(upbeat music) - Hello, everyone, and welcome to "Teaching in Room 9" to read.

- So come on in, take a seat, and let's get started.

- Good job.

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

- Hello, boys and girls.

Welcome to "Teaching in Room 9."

- Falcons are built for speed, so she doesn't have very wide wing- - And the numbers get bigger as we go across to the right.

- I just want you to start with saying "Hello."

Remember, you got this.

- All right, are you ready to learn?

Let's go!

Hello, everybody, and welcome back to "Teaching in Room 9," the region's largest classroom.

I am Dr.

Sanders, and we are in our amazing classroom where you can go anywhere and be anything you choose.

What do I always say before we start our adventures?

That's right!

It doesn't matter if you're 2 or 102, we will have some fun!

F-U-N, fun!

We will have some fun while learning.

Before we get started, let's spell some of my friends' names.

My first name is Isabella!

Hello, Isabella!

How are you doing today, Isabella?

Oh, yeah, okay.

Let's spell Isabella.

I-S-A-B-E-L-L-A.

I-S-A-B-E-L-L-A.

All right, my next name is Lily!

Hi, Lily!

How are you doing today?

Excellent?

Oh, that's okay, it'll get better.

All right, let's spell Lily.

Capital L-I-L-Y.

L-I-L-Y.

Hey, Lily!

And my last name today is Miles.

Hey, Miles.

Mm, Miles.

What letter does Miles start with?

M?

Yeah, M makes the what sound?

Everybody make it for me.

Mm.

Let's spell Miles.

M-I-L-E-S.

M-I-L-E-S.

Are you ready for our adventure?

I am too.

So let's go!

(gentle music) (children cheering) (lighthearted music) (bell ringing) - Hi, Glen.

Did you finish your play dates?

(horn blaring) Look at all these toys that you have.

You must have had a really good time.

How was it?

(horn blaring) Your friend was here.

(horn blaring) Your friend played with the bicycle.

(horn blaring) The friend wouldn't let you play with the bicycle.

(horn blaring) Oh, and now you're mad.

I understand.

You really love this bicycle.

(clarinet squeaking) Sharing with friends can be sometimes hard.

Would you like me to show you a strategy that helps me share with friends?

(clarinet squeaking) Okay, it's called the A-B-C-D strategy.

It has four steps, A, B, C, and D. The first step is A, ask.

Ask yourself, what's the problem?

Why am I feeling so upset?

Why is Glen feeling upset?

You know why.

He loves the bicycle and his friend didn't let him play with it.

So we've identified the problem.

Now we move to B. B is brainstorm.

Brainstorm means think about a lot of different ideas that might help solve the problem.

In this case, maybe Glen could play with one toy while his friend play with the bicycle and then they could switch.

Or maybe Glen would say to his friend, "I'll let you play with this for a little bit of time while I play with the bicycle.

And then we'll switch and you can play with it for a certain amount of time while I play with this one."

Those are some solutions.

The next step is choose.

We have to choose the solution that we would like to do.

Glen, did I give you a solution that you might want to choose?

(clarinet squeaks) That's a good one, okay.

And then the last step is D, do.

You do the solution that you chose.

In this case, Glen chose to play with a toy for a certain amount of time while his friend played with the bicycle.

And then once the time was up, he would switch with his friend.

And there you have it, A, B, C, D, and you're ready to go to school.

- You are right on time for math class with me, Mrs.

Ray.

And I'm so glad you're here because today's lesson is all about graphs.

So come on in, take a seat, and let's get started.

So, what is a graph?

Why do we even need to know about 'em?

Well, a graph helps us organize information we get when we work with numbers.

There's one thing to tell somebody about what you found out with your numbers, but it's another thing to be able to show them in a nice, neat way.

That's what a graph is.

And there are multiple ways to use one.

Let's take a look at some of the options.

You can use a pie chart.

You can use a bar graph.

There are even things called pictographs where you use just pictures, and then there are line graphs.

And trust me, there are more.

But today, you and I are going to learn all about the bar graph.

Are you ready?

Let's go.

Now, let's take a look at the bar graph that I've already set up for us, and we're going to observe some information we need to know about before we get started.

On the left side of our graph, you will see some numbers.

These numbers help us keep track of the count of how many objects we are counting.

So if there's only one of the item, we stop at the one.

If there are three of the item, then you need to go all the way up to the three and stop.

You get the picture.

Now, at the bottom of our graph, you will see some pictures.

Each of these represent the items we will be counting today.

Now, all of our items are the same, we're counting all of our bears, but they are different because they are different colors.

