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

- Hi.

- Hi.

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

- Let's read it back.

- [Narrator] Discover science, sing, ♪ Somewhere ♪ - [Narrator] play, and so much more.

- Cupcake!

- Very good.

- [Narrator] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

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

[upbeat music continues] - Hi, friends.

Welcome to story time with me Ms. Darlene.

Today's read aloud is called "My Big Family" written by Yanitzia Canetti and illustrated by Micha Archer.

In today's read aloud, we'll follow a journey of a little boy named Alex whose family just grows and grows.

Stick around after the read aloud I'll show you how you can create your very own expandable family portrait.

So, if you're ready, let's have fun reading.

In my house there are three of us, Mama, Papa, and me.

I have a very big family though.

"You have grandparents in Cuba," says Papa.

"And lots of aunts, uncles, and cousins," Mama reminds me.

One day, I noticed Mama wearing her favorite shirt and Papa singing while he makes empanadas.

Mama is looking at the photo album and showing me pictures I've seen again and again.

Papa tells the story of my grandmother Juanita growing up in little town in Cuba.

"Abuela's house had soaring high ceilings," he said.

"And big wide windows," Mama says.

Since I hear this story all the time I think they really want to tell me something else.

I wonder what they wanna tell him.

Let's keep reading to find out.

"Alex, how would you like it if our family were bigger?"

Mama asks.

"Yes," I shout.

"It would be nice to have more family here."

"Well, guess what," says Mama, "your grandmother is coming from Cuba tomorrow."

I jumped up and we all hug.

I can't believe our family is getting bigger.

"Where three can fit, four can fit," says Papa.

Well, Alex seems really excited to have his Abuela move in with them.

We pick up Abuela Juanita from the airport and when we get home, I help Abuela put her things in my room.

Now it's our room.

Luckily, everything fits.

My dresser, her bedside table, my toys, her books, my drawing table, her jewelry box, my bed, her bed.

And I'm glad she likes my room.

It looks like a planetarium.

And it does.

Do you notice all the stars on the wall.

It looks just like the night sky.

And next morning, the phone rings.

I hear Mama shouting.

She sounds happy.

As soon as she hangs up, she runs over to me.

"Alex, your Aunt Celia is coming from Cuba tomorrow and she's bringing your cousins, Yoli, Yanear, Yudear."

"Yes," I say, "the bigger the better."

He seems so excited.

Now there's never a quiet moment.

My cousins teach me new things.

We watch movies.

And they make me laugh a lot.

In the kitchen Abuela, Mama and Aunt Celia cook Cuban food together.

Aunt Celia talks so loud that Papa has to turn the TV up to hear it.

But the smell of garlic, onion and fried plantains brings us all to the table hungry.

That sounds delicious.

After dinner we take turns sitting in the living room but when I stand up to stretch my legs Yudear plops down in the most comfortable chair.

"You snooze, you lose," he says.

Just then the phone rings.

"Oh no."

Why do you think Alex says, Oh no when he hears the phone ringing?

Well, I noticed every time the phone rings in the beginning of the story, someone new comes to move in and things seem to be getting a little crowded.

I hear Mama yelling happily again.

As soon as she hangs up, she runs over to me, "Guess what Alex, cousin Beto is coming to live with us too."

Papa just smiles, "Where eight can fit, nine can fit," he says.

No one else can fit in this house.

In the morning, when it's time for breakfast everyone wants something different.

"I want scrambled eggs."

"I want a bacon, lettuce and tomato sandwich."

"I want empanadas."

"Oh brother.

I just want cereal with milk."

My cousins stump in and out of the house running and shouting.

Yunear and Yudear like to play baseball in the yard.

So far the broken to flower pots and our neighbor's window.

Oh boy.

I wonder what Alex is feeling now.

In the beginning of the story he was so excited to have his family grow bigger.

But now it seems like things are getting very noisy and crowded.

I wonder how he's feeling now.

What do you think?

That's right.

He seems a little frustrated.

Aunt Celia never stops talking and cooking, Abuela chats on the phone and cousin Beto asks everyone a million questions.

Then everything changes.

Oh, I wonder what happened?

Let's see.

"Tia Celia and your cousins are moving to their own apartment with Abuela," Mama tells me one morning.

"Cousin Beto is moving out too."

