L11D 156 856TITIINSTTUTIONREPORT NONOTEEBBS PRICEDESCRIPTORS IDEN - PDF document

1 L11D 156 856,TITI,"INSTTUTIONREPORT NONO
L11D 156 856,TITI,"INSTTUTIONREPORT NONOTEEBBS PRICEDESCRIPTORS,- IDENTIFIERS'ABSTRACT-s'"--;1DOCUNE$T MISUSECB 017037Teachers' Guide for aviation Education. For Use inGrades,Two-Through.Six. Communication Arts, Science,Social Studies, Health, Career Education..Federal Aviation Administration (DOT), Mashingtod,D. C?4-300-135.229p..;, Not' available in paper copy ductc.reproducibility probleis,MF-$0.83 Pl'us Postage. HC Sot Available from EDRS:*Aerospace Education; Aviation Technology; AviationVocabulary; *Behavioral Objectives; *Careerawareness; Communication Skills ;' EducationalResources; Health Conditions; *learning Activities;Occupational Information; Social Studies; SpaceSciences; Teaching Guides; *Teaching Procedures*AviationLThis teacher's guide provide's elementary teachers(grades 2-6) with supplementary learning:activities centered aroundthe subject of aviation, which may be used to enrich their regularprograms. The guide is divided into the fiollowing five subject areas:cokmunication arts,,science, social studies, health, andcareers inaviation. The guides vary in length (from eleven to forty-six pages)aid include the following: suggested grade leyels; resources andma err-s; and correlated student performance objec ives,inional procedured, student learning activiti s. and expectedoutiaes.. (EM)44p.4**********************i***********************4***********

2 ******:-*Reproductions supplied by EDBS
******:-*Reproductions supplied by EDBS are ,the best that can be made,*.*,,/ from the original dccumen;441***********************************************4********************** C/2 03'7.GA-300= 1'35O'DEPARTMENT OF TiiANSPORTATIONFEDERAL AYIATION'ADMINISTRATION.:Aviation education.ProgramsTEACHERS' GUIDE FOR AVIATION EDUCATIONFor Use-In Grades Two Through SixCOMMUNICATION ARTSSCIENCES0CIA4 STUDIESEALTHCAREER EDUCATIONDepartment of TransportationFederal Aviation Administration800 Independence Avenue, SWWaSIlington, D.C.20591E.D15686U S DEPARTMENT OF HEALTH,EDUCATION & WELFARENATIONAL INSTITUTE OFEDUCATIONTHIS DOCUMENT HAS BEEN REPRO.DUCE° EXACTLY AS RECEIVED FROMTHE PCNSON OR ORGANIZATION ORIGIN.ATING IT POINTS OF VIEW ORpPINIONSSTATED CO NOT NECESSA'RILY REPRE-SENT OFFICIAL NATIONAL INSTITUTEOFEDUCATION POSITION OR POLICY 12345TABLE CV CONTENTSIntroduction andHow to Use This GuidePages.Communication Arts1.1-1.16Grades .Two- Six1t4Science2.1 -,2.21Grades- Two-Six4.tSocial Studies3.1-3:15Grades Two-44.1-4.11Grades FiveSixCareer :Education-15.1-5.46.Grades Five- Six0.Aviation Careers5.1-5.7'Airline Careers5.8-5.32-Agricultural Aviation Careifs5.33.-5.46*.a' INTRODUCTIONThe'purpose Of,this unique guide_ is to provide an array of supplementary activities whiC maybe used by teachers to enrich theirregular programs.The activities are centered around the subject of aviatio

3 n and are appropriate foi. grades 2 - 6.
n and are appropriate foi. grades 2 - 6.They are relatedto the curriculum areas of Communication Arts, Science_and Social Studies.In addition, special activities are directed towardshealth and career awareness in the field of aviation.All of the activities are written as performance objectives and are related to various grade levels and subject areas.However, those,who-use the materials,should feel free to adape them to other grade levela or to the individual abilities of students.'HOW TO1USE,THIS GUIDE1.....Teachers will find this guide organized by' subject areas and suggested gride level,Thg guide basically/covers grades two through six.Teachers are encouraged to review the guide's Contents and to make adaptions if they wish to grade levels other than those designated.Teachers will find it convenient to review and select those areas most appropriate for .their grade levels.Having made selections of1the material most appropriate and desirable for their students, teachers will want to make special Rote of materialaneededfor theselected units.The guide._ identifies agenciesoT sources from which the materials can be ordered.Planning and requesting, in advance4 of introducing the unit, will insure that it is available when needed.i...'rThis guide has been organized by:Subject Areas'Grade LevelsLearner ObjectivesTeacher ObjectivesLearni0g.Activities, andExpected Outco

4 mes.114I,These items have been found to
mes.114I,These items have been found to be,important_featurea for good'instructional planning.Teachers will ,find theie helpful guides to use asthey'develop instructional units'from the materials contained in this,oide. TEACHERS' GUIDE FOR AVIATION EDUCATIONiCa/MUNiCATION ARTSGrades Two:Six...*,-:DEPARTMENT OE TRANSPORTATIONFEDERAL AVIATION ADMINISTRATION800 INDEPENDENCE AVENUE S.W.WASHINGTON, D.C.20591.4I*4-4..44a4t.. 4 V., RESOURCE&411D-MAMBIAISTrio To The Alxport,'GA-300l120English - Spanish Text.Department of TransportationFederal Aviation AdministrationAGA100"No800 Independence Avenue, S. W.:Washington,- D..C.20591An_AirpoitTrip;7300-94'Department ofTrayspottation-Fideral Avition AdministrationLiv-300°800 Independence Avenue, S. W._Oashington, D. C.20591Charts of airplane patts; Use bulletin board or overhead projector"Some Aviation Workers" ditto masters, A Trip To. The Airportlklertment of TransportationFeralAviation AdministrationAGA.:300.800 Independence.Avenue, S. W.Washington,D. C.20591Local airport; field trip, Consultants.GRADE TWOC01.24UNIC.ATION ARTS`OBJECTIVESIHSTRUgTIONAL PROCEDURESSTUDENT ACTIVITIES'OUTCOMESStudents will participate-/is oral discussion of theairport,. answering withcognitive and evaluativeanswers.,_Students will writea'fourAentence phpagraph de-sCribidg how they feltabout the trip to theairport and A minimum ofthree things they sa

5 w.Introduce uniby asking:Cogpitive Quest
w.Introduce uniby asking:Cogpitive Question1."How many of youve been tOiU airport?"Record number of those who have and have not."What did you see at the airport?"Record information onchalkboard._3."AO did YOu see,at the-airport?"Again record responses.It is suggested that teachers may want to file-these materials in folders or boxe& codedaccordinkly.The instructional objectives are develorld-for skills and information learners need arthe varidus grade levels.Materials selected,--to motivate learners are aviation oriented.These selected materials, are matched to eachobjective.The teacher,wili also find usefulexamples of questions to ask 2.earners.Students will relate any airportexperience-they may have hhd andorally-describe what' it looks like."-----and the two most interestingexperiences they had.These experiences can cope from asmall, local airport to a largemetropolitan airport.-Overview of various studentexperiences.Awareness of ch4orts andtheir functions.Opportunities co-practicespeaking skills./ OBJECTIVES'INSTRUCTIONAL PROCEDURESSTUDENTACTIVITIESoureatis;*Tiese,ques ions"arit'especially designed to elicit,cograie a well -as evaluatiie answers fromthe saidtt3.4._"If -we were to visit the airpiirt, what do.you think we might see?Again, record responses.Affective Questions1."Why. do you think we have airports?"Again. record responses.'. 2.. "Are airports differ

6 ent or are theyUsed fgr different-things
ent or are theyUsed fgr different-things?-What orhow?".Again, record responses..Inirodice students to thebooklet, A Trip ToThe Airport.Point out different languagepribted in the book; explain why this isimportant.Depending on the_class' ability, havestudents listen as the story is read.Readthe story orally in griApeor read-itindividually.1.2Students are-to respond to teacher's-questions with answers required.Teachers may request that studentsidentify where they visited an air-port and if they were passengers.Simple factual answers ate noteacceptable for these questions.Students must answer with thought-* ful evalultpfsseplies.Students apply listening Skills ifteacher reads lhe story..Students. take turns reading parts ofthe story if they Are assigned toreading groups.Students should ask qdestions of theteacher as they come npotCwordeand/or story parts.,Awireness-of differentlanivageeand theirimportanhe.v-e146.Awareness of what an airplaneis like.Evaluation oflisfeningskills. ats_will,arrange_bcabulary,wordlistIn_babetical -order-deing ,t :letter of each_the:story., review the story'svocabulary. 'The teacher _should reviewtfiia-vocabulary--_and- Selest words from.ii X:hat_ arm most _appropriate to the_ performance.level of -the elas.-=Reference*.A-Trip To The AirportAN,_-page 1._.__terminal:2_-_---passengers-page 2-s._-_porters-pagebaggage:.pagS-31,Students _will ar

7 range words inalphabetical order either
range words inalphabetical order either individuallyor by groups.Students _mar:recordwords in a diCtionary notebook with_pages containing- letters of theyhabet,.Students may -select words farwriting -a- story -abobigi the ditpert.katudewordntsairlins-Workers--page,4,_'lisipthe airport_.---nbservation- deck;page 5--t.;4 -or co-.1a.. 4.,In their--_-.:_ iinstureSice_..'=_-f.---tage- 5__home.tauti_. i._:-'-,-_-:, page-6-1.1_'.-.:1-_ _.,,taxiway.--_- page 6.-i-Tchera may assign art ac, tivities-_',illustrations-of--_---_hangare .-___ , ---.pa.01_ 7- --A,-._ _f om the void- list-at--ask-studen4selected words from._mecbanies_-,--.:1-page 9.- _:..-illustiate some of the'words. '_the list-, '- Jnstrnterits .-.--'.-:, 'pagesj.-20-:_ ----.,-__.__--,_,.---,..,Ncargo-..page 10 --I---,_-----.-page. 11' f_List by alphabeticalorderPractite of Ordering.skills sequencingby alphabet,'fuselage -. page73;---landing:gear, :--,-, -:-P-nge12:------*-.`._._,rudder----=_-:-page 14-..--elevator-_- --.-page -14_-_-_ -_.'s,-._-_._?,_:.- ....,____--.;'_:--"-V-.-_,control -----;-..= --'- -= -',-'''-page7-14--.-:.-'`v.:_.-Ilk-_,=-.-=,--- -aileiona -: -.Page 14---,,'proPelltr---'-:--,page-15_----- .---::-----.i- -:- 7_ jet*, .-_page 16. .---- ; -...,stewardess:-.:71'7*.. page 19.--:`_--,''---.-----___-- ----- -steward "___---*-- --page 19_- '6--- -A.---__-i-,f ___co!.:pilerf,. -_---,,;_s,7 Pais 20

8 ?.._flight- engineer ...-.,,,page 2ft-t
?.._flight- engineer ...-.,,,page 2ft-t,_-;-seatbelt:-pag-S18.--7.-:,.---weather maps-,-,'-7- spalte -22" .. --,.._-.--'--..-_,--flight_ planspage 22-_ ._.."k'..--'---.*,-:-- "..flight =diapatcber:_*,-,page.22- _.----:fr:_':--_--.;,..,..--. - ----__-._control tower', ;-_. -_-,-Pages--4.-..25;-_-___--,--__-,,:4._.clear:,-,-,-.1,..s.'#take-off-_--1.-, --page-, -----_. s_--=-air traffic---:''_ pate, 24__,.--_centroler?. - -...---_0..- radar -s-_-':'''.--:-Angel:24..,\--_:Thefteadher can ..deiielopkword #rill.:_ --r:,f*.-,_.._.s-:-."-- 'PT..---.":gaMe4f,rem. thii"vocibtilari by_c9pying -'--_,...4,-..-_-....,-',-1,t-- onte flashcards.1ashwords tos,-'-e 12 :*--_-s;utienta--asking_ttem.to SpellIleta- - _-- $or-;define-them.---.-" -'.'--_,,' *.r " ,4.--$.r---...---c---__,,-_-----1.3 -...__--.-.-": ' ---.;QL.fili ,$---$."-,'..-,. OBJECTIVES,INSTRUCTIONALPROCEDURES'STUDENT ACTIVITIESOUTCOMESStudentswill recordvocabulary list in .alpha-..betical dictionary andcopydefinitions providedby teacher,Students working in small_groups will develop stories, about ptlots,:flights4,.attendants, mechanits and-air trhita-tontrollers,(Teachers are to recordthe 'stories.).Students'will role playthe take-off, flight alldlanding of an airliner,..playing the.parts ofco-pilot,air,trafficcontroller, flightatten-dant or passenger.Have students recOi0 vocabulary list indietionaries; provide them w

9 ith either.notebooks.or-paper stapled, t
ith either.notebooks.or-paper stapled, together.Havestudents' label each page with a letter-ofthe alfhabet.. Check to make sure studentsare recording words on correct pages; someteachers have found peer-to -pber_checkinga good technique,..:Using chart wiper, haiTe students write group'stories._ Wbrk witte-small groups and recordthe story for-thestudents.Story subjectsare:pilotsflight attendantsmechanics;fli&t controllersTeachers monitor students, to make surethey are using basic procedures for simulatedflight by students playing th parts-ot_Olot,co-pilot, air traffic contro ler andflight ittendani.-'7Students may also draw cards andprovide definitions. or draw numbersof cards and write a story usingwords on drawn cards.dit4Students will create airport storyby dictating to theteacher;the-teacher wilrrecord story on .chartpaper.Studentswill-, illustratehhart storicand poet it on thebullet=s board.t.Development of vocab-ulary dictionary.-Each student will write'a paragraph using oneof the vocabulary words.4.Dictating story toteaber-Students using chart,,stories or thebooklet,.ATr/fib The Airport,.will,meetinNsTaIrTyriiiip7TinriferiEtoneof the five carts to play., Ttey will.practice and then preseht Simulationto,the_clahs.Classmates will ques-tion or discuss -their presentationfollowing the program.Illustrations to gowith chart story.Development of presenta -tion to be

10 given to class.Evaluation. of eachprese
given to class.Evaluation. of eachpresentation..r. j,,,xStudents-will write-singlethe teacher will review details of theStudents, individualli,111MriteCompletiqn of single,sentence stories using.airport visit and vocabulary for thissingle sentence stories; they shouldsentence stories using,'correct capitalization,punctuation, spelling and'objective.Students should be encouragedto-use their iivn-dictionaries.Encourage*.use their student dictionaries.the airport theme.andvocabulary words.sentence strocture.about.airport story or visit.rcapable students to write.longer'stories.Successful` completion of this objective_.will ready students for the lessons!Uogramobjective.1.4ttose finishing first may want toillustrateor find,pictures,frommagazines to cut outand-matchto their stories.-4 RESOURCES AND MATERIALSCommercial Airlines and Airports; GA300-4.11.1'Department -of Transportation.Federal Aviation AdministrationAGA:,-300800 Independence Avenue, S. W.;Washington, D-. pt20591 "u,FAA -Fiia. CatalogDepartment of Transportation,FedetaI_Avlation Administrati&800 Independence Avenue,,S. W..Washington, D. C.20591.0.1.ECTIVESGRADE THREEcdoorICATIONARTSI.Cooke: David C.Behind-The Scenes. At An AirPcirtJacobi, Lou, Airports USA.they, Arthur, What Happeds When You Travel By Planef49INSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESStudents will describe thefive basic types of airportsfo

11 r transportation ltheUnited States.-4-Ns
r transportation ltheUnited States.-4-NsIntroduce students to the terms:`tairport-,:airplanes, flights,transportation4Seek explanations or definitionosof thesecompound words:air teethe edithls immediate atmosphereportA seafaring term; e place Whereo'-ships doCker- tie up. .airport - a place where crafts thatfly through the air land.Introduce ttUllents to the words:r1 landing stripcommercialprivatehelicopter..military--tIn five areas of the chalkbotrd, use therwords for a,heading.Ask: -"How are all0 these airports the same?"List likedesdeg-%such as place for airplanes to 'land.' -Askstudents to then identify how-each airport`.-is different. __:;5Students will organize an air transportdictionary; dictionary should be inthfee-ring.binders to permit collection rtbecorded.that,help clarify terms toe.becorded.-s-",Student are to identify other compoundwords affiliated with air transportation:aircraft-runwaysflight lineStudents are to' collect or draw picturesthat best describe the_five:types ofairports..Students will record wordin their'dictionaries.Student 1till copy lists frem chalkboard-thathow airports are the same anddifferent.Students will write short stories aboutairports; encourage' creativity.OUTCQHESStudents will be skilledin writing letters usingsimple business form torequest information andwill apply correct:capitalization,,spellinggrammar and punctuation;Stu

12 denti will be skilledin making a busines
denti will be skilledin making a businesstelephone call as partof ,a grotp orindividually.tIdentification of com-pound words.Recording words in astudeit aviationdictionary.,Compare and contrastairports or discusssimilarities'anddifferenees. sze3Barivis'INSTRUCTIONAL PROCEDUREtS-STUDENT ACTIVITIESOUTCOKES-Students will be able toidentify a minimum of 10things commonly found ata commercial airport.*Develop chart And flashcards with.these-vocabulary-words:bein-terminal.tinket.and information counter'concourse!security:steam',tampsboarding loungesservice areasIgatesmanagement officebaggage claimcontrol towerrunwaysapproach .-.hangatiparking. lots.If possible, the teacher should plan afield trip to a commercial airport. Be--fore the trip,ratudents should be-preparedto ask questions'. -Some.teachers assign'questions -to every student; the studentsare responsible for securing answers and-reporting back...to-class.If is-agood idea.to secure. questions for infotmation,ftomtheclais; find.out_what they want toknave and list, questions on cbatt paper.You will _want en-refer-to thesequestitinw,:,%'when you return from the airport.Make-arrangements well ihead.of time; securesafety rules and.prepareyour students-toobserve thea;_makesute someone will beavailable-to aninkr class' questions;-send queptione ahead-to person-responsible. for answering them..-lrepare'elais in techniques

13 for writing i-businesA letter.The teach
for writing i-businesA letter.The teacher may want tocompares composite letter or Piave "eachvrlte individual letters.-lettersmaytontain ritniest to visit, date, timeand question or.questions students want to ask.Students-will arrange flashcards inalphabetical order, play spellinggames,.play definition games, dekr,five civil and write a story osinh'airport terms.--'*Students Will draw what they think anrt looks like including as manyitems framthe tenchees_listf theas_ ,Poasible.'Students indiV-j_dually will immune,responsibility forasking,questionsand securing; answers or informatiOn.Vocabulary experience.with aviation tetIS.Preparatioh-ofindividual questions.gF-Escatudent will write a businessletter,.with totalis a small groUp, andindiinnl y,'Students will report informattnn tothe-clasS.Each student will writea thaakyou-letter using basic-business letter-fors.Business letter writingform and content..Airport field trip-Speaking/reportingt skills.Thank -you Metter..writi4experience.1.6 hINSTRUCTiONAL,PROCEDURESSTUDENT ACTIVITIESOUTCOMESFollowing the field.trip, using the chart'of questions, have each child provideinformation secured at the airport.Use an unanswered question as rationalefor writing follow-up business lettersseete.ing unknown answers,Letter* be written. to the Federal tonAdniastraiion Regional Office; list of'addresses -can be-found in theFAA FileCat

14 alog.--xTeachers Should'have the class w
alog.--xTeachers Should'have the class write-thanic-you letters.xe=*,4bS. RESOURCES AND MATERIAT.SAerospace Personality Series -t:jEarhartet:1Daniel "Cfiappie"-James,--Captain Eddie Rickenbacker*right BrothersOthers.GRADE FOURCOMMUNICATION ARTSADDRESS:Jr..Center for Aerospace Education DevelopmentCivil Air Patrol, National Headquarters (ED)Maxwell Air Force Base, Alabama36112-.-OBJECTIVESiNs7iucznortm.PROCEDURESSTUDENT ACTIVITIESOUTCOMES'Students will devp asiapl"e writingutlineabout one aerospacehero/heroing of theirchoice.Introduce outline by explaining that it isa planned writing outline.Provide example:"Let's write a story-about ourselves.Beforestarting, we should develop an outline."I. i#portant Facts Abet Yourselfa.Your nameb.Your agec., One thing you like to do.Your Own History,,A.Whereyou were bOrnb.Dat-e-o-f-ToffiTh-ilt-c. -Other places you have livedIII.Introduce Your Familya.Give the names of 'your motherand fstherb.-Tell the names 0 any sistersor brothersc.Mantioaother reiatisies of petsThe teacher may want to introduceoutlining brwriting only the majortopics on thed have students,as a clear,eveloplist of otherthings under each.461:8Students will copy outline from theboard.They yill write simplesentences for each of the outlineitems.EXAMPLE:-'-I11yorname is Jose Sanchez.Itdm nine years old.Ilike to play games with,my friends.'Students,will develop simpl

