- Hello, everyone and welcome to "Teaching in Room 9," the regions... - Shapes are everywhere we look, but... - Good job.

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

- You can say to ourselves to be positive.

- Lemurs are found on the island of Madagascar.

- For one, I'm gonna risk 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.

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

I'm Dr. Sanders, and we are here in our amazing classroom where you can go anywhere and be anything you want to be.

Are you ready to start our journey today?

Please remember, it doesn't matter if you're two or 102, we'll have something fun.

F-U-N, fun.

We will have some fun while learning.

It is time for me to remove my hat and we're gonna get our day started.

Plus, giving some special shout out to some of our friends.

Here we go.

You're my friend too.

I don't may not have your name, but you're my friend also.

First, we have Kylo.

Hi, Kylo.

How are you doing, Mr. Kylo?

All right, let's spell Kylo's name.

Capital K-y-l-o, Kylo.

Hey, Kylo.

All right, our next name is Jaxon.

Hey, Jaxon.

How are you doing today?

Good, good, good.

Let's spell Jaxon's name.

Capital J-a-x-o-n. Hi, Jaxon.

What sound does Jaxon's name start with?

That's the letter.

What's the sound?

J, yes, yes.

Hi, Jaxon.

And my last name for today is Peggy.

Hey, Peggy.

How are you doing today?

Are you doing the right thing get home right now or at school?

Okay, you better be.

Dr. Sanders loves that.

Let's spell Peggy.

Capital P-e-g-g-y.

Hi, Peggy.

Oh, you want to find your letter too.

Okay, everyone, let's help find Peggy's letter.

What letter does it start with?

P, yes.

What sound does it make?

P, P. Okay, let's find Peggy in our classroom.

(audio dings) Oh, that is the letter P. Alrighty, everyone.

Are you ready to join in on our adventure?

Yes, I am too.

Are you sure you're ready?

Alrighty, let's go.

(kids cheering) - Hi, Glen.

What are you doing?

Ooh, you're ordering pizza and pepperoni.

It's my favorite.

Can I have some?

Oh, thanks.

It looks like you just need to type in your address and then you're ready to order.

Oh, you don't know your address?

Hmm, that's a hard one.

Would you like to use a strategy to help remember it?

Would you like to learn the strategy too?

Okay.

Addresses have a lot of things to remember.

There's the street you live on.

If you live in an apartment, there's a number or sometimes a letter.

There's the city and the state and the zip code.

That's a lot to remember.

The strategy we can use is called a crazy phrase.

So to show you that I need my board.

Thank you.

Here's my crazy phrase to help us remember Glen's address, snails never choose sparkly zippers.

You can see each sound of the crazy phrase goes with what I need to remember.

So snails means stands for street, snail, street.

Glen lives at 123 Gator Place.

The next one is never, N, number.

That stands for your apartment number if you live in an apartment.

Glen lives in apartment 5.

Sometimes your apartment can be a letter too.

Chew, C stands for City.

Glen lives in Swamp City.

Sparkly, S for state, Glens lives in Missouri.

And zipper stands for zip code.

That's a number that helps your mailman gets your mail to you.

And Glen's zip code is 63376.

So snails, street.

Number of your apartment if you have one.

City, state and zip code.

Glen, are you ready to order?

Great.

And you are ready for school?

- [Kids] One, two, three, four, five, six, seven... - Hey, everybody, welcome back.

It's Ms. Williams, from "Teaching in Room 9.

I teach usually the second grade, but I'm here to teach you guys some math today.

Our objective for today is we are going to decompose numbers.

And you might be thinking, Ms. Williams, decompose is a big word, and you're right, its very, very big word, but I promise it's an easy, easy word.

We're gonna talk about that right now.

Okay?

So we're gonna say the word decompose.

Can you guys say it with me?

Decompose.

Let's do it slow.

Say it slowly this time.

Decompose, and yes, that's a big long word, but let's think about what it means.

Decompose only means to break apart.

Can you guys say that with me?

Break it.

So when you decompose, you're just gonna break it.

And we can decompose a lot of different things.

