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== Subject ==
{{prompt|What is this lesson plan about?}}

== Authors ==	
{{prompt|List who wrote this lesson plan.}}

== Scope ==
{{prompt|What is included in this lesson, what's not and why.}}
: SAR Fundamentals Manual:
:* Ch.17 "Search"
:* Ch.19 "Clue Consciousness"
: Basic SAR Skills Manual:
:* Ch.15 "Search Tactics and Resources"
:* Ch.16 "Search Principles & Techniques (How to Search)"

This section is intended for the presentation "Search Principles and
Techniques" for the SAR Alberta SAR Fundamentals course.  This
corresponds with Chapter 16 of the FOG SAR manual.  Excluded are
sections 6 "Personal Body Management" (covered under travel skills)
and section 7 "Bivouacs" (covered under survival skills).  Chapter 17
of the SAR Fundamentals Manual includes search types which is excluded
(covered under "Search Tactics").

== Prerequisites ==
{{prompt|What should students already know/have accomplished before the lesson is presented.}}

== Objectives ==
At the conclusion of this lesson the participants:
# will be able to describe what a clue is
# will be able to describe what affects the quality of searching
# know how long searchers are effective
# describe typical clues to be sought
# describe where and how to look for clues
# know appropriate pace to use
# describe considerations for night searching
# describe approaches to clue handling

== Time Plan ==
Total Time: 45 minutes

{{lesson slides start}}
{{lesson slide|00:00|3 min}}
Introduce topic title

Introduce Instructor

Present Objectives

{{lesson slide|00:03|}}
* finding subject as quickly as possible
* to have the subject reached as soon as possible
* clues may lead to redirection of other field teams
* Search for clues '''and''' the subject.  There are more clues  than subjects.  [3]
* The searcher is a clue seeker [1]

{{lesson slide||2 min}}
Clues we're looking for
* present location of subject [1]
* past locations of subject [1]
* direction of travel [1]
* destination, intent of subject [1]
* subject was not here
* the subject: the ultimate clue

{{lesson slide||5 min}}
Effective Clue Seeking
* clue seeking is a skill [1]
** must be learned, practiced [1]
** value of experience [1]
* quality of searching
** quality of briefing [1]
** training and experience of searchers [1]
** motivation of searchers [1]
** size, terrain, of search segment [1]
** weather [1]
** lighting [1]
** boredom [1]
** fatigue & body management [1]
** mental visual vigilance [1]
*** most efficient 1st hour [1]
*** drops sharply after 4 hours [1]
*** take a break after 4 hours [1]

{{lesson slide||}}
Observation
* observation is the skill of looking for clues [1]
* if not done well, search effort is ineffective [1]
* acquired skill, requires training, much practice [1]
* the ability to "see" not just "look" [1]
* why things are seen [1]
** what attracts the eye
** contrast with the background
** movement [1]
** shape [1]
** shadow [1]
** silhouette [1]
** spacing [1]
** position [1]
** texture [1]
** colour [1]
** scale [1]
** noise [1]
** shine [1]

{{lesson slide||}}
Plan your search
* briefing [1]
** shoe prints, items carried [1]
* consider subjects suspected intentions [1]
** e.g. fishing -> fishing activities [1]
* be able to describe subject to the public [1]

{{lesson slide||4 min}}
Where to cast your eyes
* Use the search cube, up, down, l/r, and behind.  [3]
* squat, kneel, look around from ground level [1]
Where to check
* Always check the obvious.  [3]
* never assume [1]
** check behind, around or in what you can not see through [1]

{{lesson slide||5 min}}
Things to keep doing
* use all senses: looks, listen, smell, touch [1]
* make sound
** use sound (whistles) [1]
** Yell and make noise.  Call the victims name.  Remember to listen for a response.  [3]
* talk to non-searchers you meet [1]
* imagine what subject might do in this place [1]
** look for what might attract subject [1]

{{lesson slide||3 min}}
keep mental focus
* be constantly looking
* be expectant to find clue/subject [1]
* Maintain an aggressive attitude.  [3]
* avoid distractions [1]
** think about searching, not distractions e.g. weather [1]
** dress to be comfortable, not distracted [1]
** do not chat unnecessarily [1]
* maintain positive mental attitude [1]

{{lesson slide||8 min}}
''lead as discussion''

Use all your senses
* smell
** locate sources [1]
* feel
** what are you treading on?
* sight
** things that are out of place [1]
*** trampled grass, broken limbs, twigs, slide marks on hills, footprints. [1]
** discarded items [1]
** odd shapes [1]
** things associated with subject's activity [1]
*** e.g. shell cases for hunters [1]
** subject's attempts to signal
*** flashes, calls
** signs of fire: smoke, light, smell, ashes [1]
** animal reacting to subject [1]
*** birds circling [1]
* listening
** calls, moans, whistles [1]
** listen for 30 seconds after calling [1]
** movement [1]
** animals
*** animal silence [1]
*** squirrels chittering
** monitor emergency channels: CB9, FRS 1 or 9 [1]

