Lesson Plan for Implementing ISTES

Air Traffic Controllers:

Graphing a Perfect Flight Plan
Name
School Name
Grade Level(s)
Content Area
Time line
Standards

Stacey Shoats
Idlewood Elementary School
Fifth Grade
Mathematics
March 20, 2017 to March 25, 2017 (5 days)
Content Standards: Mathematics
MGSE5.G.1
1. Use a pair of perpendicular number lines, called axes, to define a coordinate plane.
2. Arrange the lines such that they intersect at zero (0), also known as the origin on each line.
3. Locate a given point in the plane by using an ordered pair of numbers, called coordinates.
4. Understand that the first number in the coordinate pair indicates how far to travel from the origin
on the horizontal number line.
5. Understand that the second number in the coordinate pair indicates how far to travel from the
origin on the vertical number line.
MGSE5.G.2
1. Represent real world problems by graphing coordinates in the first quadrant.
2. Interpret coordinate values of a point in the context of the situation.
3. Create real world solutions for peers to evaluate.
Connected Standards: Literacy Standards for Writing
ELAGSE5W2.d
1. Use precise language and domain specific vocabulary to inform about or explain the topic.
ELAGSE5W4

1. Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience.
ELAGSE5W5
1. With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing.
ELAGSE5W6
1. With guidance and support from adults, use technology including the Internet, to produce and
publish writing as well as to interact and collaborate with others: demonstrate sufficient command
of keyboarding skills to type a minimum of 8 sentences in a single setting.
Technology Standards: ISTE Standards for Students
1b- Students will create original works as means of personal or group expression.
2a- Students will interact, collaborate, and publish with peers, experts, or others employing a variety
of digital environments and media.
2b- Students will communicate information and ideas effectively to multiple audiences using a
variety of media and formats.
4b- Students will plan and manage activities to develop a solution or complete a project.
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
TESOL Standards
Standard 3: Language learners appropriately use and evaluate available technology-based tools for
communication and collaboration.
Overview

This lesson represents a performance task in a small group setting for students to practice graphing
using a coordinate plane to graph points as on a map. Students will select an airline of their choice.
Students will assume adult roles and generate a flight plan. Students will be expected to graph the

Objectives

route for three planes which are all attempting to leave from the origin (0, 0) and arrive at the same
destination (10, 10) without causing a collision (intersecting). Students will be expected to use the
classrooms Twitter handle to locate a group or individual who is an airport traffic controller and
consult them about the best practice to planning airplane routes. Students will use Flickr to identify
images of an airline and a coordinate plane labelled with a number line to 10. Students will
culminate their learning experiences by creating a visual presentation with a digital tool of their
choice. Students will be expected to navigate their own learning experiences by deciding which
center activities they will complete. The center activities will provide students with opportunities to
practice graphing points on the coordinate plan. Assuming the role of a teacher, students will
evaluate the flight plans of two other students to determine whether the plan will result in a
collision. The teacher will coach students performance by providing direct instruction and effective
feedback. Presentations must include an informative essay that justifies why the learner believes
their plan will not result in a collision, details the planes make and model, and how many passengers
it can carry. Students will post their final flight plans to a Google Docs spreadsheet and publish their
presentation on the edublog.
To Know:
1. The characteristics of a coordinate plane.
2. The characteristics of a coordinate pair.
3. The intersection of the horizontal number line and the vertical number line represents the
origin.
4. The origin is expressed as (0, 0) in a coordinate pair.
To Understand:
1. The first value in the coordinate pair represents the value on the number line of the x-axis.
2. The second value in the coordinate pair represents the value on the number line of the y-axis.
3. A coordinate plane can be used to identify a location in space.
To Do:
1. Students will locate and identify points in the first quadrant of the coordinate plane in 5 out of
7 learning center activities, with 80% or more accuracy.
2. Students will create a flight plan for three planes using coordinates that do not intersect or
collide with 100% accuracy and log the flight plan into a Google Docs spreadsheet.

Essential Questions

Assessment

3. Using the presentation assessment rubric, students will produce a presentation that includes
data, images, and an informative essay that justifies why the learner believes the flight plan will
not result in a collision with 80 % or more accuracy.
4. Using the blog post rubric, students will publish the presentation to the classroom blog and
evaluate the flight plan of 2 peers projects to determine if their flight plan will not result in a
collision with 80% or more accuracy.
1. How does the coordinate system work?
2. How do coordinate grids help you organize information?
3. How can the coordinate system help you better understand other map systems?
Students will produce a presentation of their work and publish their work in a class blog. Students
will evaluate the flight plans of their peers and determine if a collision will occur. Students progress
throughout the learning experience will be assessed formatively. Teacher will use effective
questioning strategies to assist students will reflection on the essential questions:
Why do you need to plot your point where two lines intersect?
How do you graph and name a point on the coordinate plane?
Explain how you used an ordered pair to locate a point on the coordinate plane?

