Carolinas Aviation Museum

Carolinas Aviation Museum

Founded in 1992, the Carolinas Aviation Museum is located on the grounds of Charlotte Douglas International Airport. By telling the story of the people who shaped our aviation heritage, the Carolinas Aviation Museum inspires future generations to write aviation’s next chapter. The museum is home to over 20 aircrafts, including the US Airways Flight 1549 Airbus known as the “Miracle on the Hudson.”

The Carolinas Aviation Museum strives to be a “must see” destination for aviation enthusiasts and an inspiration for young minds interested in the possibilities of science, technology, engineering and math (STEM).

The Carolinas Aviation Museum is steeped in the commitment to education and career opportunities for the young people of Charlotte-Mecklenburg and the surrounding areas. We believe that the Charlotte metropolitan area affords outstanding opportunity for great careers serving the aviation industry and we hope to build partnerships with all who share that same vision and belief.


  4672 First Flight Drive, Charlotte, NC 28208



Self-Guide with Cessna 150

Program description

Add engaging education demo stations to your self-guided visit. 

Students operate the basic controls of a Cessna 150 while learning about the four forces of flight and the control surfaces of an airplane.

Booking / scheduling contact

Laura Kozelka

   (704)997-3770 ext. 3041

Program detail
Artistic discipline: Multi-discipline
Cultural Origin:
Program type: Workshop
Population served: Grade 1, Grade 10, Grade 11, Grade 12, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 9, Kindergarten, Pre-K
Subject: Engineering, Science
Bilingual: No
Available dates:

 Year Round

Available times:

  10:00 to 2:00 Monday through Friday

Space / technical requirements:

 No more than 30 students at one self-guided station at a time. 


 Carolinas Aviation Museum

Fees / Ticketing:

 $9.50 per person for a self-guided visit; add up to two additional stations for $1 each per student.


NC Standard Course of Study:


Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

Continue a conversation through multiple exchanges.

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

First Grade:

Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Second Grade:

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Third Grade:

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Fourth Grade:

Identify the reasons and evidence a speaker provides to support particular points.

Follow agreed-upon rules for discussions and carry out assigned roles.

Fifth Grade:

Follow agreed-upon rules for discussions and carry out assigned roles.

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

6th-8th Grade:

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study

9th-10th Grade:

Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

11th-12th Grade:

Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.


NC Essential Standards:


K.P.1.1 – Compare the relative position of various objects observed in
the classroom and outside using position words such as: in
front of, behind, between, on top of, under, above, below and

K.P.1.2 – Give examples of different ways objects and organisms move
(to include falling to the ground when dropped ):
• Straight
• Zigzag
• Round and round

• Back and forth
• Fast and slow

K.P.2.1 – Classify objects by observable physical properties (including
size, color, shape, texture, weight and flexibility).

K.P.2.2 – Compare the observable physical properties of different kinds
of materials (clay, wood, cloth, paper, etc) from which objects
are made and how they are used.

First Grade:

1.P.1.1 – Explain the importance of a push or pull to changing the
motion of an object

1.P.1.3 – Predict the effect of a given force on the motion of an object,
including balanced forces.

Second Grade:

2.H.1.2 – Identify contributions of historical figures (community,
state, nation and world) through various genres

Third Grade:

3.P.1.1 – Infer changes in speed or direction resulting from forces acting
on an object.

3.P.1.3 – Explain the effects of earth’s gravity on the motion of any
object on or near the earth.

3.P.2.1 – Recognize that air is a substance that surrounds us, takes up
space and has mass.

Fourth Grade:

4.P.3.1 – Recognize the basic forms of energy (light, sound, heat,
electrical, and magnetic) as the ability to cause motion or
create change

Fifth Grade

5.P.1.1 – Explain how factors such as gravity, friction, and change in
mass affect the motion of objects

5.P.1.2 – Infer the motion of objects in terms of how far they travel in a
certain amount of time and the direction in which they travel

5.P.1.4 – Predict the effect of a given force or a change in mass on the
motion of an object

Seventh Grade:

7.P.1.1 – Explain how the motion of an object can be described by its
position, direction of motion, and speed with respect to some
other object

7.P.1.2 – Explain the effects of balanced and unbalanced forces acting
on an object (including friction, gravity and magnets).

7.P.2.1 – Explain how kinetic and potential energy contribute to the
mechanical energy of an object.

7.P.2.2 – Explain how energy can be transformed from one form to
another (specifically potential energy and kinetic energy)
using a model or diagram of a moving object (roller coaster,
pendulum, or cars on ramps as examples)

7.P.2.3 – Recognize that energy can be transferred from one system to
another when two objects push or pull on each other over a
distance (work) and electrical circuits require a complete loop
through which an electrical current can pass.

7.P.2.4 – Explain how simple machines such as inclined planes, pulleys,
levers and wheel and axles are used to create mechanical
advantage and increase efficiency



Conducts educational programming for 2 or more years: Yes
Performs criminal background checks on staff with youth contact: Yes
Maintains general liability insurance (Individuals and organizations listed in this Directory can provide proof of insurance upon request. ASC does not hold copies of current documentation for providers): Yes
Three letters of recommendation / references available: Yes
Connects to State and or Common Core Curriculum Standards: Yes
Provides scholarship and reduced fees: Yes
Conducts ongoing assessments of program quality: Yes
Cancellation Policy

 Program can be rescheduled with 48 hours notice