(upbeat music) - Hello, everyone, and welcome to "Teaching in Room 9," the region's... - Shapes are everywhere we look, but... - Good job.

Now, go ahead and touch your throat right here and see how they feel.

- We can say to ourselves to be positive.

- Lemurs are found on the Island of Madagascar.

- For one, and the numbers getting bigger as we go across to the right.

- Reset, that means taking a deep breath.

It may mean counting to 10.

- Today we're gonna start with a freestyle stroke, so I'm gonna put my arms up, and I'm going to... - Alrighty, are you ready to learn?

Let's go!

(gentle upbeat music) Hello everybody and welcome back to "Teaching in Room 9," the region's largest classroom.

I am Dr. Sanders, and we are in our wonderful classroom where you can go anywhere and be anything you want to be.

As we start our journey today, please remember it doesn't matter if you're two or 102.

We will have some fun, F-U-N, fun!

(letters popping) We'll have some fun while learning.

Yeah, it's about that time for us to get started.

So let me take off my hat, and we are gonna get started by giving some shout-outs to some of my friends.

My first name today, are you ready?

It's Karter!

Everybody give Karter two waves, two hand waves.

Yes, what letter does Karter start with?

Karter?

- [Students] C. - It sounds like a C, but there's two letters that make that sound.

What's the other one?

- K?

- Yes, K, capital K. So let's spell Karter.

Capital K-A-R-T-E-R, K-A-R-T-E-R. All right, my next name is Harleigh.

Hello, Harleigh, how are you doing today?

H, h, h, what letter makes that sound?

- [Students] H. - H, yes, you are correct.

Let's spell Harleigh.

Capital H-A-R-L-E-I-G-H, H-A-R-L-E-I-G-H. And we have something special today.

My next name is Harlow.

Hello, Harlow.

Guess what?

Yep, you're right, Harleigh and Harlow are sisters.

Hi, Harlow.

(bell dings) Let's spell Harlow's name, capital H-A-R-L-O-W.

I have a question for you.

Harlow, Harleigh, do they start with the same letter?

- [Students] Yes.

- Yes, you're right, they do, and that letter was what?

- [Students] H. - H, and it's a name, so it's very special, so it has a capital H. You are right.

Alrighty, are you ready to get started today?

- [Students] Yes.

- Are you ready for our journey into "Teaching in Room 9?"

- [Students] Yes.

- Are you sure?

- [Students] Yes.

- Let's go!

- Yay!

(students clap and cheer) - [Student] Yay, all right!

(gentle upbeat music) - Glen?

Glen, Glen.

Glen, Glen, are you sleeping?

Glen, what are you doing?

It's daytime outside.

It's not nighttime.

It's not time for bed.

Do you need to talk about the difference between day and night?

It looks like you need to talk about it.

Okay, maybe we can talk to our friends about the difference between day and night, too.

Okay, wake up.

Okay.

To talk about the difference between day and night, we can use something called a T-chart.

A T-chart can help us think about the differences between two things.

You can see it's in the shape of a T. That's how it gets its name.

We are going to look at some pictures that will help us see the difference between day and night.

I'm going to have my helper, Jessie, come out and help us with some pictures.

Thanks, Jessie.

So the first two pictures are what we see in the sky, in the daytime, the sun, and in the nighttime, the moon.

So, day, sun, night, the moon.

The second pictures show us the kinds of light that we might see outside of our window.

At night, it's dark, and in the daytime, it's light.

So, night, dark, day, light.

All right, and the last set of pictures shows us some things that we might do during the day.

Hm, in the nighttime, we go to sleep, and in the daytime, we stay awake, and we go to school.

Night, go to sleep.

Day, go to school.

There's our pictures.

Thanks for helping, Jessie.

So now we know the difference between day and night and how we can use a T-chart to tell the difference.

You can use a T-chart for lots of things, the difference between people and animals, the difference between shapes and colors.

So, Glen, do you know the difference between day and night?

Great, and you know how to use a T-chart too and so do you, so now you are ready to go to school.

- [Students] A, B, C, D, E, F, G. - Welcome back, learners, to "Teaching in Room 9," our region's largest classroom.

My name is Ms. Knarr, and we're here for letters and sounds.

Today we're going to focus our learning on looking at the initial or the beginning sounds in words.

We're even gonna challenge you to try to find items around you that also start with the same beginning sound.

Are you up for the challenge?

I know that you are.

Let's go ahead and practice finding the beginning sound in a few words to start to really warm up our brains, and we're even gonna stretch our brains to see if we can think of the letter sound or the letter that spells that sound.

Are you ready?

Say the word baker.

Great job.

What is the beginning sound that you hear in the word baker?

Yeah, very good, b is that first sound in baker, and it also starts with what letter?

