[bright exciting music] - [Announcer] Ready to learn?

- I have with me here my friend.

- Melana.

- [Announcer] It's time to share a story, read and write- - What's this word going to be?

- [Announcer] Discover science.

- Whoa!

- [Announcer] Sing.

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

- We solve- - [Together] Word Mysteries!

- [Announcer] Stay tuned for lessons and activities.

[children giggling] Funding for this program was provided by the JPB Foundation.

- Did a word that's important to you go missing?

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

- Then call us!

I'm Sly.

- And I'm Gabby.

We're Word Detectives!

And we solve- - [Together] Word Mysteries!

- Together, we run the Wordsville Online Detective Agency.

- We'll find your missing words, fast!

- Not to mention, briskly.

- And swiftly!

- Yeah.

We're really good with words.

- [Kids] Wordsville!

- Um, Gabby?

- What?

- Um, are you okay?

- Not really, Sly.

I'm anxious, annoyed, worried, irritated, and stressed, all at the same time.

Writing about my feelings in my journal usually calms me down, but it's not working!

- Same!

I feel all those feelings, too.

And squeezing my squeezy stress ball isn't helping, no matter how hard I squish!

[ball squishes] Aw, I squished too hard!

[call beeping] - [gasps] And Scientist Cosmo's calling, too!

Are we feeling this way because of a Word Mystery?

- Only one way to find out.

- Word Detectives!

My new machine is missing.

This one.

- [Gabby] Interesting.

- [Sly] Your machine says the word soothing on it.

- The dictionary says when something is soothing, it makes you feel calm, comforted, and helps you relax.

- I've never heard of a machine that could soothe you.

- That's because I just invented it.

I wanted to find a solution to feeling irritated, so I built a Soothing Machine that plays sounds that help you feel calm and comforted.

- I get it.

We're not feeling calm right now because the word soothing is missing.

We do have a Word Mystery on our hands.

- Scientist Cosmo, tell us what happened, and I mean it!

Recap time.

- [Scientist Cosmo] I was testing my brand new Soothing Machine when Singer Melody and Artist Clay came by to try it out.

But my tests were incomplete, so I said they couldn't try the machine yet.

They were annoyed with me, but I was distracted by writing down all my observations.

I told them to come back later, and they put my machine away on a shelf.

I didn't even notice when they left, but as soon as the door to my lab closed, I got irritated, and my Soothing Machine was gone.

- One of them took your machine!

That is so irritating.

- So irritating!

Can you show us the scene of the mystery?

- Oh, right.

This is the shelf where my Soothing Machine used to be.

- Thanks, Scientist Cosmo!

I'll take a screenshot for our case notes.

[camera shutter clicks] - We'll report back when we know more.

- Bye.

- This case is really bugging me.

- Me too.

Maybe doing our case notes will help soothe us.

- We know what happened.

Someone took the Soothing Machine, and now we're all super irritated!

- The science lab is where it happened, and it happened when Scientist Cosmo was distracted.

- [Sly] Artist Clay and Singer Melody are our suspects.

- All that's left is to figure out who did it for sure, how, and why - [Sly] Let's look for some clues.

- [Gabby] I see sparkles all around the shelf where the Soothing Machine used to be.

- Sparkles always get everywhere.

They're so annoying.

- But Singer Melody loves them.

Let's call her.

[call beeping] - Word Detectives.

Great to see you, but can we make this quick?

I've got a lot on my ♪ Mind ♪ - It's a Word Mystery.

Why were you at the science lab today?

- I went with Artist Clay.

He's worried about some art thing, and I'm stressed about my next album.

We thought Scientist Cosmo would let us try his Soothing Machine to calm down, but he said no.

- Does that bother you?

- Uh, yeah.

Obviously.

Especially since we have some of the soothing stuff for it.

I play soft music on my phone, and Artist Clay made a painting and let Scientist Cosmo record the sound of soft brush strokes on a canvas.

It was so irritating he wouldn't share.

- So is that why you took the Soothing Machine for yourself?

- What an annoying question.

Causing a Word Mystery is not my style.

If his Soothing Machine is missing, Scientist Cosmo probably misplaced it.

He gets so distracted.

I just played annoying sounds on my phone to get him to understand how we felt.

But did it work?

No.

Ugh!

- Hmm, do you know where these sparkles came from?

- Maybe a few fell off my sparkly phone.

Anyway, better get back to worrying about my new album now.

Bye!

- Singer Melody wouldn't make herself more irritated by causing a Word Mystery, would she?

- Hard to say.

People don't always act like themselves when they're feeling irritated.

- Hmm, let's see what Artist Clay has to say for himself.

[call beeping] - Oh, Word Detectives.

Hello there.

- Are you all right, Artist Clay?

- I'm not.

Being an artistic genius is very stressful.

I'm always worried about my next great work.

- Is that why you went to the lab?

