Flight Instructor (Airplane) Engine Starting Lesson Plan

Flight Instructor (Airplane) • ACS Area V, Task C

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

Flight Instructor (Airplane) Engine Starting 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 engine Starting.
    • Ask the instructor applicant to identify the first instructional decision that will shape the learner's outcome.

  • Motivator:

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

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Flight Instructor (Airplane) Engine Starting Lesson Plan

Materials

Flight Instructor (Airplane) Engine Starting Lesson Plan

Instructor Actions

  • 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 V, Task C, and the Airman Certification Standards.
    • State the lesson objective: To determine the applicant understands engine starting, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
  • Part 2, Instructional Knowledge:
    • Present a concrete example, then require the learner to explain and apply manufacturer-approved starting procedures for normal, cold, hot, flooded, and other applicable conditions, including recognition and correction of an unsuccessful start. (AI.V.C.K1)
    • Present a concrete example, then require the learner to explain and apply external-power starting procedures, equipment compatibility, connection and disconnection sequence, communication, and precautions against electrical or propeller hazards. (AI.V.C.K2)
    • Use an aircraft- or scenario-specific example, then have the learner explain starter-duty-cycle, temperature, oil-pressure, battery, electrical, fire, and other engine limitations applicable during start. (AI.V.C.K3)
  • Part 3, Risk Management Instruction:
    • Control propeller hazards by treating the propeller as live, clearing the area, securing the airplane, announcing the start, and maintaining awareness of people and property. (AI.V.C.R1)
    • Control external-power risks through correct voltage and polarity, qualified assistance, safe cable routing, defined communication, proper connection sequence, and separation from moving propellers. (AI.V.C.R2)
    • Monitor starting limitations and discontinue promptly for fire, abnormal indications, failure to start, excessive starter use, or any condition outside manufacturer guidance. (AI.V.C.R3)
    • Require the instructor applicant to model risk controls, intervention points, and discontinue criteria while teaching.
  • Part 4, Skill Demonstration and Teaching:
    • Position the airplane for safe starting while considering structures, other aircraft, wind, propeller blast, nearby persons, vehicles, loose objects, and property. (AI.V.C.S1)
    • Complete the appropriate prestart, start, after-start, and abnormal-start checklist procedures while monitoring engine and electrical indications. (AI.V.C.S2)
    • 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) Engine Starting Lesson Plan

Guided Scenario(s)

  • The instructor applicant must teach a learner a lesson involving engine Starting while maintaining an organized lesson flow and an appropriate level of learner participation.
  • Present a start involving nearby people or property, wind, an abnormal first-start attempt, and possible external power; require the applicant to establish safeguards and termination criteria. (AI.V.C.R1) (AI.V.C.R2) (AI.V.C.R3)
  • Have the applicant position the airplane, brief helpers, clear the propeller area, complete the applicable starting checklist, recognize the abnormal condition, and take the correct action without exceeding limitations. (AI.V.C.S1) (AI.V.C.S2)
  • 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) Engine Starting Lesson Plan

Student Actions

  • 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) Engine Starting Lesson Plan

Airman Certification Standards

Flight Instructor (Airplane) Engine Starting Airman Certification Standards

  • Note: The evaluator must select at least one Task from this Area of Operation.
  • Task C: Engine Starting.
  • Objective: To determine the applicant understands engine starting, 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-8083-23, FAA-H-8083-25; POH/AFM
Knowledge 3 ACS Elements
  • AI.V.C.K1:
    Starting under various conditions.
  • AI.V.C.K2:
    Starting the engine(s) by use of external power.
  • AI.V.C.K3:
    Engine limitations as they relate to starting.
Risk Management 3 ACS Elements
  • AI.V.C.R1:
    Propeller safety.
  • AI.V.C.R2:
    Use of external power unit.
  • AI.V.C.R3:
    Limitations during starting.
Skills 2 ACS Elements
  • AI.V.C.S1:
    Position the airplane properly considering structures, other aircraft, wind, and the safety of nearby persons and property.
  • AI.V.C.S2:
    Complete the appropriate checklist(s).
Flight Instructor (Airplane) Engine Starting Lesson Plan

Conclusion

  • Re-Motivation:

    • Effective instruction in engine Starting 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.