15 e sentencesabout their ffiends, pets or
e sentencesabout their ffiends, pets or a toyor bicycle that they like,Each outline must be broken out to_at least the two items under eachmajor outliner heading.4,,Students usingAerospace personalityseries packets willdevelop a writingoutline with at least three,major'headings and'at least two sabheadingsunder each.k.91.Students will be ableto write a short storyabout aviation herosor heroines requiringcompoding skills inoutlining, para-graphing, with topicsentences andappropriate supportivesentences.iOutlining skills willbe developed.I OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES_Students will writetopic sentences forparagraphs,,each-supported by two.- basic supportivesentences:Example:i. Important Facts About MyselfA.B.C.II.Your Own HistoryAC.Provide students with packets about.aeresPacelerolheroines:. Require that-eachdevelop an outline like the previousone about an aerospace hero- /heroine.-_Introduce students to. topic sentencesby writing exempla on the chalkboard.Ask students what-they would like to-know about the subject- introduced by.topic sentences.Examples '"The--roar ,of the red air-plane's motor could be heardin the ei*P"Tht shock-ofthe parachute opedingsignaled he wasisafe."-What else yould you:like to-know5,,'About theseMentendes?%-Have students randomly select paragraph-topic sentences from their reading hooks.Ask, students ghat the

16 y think mightle-added to support sentenc
y think mightle-added to support sentences after studentsread them.Require,-after-disdussionistudents to read the total paragraphsfrom which -they selected topic paragraphs:,.Students, when provided with topic.sentences, will develop a completedpatagraph by writing`at least twosupportive sentences.Topic sentences:."She felt a little nervous about.harfirst solo Melt.""The radio message warned of a stormin theflight path."Students will-critiqueesigh-ahasparagraphi4hei:are tonote topicsentences and determine if support'senfengelkare bod.Students mayuse aerospace-personality seriespackets-for this activity.P=Development-- of. anoutline' about"`,aerOspacp herOs/heroite,c'Topic sentence skillsCritiquing experienceis to identify topicsentence's. -_liEsOURCEtMATRrAis--GRADE TIVE'-COMMUNICATIONars-Aerospace Personality- SeriesAsse.lia EarhartGeneral;Daniel "Chappleiv-James,'.taptain EddiAlickenbacker--Wright BratKers-ADDRESS:-Center For Aerospace EduCation. DevelopmentCivilAir-Patrolf National BeadqOarters 1ED)Naxweil.Air-Foree Base, Alabama 36112_dents using- the AerospacePersonality Series willnwritefiction stories about* theiFexperiences with these famouspeople.Students mill-identify-one,`of. three aerospace:-_personalities and willwrite in-five Complete:separate sentences-aboutfive factual- persbnal-.items of-that,perfion.-INSTRUCTXONAL,PROEDURES':;-Using materials from

17 the packetsintroduce unit-by developing
the packetsintroduce unit-by developing-three-ihdividUal diiplays on the bulletinboard...__Use the displays fork clasediscussion.Mike sure the classeecognizeEi thatboth men as women make up the diSplaysas well as differAnt races.,Provide students with biography informa-tion abofir-each personality. displayed.STUDENT, ACTIVITIESAssign studantstto small readinggroups' for each _personality.Require'that thAy read as, a group the vitalinformation.- Ask them.to' answer .suchquestions1.10-Students will select a personality'they_to.-know more aboutStudents are to_organire theirgroups by electing a:leaderreporterrecorder.timertiOUTCOMES1.Students will writefictional stories_alloUt aerospace heros/heroines.Creative writing.Development of`displaysRecognition of equal -_ity-in aerospacepersonalities.Biographicalcollection of in-'formation.Forming and organizs-,tioa of small groupsfor discussion.' . O$JECTIVEZ_-INSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIES1,-`_-Whelfwas the peranality born?2."would,this person be now?'3; Le you know anyone that Old?4. 3:-Lid this person's parents do?Students will answer 'all questionsin complete sentences by-theirgroups.5. ---of- your parents do 'similar work?_Students will, prepare- ansWers into6.Did, this person's par-cuts have ana report for the glass.Studentseffect on his life?/ will be encouraged 'te add- material7.Mow and where did this pe

18 rgon learn-beyond the questions :asked t
rgon learn-beyond the questions :asked to -build- to fly?an interest.-8.What great contribution did thisperson make* to aviation?Each student-will write a shortbiography about him or herself-;Beneath each bulletin board displayprovide - students -with a biography and-reading task cards.. The teacher shotildbe prepared to. discuss information onthe task cards for:,AMELIA EARNARTTask_Card ThreeTask Card FourTask Card BevanTask ,,Card EightGENERAL DANIEL JAMES. JR.Task Card Three.-Task Card FiveTisk Card SixTask Cad Seven'EDDIE RIckENBAOKERTask Card nutTask Card Five'Task Card-NineTask Card SixteenWRIGHT BROTHERSOTHERS23Each student will write an individualbiography about one personality.Students will select one of the-following task girds anfircompleteit as requised.AMELIA EARBART--Task Card ThreeTask Card yourTask Card SevenTask Card EightGENERAL DANIEL JAMES, JR.Task Catd ThreeTask Card FiveTask Card Six,/Task Cards SevenEDDIE RiCKENBACKERTask Card FourTask Card FiveTask Card NinaTail: Card SixteenStudent inlichment activity.Students via drew picturesof personalities, planes theyflew and in important event-in their lives.(axonsWriting a shottbiographical sketchof themselves. ,A biographicalysketch of a_ selectedstir liao/heroing. OBJECTIVES..,IMSTRUCTIONAL'2ROCEDURESSTUDENT ACTIVITIESOUTCOMES`Disddss with students the-meaning of,.'fiction and historical,goveli.ask

19 students during oral discussion:,I.What
students during oral discussion:,I.What woulC'you haie done on a-raft-lost at sea for 24 daysWith little-food and water?(Rickenbacker)2i _Uwwimmild you feel about being thefirst wooed to fly around theworld?*' (Earhart)3.. Describe2howyou might feel togradugte_number one in your"flight eiosst? -(laws)/Assigustudents to write a fictional.account aboiit one of the threecharaciers.studied.'1r.w1.12Each Student will write a shortgive-sentence story mentioningfive factual things about one ofthe three personalities.studied.Students will respond orally to atleast one of the questions duringclass.,Each student will write a fictionalaccount about being or being withone of .these personalities.Writing of a five'',sentence story.itSpeakipf experiences$srl Creative writing -RESOURCES ANDAeros ace Perit-Amelia EarhartGeneral Daniel 'James, Jr.Caetairi Eddie RickenbackerWright BrothersSeriesGRADE SIXCOMMUNICATION ARTSADDRESS:.Center-For Aerospace Education Development,-Civil Air Patrol, National Headquarters (ED) '-Maxwell Ait"Force Use, Alabama36112oancriiasIHSTRUCTikdL PSISCEinik\.STET ACTIVITIES(.AStudents, through tiovuodof Aer:..4.e.2ffsmallySeries, will acquirebasic_skllis in oralandswritten.activitlesthat will increasetheir skills infspelling-punctuationcapitalizationgrapmar andcomposing,1Mtioiece students to the, following:Theeoghost the history of oueS coestrylire,haves

20 a list of personalities thathave contri
a list of personalities thathave contributed to the advancement ofour country.Some seventy years ago thefirst -flight in a heavier-than-airmachine wee-sade.Since-that date, theranks of persons Who have contributedfthe use of aviation As an Important-invehtion -in Aseri8en history are longand interesting._Meaning4-As a class, let us explore theLeifeaningof these terms:,personalitieS-inventorsexperimentersiihntis a personality?What is a famous personality?PreStudents will write a brief,%description of-their own personalityin terms of biography.The descriptionis pp Include:place of birth-special likesspecial skills-physical descriptionporps444:1futuro.volo.Deflates variousispeetantterns,and phrases .cautdriftsINSTRUCTIONAL PROCEDURESbumEAcirnimas=mons.Inventor:- What is an inventor?'What is an invention?Nike a list, of things that havebeen invented.IastrOct students in the use ofoutlining to organize their'thoughts for writing.Example: ,.A.Name of the inventionB.Person who inventedC.Why invention was madeD.What the invention has contributedto better. living and the world.Experimenters:These are persons whoconduct experiments or tests todetermine how well something functionsunder specific conditions.Aviationhas a long list of many pdisons whohave conducted flight experiments..Example:'speed teataerobaticssafetylong-distanc1.14Students will meet in small_groupsand sele

21 ct most interesting per-sonality descrip
ct most interesting per-sonality description among thosewritten.-Onepersolimho has- been selected will,reaa-his or her personality descrip-tion to the class.Students will write-a definition ofan inventor.Students will look for--names.of persons-who hive made famOusinventions:-'Example:telephonesteam enginecotton ginairplayhot air-balloon4Students will be assigned to smallgroups to decide on at lease threethings that should be invented; thesesay be household goods, space machines,safety factors for airplanes, etc.Students will conduct experiments.Examples:Droppi4 of an'egg frota building without'damaging,the egg.Using hot aff to fly a paper balloon.-Effects of wind'on control Surfaces.Small groupdiscusiions andselection of a,"more interesting"-peisonality.r,Predicting skillsConducting experi-smnte to illustrate_..various aerospaceconcepts.1 OBJECTIVES-IINSTRUCTIONAL PEXEDIIRES. STUDENT( ACTIVITIESOUTCOMES7high altitude flightsinstrumentation flightscold weather flightsStUdentsare to compile detailednotes on their experiments.Example:Experiment:Date:Time:Detcription of the Experiment:Experiment Results:.Conducting experi-elents to illustrateVarious aerospaceconcepts.,1t-Introduce students to the Aerospace-Personality Series.Select groupsof students and have them make abulletin board display for eachpersonality.Invite atuaents tobecome acquainted with each ofersonalit

22 ies dieplayed,onbe bee d.Introd a studee
ies dieplayed,onbe bee d.Introd a studeets to the writingof bio aphies:.story of_person..accate account,tanelevents.impo tanr-dates.accomplishmentsExperimenter:(student's name)--Students will_prisent-eiperimentsSpeaking-th_clast.;Clifts Will-aek (*tams-Presenting resultsabout each experiment reported.of experiments,orally.: Students are tobecomelocquaiuted with each_.personality -on thehulletin-board,Eadhstudent mist know at least three- thingstbout each personality.These iters willbe reported when, questions are direttedto the students by the teacher.ANt1.15' oancTivEiINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMESSteeds eitistklakteiVer mot beeksealr wilts* mitk art-emphsitia one.gstml spans&.good sentence structure, and.good accurate pusctuation.proper capitalization. good grammar.Organize students into correctingteams.Each team is to have asingle responsibility.Teams for:spellingsentencepunctuationcapitalizationgrassaarLOrganiie students into teams for-eachpersonality.These teams will reviewbiographies written by students tocheck their accuracy for details.regarding each personality.410Students are to study each of the.personalities and from memory writea biography about one of,thepersonalities.Written reports'are,to be submitted to the correctingteam.EiographleaWill be rewrittento correct any errors noted by thecorrection teams.Students mill-submit their wr

23 ittenbiographies to the personality team
ittenbiographies to the personality teams.(4-sandwill be checked for accuracyand returned to-students forcorrection;Students will readbiographies to the asst.1.16Mow with*Shills sodsweeties withmechanics ofEnglishWriting experiencesVisaing biographiesas topics. 4TEACHERS' GUIDE FOR AVIATION EDUCATIONSCIENCE.Grades Two-SixDEPARTMENT OFTRANSPORTATIONPEDERAL,AVIATION ADMINISTRATION800 INDEPENDENCE AVENUE S.W.WASHINGTON, D.C.20591404'-atI RESOURCES AND MATERIALSOverhead projectoi"The Main Parts,of an Airplane", Diagram of an airplaneDepartment of-Transportation'GA-20-29Federal Aviation AdilnistrationAGA-300..800 Independence Avenue, S. W.Washington, D. C.20591dlGRADE TWOSEttENCE''with unlabeledpartsCorbett, Scott, What Makes a Plane FlyMcFarland, Kenton D., Airplanes, How They WorkUrquhart, David I., The Airplane and How It Works"America's Wings"Educators',Guide to Free Films"How An Airplane Flies", Educators' Guide to Free FilmsOBJECTIVES"INSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMESStudents will explainthe working functions ofan airpline's basic sevenparts wgn presented anunlabeled diagram ofairplane.Present an unlabeled diagram to studentsof an airplane.Ask:(without reference to the diagramAffective Questions'1."HoW do you control a bicycle?"2."How do you control a wagon whenpushed?"3."How does your mother/father controlyour car?"4."How many diredtions can you

24 go bn abicycle? .Right?Left?Forward?Back
go bn abicycle? .Right?Left?Forward?Backward?5."How many controls do you have on yourbicycle?"you'reReview students' answers to these questions,then ask:1."What do you know about airplanes?"2."How many directions,can it go?Thesame as your bicycle?"List the directions on the baard:forwardrightleftupdown2.1.Students will demonstrate with handsturning directions of their btOrclesor a car.Students, using hands, Will followteacher throdgh examples of an airplaneturning and going up and down.Ask students to compare with bicycldRole playing byturning:one student playing thestudentspart of a bicycle; one an airplane.Students will copy parts named on thediagram furnished by the teacher.Peers and teachers will check forcorrect labeling and spelling. OBJECTIVESINSTRUCTIWOL'POCEDURESSTUDENT ACTIVITIESOUTCOMESAsk:"H9athis happen?"After students have had an-opportunity toguess or piovide answers introdUne.themto the-following vocabulary:ruddei*-elevatoraileronspropellerUsing diagram on the overhead projector,label each Tertas-each part is=labeledwrite, its fundtionon the board.Requirestudents,to record these wordsddefinitions in their dictionarforlater use:=Have.class, in unison, repeat parts ofdiagram as you point.- Be'alert-Tor incor7rent inswers and non-participants.Encouragestedefits to use flashcards with parts namedon thempsuggestpunctuation,sspelling by,pointing to pacX o

25 n unlabeled diagram.Make sure students u
n unlabeled diagram.Make sure students understand that thepilot controli .the directional parts of theairplane.Complete introduction of studenti to therenaftling vocabulary,worda:./propellerlanding gear:wing-4 -1right wingLagartinleft wing- aileronStudents will orallyidentiO the seven basicparts of an airplane whenpresented an unlabeleddiagram:*2.2Students will draw diagram frontmemory and label parts.Students will organize in smallgroups and label themselves,withparts; when the word rudder isflashed, student labeled "rudder"will pronounce the word and saysomething like, "I help the airplaneturn".The students could alsorespofid tostatements such as "I make theairplane go up and down".Theresponse would be -to flash the wordelevator or the student labeled"elevator" could stand, pronouncethe word and spell it.owStudents will place words in theirdictionary, draw illustrations ofeach part'or make a.total diagramof aircraft and its party to beincluded in the dictionary.,Development of diagramsshowing major parts ofan airplane.Evaluate students todetermine knowledgeof airplane contras.rAddition of words tostudent dictionary.44 w.RESOURCES AND MATERIALS411emonstration Aids for AviationDepartment of-TransportationFederal Aviation Administration".AGA-300-80O Independence Avenue, S. W.Washin:ton, D. C.20591How An Airplane Flies", ditto mastersDepartient of TiansportationFeder

26 al Aviation AdministrationAGA-300_800 In
al Aviation AdministrationAGA-300_800 Independence Avenue,- S. W.Washington, D. C.20591Education, GA-20-30'GRADE THREESCIENCE"How Airplanes Fly", FAA Film CatalogDepartment of TransportationFederal Aviation Administration800 Independence Avenue, S. W.-Washington, D. C.20591Pilot's 'Handbook of Aeronautic-aowled:eDepartment of TransportationFederal Aviation Administration'800 Independence Avenue, S. W.Washington, D. C.20591OBSECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMESStudents will conductsimple experiments todemonstrate the theoryof flight.Students will conductsimple experimentsto prove the propertiesof air.Createaskingthinkilint rest in the study of air bytude is questions that requireg pcess.1."What do we use every day, but never see?"2.. "What is all around us but we cannottouch?"3. :"How do we know it is there?"4."How do we use it?"5."lip you know some ways 'that we can proveair is something real and valuable to ourlives?"Show pictures of wind blowing flags, trees;pictures of people leaning into Wind.2.3Lead students to arrive at theseanswers:Air, while invisible and can't befelt, islall around us.Have students demonstrate that aircan be felt:Blow breath on hands, fan air with .stiffpiece of Paper on a classmate,Require students'to further check thatair exists by feeling wind wheR riding a' bicycle; when safe, ask for adUlt'spermission to hold han

27 d outside of thecar window to feel the a
d outside of thecar window to feel the air; havestudents construct a crude windindicator with a stick and piece ofribbon to determine wind direction orr movement of the air we cannot see.--Introducti4 co thetheory of flight.Experiments regardingthe properties of air.ID OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMESAIR TAKES UP ROOM1.Equipment:Soda pop bottleSmall funnelSoda strawModeling clayCupful of waterSeal''the' funnel tightly into the neckof the bottle With modeling clay.Pour' the cup of water into the funnel quickly.-The water stays in the funnel because theair in the bottle cannot get out.ePass the straw through the funnel into thebottle.Suck out a mouthful of air,Someof the water goes down into the bottle,taking the place of the air sucked out.2.Equipment:Wide-necked bottleor jar with anair-tight lidSoda strawModeling, claySmall BalloonThread'2.4Students will start a book'ofexperiments.Students will,followa format described by the teacher.Students will diagram experimentsto be included in-their b3bks.Student0 will deVelop glossary ofimportant terms for their books.Students will knowthat air takes upspace.Students will collect pictures frommagaZines or other places that addproof to experiments.Students will look for air working-outside of school.They may seewindmills, wind-waves, etc.Thesewill be shared with class.Students should be encouraged

28 toconduct.these experiments (as`supplie
toconduct.these experiments (as`supplies are available) at homefor their families or friends.In some cases, equipment may beloaned to a student by the school.L -7OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMESBlow the balloon up'just enough to fit veryloosely in the bottle.Tie a thread aroundthe neck of the balloon so the air will notescape.Drop the balloon into the bottle,Punchia hole in the lid and insert the straw;seal it with modeling clay.Screw-4he lidon the bottle., Suck some of the air out ofthe bottle through the straw and3.&mp yourfinger'over the top of the straw to ,preventair from rushing back into the bottle.Theballoon gets larger because the air insidethe balloon expands-as the air pressuredecreases in the bottle.'9r3.Equipment:.1Water glassCorkLarge glass bead.Facial, tissue.Fill the bowl about threefourths full ofNaber_.op-he cork on top of the water.Invert the glass over the cork and push to thebottom of the bowl.The cork goes ;p the"bottom of the bowl under the glass.Air inthe glass keeps the water out.492.5 =,4BJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOHES011%O1Remove the glass'and the cork.Stuff facialissue into the bottom of the glass.Invertthe glass and push tothe bottom of the bowl.The tissue does not get wet.4.Equipment:2 water glassesLarge dishpati or other containerfilled with waterAir, like water, is fluid--youca

29 n pour it.Place one glass into the conta
n pour it.Place one glass into the container so that itfills with water.Place a second glass intothe water upside down solhht the air does'not escape.Carefully tilt the air-filled glassunder the water- filled glad.By citing this,you can pour the air up in bubbles.,Each bubbleis a little package of air made visible by beingin the water. ,With a little practice you cankeep pouring the air back and forth'between theglasses without losing any of it.2.65(1 Jp0OBJEbTI,VESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESAltvOUTCOMESOglass withair in bottomtitpouring airup inbubbles:.5.Collect;necessarytmaterials and havestudent's performExperiment OneExperiment Two4 Experiment ThreeExperiment Four,fsa..42.74Each student willvethe opportuniconduct all .fourexperiments OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES.'4IKeep in mind, the ability level of yostudents.Teachers mayomant to conduct experimentsAasdemonstrations; have students work in smallgroups conducting experiment; or allow studentsto experiment at learning stations individually.Prior to these experiments the teacher may wantto instruct the class in techniques if keepingobservation notes, students may keep a book ofexperiments and notes of observations.Example:Prkoblem:Proving Air Has BodyDateTimeMaterials Needed:bottlestraw.;;modeling claywaterObservation Notes:(whet took=place or happened?)1.I put funne