Very good, the letter B spells b.

Let's try another one together.

Say the word happy.

Very good, and what's the first sound you hear in the word happy?

Yeah, h, h is our first sound.

Do you know what letter spells that sound?

Yeah, the letter H. Let's try another one together.

Say the word candle.

And the first sound you hear in candle?

Yeah, very good, k, k, and the letter C spells that sound.

That one could be kind of tricky, but I always remember K comes before I and E, and C comes before the other three, A, O, and U.

All right, let's try another one.

Are you ready?

Say the word dinner.

Good job, and the first sound you hear is?

D, d. Good job, and that letter is spelled with the letter D. Very good, let's do another one together.

The word is magic.

Good job, and the first sound you hear in magic?

Yeah, m, or how do we spell that sound?

Yeah, the letter M. Very good, learners.

All right, we're gonna stretch our brains even further.

Now we're gonna look at some of the words that we see over here on our pocket chart, and then I'm gonna challenge you to see if you can find items around you at home.

Let's look at this first word here.

Yeah, I'm hearing some friends reading it already, great job.

The word is, say it, ball.

Great job, and the first sound you hear in this word?

B, very good.

All right, now I need to see if you can find some items around you at home that also start with the same b sound.

Okay, I'll give you some time.

Wow, I'm seeing so many friends starting to come back with some wonderful b items.

Maybe you have a blanket, another ball at home that you saw, maybe something with blue, or maybe it's even a little baby that you saw.

Great job, okay, let's try another one.

Are you ready to go hunting?

Here is our word.

Say the word dog.

Great job, and the first sound in dog is?

D, d. Great job.

All right, see if you can find items that start with d. I'll give you some time.

All right, I'm already starting to see some friends coming back with wonderful d items.

Maybe you found a dress, or maybe you found a doll or a diaper or even maybe a dog of your own at your own home.

All right, let's try one more together.

Here's our last word here.

It's a bigger word.

Say the word turtle.

Very good, and the first sound in turtle is t, t. Okay, see if you can find something around you that starts with the same t sound.

All right, I'm already starting to see friends coming back with wonderful t, t items spelled with the letter T. Maybe you found a tissue, a towel.

Maybe you found a teeny-tiny toy around you.

You did such a wonderful job.

I'm gonna go ahead and challenge you to see if you can keep looking for different items at home.

I bet you could keep finding things all on your own.

Happy hunting, friends.

I'll see you next time, bye.

(upbeat music) (rooster crows) (snake hissing) (birds chirping) - Welcome back, boys and girls.

Guess who we have joining us?

Mr. Bare Hands Beran.

- And I've brought Christine into the classroom today.

- [Albert] Christine, can you tell me about Christine?

- Yes, Christine is a North American alligator.

They are a very, very slow-growing yet long-lived creature.

- Slow growing?

So how long is she going to get?

- So in about 60 years, she'll probably be about 10 feet long, weigh 300 pounds.

- 300 pounds?

No, Dr. Sanders does not weigh 300 pounds.

(both laugh) 300 pounds and about longer than this table.

- Much longer.

- Much longer than the table.

But how is she gonna get that big?

- Well, it does take a long time because they go through phases in their dietary needs.

When they start out, and they're this size, they're insectivores.

They like to eat a lot of insects.

- Ew.

- So, they grow very, very slowly.

They develop very well, but they grow very, very slowly.

Then as they get a little bit bigger, they catch fish and tadpoles, and so they grow a little bit faster.

And then eventually they'll be able to catch mammals, and she'll grow really fast.

- Oh, so you tell me, 'cause you said fish and tadpoles and probably frogs or something, so she hunts in the water and on land?

- Well, she hunts on the edge of the water.

- Okay.

- So kind of on land but mostly from the water.

- So if I don't wanna get eaten by her, I don't get close to the water?

- Especially the swamps of Florida.

- Oh, I'm gonna stay away from Florida unless it's a beach.

(both laugh) - Exactly.

- Oh, and as we look, let's take a look at her mouth.

Can you tell me about her mouth and her teeth?

- Yeah, so their mouth is broad and rounded.

And the way you can tell the difference between an alligator and a crocodile- - Okay.

- Crocodile's very narrow and pointy.

Alligators are very broad and round.

- Okay.

- She has a lot of teeth.

As a matter of fact, through her lifetime, she'll go through about 3,000 of those teeth.

- 3,000 teeth?

- Mm-hm.

- Man, I'm staying away from her.

- She has very, very strong closing muscles, very, very weak opening muscles.

- So she may give you a chance to get away, but just don't get too close?

- Just don't get too close.

- All right, now I'm looking at her eyes.

She's looking at me, I think.

Can you tell me about her eyes?

- So the eyes are very sophisticated.

