(cheerful music) - Hi scholars.

Welcome to second grade on Read, Write, Roar.

Today, our big question is What processes change the Earth?

Today, we are going to be making a mystery word and doing a science experiment with some writing around earthquakes.

It's going to be so much fun.

So go ahead and get your paper and something to write with and let's get ready to read, write, roar.

- [Announcer] This program is made possible in part by the Michigan Department of Education, the state of Michigan, and the W.K.

Kellogg Foundation.

Additional support by, and by viewers like you.

Thank you.

(cheerful music) (roaring) - Hi, Scholars.

I'm Mrs. Z-K. And today, we are going to work on a mystery word.

A mystery is something that is unknown.

Hmm.

Something we could gather up clues about to figure out what it might be.

Today we are going to build lots of words.

Our word is going to change by us changing one sound or letter at a time.

And then we'll get a brand new word.

You have to pay close attention to every sound in a word when you are being an accurate reader.

So this is really good practice for us.

Let's go ahead and get out paper and something to write with and we're going to go ahead and write these letters on our paper.

Let's start with our vowels.

We have A A, E, E, U.

And we have our consonants.

S, K, T, Q, H, and R. Now, if you have some scissors available to you, go ahead and cut out each of these letters and you can have letter tiles like me and we can build the words together.

If you don't have any scissors, it's okay.

You can just use them right there at the top of your page and write down the words as we build them.

You ready, scholars?

(cheerful music) (roaring) Our first word is something you do to get the table ready for dinner.

You set the table.

Yeah.

When you set the table, you might get your plates and your forks ready.

S E T Make sure you're saying every sound and writing a letter for every sound.

Set.

Check your spelling, scholars.

Nice.

We're going to change the middle sound.

This word "set" to be a new word.

This is something you do when you sit down, you have already sat down.

Let's change our word "set" to "sat."

S A.

Change that vowel a little.

Check your spelling, scholars.

How'd you do?

Sat.

Look at that.

Just one little change, a brand new word.

Let's change our word "sat" to "rat."

Ooh, what sound are we going to change?

The beginning sound.

Yeah, go ahead, write it down.

Rat.

Check your spelling.

Great work, scholars.

Ooh.

We're going to change this word just a little bit.

This word now is going to be how much you would charge somebody per hour.

They might say, "What's your rate?"

How can we change "rat" to "rate?"

We want R A, we want a long A sound here.

I know that silent E at the end will help us out.

Rate.

Check your spelling, scholars.

Look at how close those words are.

But one little change makes a brand new word.

That's why being an accurate reader is super important.

Okay let's change our word "rate" to be a word for a tool you might use when you are trying to gather all the leaves together in the yard.

What's that called?

A rake!

Yeah.

Look at your sounds.

Rate.

Rake.

How'd you do, scholars?

Check your spelling.

Rake.

Yeah.

That last sound changed.

You remember?

Because that E is silent.

Rake.

All right, scholars.

We are going to change our word from "rake" to be the opposite of the word "give."

Take.

Nice.

We're going to change our beginning sound.

Take.

Make sure you got it right.

All right.

We're going to change our word "take" to be a word that is like a rumble.

A quake.

Ooh, change that beginning sound again.

Quake.

Oh, that's a Q sound.

But with Q you always have U. Quake.

Check your spelling, scholars.

Do you have quake?

Nice.

All right, we're going to change our word "quake" to be the word for a metal rod or wooden rod that you can stick in the ground.

You might have a garage sale sign on it.

Do you know what that rod is called that you could stick in the ground?

It's called a stake.

So I know I don't need my Q U.

We're keeping ake.

S T Stake.

Check your spelling, scholars.

Ooh, how'd you do?

Stake.

All right, scholars, let's make a new word.

We're going to take away all these sounds.

All right.

Our new word is a special class you can take when you're at school where you can draw and paint and create.

What class is that?

Art class.

Can you break the word, "art?"

Art.

Nice.

Check your spelling.

All right.

Gets a little tricky here, okay?

We're going to write the word for the planet that we live on.

What planet do we live on?

Earth!

You're right.

Earth actually starts with an E and ends with TH.

Move this out the way.

Earth.

Can you check your spelling?

When you write this down on paper though, know that your E should be a capitalized E because it's a proper noun.

It's a place where we live, Earth.