So, each one of them is a different color.

That way we know exactly how many we have of the different colors.

All right.

Now, the last thing we need to talk about is this at the very top.

This is called a title.

Now, a title is something like a name that you would give your graph, and you can be creative with your title as long as it kind of matches what you're talking about.

So the name of our graph today is Bear-y Colorful because we're talking about the bears and all their colors.

I wouldn't name this graph Chocolate Cake, would I?

No, 'cause that's not what we talking about today.

Although that is my favorite, but that's another story.

Okay, so now where are we getting all of this information to fill in our graph?

Well, our bear friends here.

They are going to give us everything we need to finish our bar graph today.

Are you ready?

Here we go.

Let's look at which bear comes first.

What color is that?

That's right, blue.

So we need to count how many blue bears do we have on our table?

Now you use your eyes, and I'm going to use my eyes, and we'll see if our numbers match up, okay?

Now, hmm.

I see one blue bear.

How many do you see?

Yep, that's right, we match, good job.

Okay, so, one blue bear means we need one blue piece of paper.

Let's add that to our graph now.

This helps us keep track so we don't forget what we counted.

There we go.

Just the one.

Remember, each square is for one count.

Okay, now which bear is next?

The red bear.

Okay, use your eyes.

How many red bears do you see on the table?

Hmm, let's count together.

One, two, three.

Very good.

So now we need three pieces of red paper.

All right.

One, two, three.

Okay, we are doing so good.

Now let's set those to the side so we don't count them again.

Once you've counted them once, that's all you need.

What's next?

The yellow, very good.

Bright, sunny yellow.

Okay, how many yellow bears do you see?

Let's count together.

One, two, three, four, ooh, five.

We have five yellow bears.

So we need five yellow stickers.

Here we go.

Make sure you're counting out loud.

One, two, three, oh my goodness, four, five!

We almost went off the charts with our bears today.

Okay, so we have five yellow bears.

We are done counting them and you don't want to count them again, so let's move on.

Hmm, who's left?

(gasps) Our green bear.

Very good.

Okay, well, how many green bears do you see?

Excellent.

Let's count them out loud just to be sure and check our work.

One, two.

Great!

So how many pieces of paper do we need for our bar graph?

Two.

Very good.

You guys are amazing.

One, two.

Now that we have put all the information on our graph, did you know that we can get information from our graph?

I can ask you, which bear had the most?

Hmm.

And you could tell me, "Yellow had the most bears," because it goes all the way to the top.

We could even talk about which bears had the least and if any bears had the same number.

Boys and girls, you did an amazing job today learning all about bar graphs, and I'm so glad you decided to come to class today.

I'll see you next time, boys and girls.

Bye!

(playful music) (upbeat music) (upbeat music continues) - Hey, how's it going?

Come on over.

So my name is John, and today we're gonna be talking about some fossils.

This is our fossil dig site.

It's a representation of what actually happens in the field whenever we have paleontologists that go out and dig for dinosaur bones in Montana.

So let's go take a look and see if we can find some fossils.

So we find all sorts of fossils out in the field.

We find things like triceratops brow horns, T. rex femurs, even T. rex teeth sometime, whenever we're lucky.

But you can see here, this is actually kinda what it looks like in the field.

We've got these fossils that are sticking outta the ground, and then we have to put a little bit of work into uncovering them.

So this maybe looks like a triceratops horn.

We generally can tell that because of the shape and the size.

And much like the mulch, compared to the cast right here, we see really different looking materials whenever we're comparing the rock and the fossils when we're in the field too.

So, yeah, why don't we go look at some finished samples over at another exhibit?

So to give us a closer look about what these fossils actually look like in the field, we can take a quick peek right here.

They're generally the fossils kind of sticking outta the ground like we saw on the dig site over there and we have to dig it out a little bit.

Now, once we're done with that, we move over to the prep lab where we have some volunteers that actually put those fossils back together, 'cause they usually end up in a whole bunch of little pieces.

So if you want to, you can step up right there and get a closer look at it if you'd like to.

Yeah, so you can see all these little cracks right here, and those have to be all cleaned out and then glued together.

And then whenever they're finished, they look like this, which is a little bit further down.

I'll show you some cool stuff here too.

So we've got a bunch of hadrosaur fossils here.

This is a big leg bone, there's a vertebra.

But as you can see, they kinda look really nice once they're all put together.

And if we move down even further, then we've got some triceratops fossils here.

Now, like I said, we find all of these in Montana, and that's because the rock that's there was actually formed during the Cretaceous era, about 66 million years ago, when dinosaurs were alive.