They're designed so that they can see at night, and when she opens her eyes up fully at night, if you shine a light on her, it glows red.

(Albert shuddering) - Would you like to feel how soft she is?

- I would.

I would.

Ooh, I can... Oh, boys and girls, I'm holding an alligator.

- A North American alligator.

- A North American alligator.

So would we find this like, let's say in Missouri?

- South, south, south Missouri, practically Arkansas.

- [Albert] Okay, I've seen one at the zoo though.

- Yep, they're at the zoo.

They can withstand pretty cold temperatures, alligators can.

They are cold-blooded.

- They're coldblooded, cold-blooded.

Tell me about being cold-blooded.

- So cold-blooded, which most reptiles are cold-blooded, it means that she can't create her own body heat.

So she is the temperature of her environment.

Now, she loves the sun, and she'll sit out in the sun and absorb all that solar energy.

- All right, all right, cold-blooded.

Reptiles are cold-blooded, correct?

- She is a reptile, that's correct.

So she's scaly even though she feels soft and leathery.

- She does, she feels really soft.

Especially in her belly she feels really soft maybe because it's not full yet because she hasn't eaten today.

- Yep, and so she's got special sensors along the top of her ridge there that absorb sunlight.

If you notice, she's darker on the top than she is on the bottom.

You know, if you hold her up like that, she's light down here, and she's dark on top.

That way, when she's sunning herself, the sun is absorbed by her body.

- Oh, all right.

Her feet look webbed.

- Yes, they do have webbed toes, interesting things.

The back feet are only four toes.

The front feet are only five toes.

And she only has 12 toenails.

- 12 toenails?

- Ooh.

- 'Cause most of her toes have no toenail on it.

And they're very, very good diggers.

- Never have any toenails?

- Never.

- Oh!

Man, I have one more question for you.

- Yes, sir.

- Do alligators make good pets?

- I'm gonna have to say alligators do not make good pets.

One, they get very, very large.

Two, that mouth is formidable, and those teeth can hurt you.

- Well, thank you for bringing in Christine in today, and thank you for another great animal.

And boys and girls, are you ready to do some more learning?

See you in a bit.

- [Students] One, two, three, four, five, six, seven.

- Hi there, Room 9.

It's me, Mrs. Williams, the woodland creature teacher.

And when I'm not here teaching and learning with you guys in Room 9, I'm teaching and learning with my first graders.

So, hi and lots love to all my woodland creatures.

Today I'm super excited to do some learning with you about measurement.

Measurement, what's that?

Well, measurement is determining the height, the width, and the length of different items using measurement tools.

Today we're gonna use some standard measurement tools.

The first tool I wanna show you is a ruler.

This is my ruler, and it measures in inches.

There's one, two, three, four, five, six, seven, eight, nine, 10, 11, and 12 inches in a ruler.

So a ruler is good for measuring items up to 12 inches long.

But what if the item I wanna measure is more than 12 inches?

I have another tool here to show you that'll take care of that problem.

This is a yardstick, and a yardstick also measures in inches, but it goes up to three feet long.

Now, if I hold my ruler up, you can see that there are 12 inches on a yardstick, but it goes even further, all the way up to 39, almost 40 inches.

So I could measure something that's over three feet long with my yardstick.

Now, I'm gonna need to do a job today, and I need you to help me decide which measurement tool is the right tool for the job.

Now, my friend Emma, wanted me to make a friendship bracelet for her, and I was super excited to help out.

Now, I need to make sure that the bracelet that I make for her is the right size.

How can I do that?

Well, I have a super fancy bendy little tape measure here.

It's called a seamstress tape measure.

I'm gonna use it to make sure that I make her bracelet the right length.

Oh, six inches.

Let's check with my ruler to make sure that I have a bracelet long enough to work for Emma.

One, two, three, four, five, and six.

Perfect, there is just enough.

I think she'll love it.

Well, next, I thought that she might like a necklace to match, but I have to do the same thing and make sure that it fits for my friend.

So let's check and make sure how long we need it to be.

Oh, 16 inches.

So, I've got a problem.

My ruler doesn't have 16 inches.

What tool should I use?

A yardstick would be the better choice.

So let's go ahead and compare her necklace to my yardstick.

Here's the 16-inch mark.

I wonder if I have enough.

Hm, looks like I have a little bit more making to do to get her necklace to the right length.

But my friend Emma's pretty patient.

I think she'll understand.

Our friend the elephant is also wanting a necklace.

Elephant was feeling a little down, and we knew we had to do something special to help cheer her up.

Now we know that elephant's necklace is gonna have to be a lot longer than Emma's, so we're gonna need something even longer than my yard stick.

Well, I have a special tool here called a tape measure that goes all the way out to 12 feet, where my yardstick only does three.