And look.

I notice, it looks like Alex is tearing up a little bit.

Even though they've been noisy and taking up space and he has to share his things it looks like he might be a little sad that they're moving out 'cause I think he ultimately really likes having a big family.

Then I find out someone else is coming to live in our house.

What do you notice?

I noticed that it looks like Alex's mom might be expecting a little one.

Now our family has gotten just a little bigger.

Where three can fit, four can fit.

Aww, it looks like he got a little brother or sister.

So even though the family from Cuba moved out, he's got a new little siblings to look after and I'm sure he's excited.

I really hope you enjoyed listening to the story, "My Big Family".

Now stick around, I'll show you how you can make your very own family portrait that can expand because sometimes just like in the story, our family gets bigger and it's always nice to save a little extra room.

For this activity you can use colored paper or white paper.

Remember if you don't have colored paper at home you can always use white paper and just use some colored pencils or crayons or markers to color the white paper any color you would like.

You'll also need some tape, some string or ribbon.

Any color that you have at home is fine.

A pencil or a marker to write with.

A scissors that you will ask a trusted adult to help you use to cut your shapes.

Some glue or a glue stick.

And of course, some crayons or markers to decorate.

To create your expandable family portrait, you're going to use your paper to cut three shapes.

I use my red to make the base of my house, which is a medium sized square.

I used blue to make the roof which is the shape of a triangle.

And I used the yellow paper to make my chimney.

So I cut out a small rectangle to make the chimney.

So remember ask a trusted adult to help you use the scissors to cut out these three basic shapes.

Okay?

Once you have all of your shapes, you are going to tape or glue them together.

And this is how the top of my family portrait will look.

So I'm gonna think about all the people that are living in my house.

And right now I have just three people living in my house.

So I'm gonna cut out three more squares of the same size for my mom, my sister and me.

Then you're going to cut out three more smaller white squares and these smaller white squares are gonna go into the center of your photo frames and I'm going to draw their pictures on the smaller white paper.

So I'm gonna draw a picture of my mom, of my sister and me.

I'm gonna be sure to add a headband for myself, 'cause I love to wear headbands and I also love the color pink.

When you're all done, be sure to glue or tape all of your pictures down to your photo frame.

Then when you're all done with the family members living in your house you're gonna put it all together, using your string.

So remember I said, this is going to be an expandable family portrait which means your family can expand.

People will move in sometimes and they'll move out.

But if you make the string long enough you'll have room to add more people as they come to live with you.

Isn't that awesome.

Or as your family grows maybe you might get a new brother or sister.

So you're going to take the string and you're gonna turn over all of your squares and you're gonna tape them to your string.

Like I said, make sure your string is longer than the amount of people that live in your family now because that can always change.

So you're gonna start at the very top of your house and you're gonna tape down the spine of all of your photos.

You can leave a little space in between each or you can do them close together if you'd like.

And there you have it, an expandable family portrait that has room for your family to grow.

I hope you enjoyed today's read aloud of "My Big Family."

And I hope you enjoyed making your family portraits.

And as always, keep reading.

- Hi, 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 Rattling 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 rattling bog went down in the valley-o ♪ ♪ Ho, ro, the rattling bog went 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 rattling tree ♪ ♪ A rattling tree ♪ ♪ And tree in the bog and the bog down in the valley-o ♪ ♪ Ho, ro, the rattling bog went down in the valley-o ♪ ♪ Ho, ro, the rattling bog went down in the valley-o ♪ ♪ And on that tree ♪ ♪ And on that tree ♪ ♪ There was branch ♪ ♪ There was branch ♪ ♪ A rare branch ♪ ♪ A rare branch ♪ ♪ A rattling branch ♪ ♪ A ratting branch ♪ ♪ And branch in the tree and the tree in the bog ♪ ♪ And the bog down in the valley-o ♪ ♪ Ho, ro, the rattling bog went down in the valley-o ♪ ♪ Ho, ro, the rattling bog went down in the valley-o ♪ - That was so much fun.

Thanks, Liam and Aiden.

Thanks everyone.

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

And I'm glad to see you.

You might be wondering why do I keep pointing to the word I'm.

Well it's because today we'll be blending, read and sorting words called contractions and I'm is one of them.

Before we get there, let's warm up those ears.

