Daily Learning Contract
- Topic: Professional Documentation
- Objective: Students will identify EMT and Search and Rescue documentation responsibilities, write an accurate fictional Patient Care Report, and choose a safety-first response to one wilderness complication.
- TEKS: d(1)(C), d(4)(F)
- Demonstration of Learning: Fictional Patient Care Report and Safety Plan with one specific career-role connection.
Lesson Overview
| Time | 50 minutes |
| Objective | Identify EMT and Search and Rescue documentation responsibilities, write an accurate fictional Patient Care Report, and choose a safety-first response to one wilderness complication |
| TEKS | d(1)(C), d(4)(F) |
| Deliverable | Fictional Patient Care Report and Safety Plan |
| Scoring | Patient Care Report Evidence Rubric |
| Materials | FYF pp. 53-54 and the locked Canvas trail images |
Before Class
Post the report, rubric, and three complication choices. This is fictional documentation: students must not enter real names or medical information. Each student submits the completed written report and plan through private file upload or text entry, or turns in a labeled paper copy. Speaking is optional; a media recording alone is not the Major evidence.
Warm-Up (5 min)
A receiving team gets a patient but no notes. What information is missing? Sort answers into scene, observations, actions, reasoning, and handoff.
Activity 1: Patient Care Report (20 min)
Students complete all five report sections and the career-role connection. Require observations instead of diagnoses. “The scenario shows a swollen, bent finger” is appropriate; inventing a specific fracture is not.
Activity 2: Safety-First Complication (15 min)
Students choose thunderstorm, anxious patient, or fast-moving stream and plan a first action, communication, reassessment trigger, and alternative.
Answer guidance:
- thunder: move toward a substantial enclosed building or hard-topped vehicle and stop outdoor activity; do not shelter under a tree or small open shelter;
- fast/unknown water: do not enter; communicate, seek an alternate route or higher ground, and wait for trained help;
- anxiety: use calm, honest communication, explain the plan, and offer reasonable choices without false promises.
Activity 3: Review and Revise (7 min)
Students use the four rubric criteria. Peer review may be replaced with a self-check or private teacher conference. A student revises one sentence for accuracy or safety.
Exit Ticket (3 min)
EXIT TICKET (Trade-off Dilemma) · Printable PDF:
Explain why entering fast water to save time creates a worse risk. Name the safer action and one fact dispatch needs.
Supports and Fallbacks
- Provide sentence frames: “I observed ”; “Our team represented ”; “We would stop and reassess if ___.”
- Permit speech-to-text or teacher scribing. Grade evidence, not English mechanics unless meaning is unclear.
- An absent student completes the same report from the fictional scenario. No live simulation is required.