[bright music] - [Narrator] Ready to learn?

- [Both] Hi!

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

- Let's read it back.

- [Narrator] Discover science, sing.

♪ Some - [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?

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

[bright music] - Hi friend, welcome to story time, with me Ms. Darlene.

Today's read aloud is called "Julian is a Mermaid," written and illustrated by Jessica Love.

In today's read aloud we go on a magical journey of a young boy's imagination as he transforms himself into beautiful mermaid.

And I'll show you how you can make your very own mermaid out of some basic shapes.

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

This is a boy named Julian and this is his abuela.

In Spanish language abuela means grandmother.

And those are some mermaids.

Julian loves mermaids.

Let's stop and take a look.

Where do you notice abuela and Julia are?

That's right.

They're on a train.

I wonder what Julian is thinking as he stands up at those beautiful mermaids.

What are you thinking?

What do you notice?

Let's keep reading to find out what Julian is thinking.

Here we see Julian starts to imagine himself diving into the ocean, [gasps] and he's starting to transform.

That means to change.

What changes do you notice so far?

That's right.

I noticed his clothes are coming off and his hair's getting longer, as he transforms into a beautiful mermaid!

Can you find Julian?

There he is.

Swimming in the ocean with all of the beautiful ocean animals all around him.

And look, Julian now has a fil.

Oh, he looks so excited.

He's somersaulting in the water.

A beautiful fish has come by and looks like it's giving Julian a beautiful necklace.

[gasps] He's gonna be all dressed up and fancy Just like the mermaids on the train.

[speaking in foreign language] This is our stop.

Oh, in the Spanish language, mijo is a word used by an older person to lovingly call a younger male person.

Wow, abuela and Julian are leaving the train now.

What an imagination he has.

"Abuela, did you see the mermaids?"

"I saw them mijo."

"Abuela, I am also a mermaid."

"I'm going to take a bath.

"You be good."

Julian has a good idea.

Wow, I notice Julian is starting to change his clothes, and he's starting to pick the leaves of a plant and add them to a headband.

Look at Julian's headbands now.

He's using the leaves as hair.

What do you think Julian is doing?

Let's keep reading.

Now, Julian is looking up at the window curtain and he has another good idea.

He takes off that window curtain and he looks like he's tying it around his waist to make a mermaid's tail.

Now has on a beautiful mermaids costume, just like the mermaids on the train!

Oh!

Uh-oh.

Looks like abuela has come out of the bath.

I wonder what she's thinking.

Ooh, Julian is looking back at all of the things he's done.

He took apart the plants and he took down the window curtain.

Let's see what abuela says.

"Come here mijo."

"For me abuela?"

"For you, Julian."

Wow, abuela has given Julian a beautiful necklace, just like in Julian's imagination on the train.

Abuela has given him a necklace to add to his mermaid costume.

Wow, how sweet of abuela to support his dream.

His dream really came true.

He's now a beautiful mermaid.

"Where are we going?"

"You'll see," says abuela.

Let's look for some clues.

Where might they be going?

What do you notice?

I noticed two women drinking a cool drink, wearing bathing suits and sunglasses.

And I noticed this man wearing colorful shorts.

Where do you think they may be going dressed like that?

Let's keep reading.

[gasps] "Mermaids," whispers Julian.

Wow, now there are many people dressed up in beautiful ocean animal costumes.

I noticed an octopus skirt.

Ooh, and some jellyfish hats.

What do you notice?

So many beautiful costumes.

Like Julian, I'm also curious to know where they're going.

"Like you, mijo, let's join them."

Oh, look how many people are walking now in beautiful costumes.

And they do.

[gasps] Where did Julian and abuela end up?

That's right they're at the beach with all of these beautiful people dressed in the most gorgeous ocean animal costumes.

And look, here are the three mermaids that were on the train.

They're all walking together in one direction.

And when we see people all dressed up, walking together in one direction we usually call that a parade.