{{lesson slide||4 min}}
'''clue handling''' [1]
* should be included in briefing [1]
* Protect evidence.  [3]
* evaluation of clues
** trap: forming opinion, seeking only clues that support opinion [1]
** do not immediately form opinion on value of clue [1]
** subject profile helps to distinguish clues generated by subject from unrelated clues [1]
** Overhead team responsible for assessing clue
* call in
* record
** time tagged [1]
** exact location
** Record absolutely everything.  [3]
* bag
* bring in

{{lesson slide||}}
'''Type 1'''
* focus: Speed
* most common initial search type
* high probability areas, high subject risk areas
* 2 or 3 in team
* trail sweep
* look left, right, ahead
* no purposeful wandering
* no slowing down to search edges
* maintain pace that will complete assignment
** fast walk, perhaps jog
* looking for dead obvious
* sound sweep
** calling, but don't stop when listening
* low POD

{{lesson slide||}}
'''Type 2'''
* focus: Efficent use of resources
* typical groups of 3 to 6
* critical separation
** e.g. 10m
** North Umbrian Rain Dance (will be shown in practical portion)
* purposeful wandering
* walking pace
* generally used after Type 1 searches are complete
* POD's 30 - 80%
* sound sweep
** pause periodically, e.g. every 3 minutes
** blast, pause to listen

{{lesson slide||}}
'''Type 3'''
* focus on thoroughness
* high POD near 100%
* groups of 10-20
* SAR workers leading spontaneous volunteers
* slow, inefficient
* step by step slow walk
* no calling

{{lesson slide||}}
'''Type 4'''
* focus: fine detail
* typically evidence search
* hands & kness or elbow to elbow
* very slow movement
* no calling

{{lesson slide||}}
'''Sound Sweep Only'''
* pairs spread out approx 200m
* group leader directing pairs over radio
* blast whistles simulanteously
* count down over radio
* all listen
* if hear, point
* move on approx 200m before next blast

{{lesson slide||2 min}}
walking and searching [1]
* appropriate speed
** balance thoroughness with amount of terrain covered
** beginner searchers tend to go too fast (adrenaline?)
** intermediate searchers tend to go too slow for Type 1
** adjust speed for terrain, weather, searcher experience, ability, fatigue [1]
* if necessary, tell other searchers to hold up so you can check something out [1]

{{lesson slide||3 min}}
'''night searching'''
* same techniques [1]
* more care [1]
* slower pace [1]
* risk: tunnel vision on route finding
** look up, around, back [1]
** slow down
** keep evaluating 3 zones for clues and hazards [1]
*** knees down [1]
*** knees to chest [1]
*** head up [1]
* sound often travels further at night [1]
* peripheral vision is better at low light [1]
* 20 -- 30 minutes to fully regain night vision [1]
** At night never shine your light in someone's eyes.   [3]
** use red lights to read maps, notes [1]

{{lesson slide||5 min}}
Review Objectives

Questions
{{lesson slides end}}

== Aids ==
{{prompt|What materials are needed or useful in presenting this lesson.}}
* [[/Restricted|non-publishable material]]

== Question bank ==
{{prompt|List of questions suitable for an review/exam of this section.}}
See [[../Question bank|Question bank]]

== Frequently Asked Questions ==
{{prompt|What are some of the questions that students typically ask.  Include the answers.}}

How to handle evidence.

== Feedback ==
{{prompt|When has this lesson been presented.  What was the feedback.}}

2005-02-26 Wuth presentation at SAR Fundamentals Course.
* Ran short.
* Felt disjointed.  Missed page 2 & returned to it later.

== License ==
{{prompt|What can others do with this lesson?}}

Copyright © 2005-2013, Brett Wuth.
  
This work is licensed under a 
Creative Commons Attribution-NonCommercial 2.5 Canada License.
To view a copy of this license, visit 
http://creativecommons.org/licenses/by-nc/2.5/ca/
or send a letter to Creative Commons, 559 Nathan Abbott Way, Stanford, California 94305, USA.

== Reference Material ==
{{prompt|If you need to cite sources, do so here.}}

[1] SAR Skills Handbook: FOG SAR, Field Operating Guide To Search and Rescue, Richard Smith et al., © ERI Canada et al., 2003, first edition, ISBN 0-9734135-0-6, Chapter 16

[2] 'SAR Skills V1.ppt' part of the course materials CD associated with SAR Skills Handbook[1], slides 364-407

[3] some material from Chris Jorgensen developed for this section, provided personally.