- Yes.

I was bothered before I got there.

But even more irritated after I left!

I gave Scientist Cosmo the idea to add the calming sound of brushstrokes to his Soothing Machine, but he wouldn't let me try it.

So I took the painting I made for him back.

- Did you take the Soothing Machine too?

- [scoffs] Are your questions always this irritating?

I never wanna cause a Word Mystery.

Besides, my hands are full of my painting.

Maybe Scientist Cosmo misplaced it.

He gets distracted.

- Do you know how sparkles got all over the floor?

- Oh, uh, they must've fallen off my painting.

See?

There are sparkles in the paint.

Now, I must get back to stressing!

- And we have to stress about solving this Word Mystery.

- What did we learn from our suspects?

- [Sly] They were both irritated when they went to the lab.

- [Gabby] Then even more irritated when Scientist Cosmo wouldn't let them try his Soothing Machine.

- [Sly] They both think he misplaced it.

- [Gabby] And they both said causing a Word Mystery isn't like them.

- But you said people don't act like themselves when they're irritated.

- I did say that.

- And their stories were similar.

- Except for the part about sparkles that they didn't figure out ahead of time!

- We cracked this case!

Let's show everyone who did it, how, and why!

[call beeping] Listen up, everyone!

Now presenting the Word Mystery animated reenactment for The Case of the Soothing Solution.

May we try your Soothing Machine?

I'm an anxious creative genius.

- [Gabby] And I'm worried about my new album!

Sorry, no, my tests aren't complete.

- [Sly] But we helped you with it.

- [Gabby] This sound will help you understand how we feel.

Isn't it irritating?

[sound effects buzzing] - [Sly] Please come back later.

I have to write down my observations.

- [Gabby] Artist Clay, let's show Scientist Cosmo how it feels to be irritated.

- Let's do it!

[dramatic music] Singer Melody and Artist Clay are the ones who did it!

- Both of you did it and grabbed the Soothing Machine when Scientist Cosmo was distracted!

- That's how!

- They did it because they were irritated and wanted to make him irritated, too!

- That's why!

- Okay.

We did it.

But only because we needed help to calm down, and Scientist Cosmo wouldn't share his Soothing Machine.

- Even after we helped him with it.

- But I didn't know if it worked yet.

That's why I had to test it.

- We get it.

You were already irritated, and it was annoying to have to wait.

But you could've found another way to soothe that feeling.

- Like asking Scientist Cosmo if he needed help.

Helping other people can be calming.

♪ You're right ♪ - [sighs] I think we know what to do.

- My Soothing Machine is back.

Thank you, Singer Melody and Artist Clay for helping me invent it, and for returning it.

- You're welcome.

We're sorry we took it.

Feeling irritated can make you, well, irritating.

- From now on, we'll take a second to calm down before we do anything.

- I recommend a squeezy stress ball.

- Journaling always helps me.

- And you can both try the Soothing Machine when I'm done testing it.

- [All] Thanks, Word Detectives!

- The Case of the Soothing Solution's solved.

Should we get you another squeezy stress ball to celebrate?

- It's okay.

I made myself a new one.

It's perfect for squeezing.

[Gabby laughs] [bright cheerful music] - Hi, friends.

My name is Anna, and this is- - Jada.

- Jada.

And Jada, how old are you?

- Four.

- Four.

And you're in pre-K, right?

Yeah?

Well today, Jada and I were talking about all the things that we love to do when we go to the beach, right?

What are some things that you like to do when we go to the beach, Jada?

- Find seashells, turtles, starfish.

Swim in the water.

- Swim in the water.

You definitely like swimming in the water, and the waves, right?

- Yeah, the wave pool.

[Anna laughs] - It feels like you're in a wave pool, right?

- Yeah!

- The waves push you back?

- Like, [makes whooshing sound].

- Oh yeah.

- And then I go back.

- They push you back so far.

You got knocked over the last time we went to the beach.

[laughing] Yeah, you did.

- I was like, [makes whooshing sound].

Right into the soap.

- Into the sand.

You got the sand in your mouth, right?

Yeah.

- Uh, uh.

- It wasn't that good.

- Disgusting.

[Anna laughs] - Well, today we were actually going to read a book together.

Would you like to hear the story with us?

Should we read the story with our friends?

Yeah?

Okay.

So the title of the book is "Sandy Toes: "A Summer Adventure".

And this book, words by Shauntay Grant, pictures by Candice Bradley.

What do you see the kids doing on the front cover already?

- [Jada] Making a sand castle.

- Yeah, they're making a sand castle.

You like making sand castles, right?

Yeah.

Okay, so as we're reading, I want you to pay close attention to some of the pages, because there's a little, little tiny friend that appears on most of the pages, and I wanna see if you can find those little tiny friends.

Don't tell them.

- I'm not!

- You're not, okay.

- And there's one more.

