[mid-tempo instrumental music]

Hello everyone, and welcome to "Teaching in Room Nine," the region's... Shapes are everywhere we look, but... Good job. Now, I want you to touch your throat right here and see how they feel. Can say to ourselves to be positive. Lemurs are found on the island of Madagascar. For one, the numbers get bigger as we go across to the right. Reset. That means taking a deep breath. It may mean counting to 10. Today we're going to start with a freestyle throw. We start with putting our arms up, and I'm going to...

(instructor) All righty. Are you ready to learn? Let's go!

[mid-tempo instrumental music]

(Describer) A title appears. ‘Teaching in Room Nine.’ Words on a chalkboard read, ‘Today’s Objective. Let’s dive in and learn all about sharing equally through fractions. We’ll also visit the St. Louis Science center.’ In a colorful classroom, a teacher wears an orange t-shirt and a white cap. He sweeps.

[gentle instrumental music]

[gentle music continues]

All right. Oh my goodness. This is not a broom. This is a mop. What am I doing? But welcome back to "Teaching in Room Nine," the region's largest classroom. I am Dr. Sanders, and in our new classroom, we can go anywhere and be anything while engaging and learning about the community around us. But remember, what do I always say? It doesn't matter if you're 2 or 102, we can have some fun! F-U-N. Fun! We will have fun while learning--learning. Ooh, what did I say? Learning. We will have fun while learning. I work at Adams Elementary and these St. Louis Public schools, and let's get this day started! We are going, I got to, yes, take off my hat first. We are going to get started by giving some shout out to some of my friends. My first name is Matt. Hey, Matt! How you doing? You're okay? Oh, thank you. Thank you. Let's spell Matt. Capital M-A-T-T. M-A-T-T. Hey, Matt! Keep doing a good job. My next name is Kingston. Hey, Mr. Kingston. How you doing over there? All right, hope you're having a great day. Let's spell Kingston. Capital K-I-N-G-S-T-O-N. Hi, Kingston! My next name is Everett. Hey! How you doing, Everett? Everything going okay? Okay, let's spell Everett. Capital E-V-E-R-E-T-T. E-V-E-R-E-T-T. Hi, Everett! And my last name today is Ma'at. Hi, Ma'at! How's your day going? All right, let's spell Ma'at. Capital M-A apostrophe T-T. Oh, capital M-A apostrophe-- let me make sure-- A-T. Capital M-A apostrophe A-T. Hi, Ma'at!

[gentle instrumental music]

Are you all ready to do some learning today? All righty, let's do this! -[kids laugh] -[school bell rings]

(Describer) Words on a chalkboard read, ‘School Readiness.’ An old black and white chart turns into words. ‘Putting away your backpack.’ In a school hallway, three kids walk to their cubbies.

-[upbeat instrumental music] -[static crackles]

(narrator) We enter into our school, it's much like being at home. It's important that we put our things away. Step one, hang up your backpack. Step two, take off your coat.

[upbeat music continues]

(Describer) The kids follow directions.

Step three, hang up your coat.

[upbeat music continues]

Step four, walk to your seat.

[upbeat music continues]

Follow these steps each and every day and you'll be ready to learn and have a great day. Let's review how to put our items away in our cubby. Step one, take out all the items that you need for the day. Step two, hang up your book bag. Step three, hang up your coat. Step four, walk quickly and quietly to your seat. Have a wonderful day and great job following your routine.

[upbeat music continues]

(students) One, two, three, four, five, six, seven...

(Describer) ‘Math.’

Hey, everybody. Welcome back. It's that time for "Teaching in Room Nine." I'm Ms. Williams. We are here at Old North Confluence Academy. I teach second grade, and today we're going to learn all about fractions. Now, that might seem like a big word, but I promise it's very easy. First, I have to tell you what a fraction is. A fraction is equal parts of a whole.

[paper rustles]

Equal parts of one whole. Equal means the same size, so let's think about that word equal. Same size, or maybe we call it "fair share." How about that? I like fair share. So let's say mom calls us to the kitchen and says, "Come on kids. I have cookies for you, but I only have one for you and your baby brother." Aww. No, it's okay. We can share with our brother. So I have one cookie to share, just one, but I have to share it fair with my baby brother. Hmm. How can I do that?

Let's think. [sniffs and clears throat]

(Describer) She gets paper and scissors.

If I were to take this cookie and cut it like this

(Describer) One part is smaller.

and you get this one and baby brother gets this one. Is this a fair share? That's pretty big. That's not that big. No, that's not a fair share. What if I had my cookie and I cut it like this? Okay, now this is clearly fair, right? You get this one, baby gets this little piece. No, that's not fair either. What if I did it like this?

