Objectives:
Upon completion of this lesson, the student will be able to:
•	Maintain safe control of the airplane during flight at slow airspeeds.
•	Perform and safely recover from power on (departure), power off (approach) and turning stalls
•	Explain the causes of stalls and spins. 
•	Explain the proper spin recovery technique.
Elements:
•	Flight at slow airspeed in various configurations.
•	Turns, climbs and descents at slow airspeeds.
•	Power off stalls
•	Power on stalls
•	Turning Stalls
•	Spin awareness
Schedule:
•	Pre-lesson briefing					00:10
•	Preflight and flight to practice area			00:15
•	Slow flight						00:10
•	Power off stalls	and power on stalls			00:10
•	Turning stalls						00:10
•	Return from practice area				00:10
•	Post-flight procedures					00:10
•	Post-lesson debriefing					00:15
Total:	01:30
Equipment:
•	Chalkboard and/or model to demonstrate stall behavior.
•	Sick-sacks
Instructor Actions:
1.	Pre-lesson briefing
•	Present lesson objective.
•	Describe what will take place during the lesson.
•	Explain slow flight; flight at 1.2 times the stall speed in a given configuration.
•	Explain procedure to slow the airplane down.
•	Explain airplane behavior on back side of the power curve.
•	Review stall speeds in various configurations for the airplane to be used.
•	Explain aircraft behavior during stalls using model airplane and/or chalkboard.
•	Review effect of CG location and weight on the stall characteristics of the airplane.
•	Explain the cause of spins. You can’t spin if you don’t stall.
•	Explain spin recovery technique for the airplane being used.
2.	Preflight and flight to practice area
•	Observe student’s use of techniques already learned during flight.
•	Assign headings and altitudes.
3.	Slow flight
•	Explain need to select an appropriate altitude (such that all maneuvers can be completed at not less than 1,500 AGL) at which to perform the maneuver.
•	Explain how to slow the airplane.
•	Explain airplane behavior on the back side of the power curve.
•	Provide appropriate distractions (once the student thinks he or she is comfortable with the situation).
•	Have student perform shallow banked turns while in slow flight (gradually steepen the bank requirements as the student’s comfort level increases).
•	Have student perform climbs and descents slow airspeed.
4.	Power off stalls.
•	Review procedure to perform the stall and review causes of spins.
•	Explain the need for clearing turns and the need to select an appropriate altitude (such that the maneuver can be completed above 1,500 AGL) at which to perform the maneuver.
•	Demonstrate and explain the maneuver.
•	Coach student through the maneuver; Have student bring the plane to the edge of the stall a couple of times first before letting the stall fully develop to increase the comfort level.
5.	Power on stalls
•	Review procedure to perform the stall.
•	Explain the need for clearing turns and the need to select an appropriate altitude (such that the maneuver can be completed above 1,500 AGL) at which to perform the maneuver.
•	Demonstrate the maneuver.
•	Coach student through the maneuver; Have student bring the plane to the edge of the stall a couple of times first before letting the stall fully develop to increase the comfort level.
6.	Turning Stalls
•	Review procedure to perform the stall.
•	Explain the need for clearing turns and the need to select an appropriate altitude (such that the maneuver can be completed above 1,500 AGL) at which to perform the maneuver.
•	Demonstrate the maneuver.
•	Coach student through the maneuver.
7.	Return flight from practice area
•	Observe student’s use of techniques already learned during flight.
•	Answer student’s questions about the lesson.
8.	Post-flight procedures
9.	Post-flight debriefing.
•	Review what was learned and critique students performance of maneuvers with constructive suggestions to improve technique.
•	Ask student questions to evaluate understanding of the material learned.
•	Answer student questions
•	Explain what will be covered in the next lesson and assign reading material.
Student Actions:
1.	Pre-lesson briefing
•	Ask questions concerning previous lessons and/or this one.