Maybe Julian is at a mermaid parade!

And he looks so happy.

I hope you enjoyed today's story and stick around, I'll show you how you can use your creative imagination to design your very own mermaid.

For today's activity, you will need some light drawing paper and a crayon marker or a pencil that you'll use to draw your shapes.

And you can ask a trusted adult to help you cut your shapes out like I have.

The shapes you'll be needing in order to make your mermaid are a half circle, a full circle, a square has four equal sides, two rectangles that have two short sides and two long sides and three triangles.

One large triangle and two smaller triangles.

The half circle represents the mermaid's hair.

The full circle represents the mermaid's face.

The square is gonna represent the top half of the mermaid's body.

The two rectangles will represent the mermaid's arms.

The larger triangle is gonna represent the first part of the mermaid's tail, and the two smaller triangles are gonna represent the ends of the tail.

And there you have it!

You have your very own mermaid made out of basic shapes.

The next fun part is to use any colored crayons, markers or colored pencils that you may have to decorate and design your mermaid to make it as beautiful and fabulous as you are.

Lemme draw some eyes, some lashes.

[chuckles] Nose and a big, beautiful smile, 'cause mermaids always look so happy.

[chuckles] I'm gonna draw her top in purple, and color that in.

I'm gonna do a blue and purple pattern.

Blue and purple.

I'm gonna do it like the waves in the ocean.

I'll finish off her tail with two purple pieces.

And here's where you can get really creative.

I'm gonna finish off her hair with those big dark curls.

Okay, I'm gonna go ahead and finish off coloring the rest of her skin.

Here's how mine came out.

You can decide to glue your mermaid down to a background sheet of paper, or you can just take it apart, and make as many mermaid outfits as you would like, and just store them in a ziplock bag when you're all done.

I hope you enjoyed reading "Julian is a Mermaid" with me today.

And I hope you'll continue to be as creative and imaginative as you possibly can be.

And as always, keep reading!

- Hi movers and shakers, this is Violet and I'm gonna sing one of my favorite songs, "Head, Shoulders, Knees and Toes."

And my friend Nico is going to join us and sing some in Spanish as well.

You can sing in whatever language you want.

Can you stand up straight, or sit up straight and get ready to dance and move with me?

All right.

♪ Head, shoulders, knees and toes ♪ ♪ Knees and toes ♪ Head, shoulders, knees and toes ♪ ♪ Knees and toes ♪ Eye and ears and mouth and nose ♪ ♪ Head, shoulders, knees and toes ♪ ♪ Knees and toes [singing in foreign language] ♪ Eye and ears and mouth and nose ♪ ♪ Head, shoulders, knees and toes ♪ ♪ Knees and toes Thanks everyone.

[bright music] - Hi, my name is Meredith.

And today we're going to say the sounds and words then we're gonna read them, and then we're gonna write words.

Let's get started.

Let's segment and count phonemes or sounds in words.

For example, if I say the word float, I can stretch out those sounds, float.

and then I can count them.

F, L, O, T. And there are four sounds in the word float.

Wanna do one with me?

Say post.

Good, now stretch it out.

Post.

And say the sounds, P, O, S, T. How many?

Four.

There are four sounds in post.

Let's do another one.

Say store.

Now stretch out those sounds, lemme hear you.

Store.

Did you count them?

Lemme hear.

S, T, O.

Say shave.

Now stretch it out.

Shave.

And count them.

Sh, A, V. Three sounds!

Last one.

Say sharp.

Stretch out those sounds.

Sharp.

And count them.

Sh, A, P. Three sounds!

Great job.

Look at this card.

Do you see the picture of the farm?

The vowel sound in farm is a. A-R are the letters that represent the sound a.

That's the spelling pattern for ar.

A-R, farm, ar.

Here I have a word.

It has A-R as it's vowel.

Remember this is called an r-controlled vowel.

