- [Announcer] Ready to learn?

- I have with me here, my friend.

- Marlena.

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

- What's this word going to be?

- [Announcer] Discover science.

- Whoa.

- Whoa.

- [Announcer] Sing.

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

- We solve... - Word mysteries.

- [Announcer] Stay tuned for lessons and activities.

[kids chuckling] [playful music] Funding for this program was provided by the JPB Foundation.

[playful music] [bright music] - Did a word that's important to you go missing?

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

- Then call us.

I'm Sly.

- And I'm Gabby.

- We're word detectives and we solve... - Word mysteries.

- Together, we run the Wordsville Online Detective Agency.

- We'll find your missing words fast.

- Not to mention briskly.

- And swiftly.

- Yeah, we're really good with words.

- [Group] Wordsville!

[bright music] [sonar beeping] [machine beeps] Hey, Sly.

Something about you is different.

Did you change your hair?

- No.

- Did you move stuff in your office?

- Nope.

- Is that a new plant?

- Nope.

Should I just tell you?

I guess so.

Huh?

I'm usually more clever than this.

- And I know why, my favorite jacket is gone.

This one.

[clicker beeps] - [gasps] The one with your name on it?

That means the word Sly is gone.

Sly is your name, but it's also a word that means someone who is clever, who gets their way by being tricky and secretive.

- Exactly, and you weren't being clever when you couldn't figure out that my jacket was missing.

- I think without the word sly, you're being a little too honest and blunt.

- That's because honest and blunt is the opposite of sly and tricky.

- This is a word mystery, but a word detective has never been the victim of a word mystery before.

- [gasps] I know, but if my name is gone, does that mean I'm gonna disappear?

- Sly, that's not how word mysteries work.

Plus you are not usually very secretive or tricky.

- Not usually, but I was tricky today when I played a game.

- What do you mean?

- I'll do some Slamnation to show you.

Freak out time!

Firefighter Ember and Scientist Cosmo came over to play my favorite game, Whodunit.

First everyone draws a card that tells them if they're the trickster or not.

Then they ask questions to figure out who the trickster really is.

But the trickster can slyly trick everyone into thinking someone else is the trickster.

We played a few rounds and I won them all.

I'm a great trickster.

I went to get more snacks and when I got back with them, everyone was gone, and so was my jacket.

- So you have to be sly and trick people when you play that game?

- Too bad the word sly is gone, so we can't be sly in solving this case.

- Yeah, maybe looking at the scene as a mystery will help.

- This is where we were playing.

[screen beeps] I'll take a screenshot.

[camera shutters] - I'll open the case notes.

[keyboard types] Oops.

Oh no, undo, undo, undo.

[keyboard types] Phew!

I don't usually fumble things this much.

We know what happened.

- My Sly jacket was taken and now we're after the opposite of sly.

- We also know where it happened.

At your Word Detective Office - When I was getting more snacks.

- Well, What kind of snacks?

- Baby Carrots.

I love the crunch, [carrot crunches] mm.

- [Gabby] The suspects are Firefighter Ember and Scientist Cosmo.

- But who did it, how and why?

- [Gabby] Let's take a look at the clues.

- [Sly] That Scientist Cosmo's pen and Firefighter Ember was making notes on that paper.

- Let's call Firefighter Ember.

[application beeping] - Oh, [chuckles] hello, Word Detectives.

- We'd like to ask you some questions.

- And I'd like to ask Sly how he kept winning Whodunit.

- I tricked you by saying Scientist Cosmo only clicked his pen only when he was a trickster.

- That was a trick?

- Yeah, he clicked his pen all the time.

Oh, no, it was supposed to be a secret.

- I'll remember that.

[mischievous music] Oops, that's a straw.

- Sure is, Firefighter Ember, can you tell us what happened?

- You mean other than Sly winning every round?

Scientist Cosmo and I got frustrated and didn't wanna play anymore, so we left when Sly went to get more carrots.

- I see, well then answer me this.

Did you take my jacket?

- Hah!

[screen beeps] - Huh?

I'll call her back.

[application beeping] - So that was weird, right?

I can't tell.

- Me neither, let's see if Scientist Cosmo can help.

[application beeping] - Oh, hello, Gabby.

Sly.

I assume this is about the thing that I don't wanna tell you about that happened at Sly Word Detective Office earlier.

- Probably.

- Well, we were playing Whodunit and Sly tricked Firefighter Ember and me every time.

- I told that Firefighter Ember took notes when she was the trickster, but that was a trick.

- Pretty sly.

- Ah, I just wanted someone else to win one round.

It didn't matter who.

I was so upset, I clicked my clicky pen until it broke.

It usually helps calm me down.

Not today.

- Yikes.

- Yeah, I came back here to relax with a new experiment.

What happens if you don't stop blowing up a balloon?

- Wow, I wonder what will happen.

- Did you see who took my jacket?

Well, I... [gasps] [machine beeps] [mischievous music] - Scientist Cosmo, you're on mute.

- [machine beeps] And then I left with Firefighter Ember.

The end.

[machine beeps] - What?

- What do you think he said when he was on mute?

- Who knows, let's go over the case notes to see if we can solve this.

- [Sly] So we know Firefighter Ember and Scientist Cosmo came to my office to play Whodunit.

- [Gabby] And they each left something behind.

- [Sly] There's Firefighter Ember's notes and Scientist Cosmo's pen.

- [Gabby] They were both frustrated about losing to you - And they both found a way to avoid answering questions about my jacket.

