Flight Instructor (Airplane) Visual Scanning and Collision Avoidance Lesson Plan

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

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

Flight Instructor (Airplane) Visual Scanning and Collision Avoidance 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 visual Scanning and Collision Avoidance.
    • Ask the instructor applicant to identify the first instructional decision that will shape the learner's outcome.

  • Motivator:

    • To determine the applicant understands visual scanning and collision avoidance, can apply that knowledge, manage associated risks, demonstrate pilot-in-command skills, and provide effective instruction.

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Flight Instructor (Airplane) Visual Scanning and Collision Avoidance Lesson Plan

Materials

Flight Instructor (Airplane) Visual Scanning and Collision Avoidance 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 II, Task B, and the Airman Certification Standards.
    • State the lesson objective: To determine the applicant understands visual scanning and collision avoidance, can apply that knowledge, manage associated risks, demonstrate pilot-in-command skills, and provide effective instruction.
  • Part 2, Instructional Knowledge:
    • Use an aircraft- or scenario-specific example, then have the learner explain how haze, smoke, glare, darkness, precipitation, clouds, windshield condition, sun angle, contrast, background clutter, oxygen deprivation, fatigue, and visual accommodation can reduce detection range or delay recognition of traffic. (AI.II.B.K1)
    • Review, teach, and assess learner understanding of vestibular and visual illusions, including their operating conditions, misleading sensations or perceptions, and instrument or procedural defenses: (AI.II.B.K2)
    • Use an aircraft- or scenario-specific example, then have the learner explain the pilot's see-and-avoid responsibility during visual conditions regardless of air traffic control service, traffic displays, right-of-way status, or another crewmember's presence. (AI.II.B.K3)
    • Demonstrate a systematic scan using short, regularly spaced eye movements and pauses, off-center viewing when appropriate, overlapping sectors, and peripheral-vision cues for motion, while emphasizing the time needed for the eyes to refocus between cockpit and distance. (AI.II.B.K4)
    • Map blind spots created by aircraft structure, occupants, equipment, and seating position; teach clearing turns, changes in head position, maneuver-specific clearing, and mutual confirmation before entering a blind area. (AI.II.B.K5)
    • Explain that traffic with little or no relative angular movement but increasing apparent size is on a collision course, and require immediate, positive avoidance rather than continued observation or reliance on the other aircraft. (AI.II.B.K6)
    • Identify high-risk environments, including airport traffic patterns, practice areas, navigation fixes, choke points, training routes, climb and descent corridors, congested airspace, formation or aerial activity, and operations near reduced visibility or sun glare. (AI.II.B.K7)
    • Present a concrete example, then require the learner to explain and apply deliberate division of attention that protects aircraft control and outside scanning, uses brief and purposeful instrument or display checks, delays nonessential cockpit tasks, and increases exterior attention in high-collision-risk areas. (AI.II.B.K8)
  • Part 3, Risk Management Instruction:
    • Have the learner identify cockpit, instructional, passenger, radio, display, and checklist distractions; establish sterile periods, transfer-of-control discipline, and stop-or-delay criteria that preserve aircraft control and exterior scanning. (AI.II.B.R1)
    • Counter relaxed intermediate focal distance by deliberately focusing on distant objects, scanning defined sectors, changing focus between near and far references, and avoiding an unfocused stare through an empty or hazy visual field. (AI.II.B.R2)
    • Before entering high-volume environments, identify traffic flows and conflict points, obtain applicable advisories, configure and brief early, increase scan frequency, reduce nonessential workload, and remain prepared to alter course or altitude. (AI.II.B.R3)
    • Use the components of collision reaction time—recognition, decision, response, aircraft reaction, and avoidance—to show why early detection and decisive maneuvering are necessary and why waiting for certainty can eliminate the escape margin. (AI.II.B.R4)
    • When using a safety pilot, establish qualifications, required visibility and view, transfer-of-control procedures, scan responsibilities, communications, and intervention criteria; emphasize that assigning a safety pilot does not transfer the operating pilot's collision-avoidance responsibility. (AI.II.B.R5)
    • Require the instructor applicant to model risk controls, intervention points, and discontinue criteria while teaching.
  • Part 4, Skill Demonstration and Teaching:
    • Demonstrate and have the learner scan defined sectors with short, regularly spaced eye movements and pauses while maintaining aircraft control and periodically refocusing at distance. (AI.II.B.S1)
    • Have the learner identify the aircraft's actual blind spots and scan around each obstruction using head and body movement, clearing turns, and coordinated assistance when available. (AI.II.B.S2)
    • Assess the learner's use of an appropriate scan during straight flight, climbs, descents, turns, maneuver entry, traffic-pattern operations, and before configuration or course changes. (AI.II.B.S3)
    • When available, teach correct range and filter selection, traffic-symbol and trend interpretation, visual acquisition techniques, alert response, and equipment limitations while preventing fixation or substitution of the display for outside scanning. (AI.II.B.S4)
    • 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) Visual Scanning and Collision Avoidance Lesson Plan