For instance, let's say, mom is at home with you and your baby brother and gives you a cookie and "You're like, oh, this is great, Mom, thank you so much.

A cookie, yay."

And she wants you to break that cookie and share it with your baby brother.

Oh no, that's a good thing, you wanna share for sure.

So you have to decompose or break that cookie into its parts to share with your baby brother who you love so much.

So we're gonna break that cookie.

We have one whole cookie and we're gonna break it apart, okay?

Now we have two smaller pieces of a cookie so that your little baby brother gets a cookie and you get a cookie.

Now we broke it or decomposed it apart, and how many smaller parts did we just make?

- [Kids] Two.

- Yes, we made two smaller parts for our one whole piece.

So we broke them into parts, okay?

So now, your baby brother has cookie and you have a part of a cookie.

Two parts of that one whole cookie.

Let's think of another way we can break things apart or decompose them.

Are you guys ready for that?

Okay, so what about a whole bag of candy?

Let's think about your class.

Maybe you went to school and you have 10 kids in class and you brought a bag of candy, one whole bag of candy and you want to share that candy with all your friends in your classroom.

You can totally do that, and that's a great thing to do.

So I'm gonna take that bag, whole bag of candy, and I'm gonna decompose it, break it apart into 10 little pieces of candy to share with all of my friends.

And now, they all are so happy.

Yay, thank you.

So I broke that bag of candy, whole bag into 10 parts to share with 10 people in my class, 10 parts to into my one hole.

Did you know we can also break apart other things like numbers?

Let's look at back here with our stuffy friends.

Can you guys take a look?

Say hi, stuffies.

Hi.

They're waving to your home.

They're waving in their minds.

So let's count, start and counting with our stuffy friends.

Can you guys count with me?

Are you guys ready to count?

Okay, here we go.

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

Did you count six?

Good job, guys.

I have six stuffies right here.

We're gonna take our six stuffed animals and break it apart or decompose them into two separate parts.

Let's see, how do we wanna sort these animals?

Well, you know what?

I see some teddy bears and I see some bunny rabbits.

I think we can break these apart into two separate animals.

Let's see, we're gonna take this chair right here and we're gonna take our bunnies on one side and our teddy bears on the other.

You guys ready to do that?

Okay, so let's look.

That's a bunny.

Let's put 'em over here.

And here's another little bunny.

HI, little green bunny or teal, and we'll put 'em over here.

Is that all the bunnies?

The rest of these are bears, right?

Okay, cool.

So we have our teddy bears over here and our bunnies over here.

Remember, how many did we have altogether stuffed animals?

- [Kids] Six.

- Yes, we had six stuffed animals all together and we broke them apart into bunnies on this putt and teddy bears on this side.

So let's count our two parts of our stuffed animals.

Let's start with the teddy bears.

We have one, two, three and four teddy bears.

And on this side we have how many bunnies?

Let's count them.

One bunny and two bunnies.

So over here I have four teddy bears, and over here I have two bunnies.

So my two parts are four and two.

I broke apart my big whole number of six altogether into four and two because four and two make six.

Wow.

Very good.

Do you guys think we can break it apart another way really quickly?

Yeah.

Okay, let's try.

Let's put 'em all back together really quick.

There we go, all together, happy, happy, happy.

And let's say we just want to take the big bear and the other big bear.

He's kind of medium sized, and one more big bear and put it all together.

We have these big bears and the little ones all go together.

Are you guys ready to count how we broke these six animals apart?

Okay, let's count.

We have one, two, three over here, and one, two, three over here.

Now remember, we still had a total of six stuffed animals.

So on this side we have three, and on this side we have three.

And we know three and three make six all together, we decompose six into the parts of three and three.

Wow, that was a really good job.

Let's put 'em back together 'cause I think they like to be together.

There we go.

Yay.

Now, when you're at home, you can decompose anything you like.

You can go and find apples and share them with anyone you want.

You can cut things apart, you can decompose a one whole into little parts, or you can decompose a bunch of different things into their smaller parts.

But just remember that those two parts have to equal your whole number.

Now, that was simple.