The r is controlling the a to say ar.

I can say each sound.

S, T, A, T. Start.

Start, like the beginning.

I start at the beginning.

In this word, A-R is saying ar.

Look at this card.

Do you see the picture of the organ?

An organ is like a piano.

Organ starts with or.

O-R and O-R-E are the spelling patterns for the sound or.

Or, O-R or.

Or O-R-E or.

Now I have a word that has an O-R vowel.

Here the R and the O are saying or.

I can say each sound in this word.

T, O, N. Torn, torn.

Torn means to be broken.

The paper was torn in half.

Now let's look at some two syllable words.

All words have syllables.

Each syllable has one vowel sound.

A lot of words have only one vowel sound and therefore have only one syllable.

We're going to take a look at some words that have more than one syllable.

So the first thing we need to do when we see a word that is longer and has more than one syllable is look for the vowel sounds.

So I see A-R in the first part of my word.

And I see a U in the second part of my word.

Then I need to decide how to split my word into the two syllables I see.

So I'm gonna go like this and like this.

I'm splitting it here between the R and the D. So I could say the sounds in the first part.

S, T, AR, star.

And I could say the sounds in the second part.

D, US, T, dust.

Star dust, stardust.

Let's look at another one.

Here is another word that has two vowel sounds.

So it has more than one syllable.

I'm gonna look for my vowel sounds.

I see or and I see e. Hmm, where should I split this word?

I'm gonna try between the R and the S. [vocalizes zip] Hmm, I can say the sounds in each syllable.

M, or, mor.

S, E, L, sel.

Morsel.

Morsel.

A morsel is a small amount.

Like a morsel of cake is a tiny crumb of cake.

Now let's read some blending lines.

I am gonna help you with the first couple of words.

And then I'm gonna lower my voice to a whisper voice, 'cause I wanna hear how well you read.

Here we go.

Line one.

M, or, more.

H, on, horn.

Snore.

Fork.

What did you notice about line one?

That's right, all the words had the or sound.

We had O-R-E, and we had O-R. Great job.

Let's try line two.

I'm gonna read in my whisper voice so I can hear you.

Park, barn, Mars, arm.

What did you see in line two?

Yes, we had A-R in all of the words.

Some words even start with the A-R ar sound.

Why was the letter M a capital in Mars?

That's right.

Because it's a name of a planet.

Okay, let's read line three.

I'm gonna pause a little bit on each word just to give you a chance to look at the whole word.

Here we go.

Forget.

Carpet.

Scorecard.

What did you see with line three?

Great.

They were all two syllable words.

Meaning they had more than one vowel sound.

Yes, and they had a O-R and A-R, and scorecard has both, O-R-E and A-R.

Fantastic.

Now let's write some two syllable words.

In order to write words with more than one syllable, we first need to make sure we know what each syllable is saying, so we could figure out the sounds in each part.

For example, if I say the word artist I'm gonna clap out each part of that word.

Art [claps] tist.

My first part is art, and I get stretch out those sounds, art.

And now I can write them ar, t, art.

And the next part of my word is, ist.

I, s, t. Art, ist, artist.

We have ar as the first vowel sound and i as the second vowel sound.

You wanna try to write one with me?

Our next word is partner.

Can you say it?

Partner.

Now let's clap it out.

Part, ner.

Our first part is part.

Part.

Let's stretch it.

Part.

And let's write the sounds.

P, ar, t, part.

Our next part of the word is ner.

Part, [claps] ner.

Hmm, I have a n, er.

E-R says er.

Partner.

Should we do another one?

Morning.

You say it.

That's right.

Clap it out.

Morning.

[claps] What's the first part of the word?

Morn.

Let's write it.

M, o, n, morn.

And our last part of the word is ing.

Ing.

Morning.

Morning, like early in the morning.

Last one, popcorn.

You say it.

Let's clap it out.

Pop [claps] corn.

What's the first part of the word?