So that's why we get those fossils in that area.

So let's keep going, I'll show you a little bit more about why we find fossils and where we find them.

So as you can see, this is a big map of North America, and it's super colorful and awesome looking.

And what we're actually looking at is that these different colors represent the age of different rocks.

So what this is telling us is essentially that we can find fossils anywhere.

Those fossils are just gonna be different types, right?

So like I said, in Montana, where we have kind of some of this green stuff, we find those dinosaur fossils.

But if you look closer at a place like Missouri, which is right around here, we find fossils that are even older.

So you can actually go out in your backyard and find all sorts of cool ancient marine life.

I guarantee you, if you just pick through a couple rocks, you'll see some fossils in 'em, which is kinda neat.

So let's go a little bit further and look at some of what those fossils look like.

Let's check out the specimens.

So here are some good examples of some specimens of things that we find in Missouri.

You can see these things are like little old squids.

These are called crinoids, which this is actually Missouri's state fossil, which is kinda cool.

We find these everywhere.

And generally they look like teeny little screws when we find 'em in the ground.

We've got some ferns and then we have some more shells.

And then this over here is actually a really recent fossil, probably from the last 60,000 years or so, which I know sounds like a long time but in fossil terms, that was like yesterday.

This is a mastodon, which is the North American version of a woolly mammoth, which is kinda cool to see.

Here we've got some dinosaur fossils.

These are both 66 million years old.

So these dinosaurs would've been walking around during the Cretaceous period, like right before the asteroid fell, which is crazy.

So you guys are welcome to touch both of these.

That is a triceratops brow horn.

So it would've come from like right here on a triceratops.

- Like right here or the end?

- Like more towards the middle, so this is kind of our middle chunk.

And then this is a hadrosaur vertebrae.

So it would've come from the hadrosaur's back, likely from its tail.

- Yeah.

- And we can tell that 'cause this little process, like, sticks off the front right here.

- Oh yeah.

- Yeah.

So what we've got here is a triceratops rib.

Now, this is one of my favorite fossils that we've got because I think it really gives you a sense of scale about just how big these animals were.

So this is just one rib, right?

This is where it would've attached to its spine.

(chuckles) I put it up to compare to myself.

It would've looked something like this, right?

So these animals were absolutely massive.

(upbeat music continues) (gentle music) - Welcome to the "Teaching in Room 9" art class.

My name is Ms.

Lane.

Are you ready to make something cool?

That's what I thought.

Today we're gonna use natural materials to make a little pendant.

Here's a few that I've made already.

Aren't they neat?

So what I did was is I went outside and I got some leaves, some sticks, these little gumballs.

And we're gonna make impressions in clay and see what we come up with.

All right, let's get started.

Now, I'm a ball of air-dry clay, and we're just gonna ball it up about the size of, I don't know, a clementine?

And we have to make it flat, so we can start pushing it in with our hands.

We're gonna push it in.

And then kind of shape it around, pressing with our thumbs to get it nice and round.

But the secret to getting a really flat round piece of clay is to throw it on the table.

Just chuck it down (chuckles) and it'll get nice and flat.

See how it's getting flat?

Now, if you're worried about wrinkles, you can take some water or your finger and just smooth 'em out.

And then also with the sides, you can kind of like roll it on a flat surface, or leave them in there.

Up to you, this is your creation.

All right.

Now let's start putting in some natural materials to make a relief.

I think I wanna do this gumball on the edges.

Whoa.

That's fun.

Kind of looks like, like the tracks that birds make in the sand, you know?

That's cool.

All right.

And this guy, I wanna do this guy next.

All right, I'm just gonna press the leaves in.

Now we have to make sure that we press it deep enough that it leaves an impression but not too deep that it gets stuck in there.

And that can happen.

All right, that seems good enough.

And I'm just gonna slowly peel it away.

Oh, that's cool.

All right.

So once we have all the impressions we want on our piece of clay, we gotta think about how we're gonna hang this later.

To make a hole, I've got just a straw.

And you could put the hole anywhere.

I would recommend towards an edge, 'cause you put it in the middle, might be a little silly.

But again, this is your creation, you do what you like.

So I'm gonna put this hole here and just wiggle the straw around to make the hole a little bit bigger.

And there we go!

Now we have to wait for it to dry.

And once it's dried, we can either paint it or leave it plain.

I am gonna use some watercolor very quickly to add some color to this air-dry clay.

I'm just gonna put my brush in some purple and just lightly put some purple on here.

There we go.

All right, a little more water in my watercolor.

All right, and there we go!

Now this is what it should look like when you're all done.