Maybe this time when you get home, when you're home, try to write the numbers down.

And instead of counting out each bear, write the number six down and put them into different parts.

See if you can find other parts to decompose them into.

We did four and two and also three and three.

Can you guys think of another one?

That's what I wanna know next time I see you guys, okay?

So remember, decompose is all about breaking things apart, taking that whole number and breaking it apart.

That's all I got for you guys today, but I had so much fun and I can't wait to see you again.

I'm Ms. Williams, and don't forget to come on back "Teaching in Room 9."

Bye.

- [Kids] 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 here we are for letters and sounds.

Today, we're going to focus our learning on listening for and identifying the beginning sounds in words and the ending sounds in words.

We're also going to look at some of these words over here and look for the patterns to see if they have the same sounds at the beginning or at the end.

All right, let's go ahead and warm up our brains and practice listening for and picking out those beginning and ending sounds.

All right, ready?

You're gonna say this word after me.

Ready?

Say the word, Robin.

Very good.

And the first time you hear in the word Robin.

Yeah, you're right.

R, comes in the beginning of the word Robin.

Do you know what letter spells that sound?

Yeah, you're absolutely right.

The letter R spells that sound.

Let's try another one together.

Say the word garden.

Nice job.

And the first time you hear in the word garden.

Yeah, that G, hard G sound.

Very good.

Let's try another one.

Say the word Wednesday.

Nice job.

And what's the very first sound you hear in the word Wednesday?

Yeah, that W, W sound.

Do you know what letter spells that sound?

Yeah, you're absolutely right.

The letter W spells that sound and it would be a capital W because it is a calendar word.

All right, let's try another one.

Say the word hen.

Nice job.

This time, do you know what the very last sound is in the word hen?

If you're not sure, let's go ahead and tap out the sounds together.

H, e, n, hen.

very good.

What's this very last sound here?

Yeah, it's the sound N and what letter spells the N sound?

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

This one, we're also listening for the last sound.

Say the word neat.

Very good.

And the very last sound in the word neat.

Yeah, some of you got it right away.

Let's go ahead and tap it out.

N, ea, t, t. That sound would be the last one.

And what letter spells?

Yeah, the letter T spells that sound.

One more, friends.

Say the word mop.

And what is the very last sound in the word mop?

Good job.

If you're not sure, let's tap it out.

M, o, p, that last sound is P. And what letter spells?

Yeah, the letter P spells that sound.

Way to go, friends.

It's not easy to switch back and forth between the beginning sounds or the ending sounds.

Let's test that even more by looking at some of these words over here.

Be thinking in your brain and really listening for if the beginning of the word sounds the same or if it's the end of the word that sounds the same.

Turn those listening ears up.

Let's read this first row here.

F, a, n, fan.

The next one.

V, a, n, van.

And p, a, n, pan.

Okay, do those sound the same at the very beginning or at the very end of the word?

You're totally right.

The very last sound is the exact same.

And even the rhyme was the same.

It was that whiny A, a, n, with that nasal behind it, N. Very good.

Let's test you a little bit more.

Let's look at this row here.

S, l, e, d, sled.

S, t, e, p, step.

And s, t, e, m, stem.

Okay.

Do those sound the same at the very beginning or at the end?

You're absolutely right.

They sound the same at the beginning.

They even all start with those S blends and they have the same short E, eh, vowel sound.

Last row.

N, e, s, t, nest.

V, e, t, vet.

And t, e, n, t, tent.

If you said they are the same at the very end with that t, t, t sound, you're absolutely right.

Great job, learners.

You really stretched it out and we're able to find connections at the beginning and the end of words.

Great job.

I'll see you next time.

Bye.

(rooster cock-a-doodle-doo) (snakes hissing) (birds chirping) - Welcome back.

Look who we have, our favorite wildlife expert, Mr. Bare Hands Beran.

How are you doing today, sir?

- We are doing great and I have brought Cricket in today.

Cricket, can you tell what?

Tell me about Cricket.

Well, Cricket is a barn owl, which means she's adapted to human structures and the barn owls almost exclusively live in human structures, - All types of human structures?