Resources

Student projects will be assessed by a teacher-made rubric in rubicstar. Student projects will be
differentiated by content, process, product, and environment. Activities from the learning centers
will be assessed and monitored daily. Students will be provided enrichment activities or remediation
activities based upon the formative assessment of their center work.
Technology will be utilized to complete this academically challenging learning activity. Students will
use educreations interactive white board to graph the flight plan coordinates. Students will use a
shareable Google Docs File to record the coordinate pairs for each flight plan. Students who need
additional practice with plotting coordinate pairs will practice at Billy Bug and His Quest for Grub.
Students will use Flickr to discover images of different size planes or airline carriers to incorporate in
their presentations. Students will use Animoto to create a visual presentation of their work from the
Web 2.0 tools. Students will have the option of using Microsoft Word to write an informative essay
that justifies why the coordinate points they used will never cause a collision. Students will have the

Instructional Plan
Preparation

Management

Instructional Strategies
and Learning Activities

option to create a podcast or a screencast. Students will use an edublog to publish presentations
and evaluate two of their peers work.
Students have been working on this geometry unit in mathematics for three weeks. They have
already created a digital flip book of math terms in Spanish and English along with illustrations using
Flipsnack. Students have already engaged in scaffolding tasks and constructing tasks to help develop
a conceptual framework for this practice task. Some students with diverse learning needs have
received support with the misconception of graphing the x-axis value on the y-axis which they have
been assigned to watch a video and a math rap about graphing points. This unit comes at a time in
the year where most students are proficient with the Web 2.0 tools since they have been exposed to
them all year long. Students will be allowed to create presentation in their own language with an
English translation.
Students will be encouraged to work with a partner. Teacher will exercise discretion, if the student
is not able to work with others, to allow the student to work independently. Students will have the
option of completing the project in class or in a blended format. Students who do not have access to
technology at home will have the opportunity to access computers before, during, and after school.
Students, whose parents use technology as a punishment, will be allowed to use the digital tools to
complete their work. Students will have the option of accessing technology via the smart phone,
tablets, or desktop computers. A no-tech option will be available should the internet not function on
the days when the project is scheduled to be completed. Students will use a paper version of the
online spreadsheet and individual whiteboards to illustrate their work. A smart phone will be
available to take pictures, scan papers, and whiteboards to an image that can be uploaded at a later
time for the presentations. Students will also have the option of creating an oral version of their
written presentation should the power fail and students are not able to use the word processor to
edit their essays. If the spell check is not available, students will use the printed text of a dictionary
to clarify spelling errors.
Teacher will facilitate a numeracy talk, by where a set of coordinate pairs are presented for graphing,
as a strategy to active prior knowledge. A random name generator will select students name to
provide a solution. Wait time will be provided for students. Students are requested to give a
thumbs up when prepared to discuss their answers. Students think aloud and justify their answers.
Students are encouraged to collaborate before sharing their work as well as during center activities.
The class agrees upon the answer. Students assume an adult role of an Air Traffic Controller and

Differentiation

researches the career of an Air Traffic Controller in center activity. Students will have the
opportunity to use transparency overlays to graph plane stickers and identify the location of the
sticker on the coordinate plane using coordinate pair in a center activity. Students will have an
option to write a letter to their guardians informing them where to find the plane tickets using
coordinate pairs to map the path and the final location, on a diagram of their house, in a center
activity. Students will have the option to analyze a completed flight plans coordinates and
determine if the planes will ever collide? Students will have the option of reading the book,
Hatchet, by Gary Paulsen and creating a flight plan that would save his plane from colliding with
another. Students will have the option of recording a song or poem that helps them remember the
process of how to graph a coordinate pair in a center activity. Students will have the option of
playing the game, Battleship, which uses a grid and coordinate pairs to identify the location of
enemy ships. Whichever player identifies the series of points first to sink the opponents battleship,
wins the game. Students will have the option to create a graphic organizer, or other visual
representations of the process by which students can follow, to graph a coordinate pair. Students
will have the option of using digital tools to complete their final project in class at the technology
center. The teacher will coach students performance by providing direct instruction and effective
feedback. All work generated from the students center activities will be scanned or photographed
and included into their final project.
Differentiation is evident in the content, process, product, and the environment of this lesson. Since
the cognitive development of my classes are asynchronous, this lesson supports the diverse learning
needs of my students. A digital pictionary was created with the assistance of the English as a Second
Language (ESOL) teacher. Students have an option in how they access the content by completing
five of the seven activity center activities. The activities in the learning centers address all learning
styles and learning modalities. Students have the option of what information they will include in
their presentation and the presentation platform by which to present their work. English language
learners have the option of presenting their project in their native language with an English
translation. Enrichment opportunities will be available for gifted learners to have a choice of
exploring a new digital tool to use to complete their work. Students with disabilities have an
opportunity to use an assistive technology website to interact with a coordinate plane and graphing
coordinate pairs. The environment by which students complete their work is also differentiated.
Students have the option to complete their work in a blended format using a learning management