30 l into tOil'of bottleand stuck it with c
l into tOil'of bottleand stuck it with clay.2.I poured water in the funnel.The water stayed in the funpel;it went down slowly, the teacherslid my clay wasn't tight enough.Or4.I put the straw through thewater into the bottle and thewater went into the bottle.The completion of these experiments shodlead stUdents to conclude that air ha- body.Students will demon-6.Using Demonstration Aids forAviationEducationstrate through experimentseither perf-orm, have staafs perror-,that air has weight.experiment at learning station, the followingexperiments.(page 3)Experiment SevenExperiment EightExperiment Nine.2.840a.Students will record observations ofexperiments for air weight.Whilestudents'work in small groups, or atlearning stalions, students are toreport to the class theirobservations.istDevelopment ofscientific notebook.Writing observationnotes.Students will' know tifiatair has weights OBJECTIVESINSTRUCTIONAL PROCEDURESAIR HAS WEIGHTEquipment:Wooden dowel stock of tinkertoy stick about a foot longString, 1 yard2 bailoons eaactly alikeABlow up the balloons ti_the same siii, andtie them-at their news with a piece of-string.Tie one billoonNto each end of the''dowel stock.Attach another piece of stringto the center of the dowel stock and suspendit from some convenient place.' Ba;ancethe dowel stock.Prick one balloon with apin.As the air tusbes out, the prickedballoon shoots u

31 p and the'hpavier, air-filledSne drops d
p and the'hpavier, air-filledSne drops down.,8.Equipment:ball or bketalicale4Squeeze all the air possible out of'the ball;then weigh thi.ball%Hog the ball upagain and weigh it.The inflated ball shouldweigh a few ou4ces' more..STUDENT ACTIVITIES'04OUTCOMES QBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES0-Students will demon-strate throbghexperiments' that air,has pressure.9.Equipment:Wooden uprightRod about 4 feet longPailSand or gravelDeflated ball (basketball,volleyball, or soccerball)Bicycle pump.Nail the rod at the center to the upright.Suspend deflated ball at one end and thepail rc4the othdX.Using the pfad, balancethe tWq!44Inflate the ball, -pumping as muchair as the ball: will take.Repine it.The'ball pulls, down and unbalancesthe pailof sand, showing that air does have weight.*Reference:Demonstration Aids for AviationEducationHave students perform:Experiment, TenExperiment ElevenExperiment TwelveExperiment Twenty - threesA10.Equipment:Water slassPiece of thin, fl-cardboard2.10Students will record results ofexperiments in-their sciencenotebooks.Students will know thatair has pressure an4Moves.60 OBJECT:14ESINSTRUCTIONAL PROCEDURESI.aSTUDENT ACTIVITIESOUTCOMESPill glass_to the top with water.Placethe cdrdboard over the glass,Carefullyturn the glass upside down, holdingcardboard' tightly to the glass.Takeyour hand away from the cardboard.Thecardboa

32 rd stays in place against the glass.Tilt
rd stays in place against the glass.Tilt the glass or hold it sideways, andcardboard.ardboard.atill remains in place.1.4,ACCIOBBAt A and B the upward and downWard pressuresbalance, but at C the upward pressure of airis greaier than the downward pressyre of water-and holds the cardboard in place.Equipment:Soda straw or glass tubePut yotir finger over the top of a soda strawfilled with Water.Lift or tilt it.Thewater. will not run out because your finger cutsoff the air preshure on top, but air stillpresses ue, against the water at the bottom ofthe straw.Take your finger away, anthewater runs out the straw.I2.11Wea6 OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMESr/12.Equipment:Bottle or jar with a tight capSoda strawModeling clayFill the jar up.ta the cap with water.Puncha hole in the cap and insert. the soda straw.Seal tightly around the straw with clay.Put-the cap on tightly so that-ne-air-can_geti_utothe bottle.- Now try to suck the water out ofthe bottle.No matter how hard you suck, thewater will not flow through the straw.Releasethe cap on the bottle just enough to let in someair, and try to suck the water through the straw.Now as you suck through the straw, the airpressure is lowered inside the straw.Airpressing on the surface of the water in the bottlepushes it up through the straw as you_suck throughit.An'elephant has a built-in straw, and he puts

33 airpressure to work every time he takes
airpressure to work every time he takes a drink.Heputs his trunk in water and breathes in to drawtheair out of his trunk.As he does this thewater fills his dunk.13.Equipment:CarpFanSoda strawCorkThumb tackPan of water2.12is OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT- ACTIVITIESOUTCOMESStudents will explainthe functioni of anairplane to make itfly using basicvocabulary.'6,5Make a toy sailboat out of a card, cork anda thumb tack.Put in the sink or in a panof water.Blow on it.Blow on it through astraw.Fan it with a'fan.Introduce the term wings.Using anunlabeled diagram of an airplane drawnon a wall chart, label only the wings.42.13Students will draw simple diagram:liftgravitythrustdrag463 $0RESOURCES AND MATERIALSTeaching Science Through DiscoveryArthur Carin and Robert E. SundCharles E. Merrill Books,.Columbus, Ohio- GRADE FOURSCIENCE"Operation Survival",. "Packing and Maintenance of4Parachutes"6IOBJECTIVESStudentswill demonstratethrough experiments that.'they understand the con-cept of air resistanceand ways it can be used.Students 14111 demonstratpthat the .size and payloatlkof a parachule determineate. ,INSTRUCTIONAL PROCEDURES-....introduce the concept of air resistanceto(students throug1the following actions:,t.0.1.Can we feel the air?-I'Ask students to swing their handsrapidly from fight to left.some other ways we can feel�2.,,,What arethe air?MN._.What

34 happens when you ride yourWhat happens w
happens when you ride yourWhat happens when you ryn?What tappens when you hold yourtrip?..Can.you see the air move?bicycle?handWhat are some ways we can see the air:4.wind- moving trees,'wind blowing leaves across the.flags being moved by the-windIs wind air?u-4.How does the air help us?'.necessary for livingground,frw2.14STUDENT ACTIVITIES0°Stddis will perform experimentstons/rate wayiair can be felt..make flags wave.kick up dust during windydiy't.hold streamers of paperand run; note what happens'.tie cloth streamers tipbicycle and note-whathappensvabServe flags, leives failing4'tftom trees..=Students,Will collect pictures of windf-action and/or working.StudeAta will performone or all,,ofthese experiments:*,makes simple windmillmake a simple sailboat,OUTCOMESStudents will review.air and know that it'.moves and as it movescauses reactions.AParticipate in a seriesof wind expdriments. OBJECTIVESINSTRUCTIONAL' PROCEDURESSTUDENT ACTIVITIESOUN.914ESkorWhat are some other ways?.windmills to pter'.wind pushes,saiis for recreation,.riding bicycles with the wind or airpushing us,.air helps fires burn thatikeep us warm1Prepare the class to conduct peraChuteexperiments.Gather cloth for pardthute canopied,string for Orachute risers, objectsof equal weights for payloads.Assignstudents in groupsiof three to makeparachutes.The teacher will expgct+-students to make these observati

35 ons:.air fills the canopy,..air slows-th
ons:.air fills the canopy,..air slows-the descent byfir63canopy.airas And makes.bigger parachutesholding-more airtplace a jar over a burning candle andobserve what happdhsmake a list of-things fire is used tothelp manufactureExample:.Steel,carsairplanes.._tractors-bicycles.ships .toolsStudents working in'groups'will construct parachutes in the followingsites; each eoup should make a parachuteof different sizes:12",x.12"'e 15" x 15"18" 3: 184each group will provide for sectionsof string 15" in length..filling the;Students will throw parachutes in the air---------111pBriferve What happens when the samethe parachute drift,amount of height is tied to pach.Arachute.slow descent byConduct class discussion on how parachutesuse the aer'to help mankinddo differentthings important to our world.*4.2.15Studentill compile lists of waysparachu es are Ivied,.. military. cargo.mail.safety'.brakes.weatherstudy.rocket recoveryStudents 1.1111 collect and/or drawpictures of parachutes wing the air..4O.Vocabularyfhtudy seRESOURCES ANTI MATERIALSGRADE FIVESCIENCEZaffo,.George J., TIM Book of AirplanesfTeaching Science Through DiscoveryArthur Garin and Robert E.CharleS E. Merrill Books,'Columbus, OhioSundInc.OBJECTIVESONALPROCEDURESSTUDENT ACTIVITIESOUTCOMES.#' 'Fifih.grade students willdemonstrate throughStudents should master the following'terminologyiStudents will'dev4lop diagrams lab

36 elingthese parts on the diagram:Addition
elingthese parts on the diagram:Addition of aerospacewords to dictionaryscience experiments thatthey can identify howairplane control sur-faces work.fwacontrolsrol stickedit rolumncontrol cableelevatorrudderrudder pedalaileronwinglanding gear,.trimEt r-Ay.L.Print these termson ffasheards and-havestudents Iparn to spell them when they' are flashed; alphabetize card deck; definethe term-Mum-it is flashed.fuselagelanding geati;propellerrudder.elevator'aileFoocockpit or cs.?inwingsmotor`'Students will 4ifine what functions'each of these parts perform whilethe airplane is flying:elevatorailerpnrudderStudents will perform from thefdllowing experiments a demonstrationof the function of the rudder.'Materials needed:bottlecork_stoppertag boardpinglueglass tube or strawDefinitions of functionsof airplane partsConduct rudder experi-ments't OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMESIntroduce students to the terms:loop, inside'oop, outsidebarrel rolldiveclimbbankdrift_4The teacher should make an exploratorytrip to the airport to identify experi-ences and resources that will-prove ,l;valtiAble to the student,Following field trip tp airport, hold a'debriefing" session_with the studentsabout what they learned.List details.on the board.16,9.Tag boardcontrol ruddeNs,44,41,PinGlueBlow intubeTag boardplatform4Students will adjust the control rudderand note in which d

37 irection theplatforme.turns when air is
irection theplatforme.turns when air is blown through the glassor plastic tube.Students will draw sequenceediagramsthat illustrate'these maneuvers:bankdiveclimblobpbel rollse.strations must 'include set ofcontrols toperformthese functions.!AStnts will prepare questions they wanttitsk of airport guide.Each student willtopencil and paper to the airport tomakreport when ieturning,to the class.Studg is should.also be prepared to askfor literature about airplanes and othermatetials th6, may find of interest atthdtairport.A,2.17'4Students will drawdiagrams of airplanemaneuvers and giveillustratio5s ofcontrols used.AOJ4 OBJECTIVESisIto+P.41*INSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES1Provide time for students to write reportsEach student will prepare a writtenAbout their experience at the airport.rreport about what she/he found outabout airplane controls during theairport-visit:Every student willbe prepared to read his/her reportto the class if called upon to do sq.Students will work in small groupsto develop thankyou letters topersons at the airport who helped them.-62.18II4)Development of reports-port reading11166. RESOURCES AND MATERIALSFAA Film Catalog"The Atmosphere""weather to Fly""Air Masses and Fronts""The Cold Front""The Warm Front""Thunderstorms and Turbulence".Department of TransportationFederal Aviation AdministrationBOO Independence Avenue, S. W;Washin

38 gton, D. C.20591'GRADE SIXSCIENCE"Lifest
gton, D. C.20591'GRADE SIXSCIENCE"Lifestyles of the Stars", (pennyfolder)National Aeronautics and Space AdministrationWashington, D. C."Earth Resources Technology Satellite""Hurricane Below" I"Tornado Below""PollutionrSelow""Earthquake Below"'"Flood 'Below"Film Catalog,National Aeronautics.Jashington, D. C.and Space AdministrationMiniature Star Box 'Construction,_AMes RpsearchtCenterNational Aeronautics and SpaceAdministrationMountain View, California'OBJECTIVESINSTRUCTIONAL PROCE)URESSTUDENT ACTIVITIESOUTCOMESStudents will explainStudents will define a minimum of fivehow weather and astronomybasic weather terms.are important to flight.-Check and assure yourself that studentsthoroughly understand the term weather.To do this assign students to work insmall groups to develop a definition ofWeather.' Have students compare deflalt,i,ons_and select the most appropriate definition:Introduce students to these terms:I typhoonhurricaneartic weathertropical weathercloud formationthunder headswind conditionstemperaturelow pressurehigh pressurefogvisibilityweather conditionsground levelunlimited2.19Learning about fivebasic weather termsStudents will, work in small groups,defining the. term weather.Follow up for students will be theSQtaPCTiorLOfth.tron Abent weatherthat will be selected for diaplayon the bulletin board.Students wilt alphabetize the word list.Students will seek

39 definitions of-each_Knowing weather is--
definitions of-each_Knowing weather is--term and relate it to flight.Students will answer the question:"Why do pilots want to'know the weatherwhen flying?".Students will make up weather reportsand give reports as if they werereporting weather conditions.-Students will anbwer these questions:"What happens to a flight schedule whenhead.minds increase?When tail windsdecrease?Increase?-important to air travel -OSJECTIVaINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMESCall the local weather station and alertthem to student calls.Check on thekinds of questions students should ask.zetInclude:a,.proposed ,flight time.proposed destination.proposed routeMake up a flight from your school to adestination approximately 500 miles fromyour school.Students should understand that weatherconditions can affect flight plans.Example:.increase flight time.decrease flight:time.cancel flights.increase fuel needs.cancel landings*t.Students working in small groups willorganize questions about weather.One student will be selected from thegroup to call the local weather stationto get current weather report.Eachgroup will be scheduled to make onecall during the week.Example:Monday - Group OneTuesday - Group TwoWednesday - Group ThreeThursday - Group Four.Friday - Group Five,At the conclusion of each, Studentsmaking calls will report weather tothe class.Students will write simulated flightplan

40 s for a proposed five hUndredmile flight
s for a proposed five hUndredmile flight..take -off has limited groundvisibility of one milerhaad winds-- of=7A - knots - 414 --be-encountered.heavy thunder storms block the directStudents will define a maximum of fiveastronomy terms and relate each tonavigation purposes forIntroduce students to thesevocabulary terms:constellationsbig dipperlittle, dipperNorth StarMilky Waymoonsunstarsplanetsastronomy'2.20route to destinationStudents will define the term astronomyusing dictionaries and encyclopedias.''Students will write and draw appro-priate pictures that describe anddefine:planetsstarsmoonsunconstellations,Noith Starbig dipperlittle dipperKDevelqpment of weatherreportsAwareness informationon astronomyAddition of words toaerospace dictionary OaOBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT OTIVITIESOUTCOMESe.10As students become familiar with theseterms introdUce the word navigation.Following understanding of navigationpresent how the heavens have helpedthA world's people lo navigate withspecial instruments.4.Students` should understand thatnavigation by heavenly bodies isn ancient science and while stillsed, instruments and radio havee'10eedgtStudents will write definitions ofnaVigation and giie example for theefinition.14..ing shoe boxes and flabhlighes,.students will make projections,ofvarious astronomy.formatioris on theclassroom ceiling.Example:AA,BIG DIgPER-f4lig

41 ht shaftin holesbox"flashlight4Students
ht shaftin holesbox"flashlight4Students will learn how to locatethe North Star using the Big Dipper'souter bowl lip.dk NorthStatvaAskstuden%a to find the North Staret home,.at night and draw their ownOF dtagram.2:21O0Ability to-findNorth 'star TEACHERS' GUIDE FOR"AVIATION EDUCATIONSOCIAL" STUDIESGrade6 Two-Six' DEPNT OF TRANSPORTATIONFEDE'AVIATION ADMINISTRATION800.INDEPENDENCE AVENUE S.W.WASHINGTON, D.C:20591tr1O -RESOACE$ AND MATERIALSClassieom map'or airmapOverhead projector and transpacency of_classfonm, 'schoql andSchool and playground map"The Compass-Rose Game", GA -20 -50"Some Aviation, Workers ", ditto mastersDepartment df TransportationFederal Aviation Administration, ACA-300800 Independence Avenue, S. 1.Washington; D. C.20591,2'.7..tGRADE iwqSTUDIES,playground map.OBJECTIVESylINSTRUCTIONAL PROCEDURES'_Students will explain. theS' purpose of .aodirections on a `simpleschool map;- provi4h rationalefor disking maps to scale;read, simple legends. and .-directions..AStudents will, in theirown words, explain thebasis for kasp; give'.,at least one.exampld.When gin Simpledifectibns, studentswill find their way onasipplelschool andplaygiclund map...0)Introduce students to map unit by displayingsimple map of the classroom; use an overheadprojection or'waTI map.-v.'Your map sliould include:di4ectiOns:north, south, east,*westroom doors and windowsi,teacher andxtudent

42 'deskstables --_don't be overly detailed
'deskstables --_don't be overly detailed.Ask students tg they recognize the diagram;ask:"What is this ?""Could it be useful?""Useful to whom?""Why?"Ask studedts to name other diagrams with`which they may be familiar, such asmodel cars, airplanes,, dregs patterns.Start by giving-students only simple directmute directions.,,.,,_Ex:maple: .Prom -your- desk, go to the pencil4sharpener, turn right and go to-I..,teacher's desk.Have students,first ;race the route on theirmaps, then have,ane student follow'the route.given while othere.obserye.a,.d.,AAll students ere resdired p'participate.*Map.reading,'Esp'Students-may t;rinilsamples of diagramsmaking.and maps.Thqse who dn'ihould eiplainthe purposeqf the diagram or map.09STUDENT ACTIVITIES"ottrcertEs13.1STUdents working in groups will deviseanswer to, why do-we have maps?"Students will make up simple diractions.for their peers to 4follow.1 1:Ftial,can bi-W group or individual exercise-4'a*-AA.Student will kpow theusefulness of maps.',..9.,9lowt9 4OBJECTIVES,.-;INSTRUCTIONAL PROCEDURES°STUDENT ACTIVITIES.4OUTCOMES14'Students kill read simplelegends on map and be ableto' locate items legendrepresents when given apcbool and playground mapcontaining legends.Studdnts.will-Zraw simple_maps of their'homeroocsusing simple legends andputting directions omap.".fMake directions increasingly more difficult;never out-pace the ability o

43 f your students.Hake sure they firmly un
f your students.Hake sure they firmly understand what theyare to do.-Introduce simple legends to students:.shaded areas for grass,'.house or buildings-.road or paths.bicycle rack.playing'fields.water areaThe teacher-should make aigmany.legendsas can'be managed by toe learning levelof t4e class.,Put legends on flashcards and have students'name-them asthey care flashed."'Post directions one walls of classroom;-north, south, eawest.Review earlierintroduction c.directions*. Have allstudents stand; as you give directions, havethem face 'in that irection.' Some directions,can inclusucings as_tnrn_to the"directionwhichhe sun,/risesr=sets, orif you have prevai nvwidds, ask thfmoface that directionAssign students toaw maps of their'homerooms.Nord accplished,studentscould be requatd.to raw'all rooms ortheir yard.Encouragetudents to labeldirqptions and use lege s.,-Culminate this activity ty asking studentswhy maps are smaller than t eieal thingthey show.asI4.Students will bring anA share examplesof map legends.6Have students create ad imaginary Tap;have them-plade secret hiding places,dangerous areas, safe areas, sad areas,happy areas.Require that they uselegends to note these areas.0/Students will draw maps and share themwith the class.Students will'again create imaginary.maps.This time require rivers, lakes,'mountains and oceans.Have studentstell-a story of Vow theirbeused

