Please answer the two questions only according to the video transcript below. please just use the transcript, ill give you an upvote and a comment if it's correct.

Young children explore the world first through their senses, then with their bodies. Before you watch this video, think about a time when your senses were heightened with a new experience, perhaps on a visit to a new place or when you experienced a new taste sensation. As you watch the video, notice how the teacher is setting the stage for the children to use language to express what they are experiencing with their senses. (Note: The video deals with a first grade classroom, but the actions of the teacher are still applicable to a preschool setting.)

1. In what ways are the children expressing their observations and understandings?

2. How does the teacher connect the children's use of their senses to literacy learning?

Video Transcript:

>> If you know what this fruit is, touch your nose. Who can raise a hand? Westley, Westley.

>> Pineapple.

>> This is a pineapple. In my classroom, I have 19 students. The number is lower than most first grade classrooms because it is an inclusion classroom. If you've ever eaten a pineapple, give me a thumbs up. Oh, so it looks like friends have lots of schema about pineapple. Well, today we're going to really focus on these pineapples. And we are going to use our five senses to learn all about these pineapples. And we're going to think of words we can use to describe these pineapples because that's what scientists do. They notice and they talk about the things that they notice. Are you ready?

[ Music ]

Five of my seats are students who are on inclusion IEPs. I have an additional student who just gets speech services. So six students total for IEP services. And then I also have four students who are level 3, level 4 and level 5 English Language Learners. When you plan your lessons, a lot of times you want to try to find opportunities where subjects can meld together into one lesson. Today, we are going to be tasting and touching and hearing and observing, seeing, and smelling to learn a little bit about the world. And in this instance, it was a really good opportunity to merge together a science lesson and a poetry lesson. In terms of planning my learning outcomes, I reference the standards. What's another sense we can use? We used our eyes. Check. What's another sense we could use?

>> Touch. You can touch it.

>> You can touch it. I want you take a moment right now and I want you to feel your pineapple and whisper to your friends, what are some of the words that you could think of? So I look through my Common Core Standards. I look through my state-specific standards and I also check in with the Next Generation. Can you use your eyes and just notice for me those pineapples? I want you to think of some words that you might be able to use to talk about those pineapples that you notice. If you would like to whisper those words to the friend near you, you may. What do you notice?

>> Spikey.

>> Spikey.

>> I don't like spikey.

>> So, with this lesson there was a predominant standard, which was using the five senses to observe. So, we used our eyes. We used our hands. We used our ears. We used our nose, and our mouth to explore this pineapple. In today's lesson, a number of language and literacy standards were addressed. Friends, can you read with me? Pineapple, pineapple, pineapple. We had some reading. Students will be able to read the chart with the words that they have. Oval with a plant on the top. Could you imagine what this poem is about?

>> Yes.

>> Yeah. You can imagine it so well because we used all of these sensory words. We are going to be writing our own poems. You have your list of sensory words because you noticed all the different things about the fruit. We have some writing. Students can compose poetry. We had some speaking and listening.

>> It's got spikes.

>> It's got spikes. You said something else, though. What did you say before spikes? When you picked it up, what did you notice?

>> Heavy.

>> It's heavy. It's not a very light fruit. It's a heavy fruit to pick up. The reason why it works so well is because in both subjects the focus is developing sensory words. We see that the skin is pointy. We see the top looks like a plant. That it's kind of like an oval. For science, we use those sensory words to discuss our observations. And in poetry, we use them to enrich our vocabulary within the poem and help bring it to life. What else could you say in your poem about a grape? Tasty. Yummy. Sour. Soft. Water. What colors did you notice on the grape? Let's see. Purple oval. You could call them purple ovals. The reason why poetry is a great opportunity for linking literacy to science is because this is the beginning of first grade. So a lot of the kids don't have all the concrete -- knowing what my sounds are, knowing how to -- and even my conventions of writing. Ovals, ovals, good grapes. What else did you notice about grapes? And that can be, for some friends, a barrier to their participation in it.

>> I don't know.

>> Hmm. Well, you explored them. So you do know. Think about it.

>> I don't know. I just --

>> Remember. And poetry is the one thing that you really find that any child will pick up a pen and write poetry. They're never going to fight you on it. They're always excited about it.

>> The kiwi, by Adelina [assumed spelling]. Kiwi, kiwi, kiwi. The kiwi is sour. Sour, I mean, sour, sour, sour.

>> So, I think that poetry is one of the things that really integrates well into science. Our poem about the pineapple is finished. Let's read it all together. Let's start with the title and the author so that everyone knows who wrote our poem about the pineapple. Pineapple, pineapple, pineapple. Especially in the primary grades, because it does have that flexibility. And you can really do a nice job of showing what you know through your poems. But otherwise, it is quiet. So I would encourage teachers to write poetry in their science lessons. I think, from what I've seen my students do, you won't be disappointed.

>> The peach by Andrea. Peach, peach, peach. So soft and sweet. So juicy and scrumptious. You are red and yellow. Tasty and cold and yummy