Flight Instructor (Airplane) Glassy Water Approach and Landing (ASES, AMES) Lesson Plan

Flight Instructor (Airplane) • ACS Area VII, Task J

The Flight Instructor (Airplane) Glassy Water Approach and Landing (ASES, AMES) Lesson Plan covers the instructional knowledge, risk management, and skills required by FAA-S-ACS-25.

Flight Instructor (Airplane) Glassy Water Approach and Landing (ASES, AMES) 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 glassy Water Approach and Landing (ASES (Airplane Single-Engine Sea), AMES (Airplane Multiengine Sea)).
    • Ask the instructor applicant to identify the first instructional decision that will shape the learner's outcome.

  • Motivator:

    • To determine the applicant understands glassy-water approach and landing, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.

Help Us Grow

Enjoy CFI Notebook? A one-time donation helps us create more high-quality lessons, quizzes, scenarios, graphics, and interactive tools.

One-Time Donation
Flight Instructor (Airplane) Glassy Water Approach and Landing (ASES, AMES) Lesson Plan

Materials

Flight Instructor (Airplane) Glassy Water Approach and Landing (ASES, AMES) 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 VII, Task J, and the Airman Certification Standards.
    • State the lesson objective: To determine the applicant understands glassy-water approach and landing, 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 the purpose and aircraft-specific sequence for a glassy-water approach and landing, including site inspection, visual references, stabilized descent, attitude control, and touchdown. (AI.VII.J.K1)
    • Use an aircraft- or scenario-specific example, then have the learner explain how pitch, power, configuration, airspeed, and a constant descent rate manage energy when height and closure cues are unreliable. (AI.VII.J.K2)
    • Use guided questioning to have the learner explain how calm wind, haze, lighting, shoreline features, density altitude, water condition, and loading affect visual perception, approach control, and landing distance. (AI.VII.J.K3)
    • Use an aircraft- or scenario-specific example, then have the learner explain when glassy-water technique is required and why a normal flare based on unreliable height perception can lead to premature flare, hard contact, or loss of control. (AI.VII.J.K4)
    • Have the learner identify and correct common errors, including inadequate site inspection, poor reference selection, unstable descent, fixation, premature flare, excessive sink, attitude changes before contact, and delayed go-around. (AI.VII.J.K5)
  • Part 3, Risk Management Instruction:
    • Select the approach path and touchdown area using pilot capability, airplane performance and limitations, usable water area, visual references, obstacles, and go-around options. (AI.VII.J.R1)
    • Inspect water depth, debris, current, hidden obstacles, surface condition, and shoreline hazards before committing to the approach. (AI.VII.J.R2)
    • Brief an early go-around decision point, escape path, configuration sequence, and rejected-landing plan before descending below reliable visual references. (AI.VII.J.R3)
    • Clear the approach, touchdown, and go-around paths for vessels, aircraft, wildlife, terrain, wires, and other collision hazards. (AI.VII.J.R4)
    • Ask the learner to define and relate to operational decisions pitch, airspeed, bank, descent-rate, terrain-clearance, and instructor-intervention limits that prevent stall, spin, or controlled flight into terrain. (AI.VII.J.R5)
    • Manage reduced visual cues and workload by prioritizing attitude, power, descent rate, directional control, references, and go-around criteria. (AI.VII.J.R6)
    • Verify and verbally confirm the amphibious landing gear is in the correct position for a water landing before beginning the final descent. (AI.VII.J.R7)
    • Require the instructor applicant to model risk controls, intervention points, and discontinue criteria while teaching.
  • Part 4, Skill Demonstration and Teaching:
    • Complete the appropriate checklist items and verify landing readiness. (AI.VII.J.S1)
    • Make clear, timely radio calls appropriate to the operating environment. (AI.VII.J.S2)
    • Scan the landing area, approach corridor, and go-around path for traffic and obstructions. (AI.VII.J.S3)
    • Select an approach and landing path using water condition and depth, usable visual references, collision hazards, and the planned escape path. (AI.VII.J.S4)
    • Establish the recommended configuration, airspeed, and trim, then coordinate pitch and power to maintain a stabilized approach. (AI.VII.J.S5)
    • Maintain the published approach airspeed or, if none is published, not more than 1.3 VSO within ±5 knots. (AI.VII.J.S6)
    • Use smooth, timely power and control adjustments to hold the selected pitch attitude and descent rate until water contact. (AI.VII.J.S7)
    • Contact the water in the proper pitch attitude and decelerate to idle-taxi speed. (AI.VII.J.S8)
    • Maintain directional control throughout the approach, touchdown, and deceleration. (AI.VII.J.S9)
    • Analyze learner performance and correct common errors while preserving positive aircraft control. (AI.VII.J.S10)
    • 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) Glassy Water Approach and Landing (ASES, AMES) Lesson Plan