44 .Learning the use andbeing able to readl
.Learning the use andbeing able to readlegends on a map.Learning the cardinalpoints of north, south,east, west and why theyarq used. OBJECTIVES- INSTRUCTIGNAL PROCEDURES; STUDENT ACTIVITIESOUTCOMEsrStu4ets will be ableto describe...the tasks,required of people whowork as pilots; flightattendants, air trafficconctollers, ticket-salespeople, mechanics.,and. baggage handlers.0.aStart discussion of this objective bywhat is meant by the term "work"'and"pay" or "reward"..Follow with:Affective -Questionso '.1."Why do people work?"2."How does work help us?"3."How4laworkers'help us ?"4."Why don't people allwork at'the'same.jobs?"ag Plate workers on the 'board.PilotWhat does the pilot do?.0*PWhy is the pilot's workimportaht?Wht things do you-thinkthe pilot should know?Flight Attendant - similarquestions to those abovefor following workers.Air Traffic Controller*Ticket SalespersonMechanic4Baggage HandlerProvide students with dittos ofworkers from .packet "Some AviationWorkers".Use information fromthis packet-cover to provide studentswith.informetion and answer' diet,questfoni.ovmaterials are notstudents at this gradereadable.level.43,3NAStudents_describe worktheir parentsperform; theshould try tp compare it toworkers in this objective:4.4.skills.needed.services prpviged.working)vrth people, or the publicStudenta'may collect pictures of workers..Studentl' gegcribe to class why

45 'services°vide& by variotis,workets hre
'services°vide& by variotis,workets hre important..V0Awareness of variety'of airpoit occupationstStudents will, orally,describe jobsopfthree sirpoft employees.I-ti4'83 ..*91,1JECTIVER'--INATRUCTIONAL PROCEDURES- STUDENT ACTIVITIES()macsStudents are to draw pilot, flightattendant, air traffic controller,ticket salespers4., mechanic,baggage handler dbing their jobs.Encourage, them t4 show the variousthings each goes.Example:Pilot - checks airplane'ssafety..,flys,the airplane.%.'talks on the airplaneradio-Met AttendInt - explainssafe procedures topassengershdlps with seatingt,.3.4Ctakes ticketsOcares fpr passengers' needst_w..11091 GRADE THREE`SOCIAL STUDIESRESOURCES AND MATERIALSJulAirnort Trio, AGA-300-94Allward, Maurice, All Kinds of AirplanesDepartment of TransportationAhn4rom, Di. M., The.Comolete Book of,HelicuptersFederal-Aviation Administration, AGA-300'Bushr, Walter, Freight Trains of the Sky800'ependence Ave., S. W..Coohes, Charles, Skvhooks; the Story'of HelicoptersWashington, D. C.20591AircinVironment AGA-300-104Dep'"'nt of TransportationFede1 Aviation Administration, AGA-300,'800 1 dependence Ave., S. W.''Washington, D.-C.20591=4OBJECTIVESINSTRUCTIONAL PROCSTUDENT ACTIVITIESOUTCOMESStudents will describehow airplanes reduce thetime of travel whencompared to groundtravel.92Introduce students to travel methods bypresenting such questions as:4"HOW many ways

46 can we think of to travel?"The list will
can we think of to travel?"The list will mostbuscarswalkingbicycles'trucksy include:airplaneshorsei'rocketsAotorllycles,elevatorAsk students to discard any of those thatare not Used for service to people. Alenhave them ranked from slowest to thejastest.Discuss with class ways. of traveling thatare bese_for:gips short distances such 48 to the storeorbarngoing distances greater than a'half mile,across town,. to acnoarby town'going longer distandei such'as fity to200 alasgoing -long distances such as 1,000.miles or further.p_a..3.5Students will collect pictures of themanydifferent ways people travel.These pictures are to'be shared withclass and displayed on bulletin board.'Students will arrange ways-of travelfrom the slowest to the fastest.,**.Studentsitill collect pictures of:helicopters/.agriplanesmedical airlift airplanesJ.leasure.airplanes.passenger airplanesfreightersStudents will ask questions orvisitorsto,tht classroom about how they useairplanes in their businesses.Students will describehow airplanes havebrought people of theworld together and howthis has helped people.analyzing methods of'travel; why some aZebeat.Begin picture fileDiscussion 9f travelcosts..93 OBJECTIVESINSTRUCTIONAL PROCEDURES'STUDENT ACTIVITIESOUTCOMES ``0a,WhPti students are to associate methods,to'distance, introduce time.If you had 'only five minutes t9 go to the'store, woUld you walk or

47 ride a bicycle?If you had"three,hours t
ride a bicycle?If you had"three,hours to travel 100 milesand return home, would you use a car oran airplane?At this point, Alscuss type of airplane -`the most likely for the 100 mile_trip.DiscussAosti of traveling-by:light aircraftJet aircrafthelicopterAsk studentkthe fastest way to travelList'student methods of travel.TellHow many different waysfrom theii homes to 'a distant city overthe teacher ways you have traveled andvarious students have1,000 miles away.why you used that method.traveled.01Ask students why peopleould'want totravel faster; direct questions to:-._illness,fires,,-crop dustingHave students collect pictures.of airplanesused for many akfferent purposes.Invite to the class` people who use airplanesin many different ways.Ptepare class to.interview'persons.invitedto class.Students will tell\ell the ways they havetraveled; in iasea of airplane flights, why?Students will mime how long it takes to walka block as compared to riding a bicycle thesame distance.3.6 ti-'11.1PF.RESOURCES ANMATERIALSMaps and Globes,Aerospace 'Personality SeriesAmelia EarhartGenaral Daniel "Chappie" James,''.Cappain Eddie RickenbackerWright BrdphersOtherGRADt- FOURSOCIAL STUDIESADDRESS:.Center for Aeroace Education Development'Civil Air Patrol, National Headquarters (ED),Maxwell Air Force Base, Alabama36112OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMESStudents will

48 define a:minimum of 'five geographitalt
define a:minimum of 'five geographitalterms and use them in aTZ'simple story about flyingound the world.Introduce s&idents to the followingvocabulary:-flight mapinternationalworld flightstranscontinentaltransoceanicstorm front'cross- country'continentsmountainssupersonicatmosphereoxygen mat..--sub-soniE. jet- streamsforkigncapitols-radioMessagebordersoceans/altitudeThese items may be placed-on fladh-_cards.Encourage teams of studentsto challenge others-to dictionarygames.have each group select threeto five flashcards; first team thatfinds an aviation definition for alltheir terms wins the game.Organize students into two groupsfor a spelling bee.Flash cards tostudents for spelling.The teamwins that has the most playersstanding at the end of the game.flash cards to students and have.them write a definition foi each.,,Call on various students to readtheir definitions.Students will reorganize list intoalphabetical order.-Students,willtdraw three cards and. -write a short one - paragraph storyrising the three Words.Studentswill develop topic sentence and, writetwo'supportive sentences./Students willmarticipate on variousgame teams organized by the teacher.Students, will participate in class;tep wiii'Assist in developingchalkboard list of ways to travel..3.7Students will be ableto write a short storythat explains how theworld has been broughtcloser together byairflights

49 .Aerospace vocabulary-development Studen
.Aerospace vocabulary-development Students-Will explainwhy flying around 'theworld is faster thantraveling by land and sea.41Open discussion with how we travel asthe topic.Make-a list onothe board!Example:walkingbicyclesrunningboatstrainsballoonsautomobilesairplanesrockets.Assign studenti to teams and here themreorganize list in order of slowesttravel to fastest travel:Ask students to-time themselves:.walking to school r'.rididg bicycle to school.riding the bus or automobile to schoolHave students compare travel time by_.the Pilgrims', first trip to Americaand a modern aiiflight time.Have students find out how long ittook man to first:sail around the earthand how long it takes a modern Jetairplane to make the sametrlp.Have students study air travel mapsin Aerospace Personality Series packets.Students participating as team memberswill-reorganize ohalkboard list as re-quired hy,7teacher assignment.Students will compare various traveltimes in getting to school.Studen.ts..will develop bar graph comparing' times.Example:Minutes153045.60Walking.Bicycle.BusAuto3.8Students will compute sailing-in months and weeks for Pilgrims tosail to America.Students will use encyclopedia todiscovtr who first sailed around theworld and how long it took.`Students will exploremodes.of travel.Development of variousgraphsbarcircle.lineCompare and contrastresults and evaluate"travel methbds.5

50 OBJECTIVESINSTRUCTIONAL PROCEDURES'STUD
OBJECTIVESINSTRUCTIONAL PROCEDURES'STUDENT ACTIVITIESOUTCOMESStudents will explain;how land forms helpor hinder travel.IGtiSome students may want to compute-thetime in months or weeks.Students will write a short storyexplaining why air'ravel is fasterthan any other metb&nan has forworld travel.."3.9..-fttDevelopment of a.shortstory giving reasons.for populatity ofair travel.A01. 4a.RESOURCES AND MATERIALSAerospace Personality SeriesCharles Lindbergh...--Books.' (see Appendix)DeLesum, Adele,._ Lindbergh; Lone EagleFisk, Nicholas, Lindbergh, the Loner/flierFoster, -John T., The Flight of theEagle;--Charles Lindbergh Flies Non-Stop From New York to Faris'Film;"In Celebration of Flight`, FAA Film CatalogDepartment of TransportationFederal AviiitionAdministration.800 Independence Penue, S. W.Washington, D: C.20591-GRADE FIVESOCIAL STUDIES.ADDRESS:Center for Aerospace Education DevelopmentCivil Air Patrol, National Headquarters (ED),Maxwell Air Force Base,'Alabama36112e-OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIES,OUTCOMESStudents will trace the-Watohr-of the air mailServices in the UnitedStates and march historicalevents.to development ofair pail.102Introduce students to this unit throughdiscussion of the importance-for rapid"mail serfice:Discuss. with. students -how mail _services historically, have beenprovided in the United States.,Areas to be covered:.. fir

51 it parcel post.transcontinental mail.sta
it parcel post.transcontinental mail.stage coach delivery.pony express.railroad service/. mail services by ship.mail by truckConcept of time in getting letteidelivered should be emphasized.3,10Students will draw picturesiofvarious ways mail has been delivered'in the United States.4,1Students will develop chart illustratingor graphhow long it took-and takes to deliverdevelopmept toa-letter:make comparisonExample:foot delivery (1790)stage coach (1850)pony express (1860)103 -_11011107--STRUCTIONADPROCEDUiES4STUDENT ACTIVITIES'OUTCOME(IP._Discuss-withstudedtew hysome mailto be delivered quickly.Discuss: with studentsneeds1. Alhat7 is the fastest way to have a letterdelivered?2.When was the first air mail flight made?What was the.distance traveled?,What was the'length of time?3.When was the first transcontinental maildelivergd?I-How -longtdid it take?-What was the distance?Show ,film to students of the-history ofair tail,1.How were the planes different?2.How were conditions different for thepilots?3.What dangers did these early.air mail,carrier pioneers face?Discuss Lindbergh's experiences as an,airmail pilot.Introduce class to significant eventsthat effected air mail services andmatch, these to historical events_in UnitedStates history:.fiSat airplane flight,-)construction of the Panama Canal-. airplanes for watching military Movementsand Carrying Messages.World War I.

52 first mail flights.End of World War I,ra
first mail flights.End of World War I,railroad (1900)ship (19207-tryckz(1970)-airplane (1975)t-,Important family eventq, births,deaths, weddings, illness,.loansof money, community disasters'.icStudents 'will draw, and fox collectpictures of air mail carriers.Each student will write a shortstory telling how it would feelto fly the first air mail.Students will trace on outlinemaps early air mail routes.Theywill make special note_of flights.by Charles Lindbergh.3.11.,.;Stvdentsrare to use referenceand'library reawnes to identify:1.Dates of messages first carrie4by airplanes and an historical-event'in United States:history*that matches that da 'te.2.The place and date of the firstair tail service and a thatchinghistorical event is American history.Each student willcollect pictures.Class developmentof early mail routemapLearning'importantmail flight milestones103 thVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIES.OUTCOMES'.fIrst,combined,mail and passengerservice flights.Franklin Roodevelt's Second Term.first transcontinental mail service,.Coolidge becotaes President atter_Taft-assination3.First transcontinental mailflight services and a matchingAmerican history event./tell student will write a short report -,!..10.4g the data identified.IStudents will use task cards from theAerospaceer nalit series to matchlearniiAmeliaGenera'SixtitiStddiesT sk Gerd Fourteen'.ocial Skudie

53 iowCard Three Geographyan el Jetties, Jr
iowCard Three Geographyan el Jetties, Jr.fTask CardeA3.12At4107 -RESOURCESAligiERIALS'Aerospace Personality SeriesAmelia. EarhartCharles LindberghBilly Mitchell'Captain Ed4e RickenbackerWright BrothersOthersBooks:Bishop, Richard, Ftan,Kiti'to,Kitty Hawk!Settle, Mary Lee, The Story-of FlightWallheuser, H. T., Pioneers of FlightMcCague, James, When-Ben First FlewFisher,'Marguita O., Jacqueline Cochran.; First ty of FlightDavis, Burke, Amelia EarhartDalgliesh, Alice, Ride on the Wind.Glines, Carroll V., The 'Wright Brothers, Pioneers of Power FlightDeleeuw, Adele, Liddbergh; Lone EagleFilms:PAA Film Catalog-"In Celebration of Flight""Kites to Capsules""History of Plight-- TheBrothers, Parts I-V"'Department of TransportationFederal Aviation Administration800;IndePendence Avenue, S. W.Washington, D. C.29591bikAiml sixSOCIAL .STUDIESADDRESS:Center for Aerospace Education' DevelopmentCivil Air Patrol, National Headquarters (ED)Maxwell Air ForceBase, Alabama 361124OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMESSixth grade studentdwill match importantinternational flightstworld historicalevents.,1 0being approprihe materials from the=Aerospace Personality-Series packetsdevelop a bulletin board_' interest center.ieature maps of flights made by the44cious_personalities,thst have inter -'- national implications.Students of this age-level Are interestedin explorati

54 on and adventuredome accom-plfahments by
on and adventuredome accom-plfahments by courageous-persons.Using the bulletin board as an interestcenter pose the probelms to the class.et.3.13'Students-are to record theassigned problems.' For each :problem students will recordKnowledge ofpioneers and accomplish-meats OounnvEsINSTRUCTIONAX. PROCEDURESSTUDENT ACTIVITIESouTcomis\AwI.By whom was tge.first,around the_world flight wade ?_ When?''2., What were the important stopsmade by the flyers of this mission?'3."- Who first flew-to South America?4. Who first flew over the North Pole?South Pole?,A4-'_0.5.Who madithe first flighi,dcross',the Atlantic? - Pacific?Z. `Who'firseflew'to HAw#1i from4PUnited Stated?,.Arrange bulletin brd display, space-to__feature student developed reportsand materials.aUsing the information derivedfrpm,the exploratory flights see, withthe' class,'howthese internationalflying'ventures relate to Solving worldprbblems.Establish contrast ofhow +these prOblems were net 100-yeard'agoas to how they are presently dealt with.er -Example:{ 100 years ago to travel from theMilted States to India with'fOodwould require how much travel--time?Today -flux long would'ittake?Do you feel early flights` by aviation pioneershelpedvato solve distance problais?4.the flight.person(t)iinvolved,dates.distancesrpifoblemsStudents should ,e encouraged. tocollect supportive pictures ordraw pictures themselves.Pictures

55 should featurev-..aircraft design.weathe
should featurev-..aircraft design.weather conditions.dress of the crews.instruments.incidents in the flight.special honors ormedals of awardEach picture must feature a captionby the,student.Students will develop reports to heOral, reports onwritten and given orally to the classselected topics ,related to these subjects_:,.World'Food Problems4,.International Disasters (floc :0 earthquakes-, hurricanes)nternational Tensions (waand conflicts).World Health=.Woild Communications;Recreation (Travel)",Historical Information Exchange (displays)automation Exchange (storm warnings, etC)'AStudents will be assignedtb,small groupsDevelopment ofwritten reportsfor the purpose-ofselecting bestwritten reports for bulletin board dfsplay. 'Students will applya basicselection criteria:-,,+ OBJECTIVES'1.INSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES ,Use similar examples for health,clothing and education.List onchalkboard these,avents for oral.Berlin Crisis.Shut Dowd of,Suez Canal.Food Shortages.Cuban Missile Crisis.Earthquakes in Asia4;.Earthquakes in South Americashelter;the'discussion:.neatness.accuracy of data.grammar.accompanying materials, eucti aspictures, *aka,_ etc, -YDiscuss what brieny was involved:regarding* each of these events.-Where in our world ;lid these events occur?bid they occur close to our country ?'Row could we help relieve these situations?.What role did the

56 airplane play in theseevents?4Students
airplane play in theseevents?4Students will select one world topicand prepare FL oral report totheclass- Subject topics:Row the Airplane was Used During theBerlinCrisisHow the Airplane Meets World Food Needs'Why the Airplane is.Impyrtant During a ---Major'Disaster.(f/oods, earthquakes,volcanic eruptions)_Students-hhopld plan to use amps, chartbtand-picturesiwith,thii9:-reports.._Studentkvill use task cards from theAerospace 'Personality Slries for'enrithmentactivities:Development oforal-reports-Eddie Rickeibacker Task Card Seven.,GeographyGeneral Daniel, James, Jr. TaskTard-SeventeenGeography--Talk Card FifteenSocial Sttsdies.11:3. .TEACHERS' GUIDE. -FOR AVIATION EDUCATIONHEALTHGrades Five-Sixa. 1.DEPARTMEtiT.OF TRANSPORTATIONFEDERAL AVIATION ADMINISTRATION-800 INDEPENDENCE AVENUE S.W..WASHINGTON, D.C.205411144.4 HEALTHRESOU8CES AND MATERIALSFAA Film Catalog"Medical Facts for Pilots""Charlie"-."Eegle.Eyed Pilot" .Department of TransportationFederal Aviation Administiation800 Independence Avenue, S". W.Washington,IL.C.20591Boo lla:Richter, Ed, The Making of ad Airline PilotShay,'9rthur, What's It Like to be a PilotSrAnov, Muriel, I Know an Airline PilotMedical Facts About PilotsDepartment of TransportationFederal Aviation.Admiaistration800*Independente Avenue,, S. W.Washington, D. C.20591GRADES FIVE AND SIXlkMedical Benefits from Space.ResearchNational Aeronautics

57 and Space Administration'.,Washington;.B
and Space Administration'.,Washington;.BJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES.This unit hasbeeh designed to bring 0information to the fifth.azid sixth grade,student that will create'an awareness ofthe various factors-that can affea.'the healthconditions of. individuals.The materialselected-is basic; the terminology used ismedical and teachers will find it desitable insome, instances to spend time dfscussing eachcarefulfix.Each is followed by ay activity;isicheagad students may find vilue,in,Xearning about these basic medical factors.,Through discussion with the class, determinewhy it is important that healthy persons; ingood condition, fly'aircraft.Make sure theclass is aware of some limiting factors thatdo not prevent people from flying.Shoe the film, "Medical pacts for Pilots",FAA Film Catalog.Prior to film viewing,rreview its contents.he students tolook for these factorsfollowing film,pd'*4.1 OBJECTIVES4I4t.INSTRUCTdiscussea,fa =or previously designated.Reshow filifcessary.List the fg.factors on the board:- fatiguehypoxiaalcoholdrtgsvertigocarbon monoxvisionmiddle earpanic11scall divinExplaintoe class,that the studentsand yourseWill determine how each ofthese fars are important to safe flying.Encourastudents to keep notebooks.4.2Materials for student reading andreview:,FATIGUEFatigue generally slows reactionfitimes and causes foolish errorsd

58 ue to inattention.In additionto the most
ue to inattention.In additionto the most common cause of fatigue,Insufficient rest and loss ofsleep, the pressures of-business,financial worries and family problems,can beimportant contributing fagtors.If yovx fatigue is marked prior toa given.flight, don't fly.To.preventfatigue effects during long flights,keep active with respect to makingground checks, radio-navigation posi-tion plotting, and remaining mentallyactive..Experiment:Reacuion TestUsing a yardstick have students drop itbetween the thumb and forefinger of aclassmate; note the inch Mark at whichit-is grasped.Do this three times tofget an average.Discussion with classto determine factorsimportant to flyingNotebooks on safe flyingfagtorsa. .OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES13,(13'r + 12" + 11")312" averageNow reqqire students to exercisevigorously (push-ups, run).Immediately'retest for reaction time.Do not allowsubject to rest.(14" + 14" + 12").3'.., 13 1/3"! averageDid fatigue affect reaction time?9HYPDXIA,Hypoxia in,simple terms is a laCk ofsufficient oxygen to keep the brain aidother Ubdy tissues functioning properly..Wide individual variation occurs withrespect co susceptibility to,hypoxia.In addition,to progressively insufficientAoxygen at higher altitudes, anything -Interfering with theblood's-ability tocarry oxygen c n contribute to hypoxialili(anemias, carbomonoxidi,- and

