The National Airspace System

What this lesson is for: teaching airspace so that a student can use it at 110 knots with a shelf coming up, rather than recite a table on the ground.

You know the table. Your student will learn the table. Neither of those is the hard part.

Read:

• FAA-S-ACS-25, Area of Operation II, Task G.
• From live eCFR: 91.155, and 91.126 through 91.135.
• FAA-H-8083-25C, the airspace chapter, plus the October 2025 addendum.

Bring: a current sectional chart for this area. Not a printout, and not last cycle's. We will check its date, which is part of the lesson.

Deliverable: Pick three points on your sectional, in three different airspace classes. For each, write the airspace, the floor and ceiling, the entry requirement, and the VFR weather minimums. Cite the section for each requirement.

Second deliverable. Write the ground lesson you would teach on the National Airspace System, to the template in standards/LESSON-PLAN-TEMPLATE.md, in your own words. This is one of your seventeen P3 plans, covering the airspace cluster. Bring it on paper.

The sectional work above is the answer. The plan is how you get somebody else to that answer without doing it for them.

1. Airspace classes and their requirements and limitations.
2. Chart symbols, read off the chart on the table.
3. Special use airspace, TFRs, SFRAs, and other airspace areas.
4. Publication currency, and how to tell whether yours is current.
5. Special VFR.
6. Teaching airspace so a student can use it in flight.
7. You teach.

• Teach an assigned airspace class, from the chart, for about ten minutes.
• Answer "can I go?" for two specific points on the chart, showing your working.
• Give your student a method they can run in under a minute in the air.

1. You teach an assigned airspace class to the Simulated Student using a current chart, not a table, for about ten minutes.
2. You answer "can I go?" for two specific positions on the chart, correctly, and show how you got there rather than stating the answer.
3. You identify the chart's currency date and say what you would do if it were expired.
4. You teach a method a student could use in flight, in under a minute, rather than a table to memorize.
5. You name one North Aero airspace policy that is stricter than the regulation, and say which is which.
6. You deliver a self-critique before hearing your instructor's.

• Teaching the cloud clearance table as though it were the subject. Your student cannot consult a table while flying. What can they do instead? That is the lesson.
• Drawing the table on the whiteboard instead of opening the chart. In this program you point at live publications. Airspace is the clearest case of it.
• Not checking whether the chart is current. Your students will copy whatever you do here.
• Class E confusion. Surface areas, 700 ft, and 1,200 ft are three different things and they are all on the chart in front of you.
• Teaching special VFR as a normal option. It is a request, and there is judgment attached that a student needs to hear about at the same time.
• Forgetting TFRs are not printed on your chart at all.

Not applicable. Ground lesson.

This lesson has no Video Slots.