clapping] Now let's take everything we've learned to read this sentence on the bottom.

I am... Do you see a blend here?

I do.

Gl, a, d. Glad that the clock is on time.

You did a great job.

Now we're going to write two words that have L blends.

So you're gonna need a piece of paper or something to write on [lighthearted folk music] and a pencil or a pen or something to write with.

And I'll be right here.

[lighthearted folk music continues] Do you have everything you need?

I do.

Okay, let's get started with our first word.

Listen carefully.

Repeat after me.

The first word is, slip.

Say, slip.

Good.

Now we're going to tap out each sound we hear.

S, l, i, p. Now I want you to write down the letters that match those sounds.

Go ahead and do that right now.

Did you write this?

S, l, i, p. Great job.

Let's try one more word, flap.

Can you say that word?

Great job.

Let's tap it out together.

F, l, a, p. Go ahead and write that word down now.

Did you write this word?

Sometimes when I'm writing, I will sound it out as I'm writing so I don't miss any sounds.

The word was flap.

F, l, a, p. Did you write that word?

[gasps] Great job.

Friends, you have been amazing.

You've built words with me.

You read with me.

You wrote words with me.

You are amazing.

Remember, wherever you go, you can have school, and school always rocks.

Have a wonderful day.

Bye, friends.

[lighthearted folk music] - Hi, my name is Ava.

I like to play the steelpan drum.

Can you guess what song I'm playing?

[bright music] [bright music continues] It's "Twinkle Little Star."

Bye, guys.

[lighthearted folk music] [cheerful reggae music] - Mm.

Mm, mm.

[bell ringing] Mm.

Oh, my gosh, mm.

Excuse me.

Hi, I'm Charlie.

Sorry, I was just having a little snack.

The reason I'm having a snack is that I am going on a picnic with my friends, and they asked me to bring the snacks, So I was testing out some of the options.

Have you guys ever been to a picnic?

It's really, really fun.

If you don't know what a picnic is, a picnic is just an event where you and some friends and some family gather, you set out a really big blanket, and you bring food or you bring games.

There's so many things you could do.

You could bring a ball you could kick around, or you could bring a board game, or you could bring a book, or just food, and you talk and you laugh, and it's awesome.

You don't need a reason to have a picnic.

It can just be for whatever.

But today, I decided to do it because it is going to be a beautiful day outside.

[triumphant organ music] You can do a picnic outside or you could do it even inside on your own living room floor.

So I thought it was a really good day for that.

The thing is, I am glad you're here because I actually need some help.

So it's my job, like I said, to bring snacks for people.

But in order to do that, I need to know how many people are coming.

Now I know all the different friends of mine who are coming, but would you guys be able to help me out by counting how many people are gonna be there total?

- [Children] Yay!

- You will?

That's awesome.

Okay, let's look.

Okay, so there's Michelle, [bell dings] Cle, [bell dings] Samira, [bell dings] Vita, [bell dings] Bunny, [bell dings] Serena, [bell dings] Nino, [bell dings] Kyle, [bell dings] Faba, [bell dings] and me.

[bell dings] That's them.

So how many of us are there?

One, two, three, four, five, six, seven, eight, nine, 10.

That's right, there's 10.

Anyway, it's my job to bring the snacks, which is so fun.

I decided to bring fruit because fruit is so yummy and it's also really easy to carry and eat.

And I narrowed it down to two different options.

So people at the picnic will either be able to choose from banana [bell dings] or strawberry.

[bell dings] The thing is, I actually need some help from you all, my friends at home, because what's happening is that I know how many people want strawberry, but I don't know how many people want banana.

Can you all help me figure out how many strawberries to bring?

Please.

Please, please, please, please, please.

Please, please, please, please, please, please, please, please.

Please, please, please, please, please, please.

Please help me.

Oh, please, please, please.

- [Children] Yay!

- Oh, you already said yes?

Awesome.

I'm really excited.

So right now, [lighthearted music] the people who want strawberries are Michelle, Cle, Samira, Vita, Bunny, Serena, and Nino.

Now let's count them.

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

Okay, so seven people want a strawberry.