59 certain,drugs)Also, 4 cohol and Various
certain,drugs)Also, 4 cohol and Various drugs.,"decrease the brain's tolerance,to hypoxia.-.Your body has no buill-iii alarm system tolet,you know when you are not geiting,enoughoxygen.It is impossible to predict when orwhere hypoxia will occur during a giienflight,'.pr how it wilLmanifesi itself.A itajor early symptom of hypoxia-is anIncreaied'sense of well-being (referred, to aseuphoria).This progSiebes to slowedreactions"impafted thinking ability, unusualfatigue, and a.dull headache feeling.,...Tye symptoms are slow but pkogressive,-insidiousin onset, and are most marked at altitudes12 t-/IOBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES'112,!---, Havestudents describe symptoma-orexplain the following termsassociated with hypoxia.Encourageuse of diagrams.'euphoria%drugsalcoholtobaccoaltifbde---starting above tea thousand feet.Night Vision, however., can Seimpaired starting at altitudes lowerthan ten thousand feet.Heavy,smokers may also experience earlysymptoms of hypoxia at altitudes lower-lban-is so with nos - smokers.-.If you observe the gelleral rule of notflying'above ten thousand feet Withoutsupplemental oxygem,'you will not getinto trouble.iffALCOHOLDo you fly or drive while under theinfluence of alcohol?An excellent ruleis to allow twenty-four hours betweenthe last drink and 'take -off time.Evensmall amounts of alcoHS1 in the-system canadvers

60 ely affeci judgment and decisionmilking
ely affeci judgment and decisionmilking abilities./Remember that your-body metabolizesalcohol at a fixed rate, and ,no amount ofcoffee or medication will alter this rate,By all means,. do' not fly,or drive with ahangover, or a "masked hangover" (symptomssupresped by aspirin or other medication).4.4,122 OBJECTIVESAINSTRUCTIONAL PROCEDURESSTUDEtikACTIVITIES'wOUTCOMESg-,Have small groups read and discuss this'section.After a short period, conducttotal-class questions anal answer period.Have studentO write answers to thesequestions:1.How long should -a person wait after'drink* alcohol ,befote flying?Why?'"!2.What is a "basked hangover"?3.? Will the drinking of coffee reducethe effect of alcohol on the body?Why2.Show film "Charlie", FAA Film-Catalog, as4a summary.Organize small group reading and dis-cussion gioups.Have each group_develop a statement Fegarding safeflying and the useofdtugs.4ti4.51DRUGS 4Students will Rreparewritten answers and. note new vocabulary wordsin their notebook.i.Self - medication} or takingmedicine 1.n any form whey you areflying can be extremely hazardous...EVen simple home or over-the-counter't--remedies-iad drugs such as-aspirin,laxatives, tranquilizers andappetite suppressors, may seriouslyimpair the judgment'and coordination''needed while flying.The safest ruleisto take no medication while flying,except on the advice of your AviationMedica

61 l.Examiner.It should also beremembeked t
l.Examiner.It should also beremembeked that the condition forwhich the drug is required, may-ofitself be very hazardous to flying,even when the symptoms are_suppressed. bythe_ drug.''Certain specific drugs which have beenasVociated with. aircraft accidents inthe recent past are:Antihistamines (widely prescribed forhayfever and other allergies);Small groups will preparewritten keports-aboutflying and drugs.- OBJECTIVESINSTRUCTIONAL PROCEDURES*STUDENT ACTIVITIES,OlTPCOMES4.64.10Trandpilizev (prescribed fornervous conditions, hypertension,and,other conditions);Redlining drugs (amphetamines andother appetite suppressing'drugs canproduce adverse effect on well-being* which have an adVerse effect on*judgment);Barbiturates, nerve tonics(prescribed for. digestive and otherdisorders, barbiturates produce amarked suppression of -nental alter -fleas).VERTIGOThe word itself is hard to define.To.earth-bound individpals it usielly meansdizziness or swimming of the head.To apilot it amens, in simple terms, that hedoesn't know which-end is'up.In fact,vertigo during flight can have_fatalconsequences.-4_-=On the ground we knOw which way is up bythe combined use of-three senses,.1.Visiont.- ye 7041.10, Where wiare inrelatiokto_fixed,o6jects.2.Pressure -- Gravitational pull onmuscles and joints tellsus which way is down.Special Parts In Our-Inner Ear --The otolithe tell us whichway is

62 down by gravitational,pull.It should be
down by gravitational,pull.It should be noted that accelerationsbody are detected by the fluid in.the semi-circular canals of the inner ear; and thistells us when we nhangepositioi.Howeveryin the absence of a visual reference, such asflying into a cloud or overcast, the accelerations120 INSTRUCTIONAL PROCEDURES.-STUDENTWrIVITIESOUTCOMESt40.4.7can be confusing, especially sincetheir forces can be misinterpretedas grav,itetiohal pulls on the musclesand otoliths. .The result is oftendisorientation and Vertigo"(ordizziness).All pilots should have an instructorpilot produce maneuvers which willproduce the sensation of vertigo.Once experienced, later unanticipatedincidents of vertigo can'be overcome,Closing the eyes ler a second or mo-usy help,'ss will watching thenightinstruments, believing them, andcontraling the Airplane in accordanceWith the information presented on theinstruments.' All pilots shouldobtsfnthe minimum training recommended by_the PAAJor altitude- control of Sir- -craft solely by reference to theGyroscopic insnts.-Pilots are susceptible to experiencingvertigo At night,-Snd in any flight-condition When outside visibility is,---reduced-to the point that the horizon isobscured. An additional type of vertigois known is flicker vertigo., Light,Pflickering at certain"frequencies, fromfourto twenty tibes per second,-canproduce unpleasint and dangerous reac=.t

63 ions-in some persons:These renctfopsmay
ions-in some persons:These renctfopsmay include nausea, dizziness, uncon-_scionsness or even reactions similar toan epileptic fit.In a single enginepropeller airplane, heading into the'eun,propeller may cut'the sun to give%this flashing effect, particularly dininglandings when the engine is throttled,.back,Tbeselindesirable effects may beavoided by not'starg directly throneetheprop _for more ta moment,,and by makingfrequent but1 changes in RPM.. The INSTRUCTIONAL PkOCEDURESSTUDENT ACTIVITIESOUTCOMESUsing a health chart Of the ear,explain to students what has occurredduring this experiment...flickering light traversinhelicopter blades hasbeenillownto cause this difficulty, as hasthe bounce -back from rotating,beacons on aircraft which havepenetrated clouds.If the beaconis bothersome, shut it off duringthese_periods.Experiment:liertiAoThUsing an office-type swivel chair haveone atudeat sit in the chair.Use twostudents to turn the chair; 'speed isnot important.Have seated studentplace head on shoulder during sOinfiing.At command "stops! have student in chair.attempt to focus eyes on moving object;'ruler, watch, etc.Have ali studentscarefully note what takes place.,Usecare thavathe student does not fall fromchair.Studenps may also want to usethe droppingsyard stick to test the sub-ject,or' ask the subject to touch hisnose with finger, or touch forefingerstogether when

64 hands are held about afoot from his face
hands are held about afoot from his face.Ask the subject howhe felt after the experiment.CARBON MONOXIDECarbon monoxide is% colorless., odorleAr.tasteless product of an internal combustionengine and is always present in exhaustfumes.Even minute quantities of carbonmonoxide breathed over a long period of time,.may lead to dire consequences.4.813U 0I0EcTIVESINSTRUCTIONALPROCEDURES'STUDENT ACTIVITIES41JUTOOMES131For biochemical reasons, carbon'monoxide has a greater00ability to combine with thehemoglobin of the blood than oxygen.Furthermore, once carbon monoxideis absorbed in,the blood, it sticks"like'glue" to the, hemoglobin andactually-prevents-the oxygen fromattaching to the hemoglobin.Most heaters in light aircraft work onair flowing over the-manifold.So ifyou have to use the-heater,-be wary ifyou smell exhauit fumes: 'MO onset ofsymptomaia insidious with "blurred:thinking", a possible.feeling ofuneasiness And subsequent dizziness.'Later, headache occurs.Immediatelyshut off the heater, open the air venti-lators, descend to loweraltitudes, andland at the nearest airfield.Consultan'Aviation Medical Examiner.' It may-take several days to fully recover andclear the body of the carbon monoxide.-'Nave students describe the symptoms of-`:-carbon monoxide poisoning, how it canintroddce the subject of vision with--be prevented.the film "Eagle Eyed' Pilot", FAAFilm Catalog.

65 VISIONHave students read thle next anstl
VISIONHave students read thle next anstlookOn the ground, reduced or- impairedup tercs they doet understand.Becan sometimes be dangerous d4ending onprepared-to discuss in class contents ofwhere you are and what you are doing.In_this section.flying it is always dangerous.On the ground or in the air, a number offactors such as hypoxia, carbon 'monoxide,alcohol; drugs, fatiuge,-or-even-brightsunlight can affect your vision.In the airthese-effects are critical..01.1,132 OBJECTIVES'INSTRUCTIONAL. PROCEDURES" ",441141F4:AHave students read and discuss factorsthat may resu't when ear discomfortor pain are present.o4,,ag.STUDENT ACTIVITIESSome good specific rules are.4----M A use of sunglasseson,right days to avoid eye fatigue;during night flights, use redcovers on the flashlights toavoid destroying any dark adapta-tions; remember that drugs, ap.cohOl,heavy smoking #114 the other clactorsmentioned above,, -have early effectson yisual acuity..MIDDLE EAR DISCOMFORT.OR PAINCertain persons (whether pilots orpassengers) have difficulty balancingthe air loads on the ear drum whiledescending.This is particularlytroublesome if a h04/cold or throatipflammation'keeps the eustachian tubefrom opening properly.If this troubleoccurs during descent, try swallowing,yewlang) or holding --the nose lend mouthshut, forcibly exhaling.If no reliefoccurs, climb back up a few thougandfeet to reli

66 eve the protsure bn theouter drum.Then.d
eve the protsure bn theouter drum.Then.descend again, using 14these measures.A more gradual descentmay be tried, and it may be necessary.to go through several climbs and,descents to "stair-step" down.'If anasal inhaler is available, it may affordrelief.If trouble persists severalhours aftegNaanding, consult your'Aviation'Medical Examiner.Note:If you find yourself. .airborne with.a head cold, you way possibly'avoidtrouble by using an inhaler kept as`part of the flight kit.OUTCOSfES4.10134 OBJECTIVESINSTRUCTIONAL' PROCEDURESsTureirrACTIVITIESOUTCOMESiE13-4PANICThe development of panic' ininexperienced pilots is a processwhich cab get into a vicious circlewith itself and lead to unwise and'_precipitous actions._ If lost, orin some other predicament, fbrciblytake stock of yourself, and 'do notallow panic to .mushroom.Panic canbe controlled. --Remember, PreventPanic to Think Straight.Year is anormal protective reaction, andoccursin normal Individuals.Fearprogression to panic, 'is an,abnormaldevelopment.SCUBA 'DIM()1_Jou may use your pline to' fly to a sea''esort or lake fora day's-scubidiving,andthen'fly home, all withina few hours time.This -can be danger-ous,' particularly if you haNie beendivingtodepths for any length oftime..Under the incilkaied, pressure of thewater, excess nitrogen is-absorbedintoYourftiatem.If sufficient time hasnot lapsed prior to take-off for y

67 oursystem to rid itself of this excess g
oursystem to rid itself of this excess gas;You may experience the bends at altitudesunder 10,b00_ fAt where-most -light planes4:11 TEACHERS' GUIDE FOR AVIATION EDUCATION2t.CAREERS IN AVIATIONGrades Five-SixTIEPARMENT OF TRANSPORTATIONFEDERAL AVIATION ADMINISTRATION800 INDEPENDENCE AVENUE S.W.WASHINbTON, D.C.205917,-df RESOURCES AND MATERIALS0Aviation Careers Series:"Career Pilots and Flight Engineers", .GA-300-122"Aviation Maintenance", GA- 300 -123'Airport Careers", GAr300-124"Aircraft Manufactuiint accupations", GA-300-125"Airline Careers", GA-300-126'Tlight Attendants", GA-300-127"Government Careers", GA-300-128"Agricultural Aviation", GA-300-129Department'Of TransportationFederal Aviation'AdednistrationAGA-3007800 Independence-Avenue, S. W.Washington, D. C.'2059lGRADES FIVE AND SIXCAREERS IN ,AVIATION"The ,John Glenn Story"Film CatalogNational Aeronautics and Space AdministrationWashington, A. C.up.OBJECTIVES .INSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOME§00Teachers using this section of the handbooobjectives for the students and learningStudents in gradesfive and six, uponcompletion of thisunit will be able toidentify a minimumof five aerospaceoccupations and lista minimum of fiverequired work skillsfor each when askedto write a descriptive-paragraph of the job.133find it useful,in aerospaZe activities for fifth and sixth grade students.The unit is designe

68 d withtructional activities.This unit co
d withtructional activities.This unit covers each of.the following areas:`Airport, CareersPilots and Flight EngineersAirline CareersAgricultural AviationAviation MaintenanceAircraft Manufacturing OccupationsAn airport can be a cleared,grassy stripof leveL land or an elaborate complex ofthousands of ground,' runways, roadways,buildings, parking lots, equipment, andservices with the number of employees equalto that of a small city.Several thousandof the nation's approximately 13,000,airports aie attended (that is, they offerat least a minimum of daylight servicb) andthey range in service from one providingjust aviation gasoline and a coke vending'machine to one offering thousands of itemsand by the airlines and operators of generalaviation aircraft.5.1Stnients will listfiv*aerospaceoccupations OBJECTIVESINSTRUCTIONAL PROCEDURESBTUDENTACTIVITIESOUTCOMESStudents will be able7---t-43-44e*E-14t4rout-a-11-61-f of 20 careers those'.that are airport careerswith 100% accuracy.Students will be able tolist five functionsIperformed by the airport--director."141Airports may be privately owned by a singleoperator who carries on all the functionsof the airport with or without assistants, orby a group of private investors.Or an airportmay be owned or operated by a city, county,regional or. inter -state governmental authority.-A'Review with students the functions of..arIrtrpurr::tak

69 e-offsItp.landings.housing'.fuel.food.se
e-offsItp.landings.housing'.fuel.food.sendifig freight/mail.receiving freight/mail.passenger service. recreationalbusinesSmilitplry.traing.air traffic control.aircraft maintenanceInterest students in polling others todetermine the knowledge level about airportactivities._ From this base of knowledgeabout airport functions, introduce studentsto airport workers.Assign students to complete the list byresearching through the encyclopedia orother sources the types of workers employedat the airport.Students may associate the position ofairt direction with something familiarsuchs the school princWal -- someonewho is n charge and has decision-mak ngresponsi ilities.Start with school.principal's position.15.2r:Students are to engage in brains tormingtype sessEo7ITfl7aETTiliEy purposesDevelopment of careerand/or functions of an airport.scrapbooksStudents may start scrapbooks'to collectpictures of various airport activitiesand functions, pictures should becaptioned and classified by students.Students, under the direction of teacher,Should develop a series of questionsregarding the airport = these questionsare to be organized into a series forpolling others (itudents and adults) todetdrmlne the.level of knowledge peoplehank about-airports.Students will brainstorm types ofworktrs to be found apt the airport.Students will research and'ideptify typesof workers found.at the airpor

70 t.Under the direction of the teacher, st
t.Under the direction of the teacher, studentswill verify their list, remove and/or add.,names of workers.A small group of students may interviewprincipal, and report back to class onthe types of responsibilities a schoolprincipal has.Interview of schoolprincipal141 OBJECTVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESoutcomEs"What does our school-principal do?""Can we make a list of the principal'sresponsibilities?"Record student responses, cue them toadditional responsibilities they may noIntroduce the airport manager as a perAnwith somewhat similiar responsibilitiesperceive.Agood technique to use is to have two columnson the board, under principal list hisresponsibilities, in the second column Gunderairport director list responsibilities forairport manager.Encourage students tocompare lists.AIRPORT DIRECTORAirports are usually operated by a dirdPtoror manager responsible either to the owners_of the airport or to the local governmentauthorities.The-Airport iniictor has lieehdescribed'as a."mixture of aviafion exert,real estate operatort,construCtion engiReer,electronics wizard,, management genius, aidpolitician."The director is involved insuch activities as the following:7.Making -and enforcing airport rules Ind:regulations.2.Planning and supervising maintenanceprograms.3.Negotiating leases with airport tenfiWts,such as airport repair-stations,terminal concessionai

71 res,` and4.Surveying future nheds of the
res,` and4.Surveying future nheds of the airport and,lain recommendations.5,,Keeping records and making required4reports.6.Setting up the airport budget.7,Promoting the use of the airport..Tiaining-and supervising employees,respadsible to the Airport Director..'8.142Students will write letterd'tOdirectbrs of...large and small airports.Each letter selected for-sending shouldcontain specifically the kinds ofinformation students or class expects.Students could include class list ofbrainstorming functions they thinkthe airport manager performs; askthe manager to verify these as hisihertesponsibilities by return mail oftelephone.Students should review.business letter writing procedures,correct grammar, punctuation andspelling.Students will answer quegtions eitherduring class discussion, in smallzroupsveas individuals.Answersmay be written or provided as an oralexercise.1.Why is it necessary that someone malland enforce rules and regulations?--- 10Attugents should thoroughly understand' what a rule and regulation is, what is.meant by enforcement.Letter writingskillsStudents will under-stand the concept ofsupervision andauthority.143 1.1Depending upon the size of the airpoit, thedirector may or may not have one or moreassistants such as an assistant director,engineer, controller, personnel officer,maintenance superintendent, aTIffstngoffice workers,. such as'secretaries,.