Guided Scenario(s)

  • Assign a flight through a busy practice area and traffic pattern with haze, sun glare, cockpit workload, blind spots, and optional traffic-alert equipment; require the instructor applicant to teach the visual, physiological, regulatory, and collision-cue concepts. (AI.II.B.K1–K8)
  • Have the learner demonstrate a systematic exterior scan, clear around physical obstructions, divide attention appropriately, and use traffic-alert information without fixation or relinquishing see-and-avoid responsibility. (AI.II.B.S1–S4)
  • Introduce traffic with little relative movement, a cockpit distraction, or a safety-pilot coordination problem and require early recognition, workload reduction, decisive avoidance, and appropriate instructor intervention. (AI.II.B.R1–R5)
  • Introduce a realistic learner error, such as staring through haze, scanning too rapidly, looking only where a traffic display depicts a target, or failing to clear a blind area, and require diagnosis and correction.
  • Conclude with a learner-centered assessment and instructor self-critique tied to the ACS knowledge, risk management, and skill elements.
Flight Instructor (Airplane) Visual Scanning and Collision Avoidance 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) Visual Scanning and Collision Avoidance Lesson Plan

Airman Certification Standards

Flight Instructor (Airplane) Visual Scanning and Collision Avoidance Airman Certification Standards

  • Note: The evaluator must select Tasks C, K, and at least one other Task from this Area of Operation. The evaluator must also select Task P for multiengine applicants.
  • Task B: Visual Scanning and Collision Avoidance.
  • Objective: To determine the applicant understands visual scanning and collision avoidance, can apply that knowledge, manage associated risks, demonstrate pilot-in-command skills, and provide effective instruction.
  • References: AC 90-48; AIM; FAA-H-8083-2, FAA-H-8083-3, FAA-H-8083-9, FAA-H-8083-25
Knowledge 8 ACS Elements
  • AI.II.B.K1:
    Environmental conditions that degrade vision.
  • AI.II.B.K2:
    Vestibular and visual illusions.
  • AI.II.B.K3:
    “See and Avoid” responsibilities.
  • AI.II.B.K4:
    Visual scanning procedure and the importance of peripheral vision.
  • AI.II.B.K5:
    Aircraft blind spots and clearing procedures.
  • AI.II.B.K6:
    Visual cues of an impending mid-air collision.
  • AI.II.B.K7:
    Situations that create the greatest collision risk.
  • AI.II.B.K8:
    Division of attention inside and outside the aircraft.
Risk Management 5 ACS Elements
  • AI.II.B.R1:
    Distractions to visual scanning.
  • AI.II.B.R2:
    Relaxed intermediate focal distance.
  • AI.II.B.R3:
    High volume operational environments.
  • AI.II.B.R4:
    Collision reaction time.
  • AI.II.B.R5:
    Use of a safety pilot.
Skills 4 ACS Elements
  • AI.II.B.S1:
    Effectively scan using short regularly spaced eye movements.
  • AI.II.B.S2:
    Scan around physical obstructions.
  • AI.II.B.S3:
    Use appropriate visual scanning techniques.
  • AI.II.B.S4:
    Use electronic traffic alert systems, if available.
Flight Instructor (Airplane) Visual Scanning and Collision Avoidance Lesson Plan

Conclusion

  • Re-Motivation:

    • Effective instruction in visual Scanning and Collision Avoidance 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.