- What?

Okay, we're not gonna tell them.

Okay.

- I'm not.

- They're gonna try to see all the things they can see?

Yeah, there's a lot of little things that you can see on the page, so look really carefully at the pictures, all right?

All right, so "Sandy Toes: A Summer Adventure.

"Words by Shauntay Grant, pictures by Candice Bradley.

"Beach, board, boy."

What do you see on this page?

- [Jada] Turtle.

- [Anna] Oh, you see turtles?

Oh, I see the little turtles in the water.

What else do you see?

- [Jada] A hat.

- [Anna] Oh, yeah.

Who do you think's wearing that hat?

- [Jada] A mom.

- The mom is wearing the hat?

- Like you.

- Like me, okay.

- Um, a dad holding, um, what's this called?

- [Anna] Flamingo?

- [Jada] A flamingo.

- Like the floaty?

- Yeah.

- [Anna] Mm-hmm.

So do you think they're going to the beach, or they're leaving the beach?

- Going.

- You think they're going to the beach?

I think they're going to the beach, too.

Okay, let's see.

"Food, fort, fun."

What are some fun things you like to do at the beach?

- [Jada] Eat food.

- [laughing] Eat food.

What kind of- - Fish!

- What kind of, oh, you see a starfish?

But what kind of food do you like to eat at the beach?

- Hmm, you know.

- I know, but they don't know, so what kind of food do you like to eat at the beach?

- Sausage!

- You mean the hot dogs?

Like the- - Yeah.

- Yeah, like the sausage hot dogs?

- Yeah, it's good.

- Those are really yummy.

[laughing] [bright music] What else do you see on this page?

- [Jada] Turtles, what's this called?

- [Anna] The little turtles.

Oh, like the picnic basket?

- Yeah.

- Yeah.

- [Jada] No, no, this.

- [Anna] Oh, the blanket that they're sitting on?

- Uh-huh.

- Mm-hmm, yup.

I see the little turtles, too.

Yeah.

- [Jada] She is cute.

- They're very cute and tiny.

- Seashells.

- And you see some seashells, right?

- Yeah, I love seashells.

They're my favorite.

- They are your favorite.

"Calm, cool, kite."

- [Jada] Kite.

- You also see the kite?

Good job using that first sound.

- Turtle!

- And you see the t-t-turtles.

[Anna gasps] [soft music] "Run."

Why are they running?

- [Jada] They gotta try to get the k-k-k-kite.

- [Anna] They're trying to catch the kite.

Look, they accidentally let go of the string.

Oh no!

Do you think they're going to catch it?

- [Jada] Yes, yes.

- [Anna] Yes, yes?

- [Jada] Yes.

- [Anna] All right, let's see.

"Run, run!"

Oh, look who caught the kite.

- [Jada] The, the, the baby.

- [Anna] [laughing] The baby.

[Jada giggles] - The baby.

Goo-goo.

- [Anna] "Flip, flop."

Wow, look at all those pretty seashells.

- [Jada] Flamingo.

- [Anna] Flamingo also starts with F at the beginning, right?

- [Jada] B-b-boys.

- [Anna] You love those beginning sounds, right?

- [Jada] G-g-g-girls.

- [Anna] Oh, here's another word that starts with a F sound.

- [Jada] Float.

- High five.

Float.

You like to float in the water, right?

- [Jada] Like, like really leaning back.

- [Anna] When you do starfish in the water, right?

- When you put your arms.

- Right, you put your arms out.

And what else do you put out for starfish?

Your arms and your?

Your arms, well they can't see your legs, but you have to put your arms and your legs out for starfish to help you float when you're in the water, right?

- Yeah.

- Yeah.

"Long legs leap."

[Jada gasps] Do you think he's gonna be able to leap over the entire puddle?

- [Jada] No, he cannot.

It's too huge!

- [Anna] That's too huge?

But look, look at our little friends, the little turtles that are there.

- [Jada] [gasps] Starfish!

- [Anna] And you found another starfish- - Seashell.

- And a seashell.

You love those starfish and seashells.

"Big blue boat."

- [Jada] Um- - What do you see?

- Girl.

- [Anna] Mm-hmm, you see a girl.

- [Jada] Sh-sh-shovel.

- [Anna] Oh, you see the shovel.

- [Jada] Water.

- [Anna] There's water.

- [Jada] Sand.

- [Anna] Sand, well, let's see what the next page tells us.

- [Jada] Ooh!

- [Anna] "Sun".

- [Jada] Sun.

- [Anna] "Sand."

You just said sand.

Look what he's making.

[bright music] - [Jada] A sand angel!

- [Anna] [laughing] A sand angel instead of a snow angel, right?

- [Jada] Snow angel.

The dad, the mom, and the sister are laying on their towels.

- [Anna] They are laying on their towels.

You are correct.

"Sleep".