[scissors snips]

Oh, oh. I dropped it. Uh-oh. Get that cookie. This is pretty fair. Baby brother gets one. I get one. We're both happy. These two pieces cut in halves are called halves. Two pieces of one whole.

(Describer) She shows examples on a board.

[paper rustles]

Halves. Two pieces of one whole. I get a piece. You get a piece. Or, maybe, you get a piece. Baby brother gets a piece. But let's say, hmm, you don't have to just share with baby brother; you have to share with baby sister too. Oh, no. No, It's okay. We like baby sister. We can cut that cookie into more than just halves. We can cut it into three pieces, so one for you, one for baby brother, and one for baby sister. How can we show that? Let's see if we can make three pieces and we'll call that thirds. Can we cut those into three pieces? One for you, one for baby brother, one for baby sister? Remember, it's got to be fair. Let's see. Here's one piece,

[scissors snips]

two pieces,

[scissors snips]

and three. Let's make sure they're fair. Hmm. They look about the same size, don't they? One, two, three. I think that's pretty fair. So now everybody's happy, right? I know I am, but what, let's say... if I want a piece too? Ms. Williams loves cookies. Can we cut it even more into four pieces? Ooh, that's hard. We need a bigger cookie, don't we? But we can. We call those fourths, when we have four pieces of one whole. Oh no, I'm out of shapes. Instead of cutting, let's break it in half on the board. So we want four pieces. One for you, baby brother, baby sister, and me. You ready? Let's try fourths. Hmm. Fair share, don't forget. So we got to make it nice and even. You ready for that? Okay, here we go.

(Describer) She draws.

One fair share, two fair shares. Three, and that fourth one is perfect. They look really even. Fair. Fair. All about this big. I think we can all agree that's pretty good. Yeah, I think so. When we have four pieces, we call those fourths because there are four fair shares. Can we try to break apart the rest of these shapes on the board into either halves, thirds, or fourths? Remember, each piece has to be a fair share. Let's start with halves. Let's look at this little square right here. If I want to break it in halves, I have to have two of them, but they have to be fair. Let's break it in half, and let's go the other way this time. Right here, would be halves? No, that doesn't seem fair. How about right here? Break it in half, and it will look like that. Is that fair? One half. One half. Yes it is. Fair share. Let's try thirds. Don't forget that baby sister. Thirds. Hmm. I might be able to do that one into thirds. Let's think. Maybe here and here. Are those three fair pieces? One, two, three, and they're all about the same size? Yes. We don't want anybody get mad not having their fair share. Now we got to do some fourths. Whoo. One more shape to do it with, but we did it before, didn't we? So I think we can do it again. Four fair shares for our fourths. Okay, let's try it. One piece for you, one piece for baby brother, one piece for baby sister, and one piece for Ms. Williams. Four fair shares or fourths, so everybody's happy. Yay. We did it. Every time that we're thinking of fractions, we just remember that a whole number can be broken apart into halves, thirds, or fourths, but don't forget to have that fair share. Now you might be thinking, "Hmm, what else can I break apart that I could share evenly with somebody else?" Can you think in a classroom? When you're in school and you're looking like, "I want to share "this piece of candy with all of my friends. Do I have enough to share with my friends?" No, probably not, but I can share with maybe one or two people. I can break it apart or I can pass it out. If I have four pieces of candy, I can share with four friends, 'cause we would all have four. One piece of four, or fours, or what if I had three pieces of candy? I don't want to share with four people. I can only share with a couple. One piece for me, one piece for you, one piece for my other friend, I would have thirds, three pieces of candy and share them in thirds. What if I only had two pieces of candy? I want one for me, but I also want one for my friend. I could take them and break 'em in half, so I have one half and my friend has one half. Always remember they can always be a part of a whole, whether you're breaking it apart like we did, breaking it apart by drawing it, or passing out the whole bag of candy to your friends. Always remember that it needs to be a fair share or equal amount for each person so that we're all happy, content, and we can all share those cookies. Good job, everyone. I will see you next time. Bye. -[gentle instrumental music] -[wildlife crows and rattles]

(Describer) ‘Nature in Room Nine.’ In his classroom, Dr. Sanders stands behind a table.