- You know, I feel like the answer is right in front of us.

- They were both frustrated and they both said they left together.

- And they both wanted someone else to win win.

- [gasps] Gabby, we just cracked this.

- If you say so.

[scoffs] I'm so ready to feel clever again.

But let's go reenacting.

[machine beeping] - Now presenting the Word Mystery Animated Reenactor.

The case of the... Oops.

Wrong file.

One sec.

[keyboard types] Aha, got it.

Here we go, the taste of the not so sly.

The trickster is Firefighter Ember.

- [Gabby] I think the trickster is Scientist Cosmo.

- [Sly] You're both wrong.

I'm the trickster.

You both lose again.

[carrot crunches] Ha ha.

Oh, I'm out of snacks.

I'll be right back.

[mischievous music] - [Gabby] I can't believe Sly tricked this again.

- [Sly] I just want someone else to win one round.

It doesn't matter.

- [Gabby] Agreed, If only Sly was less sly.

[mischievous music] - Firefighter Ember and Scientist Cosmo, you took Sly's jacket together.

- I didn't see it happen because I was getting more snacks.

- That's how you did it.

- You both wanted me to be less, oh, what's the word?

Oh, yeah, sly.

- That's why you did it.

- You caught us.

We were both so frustrated that no one else was winning, so we slyly teamed up to make him less sly.

- We were going to play another round once he was less clever, but we kinda forgot like right away.

- I know it's hard to lose, but you have to be a good sport about it.

- You're right.

Sorry we took your jacket, Sly.

We'll bring it back.

- I'm sorry for being a sore winner.

I liked winning so much that I didn't realize you guys weren't having any fun.

- That's okay.

Now I can finally finish my experiment, oops.

Back to square one.

[machine beeping] [pen scribbling] - Ah, that's better.

The word sly is back where it belongs.

- Now who's up for a round of Whodunit online?

Just for fun.

- Well... - Sure.

- Okay.

[machine beeping] [mischievous music] - Sly smirked.

I saw it.

He's gotta be the trickster.

- [Ember And Cosmo] Sly's the trickster!

- Wait, no!

- Ha!

Tricked you.

I'm the trickster.

- She did it!

- Gabby out-slyed Sly.

- Best two out of three?

- You're on!

[playful music] - Hi, friends, how are you doing today?

My name is Anna.

- And my name is Jordan and I'm eight years old.

- And we were actually just talking about all the ways that we are special.

So we're made up of a lot of different cultures.

So I'm part Italian, so that means Jordan is part Italian.

I'm part German.

Jordan's part German.

Jordan's father is Jamaican, so she's part Jamaican.

So there's a lot of different things that make her really cool, right?

So we were actually reading a story together and we wanted to know if you wanted to hear the story with us?

Yeah, okay, so the story is called "The Yellow Handkerchief," written by Donna Barba Higuera, illustrated by Cynthia Alonso.

And in this story it follows a girl and it kinda talks about something that's special with her culture, but something that maybe she doesn't realize just how special it is, right?

Yeah, okay, so let's read through this together and then maybe we can talk a little bit about this later, yeah?

[paper rustles] Okay, "The Yellow Handkerchief: El Panuelo Amarillo."

Written by Donna Barba Higuera.

Illustrated by Cynthia Alonso.

[lively music] My Abuela wears an old yellow handkerchief that her grandmother gave to her.

[lively music] So when we hear the word Abuela, Abuela means grandmother.

So she's talking about her grandmother.

Abuela scrubs the mud off our patio on her hands and knees.

Then she sits quietly on the porch and cleans the dirt from under her nails.

I don't like the yellow handkerchief.

Abuela carries the eggs from the coop into the kitchen.

The smell of homemade chorizo and eggs drifts in the air.

My mouth waters.

Becca sniffs, "What is your grandma cooking for dinner?"

I'm ashamed to tell her.

I wish we had money to buy pizza or take out like Becca's family.

I definitely don't like the yellow handkerchief.

So how's she feeling right now about that yellow handkerchief?

- She's saying like it's not really special.

- It's not really special, no?

The oldest [speaks Spanish] no longer lays eggs.

Abuela plucks the chicken.

"Why does your grandmother have feathers in her hair?"

Becca asks, I glance at the chicken coop.

My belly will be full, but why can't we buy chicken at the store like everyone else?

I can't stand the yellow handkerchief.

[spirited music] How's she feeling now?

- She's saying like it's definitely not special.

- Definitely not special?

How do you think she's feeling about her culture right now?

'Cause she's like, it's weird and people think, people might make fun of it.

- Yeah, so she's starting to think like, oh no, like maybe it's weird, because she doesn't get to order takeout, right?

Or she's eating the chickens from her own land as opposed to going to the store, so it might seem weird to her friend, Becca.

[spirited music] Would you say maybe she feels a little embarrassed?

Yeah, should she be embarrassed though?

No, not at all.

Abuela works in the garden.

She gathers tomatillos and peppers.

She moves slowly, but the rows are straight and clear of weeds.

Abuela wipes the dirt and sweat from her face.

[spirited music] Then she waves her handkerchief to get my attention.

[Anna speaking Spanish] "What did she say?"

Becca asks.

I wish Abuela talked like Becca's grandmother.

"I have to go," I answer.

I despise the yellow handkerchief.

"Lava monster, lava monster!"

Becca yells.