Sometimes it's nice to take a nap at the beach, right?

- [Jada] And there's a whole sunscreen.

- [Anna] There is sunscreen.

It's very important to put sunscreen on, right?

Yeah.

- [Jada] Water.

- [Anna] There's water.

- [Jada] And little friends, turtle.

- [Anna] See the little turtle right in the back?

Mm-hmm, the glass there.

- Eight turtles.

- There are eight turtles?

- Yeah.

- You're right.

There are eight turtles.

High five for counting all those turtles.

So the next time you go to the beach, what do you think you're gonna do?

- Do the same thing in the book.

- So like what?

Pick something, what did you like in the book that you're gonna do next time you go to the beach?

- Mm, pick out seashells.

- Pick out seashells.

- Of course swim in the water.

- Of course swim in the water, and what else?

- Put sunscreen.

- And put on sunscreen.

Very important.

- Um.

- One more thing.

- Play with my beach ball.

Since me, since one of my friends had a party, and they had beach balls.

- And you got a beach ball from the party.

Okay, I think that's a good idea.

I think next time we go to the beach, I am definitely going to wear my sunscreen.

You're right.

I need to wear my sunscreen.

- Beach ball!

- And I'm gonna play with you with the beach balls.

And I'm gonna go in the water.

- And one more thing!

- One more thing what?

- We have to take off our glasses.

- Well, we'll take off our glasses when we go in the water, yeah.

Well, I hope you enjoyed the story.

"Sandy Toes: A Summer Adventure".

Start thinking about some of the things you would do if you could go to the beach, and if you actually get a chance to go to the beach, do those things, right?

- I have a surprise for you!

- Well for now, we're gonna have to say goodbye to our friends, okay?

- Bye!

- And maybe next time, we can show them some other surprises about things we do at the beach.

I know, 'cause that's one of the things you do at the beach, right?

Go ahead.

What's the other thing you do at the beach?

Eat what?

- Eat ice cream!

- Eat ice cream.

- Ice cream!

- Yeah, it's eat ice cream.

All right, can we say goodbye to our friends until next time?

- Bye.

- Bye!

[bright cheerful music] [shaking maracas] Oh, hi there, friends.

Sorry, I was just doing something that brings me joy which is making music.

But I was about to actually take a break to do some work with sounds.

Would you like to join me?

Okay, awesome.

Before we start with our sound of the day, I thought we should warm up our ears with a little sound activity.

So what's gonna happen is I am going to say syllables, okay?

And what I want you to do is put those syllables together to make a word.

So watch, I'll go first.

If I said um-brell-a, you would then blend those together, um-brell-a, into umbrella.

Okay?

Let's try one together.

Ready?

Here are the syllables.

Con-cen-trate.

So think.

Con-cen-trate.

How would you blend those together?

Concentrate.

Say it faster.

Concentrate.

Okay.

Try the next couple on your own, ready?

Re-cy-cle.

Recycle.

Yes-ter-day.

Yesterday.

Ready?

Mon-u-ment.

Monument.

Like a tall statue.

Okay, here's the last one.

And I really like this one because it actually has our sound for today.

Ready?

En-joy-ment.

Enjoyment.

Okay.

Now, listen to that middle syllable really carefully.

Ready?

En-joy-ment.

Okay?

So in that middle syllable is our sound for today.

And I really love this sound because it really gives my mouth a workout.

The sound we're working on today is the sound oy.

Can you say that?

Oy.

Yeah, you notice how your mouth starts off one way.

Oy.

And then it ends up in a completely different position.

Ee.

Oy-ee.

Yeah.

Okay.

So there are two ways to spell that oy sound that we're going to focus on today.

The first one is O-I.

Like coin.

Okay?

So O-I, oi, like coin.

All right, now when we see this oi spelling, usually we'll see it at the beginning, or in the middle of a word.

For the purpose of today's lesson though, we're just gonna focus on it in the middle of words.

So for example, if I wanted to spell the word coin, I would go C, for it to represent my ka sound.

And then O-I is going to represent that oi sound.

And then N. Coin, N. Okay?

So coin.

Okay.

Now, how would I turn coin into join?

Like do you wanna join me in making some music?

All right, let's think.

Coin, join.

Where do we feel our mouth changes, the sound changing?

Coin, join.

That's right, in the beginning.

So the oin part is going to stay the same.

How would I turn c-oin into j-oin?

Kuh, juh.

That's right.

The J is representing that juh sound, okay?

So juh-oi, 'cause I'm hearing that oi in the middle for now.

We're gonna stick with our O-I.

Join.

Join.

Okay.

Let's do a couple more words, but this time, let's start with, I'm just gonna slide you over so we have more room, 'cause there's a lot of words that I want us to focus on for this one.

Let's do the word soil, which is like another word for dirt.

Right?

Soil.

All right, so first sound, ss, is going to be represented by our S. And now what letters are going to make the oi sound in soil?