I'm going to say a word and I want you to listen for that final sound and then say it out loud.

I'll do the first one.

Can.

In the word can the final sound is n. You try it.

Can't.

T. Great.

Let's keep going.

They, ey.

They've, v. Cups, s. Has, z.

Hasn't, t. He, e. Heal, l. Want, t. I'm, m. There, r. And live, v. I can see those ears are very warmed up.

Remember I said we were learning about contractions.

Well, let me tell you what a contraction is.

A contraction is a shorter way of saying two words together.

So in our example, I am, we make it shorter and say I'm.

And the way we did that is by removing one or two letters from the second word and replacing it with an apostrophe.

It's this little hook right here.

So in this example, we remove the a, put in the apostrophe and make the contraction I'm.

Remember, I am are the two words, remove that a put in the apostrophe and make a shorter word I'm.

You actually learned other contractions using these words, will is one of them.

In the word will, we remove the W and the I and keep the Ls.

And we replaced that W and I with the apostrophe.

So I will becomes I'll.

You will becomes you'll.

It will, it'll.

We will, we'll.

And they will, they'll.

Is is another word that we use to make contractions.

We remove the I and replace that with the apostrophe.

He is becomes he's.

She is, she's.

It is, it's.

And you learned that not also makes contractions.

In the word not we get rid of that O and replace that with the apostrophe.

So we have can't, don't, doesn't, isn't, aren't, hasn't, haven't and won't.

Two things I want to point out.

When we say do not do, it's a little tricky there says, oo, but when we make it a contraction, we say don't.

So that sound changed a little bit there.

And will not the spelling changes when we make a contraction.

So we get rid of the I L L and put in an O.

So will not becomes won't.

It's just one of those things we need to remember.

But today there are two other words that help us make contractions.

Let's look at the first one.

Here we have the contraction we've and we've is made up of two words, we have.

To make it a contraction, we remove the H and the A and replace it with an apostrophe to make we've.

We do that also with I have to make I've.

You have, you've.

They have, they've and the one I just showed you we've.

But these three words also combine with have to make contractions could, would, and should.

Could have becomes could've, would have becomes would've, and should have becomes should've.

I should've gotten a glass of water.

Ooh.

Our last word is are.

And making contractions with the word are we remove that A and replace it with the apostrophe.

So you are becomes you're, they are becomes they're and we are becomes we're.

Let me point out two things with two of the words that's joined with are to make a contraction.

We have your, which is our contraction and we have the word you're.

They're said the same but they mean different things when we use them in sentences.

So when I say you're using the contraction, I can replace the contraction with you are and the sentence still makes sense.

You're learning to read in school.

I can take out you're and say, you are learning to read at school and the sentence still makes sense.

This your means something belongs to you.

So this is your book.

That means the book belongs to you.

The same thing happens with they're our contraction and there.

I can replace they're with they are and the sentence still makes sense.

They're almost finished writing or I can say they are almost finished writing.

And it still works.

This there I can use in a sentence like this, grab your pencil over there.

See the difference?

Sounds the same but spelled differently and means different things.

There are so many types of contractions.

Let's use what we have learned to blend and read.

Here is our first contraction.

I notice there is an apostrophe followed by the letters R E. That tells me that this contraption uses the word are but remember, in this contraction, we have removed the letter A and replaced it with an apostrophe.

I know this part of the contraction.

It's the word we.

And for the apostrophe R E we will say, R. Now we'll blend and read the word.

We're.

Try this next word with me.

What do you notice about the letters after the apostrophe?

Yes.

The V E means this is a contraction with the word have.

We learned this word before, say it with me, they.

For the apostrophe V E we'll say V. Let's blend and read the word now, they've.

What two words make up this contraction.

They and have.

Nice.

Take a look at the letters after the apostrophe think about which words those letters tell us was shortened.

to make this contraction.

You will take the lead for this word, and I will whisper.

They, re.

They're.

Did you say they're?

Great job.

What were the two words used in this contraction?

They and are.

Fantastic.

Now it's your turn to blend and read these contractions.

Notice the letters after the apostrophe to help you know which word was shortened to help make the contraction.

You will have 15 seconds to read on your own.

Then you can check how you did when I read them after.

On your mark, get set, go.

Time to check in with me.

