[bouncy music] - [Ghostly Voice] Ready to learn?

- Hi.

- Hi.

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

- Let's read it back.

- [Ghostly Voice] Discover science, sing, play, and so much more.

- Cup cake.

- Very good.

- [Ghostly Voice] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun fun?

[bouncy music] - [Ghostly Voice] Funding for this program was provided by the JPB Foundation.

[bouncy music] - Hi friends, my name is Pam Fong and I'm the author and illustrator of "Rue And The Great Race."

And I'm super excited to be sharing this story with you today.

This is a story that happens in the future when flowers, trees, and almost all of nature has disappeared to make room for growing cities.

At the heart of our story is Rue, her robot, and her grandma.

Of all the things that grandma misses the most from her early days before the cities took over, is just the simple flower.

She misses their sweet smell.

Because Rue loves her grandma so much, she tries her hardest to give grandma the one thing she wishes for.

I wrote this book because like Rue's grandmother, my own mother loves flowers.

Everywhere we go together, she's always on the lookout for flowers.

Nothing makes her happier.

So I wrote this to thank her for also teaching me how to love and cherish nature as well.

As we go through the story, you will see a world that looks very different from the one you live in.

I did this through the details and the colors I chose.

I used browns and blacks to create a world that's dusty and dry.

This is how I imagine a world without nature would look like, dusty and dry.

Are you ready to enter this different world and hear the story about "Rue And The Great Race?"

There came a time when flowers could no longer be found.

Welcome to this very different world in the future where robots run around and help people and put up signs including ones that say that there are more cities coming, and where there's not even a spot of nature.

Not even the trees are real.

When the city started to grow, the power people collected all the remaining flowers and kept them for themselves.

Who are these power people?

They're the people in charge who are making all the decisions and letting the cities grow and grow.

Even if that means pushing out all the flowers because they want to keep them for themselves.

Rue's grandmother remembered the days when it was different.

This is grandma's store.

She sells memories from days past.

We see pictures of trees and flowers.

Every night, Grandma talked about flowers.

Her voice changed whenever she recalled their sweet smell.

Because grandma loves flowers so much, she talked about them all the time.

But of course she was only talking about her memories.

And sometimes that made her sad, knowing that she would not be able to hold or smell a real flower again.

But wait, there's still one chance.

Each year, the power people shared a single plant with the whole city and everyone waited for it to bloom.

And when it did, they announced the date of the great race.

All the children were invited to run, but only the fastest to reach the flower would get to keep it.

So here it was Rue's big chance but she would have to compete against everyone else who also wanted to win the flower, and there would only be one winner.

Here again, we see how the power people were showing how selfish they were.

They could have shared more than one flower but they didn't.

Instead, they made all the children race against one another for just a single prize.

"This year, I will enter the race," thought Rue, "and I know I can win."

So here's Rue working really really hard to be the best she can for the race.

Rue thought of nothing else, day and night but winning the race and the look on grandma's face when she surprised her with the flower.

Unlike the power people who thought only of themselves, Rue thinks of her grandma and she's working hard and staying focused to make sure that she wins the race so that she can give grandma the prize.

She knows grandma is going to be really really excited.

At last it was the big day.

Rue looks pretty focused on winning but so do the other kids.

And they look a little bigger than Rue.

Ready, set, go!

Rue did not even come close to winning.

The other kids got to the flower first and in their excitement to all pick it and claim it for themselves, they end up tearing the flower into little bits.

"I didn't even get to see the flower," thought Rue.

But what's this?

What did Rue notice?

And why is there a hole in the ground now?

The next year, Rue decided not to run in the great race.

Instead, she stayed home to help grandma with her new garden.

So what happened here, friends?

Rue was smart enough to know that the plant with its roots was just as valuable as the flower.

While everyone else was after the flower, she knew that by taking care of the plant, it would grow to give her even more blooms.

And look at the surprise on grandma's face when Rue presented her with the plant.

And on this final page, we see what Rue and grandma decided to do with their new collection of flowers.

They decided to share it with the entire city, starting a new tradition every year, The Annual Great Share So that everyone who wanted a flower could have a flower.

Here's a quick little project so that you can share flowers with friends as well.

I have some beautiful Violas here.

And this plant you can see has lots of little stems where flowers are coming out of.

Flowers like this they grow out and they grow more flowers each time.