And if I know that I need to bring 10 snacks total and seven people want a strawberry, how many bananas does that mean I need to bring?

Oh, I have an idea.

Why don't I count all the people who don't have a strawberry in front of them?

And that's how many bananas I'll need to bring.

Friends at home, will you help me count?

- Yay!

- One, two, three.

Amazing.

So that means that we know that seven people want strawberries and three people want banana.

So we should be all set to go.

Thank you all so much for your help.

[phone ringing] Wait a minute.

Sorry, I'm getting a phone call.

That's so weird.

Hello?

Oh.

Oh, I see.

That... [sighs] Wow.

Okay.

Okay, I'll let them know.

Thanks.

[lighthearted music] Sorry to do this, but that was one of my friends, and they're letting me know that actually now only six people want strawberries.

This changes everything.

Will you all help me figure out, if six people want strawberries, how many bananas do I need to bring to get 10 snacks?

- [Children] Yay!

- You'll help me?

Oh, that's so great.

Thank you so much.

So if six people want strawberries, that's one, two, three, four, five, and six, how many people does that leave who want bananas?

One, two, three, four.

Four people.

One, two, three, and four.

And that's 10 total.

One, two, three, four, five, six, seven, eight, nine, 10.

Awesome, so six strawberries and four bananas gets us to 10.

That means we actually now know two different ways to make 10.

We can do six and four or we can do three and seven.

I wonder if we can find some other ways to get to 10.

Like, okay, say for example, I was the only person in the world who liked bananas.

I'm not, obviously.

Bananas are amazing and everybody loves them.

But let's just imagine that I was.

So if I were the only person who liked bananas, that would mean we would only need to bring one banana to the picnic for me.

But how many strawberries would we need to bring?

Will you help me figure it out?

- [Children] Yay!

- Awesome.

So I'm the only person who wants a banana.

Let's see how many strawberries we would then need to get to 10.

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

Wow, nine total.

Cool.

So another way to get to 10 is nine and one.

Wow, we have found so many different ways of getting to 10.

There's nine and one.

There was three and seven.

There was six and four.

I wonder if you can find any others.

You can try it at home.

Bring two different types of objects and see if you can combine them to get to 10.

Or if you want, you can just have a really awesome and fun picnic in your very own room.

Just put a big blanket down and invite some stuffed animals along.

It'll be awesome.

Well, I'm all set to go for my picnic, but thank you so much for all your help.

I'll see you next time.

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

I have two children, Gabriel, he's 10 and he's in 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.

- Wow.

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

- All right.

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

10 more minutes and we're gonna turn off video game.

- Okay.

- 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.

At the end of the game, [timer ringing] 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 routine.

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.

[upbeat folk music] - Hi, friends.

My name is Cassondra, and these are my helpers- - Noel.

- And Emry.

- And we're here today to do a fun science experiment with you.

Today, we are going to be thinking like scientists as we make some bridges.

I wanted to go over the materials that we're going to be using.

So the first thing we're going to use is some paper.

We are using some white paper.

If you have a different kind of paper at home, that would work, too.

We also have something that we are going to use as weights on our bridges when we build them.

We're going to be using some pennies.

But if you'd like to use something else, like some little pieces of candy or maybe some little toys, that would work, too.

The next thing that we have are some books.

We have a stack of books that we're going to use to build up the sides and hold up our bridge.

You could use something else at home if you don't have some books to use, like maybe some cans of vegetables or something like that.

We just need something that we can use to support our bridge.

So we are going to to go ahead and get started with the steps that we are going to use to think like scientists.

So the first thing we're going to do is ask a question.

So the question we're going to be thinking about today is, how can we build the best bridge using our paper and our books to support the most pennies?

In order to do this, we are going to have to come up with a plan.

So Noel and Emry, I want you each to think of a plan.

You're going to get a piece of paper and you're going to need to make a bridge to connect two stacks of books.

So I want you to think of your plan and I want you to tell your plan to our friends at home.

So Emry, do you have a plan that you could share?

- Fold the two sides in and make a bridge.

- Oh, so Emry is going to be folding the two sides in and making a bridge between the stacks of books.

And what about you, Noel?

What is your plan?