I've you've.

We've, they've, should've.

We're, they're, you're.

Did you do a great job reading these contractions?

I knew you would.

You're becoming contraction captains.

We're up to our last activity.

We will sort contractions using these categories.

I will read a word that is a contraction and you will tell me the two words that were used to make up the contraction and what letter or letters were removed.

I'll do the first one.

Isn't.

Isn't is made up of is and not.

It's right here.

And I know that the O is removed in not and replaced with the apostrophe.

Just like in the word can't.

The O was removed and replaced with the apostrophe.

So isn't goes in the same column as can't.

Join me for this next one.

You'll.

You notice the Ls there?

Yes.

That's because you'll is made up of you will.

It's right here and we removed the W and the I, just like in the word we'll.

Yes.

Good job.

Let's see if you can do this one.

That's.

Yes, that is are the two words that make up this contraction and the I is removed.

It goes with it's.

You're doing great.

Wasn't.

That was so fast, was not.

And the O, yes, it goes here.

With can't and isn't.

Two more to go.

I'll.

I will and the W and the I are removed, goes with we'll.

Didn't.

Yes.

Did not.

And the O is removed.

Nice work.

Today, we blended, read and sorted words called contractions.

So make sure you join us next time.

We'll see you soon.

[upbeat music] - Oh, hello friends.

How are you?

My name is Steve, and I'm here in Cape Town, South Africa which is almost like on the other side of the world to you.

I'm going on an adventure today.

Do you want to go on an adventure?

I'll give you a hint where I am.

If you look behind me you might see there is a lot of sand and a lot of water.

Do you think I'm in the jungle?

No, definitely not.

In a school?

No.

What was that?

You think I'm at the beach?

That is absolutely correct.

I am at the beach today and I was wondering, do you like going to the beach?

Why don't you and your trusted adult come with me on an adventure and we're going to go to the beach, come along.

[upbeat music] I do like going to the beach.

You know why?

There's so many things that you can do.

You can dig holes.

You can make sandcastles, you can play beach bats.

You can run around, you can go into the water and jump into the waves.

You can lie there and relax and suntan.

And of course, we can also collect some shells.

Do you like collecting shells?

I certainly do.

I love the variety, the different types of shells that you can find.

Let's go take a look at some of the shells on the beach today.

Wow.

You won't believe how many shells I saw today.

Some were big, some were small.

Some were round, some were flat, some were dark, some were light.

Some were fixed and some were broken.

I would love to put out a few of the shells that I found.

Let's see if we can count them together.

Do you know how to count?

You do?

Well, that is fantastic.

And what you can do is ask your trusted adults to help you find some coins or some bottle tops or some Lego pieces.

Anything that you can use to match up with the shells we're gonna find today because we're gonna practice some counting.

Okay friends, let's do some counting.

Zero, one, two.

Do you know what comes next?

That's right.

It's three.

And then four.

And then five, it matches the number of fingers you have in your hand.

Then six, and then seven, eight, nine.

And what comes next?

10.

Outstanding.

You are a fabulous counter.

Now we're going to count them again but you might notice something a little bit different.

Zero, one, two, three, four, five, six, seven, eight, nine, 10.

Look at that.

They were 10, even though it was in a different shape.

Do you know what I think we should do?

Do you wanna count backwards with me?

You do.

Let's try it.

10, nine, eight, seven, six, five, four, three, two, one, and zero.

But now I'm gonna put these shells in a pattern and I want you to work out what comes next, starting with a dark shell and then we have a light shell and another light shell.

Now we have a dark shell, a light shell and another light shell, and then a dark shell, a light shell, and another light shell.

I wonder what comes next in the pattern.

Could it be a dark shell or a light shell?

That's right.

It is a dark shell.

And that is because the pattern went, dark, light, light, dark, light, light.

Well done, boys and girls.

Thank you so much for joining me today.

I hope that you and your trusted adults had a fantastic time on the beach with me.

Well, I know we did some counting forwards and backwards and we looked at some cool patterns, but I'm afraid our time has come to an end.

Maybe we can go on another adventure again.

Until then, bye-bye [upbeat music] - Let's see.

I have nine plants in that tower.

I have 12 plants in this tower.

I have 10 plants in this tower and 11 plants in that tower.

I wonder, how many plants do I have in total?