That's right.

O-I.

And now what letter is going to represent the ending sound?

Soil.

L, notice L. That's right, it's going to be my L. Soil.

All right, how would I turn soil into boil?

Like what water does when it gets really hot.

Boil.

Soil, boil.

Where do you hear the change in the sound?

That's right, in the beginning.

For the rest, oil stays the same.

So how would we turn soil into boil?

That's right.

My ss now becomes the buh.

And that's represented by the letter B. Boi-l.

Okay?

Boil.

All right, how about, how would I turn boil into foil?

Like sometimes you wrap up food in aluminum foil.

Okay?

So how would I turn boil into foil?

That's right.

I'm going to replace the buh sound with the ff sound.

So which letter will I need?

That's right.

F is representing that ff sound in foi, oi, l. Foil.

Okay.

So that's one way that we can write this oi sound.

Now I'm going to show you another way.

So remember, first way is O-I, like coin, and usually we'll see it at the beginning, but today we're focusing on it in the middle of words when we hear that oi sound.

The other way we're gonna focus on the oi sound today is when we hear it at the end of a word.

Now, we could hear it at the end of syllables too, but right now, for today we're focusing on just the end of the word.

And that spelling is O-Y, like boy.

Okay?

So O-Y, oy, like boy.

So why don't we start out by spelling the word boy first?

So, boy.

I need my buh and then my oy sound.

So buh is represented by B, and then my oy sound at the end of the word is O-Y.

Boy.

Now, how would I turn boy into toy?

Boy, toy.

That's right.

The buh gets replaced by ta.

So now the letter I need is, let me hear it.

That's right.

I need my T for ta, and then oy is represented by O-Y at the end of that word.

Awesome.

Okay.

How about the word, ooh, I like this word a lot.

Listen carefully.

Enjoy.

Uh-huh, I got you there with the two syllables, right?

En-joy.

All right.

So I like to break up words that have multiple syllables with little scoops, so en-joy.

So it really helps me focus on each section of the word.

So let's start up with en.

En.

Well I hear eh-n.

So, en, eh-n, eh.

E. En, n. That's right, I need my N. So N. Okay, so we got the first part, en.

Now we need joy.

A-ha.

This is where all of our hard work is going to pay off.

Joy.

Let's see.

Juh-oy.

Juh-oy.

So what is that first sound we hear in joy?

That's right, we hear the juh sound, which is represented by the letter J. Juh.

And then how am I going to write the oy sound?

You guys are so smart, that's right.

O-Y is going to represent my oy sound.

So now we have enjoy.

What's the word?

Enjoy.

Awesome.

Okay, now I'm going to have a couple of words pop up for you, and first, I want you to just blend and read them, focusing on that oy sound.

Then there are a couple of bonus ones at the end that I wanna see, can you figure out which spelling of oy do you need?

Will you need O-Y spelling, or the O-I spelling.

Good luck.

- [Instructor] Let's blend and read words with the oi sound, spelled O-I, as in coin, and O-Y, as in boy.

Buh-oy.

Boy.

Juh-oy.

Joy.

Buh-oil-l.

Boil.

Last one.

Ss-oi-l.

Soil.

Okay, let's see if you can figure out the correct spelling for these words.

What spelling of oy would you need for the word toy?

That's right, O-Y.

Toy.

What spelling of oy will you need for the word join?

O-I.

Join.

What spelling of oy will you need for the word coin?

O-I, coin.

Bonus word.

How would we spell enjoy?

Which version of oy do we need?

O-Y.

Stupendous job.

- Way to go, scholars!

You did an awesome job working with our two ways of spelling the oy sound.

Either O-Y, like boy, or O-I, like coin.

Keep practicing reading and writing words with that oy sound.

Well, until next time, if you want to find me, you can come join me in my band- [shaking maracas] Bye!

[bright cheerful music] - [Narrator] The electric eel is a long, snake-like fish with a flattened head that is found in dark, freshwater habitats in South America.

They might look like eels and be called eels, but they're really relatives of catfish.

One unique thing about electric eels is they are nocturnal fish.

Similarly to catfish, they will spend their evening searching for food.

Adult electric eels are carnivores, and they eat other fish, crustaceans, insects, and small amphibians, reptiles, and even mammals.

Since they have poor eyesight and live in poorly lit water, they use weak electrical fields to navigate and identify their surroundings.

Just like a bat using echolocation to find bugs in the night sky, electric eels will seek out fish by sending out electrical pulses.

Once a prey item is found, the electric eel will encircle it and send out a strong burst of electricity to stun its prey before consuming it.

Their electric shock is so strong, it can temporarily light up a small Christmas tree covered in lights.

These fascinating animals need clean water to survive.

We can all do our part to help keep the water waste healthy by reducing our use of single use plastic and recycling properly.