[bird chirps]

Welcome back to our amazing classroom! Now, it's time for our favorite wildlife expert, Mr. Bare Hands Beran. Hey, hey, Dr. Sanders. -Nice to see you. -How are you doing today? Hey, kids. How are y'all today? Oh, what do we have here today? Today I brought in Henry. He is a Rhode Island red rooster. What sound does a rooster make? Rrr-urr-urr-urr-urrr. Cock-a-doodle-doo! You did it better than I did. Oh, okay, okay. All right. And where does our rooster come from? So, you know, you will find Rhode Island red roosters on almost any farms, but you know, in the urban areas, we're finding more and more people that are using chickens and roosters to recycle table scraps. Oh, that's nice, and you don't have to throw them in the trash; you can recycle them. That's less stuff going to the landfill, less pollution, so it's really, really good to recycle. That's amazing. I have a question. I bet everybody's thinking this. Okay. Does a rooster lay eggs? Roosters do not lay eggs. Oh, I didn't think so. I didn't think so. No, no, no. Only the hens lay eggs. However, it's a fun fact, you do not need a rooster for a hen to lay eggs. Oh, interesting. -Yeah. -Interesting. That's something new I learned today. Hmm. How much water does a rooster drink? Well, these guys do drink a lot of water. An average rooster or chicken will drink about two cups of water a day on the regular, but they also need water in their food and in their environment because they can't be too dry. Okay. All right. Oh. Now, we always say roosters wake you up in the morning. -True. -Now, is that the truth? So roosters do crow at dawn and in the morning, but they also crow all day long. That's why a lot of neighborhoods have rules against having roosters. All right. All right. But chickens are good, right? We-- Everybody can have chickens if your HOA or your neighborhood says it's okay. All right, 'cause chickens, are chicken eggs good? Chicken eggs are good. They're full of protein, you know? They have a lot of nutrients in it that we need it. Really, if I was stranded on a desert island and I could only have one food, I would pick the egg because it's so complete. Oh, okay. All right. Now, is it okay if I give a rooster -a little touch? -Oh yeah. Henry's pretty good. Just pet him like this. All right. -There you go. -Hey, Henry. -Henry likes that. -How soft is that? Ooh, it's really soft. Henry's dancing for me too.

[laughs]

There you go, Henry. Yeah, so roosters are typically more colorful than hens, although there are a lot of hens and different types of chickens that are really, really colorful, but typically, the hens don't have nice neck feathers, and they don't have these big long tail feathers. Oh, they almost look like peacock feathers. -Little bit like that. -The color of peacock feathers. -Exactly. -Oh, that's right. That's right. You know, another fun fact, fly fishermen, people that use fly rods, they love to collect these neck feathers because they make flies out of them. -Oh. -Artificial lures. Artificial bait and lures? -That's cool. -Mm-hmm. I like that. -Yep. -Well, you know what? Thank you for bringing Henry. -Absolutely. -All right. I'll see you next time. All right. Appreciate you. Everybody, can I get a cock-a-doodle-doo? All right! All right! Bye-bye! See you in a bit!

[gentle instrumental music]

(Describer) ‘Field trip.’ A drawing of a school bus moves across the chalkboard.

-[kids chatter] -[bus brakes fizz]

(narrator) Have you ever been to the St. Louis Science Center before? Let's visit together. What will you see?

[upbeat instrumental music]

(Describer) A line of children and adults enter the St. Louis Science Center.

(Describer) In the lobby, metal rods loop around the ceiling like a rollercoaster. At an exhibit, a bearded man waves.

[upbeat music continues]

Hey, how's it going? Come on over. So, my name is John, and today we're going to 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.

[upbeat music continues]

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 kind of what it looks like in the field. We've got these fossils that are sticking out of the ground, and then we have to put a little bit of work into uncovering them, so this maybe looks like a triceratops horn, and 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?

[upbeat instrumental music]

(Describer) A dinosaur skull, digging tools, and bones are on display.

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. You know, generally the fossils kind of stick out of the ground like we saw on the dig side 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.

[upbeat music continues]

(Describer) The fossils seem like dry, cracked mud.

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 kind of 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.

[upbeat instrumental music]

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 going to 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 them, which is kind of 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.

[upbeat instrumental music]

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 is actually Missouri's state fossil, which is kind of cool. We find these everywhere, and generally, they look like teeny little screws when we find them 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 wooly mammoth, which is kind of cool to see.

[upbeat instrumental music]

(Describer) A forest display includes a long, flat insect. Elsewhere two teen boys join John.

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 hadrosaurus vertebrae, so it would've come from the hadrosaurus 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.

[laughs] I put it up to compare to myself.

It would've looked something like this, right? So these animals were absolutely massive.

[upbeat instrumental music]

(Describer) He holds a long curvy bone. Visitors walk around a dinosaur statue. Its head hovers over them.

[dinosaur roars]

[upbeat music continues]

(Describer) The film reverses so it appears the kids and adults are walking backward out of the museum.

(narrator) Thanks for visiting the St. Louis Science Center with us. What did you notice on our visit?

[upbeat instrumental music]

(Describer) ‘Movement.’ In the colorful classroom, Dr. Sanders wears bright orange sneakers.

