By the end of this session, participants will be able to:
Text in italics should be read aloud to participants. As you engage your post in activities each week, please include comments, discussions, and feedback to the group relating to Character, Leadership, and Ethics. These are important attributes that make a difference in the success of youth in the workplace and in life.
For safety reasons, the plane should always be kept off with the key out of the ignition. The master switch should not be turned on, especially if the group is big or seems to be misbehaving or distracted. If you choose to lower the flaps, extend them before the session begins so there is no risk of hitting heads while moving the flaps and no risk of accidental prop movement. If possible, disconnect the battery so there isn’t a risk of anything moving.
If a low wing aircraft is used, make sure participants don’t sit on the wing. If a high wing aircraft is used, have flaps down just a bit—about 10 to 20 degrees—high enough so that people don’t hit their heads on the wings.
Begin by asking: Why would you do a preflight? Discuss the fact that you don’t have the chance in the air to look things over or to correct things that were done improperly. You can’t just pull over to the side of the road and check.
Ask: Why do you have a checklist? It’s important you don’t miss anything. Having a checklist helps you maintain focus.
This activity involves starting at the beginning of the checklist and walking the participants through it, all while asking questions to engage them. As the Advisor walks around the plane and conducts the preflight using the checklist, participants follow along with their own copies of the checklist. Participants get a chance to touch the plane, move the rudder and touch the elevator, the ailerons, and the flaps.
The following list is intended as a sample of the types of activities and questions the Advisor might engage in with the participants.
If you have the time and can plan for it, make adjustments to a few things in the plane that would need to be corrected to pass a preflight. Challenge participants to look for things that are out of the ordinary. For example, a rolled-up map in an exhaust pipe, a nest (real or simulated) in the cowling, a plugged-up static port (use tape), etc.
If time permits, discuss FAA rules about seatbelts and shoulder harnesses, especially on takeoff and landing, and FAA regulations on knowing how to exit the plane.
Constantly ask questions during the preflight. For example, rather than telling participants why you are doing something, ask them why something might need to be done. This will help engage them in the learning. Remember, “Why?” is always a good way to expand on ideas.
Some sample questions are below. They are designed to help the participants apply what they have learned to their own interests. You are welcome to use these questions or develop your own questions that relate to your post or specific focus area.
Content for this session provided by Youth Aviation Adventure (www.youthaviationadventure.org).
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