Sport Pilot (Airplane) Lost Procedures Lesson Plan

Sport Pilot (Airplane) • PTS Area VII, Task C

The Sport Pilot (Airplane) Lost Procedures Lesson Plan covers the knowledge and skills required by FAA-S-8081-29A.

Sport Pilot (Airplane) Lost Procedures Lesson Plan

Introduction

  • Schedule

    Topic:
    Time:
    Attention/Motivator:
    0:05
    Part 1, Lesson Introduction:
    0:05
    Part 2, Lost Procedures:
    0:10
    Part 3, Lost Procedures Risk Management:
    0:20
    Part 4, Lost Procedures Guided Scenario(s):
    0:20
    Part 5, Lesson Conclusion:
    0:05
    Remotivation/Closure:
    0:05
    Total Ground Time:
    0:00

  • Attention Getter:

    • Research and present a mishap case study:
      • Use a case study in which delayed recognition, continued flight without a reliable position, fuel pressure, or fixation worsened a lost-aircraft event.
    • Discuss how the initial conditions developed into an incident/accident/mishap.
    • Relate similar personal experiences of the same type of incident/accident/mishap.
    • Consider incorporating a case study as a guided scenario.

  • Motivator:

    • Lost aircraft procedures can be simplified down to five simple steps called "The 5 C's."
    • Note, this page does not pertain to remotely-piloted aircraft system lost communications.

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Sport Pilot (Airplane) Lost Procedures Lesson Plan

Materials

Sport Pilot (Airplane) Lost Procedures Lesson Plan

Instructor Actions

  • Review the maneuver's common errors and assess the learner's understanding of their mitigations.
  • Before the lesson, review reference materials.
  • Part 1, Lesson Introduction:
    • If not previously discussed, provide expectations on time to train, ground instruction vs. flight instruction, and instructor/student availability.
    • Review the lesson plan, including the attention-getter and motivator.
    • Review the airman certification standards.
    • Explain that lost procedures require immediate prioritization, situational awareness, and structured problem solving.
    • Set expectations for maintaining aircraft control while resolving uncertainty.
  • Part 2, Lost Procedures:
    • Baseline the discussion by reviewing navigation fundamentals (pilotage, dead reckoning, and situational awareness).
    • Elicit prior knowledge, then establish the operational relevance of the “5 C’s” (Climb, Communicate, Confess, Comply, Conserve) and explain the purpose of each step.
    • Use guided questioning to have the learner explain and apply methods to determine position, including visual checkpoints, navigation systems, and available onboard resources.
    • Use guided questioning to have the learner explain and apply available assistance if lost, including ATC (Air Traffic Control) radar services, flight service, and emergency frequencies.
    • Emphasize maintaining aircraft control while troubleshooting, including appropriate altitude and heading selection.
    • Use guided questioning to have the learner explain and apply risks associated with distractions, task prioritization, and loss of situational awareness.
    • Use guided questioning to have the learner explain and apply collision hazards when maneuvering while uncertain of position.
    • Use a deteriorating scenario to have the learner decide when to seek assistance or declare an emergency.
    • Emphasize ACS (Airman Certification Standards) skill flow: determine position, maintain control, identify landmarks, use available resources, and select an appropriate course of action.
    • Question the student on decision-making triggers (e.g., “When are you officially lost?”).
  • Part 3, Lost Procedures Risk Management:
    • Assess denial, fixation, continued flight into worsening weather, fuel depletion, airspace or terrain conflict, distraction, and delayed assistance risks; require prompt use of the lost-procedure priorities and an early request for help.
  • Required teaching coverage:
    • Assess whether the learner exhibits knowledge of the elements related to lost procedures. (SP.1)
    • Have the learner select and execute a safe lost-procedure response, maintain a deliberate heading and climb only when appropriate, and use available navigation resources or obtain ATC/Flight Service assistance early. (SP.2) (SP.3) (SP.4) (SP.5)
  • Part 4, Lost Procedures Guided Scenario(s):
    • Lead a guided scenario.
    • Present a realistic en route situation where the student cannot identify a checkpoint.
    • Require the student to verbalize priorities (aviate, navigate, communicate).
    • Have the student apply the 5 C’s and explain each step as they progress.
    • Require the student to determine position using available methods and resources.
    • Challenge the student to decide when to request assistance or declare an emergency.
    • Require the student to select a safe course of action (continue, divert, or land).
  • Part 5, Lesson Conclusion:
    • Tie lesson back to previous lessons to reinforce past experiences (law of readiness).
    • Present the remotivation, conclude, and provide guidance for follow-on lessons.
    • Review student actions required ahead of the next lesson.
    • Debrief the student's understanding of knowledge, risk management, and skill elements associated with lost procedures.
  • Update the instructor log and student progress. Select the student and sign off completed objectives. If the student does not have a connected account, record the update manually in the instructor log and student training record.
Sport Pilot (Airplane) Lost Procedures Lesson Plan

Guided Scenario(s)

  • While flying to a new destinationa cross unfamiliar terrain and airspace, the pilot searches for their checkpoint, but cannot find it
    • What are some reasons the pilot may be in the correct place, but unable to tell?
    • What are some reasons the pilot is in fact not in the correct place, therefore lost?
    • Should the pilot immediately stop flying their plan? Why?
    • Should the pilot turnaround? Why?
    • Should the pilot continue? Why?
  • The pilot continues and see's their next checkpoint, however, after a few more checkpoints they realize they are again lost
  • Since the checkpoint they had chosen was a large lake, they believe they did something wrong
    • What should the pilot do?
    • What options for assistance exist?
  • What are the five C's?
    • How does each "C" assist the pilot in locating their procedure to get back on course or safely divert for landing?
  • Related scenarios:
Sport Pilot (Airplane) Lost Procedures Lesson Plan

Student Actions

Sport Pilot (Airplane) Lost Procedures Lesson Plan

Airman Certification Standards

Sport Pilot (Airplane) Lost Procedures Practical Test Standards

  • Source: FAA-S-8081-29A, Section 1 - Sport Pilot Airplane.
  • Task: LOST PROCEDURES (ASEL and ASES).
  • References: FAA-H-8083-25; AIM.
  • Objective: To determine that the applicant:
Objective Elements 5 PTS Elements
  • SP.1:
    Exhibits knowledge of the elements related to lost procedures.
  • SP.2:
    Selects an appropriate course of action.
  • SP.3:
    Maintains an appropriate heading and climbs, if necessary.
  • SP.4:
    Identifies prominent landmarks.
  • SP.5:
    Uses navigation systems/facilities and or contacts an ATC facility for assistance, as appropriate.
Sport Pilot (Airplane) Lost Procedures Lesson Plan

Conclusion

  • Re-Motivation:

    • Lost Procedures develops the calm, disciplined response needed when time, altitude, aircraft capability, or available options are limited.
    • Early recognition, aircraft control, checklist use, clear priorities, and continuous evaluation of recovery or landing options help prevent an abnormal event from becoming unmanageable.
    • Scenario practice strengthens situational awareness and aeronautical decision-making so pilots can adapt procedures to the aircraft, environment, and urgency of the event.
    • Continued practice with Lost Procedures prepares sport pilots to manage more complex failures while preserving the margins needed for a safe outcome.

  • Closure:

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