72 _typists, and clerks.*11,a1442.Why is it
_typists, and clerks.*11,a1442.Why is it important that someoneplan and supervise maintenancepriigrams?Students should know what is meant bysupervise and maintenance.Try to usefunctions they are familiar with butmay not recognize as supervision andmaintenance.5;4frourriwisupervlsorJanitorial and Repair ServicesmaintenanceHow does an airport cover operatingcosts?How might itmake honeyforoperational programs and new.pro-grams?Why must someone oragencies_ be charged for services?What does the term "negotiating" .mean?What is a lease?What isa tenant?Explain what a conces-sionaire is.Do you have themserving our school?What Is a terminalfrUse examples to cue students toanswers to each of the above questions.Example:How many of you live in a rentalhouse?In a sense you lease the house.What doyou get under terms of the lease?house /apartment?water?gas?electricity?4.Why must someone surrey future needsand make recommendations?What is a survey?What do we mean by future?What is a need?What is a recommendation?Students will knowhow an airport isfinancially supported145 OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDFITT ACTIVITIESOUTCOMES,0 Have students write answers* eachqwpation and site an example.Theexamples may be is terms of what thelocal. community needs in terms ofairport servApes.Encourage studentsto seek answers from people withaviation backgrounds.5.Why is it a good idea to

73 ;keep-reportand make reports?Explaimwthe
;keep-reportand make reports?Explaimwthe term "keepingrecords"eans.Have you ever keptrecordWhat was their valhel'Whats a report?6.lain why using a bttdget isimportant.What is a budget?Does your family use a budget?Encourage students, if they receivean allowance or earn money, to planthe spending of their money by usinga'budget.7.Is it important that someonepromote the use of the airport?.JStudents will have.opportunities tolearA various recordkeeping skirls'What is meant %r promote?How mightyou proMote the use of the localairport?What things would be'important to 'know about for usingthe airport?xHave students make up a promotionbrochure; this would be a goodroupactivity.Have stU4nts plan rad(o and televisioncommercials; present that to the class.6,1'2, 5.5t BOJECTIVES.INSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES'**-1Students willaccurately describe theworking conditions of a largeand small airport director bywriting five descriptive --sentences of his/her workingconditions,1430The director works in aft office usually inthe terminal building at the airpoii,'hasregular office hours except in _times ofemergenciea, and may be required to travelto settle agreements with airline tenantsor to confer with state and federal.officials.' If' she or he- operates a verysmall airport, this person may work longhours in the aircraft repair station,,giving flying lessons, an

74 d making charterflights. In such cases,
d making charterflights. In such cases, much of the timeis spent outdoors.In many cases, theAirport DiLctor is a part of the localgovernment and would he involved_inofficial,meetings,and community projectsespecially- those concerned with aviatio8.Why would an airport conduct anemployee training program?Can you think of a reason whyemployees need supervision?Students must first understand thatskilled people work at airports; many----aecure jobs that require.training.5.6Students should explore the meaning ofsupervision.Students should modelfor the class good techailbes to usein luperviiion; how to get people to workeffectively*in their jobs, such -es;.Compliments, recognizing good work.Providing advise in a constructive way.Recogniiing employees, greeting them byfirst nameStudents, in brainstorming sessions, will'Enderwhat they feel are the conditions'Ender which an airport director works.Have students'write letters to both smalland large airport directors seekingadditional information. .Have students read"Airport Careers", Aviation Careers Series,Department of Transportatibn, FederalAviation Administration,, AGA-300, 800Independence Avenue, S. W., Washington,,D. C.20591.Have students develop 'flyers advertisingforiairport directors: Have student writea letter of application, individually.Appoint a student screening committee andselect beat letters of application; ha

75 vestudents revibw8 factors that describe
vestudents revibw8 factors that describenature of work before screening letters.Require students to develop A list af criteria,that_theyWill use to screen applicants,.111143 *OBJECTIVESINSTRUCTIONAL PROCEDURES,STUDENT ACTIVITIES,OUTCOMES=tag?'1111 atlist (1:Ifie'states the ten having thecittost opportunities to workas an airport.direceor...Students will be ableto trace progressivesteps that lead to the-position of director bideveloping a chart ordiagram.UnliOs the operator is a private owner andis self-employed, the job of an airport directoris not an entry level Sob, but is open to those'with experience and training.An AirportDirector may progxess.by-moving to an assistantdirector's job or director's jot at-a larger-airport and/or may also move upward to acommissioner of airports or a state-level-jobconcerned with State regulation of airports.Job -opportunities.-are often-involved-ilmpolitical activities and.appdintments Ire--fluently are made on that basis, especially_if the tob does not come under civil serviceregulatfons._,25.7'.1Students will study the followingvocabulary:opportunitiesadyancemententry level jobexperiencetrainingprogressassistantdirectorcommissionspoliticalappointmentscivil serviceregulationsStudents, through class discussion,will evolve definitions of the above _blist.First, refer to dictionaries;second', have students orally expressdefinition

76 s in class discussions Evolveappropriate
s in class discussions Evolveappropriate definition associated withaviation.Students will develop progres-sion'line for becoming airport director.fi1.Training - what, how much2.Experiences - what, where-3. .assistant positions - doing what4.Director RESOURCES AND MATERIALSAviation Careers Series:"Airline Careers" , GA300-126Department of Transportation'Federal Aviation AdministrationAGA-B00,^,1300 Independence AvAnue, S. W.lidshington,- D. C.20591rGRADES FIVE AND SIXAIRLINE CAREERS"Take the High Road"National Career Information Centerof the American Peisonnel and GuidanceCenter, and the National Aeronauticsand Space AdministrationWashington, D. C.20546Airflight OccupationsSan Diego City Schools.San Diego, CaliforniaOBJECTIVESDISTRUCZIONAL PROCEDURES.STUDENT ACTIVITIESOUTCOMESStudents in grades fiveand six will identify aminimumof.five airlinecareers, describe the natureof the work, job entry-requirements and the.approximate beginningsalary without error.157The teacher" will introduce this careerawareness unit by using the following' list of careers other than pilots,'co-pilots, flight engineers,- flightattendants, and mechadiCs that are-available through airlines and airports.Students will find -this list of twenty -seccareers interesting As well as informatixeregarding airline add airport operations,\4/...Flight-Dispatcher_MeteorofpggtSchedule; CoordinatorStation

77 Manager or Agent*TeletypistReserVation A
Manager or Agent*TeletypistReserVation AgentTicket AgentGround AttendantSkycap.Air Freight, Cargo AgentPassenger Service AgentSales RepresentativeILDistrict Sales-ManagerRamp Service Person (Interior)Ramp Service Person (Exterior)Ramp Service Felton (Cargo)Ramp Service Person (Fueler)'Ramp Service Persod(Driver)-*Food Service EciployeeitCabin Maintenance Mechani)S.8Students riill develop a notebook,*forrecordingafebial typesofinfor-mation about airline careers.ThenotebnOk should be well'oed forquick refetence purposes.name of student.notebook title (Careersetc..)list of airline careersglossary of termssalary chartI Know About...,-Show the filmitrip and use cassette for"Take the Nigh Road", National CareerInformation Center of the American Personneland Guidance Association in cooperation withthe National Aeronautics and Space Administration.Identification ofan array of airrelated careers.Development of-notebook of careers153 OBJECTIVES-,INSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMESICr.RaMp PlannerAuto MechanicEngineerAitline Training (Instrucpor)Professional' Airline PersonnelAdministrative PersonnelPrior 'to starting this unit introducestudents to the follbwing vmcaimlary.This, is a general or baste vMeabularycommon to each of the twenty-six careereducation achivement levelskills-_personal characteristicssalariesworking conditionsopportunities for advancement,

78 ,nature of the jobrequirementsairline in
,nature of the jobrequirementsairline industiyshift workhigh school diplomaStudents should be familiar -with thisbasic working vocabulary-prior tointroduction to the individual airlinecareers..Provide students with the names andaddresses of airlines; have este* writea business letter to the airline of their-'choice seeking the types of jobs availableto them through airlihea, requirements,working conditions, salary and where mostof tbeselobs are available.Encouragegood letter writing.techiiques, tell---students fUture employers are interestedin neatness, correct spelling and goodgrammar.e5.94The notebook:May contain additional'__data students feel will be helpfuli*they may collect pictures ofoccupations, file letters-of informa-tion-,or application-An the notebook.Students will-record basic vocabularyand write definitions in their careernotebooks.44.Studentd will list.data they feel isimportant and shouldbe included in anotebook.I.Each student willwrite a letter,1531. .=OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMESStudents will identify.from five Sob descriptionsthe one of the flightdispatcher.15oMon't.weit for answer.to letters; continuewith this career awarepess unit.Ask:- Whit do you think a Fliguc Dispatcherdoes?Is this an important job?,Make sure students know the meaning of the-worth-Introduce students'to the following vocabu-lary before proceed

79 ing further:cooperationflight plandestin
ing further:cooperationflight plandestinationschedulemaximum.payload'traffic flow,go-betweenoperation costenroutedestination weatherwinds aloftalternate destinationsfuel requiredaltitudeaircraft characteristicsHave students read and be prepared to dfseuss:FLIGHT DISPATCHER...rNature of Work--In cooperation with the-pilotthe Flight:-taspatcher furbishes'aflight plan'thatenables the aircraft to arrive at itsdestination on schedule with -the maximum-payload and the least operating cost. The/Flight Dispatcher considers enroute anddestination weather, winds'aloft, and41ternate.destinations, fuel required,altitudes,.and traffic flow.TheDispatcher's signature, along with that ofthe.pilot, releases the aircraft for flight.He or she maintains constant watch on allflights dispatched and is the go-betweenfor the pilot And-ground service personae5.10Students will be prepared.to compareinformation they get back from letters- with that given to them-in class. throughthis unit.Students will start notebook sectionlabeled "Flight Dispatcher".Studentswill include-the followinbasic.infor-nation under the headings of:_Nature of WorkWorking ConditionsApproximate SalaryOpportunities for AdvancementJob Entry Requirements'rior to class discussion small studentgroups may want to meet and discuss:What kind of a person would makea goodFlight Dispatcher?.Each group could develop a-list fromqu

80 estion of personal characteristicsthe jo
estion of personal characteristicsthe job.thisforStudents will respond tohese problemsby=making a decision al aight Dispatcher..would.A cargo of cattle ha e been dispatchpd15 13B3ECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES1b3She or he keeps all personnel concerned withthe flight informed as to the status of theflight, and must be familiar-with Navigation,facilities over airline routes and 'at airportsand vial take-off, cruising, and landingcharacteristics of all types of aircraft.operated by the airline.Flight Disiatchersmust also take periodic flights to observeflight routes, conditions, and airports,riding in the cockpit with the flight crew.-.1 Review the term Working Conditions, thenassign: .Working ConditionsHe or she works indoors at the airport inthe airline, operations office.She or he usesslide rules,-weather charts and information,loading reports, and hand computers.Aforty-hour week with shift work is normal.TheFlight Dispatcher frequently works underpressure, especially when flying weather is bad.He or she must make many rapid decisionsconcerning safety, flight, regulations, and theeconomy of operations.- This employee issurrounded by teletype machines, telephones,and intercom systems in a noisy, busy atmos-phere.If the Flight Dispatcher' works for a.small airline, she or he also carries on theduties of a meteorologist and schedulecoordinat

81 or.IWorking Conditions will be read by t
or.IWorking Conditions will be read by thestudents.This would be a good small group'sActivity.Have each group develop a list ofAonditiond:i. Have them rank their list inMWprder,ofPimpprtance.Check'students to verify that they dbmprehendthese terms:e5.11from New York to San Francisco, theplane has ample fuel aboard "for theflight.The flight is to pass by Chicagoon its way to the West Coast.Problem:Heavy thunderstorms and windssurround the Chicago and GreatLakes area -- this will delay the flight'to San Francisco; weather_to the southappears-normal, but will 'take a littlelonger.What do ydu advise?San Fiancisco has heavy rains and erraticwinds.Sacramento weather is,moderaterains, 15 mile per hour south winds.Whatdo you advise?Students should consider a number of factorsin making these decisions.,,ground shipping arrangeMentsclients' ground schedulefeed and water for cattlesafety above all elseEncourage students to add to this list.Lists should be recorded in career note-books.Role playing ofvarious people inoccupations OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT IFIVITIESOUTCOMES4VO"163sll.de ruleweather chartloading reporthand computersshift work,pressure,rapid decisioni(meteoraiogYstOchedule coordinatorIntroduce:Wages4a.Waged'4r-ki, Wagesare from $16,0t.o $20000 per year,depending upon the size ofthe4airline.' Assigibthe following for reading:A"Opportunities for Adva

82 ncements-Flight_dispatchershave moved Up
ncements-Flight_dispatchershave moved Up into thisposition from jobs as former' dispatch clerks,junior flight dispatchers, radio operitors,'%meteorologists, or station 'Managers,Largeairlines amp* senior dispatchers whospecialize in coordinating the.economicfactf every flight.PrOMotion Is fromwick.Experience as,an airlinedispatcher may be used in qualifying foraJob as an air traffic controller with the,Federal 4viation Administrationor as,anairport director.Intropcn:-4..Requirements to Enter the robA college degree with a maj or in airtransportation or meteorology is acceptable.'preparation.One must have good vision,heariAg, enunciation, andan FAA dispatcher'slicenbet He or she must know thoroughlYthe Civil Alr Regulations and airlineoperations based on years of experience inaoirrlise communications ormeteorology.5.120Students.month,week.dayhourStudentsInv d'oare to compute salaries by:($16,000'24,000)12= or12s"r_answer:1ewant Soh advancement?Compilg at of these reasons.Encourageastudents Ea participate.' Recordenformation in student notebook.goHave small grotips of students worktogether to compile requirements for'getting a flight dispatcher job.Would'any of die.following be.important?personalityphysical conditionsgood readergood listenerspeaks well, clearlylikes geographylikes mathIt'161 OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVItiESOUTCOMES,Studenkwill des

83 cribe. two4asic aings that themeteorolog
cribe. two4asic aings that themeteorologist does to thesatisfaction. of the -teacheit,4,I.'Ask:Why do jobs have reqoirements?. Do all-jobs have the same requirenta?How 'Y0are many the same?Howmany different?.,..What school subjects would help,you get ajob as flight dispatcher?Introduce the following,vocabulary:weatheranalyzes;reports'operations officeweather facsimile:machinesteletypeweedier chartsmeteorological dataAttempt to secure a weather report,teletype print -out %Id weather charts.Display these things on a fort/0ofthe bulletin board..Assign the following for readsanddiscussion:METEOROLOGISTThe Meteorologist analyzes w ether dataand prepares weather teportfor the flight`dispatcher, pilofs, ander airlipe''Personnel concernedth weather information.The meteorologist assists the flightdispatcher in-preparing flight Plan%'Working ConditionsMPThe meteorologist works indoorsat the airportin the airline operations office; usesweather facsimilemachines:,weather charts, and other--.Shift work is required anweek consists of forty hours.etype machine,teorolodical data.the normal workWhat else?.Make sure this informationisrecorded in the notebook..4.a weather statiif so, have,SomestudentSeblish'keep records of:.daily wind, directionswind speed; fast, moderate, loxdaily weather conditions; cloudy,rain, snow6,Students will listen. to morning radioweather reports and decide

84 if it'sa good day to fly to:0Memphis'Ne
if it'sa good day to fly to:0Memphis'New YorkMiamiChicagoWashington, D.Sian FranciscoLos Anes'Cans45.13SeattleStudents willweathev%repo, listen to report anddecide':if it's sato make the flight.c..n flight a day ahead ofDevelopment of aweatherStudents Will compare working conditionsand salary to flight,dispatcher.They-will note the likenesses and differences.Students will compute -wages onmonthly,weekly, basis, for both low and highsalary.Students will compare job entry require-ments with flight disAtcher and noteany differences.eAaI.Describeavantagesand disadvantages ofMeteorologist's job.I4 OBJECTIVESINSTRUCTIONAL flu)CEDURES'STUDENT ACTIVITIESOUTCOMES61 Students Will identifya iinimum of five jobresponsibilities of theschedule coordinatorerrWagesWages are from $14,000 to $22,000 per year,depending upon theaize of the airline.Requirements for the JobA college degree with a major in meteorologyis required'.Meteorology training can beobtained withe military services, especiallyas a meteorolog al technician.4Require students to read:SCHEDULE COORDINATOR1.1.12t.t:).glheWorkThe Schedule Cdordinator keeps track of thewhereabduts of aircraft and crews;receivedand relays reports' of -delays due to weatherand mechanical problems; notifies allconcerned- regarding delays or changes; and gives,'orders for substitution of aircraft when-required.He or. she works wfth diversio

85 ns offlights to alternate sinkrtS.wPa tl
ns offlights to alternate sinkrtS.wPa tlierfaelar-s-----affecting air traffic, sea;ing arrangementsof planes, turn-arounds,imated time-ofarrival, and unscheduled stops. She or he alsoworks out aircraft availability, taking intoconsideratiod7-aervicing and maintenancerequirements with,time'fiesuencies varyingfrom 24 to 48,000 hours.The Schedule`Coordinator handles crew scheduling consideringsick calls, Vacations, days off, used-up flighthours,."dead-heading", types of aircraft forwhich crew is trained, and-seniority bids-orchoidesof flights selected by crew members.All this work is ln the interest of maintainingon-time, efficienCaervice for passengers andStudents are to record 'vocabulary inshippers of air freight.,their notebooks, 'they should now havea section entitled "Schedule Coordinator'''.Students will note any differencesin this job as gresefited'and the onethey may, receive from the airline inanswer to=their'earlier letter,'9.-Students, having read, Nature ofWork" for the schedule coordinatorwill list questions `they have about.this job..11.1-.5f.l4$ OBJECTIVES\16"4INSTRUCTIONAL PROCEDURESBe sure students know the meaning of:receives and-relaysdelaysnotifiessubstitutiondiversionsalternateturn-aroundsestimated timeunscheduled stops"dead-heading"Have studehts tread:Working ConditionsThe employee works indoors at the airpoin the'airline operations office.He oi

86 s in a busy atmosphere, surrounded byban
s in a busy atmosphere, surrounded bybanks of phones, teletype machines, camgutand charts, at tines - working under pressure.She or. he works cooperatively with colleagues.A forty-hour work week, ath shift work, isnormal.Wages001# f Animalwages are from $14,000 to $18,000,4 depending upon the size of the airline.Opportunities for AdvancementThe Schedule Coordinator starts as a clerkwith,responsibilities in one or two areas titmay advance to, assistant, senior,,and thenchief of schedule control.He or, 'she mayalso work up to position in dispgtcherlboffice as general dispatch clerk or an *operators planner./5.15STUDENT ACTIVITIESdoStudents Will role play the role ofschedule coordinator and respond to:bad breather repoit,pilot galls in sick,unscheduled stop must'be madeHave students add to the above listthat which might create 14oblems forthe sohedule coordinator.Students will answer in their note -booksyndividuaitwork)Why would you like/dislike these workingconditions?.-Explain why the salary is good/poorthis job?forDo you feel advancement opportunities aresomething you would like?Do you have any of the requirements forthis job?Explain your answer.Students will discuss their answers in1.clads -- encour ge students to changevanswerdif they feel differently after theclass discussion.FOUTCOMESRole playing ofselected job.Students will analy5,working conditionsJ161 OBJECT

87 IVES4INSTRUCTIONAL PROCEDURESSTUDENT. AC
IVES4INSTRUCTIONAL PROCEDURESSTUDENT. ACTIVITIESOUTCOMES'Requirements to Enter the JobA college degree-with a major in airtransport operations is acceptablepreparation.4Assign s.tudents to the reading of Station-Manager or Agent..Nature of the WorkThe Station Manager or Agent is responsiblefor all flight and ground operations for theairline at a partidular airport--. aircrafthandling, passenger services,. and aircargooperations. 'At a small station sheor hemay perform many of these services himselfsuch as sellinpticketse making publicannouncement, checking the baggage, movingportable stairs, preparing passenger and aircargo'manifests, operating teletype machine,etc.Working ConditionsHe or she works in an office at the-airpot,and. may. sometimes work outdoors dependingweek.the size of the airport and the staff.,Shift work is required during a forty-hourThe student will describetasks that'the teletypistmust perform.16UWagesAnnual wages are fro4.418..000 to $30,000depending -upon the size orthe airline.Student should know these terms:teletypistteletype machinesend/receivingrelaying'filingStudent& are to record-ail-vocabulary:-terms they do not know the definitionsof;.thesewordb or terms are to berecorded in their notebooks.Students are to answer:"HoNidoes this jobthe others we havemuch? "pay compared to each ofstudied so far? BowIPlight Dispatcher?Meteorologist?Schedu

88 le CoOrdinator?Students will make a tabl
le CoOrdinator?Students will make a table for thiernofebOolis.StationFlightMeteor-ScheduleManagerDispatcher--OlOgfiE-----COiainator$18,000$16,00b.$14,000$14,000-2,000-4,000-4,000vt.Students' are to write a short paper describing-why they feel salaries are different..0Mow would you prepare yourself for this job?5.16Student will record terms for.teletypistin his notebodk and note definitionsasrelated to this job.Students will write a brief stoaboutthe teletypist using the fiveabularywords associated with the Job, _Story_should include typoof messages receivedand where they are sent, how'they are filed..dri11_ 6t. OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES'AStudents will describe.at least three tasks thereservation agent providesfor potential passedgerei.cRave students read.and discuss teletypist.Nature of WorkThe teletypist operates teletype machines,sending messages, receiving them; and relayingthem:to proper departments and to other stationson the airline's routes, and files messages asrequired..._1.Working ConditioasTgis employee *oils indoors at the airport inthe airline's operations 'office or in otherofflices where teletype machines are used.Shift work is required 'hearing a forty-hourwork week.WagesWages are from $7,000 to $11;000 per year,depending upon the size of the airline.Opportunities for AdvancementShe or he_may advance to a superviso

89 ryposition.Requirementseto Enter the Job
ryposition.Requirementseto Enter the Job1A high school graduate is preferred.Additional training in teletype operationsand procedures at schools offering such coursesis preferred.The minimum typing speed is40 words per minute.The teletypist needsto know codes and symbols used in airlinecommunications.Have students read:RESERVATION AGENTNature lk the WorkThe Reservations Agent handles telephoneEnquiries about complex flight schedules,5.17What is an average salary for a teLetypisttby the month?($7,000)12Students will starttmotebook sectionfor Reservation Agent. lave studentsidentify vocabulary, list for theirnotebooks; each definition-should beaccompanied by an.example.'-17 OBJECTIVES.INSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES172fares, and connecting flights, andreserves seatsand cargo space forcustomers.He or she operates computer-ized reservations equipment, keeps recordsof reservations, and must be able to recommendservices Which,f,it customer's requirementsand be familiar with. routes and schedules ofother airlines.Working ConditionsShe or he works indoors at the airport in theairline operations office.Shift work isrequired during a forty-hour work week.Workis interesting as no two calls are the same andmany challenges occur as the employee works outthe passengers travel requirements.WagesWages are from $822 to $1,124 per month,depending upon the size of

