Flight Instructor (Airplane) Steep Spiral (ASEL, ASES) Lesson Plan

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

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

Flight Instructor (Airplane) Steep Spiral (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 steep Spiral (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 steep spirals, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.

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Flight Instructor (Airplane) Steep Spiral (ASEL, ASES) Lesson Plan

Materials

Flight Instructor (Airplane) Steep Spiral (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 B, and the Airman Certification Standards.
    • State the lesson objective: To determine the applicant understands steep spirals, 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 a steep spiral and teach the sequence for selecting a point, clearing, entering, maintaining, and rolling out. (AI.IX.B.K1)
    • Relate the maneuver to emergency landing planning, energy management, wind evaluation, landing-area observation, and maintaining a position from which the landing area remains reachable. (AI.IX.B.K2)
    • Use an aircraft- or scenario-specific example, then have the learner explain how bank angle, airspeed, altitude, and wind correction are coordinated to maintain a constant radius around the selected point. (AI.IX.B.K3)
    • Have the learner use a concrete example to explain how wind changes groundspeed, bank requirement, turn rate, and the airplane's apparent position relative to the reference point. (AI.IX.B.K4)
    • Present a concrete example, then require the learner to explain and apply recognition, prevention, and correction of common steep-spiral errors. (AI.IX.B.K5)
  • Part 3, Risk Management Instruction:
    • Divide attention among aircraft control, the reference point, ground track, altitude, traffic, terrain, wind, and orientation. (AI.IX.B.R1)
    • Mitigate collision hazards through clearing, continued traffic scanning, and selection of an appropriate maneuver area. (AI.IX.B.R2)
    • Use conservative entry and termination altitudes that prevent stall, spin, loss of control, or controlled flight into terrain. (AI.IX.B.R3)
    • Manage distractions and task prioritization while maintaining situational awareness and orientation through multiple descending turns. (AI.IX.B.R4)
    • Maintain coordinated flight and avoid skidding or abrupt control inputs as bank and groundspeed change. (AI.IX.B.R5)
    • Evaluate wind before entry and continuously adjust bank to prevent drift, excessive groundspeed, or an unsafe radius. (AI.IX.B.R6)
    • Remain within airframe, bank-angle, and airspeed limitations throughout the descending maneuver. (AI.IX.B.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 before and throughout the maneuver. (AI.IX.B.S1)
    • Select an entry altitude sufficient for at least three complete 360° turns and completion no lower than the required minimum altitude. (AI.IX.B.S2)
    • Establish and maintain a steep spiral around a suitable reference point using no more than 60° of bank. (AI.IX.B.S3)
    • Apply wind-drift correction to maintain a constant-radius ground track, using the steepest bank on the downwind portion without exceeding 60°. (AI.IX.B.S4)
    • Divide attention among aircraft control, traffic avoidance, terrain, and ground track while maintaining coordinated flight. (AI.IX.B.S5)
    • Maintain specified airspeed within ±10 knots, roll out toward the specified object or heading within ±10°, and complete the maneuver no lower than 1,500 feet AGL. (AI.IX.B.S6)
    • Analyze common errors, demonstrate effective corrections, and assess the applicant's ability to teach those corrections. (AI.IX.B.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) Steep Spiral (ASEL, ASES) Lesson Plan

Guided Scenario(s)

  • The instructor applicant must teach a learner a lesson involving steep Spiral (ASEL, ASES) while maintaining an organized lesson flow and an appropriate level of learner participation.
  • Require the instructor applicant to select the point, area, entry altitude, wind strategy, and termination altitude and to brief clearing, coordination, airspeed, bank, and CFIT controls. (AI.IX.B.R1) (AI.IX.B.R2) (AI.IX.B.R3) (AI.IX.B.R4) (AI.IX.B.R5) (AI.IX.B.R6) (AI.IX.B.R7)
  • Have the applicant teach at least three turns of a steep spiral, introduce a realistic wind-correction or radius error, and coach recovery while meeting airspeed, rollout, and minimum-altitude standards. (AI.IX.B.S1) (AI.IX.B.S2) (AI.IX.B.S3) (AI.IX.B.S4) (AI.IX.B.S5) (AI.IX.B.S6) (AI.IX.B.S7)
  • Introduce a realistic learner error, misconception, change in operating conditions, or external pressure and require the instructor applicant to adapt the lesson.
  • Conclude with a learner-centered assessment and instructor self-critique tied to the ACS knowledge, risk management, and skill elements.
Flight Instructor (Airplane) Steep Spiral (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) Steep Spiral (ASEL, ASES) Lesson Plan

Airman Certification Standards

Flight Instructor (Airplane) Steep Spiral (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 B: Steep Spiral (ASEL, ASES).
  • Objective: To determine the applicant understands steep spirals, 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.B.K1:
    Purpose of and procedures for a proper steep spiral.
  • AI.IX.B.K2:
    Relationship to emergency landing procedures.
  • AI.IX.B.K3:
    Maintaining a constant radius about a point.
  • AI.IX.B.K4:
    Effects of wind on ground track and relation to a ground reference.
  • AI.IX.B.K5:
    Common errors related to this Task.
Risk Management 7 ACS Elements
  • AI.IX.B.R1:
    Division of attention between aircraft control and orientation.
  • AI.IX.B.R2:
    Collision hazards.
  • AI.IX.B.R3:
    Low altitude maneuvering, including stall, spin, or controlled flight into terrain (CFIT).
  • AI.IX.B.R4:
    Distractions, task prioritization, loss of situational awareness, or disorientation.
  • AI.IX.B.R5:
    Uncoordinated flight.
  • AI.IX.B.R6:
    Effects of wind.
  • AI.IX.B.R7:
    Airframe or airspeed limitations.
Skills 7 ACS Elements
  • AI.IX.B.S1:
    Clear the area.
  • AI.IX.B.S2:
    Select an altitude sufficient to continue through a series of at least three, 360° turns.
  • AI.IX.B.S3:
    Establish and maintain a steep spiral, not to exceed 60° angle of bank, to maintain a constant radius about a suitable ground reference point.
  • AI.IX.B.S4:
    Apply wind-drift correction to track a constant radius circle around selected reference point with bank not to exceed 60° a steepest point in turn.
  • AI.IX.B.S5:
    Divide attention between airplane control, traffic avoidance and the ground track while maintaining coordinated flight.
  • AI.IX.B.S6:
    Maintain the specified airspeed, ±10 knots and roll out toward an object or specified heading, ±10°, and complete the maneuver no lower than 1,500 feet above ground level (AGL).
  • AI.IX.B.S7:
    Analyze and correct common errors related to this Task.
Flight Instructor (Airplane) Steep Spiral (ASEL, ASES) Lesson Plan

Conclusion

  • Re-Motivation:

    • Effective instruction in steep Spiral (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.