Day 1: Crash Crew: Visible Evidence and Preliminary Plan

Daily Learning Contract

• Topic: Career Clusters
• Objective: Students will explore and describe the Transportation, Distribution, and Logistics career cluster and identify automotive career opportunities by separating visible evidence from questions for a trained inspection.
• TEKS: d(1)(B), d(1)(C)
• Demonstration of Learning: Individual FYF p. 151 collision report plus three bounded inspection questions, a broad process sequence, and one changed-vehicle occupation response.

Lesson overview

Before class

1. Default to one workbook and one device per student, one projector, and zero prints. Students keep the workbook after the teacher checks p. 151 during the second lap; Canvas collects the bounded questions, sequence, and changed-vehicle response.
2. For the paper or no-workbook route, print one three-page Crash Crew Evidence Companion per student and collect all three pages in one labeled tray. The companion replaces the workbook/Canvas route; students do not complete both.
3. Project this supplied model: part: left front bumper cover; visible condition: cracked near the left light; bounded question: “What approved inspection is needed before deciding whether the bumper cover can be repaired or must be replaced?”
4. Project the non-example: “The frame is safe and the sensor only needs resetting.” The image cannot support either conclusion.
5. Keep Hats & Ladders optional. No live vehicle, shop tool, diagnostic device, personal story, Hat title, or login is required.

Warm-up: Seen and not yet known (5 min)

Students name one condition visible after a collision and one condition that could not be confirmed from a photograph. Sort answers under visible evidence and requires inspection.

Do not invite stories about identifiable crashes. Students may use the fictional workbook vehicle only.

Activity 1: Read the Crash Crew problem (8 min)

Use FYF pp. 149-150. Students identify:

• the Transportation cluster connection;
• the fictional customer or shop need;
• what the images can show; and
• what a photograph cannot prove about structural, electrical, restraint, or mechanical safety.

State the boundary plainly: this is a preliminary classroom evidence exercise. A real vehicle requires an authorized trained inspection and manufacturer/shop procedures.

Activity 2: Observe before writing (12 min)

Use the Crash Crew vehicle views and FYF p. 151. Students complete the workbook collision report independently, then audit it for:

• view or area;
• exact visible condition;
• likely part name, marked confirm when uncertain; and
• one additional inspection or information need.

Require neutral observation words: cracked, creased, missing, shifted, scratched, or pushed inward. Reject claims such as “the frame is safe” or “the airbag sensor works” when the image cannot show that.

Activity 3: Build a preliminary plan (15 min)

Students select three visible conditions. In the private Canvas response or companion, they record:

1. the part or system to confirm;
2. the repair/replace question a trained technician would investigate;
3. the evidence or procedure still needed; and
4. where the decision belongs in a broad shop sequence.

Use this safe model sequence: document and protect the vehicle → complete structural/mechanical/electrical inspection → follow approved repair information → repair or replace as authorized → refinish when applicable → calibrate/verify systems when applicable → final quality and safety checks. Students do not invent tool settings, structural pulls, airbag work, or calibration instructions.

Activity 4: Changed vehicle (5 min)

New fictional condition: the same visible panel damage appears on a vehicle with cameras and sensors behind the bumper. Students name one step they would keep, one question they would add, and the evidence that makes the change necessary.

Exit ticket (5 min)

EXIT TICKET (Mini-Case) · Printable PDF:

Scenario: A customer points to the workbook photograph and says, “The damage is only cosmetic, so the vehicle is safe to drive.”

1. Record one condition the image supports.

2. Record one conclusion the image does not support.

3. Name one automotive occupation that would contribute next and explain its bounded role.

Monitoring and supports

• CFU at minute 10: sample five responses for the part/condition distinction. Reteach with the supplied model if fewer than four are accurate.
• Lap 1, minutes 15-20: check neutral evidence words and confirm on uncertain labels. Prompt, “What can the image prove?”
• Lap 2, minutes 28-34: check one bounded question before students sequence the work. If more than one-third prescribe a repair, contrast the model and non-example.
• Pivot: students who need support complete one strong bounded question, the full broad sequence, and the changed-vehicle response. Do not cut the individual occupation connection.
• Trim: skip whole-group sharing. Protect the final five-minute exit response and Canvas/paper collection.
• Provide a labeled body-parts diagram and bilingual labels: part/pieza, condition/condición, visible/visible, inspect/inspeccionar, repair/reparar, replace/reemplazar.
• A student may type, dictate, annotate, or write. Partner talk is optional; the evidence remains individual.
• At minute 45, students save the Canvas response or place the complete paper set in the tray. An absent or interrupted student uses the same private Assignment and embedded images; no live vehicle or personal car knowledge is required.