Flight Instructor (Airplane) Lazy Eights (ASEL, ASES) Lesson Plan

Flight Instructor (Airplane) • ACS Area IX, Task D

The Flight Instructor (Airplane) Lazy Eights (ASEL, ASES) Lesson Plan covers the instructional knowledge, risk management, and skills required by FAA-S-ACS-25.

Flight Instructor (Airplane) Lazy Eights (ASEL, ASES) Lesson Plan

Introduction

  • Schedule

    Topic:
    Time:
    Attention/Motivator:
    0:05
    Part 1, Lesson Introduction:
    0:05
    Part 2, Instructional Knowledge:
    0:25
    Part 3, Risk Management Instruction:
    0:15
    Part 4, Skill Demonstration and Teaching:
    0:30
    Part 5, Guided Teaching Scenario:
    0:20
    Part 6, Lesson Conclusion:
    0:05
    Remotivation/Closure:
    0:05
    Total Ground Time:
    0:00

  • Attention Getter:

    • Present a teaching scenario in which learner safety or understanding depends on effective instruction in lazy Eights (ASEL (Airplane Single-Engine Land), ASES (Airplane Single-Engine Sea)).
    • Ask the instructor applicant to identify the first instructional decision that will shape the learner's outcome.

  • Motivator:

    • To determine the applicant understands lazy eights, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.

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Flight Instructor (Airplane) Lazy Eights (ASEL, ASES) Lesson Plan

Materials

Flight Instructor (Airplane) Lazy Eights (ASEL, ASES) Lesson Plan

Instructor Actions

  • Review the common errors and their associated mitigations with the learner.
    • Have the learner explain how to recognize, prevent, and correct each applicable error using aircraft-specific procedures and limitations.
    • Use a scenario or observed practice error to verify the learner can select and apply the mitigation.
  • Before the lesson, review the reference materials, applicable airplane limitations, and the instructor applicant's prior lesson preparation.
  • Part 1, Lesson Introduction:
    • Present the attention getter and motivator.
    • Review Area of Operation IX, Task D, and the Airman Certification Standards.
    • State the lesson objective: To determine the applicant understands lazy eights, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
  • Part 2, Instructional Knowledge:
    • Use an aircraft- or scenario-specific example, then have the learner explain the purpose of lazy eights and teach the maneuver as two symmetrical 180° climbing and descending turns that develop planning, coordination, and continuously changing control pressures. (AI.IX.D.K1)
    • Relate the continuously changing pitch, bank, airspeed, and load factor to lift, drag, energy, and coordinated flight. (AI.IX.D.K2)
    • Present a concrete example, then require the learner to explain and apply the airplane's entry configuration, recommended airspeed, operating limitations, and the effect of weight and density altitude on performance. (AI.IX.D.K3)
    • Use an aircraft- or scenario-specific example, then have the learner explain the maneuver's key points at 45°, 90°, 135°, and 180° of turn, including the expected pitch, bank, and airspeed trends at each point. (AI.IX.D.K4)
    • Identify, demonstrate, and correct common lazy-eight errors, including abrupt control inputs, chasing reference points, poor coordination, and asymmetric maneuver segments. (AI.IX.D.K5)
  • Part 3, Risk Management Instruction:
    • Use an attention plan that preserves aircraft control while monitoring orientation, outside references, pitch, bank, and airspeed. (AI.IX.D.R1)
    • Control collision hazards through clearing turns, continuous traffic scanning, and suitable practice-area selection. (AI.IX.D.R2)
    • Establish altitude and recovery margins that prevent low-altitude maneuvering, stalls, spins, and controlled flight into terrain (CFIT). (AI.IX.D.R3)
    • Manage distractions and task priorities so situational awareness and orientation are maintained throughout both halves of the maneuver. (AI.IX.D.R4)
    • Recognize and correct uncoordinated flight before it produces excessive drag, poor symmetry, or a stall/spin hazard. (AI.IX.D.R5)
    • Manage potential and kinetic energy continuously so pitch, bank, and airspeed change smoothly without exceeding limitations. (AI.IX.D.R6)
    • Recognize conditions that increase load factor and accelerated-stall risk, and establish intervention and recovery criteria. (AI.IX.D.R7)
    • Require the instructor applicant to model risk controls, intervention points, and discontinue criteria while teaching.
  • Part 4, Skill Demonstration and Teaching:
    • Clear the area and teach the learner to maintain an effective traffic scan. (AI.IX.D.S1)
    • Select an altitude that permits completion of the maneuver no lower than 1,500 feet above ground level (AGL). (AI.IX.D.S2)
    • Establish the recommended entry configuration, power, and airspeed. (AI.IX.D.S3)
    • Maintain coordinated flight through continuously changing pitch and bank attitudes. (AI.IX.D.S4)
    • Demonstrate and coach a smooth, symmetrical lazy eight that meets the following standards: (AI.IX.D.S5)
      • Approximately 30° bank at the steepest point (AI.IX.D.S5a)
      • Constant change of pitch and roll rate and airspeed (AI.IX.D.S5b)
      • Altitude at 180° point, ±100 feet from entry altitude (AI.IX.D.S5c)
      • Airspeed at the 180° point, ±10 knots from entry airspeed (AI.IX.D.S5d)
      • Heading at the 180° point, ±10° (AI.IX.D.S5e)
    • Continue through the specified number of symmetrical loops, then resume straight-and-level flight. (AI.IX.D.S6)
    • Analyze learner performance and correct common errors without compromising positive aircraft control. (AI.IX.D.S7)
    • Coach simultaneous explanation, demonstration, observation, error correction, and, when airborne, positive aircraft control.
  • Part 5, Guided Teaching Scenario:
    • Lead the guided scenario.
    • Evaluate instructional organization, technical accuracy, risk management, learner engagement, and every applicable ACS element.
  • Part 6, Lesson Conclusion:
    • Review the lesson objective, instructional strengths, risk-management decisions, and items requiring additional practice.
    • Present the re-motivation and closure.
  • Update instructor records and the instructor applicant's training record, as required.
Flight Instructor (Airplane) Lazy Eights (ASEL, ASES) Lesson Plan