So you can take a flower like this, gently out of its pot, and look at all those roots that are underneath.

This flower is ready to be shared.

And if you just break it apart gently, gently, gently, gently making sure to save the roots, like that, then you can put this guy in a little pot of dirt as long as you're careful not to damage the roots.

Making sure the roots are covered.

Now, instead of just one flower, you'll have more flowers to share.

I hope you enjoyed today's reading of "Rue And The Great Race" and that you'll remember to love and cherish nature.

Thanks everyone.

- Hi friends, my name is Carlton and today we'll be singing Five Little Ducks.

Are you ready to sing along with me today?

♪ Five little ducks went out one day ♪ ♪ Over the hill and far away ♪ ♪ Mama Duck said quack quack quack quack ♪ ♪ But only four little ducks came back ♪ ♪ One two three four ♪ ♪ Four little ducks went out to play ♪ ♪ Over the hill and far away ♪ ♪ Mama Duck said quack quack quack quack ♪ ♪ But only three little ducks came back ♪ ♪ One two three ♪ ♪ Three little ducks went out to play ♪ ♪ Over the hill and far away ♪ ♪ Mama Duck said quack quack quack quack ♪ ♪ But only two little ducks came back ♪ ♪ One two ♪ ♪ Two little ducks went out to play ♪ ♪ Over the hill and far away ♪ ♪ Mama Duck said quack quack quack quack ♪ ♪ But only one little duck came back ♪ We're down to one.

♪ One little duck went out to play ♪ ♪ Over the Hill and far away ♪ ♪ Mama Duck said quack quack quack ♪ ♪ But only no little ducks came back ♪ Oh, oh.

♪ Sad Mama Duck went out one day ♪ ♪ Over the Hill and far away ♪ ♪ Mama Duck said quack quack quack quack ♪ ♪ And all of the five little ducks came back ♪ ♪ One two three four five ♪ Great job friends!

I hope you enjoyed this song.

See you next time.

[bouncy music] - Hi friends.

How are you today?

I'm Miss Lauren, and today we are going to be breaking down words into syllables.

So we're gonna be segmenting our words into syllables and reviewing our control vowels, all right?

Today, you don't really need anything to write with because we're going to be doing a lot of reading.

So what I would need from you today is just your attention, right?

And be sure to participate and say things along with me, all right?

Okay, so let's get started.

And first, what we're going to do is we are going to practice breaking words down into individual sounds or phonemes, all right?

So let's start with the first word I'm going to do for you, right?

And you can do it along with me if you should know the sounds.

Are you ready?

So the word is flame.

Let's break down that word, flame and count as we do it to see how many sounds there are in flame.

Are you ready?

F-l-a-me.

Right?

Did you hear that?

Let's do it one more time, ready?

F-l-a-me.

So if you say it really slowly and you're stretching out the word, you should be able to hear those four sounds in the word flame.

Did you get it?

Okay, great!

All right, now you try.

Ready?

The word is third.

Third.

Make sure you say it.

Say it slowly.

Stretch it out.

Wow!

How many sounds?

Three, yeah.

Th-i-rd.

Yeah, there are three sounds in the word third.

Good job!

Are you ready?

All right, next word is most.

Say the word, stretch it out.

Ready?

M-o-s-t There are four sounds in the word most.

Next word.

Climb.

Climb.

Ready?

C-l-i-mb.

There are four sounds in climb.

Now what we're going to do is we're going to review blending words that have these r-controlled vowels in them, all right?

So let's just take a look at my board here.

Let's say we were looking at this word, right.

Here we have this word, and let's go from the beginning and we're going to go across, all right?

Are you ready?

So if we go, t do we here go e-rm?

No, we don't say that.

This is an r-controlled vowel, which means that all we really hear is the a sound.

T-er-m.

Term.

Does that make sense?

Do you remember that?

All right, let's do one more.

Ready?

All right, here we go.

Let's see.

S. Do we do, ah-r?

No, we go s-ur-f surf, don't we?

Yeah, that's what we do.

Great job friends.

All right.

So let's take a look now at not just r-controlled vowel but we do have words that have more than one syllable, don't we?

So let's take a look.

Let's take a look at this word here.

You're ready?

If you know it, you can say it but I do want to remind you and teach you about something, okay?