Our mystery word is getting so close, scholars, because our mystery word starts with the word Earth.

So I'm gonna move this on over.

Oh, when there is a volcanic eruption, what might happen to the Earth?

There might be a what?

An earthquake!

Nice job.

And we have the word "quake" here.

Oh, there it is.

And we need to combine these two to be a compound word.

Earth Quake.

But our mystery word is not just talking about one earthquake.

It is talking about many earthquakes.

Yes, it is plural, our mystery word.

And we figured it out, scholars!

Earthquakes!

Wow.

Look at that!

We used all the letters for our mystery word and we learned that it is earthquakes.

You're going to learn more about earthquakes later in the lesson when you listen to the story.

You know, maybe you can make your own mystery word and then you can see how many little words you can make out of your mystery word by changing just one sound one at a time.

Yeah.

Make sure you're paying attention as you read to all the letters in a word to be an accurate reader.

(calm music) - Hello and welcome.

My name is Miss Amy and I'm excited to share some mindful practices with you today.

Mindful practices are tools we can use when we need to pause and take a breath, own what we are feeling, and practice something to help our bodies and minds feel calm.

Let's sing a song together.

♪ The more we get together, together, together ♪ ♪ The more we get together, the happier we'll be ♪ ♪ 'Cause your friends are my friends ♪ ♪ And my friends are your friends ♪ ♪ The more we get together ♪ ♪ The happier we'll be.

♪ One more time.

♪ The more we get together, together, together ♪ ♪ The more we get together, the happier we'll be ♪ ♪ 'Cause your friends are my friends ♪ ♪ And my friends are your friends ♪ ♪ The more we get together, the happier we'll be ♪ Thank you for sharing this mindful practice with me today.

Let's get together again soon.

(calm music) - Hi, scholars.

I'm Mrs. Fuller.

Today, we're going to talk about the processes that change the Earth.

We're going to look closely at how an earthquake can cause changes.

And we're gonna work together to write about how those changes affected Earth.

Let's get started.

When we think about our big question, "What processes change the Earth?"

Several processes come to mind.

Let's read these together.

Weathering, erosion, tsunami.

Remember "tsunami" starts with a T, but the T is silent so it makes the S sound.

Tsunami, volcano, landslide, earthquake.

Good job.

We're gonna use our chart to match a picture and a key word with a process.

So first, I'm going to hold up a picture and I'd like your help figuring out which process the picture is showing.

Our first picture is a big wave of water that's going to crash over the land.

Tsunami.

Good!

The next picture has it raining and we have rock, sand, and soil sliding down the hill.

Landslide.

The next process.

What process would cause the earth to crack?

Earthquake.

In this picture, we have rain washing rock, sand, and soil down the hill, moving it from one place to another.

Erosion.

In this picture, we have a mountain that's exploding or erupting.

Volcano.

And in this picture, we have wind and water crashing against a landform.

Weathering.

Nice job.

Now, I'm going to hold up a keyword and I'd like you to help me figure out which keyword goes with which process.

Our first word is "erupt."

Which process has something that will erupt, or explode, or have a blast?

Good.

Volcano.

Our next word is "wave."

Which process involves a large wave of water?

Good.

Tsunami.

Our next word is, "slide."

In which process does sand, soil, and rock slide down a hill?

Good.

Landslide.

Our next word is "move."

In which process does wind and water move land and soil from one place to another?

Good.

Erosion.

Our next word is "shake."

In which process does the earth shake?

Good.

On earthquake.

And our last word is "break."

In which process does wind and water break pieces of a landform?

Good.

Weathering.

Great job, scholars.

We're going to do an experiment today that'll help us investigate how an earthquake can cause changes to landforms.

Our experiment is called "Shake It Up."

And it's taken from the book, "Earthquakes, Eruptions, and Other Events that Change Earth," written by Natalie Hyde and used with permission from Crabtree Publishing Company.

For our experiment, we're gonna to need to gather some materials.

We're gonna need a shallow pan or tray.

Got that.

A thick layer of sand or soil.

I've already put that in.

Extra sand or soil to make the landforms.

I've got some extra soil, extra sand.

We might want to use some rocks.

And we're also gonna need water.

Got that.

Let's set that up.

Our steps and procedures for our experiment are: Step one, fill the pan with a thick layer of sand or soil.

Step two, wet the extra sand or soil.

