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TEKS:
(14) Citizenship. The student identifies customs, symbols, and celebrations that represent American beliefs and principles that contribute to our national identity. The student is expected to:

(C) identify selected symbols such as state and national birds and flowers and patriotic symbols such as the U.S. and Texas flags and Uncle Sam

Objective:
Students will identify the U. S. flag as a patriotic symbol, and will compare different version of the American flag to determine the changes made over time.

Step #2:
"Stars and Stripes Story of the American Flag" by Sarah L. Thomson

Tiered Learning
Group 1 Green) Students will create a timeline depicting different version of the American flag from the years 1776-2017.
-It would be a cut and paste activity with pre-printed flags and will the book as reference.

Group 2 Blue) Students will compare the American flags to see what has changed over time.
-Students will use a van-diagram to compare 2 of the flags with in the timeline.

Group 3 Red) Will determine the colors and symbols in the American flag.
-Students will re-search and summarize the significance the symbols and colors using different resources like the internet or book read in class.

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Teks  2.13b

(B)  identify historical figures such as Paul Revere, Abigail Adams, World War II Women Airforce Service Pilots (WASPs) and Navajo Code Talkers, and Sojourner Truth who have exemplified good citizenship;

Step 2:
Books:  "Who was Paul Revere? By: Roberta Edwards "Paul Revere" By: Will Mara

Step 3:

Tier 1: The students will list ways Paul Revere was a positive impact.

Tier 2: The students will create a timeline of Paul Revere.

Tier 3: The students will write newspaper article on Paul Revere.

Step 4: The students can create a timeline about Paul Revere.

Step 5: Students who struggle academically will do corporative learning activity with a partner on 5 facts of Paul Revere.

Step 6: Students will do a newspaper article on Paul Revere.

Step 7: Each student can take turns sharing there work with other group mates.

Step 8: The students working on a timeline will collaborate with the newspaper article students and work together.

Step 9:  Student will be placed new groups to share and learn from other classmates.

Step 10: The students will go back into there original groups and share what they learned about Paul Revere.

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Teks: 2.4B
SWBAT: identify historical figures who have exhibited individualism and inventiveness such as Amelia Earhart.

Books: "Who was Amelia Earhart?"

Groups will be created based on their individual learning levels.(struggling learners, grade level learners and accelerated learners.

Tier 1:
Struggling level students will create a venn diagram comparing the lives of Sylvia Barter and Amelia Earhart.
Tier 2: grade level learners will create a timeline of Emilia Earhart's life.
Tier 3: Accelerated learners will create a news story about Emilia Earharts life dealing with personal challenges.

The teacher will then read the book to the student and then discuss as a class.

The teacher will assign students to a tier group where they will discuss their role in their group. The teacher will make sure that all students are engaged and contributing.

The teacher will walk around the classroom making sure the students are contributing and will assess if they need to move to a different group.

Groups will pair up to obtain feedback from their peers and they will ask for feedback based on their rubric.

The students will present their product and write a short reflection on their thoughts of working with their group. (What worked well, what they can improve on.)

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(3.8B)  Economics. The student understands how businesses operate in the U.S. free enterprise system. The student is expected to: explain how supply and demand affect the price of a good or service.

Step 2:
Lemons and Lemonade: A book about Supply and Demand.

Step 3:

Step 4:
Tier 2: Students role play running a business and how shifts in supply or demand can affect their revenue and profit.
Students take turn picking from a bucket at random of market shifts and they have to explain the effects of said market shift.

Step 5
Tier 1: Students read the books and highlight important concepts.
Students create a concept map for individual things that can affect the supply of an item and the demand of an item.

Step 6
Tier 3: Students can play an interactive supply/demand game where they can observe the effects of altering different aspects in the supply-demand chain.

Step 7:
Asks questions to understand the students point of view, like "What do you think will happen if..?"

Step 8:
Once the students understand the concept from tier one, they may move to tier 2 or 3.

Step 9:
Tier 1: Anchor Charts
Tier 2: Anchor Charts with scenarios
Tier 3: Charts with scenarios that made them the most profit.

Step 10:
Group discussion on what was learned, and question time.

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TEKS 2.6A
Geography. The student understands the locations and characteristics of places and regions in the community, state, and nation. The student is expected to:

(A) identify major landforms and bodies of water, including each of the continents and each of the oceans, on maps and globes.
The student will be able to identify major landforms and bodies of water on the map and globe.
Book: The Seven Continents By: Will Mara

Green Team:
-Students have to identify the different continents and the different oceans that there is.
-Students will create a poem or song that helps them recall the different oceans and continents.
-For example:
There are five
there are five o-oceans, o-oceans
Pacific and Atlantic
Indian and Arctic
Southern too
Southern too

Blue Team: The students will be able to identify the landform and the bodies of water. Write a description and draw a picture.

Red Team:

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TEKS:
3.6A
(6) Economics. The student understands the purposes of earning, spending, saving, and donating money. The student is expected to:
(A) identify ways of earning, spending, saving, and donating money

Tiered Learning Experience:
Table 1
Green Team (Low)
-Identify reasons on why it is important to save money.
-Create their own piggy banks on how much they will earn, spend and donate.
-Make a list of different charities.

Blue Team (Medium)
-Identify reasons, why it is important to save money in order to spend or donate money.
-Create how they will earn their money, then determine how much you will spend and how much you will save.
-Give reasons why it is important to donate to important causes or save money.

Red Team (High)
-Create a business plan to earn money.
-Use library resources and internet to research how much it will take to start up a business and keep it running.
-After saving up a certain amount of money, what kind of charities will you donate your money to?

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Provide the name of your team.
Choose a TEKS.
Create a Tiered Learning Experience