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Day 4: LEGO ATC — Run the Simulation + Powerskill Creativity

Lesson Overview
Time 50 minutes
Objectives Run the LEGO ATC simulation using printed scenario cards; complete the H&L Ch 15 Powerskill Creativity "8 ideas in 8 minutes" warm-up; begin eDynamic Unit 2.2 Setting Goals
TEKS d(4)(A), d(1)(C)
Deliverable Completed Simulation Run Log (3 runs of increasing complexity) + completed Powerskill Creativity 8-ideas sheet
Materials Built LEGO airports from Day 3, printed ATC scenario cards (4 difficulty tiers), printed Simulation Run Log, printed Powerskill Creativity 8-ideas sheet, eDynamic Unit 2.2 access, projector

Warm-Up: Powerskill Creativity — 8 Ideas in 8 Minutes (8 min)

Source: H&L Workbook Ch 15, p. 254, "Powerskill: Creativity"

Open with the Powerskill Creativity activity from the workbook. The workbook (p. 254) frames creativity as the ability to see things from many angles, make connections, and imagine different solutions, useful in every career field including aviation.

The prompt (from the workbook, p. 254):

"How might we create a new form of transportation that can take people around the world in under an hour?"

Distribute the printed "8 ideas in 8 minutes" sheet. Set a visible timer for 8 minutes. Each student fills the 8 boxes with 8 different ideas. The workbook rules: - No wrong answers - Don't overthink it, just write or draw - Crazy is allowed (in fact, crazy is encouraged)

After 8 minutes, students stop writing. In groups of 3-4, they share their ideas (1 minute each). The group picks the single most creative idea to nominate to the class.

WARM-UP: Connect today's creativity warm-up to ATC: how do air traffic controllers use creativity when planes need to land in unexpected order?

Take 1-2 quick responses, then transition to the simulation.

Activity 1: ATC Simulation Runs (28 min)

Source: Engineering Design Process Phase 4-5 (Test + Iterate) applied to the LEGO airport from Day 3

Distribute the printed ATC scenario cards. Each card has 4 difficulty tiers, teams start at Tier 1 and progress as they succeed.

Tier 1 (Run #1): Basic Sequencing: - 2 planes need to take off - 1 plane needs to land - No weather, no emergencies

Tier 2 (Run #2): Adding Pressure: - 4 planes total, 2 takeoffs and 2 landings - One plane needs to taxi from the gate while another is landing on a parallel runway - Light wind (announced by teacher mid-run)

Tier 3 (Run #3): Real Complexity: - 6 planes, 3 takeoffs and 3 landings staggered - One emergency landing announced mid-run (requires runway clearance) - One plane has a mechanical issue and needs to return to the gate

Tier 4 (Optional Extension): - 8 planes - Weather closure of one runway - VIP arrival that requires priority sequencing

How each team runs the simulation: 1. One student is the controller (gives verbal commands) 2. Other students are the pilots (move LEGO planes following commands) 3. One student logs the run on the Simulation Run Log 4. Rotate roles each run so every student plays controller at least once

The controller uses ATC sentence stems written on the projector: - "Flight 123, cleared for takeoff runway 1." - "Flight 456, hold position at gate alpha." - "Flight 789, taxi to runway 2 via taxiway bravo." - "Flight 999, you are cleared to land on runway 1, wind 5 knots from the north."

The Simulation Run Log captures: - Run number and tier - Number of planes safely handled - Any collisions or near-misses - Communication breakdowns observed - One thing the team will change for the next run

Facilitation Tip

Walk the room with a checklist tracking communication clarity. Common breakdowns: controller forgets to specify runway number, pilot doesn't acknowledge the command, two pilots try to move at once. Stop the team mid-run when you see one of these and ask: "What just happened? How does a real ATC fix this?"

DOK 4: Based on your simulation experience, what specific improvements would you recommend to your team's communication procedures? What evidence from your test runs supports each recommendation?

Activity 2: eDynamic 2.2 Setting Goals — Start (10 min)

Source: eDynamic Learning Unit 2.2, Setting Goals

[VERIFY IN eDynamic] Confirm that Unit 2.2 is the correct unit on Setting Goals.

Students log into eDynamic and begin Unit 2.2. The unit covers SMART goal-setting, short-term vs. long-term goals, and how to break big goals into smaller actions. They will continue this unit on Day 5, today is just the start. As they read, they note one specific goal-setting strategy that applies to aviation careers (which require years of training).

The bridge between the simulation and goal-setting is direct: aviation careers are built one small step at a time over many years. Becoming a commercial pilot takes 1,500 flight hours. Becoming an ATC takes years of FAA training. Goal-setting is not optional.

Exit Ticket (4 min)

EXIT TICKET (Decision Tree / Branching Prompt) · Printable PDF:

My role in my team today: Air Traffic Controller

New scenario: Two planes request takeoff clearance at the SAME TIME. Both are on parallel runways.

Step 1: What COMMAND do I give FIRST, and to WHICH plane? (Use today's sentence stems.)

First command: _________

Step 2: Branch on pilot response —

IF Pilot 1 ACKNOWLEDGES "cleared for takeoff runway 1," what do I say to Pilot 2 next? _____________

IF Pilot 1 does NOT respond (radio silence), what do I do next? _____________

Step 3: ONE SPECIFIC goal I could set if I wanted to become a pilot or ATC (from today's eDynamic 2.2 goal-setting start):

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

Differentiation

  • Support: Stay at Tier 1 for the full simulation if needed, repetition with success is more valuable than failing at a higher tier. Provide a printed sentence stem card for the controller role so they have the language to use.
  • Extension: Create a fourth scenario card with an unexpected event (bird strike, runway debris, lost radio communication). Run the team through it as a true emergency drill.
  • ELL: The bilingual ATC command card from Day 1 carries over here, make sure ESL students rotate into the controller role using the bilingual command card. Pre-teach: Cleared = Despejado, Hold = Mantenga, Taxi = Taxi, Runway = Pista.