Let's check and see if we made the elephant's necklace long enough.

We need 11 feet to fit our friend.

Oh, it's perfect.

Thanks so much for your help, Emma, and I'll have your necklace and bracelet finished soon.

Tell Ellie I said hi.

All right, Room 9, I hope you had a great time measuring and learning and growing your brain with me today.

I will see you again soon.

Bye.

(phone chimes) - Great day, everybody.

This is Candace with "Chaos," and today I wanna tell you about my friend Nevaeh.

Nevaeh's a Chaos kid, and she is absolutely amazing.

But Nevaeh kind of struggles with some things because she's been through a lot of stuff.

Nevaeh's had a lot of things happen to her in her life that haven't been that good.

She's had people call her bad names.

She's had people hit her.

She's lost a lot of people.

Different people have kind of just left her life.

And so sometimes Nevaeh has a hard time dealing with all of those feelings and emotions that come with that.

Do you ever have a hard time dealing with your feelings and emotions?

I know that I do.

And so one big emotion that she has a hard time with is the fact that she's sad sometimes because she misses her grandpa.

And so her grandpa moved away, and when her grandpa moved away, it made her really, really, really sad because she used to spend time with her grandpa every day.

They would eat ice cream together.

They had their favorite TV show.

They would go places and do things, and they just hung out, and that was just her favorite person.

Do you have a favorite person?

And so because her favorite person has moved away, she's really sad.

And so sometimes when she goes to school, she's sad, and she cries, or she doesn't really pay attention because she's thinking about things that she would do with her grandpa.

Or sometimes when she's at home, she's having a hard time.

She's not really listening, and sometimes she gets in trouble because she's not doing what her parents are telling her to do because she's wanting to see her grandpa.

And so Nevaeh had to learn how to do different things when she's missing someone because it's absolutely okay for you to miss people.

That's absolutely normal.

And your feelings are your feelings, and they're yours to have, but it's what you do with those feelings that can cause a positive or negative consequence.

And so because of that, Nevaeh had to learn how to do different things to address when she's missing her grandpa.

And so Nevaeh learned that she can make pictures to send to her grandpa, or she can call her grandpa on a video call from her tablet, or she can write him a letter.

Or she can ask her mom, "Can we go visit grandpa and go see him, maybe on spring break or different things like that?"

And so she also learned that it's okay for her to cry, and it's okay for her to be sad, but when those feelings, they stay around for a long time, you gotta do something about it.

So Nevaeh learned how to talk about it.

She learned how to let a trusted adult like her parents or her teacher or another aunt or uncle, she learned to let them know, "I'm feeling sad.

I'm missing my grandpa."

And they give her space to talk about it.

So when you're feeling sad, and you're missing someone, know that you can write them.

You can draw pictures.

You can do all of those things.

And if that's not working, you can talk to somebody about it because it's absolutely okay, all right?

You got this.

Air hugs and cyber kisses.

(phone chimes) - Welcome back.

I hope you had a fun day of learning.

Can you tell me your favorite part of the day or your favorite part of this episode?

Oh, yes, that was fun.

That was fun.

Oh really?

Man, I can't wait to see you again.

Oh, I had a problem.

I was looking at my name up here, and I need some words that start with the letters that are in my name.

So we're gonna start with the letter... What letter is this?

- [Students] R. - R, yes, that's the letter R. Can you tell me any words that start with the letter R?

Red, (laughs) yes.

Run.

Oh, oh, I can't run inside, can I?

Rough?

Ooh, not smooth.

Smooth starts with the letter what?

S, yes.

Rabbit?

Rabbit.

(laughs) All right, what about this letter right here?

What letter is this?

- [Students] E. - E. E is a vowel, and it makes two sounds.

Can you tell me any words that start with the letter E?

Eagle, yes, yes.

Egg, mm, I love eating me some eggs.

All right, but now it is time for us to say goodbye.

But before we say goodbye, let's spell our favorite word.

What's our favorite word?

Nine!

N-I-N-E, nine.

Thank you for being in Room 9.

Bye-bye.

(upbeat music) ♪ Yeah ♪ Hey ♪ Hey ♪ Yeah ♪ Hey ♪ Whoo ♪ Hey ♪ Hey ♪ Yeah ♪ Yeah ♪ Hey ♪ Yeah ♪ Whoo, hey ♪ Yeah ♪ Hey ♪ Yeah ♪ Yeah ♪ Hey ♪ Yeah ♪ Hey ♪ Yeah - [Announcer] "Teaching in Room 9" is supported in part by... ♪ Hey ♪ Hey ♪ Yeah ♪ Hey ♪ Yeah - [Announcer] Know who to reach out to when you need help.

There is hope.

Call or text 988.

(upbeat music continues)