So here we have well, we have a nice, big, long word.

I'm noticing a blend in the front.

I'm noticing an r-controlled vowel at the end.

And I have some double consonants here.

If you remember, what we need to do is we need to look very carefully at where our vowel, consonant, consonant, vowel is.

Because here what happens is we have to split our syllables right in between the two consonants when we say words.

So for this, we would say slip-per.

And when we put it together, we get slipper.

Does that make sense?

Yeah.

All right, ready?

Vowel, consonant, consonant, vowel.

Find the vowels.

Let's see.

Here's a vowel and here's a vowel and there are two consonants in between.

So if we split it here, when we say it into syllables we're going to say con-firm, confirm.

There you have it.

All right, good job, friends.

So what's going to happen now is, the screen is going to change and you're going to hear my voice.

We're going to be doing some reading of practicing words and sentences and even some texts, some pieces, excerpts from texts, okay?

So go ahead and listen to my voice and follow along.

And I hope that you enjoy it.

Let's go ahead and read some words together.

On the first slide, the words have the r-controlled vowels highlighted for you.

Are you ready?

Read with me.

P-er-ch, ch-ir-p, chirp c-ur-l-er, curler wint-er, winter.

How did you do?

Yeah, that was good.

I like when you read along with me.

Let's read the next set of words.

On this slide, the r-controlled vowels are underlined for you.

Ready?

C-ar-pet, carpet.

C-or-n-er, corner.

H-er-d. T-ar-get, target.

Great job, friends.

This next slide, these words are review.

Let's see if you can read them.

You try it first.

Sleep.

Sheep.

Slow.

Glow.

Great job!

How did you do?

All right, let's keep going.

Do it again.

You read first and then I'll read next.

Stern.

Firm.

Spurt.

Whir.

Great job!

Let's keep going.

Let's go ahead and read a sentence about these pictures.

You read it first, and then I'll read it after you.

Follow along.

A girl bird makes a nest in the garden.

Great job!

Let's do one more.

Ready?

You do it first.

Follow the laser.

Do wrens chirp and sing in the marsh?

Oh, did you read that with intonation at the end of your voice to make sure it sounds like a question?

'Cause we have a question mark down here.

Yeah, do wrens chirp and sing in the marsh, right?

Your voice kind of goes up a little bit.

And this word here, this could have been a tricky word.

This is the word wren.

And this is a wren.

It's a cute little bird.

All right friends, now we're going to read an excerpt from a text called "Seabirds" by Carly Moab.

And in this text, you will see there are words underlined in red.

I'm going to read the text and I would love it if you read with me.

When we get to the words that are underlined, I'm going to pause.

I would love for you to try the word out first, before I say it, okay?

Let's go ahead and start.

You're ready?

This slender white bird may seem like a gull, but it is not.

It is a tern.

It has a black cap, red legs and a sharp, red beak.

It dives into the sea to catch fish to eat.

It can catch insects to eat too.

Are you reading with me?

Okay.

The tern lays eggs and feeds it's chicks in the summer.

After summer, it will fly very far to its winter home.

All right, great job, friends!

And maybe we've learned something new today about this slender white bird called a tern.

Let's see one more.

All right, friends, same thing goes.

I'm gonna read it with you but when we get to the red underlined words, go ahead and try it first before I read it to you, okay?

All right, let's go.

This plump black and white bird is a puffin.

Its big beak is bright and pretty now but it will turn dull in winter.

One way puffins make nests is to dig a burrow.

A burrow is a long hole in the dirt.

Then the puffins lay eggs inside these holes.

When the chicks hatch, mom and dad puffins catch fish for them to eat.

Wow!

Hopefully you've learned something new too about puffins, this plump black and white bird.

Wow friends, you did an amazing job today!

We did a lot of work, hard work too, right?

We did so much reading, we practiced segmenting our syllables our words into syllables using VCCV.

And we also focus on r-controlled vowels.

So if there was anything new that you learned today or something like one of those like aha moments that you may have had, make sure that you share it with someone you love, all right?

I hope you come back to continue learning all about letters and sounds.

I'll see you soon, bye.

[bouncy music] - Hi, I'm Helena and I have an amazing husband, Andrew and a wonderful daughter, Liya.

Liya is very loving and caring.

There's such a range of emotions that I think children go through and that I know Liya must go through during the day.