Simply by switching to reusable bags, water bottles, and straws, we can help keep plastics, which are harmful to eels and other marine animals, out of the water.

Here at the Houston Zoo, we're doing our part to help save marine animals in the wild by eliminating all single use plastic bags, bottles, and straws.

[bright upbeat music] - Hello, everyone.

My name is Lia.

Today we are going to make a really special kind of art.

We are going to make a puppet.

Now, what do you notice about this puppet?

- The eyes, the ears.

The head.

The legs, with the dots on the legs.

- And they have dots on the tail.

Now, I can make my puppet move when I hold it under.

And I can do something else with this puppet.

I can make a shadow.

The shadow is the dark area made when something blocks light.

Do you think that we can make a puppet like this?

Let's take a look what materials we have to make our puppet.

We have paper.

- Glue!

- Glue?

- Glue and gluestick.

- And I have a hole punch.

But this is for adults, so we're gonna use it at the end when our puppet is done.

Now, what kind of puppet are we gonna make?

- I wanna make a rabbit.

- I'll make a bear!

- I'll make a cheetah.

- Now I think that I'm gonna do an animal, too, because I think with an animal, it can make a really fun shadow.

Let's start.

I'm gonna grab a big piece of paper first, and if we're gonna do an animal, what I need to do first?

- Maybe to tear it with your hand?

- Maybe I can tear it to make a big shape.

So I'm gonna put the two fingers together, I'm going to pinch, and now tear slowly, and turn.

Turn.

This here piece comes right off.

That's a big shape for my head, right?

Now the body should be bigger or smaller than the head?

- Bigger.

- Bigger.

- So now let me tear a big shape for the body.

Tear slowly, and now turn.

I love how you're moving your hands.

[gasps] Wow.

Can I add legs?

[gasps] This one is too long.

Maybe I can tear it in half.

[gasps] - Yeah, they're feet now!

[Lia laughs] - Yes.

- You made a person walking.

- It's walking.

Can I add a tail?

How can I make the tail?

Can I use this one?

What else can I add?

- Ears.

- Ears.

I'm going to make spiky things on the back.

Can I make a mouth?

[Lia vocalizing] Now all the shapes are arranged the way I like, can I use the glue?

- Yeah.

- Yes.

- Yes.

So we are going to put glue only on the edge of the paper, okay?

- [All] Dip, dip, dip.

Tap, tap, tap.

Spread, spread, spread.

- One, two, three, four, five.

Now, we're gonna glue the big shapes.

Okay.

Now that my puppet is ready, I'm going to use the hole punch to make the eyes.

[Lia gasps] Now my puppet is alive!

Okay, now is your turn to make your puppet.

[paper tearing] [bright music] I like the sound.

[Lia gasps] Wow, that's gonna be the body of the cheetah, right?

- Right.

- This is the bird sitting!

- It is the bird sitting, totally.

- I'm making these to touch together, and this one, and this one.

[Lia gasps] - Wow, that is a good curved shape.

How are you gonna arrange those shapes?

This is a really special puppet.

- I made a kitty.

[Lia laughs] - Now the bear is walking.

[Lia gasps] - This is my other one.

I'm done already.

- I think we are ready to glue.

Dip the stick on the glue.

Right.

Wipe the drip.

Freddie, good.

I love how you're putting the glue at the end on the border of the shape to connect it to the body.

[bright music continues] - All done with my muppet.

- Are we ready to make the eyes of the puppet?

One, and two.

[Lia gasps] Now, let's share all that we made.

First, Mia, what kind of puppet did you make?

- Cat.

- Wow.

Cece, what kind of puppet did you make?

- A bear.

- I noticed that your bear has shoes?

- I just found some pieces.

- Amir, what kind of puppet did you make?

- A cheetah.

- You did amazing.

I love your puppets.

Let's glue the stick so we can try the puppet on the wall with the shadow they will make.

[bright music] [bright music continues] Now it's your turn to make your own shadow puppet.

Have fun, artists.

[bright cheerful music] - Hi!

My name is GG, and this is my sister.

- Pearl.

- And today, we're gonna show you a few yoga poses, because yoga is me and Pearl's favorite.

It's fun and relaxing.

So the first yoga pose is- - Called the tree.

You're gonna put one arm up, then the other.

You're gonna grab one foot, and put it on your knee.

Hold it as long as you can.

- Now the second yoga pose is my favorite, and it's called the cobra.

So first, you wanna go on your stomach, and then you're gonna pull up, and then you're gonna sit there and touch the sky, and then get a nice, good stretch.

Those are the yoga poses we're showing you today.

- [Both] Bye!

[bright cheerful music] - Hey, you.

I'm Ellen.

I'm a musician, and a New Victory teaching artist, and I'm also a sleep expert.

In fact, I've been sleeping my whole life, and something tells me you have, too.

Great work so far.