90 the airline.Opportunities for Advancemen
the airline.Opportunities for AdvancementHe or she may advance to supervisor,monitoring employees' handling of inquiries, orto training positions.She or he may also beassigned to handle "executive accounts" orfirms With special "vacation packages" offeiedby the airline.-- jobs reserved for themoreexperienced and higher paid agents.The employe0,may transfer to a job of ticket,agedt.Reserva.-tions work is a priniipal ront'e!to a management`position for the persistent-worker, as turnover.due to shift work, is high and promotiOnZ4tunities are frequently available.Have students compute salary forthe year.($822 x 12=Requirements to Enter the Job:,/Requirements include:0 high .pohool graduation,18 to 20 minimum years of age, with additionalone or two year's training in airline ope ations'at schools offering'such courses, or experiencein public telephone contact Work preferred.Aft-lines offer on-the-job training.Accurady andspeed on the job are essential.A.good telephohenvoice, English usage, and the shity t"project"oneself over the phone are neeeesary.Airrgoreservations agents may be required to have shmeexperience in shipping operations.5.1 'osaggrivEs'Students will describe the, ride of a ticket aAent.inberms of what she or hedoes.INSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES#(Check and make sure students can explailmeanings of;resvvationinquiriescomplex_schedulesf

91 aresconnecting flightsrequirementscomput
aresconnecting flightsrequirementscomputerizedrecommendroutesStudents will describe,what is expected-of a reservation agent when promoted tosu stvisor; they-should tell hots this isdierent frqm the reservation spilt,,.-._Hive students collect airline schedulesand plan a cross country flight.Plane.should include depatture time, lay overs,arrival time.*I.Teach students to use airline schedules.'Lye students,first disctiss what they thinka ticket agent does.pist.these things.on the chalkboard..`Assign students to read:,TICKET AGENTNature of thelWork4T e Ticket Agent answers inquiries aboutflight schedUles'and fares, verifies reser-vations by phonefiiures fares,'writestickets, handlAs cash payments or creditcard sales.The Ticket Agent day. theal4n.'passenger's baggage, if the agent works atthe air terminal ticket counter.She or he.uses.telephone and reservationscomputer4quipment,Students-will start a notebook sectionfol-Zicket Agent.Students,taIl read Ticket Agent andiomp,are chalkboard'list to terms.contained in narrative.Students --willcompare yearly salary for tifis position:StUdents will list advancemest opportunitiesfor this position:He or.sh works At downtowheor hotel aiildne-.ticket d fices during husdn00 hours.Shiftwo.rk ise?essary,employpd at airportcountsThe employee must wear a uniform.dr// OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES-Student

92 s,- hen-prpvided-- '.0with Apb d scripti
s,- hen-prpvided-- '.0with Apb d scriptionstox ground attendant,skycap, fair freight/cargoagent, passenger service,,.agent, sales representa-tiveana distManager,will correttltch the-Osition to the.description.aWsigedWages' are.from $822-to $1,124per month,'plus additional pay for late shift work.?Opportunities for AdvancementShe, or be may advance to'the-job ofpassengerservice-agent or station agent, chl.ef,of theticket office, or to a job on the instructionalstaff. ,He or she may also join the staff asSales Represeatative,Superior employees areoften considered for 4unioir managent training.Requirements to Enter the Job-i.The minimumrage varies from 18Yo20 years.Graduation from high school is a minimumrequirement; however, two years of college ispreferred, or the equivalent experience in1-dling -with the public.. On-the-job training'ioffered.- good ,grooming, respect araccuracy, pleasant, courteous manner, andlegible handwriting, are impdrtant.Foreignlanguage.ability may bb required by an inter-natitinal airline.At this point have students organizeinIto smallgroups; each group is toidentj,fy requirements for job entrancein terms of education, age, experience)and-the-things they feel would bexaqUired.(English, math, geography,science) for each of these positions.Flight Dispatcher.'Meteolblogist.Schedule Coordinator,Station Manager or Agent.TeletypistReservation, Age

93 nt,Ticket Agentx-\\,taHaveach student wr
nt,Ticket Agentx-\\,taHaveach student write i.briefreportabout the'position they feel they would'beet--qlily for when they leave schoolin terms of how.wellthey are doing inschool and things they like to do.TT.-- .e*..______.........___, _______,Prepare frashrszislforthe-folibtanKtItlei:-ilialiliiiiii1 construct bar graph- to'ground attendantskycap -air freight/cargo agentpassenger service agentsales representative. .'4district sales managerAs the cards are flashed to students,Xrequire responses to all, some orone of41the following:-acompare monthly wages for each job0 pqsition.Example:Grd. AgentSkycipAi; Frht/Cargo AgentPass. Ser.AgentSales Rep.Dist. SalesTMgr.tio4A250t()75010004125001500050AT$501$950$950a4a1.$1500 OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMESStudents with 100% accuracywill identify the (Raid§and responsibilities ofthese ramp personnel.Interior of the airdrafi, Exteribr of the-aircraft'Baggage and cargo handlersAircraft fuelerDriver-spell the job titletell what this-person does_tell'equirements for the jobtell the basid salarywhere does the person work (airport,city office)?spell training for the job'why are soMh jobs listed bmonthlysalary, by yearly salary?Prior to making assignments ortryingout instructional activities, rewthe following terms:rampservice personinteriorexteriorbaggage/cargofuelStudents will;eport on other ways'air;.

94 ines Use charts to opetate theirbusiness
ines Use charts to opetate theirbusiness.1Put names cf.the five positions onthe board -- pass out to students;broken-into groups, single copy ofthe positions.Do a class analysiComparg.the position's under eachlisted othe chalkboard by;Naturf WorkWokingonditions.0WagesOpportunities for Adyancement.Job Entrance RequirementsOn the chalkboard under the heatlidgs of"Ramp Ser/ieepersons" and `subheadings ofaircraft "iierior, aircritexterior,ba gage/cargo handlers, ail^eraft fuelerfrver, brainstorm with class as to whatduties mightibealisted with each of thesecategories.Have tudents modify each list afterreading:RAMP SERVICEPERSON, INTERIORNature of the WorkStudent; are 'to start a section foreach of these positions in'theirnotebooks and record vocabulary inthe glossary.4Students will develop charts for eachposition that include educationrequirements, age, salary,.experience.The Ramp Ser#iceperson (Interiof%of the,'Airdraft) cleans the cabins between' trips.'He or she vacuums the floor, picks up trash,washes lavatories and buffet*, replacesheadrest's anglpillow covers,-rblds blankets,yefills-seat's'packets, refills drinkingwater supply ail& gleans the cockpit windows.Students will 'compute average daily,weekly, monthly and yearly salary.foreach position;'use ReOurs for a day,_40 hours for a week, 2days for amonth.Stuisvelop_a linegraph'comparg hogrly tYESINSTRUCTIONAL PRO

95 CEDURES 'Working.ConditionsSTUDENT ACTIV
CEDURES 'Working.ConditionsSTUDENT ACTIVITIESOUTCOMES6.00She or he works at a fast pacp withe 5.75cleaning equipment and supplies in crampedspace with,a-teallol workers.He or shp,dust complete the lob oftthin-10 or15 minutes allowed b-e thelane must5.25be ready to load psengers.is'shift work. 'Warr must wear k uniforM.%.5.00WagsWages currently are,$5.25 per hour, with-extra pay for lace afternoon and nightshifts..RAMP SERVPERSON,.EXIERIOR.4Nature of the Work4The-Ramp Serviceperson (Exterior of theAirora -Et) works onthe exterior surfaces'ofaircraft.. He or she washes, polishes,vouches up paint,,and,de-ices surfaces.She or he also workayithchemicalsto_4Ortosioaref surfaces..He or she uses sponges, brushes,mops, andhoses: Employee works on scaffoldi4gor inspecial lift-equipment to reach high places.The worker usually 'Works in a hangar but-Amy sometimes be required to work outdoors.The heaviest work schedules occur during'nightliours when mosu aircraftare notservice.' Shift work is required andowork isdone frequently under pressure of time.Worker must wear a-uniform. ' 1.04OBJECTIVES,INSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES;e= .4°AtWages,Wages currently are $5.25 pex hour, with1extra-pay for late aftertoon and night shifts.RAMP SERVICEPERSON,BAGGAGE/CARGO-t*Nature ot_the WorkThe 'Baggage And Air &rrgo Handler loads anduploads baggage, air mail; air expr san

96 d air cargo shipments.He or sdrivesbagga
d air cargo shipments.He or sdrivesbaggage toy - carts, operates'conveyors, fork_lifts, fork truclai, and other baggage and,air freight handling equipment.She or he'operates machinery to sort and route baggagean* air cargo to and from various flights.Weiking Conditions0Ramp Serviceperiod works outdoors on noy,crowded ra4s,oin'all kinds of yeaanddoes much lifting and mating pf baggage,mail sacks, wand air express shipments andptiiiiihg and ii.nsitiOnihg of air.cargo.Shift_woris4B-EWred-ffind one tammar a uniform:Wages,'-Wages start at $5.93 per htur-and after sixmonths could increase to,up to $6.20 perhour.!,11RAMP SERVICEPER4011:.AIRCRAFT FUELERNature of the Work43The Aircraft Fueler operatesthe fuelingequipment.This employeeay drive a fueltruck, filling the truck with aviation fuel'and delivering it to the aircraft:- TheAircraft. Fueltr operates feel hose and..pumps.,4 ,.5.234,4=ti OBJECTIVESdjTrINSTRUCTIONAL PROCEDURESWorking ConditionsEmployee works outdoors with potentiallyhazardous aviation gasoline and kerosenein all kinds (A weather.Shifp work isrequired and one mustwear a uniform.Employee may be. required to climb andwalk-on wings-Of aircraft to reach fueltank openings.Aircraft fuelers must'observe strict safety rides.RAMP SERVICBPERSON, DRIVERNature of the Workincludes drivers offood trucks, mobileS tairs, employees' buses,messenger cars,conveyors, cleanih

97 equipment, aircraft'atr, conditioning a
equipment, aircraft'atr, conditioning and powercarts, -etc.-These employees drive equipmentto theaircraft and.aperatemachinmpy, loading.and off-loading food containers, galleyunits, and dther kidds of equipment.Theyattach and detach ground air conditioning,and power carts, move stairs, ordriveemployees' buses between airline facilitiesat the` airport.They are usually on a'regular work schedule.rWorking Conditions.They wear uniformh and shift work isrequired.They work outdoors on noisy.ramps in all weather conditions. They mustuse extreme care in positioning eguipmentnear. aircraft...Opportunitiea for Advancement- For _Ramp"SerVicepersonsDepending upon the size isL the airlineandligredments with employees' unions;rampservicepersons May become leaders andSTUDENT ACTIVITIESOUTCOMEStgEach -Student will write a letter-totheir local airlines seeking salarifor one of the five positions.StUiswill develop charts that list job$asone of indoors, out-of:-doors, shiftwork,' dangerodsand special skills.Students will include all informan1in their notebooks.Each studepp, illwrite'brief repdrt telling whyeach ofthese positions is important to comfortand safe-travel..5. 24 ,-183 COBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMESThe student will writea brief report that includesthese charactefistics ofa cabin maintenancemechanic, food serviceemployee and auto mechanic,183

98 supervisors -of crews in their own worka
supervisors -of crews in their own workareasfuelers, cleaners, baggage and aircargo handlers, etc.Or they may startat the lowest paying job such as cleaners,and work up to higher paying jobs, such.asbaggage handlers, drivers and aircraft fuelers.With experience at a variety of ramp servicejobs, workers with administrative abilities,may be promoted to the job of a ramp planner.Requirements to Enter the Job - For RampServicepersonsHigaischool diploma is required, and a minimumage of 18 to 21 years.Employees *.Tho drivetrucksi buses, fork trucks, towing tractors,and similar equipment must have a driver'slicense and often a chauffeur's license as well:.Good physical health and strength are requiredfor baggage and air cargp handlers.On-the-jobtraining is given when new equipment is putinto service ,or when better methods ofaccomplishing a job are developed.Teach students how to footnote referencematerial's; encourage use of Printed materialsfor their report.Assign students to read:CABIN MA.INTENANCE MECHANICNature of the WorkThe Cabin Maintenance Mechanic cleans and'"paints interiors of aircraft during periodicmajor overhaul; removes and installs carpets,'seats, curtains: and bulkheads; and re-upholstersseats.He of sheRierhauls and cleans electricalequipment.ln cabins,-such, as lights, buffets, and,coffeemakers.4t5.25. 14.OBJECTIVESINSTRUCTIONAL PROCEDUREiSTUDENT ACTIVI

99 TIESOUTCOMES'Working ConditionsShe ors h
TIESOUTCOMES'Working ConditionsShe ors he works in hangar shops using sewingmachines for stitch44 upholstery and.curtains.Worker.usls tools associated withupholstery, rug laying, installation ofseats, electrical iainter&roce of cabin serviceequipment, and she!t metal work.He or she--works underexcitors of time.Shift work is.L'necessary a__4ipitorms may be required.1,t WagesWages start,ae $7.il per hour and afterheighteen months "could go up to $7:64 per, hour.Opportunities foriAdvancementEmployee may advance to leader, assistant`asupervisor or cabin maintenance, andthen -tosupervisor.Requirements to Enter the JobHigh school graduation is required.Wotk isoften upholstery shops,'sewing seatcoversand curtains.Technical or vocational schooltraining in the various mechanical skills isusually required.Worker msy.specialize inone kind of job.FOOD SERVICE E4FLOYEESNature of the WorkThe Food Serviei Employels prepare-andcodkfood, following set recipes.They arrange.silverware and dishes on servingtrays andfood items on'serving didhes.They placefoOd in either h6t or refrigerated containersfor pick up and delivery to the aircraft.They receive and clean soileddishes.'Working ConditionsThey work in a flight kitchen at the airport.0Work,must be completed according to flightvg5.26kStudents will determine how these jobsprevent accidents, provide comfort.Tellwhy they are important t

100 o airlines andpassengers.Notebooks shoul
o airlines andpassengers.Notebooks should include a description ofthese jobs.Studentswill-list all vocabu-lary they do not understand and writequestions for things that are not clear tothem.Students will co' tpare these jobs andclassify them by salary, indoor-outdoor,skills needed.Student's should answer thequestion, "Wherecan you get skills to qualify for one'oftheselobs?" 3190Vschedules.The iitchen'is a busy, noisyplace.Shift wdrk is reqUired and uniformsmust be worn.WagesWages are from $3.93 per hour, plus extra payfor late afternoon and night shifts.FOrexample:Food Service Porters start at $3.93per hour, Food Service Assistants at $4.87per hour, Entry Level Cooks at $5.82 and within18 months could be increased to $6.13.per.hour,-and Bakers start at $5.59 per hour aniaftersix months could be increased to $5.81 perhour.Oppdrtunities for AdvancementThey may advance to position of pantry worker,'steward chef, supervisor, chief chef, assistant_buyer, or commissary chief, depending upon thetype of beginning job.kRequirements to Enter the JobHigh school graduation is required.Minimumage of 18 to 20 years.All workers must havehealth certificates and respect air cleanlinessand good housekeeping procedures.Chefs andcooks must have previous experience in foodpreparation.On-the-job training is given forall other kitdhen workers.AUTO MECHANICNature of the WorkThe Auto Mecha

101 nic services and repairs ground.service
nic services and repairs ground.service equipment, such as portable stairs, fuel,and food trucks, towing tractors and employee,buses.Working ConditionsHe or she works_inddora in a garage or outdoorson the Vamp, when required.She orte performs....the duties usually associated with an autoMechanic.The normal work week is forty hours.5.2719.;£ OBJECTIVESINSTRUCTIONAL PROCEDURES9RAMP PLANNERNature'of the Work.The %slap Planner keeps track of arrivingaircraft and dispatches service units --cleaners_, fuelers, baggage handlers, foOdservice trucks,.etc.They must know flightschedules.Working Conditions-He or she works indoors at the afrport..She or he uses charts, telephoned, and-teletype machines.Shift' work is necessary.They work with q team of planners.WagesWages are from $9,000 to $14,000 per-year.Opportunities for Advancement_Workers may advance to junior positionson the'flight operations management staff or on theadministration staff of an airport director.Requirements to triter the JobHigh school diploma is required.Mininium ager is 20 to 25 years.Experience as a rampserviceperson is usually required.This is notan entrance level jot:CheCk students compretension of:voGabill'arytermsfound in these three sections;//maintenance *periodicoverhatL'un er pressureserecipesflit schedules*flighitchenportableplannerdispatcI5.28STUDENT'ACTIVITIESOUTCOMES193 '44OBJECTIVESINSTRUC

102 TIONAL PROCEDURESSTUDENT ACTIVITIES.OUTC
TIONAL PROCEDURESSTUDENT ACTIVITIES.OUTCOMESStudents will matchfrom a mixed list of.10 skills each to thecorrect position of _engineer and/or airlineinstructor.'194A*Words used prior Co this section.4Develop flashcards with the followingskills listed on each.designingdrawingreading'blue prints or plansdecoratingequipment designmaintaintalk clearlyplan le-ssons ,curriculum developeruse training aidsFlash these carp to students seekingcorrect iEsponse as to their definitions.Classify cards by,positions:Airline EnkineerAirline Instructor.HaVastudents read:.AIRLINE ENGINEERNature of the WorkIn line with theengineering specialty,.the engineer works closely with aircraftmanufacturers during the development ofnew models of airliners, to make sure'the- requirementir of the airline are metto performance, cabin plan, interiordecorations, extra equipment, etc.Reor she also designs improvements to airctand to Methods bf servicing And overhaulgthem.29Students-4re tnrecord these twopositions in notebooks.Following drill, students are to'record' terms in sections of notebooks=reserved for Airline Engineer andAirlide Instructor.-ti.195 OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES.1Working ConditionsShe or he works mainly indoors in an office,but duties often take him Or her to hangarsand maintenance. shops for consultationd andinspections.. Engineers may travel' re

103 quentlyto aircraft manufacturing plants
quentlyto aircraft manufacturing plants for consulta-tion.They may be-required to live.in thearea where the aircraft are heing'constructe4then they would travel tothe airlineheadquarters..-WagesStarting wages are from $12,000 to se,00e peryear,Opportunities for AdvancementHe or she may be advanced'to a job diOctingthe work of junior engineers or iight workup to a top job of Vice.Eresident for EngineeringorrMaintenanceifRequirements to Enter the JobA college degree with a major'in an engineeringfield related to air transportatien is required.Previous experience and a graduate degree arepreferred.AIRLINE TRAINING (INSTRUCTORS)4Nature of the WorkAn importint factor in maintaining theairlines' excellent safety record is thiirconsiderable training effort.Several.thousand people are employed to help keepthe proficiency'of flight crews and groundpersonnel engagedin direct contact with theairplane, powerplants, and filet techniques.5.30Students will comparesalaries to determinehighest pay.Airline EngineerAirlIne Instructortwo highestwho earns the,$21,500 each year$2,500 x 12 =each year4 OBJECTIVEA6,INSTRUCTIONAL PROCEDURES1STUDENTACTIVIT/ES~OUTCOMESpIiIPTypicaltrainin'bs are Grouted SchoolInstructor, FliAttendant Instructor,and Flight Simu ator/Duplicator Opetator: Theinstructors direct the prp-service andin-service tratOing programs of the airline.For example, they make c

104 ertain that the'pllotskeep up their inst
ertain that the'pllotskeep up their instrument flying preficiency,rating.Flight simulators or duplicators mustbe supervised byainstructor.Educatorsare also employed as curriculum/programdevelopers.Technical support is provided by: grafts-workers who develop training aids for'Use by-the instructors in the,dirlinest.class-Nocrooma.i.'.'.WagesStarting saliries are from about $990, to $2,500per month, depending upon the task performed..Opportunities for Advancement.Instructors may becomg sup4-visorsof instructors'and may advance to executive positions in thetraining department.Requirements'to Enter the Job-Instrtors can qualify, in some instances, on the'basis- of two years of airlinCempleirent, plus--supervised teaching experiences in a speciagly,Thoad who instruct by means of a simblated trainingdevice are required-to-understand how to maintainand-repair the device used.Orally discuss value of each of the jobs to thepeople using airlines.Students will identifyfrom a fist of jobs thosethat classify as admin-istrative personnel andthose. se-professional airlinepersonnel.Have students read:ADMINISIATIVE PERSONNELIn addition to the jobs described in theforegoing, airlines employ-thousands ofreceptionists, typists, secretaries,.steno-graphers, mail and file clerks, and computerpersonnel, as well as people in managerialw.5.314'AStudents will record in notebooks$positions u