Reflection

Closure

system or during center time. Students are encouraged to try new ways so that they are exposed to
alternatives forms of learning.
Implementation of this lesson will begin in the Fall 2016. Students will have the opportunity to take
a survey and evaluate the effectiveness of this lesson. The results from the survey will be discussed
in the closure of the lesson.
Implementation of this lesson will begin in the Fall 2016

Rubrics
Points
Collaboration

Presentation Assessment Rubric

3
2
Student
Student
Student
collaborated with collaborated
collaborated
more than 2 other with 2 other
with 1 other
students to
students to
student to
determine if their determine if
determine if
flight plan would
their flight plan their flight
not result in the
would not
plan would not
planes intersecting result in the
result in the
or colliding.
planes
planes
intersecting or
intersecting or
colliding.
colliding.
4

Content
Student included
Requirements three of the three
required flight
plans. Student
included more
than 4 images and
produced an

Student
included two of
the three
required flight
plans. Student
included more
than 2 images

Student
included one
of the three
required flight
plans. Student
included 1
image and

0
Student did not
collaborate with
any other student
to determine if
their flight plan
would not result
in the planes
intersecting or
colliding.

Student did not

include a flight
plan or an
informative essay
in their
presentation.

informative essay
justifying the
reason why they
believed their
flight plans would
not result in a
collision.

Creativity

Technology

Rubric for Blog Post

Criteria
Original Post

Academic
Vocabulary

and produced
an informative
essay justifying
the reason why
they believed
their flight
plans would not
result in a
collision.

produced an
informative
essay justifying
the reason
why they
believed their
flight plans
would not
result in a
collision.
Student used
music to
enhance their
presentation.

Student used
Student used
different layout
different layout
styles, slide
styles and
translations, and
music to
music to enhance enhance their
their presentation. presentation.
Student used a
Student used a Student used
new technology
teacher
paper and
tools, websites, or recommended pencil to
productivity tools technology tool accomplish
to accomplish this to accomplish
this task.
task.
this task.
Unacceptable
Acceptable
Original post does not
Original post addresses
address the discussion
some elements the
topic.
discussion topic.
(3 pts.)
(6 pts.)
Use of content
Use of content
vocabulary is not
vocabulary is evident
evident in original or
only in original post.
response to peers post.

Student did not

use layout styles,
slide transitions,
or music to
enhance their
presentation.
Student did not
use paper, pencil,
or any technology
tools to
accomplish this
task.
Advanced
Original post addresses
all elements of the
discussion topic.
(10 pts.)
Use of content
vocabulary is evident in
original post and
response to peers post

Response to Peer

Grammar

Total

(0 pts.)
Response to peer
demonstrated evidence
of all but two of the
following:
Respected
peers opinion
Related
personal
experiences to
peers response
Responded to
peers response
with a critical
question
(2 pts.)
Post must be edited
and resubmitted for
credit
Original post contained
four or more
grammatical errors. (0
pts.)
Post must be edited
and resubmitted for
credit.

(2 pts.)
Response to peer
demonstrated evidence
of all but one of the
following:
Respected
peers opinion
Related
personal
experiences to
peers response
Responded to
peers response
with a critical
question
(4 pts.)

(4 pts.)
Response to peer
demonstrated evidence
of all of the following:
Respected
peers opinion
Related
personal
experiences to
peers response
Responded to
peers response
with a critical
question

Original post contained

two or more
grammatical errors. (2
pts.)
Post must be edited
and resubmitted for
credit.

Original post contained

no grammatical errors.
The content was clear,
concise, and easy to
read. (5 pts.)

(6 pts.)

____out of
25 points possible