- Just about anything that's abandoned, especially barns.

- Oh, okay.

But we wouldn't call her a building owl if she lived downtown, will we?

- We're gonna stick with barn owl.

- Okay, we'll stick with barn owl.

As we look, I see her beautiful face.

Can you tell me, does she have ears to hear?

- As a matter of fact, she has very sophisticated listening organs.

We're gonna call it that because you know, we have ears and ear lobes, right?

And we hear this way.

Well, barn owls actually have a facial disc.

See those brown feathers around the edge?

And she can channel the sound into one of her ear holes, the side of her skull she actually has holes.

And so, when she channels that sound in, she can figure out exactly where the mouse is living underneath the ground.

- Oh, so she use her hearing to help her hunt?

- Yes.

- Okay, and tell me, I can see, you can see it a little bit.

Tell me a little bit about that, is that a nose?

- So that's what we would call the beak.

- [Dr. Sanders] Okay.

- And barn owls have especially large mouths because they like to swallow their prey, their meal whole.

- Oh, whole.

- Mm-hmm.

- So they eat bones, they just eat the whole thing?

- The whole thing.

- Oh.

- And then after they're done, they'll cast up an owl pellet.

- A owl pellet.

- Yep.

- Oh, you know what?

I remember owl pellets when I was in school.

- [Mr. Beran] Mm-hmm.

- Oh, so tell me about her feathers.

Can you tell me about her feathers?

- Yeah, so these feathers are designed to be super, super soft, and the outer edges of her wing feathers, they have little bitty ruffles in them.

And it's designed so that she can be silent.

As a matter of fact, they're called the silent killers.

- Oh.

- Mm.

- Does she fly really fast?

- Not particularly fast, no.

She can fly about anywhere from 15 to 30 miles an hour, which is pretty slow in bird terms.

- And as we see her, I see her, she's dancing a little bit.

Everybody, do the owl dance.

Tell me about that dance.

- So that dance is the way she focuses.

Now, we can see with our eyes and move our eyes around inside our head, but her eyes are actually long tubes that are fixed inside her skull.

So in order for her to focus on things, she has to move her whole head around.

- Oh, so all the way around?

- Almost all the way around, 280 degrees.

Now I think you might be able to get 190 degrees out on a good day.

There you go.

- On a good day.

- Yeah.

- Especially if you stretch.

- But she can actually look all the way around behind her.

- Oh wow.

Okay, boys and girls, let me see you try to look all the way around.

Cricket is watching.

- Yep, and she's turning her head to show you.

- Did you get it?

Don't, no, stop.

We don't want you to hurt yourselves.

All right.

So tell me, we see her wings going like this.

Tell me about the wings.

- Absolutely.

So the wings are made so that she can glide and all of her bones are hollow, her feathers are hollow, and she doesn't have very much muscle mass.

As a matter of fact, she doesn't weigh very much.

Would you like to see how much she weighs?

- I mean, I would love to see how much she weighs.

- Well, you might think she weighs a pound or two pounds, but Cricket only weighs half a pound.

- Oh man.

I'm gonna make a dad joke.

She is as light as a feather.

- Light as a feather.

So barn owls are built to be light so they can sustain flight.

And that's why the bones are hollow, they have air pockets inside of them.

The feathers are hollowed, they're actually hollow shafts.

She doesn't have a whole lot of muscle meat on her.

She's got a lot of tendon strength and a lot of sinew.

- Okay, you mentioned meat and you mentioned a mice.

- That is correct.

She is a meat eater.

As a matter of fact, Cricket will eat almost a thousand mice in one year.

- Wow, that's like all the candy that the kids eat.

Stop, it's not good for your teeth.

One more question.

Does she make a good pet?

- Well, you know, barn owls are quite gentle and they're super soft and they like to be petted, but they require a lot of special permits so they don't make a very good pet.

However, in Missouri, you can become a falconer when you're only 12 years old.

- Oh, and she would be a great pet if you had a barn.

- Had a barn.

- You just wouldn't go feed her, she'll feed herself.

- [Mr. Beran] That's right.

- Oh, did you learn a lot today?