2.	Preflight and flight to practice area
•	Perform pre-flight and pre-takeoff procedures using appropriate checklists
•	Takeoff and fly to practice area on headings (+- 150) and at altitudes (+/- 200 ft.) specified by the instructor.
3.	Slow flight
•	Select an entry altitude that will allow all maneuvers to be completed no lower than 1,500 ft. AGL.
•	Fly straight and level at 1.2 VS1 in various configurations. Maintain altitude +/- 100 ft., heading +/- 100, airspeed +10/-5 Knots.
•	Perform turns to headings while flying at 1.2 VS1 in various configurations. Maintains specified angle of bank (not to exceed 200 +00 / -100). Rolls out on specified heading +/- 100. Maintains altitude +/- 100 ft.
•	Perform climbs and descents at 1.2 VS1 in various configurations. Levels off at the specified altitude +/- 100 ft.
4.	Power off stalls
•	Select an entry altitude that will allow the maneuver to be completed no lower than 1,500 ft. AGL.
•	Perform clearing turns.
•	Configures the airplane in the approach configuration.
•	Transitions smoothly into the attitude that will induce the stall, maintaining heading +/- 100.
•	Announce first indications of oncoming stall.
•	Recovers from the stall with minimum loss of altitude  Retracts flaps after accelerating to VY and establishing a positive rate of climb.
5.	Power on stalls
•	Select an entry altitude that will allow the maneuver to be completed no lower than 1,500 ft. AGL.
•	Perform clearing turns.
•	Configures the airplane in the takeoff/departure configuration.
•	Transitions smoothly into the attitude that will induce the stall, maintaining heading +/- 100.
•	Announce first indications of oncoming stall.
•	Recovers from the stall with minimum loss of altitude.
6.	Turning Stalls
•	Select an entry altitude that will allow the maneuver to be completed no lower than 1,500 ft. AGL.
•	Perform clearing turns.
•	Performs a shallow turn to the left or right.
•	Transitions smoothly into the attitude that will induce the stall.
•	Announce first indications of oncoming stall.
•	Recovers from the stall with minimum loss of altitude.
7.	Return flight from practice area
•	Navigate from practice area back to airport.
8.	Post-flight procedures
•	Perform post-flight procedures using appropriate checklists.
9.	Post-flight debriefing.
•	Ask questions about the lesson.
Completion Standards:
This lesson will be completed when the student is able to:
•	Maintain altitude (+/- 100 ft.) and heading (+/- 100) while flying at 1.2 VS1 in various configurations.
•	Perform turns to headings ( +/- 100) while flying at 1.2 VS1 in various configurations.
•	Perform climbs and descents to specified altitude +/- 100 ft. while flying at 1.2 VS1 in various configurations.
•	Perform power on and power off stalls with minimum loss of altitude and while maintaining entry heading (+/-100).
Common Errors:
•	Altitude and heading control in slow flight.
•	Concentrating on instruments in all maneuvers.
•	Coordination in all maneuvers.
•	Staring over the nose in stall entries.
•	Pulling back too hard or not enough in stall entries.
•	Not relaxing back pressure or pushing yoke forward to recover from the stall.
•	Too abrupt application of power; failure to turn carburetor heat off.
•	Trying to use ailerons to correct for wing dropping.
References:
•	POH For airplane used.
•	Jeppesen PPM; Pages 3-37 - 3-43
•	FTH; Pages 143 – 157
•	PP-ASEL PTS Area of Operation VIII, Tasks A, B, C, D
Possible Review Questions
VS is the stall speed in a _________ configuration.
VS0 is the stall speed in a _________ configuration.
VS1 is the stall speed in a _________ configuration.
A spin is likely to occur when the airplane is stalled while _________________.
Describe the proper recovery procedure from a spin.
Describe the proper recovery procedure from a stall.
When flying at slow airspeeds, the airplane has a tendency to turn to the _______.  Why?