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

Now I wanna 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, I'm gonna risk it 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 continues) (gentle music) Hello, everyone, and welcome back to "Teaching in Room 9," the region's largest classroom.

Have you had your right amount of water today?

Water is so important.

I am Dr. Sanders, and we are in this amazing classroom, where you can go anywhere and be anything.

As we start our journey today, please remember, it doesn't matter if you're 2 or 102.

We will have some fun!

F-U-N, fun.

We'll have some fun while learning.

It's time to get started, but before we get started, let's take off my hat.

All right, we're gonna get started with some of my friends' names.

My first name is, hm, J'yonni.

Hi, J'yonni!

J'yonni, what letter does J'yonni start with?

- [Children] J.

- Yeah, you're right, J.

That's right.

It starts with the letter J.

She has a special mark in her name.

It's called an apostrophe.

Everybody say apostrophe.

Yes.

Yes, that is right.

So, let's spell J'yonni, capital J-'-Y-O-N-N-I.

J-'-Y-O-N-N-I.

All right, my next name is Ayriel.

Hi, Ayriel!

Let's spell Ayriel.

capital A-Y-R-I-E-L, A-Y-R-I-E-L. Hm, do I have any other Ayriels out there?

Tell me, say it out loud.

Say, "My name is Ayriel."

Hi!

All right, and my last name, he has a very long name, just joking.

It's only three letters, and that name is Ivy.

Hi, Ivy!

Let's spell Ivy.

Capital I-V-Y, I-V-Y.

Hi, Ivy!

Does anybody have a name that's shorter than three letters?

Ooh, all right.

Now, it's time for some fun learning.

So, let's get our day started.

Are you ready?

- [Children] Yes.

- Let's go!

- [Children] Yes.

(children applauding) (gentle music) - Glen, did you make this?

What an amazing painting.

Look at all of these color.

Is that a kitty cat?

That is so good.

Now, all you have to do is sign your name so that everyone will know you're the artist.

Well, don't you want everyone to know that you did this amazing masterpiece?

Do know how to spell your name?

That's okay.

Would you like me to help you practice?

We can practice with all of our friends, and we can show them how they can practice spelling their name too.

Okay.

We are going to practice with two strategies.

The first strategy is the arm tap.

So, you have to say your name, Glen, and think of all the sounds, g, l, e, n. Now, we're going to start at the top of your arm and tap and say each sound.

Ready?

G, l, e, n. Great!

Let's do it again.

G, l, e, n. Fantastic!

Okay, are you ready for the second strategy?

That's the clapping strategy.

So, you're going to say your name and each sound, and every time you say a sound, you're going to clap it out.

Ready?

G, l, e, n. Great!

Let's do it again.

G, l, e, n. That's great!

How about you?

Can you practice using the tap strategy or the clap strategy?

- [Children] Yes.

- Great job!

You might find that your name has less letters or more letters, but that's okay.

You can still clap or tap.

Glen, are you ready to write your name?

Let's do the big reveal.

Tell me your letters.

G, l, e, n. You did it!

He did it, and now you did it.

And you are ready to go to school.

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

My name is Ms. Knarr, and we are here for our song time.

See if you can try to sing along with any of the letter sounds that we're gonna be singing about with you today.

♪ Phonics sounds let's have some fun ♪ ♪ Learning letters one by one ♪ A spells a like an apple hooray ♪ ♪ Now it's time for letter B, what do you say?

♪ ♪ Phonics sounds come along with me ♪ ♪ Let's learn our letters easy as can be ♪ ♪ Phonics sounds we are on our way ♪ ♪ To reading and writing ♪ Hip, hip, hooray ♪ Phonics sounds come along with me ♪ ♪ Let's learn our letters as easy as can be.

♪ ♪ D spells d like in a dog ♪ E spells e like the edge of a log ♪ ♪ F spells f like a speckled frog ♪ ♪ Knowledge we would never hog ♪ Phonics sounds we are on our way ♪ ♪ To reading and writing ♪ Hip, hip, hooray ♪ Phonics sounds come along with me ♪ ♪ Let's learn our letters as easy as can be ♪ ♪ Phonics sounds we are on our way ♪ ♪ To reading and writing ♪ Hip, hip, hooray Wonderful job, friends.

I could tell some of you were trying to sing along with me at home, saying some of the letter sounds, or even making guesses about what some of the beginning sounds could be.

You did a wonderful job singing along with us.

See if you could try to practice this song at home, or maybe you could even come up with your own song, practicing letter sounds that you know and you are familiar with.