I hope you have fun making this at home.

Thanks, and I'll see you next time.

Bye!

(rooster crowing) (soft music) - Welcome back!

Now it's time for some fun facts about Shirley the Tarantula.

- Yeah, so Shirley is a curly hair tarantula, and you'll find them in South America.

The males live to be about two or three years old, but the females live to be 20 years old.

They are insectivores, they like to hunt insects.

But they will actually eat anything that they can catch.

- What about humans?

- Well, as you can see, she's not too worried about catching a human.

- Oh, good, good, good.

I'm not too worried about her either.

Shirley looks so peaceful.

- Yeah, she is.

Now, she is a true arachnid, which means she has eight legs, okay?

These two here she uses for sensing.

You can see she puts 'em up in the air.

So she senses her environment with them.

She has multiple eyes, she's got six eyes.

And it takes her nine months to lay eggs.

- [Dr.

Sanders] Lay eggs.

And where does she store her eggs?

- So she stores her eggs in the abdomen right here.

That's also where the web-producing duct is.

- Okay.

Is that where we store our eggs too?

- [Michael] Mm, I don't think you have any eggs.

- Oh, my belly.

That's food then.

(Michael laughs) - All righty, well, thank you so much for giving me these fabulous facts about Shirley the Tarantula.

It's time for a little bit more learning.

See you in a bit!

(bright music) (Senor Johnson speaks in Spanish) - Hello, boys and girls.

Welcome to "Teaching in Room 9," the region's largest classroom.

I'm Senor Johnson.

We're gonna learn some Spanish today.

Today's lesson is gonna be about pronouns in Spanish.

(Senor Johnson speaks in Spanish) Those are the pronouns that we're gonna learn today.

The first pronoun is yo.

That's I when we're talking about ourselves.

Yo.

The next one is tu.

You.

That's the word you use for you in Spanish.

You say tu.

It sounds like the number two in English.

If you wanna talk about he and you wanna say he, (bell dings) el, el.

She?

(bell dings) Ella, ella is the word we use for she.

The next word I said was usted.

Usted is a word that we use for people who we don't know.

It's like saying sir or ma'am.

So we would say usted.

So when we talk to our grandmothers and people we don't know, we would say usted.

The next one, it's a big word but it has a small meaning.

Or is it a big meaning?

(bell dings) Nosotros.

Nosotros.

It means we.

Nosotros.

Nosotros.

Our next word is ellos.

Ellos is they.

They.

If it's a group of girls, we would say ellas.

Ellas.

Then the last one is ustedes.

Ustedes is when you're talking to a bunch of people, when you say, "Hey, ustedes are my friends."

Ustedes.

You guys are my friends.

So ustedes means you guys.

Thank you for learning the pronouns with me.

Rum-pum-pum-pum.

Learning Spanish is fun.

Adios, goodbye!

- Great day, everybody.

This is Candice with KHAOS, and I wanna tell you about my friend Jin.

Jin is an amazing person because Jin is a KHAOS kid.

But sometimes Jin feels sad, and sometimes that sadness makes Jin want to hurt themselves.

And so I want you to know it's absolutely okay for you to feel sad if you ever feel sad like Jin, but you have to do something with those feelings.

And so it's okay for you to talk to a trusted adult about it, or it's okay for you to write in a journal about it.

But I want you to know that it's okay for you to feel sad, but we gotta do something about it.

Air hugs and cyber kisses.

- Hello, and welcome back to our classroom.

Did you have an amazing time today?

What was your favorite adventure?

(upbeat music) Okay, tell me more.

Ooh, man, I'm glad you enjoyed that adventure!

But you know what it's time for, yes, my little lesson.

Are you ready?

Okay, today we are going to discuss vowel sounds.

What are vowels?

Yeah, A, yeah, A's a vowel.

They're the letters that are not consonants.

But first, let's name our vowels.

First we have A, E, I, O, U. Now, vowels, they usually make two different sounds.

They make two different sounds.

They say their name, like A says ey, and it also says ah.

So A says what?

Ey and ah.

Exactly.

E. It says its name.

So what's its name?

E. So E makes the sound ee and e, like in egg, like in egg.

All right, my next vowel, I. Oh, you knew that vowel, I. I makes two sounds.

What's the first one?

Ahy and i. Ahy and i, like igloo.

Yes, like igloo.

And O makes two.

Oh, yeah, you got that one, and aw, like October.

And then we have the U. U makes the what?

U and uh, yes, you are correct!

But it's time for us to get outta Room 9.

Let's spell our favorite word, 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) - [Announcer] "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.

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