Pop.

P, op.

Pop [claps] corn.

Let's stretch that one out.

Corn.

C, well, I know it's going to be a C for that c, 'cause the or is an O and C goes before O.

Popcorn, popcorn.

And that is how you write two syllable words.

We need to make sure we hear both parts and we know the individual sounds each syllable makes.

Wow, we did so many things today.

We said the sounds in words, and we practiced reading and writing words that had the A-R ar sound, and the O-R or sound.

I want you to think about as you're reading and writing today, words that might have that ar or or sound in them.

And I also want you to look for words that have two syllables, and think about the vowel patterns and spelling patterns in those words.

I'm so excited for you to get started.

I'll see you next time.

[upbeat music] - That, yeah.

[Brian laughs] [game pieces scrambling] - My name is Brian, my wife Adith and I have two children, Cedril and Jaylen.

All of our schedules are busy and we're all trying to balance our crazy hectic life.

We try and incorporate breaks throughout the day for fun family activities and exercise, or creative time where they can be away from the screen.

[Brian laughs] [guitar strumming] The kids can get refocused and re-energized and I think it overall helps with the stress levels.

A really great thing we've been doing recently is having grandpa reading time, where we dial in with my stepfather and he's been helping the kids with their reading today.

- Hi, Cedril.

- Hi!

- Are we ready for some new words?

- Yes, - Grandpa will often prepare things based on what they're learning in school.

He's been putting together these things for my daughter, working with words and adding in family pictures to get her really excited.

- On top of her papa.

- And there you are sitting right up on his shoulders.

- It's really been a win-win situation, as a gives me some more free time, and the kids have really been enjoying their quality time with grandpa, and their reading has really improved because of it.

- Well, very good Dre, you did great today.

- [Brian] It's been such a great way for us to stay connected as a family.

- Thank you.

[bright music] - Hi learners, I'm Trinette.

- Hi learners, my name is Skyler.

- And we're so excited that you were able to join us for today's math lesson.

Today we're going to explore how much different containers can hold.

Let's get started.

Are you ready?

- Yes.

- Okay, so I have Skyler's water bottle and her red cup.

These are two containers and they can hold amounts of whether it's juice, liquid, any type of liquid such as water, maybe orange juice.

Skyler, here's my question.

Which container do you think can hold more?

- This one.

- And which cup or container do they could hold less?

- This one.

- Why do you think this one can hold more?

- Because I think that this one's taller, because it's blue and it's taller more.

- So you're saying this one is taller.

And why do you think that this one can hold less?

- Because cups are smaller.

- So this is smaller.

Okay, let's try another example.

Let's say I take away Skyler's red cup.

We're gonna keep her water bottle, and I'm gonna slide over my water bottle.

If I put them side by side, these are two containers that can hold liquid but they may hold different amounts.

Skyler and learners at home, let's take a look at this for a moment.

Which container do you think can hold more?

Skyler's blue and yellow water bottle or my water bottle?

Let's think about it for a minute, hmm.

Oh.

Did you say this one as well?

- This one, this one.

- Yes, this one definitely holds more, which means this one would hold less.

Let's try some other examples.

Are you ready?

I wanna slide these away.

Now, I have one and two glasses.

Now let's just take a look at for a moment.

These are also containers that can hold a certain amount of liquid.

Here's the question.

Do you think these two glasses can hold the same amount or wait, let's think about it, or do you think one can hold more than the other?

Just by looking at the glasses, what do you think?

- They both- - What do you think?

- Can hold the same thing because they're both the same tall and they're both the same thing.

- Okay so- - And they both have the same thing, so that's why them glasses.

- Okay, so I think what you're trying to say is that both glasses are the same, they're identical.

So they can both hold up to the same amount.

Is that what you're saying?

- Yeah.

- Okay, let's try some other examples.

Now let's give our learners at home a chance to try this one out, so we don't wanna give any answers away, okay?