I'm really proud of you the way you've been stretching your brains and thinking about those beginning sounds in words.

Thank you so much, friends, for stretching your brain and trying to sing along with me.

We'll see you next time, learners.

Kiss your brain.

Muah!

Bye.

(gentle music) - Hi, everyone, and welcome to "Teaching in Room 9."

My name is Ms. St. Louis, and I'm here to do a movement lesson with you today.

So, let's start by warming up from our head to our toes.

We're gonna begin by shaking our head, yes, up and down, and no, side to side, and maybe so, ears to our shoulders.

And we'll take a deep breath in and out, reaching for our toes, let's count to five.

1, 2, 3, 4, 5.

And we're gonna slowly come up.

Today, we are going to do our healthy eating ABCs.

For each letter of the alphabet, we are going to name an exercise and a food that go together.

Are you ready?

Let's dive on in.

We're gonna start with A.

These are applesauce arm circles.

Can you do some big applesauce arm circles with me?

Just like we're mixing that applesauce up.

All right, B, we're gonna do our blueberry bounce.

Can you bounce like a blueberry that fell on the floor?

Just like that.

Very nice.

Let's move on to C, our cucumber climb.

We're gonna climb just like we're climbing up that cucumber plant.

Very good.

We're gonna move on to the durian dance.

Do your favor dance move.

Very nice.

Look at those creative dance moves!

Okay, we are gonna move on to our egg roll elephant swing.

I'm gonna put out my elephant trunk and I'm gonna swing my elephant trunk, forwards and backwards.

Don't forget to switch arms, forwards and backwards.

Very nice.

We're gonna move on to our fruit salad frog jumps.

I'm gonna come down and jump up, just like a frog.

Do it again with me.

(frog croaking) And up, very good.

Let's do our gold fish gallops.

We're gonna gallop around, just like if we were riding on a goldfish.

Very nice.

All right, we're gonna do our ham hops next.

Our hops are gonna be a little bit bigger than our bounces.

Take a big hop.

All right, one more, big hop.

Let's move on to our ice pop ice skates.

We're gonna skate, just like if we were on some ice, back and forth.

Very good.

Next up, the jello jumping jack.

Ready?

Let's do two of them.

One, two.

Good job.

Let's do some big kale kicks.

Can you kick that kale?

One and two.

Good.

All right, the lime leap is next.

Big leap, leap over that lime.

One more, leap over that lime.

Very nice.

Okay, let's do the meatball march.

Can you march down those meatballs?

Excellent job!

All right, now we're gonna do the nut neck roll.

Big roll of the neck.

Okay, the O, the olive overhead stretch.

Reach over your head and grab that olive, and come back down.

We're gonna come to the floor and we're gonna do our pear pushup next.

I'm going to come down, like I'm grabbing that pair of my pushup, and come back up.

We're gonna stand all the way to do our quiche squad stretch.

We're gonna grab on and switch.

Very good.

We're gonna move on next to do our spaghetti squats.

Let's down and up.

One more.

Down and up.

Let's do our trail mix T-Rex.

Up and down.

Very good.

Last, the udon up and down.

Okay, now we have our V, our veggies V sit.

Let's take a seat and hold up big V. Very nice.

We're gonna come back up and do our wok woodchop.

Pick up that wood, chop.

For X, we have our Xavier soup punches.

Can you punch?

Good job.

Y is our Y raise.

And last but not least, we have our zucchini zags from side to side.

Whew!

We made it all through the alphabet.

You come up with any of your own moves?

Hm, challenge for you.

Friends, can you come up with that match the letters in your name?

We'll see you back here next time in "Teaching in Room 9."

Bye, everyone.

(gentle music) (rooster crowing) - Welcome back, boys and girls, ladies and gentlemen.

And look who we have with us today, Mr. Bare Hands Beran.

- Hey.

And I brought Flower into the classroom today.

- Oh, look at Flower.

Oh my goodness!

Can you tell me a little bit about Flower?

- Yep.

So, Flower is a dwarf Nigerian goat.

- A dwarf Nigerian goat.

So, Nigerian goat means they were found in what continent?

- In Africa.

- In Africa.

Oh, are they found anywhere else?

- Well, goats are pretty much found everywhere in the world.

Some species, subspecies, or some breed of goat.

Really not a different species.

It's a breed of goat.

- [Dr. Sanders] Oh, not as cute.

- Yeah.

- Not as cute though.

- Now this one is dwarf, and he's particularly small.

- Oh, okay.

- Yup.

And I named him Flower because he looks like a skunk.

- Oh, but skunk stink.

- Yeah.