And so we try to provide an environment for her where she can express those feelings back to us in a safe place.

Before we go to sleep, we always ask her, is there anything that you want to talk about?

How was your day today?

- Sad.

- Why was it sad?

- Because they're like older than me.

- And we make sure that she understands that there's no judgment and it's a safe zone.

It's a safe place that she can feel comfortable sharing whatever she wants to share.

And we always end it with some form of love, some form of like saying even thank you for where we are.

And once you have that hug, you're calm, you're comfortable and you'll fall asleep.

It continuously helps her grow.

She's learning that she can come to her parents at any time for anything.

And along with that, she's learning compassion, kindness, how to communicate with others.

This is not only helping her at home, but it's helping her in school, especially with her classwork, with her teachers, and of course all her friends.

[bouncy music] - Hi learners, my name is Trinette and I'm so excited to be working with you all today.

For today's math lesson, there is no need to gather any materials like a sheet of paper or something to write with.

What you will use within this lesson are the objects that are wrapped around you within your home.

Today, we will learn how to describe objects and their attributes.

Let's get started.

Here's my object.

Can you tell me what this is?

That's right, this is a vahz.

Can you describe the vahz?

Yes, it is red.

But that is an attribute that I cannot measure.

So for today's lesson, I'm going to teach you how to describe objects with measurable attributes.

So here's my first question for you.

How can I measure or can I measure the height of this vahz?

Yes, I can.

I can measure how tall it is.

Can I measure the weight of the vahz?

We certainly can.

That means we're measuring how heavy something is.

There's another question for you.

Can we measure the capacity of the vahz?

We certainly can.

That means we can measure the amount that this object can hold.

Now, there's some tools that we will need to use to measure the height, the weight, and the capacity.

To measure the height, we can use something like these.

These are called connecting cubes and I could use this to measure the height of my vahz.

So if I looked at that, this vahz is about eight connecting cubes tall.

Now, if I wanted to measure the weight of the vahz, I can use something like a scale or a pan balance.

And this was show me, or tell me how heavy something is.

If I wanted to measure the capacity of the vahz, meaning how much this object can hold, I can use a measuring cup.

Now let's get started with some other objects.

And I want you to help me decide which tools I can use to measure the object.

So now here's the next one.

Do you know what this is?

It's still dripping water, but what is it?

Yes, it's a flower pot.

So normally I will put my soil inside, plant some seeds and I would water it.

Water will usually come out the bottom or can be held in the bottom.

But let's describe the attributes.

Can I measure the height of this?

Or how about the weight or the capacity?

That's right, I can do all three.

I can measure the height using what?

Connecting cubes.

So let's take a look.

That's right.

So it's about nine connecting cubes tall.

I could also use a measuring cup to figure out how much capacity this container can hold.

And I can also use my pan balance or a scale to see how heavy this is.

So for the next activity, I'm going to show you some more objects and you're going to tell me which of these can be measured or which of these are measurable attributes for the object.

So what do I have now?

What's this?

That's right, a sailboat.

Or it's a boat.

What can I use to describe the attributes of this boat.

Yeah, it is yellow, but yellow doesn't tell me how it is a measurable attribute.

Can we measure the height?

We certainly can.

Great job learners.

Can we measure the weight?

Yes, we can.

So I'm going to take my pan balance, and I'm going to place my boat inside.

And yes I can see that it's heavier than this side.

Now let me just drop some connecting cubes inside.

And yes, my boat is still heavier than the connecting cubes.

Capacity.

Now, let's look at the inside of our boat.

Yes, I could place some liquid inside and measure the capacity within this boat.

Here's the next example.

Do you know what this is?

That's right, it's a can of paint.

I'm going to give you five seconds and I want you to decide and tell me which of these could be used to measure the attributes of this can?

Or which of these are measurable attributes of this paint can?

Five, four, three, two, one.

Great!

Tell me your answers.

Height, yes you're correct.

Weight, definitely can measure the weight.

Capacity, yes.

Now, you can't hear me shaking the paint around but there's definitely paint inside.

So I could use my connecting cubes to measure the paint can.

And if it's not tall enough, I can simply add some more to determine how tall the paint can is.

I could definitely pour paint out of the pan into my measuring cup to measure its capacity.

And I can use a pan balance or a scale to measure how heavy the paint can is.