- So I want it to be thick, so what I'm gonna do is I'm gonna fold it in half, and then I'm gonna fold it again so it's a little bit of smaller, but it's still very thick so it might hold more pennies.

- Oh, okay.

So Noel's plan is he wants to make a thick bridge.

So he's going to be folding his paper over to make his bridge a little thicker.

All right, so we're going to go ahead and try to make these bridges.

Are you ready?

- Yeah.

- Okay, so this part is going to be our experiment.

That's the next step in us thinking like scientists.

So now I'm going to give Noel a piece of paper and Emry a piece of paper.

So friends at home, let's watch as Noel and Emry make their bridges for our experiment.

Go ahead.

[playful music] Oh, I see.

Noel is making his into a skinny, thick bridge.

And Emry, oh, okay, so her bridge has some sides.

All right, so friends at home, look at this.

We have Noel's bridge.

Look, it's skinny and thick.

And we have Emry's bridge.

It is big and wide and it has some sides.

All right, this is going to be really exciting.

So let's move our books over so that we can put these bridges up.

All right, let's just move this paper out of the way.

All right, let's bring our stacks of books over, and then we'll put the bridges up on the books.

So we've got three stacks of books since we are going to be doing two bridges.

If you were just making one bridge, you could just use two stacks of books.

Okay, so we're going to put Emry's bridge here.

Just make sure that it's held up with our books.

And let's make sure that Noel's bridge fits here.

Yup, looks pretty good.

Okay, friends at home, what do we think?

Whose bridge do you think will hold the most pennies?

Do you think it will be Noel's bridge or Emry's bridge?

Let's find out.

Okay.

Could you count your pennies as you put them on your bridge?

And friends at home, could you help us count the pennies, too?

So as you put your pennies up, can you just count your pennies?

- One.

- One.

- [Noel and Emry] Two, three, four.

- Five.

- Five.

- [Noel and Emry] Six.

- Seven.

- Seven.

- Put your pennies kinda more in the center.

- [Noel and Emry] Eight.

- Nine.

- Nine.

- 10.

- Oh, nine, then mine went down.

- You got nine pennies?

Okay, so this is the next step in...

So we're just gonna scoot Emry's pennies a little bit more into the middle.

Okay.

I think we have to put the pennies in the middle instead of like on the books, okay?

I think that that's one thing.

So let's record.

That's the next step in thinking like a scientist is we have to record our data.

So Noel's bridge, how many did it hold?

Nine?

- Yes.

- Okay, so under his first bridge, we're going to put nine pennies.

Now Emry's, I'm not exactly sure 'cause I think some of the pennies were on the books.

So let's just try this one one more time.

Can you count with me, friends?

- Yeah.

- [All] One, two, three, four.

- Four pennies.

- Okay.

- Okay?

So Emry's bridge held four pennies.

So we're going to put that on the chart.

We're going to record the data from the first bridge that we made.

All right, so now let's think about the next step of our experiment.

So we're going to continue doing our experiment by making another bridge.

So Noel's bridge held nine pennies and Emry's held four.

So let's think about what Noel did that made his bridge hold more pennies.

And how could we change the bridges that we make for the second time?

Okay?

So I want you to think for a second.

How could you each make your bridge hold more pennies this time?

Okay?

- Mm.

- So take a second and think, and then I want you to tell us your new plan for the experiment.

Are you ready?

- Yes.

- Yeah.

- Okay, so Noel, what are you going to do this time?

- So what I'm gonna do is do exactly what I did last time, but just fold the sides in just a little bit, so like kind of like make the pennies be able to, the weight be directly even so it will hold more pennies.

- So is it kinda that you wanna take Emry's idea of doing the sides?

- Yes.

- Okay, so Noel wants to kinda do the same kind of bridge, but he wants to fold in and make sides to hold the pennies on.

Okay, so that's your next idea?

- Yes.

- Okay.

And Emry, how can you make your bridge stronger the second time?

- Well, I wanna do the same thing what I first did and fold the sides more.

- You're gonna fold the sides more this time?

- Yeah.

- Okay, so let's try it and see if our bridges will be stronger the second time.