Step three, form mountains and hills with the damp soil.

Step four, put the mountains and hills in the pan.

Step five, shake the pan to simulate an earthquake.

And to simulate means to make it like an earthquake.

Before we do step five, we need to set up our note and observation sheet.

So if you have your piece of paper and something to write with, go ahead and grab that.

(cheerful music) (roaring) On my paper, I put a space for the title at the top and the title is, "Shake it up!

Earthquake."

Then I divided the rest of the paper into four equal boxes.

In the first box, I wrote question: I wonder...

This is where we write the question and our wonderings about what's going to happen during the experiment.

Box two: Hypothesis: I think...

This is where you write your prediction or your guess on what you think is going to happen.

Box three: Experiment: I noticed...

This is where we're going to write our notes and observations on what happened during the experiment and the last box, Conclusion: I learned...

This is where we're gonna write what we learned from doing the earthquake experiment.

All right, if you've got your paper all set up, that's great.

We're gonna get started filling it in.

I've made a bigger version of our chart so that you can see what I'm writing as we go.

If you're not gonna be writing this down with us, that's okay.

You can just say it out loud as we write it down.

So, our first box is our question, "I wonder."

So, the question that I have about our experiment is, How can an earthquake change the Earth?

And I'm putting a question mark cause it's a question.

In the next box, I'm going to write my hypothesis or what I think is going to happen.

You don't have to have the same hypothesis that I do.

You can think of your own.

And remember, if you're not writing it down with us, that's okay.

Just go ahead and say your hypothesis out loud.

I think the landforms will crack and the landform made out of sand, I'm thinking that might break.

I think the landforms will crack and the hill made of sand will break.

All right.

Good job.

(cheerful music) (roaring) We have our earthquake experiment set up.

Let me explain to you the different landforms that I've set up.

First.

The base of the experiment is a thick layer of soil.

Here we have a canyon and I've lined it with rocks so that it's easier for us to see.

This is a hill that's made out of sand and rock.

Right here I made two different mountains with a valley in between.

This, I marked it with a rock, but it's a pile of rocks buried with soil.

This is a hill made out of sand, and this is a hill made out of sand and soil combined.

Let's simulate an earthquake.

(soil and rocks rattling inside pan) Whoa, that was a big earthquake.

Let's take a look at our experiment and see what happened to our landforms after our earthquake simulation.

I'm going to point out where the landforms are and I'm gonna give you a minute to make your observations and write down some notes on what happened.

So this is where our canyon was.

This is where our pile of rocks were buried.

This is our hill made out of sand and rock.

You can see where our two mountains used to be in the valley in the middle.

Our hill made out of sand.

And our hill made out of sand and soil.

So looking for the canyon, it's completely filled in, buried with sand and soil.

Our sand and rock hill has completely crumbled and it actually is partially buried by the mountain.

Both mountains collapsed and filled in the valley.

Our sand made out of hill looks like it tipped over and broke in two.

And our hill made out of sand and soil, half of it broke off and had a landslide.

(cheerful music) (roaring) Let's go back to our chart and record our observation notes.

The first thing I noticed was that the sand hill tipped over before it cracked.

So I'm going to write, "The sand hill tipped over."

The next thing I noticed was that the low landforms, like the canyon and the valley, were filled in or covered up.

The low landforms like the canyon and the valley were covered up.

And I also noticed that the mountains and the hills crumbled and cracked and caused a landslide.

The mountains and hills crumbled and cracked causing a landslide.

For our conclusion, we need to write down what we learned.

So, what did we learn from our experiment about how can an earthquake change the Earth?

So the first thing I noticed was that the mountains and the hills broke into smaller pieces.

The landforms broke into smaller pieces.

And I also learned that the changes that were made to the landforms from the earthquake are permanent.

Permanent means that the changes can't be reversed.

The mountain can't go back to the way it was.

So I'm gonna write, "The changes made by the earthquake were permanent.

So an earthquake is one process that can change the Earth.

At home, think about a different process and see if there's an experiment that you can set up and see what changes it made to the Earth.

I'll see you next time on Read, Write, Roar.

- [Announcer] This program is made possible in part by the Michigan Department of Education, the state of Michigan, and the W.K.

Kellogg Foundation.

Additional support by, and by viewers like you.

Thank you.

(cheerful music) (piano music)