[phone rings] - The answer is 42.

- Jason Latimer!

The world champion of magic.

How on earth did you know what I was thinking?

- I read your mind, Mr. Ritz.

- You read my mind?

That's impossible.

- Impossible.

Or is it an impossible science?

Let me show you something.

Now, today, I wanna discuss the difference between science and magic.

A lot of people think they're just polar opposites but I'd like to explain they're one in the same there's just a difference in understanding between one and the other.

What it means is magic is everything we don't understand.

And to prove it, I'm gonna demonstrate an illusion where I can read your mind through the screen.

These are four of my favorite topics from my Instagram page invisibility, levitation, walking on water or bending light.

Hopefully you like one of these four.

In fact, I want you to put your finger on your favorite square.

Okay.

In this experiment you can move your finger left or right, up or down.

You just can't move to a diagonal square because I'm gonna ask you to move a few times and you need to move your finger to different squares for every turn.

So let's say move three times, you could go down.

You could go to the side, you could go back, or you could just head in a straight line.

The choices are up to you but you just can't move diagonal and you can't skip squares.

Okay?

Now keep your finger on your favorite one.

I'm about to spread them out.

So we have shaping water.

We have telekinesis.

We have mind control.

We have animation and we have transformation.

Now I want you to keep your finger right where it is, in a matter of moments I'm gonna ask you to make some moves and you can go left, right, up or down.

Just not diagonal.

So move four times.

Ready?

Go.

one, two, three, four.

Well, you're not on animation.

So let's just get rid of animation.

I want you to move your finger three times.

Ready?

Go.

One, two, three.

That's a bummer.

I really like walking on water but I don't think you're on that one.

And I also don't think you're on bending light.

So let's get rid of that one.

And I want you to move three more times.

Ready?

Go.

One, two, three.

I think you're moving towards the center to try to confuse me.

All right.

Let's just get rid of the corners.

I'll just get rid of shaping water, telekinesis, and transformation.

Now I want you to move one more time, got it?

I'm imagining.

Mind control.

Did I get it right?

If you just saw magic because you just saw something take place that you didn't know was possible.

That's okay.

That's because the difference between magic and science is a difference in understanding.

All you have to do is ask questions to figure it out and to ask questions in a logical fashion.

That progression of logical questions is what we call science.

- Wow.

Jason, read my mind again.

Did he read your mind too?

What do you think?

Was that magic or science?

Do you think we can figure out how he did it?

Jason started with four pictures, just like this.

Leslie, Patty, Sammy, and Bobby.

Then he asked us to pick our favorite picture.

Do you think it matters which picture we pick?

What if we picked a different picture each time?

Would we always get the same result?

Let's investigate.

Last time I chose the picture on the top.

This time I'm going to choose the picture on the bottom.

Then Jason added five more pictures.

Then he asked us to move up, down, left or right but not diagonally four times.

One, two, three, four.

That's interesting.

After this, Jason seemed to read our mind and get rid of the image in the lower right corner.

How did he know we wouldn't be pointing at that picture?

What if we had stopped on that picture?

Maybe we could go back and try to land on it.

Let's see.

One, two, three, four, no.

Let's try again.

One, two, three, four, no.

One, two, three, four.

No.

Look at that.

When we move four times we can only land on one of the original four pictures.

That's how Jason knew we would not land on this one.

Okay.

Let's eliminate it.

Then Jason asked us to move three times.

What happens if we move three times up, down, left or right.

One, two, three.

After that Jason seemed to read our mind and removed these two pictures.

Could we have landed on either of these pictures?

Should we try again?

One, two, three.

One, two, three.

One, two, three.

I keep landing on one of the pictures we added after we chose our favorite.

That means we can not have landed on any of these.

So Jason knew, we were only on one of these pictures.

Then he asked us to three more times.

One, two, three.

What if we were over here?

One, two, three.

Or over here?

One, two, three.

Interesting.

We can only land on one of these two pictures.

Jason seemed to read our mind when he took these three away but there's no way we could have been on those.

Then he asked us to move one more time being over here or here we could have only landed on the picture in the center.

Look at that!

The answer will always be the same.

What do you think now?

Was that magic or did we just use a logic and science to figure out?

Try this with a friend.

Draw some pictures and see if you can read your friend's mind.