Okay, so let me just move these books out of the way again so that our friends at home can see you making your new bridges.

All right.

And let's go ahead.

Here you go.

Make your new bridges.

[playful music] Okay, so I see Noel is folding his again.

See Emry's making some more sides.

So are you kinda wanting to just make your sides a little stronger?

- Yeah.

- You think that's gonna be able to support your bridge better?

- Yeah.

- If you make your sides stronger?

- Yeah.

- Okay.

Let's see.

Let's try it, okay?

- Okay.

- All right, so Emry's bridge is...

Her new bridge.

Here's Emry's new bridge.

Okay, and what about you, Noel?

Your new bridge is ready?

- Almost.

- Add those sides folded in?

Okay, so we're gonna give our new bridges a try and we're going to see if we can hold more pennies this time.

So let's move our books back into place.

We have our stacks of books again.

And we'll put the bridges up.

And then remember, this time we're going to make sure that the pennies are in the center of the bridge, not actually on the books, okay?

So go ahead, put your pennies on, and count while you put them on.

- [Noel and Emry] One, two, three.

[penny rattles] - Four.

- Four.

- [Noel and Emry] Five.

- Whoa, Emry's held more this time.

- [Noel and Emry] Six, seven, eight, nine, [Cassondra gasps] 10.

- Whoa, so did Noel's.

- [Noel and Emry] 11, 12, 13.

- Oh, my goodness.

- [Noel and Emry] 14, [penny rattles] 15, 16, 17, 18, 19, 20.

- Oh, my goodness.

Let's stop there, friends.

Wow!

You're getting more than 20 for both of yours!

Wow!

You made your bridge so much stronger the second time!

They both held more than 20 pennies this time!

Good job, Noel and Emry!

Wow, friends at home.

So maybe next time you can try to make a bridge and make some changes when you do your second bridge, like Noel and Emry did, and you could make a bridge that could hold 20 or more pennies.

Wow.

Thank you for joining us, friends.

- [All] Bye!

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

- [Interpreter] Hola, [speaking in foreign language] Angelica.

[speaking in foreign language] Gabriel [speaking in foreign language] Simon [speaking in foreign language].

[speaking in foreign language] [speaking in foreign language] - Wow.

[interpreter speaking in foreign language] - Yeah?

- 10 more minutes and we're gonna turn off video game- - Okay.

- And get ready to shower, okay?

[interpreter speaking in foreign language] - [Angelica] Two minutes and 30 seconds left.

[interpreter speaking in foreign language] [timer ringing] - Time's up.

- Okay.

- Let's get ready to shower.

[interpreter speaking in foreign language] [speaking in foreign language] Gabriel [speaking in foreign language] Simon.

[speaking in foreign language] [bright music] - Hello, friends.

My name is Miss Lewis, and I'm here to teach you some music.

So before we get started, can I get a show of hands of everyone who likes at least one thing about school when I say go?

And go.

Right?

So I'm gonna count to three and I want all of us to say what our favorite thing about school is.

One, two, three.

Music class.

Was mine obvious?

[chuckles] So before we get started, I want us to sing a song together about how much we love school.

But there are gonna be certain points where I sing by myself and certain points where you sing by yourself.

So when I go like this, who do you think sings?

Me.

That's right.

And when I go like this, who do you think sings?

You.

Excellent.

[mellow R&B music] So I'll go first, and I want you to echo me, okay?

♪ I love school ♪ ♪ I love school ♪ ♪ I love school ♪ ♪ I've got to be the best I can be ♪ Me now.

♪ Early when I wake up in the morning ♪ ♪ I say, ooh ♪ ♪ I can't wait to get there and see all my friends ♪ ♪ The principal and teacher, too ♪ Me.

♪ I love school ♪ ♪ I love school ♪ ♪ I love school ♪ ♪ I've got to be the best I can be ♪ Good job, friends.

You sound awesome.

Oh, my gosh.

Now that we sang a little bit, let's get back, let's get to the fundamentals of what singing really is.

All singing starts with is do re mi.

Can everybody say do re mi?

Can you echo ♪ Do re mi ♪ Right.

Excellent.