[Anna speaking Spanish] I accidentally call out safe in Spanish instead of English.

I cover my mouth in embarrassment.

Becca doesn't understand and springs toward me.

I quickly dodge to one side too fast and [spirited music] Abuela slips off her yellow handkerchief and wipes my tears.

[spirited music] She kisses my cheek.

[Anna speaking Spanish] She says, telling me to be myself.

Why is it important to be yourself, Jordan?

- Because if you try to be someone else, it might be too hard to do it.

And like your life isn't the same without being yourself.

- You're right, your life isn't the same without being yourself, right?

You're supposed to be you.

Not somebody else.

That night, she sits on the edge of my bed and sings.

[Anna speaks Spanish] [lively music] When my sister, Mariana, gets a bad cold, Abuela must go live with her sister, so she doesn't get sick too.

We are all sad.

[lively music] I'm moving to Abuela's room, so Mariana doesn't make me sick either.

Without Abuela, the room feels so empty except for the handkerchief.

[lively music] In all the rush, she must have left it behind.

[lively music] The garden is overgrown.

I weed the rose.

Our new chicken squawks.

I collect her eggs.

The patio grows dusty.

I make it shine.

What do you notice that she's doing?

- She's doing all of her grandmother's chores.

- Yeah, she's doing all her grandmother's chores now, right?

[lively music] At bedtime, I sing to Mariana.

[Anna speaks Spanish] [lively music] I sit on our porch and look out at my work.

[lively music] Without Abuela, I wipe my own tears.

[lively music] I miss her and I'm tired of us being apart.

[lively music] And... [Anna speaking Spanish] [lively music] Means she loves the yellow handkerchief.

[lively music] So thinking about you, what was something that made you've been a little embarrassed or ashamed about?

- In kindergarten, I used to be like afraid and embarrassed of speaking in front of other people.

- Oh, afraid, embarrassed speaking in front of other people.

- And like people might judge my hair.

- People judging your hair.

That was a big one actually.

You're right, when you were in kindergarten, that was a big thing because I was not very good at styling your hair.

[chuckles] And it took a long time before we finally figured out different styles that worked for you, right?

That made you feel comfortable and allowed you to be yourself, right?

And now you feel extra sassy and extra confident, right?

[Anna laughing] Well, at least I've gotten better at styling your hair, yes?

- Yes.

- Yeah.

And then you like that you can wear your hair in braids sometimes and sometimes you wear it in like a poof and sometimes you wear it straightened, right?

So we've found different ways for you to feel confident and not feel ashamed in how awesome your hair is, right?

So I want you to think about, what are some things that maybe you haven't felt very confident about?

And I want you to talk about that with a trusted adult and see if they can help you figure out a way to be confident in yourself.

Because it's really important for you to be yourself because it's hard to be someone else.

[giggles] Well, until next time, friends.

Bye.

[playful music] - Jordan, Jada?

Why can't I find either child?

Oh, hi, friends.

Welcome, [scoffs] I'm playing hide and seek with my kids and I'm not doing a good job.

I'm not a really good seeker.

Plus they're really good hiders.

I mean, I could take a break right now.

Would you like to learn some sounds with me?

Awesome.

Okay, today's actually a really fun day because I was gonna teach you an exception.

Ooh, that means a vowel sound that doesn't actually follow the rules that we're used to.

But before I get ahead of myself, let's practice some sounds first just to get our ears all warmed up, okay?

What I'm gonna do is I'm going to give you a word part, then I'm going to give you the initial sound and I want you to kinda put it together.

So what do I mean?

Lemme show you.

If I said late, add s to the beginning, what's the word?

You'll then blend together s, late for slate.

Okay, so the word is less, add b to the beginning, what's the word?

Help me, b, less, put it together, bless.

Okay, you try this one.

The word is lied.

Add g to the beginning.

What's the word?

Glide, the word is lime, Add s to the beginning.

What's the word?

[flesh slaps] Slime.

Okay, the word is love.

Add g to the beginning.

What's the word?

[flesh slaps] Glove.

All right, last one.

The word is lug.

Add p to the beginning.

What's the word?

[flesh slaps] Plug.

Awesome, okay, so as I was saying before, I got really, really excited about this.

We're gonna talk about something called a vowel exception.

That means it doesn't follow the rules that we're used to it following.

So lemme show you what I mean.

[pen clicks] If I were to write this word and we were to blend it, right?

We would go, help me blend, k-i-t. Let's go a little faster, k-i-t. Read it, kit, right?

So here, we know the I is making it short sound, right?

Because it's closed in by that consonant T. If we wanted it to say its name, one way we can do that, we've learned about magic E, right?

'Cause magic E tells the vowel to say its name.

So kit would turn into kite.

Well, did you know there's another way that I can say its name, even when blocked in by a consonant?

[plastic rattles] Yep, I know.

Is your mind blown?

[mimics explosion] 'Cause mine is, all right.

The first exception that we're gonna talk about today is I-L-D.

Okay, so I-L-D says ild.

Like wild, right?

Wild, okay, so if I were to spell a word with this vowel exception, well, let's start with wild.

I would start with my initial sound, w, and then ild will just be spelled with my I-L-D. Everyone say I-L-D, ild, wild.

Awesome.

Okay, so let's spell wild.

We need the w, w, okay.

W is going to represent that w sound.

And then my ild is going to be represented by my I-L-D. See, so here, I is not making that short sound.

Otherwise we would say it's willed and that's not what this word is, okay?