Learners, you did a great job so far.

Let's try some other objects.

What is something that you could possibly find in your kitchen?

That's right.

I have one, a spoon.

This is an ordinary object that I found in my home.

What could I use to describe its measurable attributes?

Yes, I can certainly use my connecting cubes to see how tall the spoon is.

I can also use a pan balance to determine how heavy it is, or its weight.

And I could actually use a measuring cup to see the amount of capacity, the amount that it can hold, which is capacity.

It won't hold much, but it can hold something.

For example, if I was eating soup, I can definitely scoop up the soup with my spoon and the spoon would be able to hold that amount.

Some tools that we can use to measure attributes of objects are; connecting cubes, a pan balance and a measuring cup.

The object that you see is a feather.

What can be used to describe the attributes of the feather?

Could we use the pan balance, connecting cubes, or a measuring cup?

Tell me what you think they are.

That's correct.

We can measure it using connecting cubes and a pan balance.

Our next object is a paintbrush.

What can we use to describe or measure the attributes of this object?

Can you tell me?

That's correct.

We can use a pan balance to measure how heavy it is.

We can use connecting cubes to measure its height.

But we cannot use a measuring cup because we can not measure its capacity.

There isn't any.

Our final object is a pan.

What tools can we use to describe the attributes of this pan?

Can we use connecting cubes, a pan balance or a measuring cup, or maybe all three?

Tell me at home what you think we can use.

That is correct.

We can use all three.

We can use connecting cubes to measure the height, maybe a pan balance or a larger scale to measure the weight, and a measuring cup to measure its capacity.

Great job, learners.

Learners, now I would like for you to look around the room that you're sitting in.

I want you to find one object.

Do you have it?

Great!

Now I'm going to ask you some questions about the object that you chose.

Now, can you tell me about the measurable attributes of your object?

For example, could you measure the height of your object?

Great!

How about the weight?

The object that you chose, are you able to measure how heavy it is?

Excellent!

And what about capacity?

Does your object, or is your object something that can hold capacity or hold a liquid?

Awesome!

This is the object that I chose in my home.

It's a pillow.

Now I can definitely measure the height of my pillow, I can measure the weight, how heavy it is.

Can I measure the capacity?

Yes or no?

No, I cannot.

This object cannot hold any type of liquid.

Learners, great job!

When you have time, ask a trusted adult to help you find some other objects around your home and have a discussion about the attributes of that object.

And remember the three things that you're looking for, or the three things that you can ask, can you measure the height of the object?

Can you measure the weight?

And can you measure its capacity?

Learners, thank you for tuning in for today's lesson.

Be sure to tune in tomorrow for some more amazing lessons.

Until we meet again, bye bye for now.

[bouncy music] - Hi, I'm Helena.

[speaking in foreign language] How was your day today?

- Sad.

- Why was it sad?

Because they're like older than me.

[speaking in foreign language] [bouncy music] - Hi artists, I'm Cynthia, an artist with a Studio in a School.

Today, we're going to make a collage of an imaginary animal.

The materials we will need are different kinds of paper.

You can use any kind, such as copy paper, a paper bag, an envelope, wrapping paper or construction paper.

You'll also need scissors and glue or tape.

You can ask a trusted adult to help you with the scissors.

Or you can choose not to use scissors and just to make shapes by tearing.

I think I might start with a sheep and then add other parts to it.

We will need at least three sheets of paper that are different colors.

I will use this white paper for the background and I have four other sheets for the shapes.

I have this green and I have a couple of pattern papers.

This is the inside of an envelope.

These are some pattern paper that I had around.

I'm going to move the background aside and pick one paper for the biggest shape on my animal.

A sheep has a big fluffy body.

I think I can use this sheet or this pattern for the body.

What kind of shape is it?

It can be an oval, it can be a circle.

I might try to tear that shape instead of cutting it out.

So I'm going to start from this side, [bouncy music] and turn the paper as I tear.

Oops!

I have this oval now.

Do you notice the edges of the shape?

The edges are bumpy I wanted to tear this shape because I'm thinking about how the body on the sheep is really fluffy.

The edges of the body is not really smooth.

I'm going to make a head now.

I think I'll actually keep the green for the background and use the white paper for the head.

[bouncy music] I think I will use a pair of scissors to cut out the shape for the head.