So each one of those ♪ Do re and mi ♪ has a hand sign that goes with it that I wanna teach you now.

So can everybody sing for me ♪ Do ♪ And we're gonna put up a fist here, kind of like we're gonna do a little dance like this, but no dance, just a fist.

And everyone say ♪ Do ♪ Good.

Next one for ♪ Re ♪ We kind of make a karate chop.

Can I see everybody's karate chop?

Good.

♪ Re ♪ Let's go back to do.

♪ Do ♪ What was for re again?

[gasps] Karate chop, great.

♪ Re ♪ And now for ♪ Mi ♪ We just flatten that karate chop.

So we had ♪ Re ♪ ♪ Mi ♪ Can everybody try that?

♪ Re ♪ ♪ Mi ♪ Excellent.

♪ Mi ♪ ♪ Re ♪ ♪ Do ♪ ♪ Mi ♪ ♪ Re ♪ ♪ Do ♪ ♪ Do, do, do ♪ Excellent.

♪ Mi, mi, mi ♪ Yes.

♪ Re, re, re ♪ ♪ Do, do, do ♪ Excellent, friends.

You just learned the fundamentals of singing.

[clapping] Give yourself a round of applause.

Speaking of where I'm pointing to, do we happen to see the musical instruments in the background?

[gasps] So these here are my personal instruments.

Raise your hand if you'd like to get to know them a little bit.

[lighthearted music] So I'm just gonna sing you a song about all of my instruments and what their names are.

So just listen and watch.

♪ The musical instruments here today ♪ ♪ They love to sing, they love to play ♪ ♪ They're having such fun and they're here to stay ♪ ♪ Do you know what the instruments say ♪ ♪ It's a ♪ Piano.

♪ The musical instruments here today ♪ ♪ They love to sing, they love to play ♪ ♪ They're having such fun and they're here to stay ♪ ♪ Do you know what the instruments say ♪ ♪ It's a ♪ Guitar.

♪ The musical instruments here today ♪ ♪ They love to sing, they love to play ♪ ♪ They're having such fun and they're here to stay ♪ ♪ Do you know what the instruments say ♪ ♪ It's a ♪ Ukulele.

♪ The musical instruments here today ♪ ♪ They love to sing, they love to play ♪ ♪ They're having such fun and they're here to stay ♪ ♪ Do you know what the instruments say ♪ ♪ It's a ♪ Violin.

♪ The musical instruments here today ♪ ♪ They love to sing, they love to play ♪ ♪ We're having such fun and they're here to stay ♪ ♪ Do you know what the instruments say ♪ ♪ It's a ♪ Cello.

♪ The musical instruments here today ♪ ♪ They love to sing, they love to play ♪ ♪ They're having such fun and they're here to stay ♪ ♪ Now you know what my instruments say ♪ Do you see all of these instruments that we have here, friends?

Let's go over them.

This one we said was a violin, right, friends?

No?

What did we say that one was?

A guitar.

Oh, yeah.

I'm so silly.

I'm sorry, friends.

Now this instrument over here we said was definitely a violin.

No?

Oh, yeah, piano.

Of course.

Oh, where's my brain today?

Now these up here, those are definitely the ukuleles, right?

The violins?

You're so smart.

Now this one right here was the ukulele.

[chuckles] Good job, friends.

I had a lot of fun today, friends, teaching you about my instruments and about the fundamentals of singing.

And I think it's our time to go.

But before I do that, I want to grab my ukulele and sing us a goodbye song.

Just goodbye for now.

♪ Goodbye, everyone ♪ Echo me.

♪ Goodbye, everyone ♪ ♪ Goodbye, everyone ♪ ♪ It's time to say goodbye ♪ Let's sing that a little faster, right?

Echo me again.

♪ Goodbye, everyone ♪ ♪ Goodbye, everyone ♪ ♪ Goodbye, everyone ♪ ♪ It's time to say goodbye ♪ ♪ It's time to say goodbye ♪ ♪ Bye for now.

[lighthearted folk music] - [Narrator] Funding for this program was provided by The JPB Foundation.

[lighthearted folk music continues] ♪ [lighthearted folk music continues] ♪ [bright music]