So when we see I-L-D together, we're gonna think of it as the ild, the sound, right?

Even though we hear multiple sounds in that word, okay?

But we're gonna keep it chunked together.

Almost like glued together, all right.

How about we turn wild into mild?

See, I only like to eat hot wings that are mild.

I don't like them too spicy, okay?

So let's see, wild, mild.

So we're gonna change the w into m. That's right, so my W is going to change into an M and then I'm going to use my glued sound, I-L-D for mild.

Now how would turn mild into child?

Like I still can't find either child right now.

Okay, so you're right, we hear that ch sound at the beginning, and that's created by a digraph, which is two letters that make that one sound.

Do you remember?

'Cause you probably learned this in school.

What are the two letters that represent the sound ch?

Good, C-H, ch.

And then are glued sound, ild, for child.

Awesome, okay, lemme show you the other exception we're gonna talk about today.

[board scratching] So to size our, everyone tell me, I-L-D, ild, like wild.

We also have I-N-D, like find, like I still can't find either one of them.

Okay, so we have I-N-D, ind, find, you say it.

Okay, awesome.

So let's start with the word find.

So if I'm going to spell the word find, I'm thinking f-ind, and I'm thinking of ind as like one sound, right?

'Cause it's kinda glued together, so f-ind.

Well, I know F represents that f sound, so I'm going to go f and then ind, [pen squeaking] I-N-D, find.

Okay, how would I change find into mind, right?

Mind, so f-ind, m-ind.

That's right, we did use this sound earlier.

You guys are smart.

So I'm going to change the f into m using my letter M and then my glued sound, I-N-D for mind.

Okay, so we have find, we have mind.

What about, ooh, can we use a blend for this one?

We used a digraph on the last one.

Let's use a blend This time.

How would I spell the word blind?

Okay, so we hear the ind part, so I think that part we're okay with, right?

The I-N-D, what's making the bl sound at the beginning of the word?

B-l-ind, yeah, we're gonna use a blend.

So that's where we have our two letters, but they each maintain their own sound.

So b-l-ind, what am I gonna start with?

B, which is represented by the letter B.

And now what letter do I need for l?

That's right, I need the letter L. And then how am I going to represent my ind sound?

That's right, I-N-D, blind.

Like when you can't see.

Okay, do you think you're ready to try to read through some of these words and even put some into words yourself?

I know you are.

Okay, go ahead.

Have fun.

Remember we are blending and reading with our vowel exceptions, I-L-D, like wild, and I-N-D, like you hear in find.

W-ild, wild.

[no audio] Kind, you try a few.

[no audio] Child.

[no audio] Find.

[no audio] Mild.

[no audio] Blind, okay, let's see if you can spell the following.

How would you spell the word mind?

Like I don't mind if you have some of my cupcake.

That's right, I-N-D Mind.

Last one, how would you spell the word wild?

Awesome job, I-L-D, wild.

Scholars, you did an amazing job working with our two vowel exceptions, I-L-D, ild, like wild and I-N-D, ind, like find.

Keep saying if you can find these words in reading or challenge yourself to use them in your writing.

Well, until next time, I need to go find both of my children, bye.

[playful music] [upbeat music] - Hey, kids, I want you to clap your hands.

♪ To the beat, yeah ♪ ♪ Like that, aha ♪ ♪ Like that, yeah ♪ ♪ Just like that, yeah ♪ ♪ You got it, you got it ♪ ♪ If you're happy and you're healthy, ♪ ♪ Clap your hands, clap your hands ♪ ♪ If you're feeling really strong, do a dance, do a dance ♪ ♪ You can twist your hips ♪ ♪ Raise your hands, raise your hands ♪ ♪ And turn all around and around and around ♪ ♪ I'm happy and I'm healthy and I know it, I know it ♪ ♪ I can put my hands in the air and show it, I show it ♪ ♪ I'm healthy, I'm strong ♪ ♪ I got it goin' on ♪ ♪ I love to run and play and jump ♪ ♪ It keeps my body strong ♪ ♪ I love to eat my veggies ♪ ♪ My favorites are the peas ♪ ♪ And the beans and the carrots, even love my broccoli ♪ ♪ I always say please, every night I brush my teeth ♪ ♪ And I always wash my hands before I eat, see ♪ ♪ If you're happy and you're healthy, clap your hands, ♪ ♪ Clap your hands ♪ ♪ If you're feeling really strong, do a dance, do a dance ♪ ♪ You can twist your hips ♪ ♪ Raise your hands, raise your hands ♪ ♪ And turn all around and around and around ♪ ♪ I like fresh air and sunshine, I love to play outside ♪ ♪ I drink plenty of water, we need water to survive ♪ ♪ My body feels good when I take the best care ♪ ♪ It's okay to have a snack, how 'bout an apple, a pear ♪ ♪ I love to eat my fruit 'cause its juicy and it's sweet ♪ ♪ And that makes me really happy from my head to my feet ♪ ♪ I can touch my head, shoulders, knees and toes, ♪ ♪ Knees and toes ♪ ♪ I'm healthy and I'm strong and now everybody knows ♪ ♪ If you're happy and you're healthy, clap your hands ♪ ♪ Clap your hands ♪ ♪ If you're feeling really strong, do a dance, do a dance ♪ ♪ You can twist your hips ♪ ♪ Raise your hands, raise your hands ♪ ♪ And turn all around and around and around ♪ ♪ If you're happy and you're healthy, ♪ ♪ clap your hands, clap your hands ♪ ♪ If you're feeling really strong, do a dance, do a dance ♪ ♪ You can twist your hips ♪ ♪ Raise your hands, raise your hands ♪ ♪ And turn all around and around and around ♪ ♪ Okay, now freeze ♪ ♪ Yeah ♪ ♪ Now touch your knees.