- So, why would you name it Flower?

- Well, if you've ever watched the particular show, there's a skunk in it named Flower.

- Oh, okay.

Now, let's look at the front of his face.

It sticks out a little bit.

Can you tell me about that?

- Yeah.

So, they have very, very distinct eyes.

They've got very, very good eyesight, and they have exceptional depth perception.

That's why you can see goats walking on the side of cliffs, and they can see exactly where they're gonna step next.

- Oh, without, they don't have to always look down 'cause they can look all around.

- They can.

- All right.

- And if you notice, their eyes are set on the side of their head, on the side, because they are prey items.

Like there's lots of things that like to eat goat, besides just people - Besides.

- Yeah.

So, they can see things coming in from behind them.

- Okay.

So, what does Flower eat?

- So, Flower is herbivore.

He likes to eat a lot of different types of vegetables.

And he especially likes dandelions.

- Dandelions.

Oh, I think we have some of those in our classroom.

- [Bare Hands Beran] Yeah.

- I see some stuff coming off.

Is Flower shedding?

- Yep.

So, Flower is going through.

So, as it grows, he does shed his fur a little bit at a time.

And a lot of it comes off the bigger he grows.

- I bet he's a mammal.

- He is a mammal.

So, a mammal would be able to thermal regulate, or they can make their own body temperature.

They do have milk.

- Oh.

- And they do have fur.

- Are they born alive or from an egg?

- No, mammals are born alive, and goats are born fully formed.

A couple of hours after they're born, able to walk and run.

- Oh, wow.

Man, I still can't run correctly.

(both laughing) So, he's a dwarf goat, dwarf Nigerian goat.

So, how big would he get?

- Well, not gonna get too much bigger than this.

Maybe double the size.

Would you like to see how much he weighs?

- I would love to.

- Here we go.

Now, he's gonna love nibbling on your hair.

- Oh, that's a- - Because he's a nibbler.

- Just don't nibble it off.

- Yep.

So, they do have two different types of teeth.

Inside the mouth, they have one type of teeth in the front for pulling and cutting grass, and then in the back they have crushing molar teeth to crush the grass up.

- Is that similar to what humans have?

- A little bit, yes, very similar.

- Okay, now tell me about these pretty ears.

- Yeah, they have excellent hearing.

And they can turn their ears all the way back and all the way forward so they can hear in front of them and they can hear 'em behind them.

- Oh, it's like teachers with eyes in the back of their head.

- See, Flower would make an excellent teacher.

Can see all the way around the classroom.

- All right, now how fast does Flower run?

- Well, goats are pretty quick and they're fast.

So, they're quick and fast.

- Oh, tell me quick and fast.

- All right, so quick would be that they're fast off the start and they're able to move and turn and go left and right really quickly.

- Oh, okay.

- Fast would be how fast can they run in a straight line.

40 miles an hour, 40, 50 miles an hour.

- Woo.

I think I'm quick, but fast, I am not.

- Yep.

- Oh my goodness!

All right, I have one more question for you.

Do Nigerian goats make good pets?

- So, Nigerian dwarf goats do make good pets.

They're very social in nature, they're easy to take care of, and they don't get very big.

- Well, as usual, thank you, Mr. Beran, for bringing in Flower.

Everybody say thank you.

Isn't he so cutie?

Are you ready for some more learning?

All righty, I'll see in a bit.

(gentle music) (water boiling) - Oh, good morning, Room 9.

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

Oh, sorry, I'm still waking up.

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

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

Today, we're gonna be talking about day and night.

Now, if you think about the things that I've just been doing, I just got out of bed, I have my stuffed animal, and I have my pajama shirt on.

What do you think that it would be?

Day or night?

I'll give you another hint.

It's time for my breakfast.

Oh, that sure was delicious.

My favorite cereal.

Still not sure?

Well, of course I'm gonna be responsible and brush my teeth next.

All right, I think I'm about ready to head out to school.

Thumbs up and a wiggle if you think I've done all of the things I need to do to be ready.

What type of day?

What time of day is it?

Day or night?

You're right, it's daytime.

But why do we have daytime and why do we have nighttime?

Let's think a little bit about the things that you might see in the daytime.

What do you see when you look up at the sky?

Oh, you said some of the exact things I was thinking.

The Sun, maybe some clouds, birds flying in the sky.

Yeah, those are all things that we see.

And the Sun actually has a lot to do with day and night.

My friend, Orion, is here with our planet Earth to help me tell you a little bit more about it.

This is the northern hemisphere.

This is where we live.

Now, during the daytime, the sun is doing its job and shining bright on our part of the planet.