All right, try your best, okay?

[chuckles] - Okay.

- So I have some more containers.

Remember for today's lesson, we are exploring different amounts that containers can hold.

So I have a red one and the blue one.

Which one do you think can hold more?

Think about it for a moment.

Did you say the red one?

Do you agree the red one as well?

- Yes.

- Yes or no?

- Yes.

- Yes.

Yes, because the red one is larger, which means that the blue one will hold less because it's smaller.

Great job with this activity learners.

Now we're gonna move on to activity number two.

Learners remember capacity is how much something holds.

Let's look at another couple of examples.

A cup, a glass and a pitcher are all different types of containers that can hold capacity.

In other words, all three can hold any type of liquid such as orange juice, milk, coffee, or water.

Let's play a game.

You will see pictures on your screen.

And then you will answer the question.

Here's the first one.

Which holds more?

The swimming pool or the bath tub?

[ding] You are correct.

The pool holds more.

Learners, let's try another example.

Which holds more?

The bowl or the tea cup?

[ding] That's correct.

The bowl holds more.

It holds a larger capacity.

Learners, for this example, we will have to decide which container holds less.

The tea cup or the pot?

[ding] That's right.

The tea cup holds less.

Learners, for the last example, you will see three containers each of them holding milk.

Which container holds less?

[ding] Yes, you are correct.

The smaller glass holds less.

Great job learners.

Learners you did an excellent job with that last activity.

You can try the same activities at home with a trusted adult, just by using things that you may have in your kitchen.

For example, I have two bowls here, and while we're eating breakfast and having our cereal I can simply say to Skyler, "Do you think these both hold the same amount?"

- Yes.

- Why do you think that?

- Because they both are the same thing, and they're both the same height.

And they're both the same shape.

- Okay, perfect.

So she found some things that are definitely in common, and they're both containers that go hold the same amount.

Remember what we were discussing and what you've learned is something called capacity.

What do we say?

- [Both] Capacity.

- It is how much that a container can hold.

Learners, until we meet again, bye bye for now.

- Buh-bye, see you soon.

- See you soon.

[bright music] - Hello friends, welcome to the Memphis Zoo here in the city of Memphis, Tennessee.

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

As an animal interpreter, I spend part of my time taking care of our ambassador animals, and the other part of my time sharing the stories of the lives of our animals with you all.

Now today, we're going to be learning about fear.

Fear is a secondary need.

Secondary needs are different from basic needs, which are things that we need to survive.

Secondary needs are things that help us feel happy and healthy.

Now it can be hard to feel happy and healthy when you're feeling afraid.

Boo!

Did I scare you?

No?

Well, I'll keep practicing then.

However, you should know that both humans and animals feel the emotion of fear.

Today we're going to be learning about what fear is, what causes fear and some ways that we deal with fear.

After that, we'll also take a peek into the world of zookeepers to see how they help keep their animals feeling safe and not afraid.

Boo!

Did I get you then?

Ah, darn it, I thought I got you.

Well, without further ado, let's head inside.

[bright music] Let's explore what being afraid really means.

Fear is an uncomfortable emotion that we have when we think we might be threatened or experience pain.

It's not something most of us love to feel, not even animals.

Often when we're afraid our palms get sweaty, our hearts start racing and our muscles tense up.

That's our body's way of preparing us for whatever might happen.

It can be exhausting.

When is the last time you were afraid?

Come with me and let's explore different things that can make us feel afraid.

A lot of us also share a fear of certain animals.

This is usually because this animal might hurt us.

Take spiders, for example.

Spiders can't eat us but they can cause us pain.

All spiders have venom, which means that if they bite us we would feel pretty bad and might have damage to the part of us that was bitten.

Because of this, we usually feel afraid of spiders and try to squish them if they're nearby.

It's okay to be afraid of spiders but just remember, they think we're giants, so they're scared of us too.