Guided Scenario(s)

  • The instructor applicant must teach a learner a lesson involving lazy Eights (ASEL, ASES) while maintaining an organized lesson flow and an appropriate level of learner participation.
  • Require the instructor applicant to select a suitable practice area and altitude, clear for traffic, and brief attention, collision, terrain, coordination, energy, and accelerated-stall risks. (AI.IX.D.R1–R7; AI.IX.D.S1–S2)
  • Have the applicant teach and coach a complete lazy eight, identifying the expected pitch, bank, and airspeed at each key point while maintaining coordination and symmetry. (AI.IX.D.K4; AI.IX.D.S3–S6)
  • Introduce an error such as abrupt control use, fixation on a reference point, poor coordination, or asymmetric loops; require timely intervention, correction, and learner-centered feedback. (AI.IX.D.K5; AI.IX.D.S7)
  • Conclude with a learner-centered assessment and instructor self-critique tied to the ACS knowledge, risk management, and skill elements.
Flight Instructor (Airplane) Lazy Eights (ASEL, ASES) Lesson Plan

Student Actions

  • Review the common errors and their associated mitigations before practice.
    • Explain the mitigation for each applicable error and identify how you will apply it during the maneuver.
    • During the debrief, identify any errors made and the correction to use on the next attempt.
  • Complete assigned readings and prepare a lesson plan with objective, content sequence, teaching aids, assessment, and completion standards.
  • Teach the applicable knowledge elements accurately and in learner-appropriate language rather than relying on rote recitation.
  • Identify, assess, mitigate, and teach the risks associated with the task.
  • Demonstrate or explain each applicable skill while maintaining positive control, observing the learner, and correcting errors appropriately.
  • Use effective questions, check learner understanding, conduct a learner-centered assessment, and perform an instructor self-assessment.
Flight Instructor (Airplane) Lazy Eights (ASEL, ASES) Lesson Plan

Airman Certification Standards

Flight Instructor (Airplane) Lazy Eights (ASEL, ASES) Airman Certification Standards

  • Note: For ASEL or ASES, the evaluator must select at least four Tasks including Task A or B, Task C or D, and Tasks E and F from Area of Operation IX , Performance and Ground Reference Maneuvers. For AMEL or AMES the evaluator must select at least Tasks A and E.
  • Task D: Lazy Eights (ASEL, ASES).
  • Objective: To determine the applicant understands lazy eights, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
  • References: FAA-H-8083-2, FAA-H-8083-3, FAA-H-8083-9, FAA-H-8083-25; POH/AFM
Knowledge 5 ACS Elements
  • AI.IX.D.K1:
    Purpose of and procedures for lazy eights.
  • AI.IX.D.K2:
    Aerodynamics associated with lazy eights, including how to maintain coordinated flight.
  • AI.IX.D.K3:
    Performance and airspeed limitations.
  • AI.IX.D.K4:
    Phases of the lazy eight maneuver from entry to recovery.
  • AI.IX.D.K5:
    Common errors related to this Task.
Risk Management 7 ACS Elements
  • AI.IX.D.R1:
    Division of attention between aircraft control and orientation.
  • AI.IX.D.R2:
    Collision hazards.
  • AI.IX.D.R3:
    Low altitude maneuvering, including stall, spin, or controlled flight into terrain (CFIT).
  • AI.IX.D.R4:
    Distractions, task prioritization, loss of situational awareness, or disorientation.
  • AI.IX.D.R5:
    Uncoordinated flight.
  • AI.IX.D.R6:
    Energy management.
  • AI.IX.D.R7:
    Accelerated stalls.
Skills 7 ACS Elements
  • AI.IX.D.S1:
    Clear the area.
  • AI.IX.D.S2:
    Select an altitude that allows the maneuver to be performed no lower than 1,500 feet above ground level (AGL).
  • AI.IX.D.S3:
    Establish the recommended entry configuration, power, and airspeed.
  • AI.IX.D.S4:
    Maintain coordinated flight throughout the maneuver.
  • AI.IX.D.S5:
    Complete the maneuver in accordance with the following:
    • AI.IX.D.S5a:
      Approximately 30° bank at the steepest point
    • AI.IX.D.S5b:
      Constant change of pitch and roll rate and airspeed
    • AI.IX.D.S5c:
      Altitude at 180° point, ±100 feet from entry altitude
    • AI.IX.D.S5d:
      Airspeed at the 180° point, ±10 knots from entry airspeed
    • AI.IX.D.S5e:
      Heading at the 180° point, ±10°
  • AI.IX.D.S6:
    Continue the maneuver through the number of symmetrical loops specified, then resume straight-andlevel flight.
  • AI.IX.D.S7:
    Analyze and correct common errors related to this Task.
Flight Instructor (Airplane) Lazy Eights (ASEL, ASES) Lesson Plan

Conclusion

  • Re-Motivation:

    • Effective instruction in lazy Eights (ASEL, ASES) helps learners build sound judgment, technical competence, and safe operating habits.

  • Closure:

    • Advise students that this lesson will be used as a starting point for the next lesson.
    • Assign study materials for the next lesson.