Weather information and the taught briefing

What this lesson is for: delivering a weather briefing. Not describing how you would brief. Briefing, on today's actual weather, for a real flight, to somebody who wants to know whether they are flying.

Read:

• FAA-S-ACS-25, Area of Operation III, Task C.
• FAA-H-8083-25C, the weather chapters, plus the October 2025 addendum.
• North Aero's existing weather briefing material. Ask your instructor for it.

Deliverable: On the morning of the lesson, brief yourself on today's actual weather for the flight you will be given, and bring a one page written briefing in the structure you intend to deliver.

You will deliver it live, so by the time you do, it will already be slightly out of date. That is realistic, and it is part of the exercise.

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

The briefing above is the performance. The plan is how you teach somebody to build one.

1. Sources of weather information, and which of them are official.
2. Reading METAR and TAF quickly.
3. Winds and temperatures aloft, area forecasts, graphical products.
4. AIRMETs, SIGMETs, convective SIGMETs, PIREPs.
5. Radar and satellite, and what the picture is not telling you.
6. Hazardous weather: thunderstorms, icing, turbulence, fog, wind shear.
7. How to structure a briefing for a student.
8. You brief today's weather.
9. The go or no-go decision, and how to hand it to the student eventually.

Deliver a real briefing on real weather for a real flight, to a Simulated Student whose only actual question is whether they are flying today.

Then reach a decision, say what would change it, and say how you would get the student to reach it themselves next time.

1. You deliver a briefing on live weather, for a stated flight, on the day of the lesson. This is the completion standard and nothing substitutes for it.
2. Your briefing leads with the shape of the day, then the specifics affecting this flight, rather than reciting products in order.
3. You reach a go or no-go and state your reasoning, including what would change the answer.
4. You name the specific hazard most relevant to today, rather than listing all six.
5. You say how you would have the student reach that decision rather than delivering it to them, on a later flight.
6. You distinguish official from unofficial sources when asked.
7. You deliver a self-critique before hearing your instructor's.

• Reciting every product in order. This is the single most common weather briefing failure and you have probably sat through it. Your student stops listening about ninety seconds in.
• Briefing a hypothetical day because it is tidier. Today's weather is the assignment.
• Saying no-go and stopping. What would have to change? When could they fly?
• Listing all six hazards equally when only one of them is going to matter today.
• Making the decision for the student every single time. Your goal is a pilot who decides.
• Treating the radar picture as live. It is minutes old, and on a convective day minutes matter.
• Briefing so thoroughly that nobody is still listening. The briefing is for them.

Then the briefing is short and the decision is easy, and you still meet the standard. Do not invent complexity. Brief the day you have.

If today is genuinely marginal, this will be the most useful hour in phase 2. Take it seriously.

Not applicable. Ground lesson.

This lesson has no Video Slots.