Next time you see a spider instead of squishing it, just move away from it.

If you give the spider space, it will do the same for you.

That way you don't have to be afraid and neither does the spider.

In the animal world, there are a couple of different reasons to be afraid that we might not think about.

Some animals are called prey animals.

These are the animals that eat plants and can get eaten by other animals.

They must always be on the lookout for potential danger and be ready to run away.

For this reason, they're usually more likely to run away from things that they don't recognize.

In the animal world you can never be too careful.

Young animals, old animals and sick animals also have to be very cautious, because compared to a healthy adult they are more likely to be caught by a predator.

What do you do when you're afraid?

Do you run away or do you face your fears?

There are two main responses to fear.

One is called the fight response and one is called the flight response.

These are the best ways to avoid getting hurt, which is like we talked about earlier is what we're trying to avoid.

Animals do the same thing.

Bigger animals like elephants and tigers might stand their ground and try and scare away whatever it is that's making them afraid, utilizing a fight response.

Smaller animals like deer and birds might make a run for it and get away as far as possible, utilizing a flight response.

However, just because it's called a flight response doesn't necessarily mean the animals flying away.

But in the case of birds, though, flight is a great way of escaping danger.

Now I can't fly, but I wish I could.

Do you?

[bright music] Another option animals have when they're afraid is freezing.

Freezing is when an animal stops moving and stays as still as possible.

This is so hopefully whatever wanted to get closer to them won't be able to see them anymore.

These animals might not be very good at seeing all the details of the world but they're very good at seeing quick movements like movements of snakes.

So in order to avoid being eaten by animals like snakes these animals freeze, when they're afraid.

Some animals take freezing to the extreme, like Griz, the Virginia opossum.

Have you ever heard the phrase playing possum?

Well when Virginia possums are afraid, they play dead and release a really foul odor to make it even more convincing.

But just like how we can't control sweating or a racing heartbeat, Virginia opossums can't control when they play dead.

So we hope that Griz never feels like she has to play possum.

Instead, how about we freeze for Griz?

Ready?

One, two, three, freeze!

We've talked about what we do when we feel like we are in danger right now, but what about when we feel afraid for a longer amount of time.

In animals, we can tell they've been afraid for a long period of time by looking for a couple of different things.

One thing we can look for is aggression.

Aggression is when an animal tries to protect themselves by scaring you away.

They might even start a confrontation because they want to have the upper hand in the case of something bad happening.

Another thing animals do when they're afraid is move away.

They avoid being near something because they don't want to get hurt.

Maybe there's something they've never seen before nearby.

And they don't know if it's something good or bad.

So they make sure to stay away, just in case.

Animals that are afraid all the time, also sometimes just give up.

This usually happens when an animal has no control over what happens to them.

If you were taking a test and the teacher told you that every answer on the test was wrong, you probably wouldn't try to pick the right answers anymore.

That's exactly what animals do when they give up.

You might be wondering what do zookeepers do to help their animals when they're afraid?

Well, that's a great question.

There are a few different things that we can do to make sure our animals don't experience fear often or for a long time.

If they're always afraid, they can't be happy or healthy.

The number one thing we do is prepare our animals for anything that might come their way.

We can do this through a process called desensitization.

This means we show them something new and reward them when they ignore it.

At a zoo animals see all sorts of things that can be scary, from umbrellas, to running children, to large trucks.

We know we've done our job as a zookeeper when our animals stay calm and don't feel afraid if something new appears.

Willa here is an ambassador animal, which means she travels away from her home to teach people about porcupines.

You can tell that she's not afraid right now because she's happily walking around and sniffing new things.

That means she's happy and healthy.

Besides teaching animals to ignore new things, we also give them options.

When training our animals to do something we make sure they have choice and control.

They decide whether they want to do something.

And when they want to go back to somewhere they know is safe.

By giving animals choice, they don't have to worry about feeling scared because everything is up to them.