♪ ♪ Now stand really tall like the biggest tree ♪ ♪ And turn all around and around and around ♪ ♪ If you're happy and you're healthy, clap your hands ♪ ♪ Clap your hands ♪ ♪ If you're feeling really strong, do a dance, do a dance ♪ ♪ You can twist your hips ♪ ♪ Raise your hands, raise your hands ♪ ♪ And turn all around and around and around ♪ [playful music] [Hassiem panting] [Hassiem grunts] - Ooh, oh, hey.

Didn't see you there.

I'm Hassiem.

I'm a teaching artist of the New Victory Theater.

I'd love to chat, but I'm kind of in a hurry.

What's that?

Oh, you wanna know what's in my bag?

I don't know.

You see, this is my bag of circus tricks and I normally don't show anyone what's inside plus I've really gotta catch this bus.

[mischievous music] [Hassiem sighs] Okay, I think I have a couple of minutes.

So how 'bout we make a deal?

I'll show you three tricks from my bag.

The only catch is whatever I show you, you have to do too.

Do we have a deal?

Okay, let's see what we've got in here, huh?

Uh-uh.

[plastic crackling] [Hassiem grunting] Nope.

[plastic crackling] [metal clanging] Ugh.

[plastic crackling] [cat meows] Oh, looks like object balancing is up first.

We aren't gonna use a chair though.

At least not yet.

We'll start with something all of you have at home, like [scoffs] this broom.

[Hassiem pants] [mischievous music] Let's go.

[screen booms] When it comes to object balancing, shorter objects make the trick way more difficult.

So a longer object like this broom is a great place to start.

First we want to place the handle of the broom right into the palm of our hand.

Next, we wanna make sure the broom is completely vertical.

Once you think you have it in a proper position, you can let go and immediately begin to move your supporting hand in order to keep the broom balanced.

Once you think you have it mastered on your hand, you could balance on your foot [chuckles] or even on your face.

[mischievous music] [stick taps] Ooh, okay, let's see what trick is up next, hmm.

[paper rustles] Ooh, [chuckles] tumbling.

Now just like object balancing, we'll start with something a little easier, like cartwheels.

[mischievous music] For this next trick, all you need is some space and focus.

First we get into position.

So we wanna begin with one foot in front of the other.

For me, I'm gonna start with my right foot in front of my left.

Next, arms go up overhead.

Now whichever foot is in front, that same side hand will touch the ground first.

So if my right foot is in front, my right hand touches the ground first, then my left.

Next I hop onto my left foot, swing my right foot around, and I finish facing back the way I came.

Next we begin to invert the cartwheel.

So each time I do it, I'm going to kick my legs a little bit higher [mischievous music] [feet crunches] until eventually my legs go all the way overhead.

Just like that.

As you practice this movement, you may wanna have a parent or a friend spot you from behind just to make sure you don't fall backwards.

[flesh slaps] Here we go.

[material crunching] [feet taps] Okay, let's see what our third and final trick will be.

[flesh slaps] [flesh scratching] Hmm, [gasps] oh, no.

Look at the time, I'm gonna miss the bus for sure.

[clock whips] [Hassiem panting] All righty, folks, it looks like for our third and final trick, I'm gonna have to disappear.

[Hassiem panting] [mischievous music] [screen twinkling] [Hassiem panting] [Hassiem grunting] [bag crunching] Hey again, I made it to my destination right on time, thanks to our final trick.

Now as we know at the circus, there's always a little bit of magic.

So for this final trick, you'll just need [bag scrunching] [Hassiem panting] a sheet and a little bit of space.

You'll wanna set yourself up in a doorway or even in a hallway where there's a room you can slip into.

We're gonna lift our sheets up nice and high way above our heads.

Next you'll give the sheet a big toss.

And before the sheet hits the ground, you're going to quickly slip to the side.

[sheet zips] [mischievous music] [sheet swooshes] Remember, you wanna give the sheet a nice clean toss to give the illusion of disappearing.

Go ahead and give it a try.

See if you can convince your family and friends that you have magically disappeared.

[mischievous music] Thank you all so much for joining me today.

I hope you had fun.

[toys rattling] See you next time.

[playful music] [calm music] - [Narrator] The banded mongoose inhabits various regions of Africa in Savannah, open forests and grassland habitats.

[calm music] They primarily feed on beetles and millipedes and live in colonies that create large networks of dens for shelter.

[calm music] Their long, strong claws allow them to dig and forage.

[calm music] You might mistake the banded mongoose for a meerkat and we can totally see why.

They look a lot alike and are in the same family of mammals, but they have a few differences, including a mongoose's pronounced black stripes and their habitat in the wild.

Mongooses live in a different region of Africa throughout much of the East, Southeast, and South Central Africa.

While meerkats only live in the Far South.

Here at the Houston Zoo, our colony of 13 banded mangoes live in the Children's Zoo.

[calm music] You can see them dig their tunnels and forage for their favorite foods, mealworms and crickets.

[calm music] [playful music] [Mena chuckling] [calm music] - Hey, Mena!

- Oh, hi, Nico.

