Lesson Plan Template
Video Presentation Title: iPhone App to Find the Cheapest Gas Prices
Unit of Instruction:
Technology
Subject/Course: Math Models
Standard(s):
TEKS: MM 1.B: use a problem-solving model that incorporates analyzing
given information, formulating a plan or strategy, determining a solution,
justifying the solution, and evaluating the problem-solving process and
the reasonableness of the solution
Objective(s):
Students will be able to create and evaluate a plan for creating an iPhone
App that finds the cheapest gas prices.
Career and College Readiness Standard:
 Cross-Disciplinary Standard 1.C.1 – Problem Solving
Analyze a situation to identify a problem solved.
 Cross-Disciplinary Standard 1.C.2 – Problem Solving
Develop and apply multiple strategies to solve a problem.
Assessment/Demonstration of Learning:
iPhone Gas Price App Poster - Students will form a small groups and
generate a poster of what the actual app might look like and do. We will
roll play like I am at the app store and each group will try to sell me their
app.
The poster must contain –
 a graphical layout of what the app will look like
 a list of all the features
 Must address at least 3 of the constraints to the problem
© 2014 Spark 101
Resources Needed:
Projector + Spark 101 Video
Guided Notes (1 copy per student) - Available After Lesson Plan
Copy Paper/Poster Paper (2 per group)
Markers/Colored Pencils
Post-It Notes/Notecards (1 per student)
Developed by John Dilligard, Gilliam Collegiate Academy, Dallas, Texas
Lesson Component
Activator
(Prior to showing the
video presentation)
Problem/Motivation
(Part I of video)
Problem Solving
Activity
(Describe process for
identifying possible
solution(s) to the problem
presented)
Time Allotted
Time:
5 minutes
Time:
4-8 minutes
Time:
30 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Teacher Procedure
Activate prior experience by showing them an iPhone with all the apps. Ask them how
many of them have smart phones and which apps they have. Ask them had they ever
thought about what went into making their apps and how much money can be made
selling apps. Engage the students by showing the video – How to make money from
iPhone apps. The video is 3 minutes long and gives statistics on how much money is
made from several apps. The idea is to get them excited about the entrepreneurial
aspects of creating apps.
The problem statement is shown in the first 1:48 minutes of the video. After the
problem statement is stated, ask students to think about the problem statement and to
write their problem statement on the Guided Notes. Next, ask the students to think
about what things they might need to create an iPhone app and to write these things in
the list box on the Guided Notes. After that, pair the students up and have them discuss
their problem statements and needs lists. Lastly, have the paired groups share their
problem statements and needs list.
After the first segment of the video, have students read “Part I” on their Guided Notes.
Allow students to work in small groups to complete the “4 Corners and a Diamond”
section on their Guided Notes to illustrate their thinking as they discuss the problem.
Walk around as students are working to ask probing questions, correct misconceptions,
or extend students’ thinking as necessary. Challenge their decisions, and have them
defend their answers. (See questions below.)
Have students work in their groups to use the “4 Corners and a Diamond” graphic
organizer they just completed and draft a final proposal on a separate piece of
paper/cardstock/butcher paper.
Depending on time and intended learning outcomes, have students share their
solutions with the rest of the class in one of the following ways:
 Post the proposals around the room, and have students do a Gallery Walk to
look at all of the other groups’ work. You can also give them Post-It notes to
provide feedback to other groups and initiate discussion by posting questions,
challenges, or compliments on other groups’ proposals.
© 2014 Spark 101
Developed by John Dilligard, Gilliam Collegiate Academy, Dallas, Texas

Have students present their proposals to the rest of the class by giving a
presentation. You can have students role-play a proposal scenario in which they
must persuade an investor/committee/etc. to invest in their plan. You can also
provide a reward to the group with the best presentation.
Checks for Understanding
 What are the several constraints we need to keep in mind while solving this
problem?
 What do you already know about creating apps? What might you need?
 How would the app that they are attempting to make going to be useful?
Solving the Problem
(Part II of video)
Comparing Solutions
and Meaning
(Describe process for
identifying possible
solution(s) to the problem
presented)
Future Impact and
Meaning
(Part III of video)
Future Impact and
Meaning
(Have students reflect
on how solving the
problem might relate to current or
future goals)
Summarizer/Closure
© 2014 Spark 101
Time:
2-5 minutes
Time:
5 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Time:
2-5 minutes
Time:
5 minutes
Grouping:
Independent
Pairs
Small groups (3-5)
Whole group
Time:
5 minutes
Show this second segment of the video to your students, letting them know that they
will be comparing their solutions to the actual solution shared by the industry
professional(s).
After the second part of the video, have students work in their groups to discuss and
write answers to the following questions on their Guided Notes:
 Which technologies did the team end up using? How did they work?
 Where did the team test the technologies? Why did they do this?
Checks for Understanding
Cold call on groups to share out their answers with the rest of the class.
Show this third and final segment of the video to your students, letting them know that
they will be reflecting on their thoughts related to pursing possible education pathways
and careers presented in the video.
After the third part of the Spark 101 video, have students work in their groups to
discuss and write answers to the following questions on their Guided Notes:
 How were your solutions similar to those generated by the team? How were
they different?
 In cases where they were different, which solution was better? Why?
Checks for Understanding
Cold call on groups to share out their answers with the rest of the class.
Option 1: Wedding Tradition Exit Ticket
Give each student a notecard, and have them separate it into four sections and label and
respond as follows:
Developed by John Dilligard, Gilliam Collegiate Academy, Dallas, Texas