What shape is the head?

I'll try to cut out an oval.

[bouncy music] Okay.

What about the neck?

[bouncy music] Should I use the white for the neck?

And what shape could the neck be?

[bouncy music] I have the neck on top of the body now.

And I don't like seeing the edges of the rectangle so I'm going to put it underneath, and I'll put the head on top of the neck too.

All right, what are the other big shapes I can add to this animal?

I can give it some legs.

[bouncy music] I'm going to cut out thin rectangles.

[bouncy music] There's one leg, two and four legs.

I know that sheep have very short tails.

But since this is an imaginary animal, I can add parts of other animals to it.

Maybe like a turkey's tail, like this.

The shapes in this pattern paper make me think of feathers too, or scales.

[bouncy music] The turkey's tail goes up and then comes back down.

They're made with many different feathers that are all kind of curving.

[bouncy music] I can cut another curve line down here.

[bouncy music] This is an organic shape for the tail.

I have the big shapes for my imaginary animals.

Now I want to think about what it's doing.

Right now, it's standing.

[bouncy music] I wonder if I can have this animal walking.

So I have one leg going forward, one leg going back and it's walking somewhere.

Or maybe it's bowing down to drink water.

[bouncy music] I'm going to start to arrange these on my background.

[bouncy music] If the front of the body is lower, I can bend the front legs so I can cut it in half and bend the legs.

[bouncy music] I like where the shapes are now.

I think I can glue these shapes down first and then add more details to it.

And I'm going to use a scrap paper to glue on so I can protect my table.

I'm going to use a glue stick.

There's many shapes here already.

So I'm going to start with the shapes that are on the bottom.

[bouncy music] I've glued down the big shapes for my animal.

I have the body of a sheep, I have the head, the legs and the tail of a turkey.

I can add details from other animals to my imaginary animal.

I can add wings so that this animal can fly.

I can even add some claws to the legs.

These are choices that you can make as an artist.

Think about what would make this animal really interesting to you.

I want to add something on the head.

I'm thinking about moose and the antlers that they have on their heads.

And sometimes they get really big.

I'm going to use this gray.

This is a fun shape to cut.

The antlers are an organic shape.

There are many parts that stick out.

And I'm turning the paper back and forth and back and forth.

[bouncy music] to cut the parts that stick out.

Okay, I have the antlers on the head.

Now I can give it a face.

I want to add a tongue to show that it's drinking water.

I'm gonna find a red piece of paper for the tongue.

[bouncy music] This is too big.

[bouncy music] I think I'll also round the corners so that it looks more like a tongue and make it a little shorter.

[bouncy music] Now I want to add another circle to put inside the eyes.

If you look at your own eyes, there is an outside shape and an inside shape.

Okay, now I can move these circles to change where this animal is looking.

It can be looking down, or it can look straight ahead to the right side.

I think I'll move it down.

What else should I add to this animal?

I'm really happy with the way that the face looks, Now, let's look at the legs.

What shape would you use for the seat?

[bouncy music] I think I will try some triangles for the feet.

[bouncy music] What other details would you add to this animal?

I wonder if we can add more to the tail.

A turkey's tail has feathers, and some of the feathers are really long.

I can start out with a curved line.

Maybe I can show many feathers together.

[bouncy music] Oh, I like how this gray looks on top of the yellow pattern paper.

I think I can add more of these.

Wow, this tail looks really fluffy now with the layers of feathers.

I have some patterns here already on the paper but I want to make my own pattern.

Maybe I can add some pattern to the legs.

I can make stripes.

I can have the stripes going up like this animal is wearing pants.

[bouncy music] It makes me think of zebra stripes, but red.

Okay, I'm ready to glue down all of my details.

Okay, let's do a shake test.

I glued all the details onto my collage.

Here is my imaginary animal.

[bouncy music] Let's look at this animal together.

Can you imagine seeing this animal walk down the street?

What would you call this animal?

I went from a sheep's body to a turkey's tail, to moose antlers, and to it having striped pants on.

Now, it's your turn to make your own imaginary animal collage.

Which animals will inspire you?

What will your animal be doing?

Is it walking or running or maybe even eating something?

I really like working from my imagination because the results can be so much fun and surprising.

That's it for today's lesson, have fun making your imaginary animal collage.

Bye.