When they don't feel afraid they don't have a racing heart or tense muscles so they can stay healthy.

It's also hard to be happy when you're afraid.

but we want our animals to always be happy.

Well, friends let's discuss what we've learned today.

First, we talked about what fear is.

Do you remember?

That's right, it's when we think we might get hurt.

We also talked about what scares us and what scares animals.

Remember fight or flight.

We know that some animals will fight back while others will run as fast as they can to avoid danger.

Finally, we learned that zookeepers help animals to feel safe and not feel afraid by giving them choice and control.

Not feeling afraid means staying happy and healthy, which is important for meeting the secondary needs of both animals and humans.

Well friends, it looks like that's all the time we have for today.

On behalf of myself and all of us here at the Memphis Zoo, thank you so much for hanging out with us today and hope to see you next time.

See ya!

[bright music] - Hello everybody, my name is Flor Bromley and I'm going to teach you some Spanish.

But don't worry, we're gonna do it super fun, and we're gonna add some music to it.

Are you ready?

Okay.

First, let's review some words in English.

Where is your head?

This one!

Yeah, you're right, you got it.

Where are your shoulders?

Ah, very good.

And how about your nose?

Uh-huh.

And your eyes?

And your ears?

And your mouth?

Oh, you know your body parts.

Well, now we're gonna do it in Spanish.

This head is called cabeza.

Repeat after me, ca be za, ca be za.

You tap it, ca be za, aha, ca be za.

How about this one?

Nariz, beep, beep.

Nariz, beep, beep.

Nariz, beep, beep.

How about this ones?

Orejas, orejas, orejas.

Ow, ow, ow, orejas, orejas, orejas.

[chuckles] Ow, ow, ow.

And this ones?

Hombros, hombros, hombros, hombros.

I didn't mention this.

You know how to do it in English?

Hands.

You know how to do it in Spanish?

Manos, manos, manos, ooh.

[Flor claps] [laughs] Ah, you got it.

And finally this one, do you know what this is?

Boca [clicks], boca [clicks], boca [clicks].

Now I think you know the parts, so we can add some music into this.

Let's grab a shaker.

[gasps] You don't have a shaker?

Go get it right now.

I'm waiting.

You got it?

Cool.

And we're going to make it move.

[shaker jingles] And as we shake our shaker, we'll shake the parts of our body.

♪ Shake, shake, shake your cabeza ♪ [singing in foreign language] [shaker jingles] Your hands.

[singing in foreign language] [shaker jingles] Las hombros.

♪ Shake, shake, shake your shoulders ♪ [singing in foreign language] [shaker jingles] La nariz [singing in foreign language] [shaker jingles] Los ojos.

[singing in foreign language] [shaker jingles] Woo-hoo!

La boca.

[singing in foreign language] [shaker jingles] [speaking in foreign language] What else can we shake?

[gasps] Las orejas.

[singing in foreign language] [shaker jingles] You got it.

Muy bien.

[shaker jingles] This is our song number two, about body parts.

But I need my guitarra, have you seen it?

Where is my guitarra?

I think I can make it appear by doing this.

[snaps] [laughs] There's a magic trick for you.

[guitar music] Now we are going to dance, and move our body parts with a song called "La tia Monica" I had an aunt, her name was Monica, and she liked to dance by moving different parts of her body.

[guitar music] [singing in foreign language] Shake you head now.

[singing in foreign language] Now we'll go on to shake and move our hands.

[singing in foreign language] Shake them now.

[singing in foreign language] You're gonna turn around when I say vuelta, that means to turn around.

[guitar music] [singing in foreign language] The feet.

[singing in foreign language] Shake them now.

[singing in foreign language] Oh, I like the way you're dancing.

How about we shake our whole body now?

[singing in foreign language] Shake it, shake it.

[singing in foreign language] [speaking in foreign language] Did you know that your body makes music?

Yeah, your body can make music.