[4] Search and Rescue Fundamentals: Basic Skills and Knowledge to Perform Wilderness, Inland, Search and Rescue, D. Cooper et al., 3rd Edition, revised., © 1996 Emergency Response Institute, Inc. et al., ISBN 0-913724-37-8, chapter 17

== Notes ==
{{prompt|Any additional notes, etc.}}

Please note that all contributions to PCSAR are considered to be released under the Attribution-Share Alike 3.0 Unported (see PCSAR:Copyrights for details). If you don't want your writing to be edited mercilessly and redistributed at will, then don't submit it here.
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@@ Line 40: / Line 40: @@
 == Time Plan ==
 Total Time: 45 minutes
-* 2013-02: 44 min
 {{lesson slides start}}
@@ Line 50: / Line 49: @@
 Present Objectives
-{{lesson slide|00:03|2 min}}
+{{lesson slide|00:03|}}
 * finding subject as quickly as possible
 * to have the subject reached as soon as possible
@@ Line 57: / Line 56: @@
 * The searcher is a clue seeker [1]
-{{lesson slide|00:05|2 min}}
+{{lesson slide||2 min}}
 Clues we're looking for
 * present location of subject [1]
@@ Line 66: / Line 65: @@
 * the subject: the ultimate clue
-{{lesson slide|00:07|5 min}}
+{{lesson slide||5 min}}
 Effective Clue Seeking
 * clue seeking is a skill [1]
@@ Line 85: / Line 84: @@
 *** take a break after 4 hours [1]
-{{lesson slide|00:12|3 min}}
+{{lesson slide||}}
 Observation
 * observation is the skill of looking for clues [1]
@@ Line 106: / Line 105: @@
 ** shine [1]
-{{lesson slide|00:15|2 min}}
+{{lesson slide||}}
 Plan your search
 * briefing [1]
@@ Line 114: / Line 113: @@
 * be able to describe subject to the public [1]
-{{lesson slide|00:17|4 min}}
+{{lesson slide||4 min}}
 Where to cast your eyes
 * Use the search cube, up, down, l/r, and behind.  [3]
@@ Line 123: / Line 122: @@
 ** check behind, around or in what you can not see through [1]
-{{lesson slide|00:21|5 min}}
+{{lesson slide||5 min}}
 Things to keep doing
 * use all senses: looks, listen, smell, touch [1]
@@ Line 133: / Line 132: @@
 ** look for what might attract subject [1]
-{{lesson slide|00:26|3 min}}
+{{lesson slide||3 min}}
 keep mental focus
 * be constantly looking
@@ Line 144: / Line 143: @@
 * maintain positive mental attitude [1]
-{{lesson slide|00:29|8 min}}
+{{lesson slide||8 min}}
 ''lead as discussion''
@@ Line 173: / Line 172: @@
 ** monitor emergency channels: CB9, FRS 1 or 9 [1]
-{{lesson slide|00:37|4 min}}
+{{lesson slide||4 min}}
 '''clue handling''' [1]
 * should be included in briefing [1]
@@ Line 190: / Line 189: @@
 * bring in
-{{lesson slide|00:41|2 min}}
+{{lesson slide||}}
 '''Type 1'''
 * focus: Speed
@@ Line 207: / Line 206: @@
 * low POD
-{{lesson slide|00:43|3 min}}
+{{lesson slide||}}
 '''Type 2'''
 * focus: Efficent use of resources
@@ Line 222: / Line 221: @@
 ** blast, pause to listen
-{{lesson slide|00:46|2 min}}
+{{lesson slide||}}
 '''Type 3'''
 * focus on thoroughness
@@ Line 232: / Line 231: @@
 * no calling
-{{lesson slide|00:48|3 min}}
+{{lesson slide||}}
 '''Type 4'''
 * focus: fine detail
@@ Line 240: / Line 239: @@
 * no calling
-{{lesson slide|00:51|2 min}}
+{{lesson slide||}}
-'''Widely-Spaced Sound Sweep'''
+'''Sound Sweep Only'''
 * pairs spread out approx 200m
 * group leader directing pairs over radio
-* blast whistles simultaneously
+* blast whistles simulanteously
 * count down over radio
 * all listen
@@ Line 251: / Line 250: @@
-{{lesson slide|00:53|2 min}}
+{{lesson slide||2 min}}
 walking and searching [1]
 * appropriate speed
@@ Line 260: / Line 259: @@
 * if necessary, tell other searchers to hold up so you can check something out [1]
-{{lesson slide|00:55|3 min}}
+{{lesson slide||3 min}}
 '''night searching'''
 * same techniques [1]
@@ Line 278: / Line 277: @@
 ** use red lights to read maps, notes [1]
-{{lesson slide|00:58|2 min}}
+{{lesson slide||5 min}}
 Review Objectives
@@ Line 287: / Line 286: @@
 {{prompt|What materials are needed or useful in presenting this lesson.}}
 * [[/Restricted|non-publishable material]]
-* {{subpage|Review}}
-* {{link|Image:Members:2013-02-27 19 44 36u-scan.pdf}}
 == Question bank ==