- Check it out, hah, hah.

- [gasps] Whoa!

[Nico chuckles] Did you just get back from the dentist?

- Yep, and I wasn't scared at all.

Dr. Malar said my teeth are sparkly clean.

[teeth chiming] - Nico, that's awesome.

Up top.

[calm music] [graphic chiming] - Wow, Mena, thanks.

That made me feel so happy and proud.

Totally.

High fives are light and fun.

- Mm-hmm.

- Try this one - Hmm.

Like this.

[graphic chiming] - Hah!

fist bump.

That's the high five my brother and me do together.

We have all kinds of high fives with different people.

Each one is special.

- Could the regular high five be our special one?

I really like it.

- Sure.

- [graphic chimes] Woo!

- Wow, now I wanna bring a high five to everybody.

- [gasps] You should.

It could be an air high five, a dance moves.

♪ Ooh, ooh, ooh, ooh, ooh ♪ [Mena chuckles] Whatever you wanna do together.

- I gotta go find CJ.

I bet we can figure out a great high five.

See ya later, Mena.

Bye Nico.

[Nico chuckles] Ha!

[graphic chimes] ♪ Mm mm mm mm mm ♪ [Mena chuckling] - He's so silly.

[calm music] [clock ticking] [clock ringing] [CJ inhales] [CJ exhales] - Perfection.

[chuckles] - Hey, CJ, what's going on?

- Oh, hey, Nico.

Cookies are what's going on.

My grandma's secret recipe.

[calm music] [Nico inhales] - Whoa, they smell delicious, CJ.

You always make the best cookies.

- Oh, that's so nice.

Thank you, Nico.

- That's why I'm here, to bring a high five, ha!

- Could we high five later?

- Oh, that's right.

You don't have to do a high five.

It's just called bringing a high five.

It's sharing something nice with someone, like a compliment, and then doing a move that we make up like this.

[Nico blowing raspberries] Or this.

[humming] [Nico chuckles] - Nico, we love to dance - [Nico and CJ] Special dance slew.

[Nico humming] [CJ chuckling] - Oh.

- I love it.

- I wanna bring a high five to Mena to show her how great she is.

Oh, oh, would you mind watching the cookies?

Be sure Alfie doesn't get them.

- Sure thing, CJ.

- Ah, thanks, Nico.

[chuckling] [calm music] - I got my eye on these cookies.

- 90, 91, 92, 93, 94.

- Mena!

- 95.

- Check it out.

- 96.

- 100.

- 97, almost, 98.

- You can do it.

- 99.

100, woo, yeah, yeah!

Oh yeah!

- Excellent job, Mena.

- Thank you.

[chuckling] - Oh, Nico just taught me how to bring a high five.

Do you like regular high fives, air high fives, elbow bumps, dancing?

- [gasps] Elbow bump.

[graphic chiming] [CJ chuckling] [Mena chuckling] Thanks, CJ.

That really made me feel my best self.

- Hooray, I brought a high five!

- And I brought the cookies!

[laughing] - Thanks for watching them, Nico.

[Nico humming] [CJ chuckling] [Mena chuckling] - All right!

- Yeah, Mena.

- Ha!

- Ha!

[graphic chimes] - CJ?

- Mena?

[graphic chimes] [Mena chuckles] [CJ chuckles] - Wow, we really made a chain of special high fives.

- When you bring a high five to someone, it can make them feel light and sunny.

And, hey, it can also make you feel your best self too.

It's fun to have a special way to cherish everyone we know.

High fives everybody!

[group laughing] [playful music] - Hi, I'm Leia and this is Nico.

He's a rescue and I've been working on tricks for him.

Here we store his treats.

[cupboard squeaks] [playful music] Before you give him a treat, you have to say the trick.

And when he does it, I give him a treat.

[playful music] Huh, good job.

[playful music] Good job.

[playful music] Lay down, lay, good job.

[Leia giggles] And that's how I teach my dog some tricks.

And when he's thirsty, I get him some water.

[playful music] [water spraying] [water pattering] [playful music] [water popping] I love helping my family.

[giggles] [playful music] - Hi, everyone.

Welcome to my classroom.

I'm Miss Zoe.

I have here with me today?

- Malena.

- Malena.

And she's gonna help me work on what we call inverse operations.

And inverse operations is when you take a set of two opposite operations, like addition and subtraction, and you show how they are related.

And I'm going to give you an example, so, [paper crackling] [bright music] if I were to say 10 minus 2 equals 8, Malena would write it as addition.

- 2 plus 8 equals 10, - 2 plus 8 equals 10.

So we're gonna work on that with our counters as well.

[bright music] [eraser scratching] Now would we be able to do 8 plus 2 equals 10?

- Yes.

- Could we do 10, let's say, plus 2 - Equals 12.

- Equals 12, right?

So they're both addition, so that rule doesn't work, right?

Our inverse rule.

What if I did 7 plus 4 equals?

- Well, that equals 11.

- Okay, so- - Because 7 plus 3 equals 10 and 10, but 3 plus 1 equals 5.

Wait, 3 plus 4, no, 3 plus 1 equals 4.

And 4 plus 7 is, 4 one more than 3, so it would be 7 plus 4 equals 11.

- Okay, so let's count one, two, three, four, five, six, seven, eight, nine, 10, 11, so 7 plus 4 equals... [bright music] [chips clicking] Two, four, six, 8, 10, 11.

[bright music] So what would the inverse operation be?