Section 1 - Something Old: In this section, students will write a piece of prior
knowledge that they knew before today that was useful for solving today’s
problem.
Section 2 – Something New: In this section, students will write something that
they learned today that was useful for solving the problem.
Section 3 – Something Borrowed: In this section, students will write something
that another student said that was useful for solving today’s problem.
Section 4 – Something Blue: In this section, students will write something “blue”
– meaning, something that stood out as interesting or unusual while solving the
problem today.
Option 2: Post-It Board Closure:
Have students complete one of the following sentence stems, write it on a Post-It, and
stick it on the board/door as they leave the classroom:
 What grabbed my attention the most today was…
 Something that was new or surprising today was…
 One thing that I learned that I may be able to use in the future is…
 I am still unsure about…
 A question I still have about this is…
 Something we did today that relates to my college or career goals is…
Have teams turn in their proposals at the end of the class period.
Assessment (if applicable)
Differentiation for Diverse Learners:
Additional Notes (if needed)
Accommodations/Modifications for Special Populations:
 Provide extra time to complete tasks.
 Provide a correctly completed example of the task.
 Provide visuals of cell phone apps as resources for use during discussion.
 Begin with a KWL or other instructional strategy to activate prior knowledge of cell phone apps.
English Language Learners:
 Allow some native language discussion in small groups.
 Allow students to respond to checks for understanding and questions in writing rather than verbally.
 Provide visuals of cell phone apps in-use during discussion.
 Explicitly teach (or re-teach) challenging vocabulary words.
Extensions for Advanced Learners:
© 2014 Spark 101
Developed by John Dilligard, Gilliam Collegiate Academy, Dallas, Texas


CK12 Connections (if available)
© 2014 Spark 101
Add more constraints for the problem solving scenario: specific budget amounts, equipment is not
working, specific time limits, specific weight allowances, etc. Have students conduct outside research to
solve the problem according to these new constraints.
Have students pitch their proposal to the rest of the class, and have the class respond with constructive
critiques and probing questions to challenge the group.
OpenStax Connections (if available)
Developed by John Dilligard, Gilliam Collegiate Academy, Dallas, Texas
Name: _____________________________________________________
Date: _____________________
Guided Notes: Creating an iPhone App For Gas Prices
In the video, what is the stated problem that is trying to be solved? Write a brief statement on the lines below.
___________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________________________
Imagine you’re going to create an iPhone app. Make a list of the items you might need.
_________________ _________________ _________________ _________________
_________________ _________________ _________________ __________________
_________________ _________________ _________________ _________________
 After watching the video, circle the items that were actually used to solve the problem from your list.
Add the ones you missed in the remaining blanks.
iPhone App Development: Part I
This video highlights how UCG/OPIS created an iPhone app to provide gas price info to users from data
gleaned from their database. Consider the team’s requirements below:
 Must run on IOS
 Must run on a small screen
 Must use XCODE
 Needs current gas prices and amenity information
 Limited resources and staffing
© 2014 Spark 101
Developed by John Dilligard, Gilliam Collegiate Academy, Dallas, Texas
Using the graphic organizer you just completed, work with your group to draft a final proposal on a separate
piece of paper that details your iPhone Gas App plan.
iPhone App Development: Part II
 Which technologies did the team end up using? How did they work?
 Where did the team test the technologies? Why did they do this?
iPhone App Development: Part III
 How were your solutions similar to those generated by the team? How were they different
 In cases where they were different, which solution was better? Why?
© 2014 Spark 101
Developed by John Dilligard, Gilliam Collegiate Academy, Dallas, Texas