I learned so much.

I'm glad you like it.

And you know what, I'll see you in a bit.

- Great day, everybody.

This is Candace with Chaos and I'm gonna talk to you today about my friend Tia.

Tia is absolutely amazing.

But one thing about Tia is Tia worries about everything.

Do you ever worry about things?

I mean, Tia worries about where are we going to go today?

What am I going to wear?

How long is it gonna take to get there?

Is someone going to be underneath my bed?

What's in my closet?

She worries about all of that stuff.

And so because of that, Tia has had to learn how to do some things to kind of deal with her anxiety.

And so, one thing that Tia has learned how to do is she's learned how to take deep breaths, but she's also learned how to do something called journaling.

Do you know what journaling is?

And so journaling is an activity that you can use for you to be able to get your thoughts out or your feelings or all kind of things, ideas, all of that kind of stuff happens with journaling.

And so, sometimes when Tia's at school, her mind can be kind of going and she can be having a lot that's happening.

And her teacher will say, "Tia, get your journal out and you can write about some things or draw some pictures until you're ready for you to be able to participate in class."

And so, let's talk about what journaling looks like.

Before you even start journaling, I need you to get something that's really cool that you like.

So get you a cool journal, your favorite color, or maybe decorated with stickers or something like that.

Just because it's yours and it's yours only, not for anybody else.

And before you start journaling, you get it out, get you some crayons or markers or whatever you like to write with and you get comfy.

And once you get comfy, you're like, "All right, I'm ready to journal, I'm ready to get everything out."

But you gotta breathe.

And so, let's take some deep breaths first.

We breathe in.

(inhales) Through our nose.

(exhales) And breathe out.

Because you gotta do that so that you can get all of the feelings out.

We talk about it sometimes, we gotta get out the wiggles.

So we breathe again.

(inhales and exhales) And then we open our journals and we can write about whatever we want to write about.

And you don't have to think about it.

And sometimes you don't even have to write words, you can make pictures or anything like that.

That journal is yours.

And so, that is a good way for you to be able to get out your feelings.

It's a good way for you to be able to get out your thoughts and your ideas.

And a journal is also a good place for you to hide your things that you don't want other people to know.

And so your secrets can go in your journal as well.

So if you don't have a journal or if you've never had one before, I need you to ask a trusted adult, ask your mom or even see if your teacher has one.

Hey, can you give me a journal?

Because I have some things on the inside that I wanna get out.

And you go ahead and do that and let me know how it works out.

You got this.

Air hugs and cyber kisses.

(audio beeping) - Welcome back, boys and girls, ladies and gentlemen.

All my good people who had a wonderful day of "Teaching in Room 9."

Well, I should ask, did you have a wonderful day?

Well, I hope you did.

Look at my desk.

Is it amazing still?

It better be.

Hmm.

Let's look at this.

This is a string.

Can you see a string?

Kind of.

It's a big ball of string.

Yes.

What would happen if I put this string around my desk?

Do you think it would... Do you think it's long enough?

Yes, it is.

What about how high it is?

Is it tall enough for it?

Yes.

But whoo, that's a tangled-up mess.

Who can help me untangle this?

(gasps) Okay, you want to, okay, you try.

Next time, next time you'll do it.

We'll just leave it back in the bowl, put it back where it belongs, right?

That's right.

What color was my screen?

Green.

Yes, it was green.

Now, take a look at the letters in my name.

Do I have any green letters in my name?

Yes, I have the letter R. Yes, and what?

Yes, the letter D. You are right.

But boys and girls, it is time.

It is time for us to get out of Room 9.

But before we go, let's spell our favorite word and what word is that?

Nine.

Let's spell nine.

Nine, N-I-N-E. Nine.

Thank you for being in Room 9.

Bye-bye.

(upbeat music) (upbeat music continues) (upbeat music continues) (upbeat music continues) (upbeat music continues) (upbeat music continues) - [Teacher] "Teaching in Room 9" is supported in part by... (upbeat music) (upbeat music continues) Know who to reach out to when you need help.

There is hope.

Call or text 988.

(upbeat music)