- 11 minus 7 equals 4.

- 11 minus 7 equals 4.

So let's look at the chips.

I'm going to take this group.

This group, I'm gonna move my 11 chips here.

[chips rattling] [mischievous music] [paper crackling] And then Malena said?

- 11 minus 7 equals 4.

- So I'm gonna put seven here, two, four, six, seven.

And I'm left.

- Four.

- With four.

All right, friends, so let's just recap what we just did with Malena.

So remember the inverse operations are the two sets of opposite operations, like addition and subtraction, like we just did.

And when you do that, you have to, if you have an addition problem, and a subtraction problem, you have to start with the largest number for the subtraction.

So let's just review that.

[pen pops] [bright music] If I have 6 plus 4 equals 10, [paper crackling] [bright music] 6 plus 4 equals 10, [board rattles] and I am going to make that into a subtraction problem, I can't take 10 away from 6, 10 is a bigger number, so I have to start with 10 minus 6 equals 4.

[chips rattles] If I have 6, one, two, three, four, five, six, plus 4, 1 two, three, four, let's count them all together.

One, two, three, four, five, six, 7, 8, 9, 10.

So I would put [chips rattling] 10, 1, 2, three, four, five, six, seven, eight, 9, 10, 6 plus 4 equals 10.

Now what you'll see is we're not gonna change the number of counters in each square.

We're just going to move them around.

And like I said, you have to take the biggest quantity, which is 10 to subtract from.

So 10 minus [chips rattling] [bright music] 6 equals 4.

[chips rattling] [bright music] So I haven't added any counters, I haven't taken away any counters.

I've only used a group that we started with.

All right, well, I hope you had fun today.

[playful music] - [Narrator] Hi, helpers.

think of all the ways you use your voice.

- Okay.

- To say hello.

- Hello.

- To sing and talk - Hi.

- And so much more.

You can also use your voice to speak up when something is wrong or unfair.

When something helps certain people, but hurts others, that is unfair.

People have used marches, protests, and petitions to speak out against unfairness.

We can all be helpers by speaking up when something is unfair.

And by doing so, we make the world a better place.

[playful music] - Hello, everyone, my name is Crystal, and I'm here at the Brooklyn Preschool of Science with my friend Sahil.

Sahil, can you please say hello?

- Hello.

- How are you today?

- Good.

- Awesome.

Together, we are going to do a really fun hands-on science activity.

Okay, but first I would like to talk about our five senses.

Can you say that, Sahil, can you please say five senses?

- Five senses.

- Yes, our five senses are our sense of sight.

- Sight.

- Sound.

- Sound.

- Smell.

- Smell.

- Touch.

- Touch.

- And taste.

- Yeah.

- We see with our what?

- Eyes.

- Our eyes.

We hear with our?

- Ear.

- We smell with our?

- Nose.

- We taste with our?

Our tongue.

- Tongue.

- And we touch with our?

- Hands.

- Our hands.

Okay?

So today I would like to focus on our sense of smell.

Can you say that, Sahil?

Can you please say sense of smell?

- Sense of smell.

- Yes, that's right.

Do you know that we can detect over one trillion different smells?

That's a lot, right?

- That's a lot.

- Yeah.

Our nose, our sense of smell, it helps us understand the world around us.

Inside our nose, we have special cells.

They're called olfactory receptors.

When we smell something, those special cells, they send a signal to our brain and they help us identify that smell.

Is it a good smell, a bad smell?

When we smell something good, it makes us feel good.

It makes us happier.

That explains why we just love the smell of our favorite blanket after it's been washed and dried, right, Sahil?

- Yeah.

- Yeah.

So I have a really fun science activity here and it's gonna focus on our sense of smell.

So let's take a moment and look at the materials that I have on my table.

Okay?

Sahil, what's this?

- Pencil?

- We have a pencil.

We have a few?

- Rubber bands.

- That's right.

Rubber bands.

What are these?

- Cups.

- Some cups.

I have some sheets- - Foil.

- Foil paper, this is- - Foil.

- Yeah, this is aluminum foil.

I also have some fruits here.

I have?

- Oranges.

- Oranges.

- Apple.

- Apple.

Do you know what this is?

People put it on their hot dogs.

- Hot dogs.

- Mustard.

- Mustard.

- Yeah, and what is this?

- Ketchup.

- Ketchup.

And we have some cocoa powder.

So now I'm gonna need your help, Sahil, okay?

- Yeah.

- I'm gonna take a cup, okay?

- Okay.

- I'm going to place this piece of orange right inside the cup like that.

I'm gonna take a piece of aluminum foil, place it above the cup just like this.

[foil crunching] I'm gonna take one rubber band and I'm going to wrap it around so that the foil stays on the cup.

[foil crunching] Just like that.

- Now pencil.

- We're gonna use our pencil, we're gonna poke some holes.

Can you help me?

[foil crunching] One, two, three.

[foil crunching] Good job, four.

Now we're just gonna leave that right there.

And now we're gonna move on, another cup.

I'm gonna take a piece of apple now, [apple taps] put that inside the cup.

Another sheet of aluminum foil.

[foil crunching] And what's next?

What should I wrap around the cup?

Rubber band, right?

- Rubber band.

- Yes.

Good job.

And, Sahil, can you please take the pencil and poke some holes?

- Yeah.

Some four?

- Yes, please.

Thank you.

One, two, three, one more.

[foil crunching] Good job, buddy.

Okay, we'll put the pencil down.