Did you have fun using science to figure out mind reading?

- [Child] Yeah.

- Did you know figuring things out using science has a name?

Big word alert.

That process is called the scientific method.

I'm sure you've heard the word scientific before.

But what is a method?

A method is a certain way of doing something.

The scientific method is a process of thinking, asking questions, forming ideas and then testing those ideas.

Every scientist uses the scientific method and you probably use it without even realizing.

Step one, make an observation.

What do you hear, see, smell, feel and taste?

Observation is gathering information and using your senses.

What do you observe in your surroundings?

Looking at basil towers, I observe that some basil is growing bigger and taller than others.

I see some plants look bushier and I can measure the leave and count the stems.

Step two, ask a question.

Does anything you observed make you wonder?

Let's ask a question about the basil.

Why is one basil plant growing bigger and taller than another basil plant?

That brings us to step three, make a hypothesis.

Big word alert.

A hypothesis is a possible answer to your question.

And it includes an idea that you can test.

My hypothesis is that one basil plant grows bigger and taller than another because it gets more water.

What's next?

- [Child] Step four.

- Oh, right.

Step four, experiment.

That's another big word.

An experiment is a well-planned investigation that puts your hypothesis to the test.

How would you test your hypothesis?

Could you design an experiment for me?

What results would you expect?

Write down your observations.

This will help you come to step five, make a conclusion.

Do your observation prove your hypothesis?

Is that what you thought would happen?

Maybe your hypothesis was wrong.

That's okay.

And don't be disappointed because either way you've learned something new, just keep wondering and ask another question.

Most important.

Last step of the scientific method is to share your results.

Sharing your results allows friends, family, teachers and other scientists to repeat your experiment and see if they can come to the same conclusion.

This is how the scientific community guides our understanding of the world around us.

Now I'm still wondering about the basil, let's investigate.

What's our first step?

- [Child] Observation.

- That's right.

Observation.

We've already observed that some basil is growing bigger and taller than others.

We also asked the question, why are some plants growing bigger and taller than others?

Now we need a hypothesis.

Let me put on my thinking cap.

Just a minute ago, I mentioned that the plants might be getting different amounts of water.

Let's investigate.

[suspense music] Nope.

Both water basins are full.

The water pumps are working and both towers are getting plenty of water.

I think we need a new hypothesis.

Do you observe anything different about these two basil towers?

- [Child] The lights.

- That's right.

They have different lights.

Maybe the different lights are affecting basil growth.

Let's turn that into a hypothesis.

I hypothesize that the light on this tower makes the basil grow bigger than the light on this tower.

Let's experiment.

We need to create an experiment where everything is the same, except for the light.

Things that stay the same for the whole experiment are called constants.

On these two towers, the water is the same.

The location is the same.

The air is the same.

So what is different?

In our experiment the light and the basil's growth will be different.

Those are our variables.

Notice I have a space cleared for a new basil plant to go here and here.

For a new basil plant to be put into each tower.

Every good scientist takes notes.

This helps us find patterns or unexpected changes.

I labeled the bottom days and the side growth.

I like to put the units cm in the label so everybody knows that I measured the basil using centimeters.

Right now we are at zero days.

And the basil is at four.

Undergrowth.

Because these plans are both four centimeters long.

We can check back every day to see how the plants are growing.

While wait, we can make more observations.

This is called a fluorescent light which has a skinny tube of gas that gives off light when you add electricity.

And these bright white lights over here they're made up of tiny little bulbs called LEDs.

Do you think the different lights will affect the basil's growth?

Remember everything stays the same or constant between the two towers, except for the different types of light.

Which light format LED or fluorescent do you think will help make the plant grow taller?

[suspense music] Wow, that was fast.

It's been 20 days.

And look at that.

This basil was growing under the fluorescent light.

It grew, but not as much as this basil over here that grew under the LED lights.

Look how big and bushy it is.

Did you guess correctly?

Even if you didn't we still learn something new and we can now make the conclusion that the LED lights on this tower helped the basil grow bigger, fuller and faster than the fluorescent lights on this tower.

You can even see how it grew day by day on my graph.

Congratulations scientist.

You just completed the scientific method.

I'm so glad we explored the scientific method together.

Keep observing your surroundings, asking questions, experimenting and eating your vegetables.