As the day goes on, our planet turns, and our part of the planet, North America, is now facing away from the Sun.

What do you think that means for us here in North America?

You're exactly right.

Now, it's nighttime for us.

And the other part of our planet is experiencing daytime.

Thanks so much, Orion and Earth, for your help.

I'll see you next time.

When we are experiencing nighttime, what are the things that you might see in the night sky?

It's gonna be a little bit different than that daytime sky.

Exactly.

You're seeing things like the Moon and the stars.

And if it's a cloudy night, you may not see much at all.

Does that mean that our Moon is not still there?

No, it's just hiding behind the clouds, kind of like if you were to hide under your blanket.

So, I want you this week to think about the things that you do during the daytime and the nighttime and make a list of each.

And then I want you to explain to a family, a family member, or a friend why you have night and day.

I hope that you had a great time learning about day and night with me today, and that I see you again soon.

Have a great night!

- Great day, everybody.

This is Candice with KHAOS.

And today, I wanna talk to you about the KHAOS Kids.

And so the KHAOS Kids are kids that they have feelings, just like everybody else.

They feel happy, angry, frustrated.

They get sad.

They got all kind of stuff that's going on.

But one thing that they've learned is they don't let their feelings impact what happens with everybody else.

This is what we say.

Your feelings are your feelings and they are yours to have.

You can feel however you wanna feel, but what you do with those feelings can cause a positive or negative reaction.

So, the KHAOS Kids have learned how to do something called grounding.

Do you know what grounding is?

No, it's not when you get in trouble.

Grounding is an exercise that helps you kind of regulate your body and helps you kind of make sure you got it all together so that you can make good choices.

And so let's do a grounding exercise.

And so I want you to do it with me, okay?

And so do you know what your senses are?

You have five senses, and so we're gonna go through 'em today, okay?

So, the first thing you do when you ground, you take a deep breath, (breathes deeply) and you look around, and you look for five things that you can see and you call 'em out.

Whatever it is, you look around.

So, I need you to look around.

I need you to find five things that I need you to call 'em out.

After that, you take a deep breath, (breathes deeply) and then you find four things that you can touch.

Look around, what are you touching?

Find four things that you can touch, and I need you to touch 'em.

And then after that, take a deep breath, (breathes deeply) and then I need you to find three things that you can hear.

So, that means you gotta focus so you can listen.

What are three things that you can hear?

Listen, call 'em out, then take a deep breath.

(breathes deeply) Then I need you to find two things that you can smell.

So, you gotta take a, take a breath in, (sniffs) What do you smell?

Do you smell something?

What is it?

Call those two things out, And then I need you to take a deep breath.

(breathes deeply) And the last one is one thing that you can taste.

So, kind of move around what's happening inside of your mouth.

You may be able to taste breakfast from this morning or something that you drink earlier, or toothpaste because you brush your teeth this morning, whatever it is, call it out and take a deep breath.

(breathes deeply) How does that make you feel?

That's what I want you to do whenever you're feeling some way and you don't like how you feel, I want you to ground.

Remember, 5, 4, 3, 2, 1.

I want you to try it and let me know how it works because you got this.

Air hugs and cyber kisses.

(transition clicks) - Welcome back.

I hope you had a fun day of learning.

Can you tell me about your favorite part of the day?

(gentle music) Really, I forgot about that part.

Yeah, I love that part too.

Yes.

Oh, okay.

All right.

I have this book.

I have this book right here.

It's called "A Dolphins Tale," but let's look at the book.

Can you tell me what is this right here on the book called?

The front cover?

Yes.

Yes.

Okay.

This is the front cover.

What is this right here?

Yes, the back cover.

All right, let me see if I can fool you.

What is this right here?

Yes, that's the spine.

The spine holds the book together.

You know, if it didn't have a spine, it would just squiggle and squiggle, and it wouldn't be a good book.

All right, now, what about this right here?

No, not the front cover.

What about those words right there?

Yes, that's the title of the book.

You are Right.

And as I look at this book, it has a name on there, Natalie M. Kennedy.

She's the author.

What does the author do?

The author writes the words in the story.

And it says, "Illustrated by DG."

What does the illustrator do?

Yes, the illustrator draws the pictures.

Oh, but now it's time.

It is time for us to get outta Room 9.

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

And what's our favorite word?

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) (upbeat music continues) - [Narrator] "Teaching in Room 9" is supported in part by.

(upbeat music continues) (upbeat music continues) Know who to reach out to when you need help.

There is hope.

Call or text 988.

(upbeat music continues)