[bouncy music] - Hi everybody, My name is Luke Hollis.

I work with the Office of School Wellness Programs in New York City.

One of my jobs is physical education and physical activity.

Every day, we're doing programs in school to keep kids active and moving healthy and having fun.

We're coming directly to you today, wherever you are.

So you're going to join us on some movement activities.

With me today, I have two of my family members, two friends who are going to join us today.

First we have Lily.

All right, thumbs up.

And we have Liam.

- Hi.

- All right.

So Liam and Lily are gonna help us today.

We're going to demonstrate some movements and some great activities to keep you moving and active at home.

So what we're going to do today is we're going to practice some movements and we're going to do an activity called pace or race.

Pacing and racing is going to help us move wherever we are at different levels at different speeds.

So in order pace and race correctly, we got to introduce you to the first movement.

The first movement we're going to do is called, march in place.

March in place.

So wherever you are right now, find some space.

Make sure you can move your arms and legs.

We're going to stay in one spot each.

If you look, I'm wearing socks, my friends have a barefoot on.

Be comfortable.

Whatever space you're in works, okay?

So the first one we're gonna do is march in place.

So we're going to move together.

We're going to stay in the same spot moving our arms and legs moving forward.

And right now, this is called a march in place.

Going kind of slow.

Find some pace.

So find your space wherever you are.

Where you can stand up and move with us.

All right, and we're going to rest.

Nice job!

And that's called pacing.

We're going kind of slow.

But if we want to go faster to get our heart rate up, we would race.

So in our spots, we can pace by marching in place.

We could also race by moving our arms and like really fast.

Can you just show me what it looks like to move your arms really fast to race?

[mumbles] move so fast.

Nice job!

All right.

So together we're gonna pace and race.

We're gonna march in place.

Find some space.

You're gonna join us at home.

Here we go.

We're gonna start by pacing.

All right, nice job!

[mumbles] smile.

You can look outside if there's a window, somewhere you can look, be safe.

Here we go, and race!

[mumbles] Really nice job Liam.

Keep moving, keep moving, and pace.

Nice job!

And race!

End race.

All right.

Oh, here we go.

Nice job staying with us.

All right, we'll go and rest.

So that was our first move.

That's called march in place.

Nice work!

Second movement we're going to do is call the climb.

So this time we're going to do something similar but we're going to move our hands up nice and high to reach.

So climb.

It's going to look like this, knee up, arm up, knee up, arm up.

Nice job!

Reach up nice and high.

That's called the climb All right, so right now, go from moving, going kind of slowly.

We're pacing ourselves.

We're keeping things going.

I love that movement.

All right.

So if this is a pace, what do you think is coming next?

- A race.

- Race.

- A race, right.

So when we're gonna say pace, we move slow.

When we say race, we move fast.

We reach up nice and high.

All right, you're ready?

And pace!

Pace.

[mumbles] Race!

There we go, [mumbles] Arms up nice and race!

Pace!

Reach up nice and high.

Five, four, three, two, one Nice Job!

We're going to do another version of race or pace.

What we're going to do now is we can take our movements.

We practiced marching in place.

We practiced climbing.

So we can use either of those movements or we could pick our own movements we know from home.

Can either of you think of a different movement you could try?

- You could try hopping, jumping or skipping in place.

- Oh, nice options!

I love those local motor movements.

Jumping, hopping, skipping if you're in space.

- Or pretending you're doing a jump rope.

- Oh, what a great idea!

I love how creative that was.

Nice job, both of you.

Great examples.

So now Lily, you're gonna stay to pace.

Liam and I will practice our movements.

We're going get our movements go on, get up and ready, okay?

Three, two, one.

- Pace.

Pace.

Pace.

Race.

Race.

Pace.

I almost switched my move.

- Pace, okay.

- Okay, switching my move to actually pace.

- I don't know what else is gonna happen.

Race!

- Moving fast wherever you are.

Nice job, keep it up.

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

- Are we finished?

- Maybe.

- Maybe, alright.

Nice job everybody wherever you are.

The activity is called pace or race.

We practiced a few movements together.

Happy for you to join us today.

Be yourself, be happy, be active.

Thank you everybody.

Emily, Liam, thank you again for helping me today.

[bouncy music] - [Ghostly Voice] Funding for this program was provided by the JPB Foundation.

[bouncy music]