Day 4: Test, Communicate, and Revise

Daily Learning Contract

• Topic: Goals and Time
• Objective: Students will demonstrate effective time-management and goal-setting strategies and identify career opportunities within one or more career clusters using evidence from Goals and Time.
• TEKS: d(4)(A), d(1)(C)
• Demonstration of Learning: Team Simulation Run Log with three tests plus an individual timed iteration plan and new-scenario response.

Lesson Overview

Before Class

1. Return one map, four tokens, one token tray, and Lab p. 2 per four-student team. Return Lab p. 4 to each student.
2. Project the one-page scenario cards or print one page per team. Default printing is zero. Project the supplied five-step model and completed log below.
3. Keep the teacher key available. Do not ask students to improvise real emergency or radio-failure procedures.
4. Label the activity clearly: this protocol is inspired by airport communication but is not FAA phraseology or operational training.

Supplied Call and Completed Log

Call: Controller: “Alpha, move from Gate 1 to the R1 hold marker by Taxi A.” Mover: “Alpha repeats: Gate 1 to R1 hold marker by Taxi A.” Controller: “Confirmed.” Recorder logs complete route/no conflict.

Log: Goal—keep Bravo still while Alpha moves. Breakdown—both tokens entered Taxi A. Revision—add a hold marker and name the first aircraft. Evidence—second run moved one aircraft at a time.

Non-example: “Plane, go over there.”

Warm-Up: Find the Ambiguity (5 min)

Students compare two directions:

• “Plane, go now.”
• “Alpha, move from Gate 1 to the hold marker for Runway 1 by Taxi A.”

They underline what makes the second direction easier to follow: aircraft name, start, destination, and route. Students add one missing confirmation step.

Activity 1: Practice the Five-Step Protocol (8 min)

Use one teacher model with an aircraft token.

1. Name: address one aircraft.
2. Route: state the start, destination, and path.
3. Repeat: the mover repeats the direction before moving.
4. Confirm: the controller says “confirmed” or corrects the route.
5. Log: the recorder marks the result and any breakdown.

Students practice one call and repeat. Explain that real ATC language and separation rules require formal training; students use only the classroom protocol printed in the packet.

Activity 2: Run Three Timed Tests (24 min)

Each run lasts eight minutes:

• 3 minutes: run the scenario;
• 2 minutes: identify one breakdown using the log; and
• 3 minutes: revise the map, role sequence, or wording and prepare the next run.

Run 1: Basic sequence

• Alpha moves Gate 1 to the R1 hold marker.
• Bravo moves R2 to Gate 2.
• Charlie remains at Gate 3.

Success: one aircraft moves at a time and both moving aircraft complete the five-step protocol.

Run 2: Two requests

• Alpha requests Gate 1 to R1.
• Bravo requests Gate 2 to R2 at the same time.
• The controller must sequence the requests and keep one aircraft at a hold marker.

Success: the team states the order, repeats each direction, and logs why one aircraft waits.

Run 3: Runway closure

• R1 is closed before movement begins.
• Alpha and Bravo must use the available route without crossing another moving aircraft.
• One gate is temporarily blocked.

Success: the team uses its alternate route, changes the sequence, and explains the revision.

Rotate roles so every student has a meaningful job. A team with four students cannot make every member the controller in three runs; do not promise that. Speaking, moving, recording, and safety-checking are equal participation roles.

Activity 3: Individual Timed Iteration Plan (8 min)

Students use one run-log breakdown to write:

• one specific improvement goal;
• the exact two- or three-minute block when the team worked on it;
• who or what supported the change;
• evidence that the change helped or did not help; and
• the next adjustment if the scenario ran again.

This section demonstrates both goal-setting and time management. “Communicate better” without a timed action and evidence is incomplete.

Exit Ticket: New Scenario (5 min)

EXIT TICKET (Mini-Case) · Printable PDF:

New fictional situation:

Alpha and Bravo request movement at the same time. Taxi A is blocked.

Students write:

1. which aircraft moves first and why;
2. the full five-step classroom call for that aircraft; and
3. one 2-minute team goal before attempting the next run.

Multiple sequences may work. The answer must keep one aircraft still, use an available route, include repeat/confirm, and state a timed improvement.

(d(4)(A), d(1)(C))

Teacher Key and Monitoring

• Run 1 monitors complete call-and-repeat.
• Run 2 monitors sequencing and holding one aircraft.
• Run 3 monitors route revision after a constraint changes.
• Stop unsafe physical behavior around materials, but do not claim the tabletop model teaches real aviation safety clearance.
• If time slips, run two scenarios and complete the third as a written individual scenario. Do not remove the timed iteration plan.
• Before starting the clock, one team locates Name, Route, Repeat, Confirm, and Log in the supplied call.
• Check Run 1 for a full route and repeat/confirm, Run 2 for one aircraft held with a logged reason, and Run 3 for a revision tied to the changed constraint.
• If two teams move without repeat/confirm, stop the clock and rehearse the model once.
• Never trim the individual p. 4 timed plan, new-scenario response, five-minute collection, or materials reset.

Supports and Equal Routes

• Provide the five-step card with icons and bilingual labels.
• A student may use a non-speaking role and answer the individual scenario in writing, text, or media.
• Paper, LEGO, and Lucid maps use the same cards and log.
• An absent student uses the model map and written scenario packet; no team performance is required for the individual evidence.
• Optional extension: students invent a fourth constraint but must also write the expected safe classroom sequence and teacher key before another team runs it.
• The recorder returns the map, p. 2 log, and four tokens to the tray. Each student submits or saves p. 4 before devices close.