[clapping hands] Bedtime is honestly my favorite time of day, so tonight, let's move through a bedtime routine together, with two of my favorite ways of winding down.

A calming stretch, and of course, singing.

We're going to do four stretches, and then sing a song with four verses, one for each stretch.

For our first stretch, let's send our arms up overhead while we check in with our friends in the sky.

Let's wave to the stars.

Hello, stars!

Welcome, stars!

Next, let's send our arms up and over, side to side, as we wave hello to the moon.

Hello, moon.

Welcome, moon.

And now, let's take our hands and our fingers, and bring them to the top of our head, and give our dreams a little welcome tap.

Hello, dreams.

Welcome, dreams.

And lastly, let's take our arms and give ourselves a big hug and take a nice, long, deep breath as we welcome sleep.

[Ellen inhales] Hello, sleep.

Welcome, sleep.

I think we're ready to add some music and turn this into a proper bedtime singalong.

What do you think?

[playing guitar] During the song, notice the same four words we stretched to earlier.

Stars.

Moon.

Dream.

And sleep.

You can do the stretches while we sing.

[soft atmospheric music] ♪ A star, a star ♪ ♪ A star in the sky ♪ ♪ A star, a star ♪ ♪ The only star to shine ♪ ♪ You are, you are, you are ♪ ♪ My star so bright ♪ ♪ You are, you are, you are ♪ ♪ My star, goodnight ♪ ♪ The moon, the moon ♪ ♪ The moon in the sky ♪ ♪ The moon, the moon ♪ [both giggling] ♪ The only moon to shine ♪ ♪ You are, you are, you are ♪ ♪ My star so bright ♪ ♪ You are, you are, you are ♪ ♪ My star, goodnight ♪ ♪ A dream, a dream ♪ ♪ A dream so sweet ♪ ♪ A dream, a dream ♪ ♪ The sweetest dream you'll meet ♪ ♪ You are, you are, you are ♪ ♪ My star so bright ♪ ♪ You are, you are, you are ♪ ♪ My star, goodnight ♪ ♪ Asleep, asleep ♪ ♪ A light in the dark ♪ ♪ Asleep, asleep ♪ ♪ Rest now, little spark ♪ ♪ You are, you are, you are ♪ ♪ My star so bright ♪ ♪ You are, you are, you are ♪ ♪ My star, goodnight ♪ Well, I don't know about you but, [yawning] it is way past my bedtime.

Thank you for joining me for my nightly stretch and singing routine.

Sleep tight.

See you next time.

Goodnight.

[Ellen snoring] [bright upbeat music] - Hi, my name is Manny, and I am a helper.

I am very proud of my job because I help keep you safe around electricity.

I am a line worker.

You might see me if the power goes out in your neighborhood, or if there has been a bad storm.

I'm going to tell you a little bit more about line workers.

When I go to work, I wear a uniform so you know I am there to help.

My uniform looks like this.

My safety vest is an important part of my uniform.

Its bright colors help drivers see me when I am working on the side of a road.

My hard hat protects my head if tools or branches fall on me.

And my tool belt holds the tools that help me work on the power lines.

Another really important tool is my truck.

Let's go check it out.

My truck is a little different than the other cars you see on the road.

It has special tools that help me work on the power lines and stay safe.

[bright music] [bright music continues] These flashing lights help drivers see me when I'm working on the side of the road.

My truck has a bucket.

It allows me to climb inside and use these levers to go work on the power lines way up high.

My truck has these special legs that help keep it sturdy when I go inside the bucket to work on the power lines.

Power lines look like this.

Power lines attached to these wooden poles help transfer electricity from the power plant all the way to your home.

Practicing electrical safety is important because electricity is everywhere.

You should never play near power lines outside.

Be sure to keep kites, model airplanes, or balloons away from the wires.

If a toy becomes stuck in a power line, do not touch the toy, and get help from an adult right away.

When you are inside, it is important that you never play with electrical outlets.

In an emergency, you can help me by staying away from fallen wires, and asking an adult to call the power company right away.

A line worker, like me, will come to help.

I like my job because I get to help people like you.

If you see me in your neighborhood, wave hi.

I like to wave back.

Line workers like me are important helpers in everyone's neighborhoods, because we keep the power on in homes and buildings.

So what's my job?

To keep you safe.

What's your job?

To be safe.

[bright upbeat music] - Hi, my name is Mariely.

My husband, Camilo, and I have three kids.

Maxwell and Sebastian, who are seven, and Mateo, who's five.

It's really important to me as a mom to help my kids build their self esteem and confidence, and be able to appreciate themselves and like themselves at a very early age.

I think it's important for my kids to reflect on a daily basis the things that they're grateful for, and things that they're proud of.

I think as humans, we're looking for external validation, and it's really important to me as a parent that validation comes from inside.

- Wow!

- Lovely!

I'm really working on having my kids value their inner voice.