105 nder Administrative-Personae/tend Ptofes
nder Administrative-Personae/tend Ptofessisnal Airline,Personnel.4Students will list names ofspeople theyknow who do similar-jobs ,found `under'Professional Airline Personnel:liketeachers.Students will selectthree jobs they'areinterested in andwrite che'advantagesand disadiantages of deeach. ,-OBJECTIVES 4/INSTRUCTIONAL PROCEDUREStiSTUDENT ACTIVITIESOUTCOMES\ 2positions such as training, public relations,publications, finance, persdnnel, and otherkinds of.work associated with business andindustry.Salprieg paid are,generally aboVb7the,avetage-paid'by industry and business.Then assign them to makea lise-of,employersunder this classification sat leastseven...4At.5.32A7..'2U 6RESOURCES AND-MATERIALS"Agricultural Aviation," GA-300-129Department of TransportationFederal Aviation Administration,800 Independence Avenue, -S. W.Washington, D. C.- 20591AGA -300tGRADES FIVE AND SIXAGRICULTURAL AVIATION,O4REERS4._OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMESStudents will describethe importance ofgrr,cultural aviation tofarming-industry of ,theUnited States in terms,of saving time, moneyand overcoming adverse,.insects and weather'conditions.,0Students will identifyfroin a list of ten careettaski, five that.directlyrelate to the agriculturepilot.202?IStudents need to be introdu ed to speci#1terms associated with agrilture aviation.agricultureherbicidesinsecticidesa

106 erial surveysretardantsoloobstaclestoil-
erial surveysretardantsoloobstaclestoil-wheel titrcraftoperatordefoliants1LAssign students to small reading teams,haveNature of the Work.5.33e-Students will collect pictures offarming operations that relite tothe introductory vocabulary list.Emphasis should be on agriculturalAviation activities.Students areto caption pictures using thevocabulary list.tNATURE OF THE WORKThe agricultural pilot flies,Specially designed aircraft (includinghelicopters) to apply herbicides,,insecticides, seeds and fertilizerson crops; orchards, foresti, fieldsswamps._He or she may also make:aerial surveys of cattle and crops orfight forest fires by dumping fireretardant materials.The agriculturalpilot usually flies solo, accuratelyandStudents will knowthe.importance of aviationto agriculture and list,five advantages.of usingairplanes in agriculture.Participation inareadingteams -41OBJECTIVESINiTRUCTIONAL'PR6CEDURESSTUDENT*ACTIVITIESODTCCCES65.34rdispensing material§ with a fullyloaded aircraft approximately threeto five feee off the ground, *zoomingin on a field _close to fai'm buildings,with trees and electrical lines asobstacles in his path and landing-aircraft heavily loaded.3111PAgricultural' aviation requires goodflying ability in a ,tail -wheel typeaircraft the type most used by theagricultural aviation industry;Thistype of flying can be rough work withlong hours and seasons lastin

107 g from'about a five-month period to all
g from'about a five-month period to all year.This is not a "nine-to-five" type ofjob.;One agricultural operater (Belle Glade,Florida) operates seven days a week,-twelve months a year.He explainsthat he operates in an areaof Floridawhich readily breeds a number Of peststhat are detrimental to'the vegetablesgrown there."Down here4 when some- 'thing has to be sprayed, imust beildone-immediately.Hoursan be critical.We have a unique sifuatn with veryhigh stresses on our vegetable cropsfrom a disease point of view."He doeswhat he callsi'conventional type.elj.agricultural wo k" on winter vegetablesthroughout th' everglades area'begioning.in August and runnilig through thefollowing June.His second bAinesa areais mosquito:work which begins in April'aneruns through Decemter.In this--field, there is no slack period.1Another agricultural operator; in Arvin,California, indicates:"I run fiveaircraft 1450-h.p. Stearmans) and mybusiness provides service to approximately100,000 acrea.4f California farmland eachyear.The wan work,centeis on cotton,'potatoes, carrot*, tematoeA onions,, and2 ,OBJECTIVES-INSTRUCTIONAL PRPCEDURESSTUDENT ACTIVITIESOUTCOMES2&35.35garlic.Like most operators in myarea, I seed and fertilize as wellas apply insecticides, herbicideand defoliants.I also run a. coupleof ground rigs for some 'herbicide,work in early winter and spring oncotton-and potatoes.I guess

108 you couldcall we err average size Califo
you couldcall we err average size Californiaoperator."A Colorado agricultural operation logs500 to 600 flying hours annually andcovers anywhere from 50,000 to 125,000acres:per year.Jobs range from little.four to five acre patches to one-milesquare fields.An agricultural aviation operation inGeorgia starts fertilizing and aPplyiBgherbicides early in the spring and workssteadily until the firit frost defoliating cotton.Most of his work is of apreventive nature done on aregular'sdfieduie of every five days on Cotton andevery tin to ioutteen days pn'lleanuts...Another agricultural operator points outthat the success of his business is, in-'large measure, attributed to thediversified-farming done in his area(East Prairie,, Missouri):His flying startsin mid-February and continues as late asThanksgiving, seeding wheat.I'n additionto wheat, he services cotton, sorghum, corn,,4alfalfa, and beans.Students are to participate in small reading-,teams,Their task is to make a list ofquestions about things they did not under-stand in the narrative 'given them; make agroup report about the things agriculturalpiloIs do and conclude with why they feel'this is to be valuabie toall people.Students Will identify these as aviation.agricultural tasks:4 OBJECTIVES.INSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIES.-OUTCOMESUpon completion of the reading ass4gnment;let students use the'narrave mate

109 rialfor reference. _Ask them tofine ttie
rialfor reference. _Ask them tofine ttieseterms during class discussionlow level-'regular pastern.obstaclesstill airtake-offsseasonalsouthern areasnofthern areasopeiiatorapplicationfavorable locationspoisonous,liquidstoxic materials,exposureindigestion-applicatornoviceAssign students to write a short story,about the agricultural pilot.Ask themto write a story in first persohnarrative._ Encourage the use ofdescriptive and colorful words.Have,students contribute to list of words onthe board before starting.44_\Example:roar of the enginezoomed over the, trees.bankedclimbed ate ply'gheld the plane steady,or levelflying specially: designed aircraft,_4-low level flying,surveying livestock and-crops,,fighting forest fines,'apply special chemicalsfrom the air,planting crops from the airor make a VTR of agricultural flyingin a local areaafr5.36j Students will write first personstories about flying and working asan agricultrual pilot.Students working in'grOups willeen their,stories and select thebest for display on the bulletindCriteria forselectiog:interesting,well written,accurate regarding pilot's taAksCreative writing,'Students will developnarrdtive stories ofagricultural pilots20J '411`OBJECTIVESINSTRUCTIONAL'PRCCEDURESSTUDENT 4CTIVITIESOUTCOMES,Students will be ableto list three factorsthat are indicatorsof a promising futurefor agriculture aviation.21..,Introduce stud

110 ents to-these concepts.trendspredictions
ents to-these concepts.trendspredictionsforecastingIn explaining how these terms are usedby people to look at the future, relateto those things students are familiarwith such asPhysical growth ratesincreasing school populationdecreasing school populationsmaller automobilesincreasing"gas mileageit5:S7Students will site data from:OUTLOOK FOR THE FUTUREAccording to production experts, thecost of food would be two or three.times higher without the use ofpesticides.W. C. Shaw of the U.S.Department of Agriculture indicatesthat if pesticides use was withdrawn"instead of spending 17 percent offamily income on food, we would beforced to devqte 30 to 40 percentof our income, and perhaps even more,to provide. current food needs."Dr. Fred Whittemore of the Environ-mental Protection Agency stated:"Pesticides are going to be required.for more crops and most purposes inthe foreseeable future.There is no'economically possible substitute forthem in-many instances.And they .arerequired as long as you and Iarearound.But we've got to bse them insuch a manner that we will not causeadverse environmental effects."In July of 1974, F. Farrell Higbee,.Executive Director of the NationalAgricultural Aviation Association,indicated that 'many operations.rePorta 250 percent increase in dollar volume.This is partly due to inflation,scarcity, and other increased operatingcosts.But with over 40 mil

111 lion newacres in-production, it is no wo
lion newacres in-production, it is no wonderwe are seeing rapid growth."About 5,000 agricultural aircraftlogged 1,038,570 flight hours in 1967seeding, sowing, dusting, or sprayingone acre out of every six undercultivation.The hourly figure hadrisen to 1,869,000 by"1973. (Students will study.trends'and makepredictions 4t.tOBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES.I5.38Many agricultural aviation operatorsnow have from $20,000 to $75,000invested in eia aircraft.They needpilots who can handlaviculturaltaircraft.A national survey of theindustry showed a need of over 40dnew agricultural pilots yearly.Currently, findingtprofessionalagricultural pilots is a problem,particularly fora small operator.Itwill be a bigger problem in the futurebecause many agricultural pilots havebeen military-trained pilotfrom theWorld War II era and they are retiring.Agriculturalaviation has a greatfuture.Each year more farmers arerealizing that the agricultural aircraftcan do the job more quickly, just aseffectively, and at less cost than theycan with their own ground rigs.This Laespecially true when they consider theinitial cost and maintenance of equip-ment which has limited use.Among the.factors spurring on-increasein aerial application are;1.A di4inishing supply of farm labor.2.Farms are ,getting bigger and fewfarmers. have all their land in oneplace.They own a black of

112 land°here and rent an acreage'there..' T
land°here and rent an acreage'there..' Thatfact makes it hard'to cover crops ,efficiently with group equipment.3.Better aircraft and better pilotare produding better results than inpast years.4.Effective crop protection materialshave beerideveIoped that were unheardof several years ago.For example,"binlate" (benomyl fungicide) hasbeen the biggest peanut yieldbooster ever developed.It justabout eliminates leafspot, a foliagedisease that has plagued peanut'growers'for years.213 OBJECTIVESINSTRUCTIONAL PROCEDURES4STUDENT ACTIVITIESOUTCOMESat-AA career in agricultural aviation isavailable to young pilots who havethe- initiative to take advantage ofthe situation.The opportunity ispresent to grow as a.pilot and abusiness person in an industry thatis a cornerstone of an efficient and',effective U.S. agriculpure.Example:,Agricultural aviation is agrowing industry as 400 newpilots are trained everyyear for this purpose.UNthe trend continues for tenyeari some 4,000 pilots willbe flying agriculturalplanes.As older pilotsretire from flying, agricul-, tural airplanes it can bepredicted that new pilotsmust be trained for thispurpose.of aviation flying hours continue togrow every six years at a rate of'830,430 it can be forecast that sixyears from now the hours will raisefrom a rate of 1,861,000 to2,699,430Ohours.By studying:Outlook for the Futureand-General Information have each

113 student make one trend statement,'one pr
student make one trend statement,'one prediction and one projection.Students will support each with datafrom prdvided materials.GENERAL INFORMATION,American agriculture_ is the mostproductive in the world.It hasreached a prodictivity level whereone'farm worker-is producing foodfor 54 otherOersons. While tom-priAing Q3ly five percent of,thetatal-popillItIOW,-fafdert-froduce--"enough -food for all Americans andmany people in other countries as'well,4Studeats'Will listadvantages andslii-advantages of being anagricultural pilot.21- OBJECTIVESINSTRUCTIONALPROCEDURESSTUDENTACTIVITIESOUTCOMES2135.40Agricultural aviation started in 1911in Germany and was first practiced inthe'United States ip 1921.In 1941the. Entomological Society of Americalisted 11 airplane dustingand'sprayingcompanies in the United States.In1945, 48 companies were listed.In v1947, 306,businesses.were operatingairplane and autogiro dusting andspraying-services in 32 states and theDistrict of Columbia. In 1974, thenumber of agricultural operators inthe U.Shad grown to 3,300.In.the U.S,. there are now more than25,000 people%emplomed in the agriculturalflying industry, wurach operates 8,000aircraft.Agricultural operatorsfertilize and apply pesticides to morethan 150 cultural million acres of farm-land each y4r.Ninety percent of theU.S. rice crop is seeded byair.Forexample, in some southern'areas themajor' c

114 rop is rice,,a crop that isalmost totall
rop is rice,,a crop that isalmost totally dependent on agriculturalaviation for its production.Riiecultivation requires several applicationsby agricultural aircraft.. Not'enly areplanes used to'plant the crop, but theyalso are used to. fertilize and to applyherbicides.In'additibn, two or threeinsecticide- applications must be made,depending on whatever insect problemsdevelop.Agricultural aviation is an indispensabletool in farming operations, covering moreand moreacreage effectively and at lowercost.'"'It provides seeding, fertilizing,fungicide, herbicide, awl insecticidefunctions to help the farmer.The'flexibility of aerial applicaCioS includescoverage of rugged terrain at an affordable,price, ree,laiming grazing land from sage-brush, and avoiding grain shatter and soil.compaction 1dsses,--Aerial applicatiod+cam2.1 ,17:171MF7,.STUDENT ACTNITIESOUTCOMESaccomplish more in one hour than atractor can in a day, while. consumingone-third the fuel.It is moreefficient because it provides greater'-penetration and coverage while requiringless chemical per acre._ It providesservice when fields are too wet andcrops too large for ground equipment tofunction.When flown by a careful 'andexperienced pilot, the mechanidaldistribution of the material and theplant coverage are excelled by no othermachine.1P.Women play'an important role in thibindustry.Woman in agricultural aviationp

115 articipate in everything from flying too
articipate in everything from flying tooperating radios, to teaching courses in i,agricultural aidation,fand.tm public,relations-aCtivities.r'r"The agricultural aviation industry hasgrown swiftly.Special aircraft andequipment have been Wilt just for aerialapplication.The agricultural operatorcan easily have $300,000 tied up, in anoperation..Chemicals have been produced in suchvarieties and numbers that the operatorhas to_be an agricultural expert just toknow how to use, each one correctly.For many years there(was-little cooperationbetween one aerial application company,-and another.The competition was keen andoften not of the highest order,Soonstate associations were formed to bringprofessionals into the industry and then,on a-national level, the National AgriculturalAviation Associatiori(NARA) was formed.Today,NAAA represents all agricultural aviationoperators and all agricultural pilots.'21) OBJECTIVESTtSTRUCTIONALPROCEDURESSTUDENT ACTIVITESOUTCOMES45.42The federal Aviation Administration(Aviation Toxicology Laboratory ofthe Civil Aeromedical Institutt,Oklahoma City, Oklahoma) providesemergency advice to agriculturalaviators concerning pesticidepoisoning, diagnosis and treatment.During a ten-year period from theearly 1960s to the early 1970s, useof petsistent insecticides in themalaria eradication program in Indiareduced the number of deaths eachyear from malspia

116 from 750,000 to1,500.In Ce91on a simila
from 750,000 to1,500.In Ce91on a similar programreduced the death figure frcur2.8million in 1946 to 110 in 1961.Some years ago, a Gerdan author wrotea book on crop protection and saidthat the annual world crop loss due toinsect pests and diseased wheat totaled .$70,3471,000,000 or 33.8 percent of thetotal value of the 'crop.Agriculturalaviation, is a tool to help reduce puck,loses. -Control of pestsrfor a viableagriculture and the environment ismandatory. - Both for the present andthe foreseeable future, pesticidesproperly managed and used for thispurpose are-essential.World-wide, during recent years thenumber-of agricultural aircraftincreased to 21,000, treating an area of372 Million acres annually.- In mostcountries in the western world and thecommunist world, agricultural andforestry aviation have become a national-practice.w221 OBJECTIVESINSTRUCTIONAL. PROCEDURESSTUDENT ACTIVITIESOUTCOMESShare trends, predictions and forecastsby dittoing into a classroom booklet.Youmay want to title the book something likethis:4Window on the FutureInstruct students on how4to %mike abusiness letter.Provide list of agenciesfor studenatp write to:1.McCarty Flying Service, Inc.P. O. Box 2492West Helena, Arkansas723902.California Agricultural Aeronautics,Inc.P. O. Box 749Hanford, California932303.Emery Aviation'Route 4'.Box 173Greeley, Colorado .806314./ B. 6 M,Flyers,.Inc.Box 395A

117 A, RD #4Dover, Delaware W9901*5.Indian R
A, RD #4Dover, Delaware W9901*5.Indian River Flying ServiceP. O. Box 772'Vero Beach, Florida_ 32960.Ayres Ag Pilot TrainingP. Q. Box 3090Albany, Georgia317067.Commander Air ServiceP. O. Box 3090Albany, Georgia307068.Glynnaire Aviario4 Inc.P. O. Box 177_Stateesboro, Georgia304585.43Students should emphasize how the worldpopulations will benefit from these'trends, predictions and forecasts.Students will write businesi lettersto selected agricultural aviationagencies.344AFormulation ofquestions, for flyingagdaciepvl�223 INSTRUCTIONAL rmocums,STUDENT ACTIVITIESOUTCOMES9.Idaho Falls Aviation, Inc.Red Baron Plying ServiceP. O. Box 497Idaho Falls, Odabo8340110.Solomon Valley Air Service'Hill City, Kansas6764211.Mayfield Skyways.P. O. Box 199Mayfield, Kentucky4206612.Opelousas Flying Service"Louisiana, Inc.p.-0. Box 83Opelousas, Louisiana _17057013.- Flight Training.Center, Inc.10100 Flying Cloud DriveEden Prairie, Minnesota55343(Rotorcraft)-,.Lake Line Helicopters,13601 Pioneer TrailEden Prairie,,Minnesota55343(Rotorcraft)15.Merigold Flying ServiceSchool of AeronauticsP. O. Box 307Merigold, Mississippi3875916.Crown Executive AblationCrown International,Box 19090Eppley- AirfieldOmnba, Nebraska68119(Rotorcraft}17.Don Bair Flying School.Box 214York AirportYork, Nebraska68467rC5.44-I22- OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIESOUTCOMES18.Don Bair Flying Scho

118 olMunicipal AirportAuroia, Nebraska68818
olMunicipal AirportAuroia, Nebraska6881819Y- Ronson AviationRonson Helicopters, Inc.Mercer County AirportTrenton, New Jersey 08628(Rotorcraft)20.Jamestown Aviation, :Inc.Municipal AirportBox 1128.-'Jamestown, North Dakota58401L'21.Allied Helicopter Service, Inc aTulsa Downtown AirparkP. O. Box 6216Tulsa, Oklahoma74106(Rotorcraft)22.Spartan School of AeronauticsRoute 5Riverside Airport_Tulsa, Oklahoma74132( Rotorcraft).23.Corvallis Aero ServeP. O. Pox 606Corvallis, Oregon57310Agrotors, Inc.Box 578.Gettysburg, Pennsylvania, 1732525.Battig Aon, Inc.RRBokings, South Dakota57006261*NrthCitoliUaHelicopters, Inc.PO. Box 636Sa uda, South Carolina29138( Rotorcraft)r5.45JP9-29 OBJECTIVESINSTRUCTIONAL PROCEDURESSTUDENT ACTIVITIES_OUTCOMES/223,27.Zimmer Aviation1.Municipal AirportBrookings, South Dakota2700628.Airway EnterprisesFlying Incorporated1110 99th AvenueSan Antonio, TeStas,7821429.Bedger Air ParkP. O. Box 326Benger Air ParkEriona, Texas7093530.HarguS Aviation, Inc.P.O.,Box 730Pecos County AirportFt- Stockton, Texas7973531.Muleshoe Flying Service, inc.Box 528_/Muleshoe, Texas7934732.tlnto;1 Flying ServicePlains Helicopter, Inc.P. O. Box 487Slaton, Texas79364(Airplanes and potorcraft)33:Colonial Helicopters, Inc.310 W. Indian River/RoadNorfolk, Virginia -23521(RotorCraft)la34.Alpine Helicopters, Inc.1725 Cedar Grove RoadMaple Valley, WashingtOn9803835.Cascade Helicopter