A guide for using our resources

Children will discover the characteristics of an American symbol, the bison.

Vocabulary: symbol, mammals, ceremonies, settlers 

Social Studies Focus: American symbols

Science Focus: animal traits and behavior

CCSS and Similar State Standards: RI.1.1 ask and answer questions; RI.1.4 determine meaning of words; RI.1.10 read informational texts; RF.1.2 vowels; W.1.8 gather information; SL.1.1 participate in collaborative conversations

Simple, spectacular ideas to boost your lessons.

• This very silly story follows a bison who finds his favorite barbershop closed! This story offers opportunities to discuss patience, emotional regulation, and flexibility. After the very silly ending, keep the class discussion going by asking questions like: What could have happened differently? What would you have done? and How would you help a friend with similar big feelings?

• Make a chart titled “Adjectives.”
• Tell students that adjectives are descriptive words. Look at the cover of the issue. Which words are adjectives? Have students circle them: American, furry, big. Add the words to the chart.
• Then direct students to open their issue and find more adjectives. They can raise their hand to share. Continue adding words to the chart.
• More adjectives in the article: furry, huge, heavy, small, orange-red, sharp.
• Revisit the article and have students come up with their own adjectives to describe bison and add to the list.

Skills: self-awareness, create visuals

Materials: My Symbol skill sheet, pencils, crayons

• Students can create and discuss their very own symbol.
• Review the reasons bison are an American symbol. Talk about other symbols students may be familiar with. Draw a heart and ask students what it might stand for. Tell students they can come up with their very own symbol. It can be an animal like the bison or a shape like the heart.
• Pass out the My Symbol skill sheet and discuss the examples at the top of the page. What colors, emojis, and fl owers can students name that might stand for something else?
• Give students time to draw their own symbol and then answer the questions about their illustration. Have volunteers share their drawing with the class and talk about why they chose it.