I'll put this right here.

And now we're going to get the next cup.

I'm going to open this and I'm gonna squeeze [bright music] some mustard in there.

Okay, and again, I'm gonna take a sheet of foil paper, [foil crunching] wrap it just like that.

Thank you.

Sahil.

Can you get the pencil there?

- Yeah.

- Thank you, I'm gonna wrap the rubber band around and if you can please poke some holes.

One, two, three, and four, good job.

Next, the cocoa powder.

- Cocoa powder.

- Yes, I don't have a spoon, so might get a little messy, let's see.

- It might get a little messy.

- But that's okay, right?

- Yeah.

- Okay, so I'm gonna carefully pour some cocoa powder into the cup.

Okay, I think that's just enough.

- That's enough.

- Yes, so I'm gonna take another sheet of foil, wrap it around.

Wrap my rubber band again.

úAnd, Sahil, can you please poke four more holes?

[foil crunching] One, good job.

Two.

Good job.

Three, and one more.

[foil crunching] Thank you.

Okay.

And what's next?

The cocoa powder.

Actually, did we do the coco powder?

- Yeah.

- Did we do the mustard?

- Yes.

- Okay.

And we added, are we missing something?

[gasps] Oh, ketchup.

- Ketchup.

- Yeah.

Okay, another cup.

I'm gonna open this packet of ketchup.

I'm gonna squeeze it in.

- Ooh.

- Ooh.

[mischievous music] [Crystal chuckles] All right, I'm gonna take the foil.

[foil crunching] Last rubber band, wrap it up.

And now please, sir, four more holes.

[foil crunching] One, good job.

Two, three, and one more, four.

Amazing, okay, so now we've set up for activity.

Sahil, can you please, for a moment, just close your eyes.

Okay, and what I'm gonna do is I'm gonna take our cups here and I'm just mix them around just like this, quick, quick, quick, quick, quick, quick.

Okay, so now they're not in the original order, okay.

And now, Sahil, you can open your eyes.

I have these cards here, okay?

And they're images on the card.

Look at this.

Some chocolate.

- Chocolate.

- Apple.

- Apple.

- Oranges.

- Orange.

- Mustard.

- Mustard.

- And?

- Ketchup.

- Ketchup.

Good job.

Now I want you to use your sense of smell only, okay?

Not the other senses, smell only, okay?

I'm gonna take one cup.

- With the nose?

- And I'm gonna squeeze a cup under your nose and I want you to breathe in [inhales] and I want you to tell me what do you think is inside the cup, okay?

Are you ready, Sahil?

- Yeah.

- Okay.

[foil crunching] What does that smell like?

- Chocolate.

- Chocolate.

Okay.

So can you please take the picture of the chocolate and place it on top of the cup for me?

- On top.

- Good job.

- On there.

- All right.

Next, are you ready?

- Yeah.

- Okay.

Remember sense of smell only.

[foil crunching] What is that?

- That smells like apple.

- Apple?

[foil crunching] Hmm, okay, can you please take the picture of the apple and place it on top of the cup?

[mischievous music] Good job, Sahil.

Okay, next, the third cup.

[mischievous music] Sense of smell.

What's in there?

- It smells like... Could either be ketchup, orange or mustard.

- I think it is ketchup.

- Ketchup.

Okay, bud.

Can you please take the card and place it on top of the cup?

[playful music] Way to go.

Two more.

Are you ready?

- Yeah.

- Okay.

[playful music] [foil crunching] What does that smell like to you?

- Mustard.

- Mustard?

Okay.

Can you please take the picture of the mustard and place it on the cup?

Which leaves this now with just an orange.

Does that smell like orange to you?

- Yeah.

- Yeah, all right.

Good job, so now we are going to, I'm going to see what's inside the cup, okay?

We're gonna see if you're right, okay?

So for the first cup here, you said some chocolate for the cocoa powder.

Let's see, are you ready?

- Yeah.

- One, - [Crystal And Sahil] Two.

- Three.

- Three.

[Crystal gasps] You were right.

There is cocoa powder.

Good job, Sahil.

Okay, that's the first cup.

Now the second cup, are you ready?

- The apple one.

- Apples?

Okay, let's see.

Are you ready?

One, two, three.

What's inside of the cup?

[gasps] Good job, there are apples.

You are right.

Okay, next.

The third cup.

Sahil, you said that you think that there's ketchup in here, right?

- Yeah.

Ketchup.

- All right, take the rubber band- - One, two, three.

[foil crunching] [Sahil gasps] [Crystal gasps] All right, good job.

Whoa, that nose really works, okay.

Fourth cup, Sahil, You said there is mustard in here.

- Mustard.

- Okay.

[plastic crackling] Can we count together?

- [Sahil And Crystal] One, two, three.

[Sahil gasping] - Whoa, [gasps] orange.

There's an orange in here.

That's okay, right?

- Yeah.

- So what do you think's in this cup?

If there are oranges in that cup, what do you think's in here?

- Maybe mustard.

[plastic crackling] Such, the more it... One, two, and three, mustard.

Whoa, you did such a great job.

Gimme five.

[flesh slaps] Can we please tell our friends at home, smell you later.

- Smell you later.

- Bye.

Thanks for joining us.

- Bye.

[playful music] - [Announcer] Funding for this program was provided by the JPB Foundation.

[playful music] [playful music continues] [playful music continues] [playful music continues] [playful music continues] [bright music] [bright music]