Hello, boys and girls, and welcome back to our amazing classroom! You see these shoes? You know what time it is. It's time to get moving! Everyone, please stand up. Jump up and down ten times. Let's go! One, two, three, four, five, six, seven, eight, nine, ten. All right. Stand on one foot for five. You ready? Put your arms out if you need to. If you're good, just leave them down. I need mine out. One, two, three, four, five. All right, let's put the other leg up. Here we go. One, two, three, four, five. All right. You know how to do jumping jacks? Well, do them the best you can. You say whoo, okay? We're going to do it for four. Let's go. One, two, three, four. All right, let's run in place for six. Let's go. One, two, three, four, five, six. Whoo. Whoo. Is your heart pumping? That's good. That means it's working. That means it's giving you some energy throughout your body. Let's sit down on three. One, two, three, up, down, up, down. Sit right down on the ground, or on the floor, or in your chair. It doesn't matter. Are you ready? Here we go for some more learning! See you in a bit!

[upbeat music continues]

(students) A, B, C,

(Describer) ‘Letters and Sounds.’

E, F, G. Hi, friends. Welcome back to "Teaching in Room Nine," our region's largest classroom. My name is Julia. I'm a first grade teacher at the Soulard School, and here for "Teaching in Room Nine," this is our song time. Songs are a wonderful and fun way for us to work with letters and connect them to sounds and words. Today, we're going to be singing a song about rhyming words.

♪ Rhyming words are words that have the same sounds ♪

♪ They have to end in the same way ♪

♪ Rhyming words have the same vowel sounds ♪

♪ And the same sounds at the very end ♪

Nice job. Listening for rhyming words and chunking a word into the beginning sounds and the rhyme helps us when we are reading and writing new words. Great job today, friends. Kiss your brains.

[lips smooch] I'll see you next time. Bye.

-[bubbles pop] -[screen jingles] Great day. This is Candice with Chaos, and I want to introduce you to my friend Kyra. Here's Kyra right here. Kyra is so cool. So Kyra is a person that loves to dance and she loves to sing, and she kind of likes to make up choreography. Do you like to make up dances to songs that you like? I know that I do, and so Kyra also is a person that talks a lot. Kyra's a lot like I am, and so, sometimes Kyra talks in class when Kyra's not supposed to, and sometimes Kyra talks over people when they're talking to her, and that sometimes makes people frustrated with her, and so, she gets corrected a lot, especially in classrooms and different places in the community, and so Kyra wants people to be patient with her. Can you say "patient"? Patient stands for pause and think, inhale, exhale, now talk, or now tap out, and so, when Kyra's having a hard time, Kyra has to think, "Is now a time for me to talk, or do I need to tap out?" And so, we always tap out when we feel that we're going to say something that could be rude or mean to somebody or hurt somebody's feelings. So if we feel that that's going to happen when we speak, we always tap out and we come back at a different time. And when we tap out, you can be like Kyra and you can sing a song, or you can make up some dance moves and then you can come back and deal with it a little bit later, because it's absolutely okay for us to feel our feelings, just sometimes we have to feel our feelings and come back and talk about them later, so I want you to try out the patient skill, let an adult know how it works out, and then we can come back and talk about it. Have a great day. Air hugs and siren kisses.

[screen jingles]

Did you have a fun day of learning? Yes, it was an amazing day. Now we're back in that classroom, but guess what? It is time for us to get out of Room Nine, but before we do that, let's spell our favorite word! And what is that word? Nine! Let's spell "nine." N-I-N-E. Nine! Thank you for being in Room Nine! Bye bye!

[mid-tempo music continues]

(Describer) ‘Teaching in Room Nine.’ Credits appear. Concept developed by Michael D. Francis. Curriculum manager and scriptwriter, Dr. Arionna Ralleigh. Subject matter experts: Michael “Bare Hands” Beran, Candice E. Cox, LCSW. Educators: Dr. Albert Sanders, Kristen Forth, Julia Knarr, Julia St. Louis , Lauren Williams, Shamika Williams.

Accessibility provided by the U.S. Department of Education.

♪

(Describer) Thank you to Field Trip Location, St. Louis Science Center. Field trip students and presenters, Charlie Allen, Gene Woodford, James Bergmann, Jennifer Bergmann, John Nahar, Kallen Stahley, Norah Bergmann, Samuel Bergmann.

(Describer) Curriculum Partner, STEMPact. Vice president and chief impact officer, Angie Carr. Vice president and chief content officer, Aja Williams. President and CEO, Amy Shaw.

(narrator) "Teaching in Room Nine" is supported in part by...

(Describer) Logos appear. ‘If you would like to reach any member of Teaching in Room 9, please visit, Nine PBS dot Org, forward slash, T I R 9 Feedback.’

Know who to reach out to when you need help. There is hope. Call or text 988.

[mid-tempo music continues]

(Describer) Suicide and crisis lifeline. Nine PBS. Accessibility provided by the US Department of Education.