Guided Scenario(s)

  • Assign a calm-water arrival with unreliable height cues that requires the instructor applicant to teach site inspection, external references, a stabilized attitude-and-power descent, and predetermined go-around criteria.
  • Require an approach-path and water-area assessment, gear-position verification, traffic and obstacle controls, go-around plan, and low-altitude intervention limits. (AI.VII.J.R1–R7)
  • Have the applicant coach the complete maneuver from landing-area scan and reference selection through stabilized descent, water contact, and deceleration. (AI.VII.J.S1–S9)
  • Introduce an error such as fixation, premature flare, unstable descent rate, attitude change before contact, directional drift, or gear-position uncertainty and require timely intervention and learner-centered correction. (AI.VII.J.K5; AI.VII.J.S10)
  • Conclude with a learner-centered assessment and instructor self-critique tied to the ACS knowledge, risk management, and skill elements.
Flight Instructor (Airplane) Glassy Water Approach and Landing (ASES, AMES) 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) Glassy Water Approach and Landing (ASES, AMES) Lesson Plan

Airman Certification Standards

Flight Instructor (Airplane) Glassy Water Approach and Landing (ASES, AMES) Airman Certification Standards

  • Note: The evaluator must select at least two takeoff and two landing Tasks from Area of Operation VII, Takeoffs, Landings, and Go-Arounds.
  • Task J: Glassy Water Approach and Landing (ASES, AMES).
  • Note: If a glassy water condition does not exist, the applicant must be evaluated by simulating the Task.
  • Objective: To determine the applicant understands glassy-water approach and landing, can apply that knowledge, manage associated risks, demonstrate appropriate skills, and provide effective instruction.
  • References: AIM; FAA-H-8083-2, FAA-H-8083-9, FAA-H-8083-23, FAA-H-8083-25; POH/AFM
Knowledge 5 ACS Elements
  • AI.VII.J.K1:
    Purpose of and procedures for glassy water approach and landing.
  • AI.VII.J.K2:
    A stabilized approach, including energy management concepts.
  • AI.VII.J.K3:
    Effects of atmospheric conditions, including wind, on approach and landing performance.
  • AI.VII.J.K4:
    When and why glassy water techniques are used.
  • AI.VII.J.K5:
    Common errors related to this Task.
Risk Management 7 ACS Elements
  • AI.VII.J.R1:
    Selection of approach path and touchdown area based on pilot capability, airplane performance and limitations, and available distance.
  • AI.VII.J.R2:
    Water surface/condition.
  • AI.VII.J.R3:
    Planning for a go-around and rejected landing.
  • AI.VII.J.R4:
    Collision hazards.
  • AI.VII.J.R5:
    Low altitude maneuvering, including stall, spin, or controlled flight into terrain (CFIT).
  • AI.VII.J.R6:
    Distractions, task prioritization, loss of situational awareness, or disorientation.
  • AI.VII.J.R7:
    Gear position in an amphibious airplane.
Skills 10 ACS Elements
  • AI.VII.J.S1:
    Complete the appropriate checklist(s).
  • AI.VII.J.S2:
    Make radio calls as appropriate.
  • AI.VII.J.S3:
    Scan the landing area for traffic and obstructions.
  • AI.VII.J.S4:
    Select a proper approach and landing path considering the landing surface, visual attitude references, water depth, and collision hazards.
  • AI.VII.J.S5:
    Establish the recommended approach and landing configuration, airspeed, and trim, and adjust pitch attitude and power as required to maintain a stabilized approach.
  • AI.VII.J.S6:
    Maintain manufacturer’s published approach airspeed or in its absence not more than 1.3 VSO, ±5 knots.
  • AI.VII.J.S7:
    Make smooth, timely, and correct power and control adjustments to maintain proper pitch attitude and rate of descent to touchdown.
  • AI.VII.J.S8:
    Contact the water in a proper pitch attitude, and slow to idle taxi speed.
  • AI.VII.J.S9:
    Maintain directional control throughout the approach and landing.
  • AI.VII.J.S10:
    Analyze and correct common errors related to this Task.
Flight Instructor (Airplane) Glassy Water Approach and Landing (ASES, AMES) Lesson Plan

Conclusion

  • Re-Motivation:

    • Effective instruction in glassy Water Approach and Landing (ASES, AMES) 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.