It's important to me that my kids tell me that they feel proud of themselves, and then I piggyback on that, and tell them that I'm proud of them, too.

- Surprised.

- You were surprised?

- And proud.

- And proud?

I like to ask my kids open ended questions so that they can express themselves freely.

Can you tell me more about it?

- [Sebastian] It's a meteor crashing into the earth.

- [Mariely] Allowing my kids to teach me something is also empowering for them.

I encourage my kids to be kind to each other.

It's really important that they have a healthy relationship, and that starts by how they treat one another, and also, I encourage them to be kind to themselves.

Practicing kindness will help them with all relationships, and will make them better human beings.

[bright upbeat music] - Hi, everyone.

Welcome to my classroom.

I'm Zoe, and today, we've got a pretty awesome math game for you.

We have been learning about light in our classroom, artificial, natural light, and so for today, we are going to use these artificial candles.

And we're also going to use our tens frame.

And today, we are going to look at ways to make ten using our artificial candles and tens frame.

And make ten meaning what are the different ways that we can take two numbers to equal a total of ten?

So we have the tens frame, and the tens frame has five squares on the top, and five on the bottom.

Let's count them.

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

So we have five on the top, and we have five on the bottom.

So we know that if all of these squares are filled in, it equals a total of ten.

All right, everyone.

Today I have with me.

- Anya.

- Anya.

And are you ready to play this game with our candles?

- Yes.

- Our artificial light.

All right, Anya.

Can you tell me, we're gonna make ten, but I'm only gonna cover up some squares, and you have to tell me how many more I need to make ten.

So if I go one, two, three, how many do I have there?

- One, two, three, four, five.

Five.

- All right, so you have five.

One, two, three, four, five.

How many more do I need to make ten?

- One more five.

- One more five, okay.

Can you put that on?

Go ahead.

- One, two, three, four, five.

- So she said I needed five more.

I'm gonna put five more.

One, two, three, four, five.

Now, can you count and make sure we have ten altogether?

- One, two, three.

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

- Ten, we have ten.

And I love how you miscounted, and then counted from the beginning again.

So, if I started with five, and I added five more, we know that the total equals ten.

So five plus five equals ten.

- Ten.

- All right, let's do another one.

How many did I put down?

- Three.

- Three.

You didn't even have to count.

You just looked.

So let's count 'em.

Count your.

- One, two, three.

- All right, so she counted, we have three.

One, two, three.

How many more do you need to make ten?

Count how many squares you need to cover.

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

Seven.

- Seven!

I'm gonna double check.

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

So three plus seven more, go ahead.

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

Seven.

- So she said we have to add seven more.

One.

- I like the pink candle.

- Two.

Three.

Four.

Five.

Six.

Seven.

So put three plus seven more equals how many?

Count out how many you have altogether.

- Ten.

- You're so smart.

I knew you didn't even have to count.

But can you just double check by counting?

- One, two, three, four, five, six, seven, eight, nine, ten.

- Oh my goodness.

I am gonna double check.

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

So we started off with how many?

- Five.

- Three.

We started off with three.

We added seven.

And we knew that we had ten altogether.

So three plus seven equals?

- Equals ten!

- Ten.

All right.

Let's clear the board.

How many did I put down?

- Two.

- Can you tell our friends?

- Two.

- Two.

And how many more do you need to make ten?

Count your empty boxes.

- One.

- Count.

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

- Mm, can you count one more time?

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

- Eight.

So we started off with two.

And we need one, two, three, four, five, six, seven, eight.

Great job.

Can you cover them up?

One.

- One.

Two.

Three.

Four.

Five.

Six.

Seven.

Eight.

- Great job.

So we have two.

We're adding eight more.

One.

Two.

Three.

Four.

Five.

Six.

Seven.

Eight.

So we started off with two.

We added eight.

And how many does that total?

- Ten.

- Ten, can you just double check?

And count your ten.

- One, two, three, four, five, six, seven, eight, nine, ten.

- Let's double check.

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

Awesome job!

So Anya, do you think this is a fun game for our friends?

- Yes.

- Yeah.

So great job, high five in making ten.

All right, everybody.

We'll see you next time!

- Bye!

- Bye!

[bright upbeat music] [Mariely speaking Spanish] [Mariely continues speaking Spanish] [Mariely continues speaking Spanish] - Wow.

- I love it!

[Mariely speaking Spanish] - Surprised.

- You were surprised?

- And proud.

- And proud?

[Mariely speaking Spanish] Can you tell me more about it?

- [Sebastian] It's a meteor crashing into the earth.

[Mariely speaking Spanish] [Mariely continues speaking Spanish] [bright upbeat music] - [Announcer] Funding for this program was provided by the JPB Foundation.

[bright upbeat music continues] [bright upbeat music continues] [bright upbeat music continues] [bright upbeat music continues] [soft music]