[upbeat music] Delicioso!

[upbeat music continues] wow!

We learned so much about science today.

We met Jason Latimer, the world can be in of magic and learned how to read minds using logic and math.

We learned that the difference between magic and science is understanding.

We learned that the scientific method is used to answer questions and solve problems.

And we learned how to design an experiment based on our observations to test a hypothesis.

I hope you enjoyed learning about science with me today.

I'll see you next time.

Hey, principal Torres, I bet I could read your mind.

[upbeat music] ♪ Chocolate ♪ ♪ Choco choco la la ♪ ♪ Choco choco te te ♪ ♪ Choco la choco te ♪ ♪ Choco choco la te.

♪ Hello friends.

My name is Ms. Lewis and I'm here to teach you that cool hand game that I just showed you called Chocolate.

Now chocolate just means chocolate in Spanish and a hand game is just a game and all we need for this game are our voices and our hands.

So before I teach you the hand part of the hand game, let's learn the song part of the hand game.

So what I want you to do is to repeat after me or echo me.

So I'll say something first and then you just say it right after me.

Let's try it.

♪ Choco la te ♪ ♪ Choco choco la la ♪ ♪ Choco la choco te ♪ ♪ Choco choco la te ♪ Excellent.

Do you think we can say together?

I think we can.

Let's try.

One, two, here we go.

♪ Choco la te ♪ ♪ Choco choco la la ♪ ♪ Choco choco te te ♪ ♪ Choco la choco te ♪ ♪ Choco choco la te ♪ Excellent.

I love singing about chocolate.

So the next part, I want to teach you the hand game part.

Now for this, you can either grab a partner or you can be my partner through the screen and we can play hand game that way.

So the first part of the hand game it's just shaking our hands up and down.

We start by saying Choco la te.

Do you think you can echo that or repeat me when I say that?

Let's try.

Choco la te Excellent.

The next part of the hand game we clap our hands and say, choco choco.

Now, every single time in the hand game when we say the word Choco we are going to clap our hand one time.

So since we say choco choco, we clap our hands two times.

So let's try that part.

Choco Choco.

So do you think we can go from the beginning and try?

Let's do it.

♪ One, two, here we go ♪ ♪ Choco la te ♪ ♪ Choco choco ♪ Excellent.

Now the next part we're going to put our hands together like this and we are going to say la la.

So let's try that.

La la.

Excellent.

Let's go back to the beginning and try that.

♪ Choco la te ♪ ♪ Choco choco la la ♪ Excellent.

And if you're not using me, you're using your partner next to you.

Next part is choco choco again.

So what hand movement did we say we use for choco?

If you said [claps] you were right.

So we clap twice because we say Choco Choco twice again.

So choco choco.

Good.

Now let's go on to te.

So we go Choco, Choco te te.

We put our fists together and bump them.

So let's try that from the beginning.

One, two, ready and, ♪ Choco la te ♪ ♪ Choco choco la la ♪ ♪ Choco choco te te ♪ Excellent.

Now the next part, we only say choco once so we clap once.

Choco and then we say la, so la.

So choco la.

Good.

So let's try that from the beginning.

♪ Choco la te ♪ ♪ Choco choco la la ♪ ♪ Choco choco te te ♪ ♪ Choco la ♪ Good.

Then the next part we go, choco te.

So Choco la choco te.

Let's just try that part.

One, two, ready and, ♪ Choco la choco te.

♪ Excellent.

Let's go back in the beginning and just do that part.

And there's only one more part after this.

One, two, here we go.

♪ Choco la te ♪ ♪ Choco choco la la ♪ ♪ Choco choco te te ♪ ♪ Choco la choco te ♪ Excellent.

The last part finally is ♪ Choco choco la te ♪ We put everything together.

So can we do that part.

One, two, ready and, ♪ Choco choco la te ♪ Yes.

So let's put the whole hand game together with each other or with our partners next to us.

One, two, last time.

♪ Choco la te ♪ ♪ Choco choco la la ♪ ♪ Choco choco te te ♪ ♪ Choco la choco te ♪ ♪ Choco choco la te ♪ Thank you everybody.

Teach more partners and have more fun.

- [Narrator] Funding for this program was provided by the JPB foundation.

[upbeat music]