Let me explain.

What happens when you, all of a sudden bump your head?

Does it make a noise?

It goes boink.

Let's try that but very gently.

Boink!

[gasps] Boink, boink, boink!

Aha, boink, boink, boink!

Aha, boink, boink, boink!

How about your hands?

Can they make music?

Let's try it.

What happens if you put them together?

[Flor claps] Ah, ah.

[claps] Aha, [claps] aha, very good.

[claps] Aha.

[claps] How about our feet?

[gasps] You cannot see my feet?

But what happens if I put my feet and stomp on the ground?

What sound does that make?

[Flor stomps her feet] Eso!

[stomping feet] Do with me.

[stomping feet] Aha!

[stomping feet] And finally we have a very important instrument inside our bodies.

It's la boca, your mouth.

You can do so many things with your mouth.

[speaking in foreign language] What you say?

[chuckles] You can do sounds like this.

[trills] Or.

[gurgles] That's music.

[laughs] Or you can sing and go.

♪ La, la, la La boca is a very important instrument that we have.

So we can make music with our head, la cabeza, boink.

Las manos.

[claps] Los pies.

[stomps] La boca.

♪ La, la, la And with our whole body too, when we go dancing we go [jingles].

[speaking in foreign language] Your body makes music.

[guitar music] [singing in foreign language] ♪ My body, my body, my body makes music ♪ [singing in foreign language] ♪ My body, my body, my body makes music ♪ [singing in foreign language] Ow!

[singing in foreign language] ♪ My body, my body, my body makes music ♪ [singing in foreign language] ♪ My body, my body, my body makes music ♪ [singing in foreign language] [Flor claps] [singing in foreign language] ♪ My body, my body, my body makes music ♪ [singing in foreign language] ♪ My body, my body, my body makes music ♪ It's your feet now.

[singing in foreign language] [Flor stomps feet] Ooh.

[laughs] [singing in foreign language] ♪ My body, my body, my body makes music ♪ [singing in foreign language] ♪ My body, my body, my body makes music ♪ [speaking in foreign language] [singing in foreign language] [Flor trills and whistles] [singing in foreign language] ♪ My body, my body, my body makes music ♪ [singing in foreign language] ♪ My body, my body, my body makes music ♪ Your whole body now.

[singing in foreign language] ♪ My body, my body, my body makes music ♪ [singing in foreign language] ♪ My body, my body, my body makes music ♪ We are going to make a head, una cabeza.

Now we're gonna start by making a circle like this.

Oh, [gasps] that's my cabeza.

Does that look good?

[speaking in foreign language] We're gonna put some parts into this cabeza.

Let's see, where does this go?

This is?

La boca, very good.

The mouth.

This will go here.

[speaking in foreign language] How about here?

Oh, there's a great place?

No, are you sure?

Oh, ah, oh, oh, aqui?

Are you sure?

Yeah that's right.

[speaking in foreign language] What about this?

What's this?

La oreja, the ear.

Ooh, that's perfect right there.

[speaking in foreign language] Aqui?

Muy bien.

What about this one?

El ojo?

[speaking in foreign language] Aqui?

[speaking in foreign language] Oh, aqui?

But we need something else, right?

[speaking in foreign language] Ooh, ooh.

[laughs] [speaking in foreign language] It goes right there.

Oh, it goes right there.

We have this other ear, la otra oreja.

Can it make, oh it looks great right there.

No, no, no, it doesn't go there.

[speaking in foreign language] That's it, I have to put something on top, right?

Right there.

No, what's this?

La nariz, your nose.

Where does the nose go?

Oh, it goes right there!

Oh look at my beautiful cabeza.

He has all the parts.

Las orejas, la boca, la nariz, y los ojos.

Thank you very much for helping me make my head.

Cabeza!

Hey, thank you friends for being here today.

My name is Flo Bromley, until we meet again, adios.

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

[bright music] [dramatic music]