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📊 Evidence Board Kickoff

Learn from the past Engage and critique perspectives Gather and organize original data Analyze and interpret data Identify an issue or design challenge Develop an inquiry plan Build models, prototypes, or action plans 6.3.12.HistoryCA.12 6.1.12.GeoHE.5.a Plan an investigation or test a design individually and c... Design, evaluate, and/or refine a solution to a complex r... HS-ETS1-1 Evaluate competing design solutions to a real-world probl... Compare and evaluate competing arguments or design soluti... Product Core Content Project Launch Community Partners Essential Question Critique and Revision Submission Required Grading Required

Students use a teacher-modeled mini lesson on comparison categories, outbreak rates, and user-need notes before building a first-pass team evidence board. Teams sort notes into historical patterns, outbreak data, stakeholder concerns, policy questions, and language-access needs, then draft a preliminary problem statement and next-step inquiry plan. During a short gallery walk, students give feedback to 2 peers, receive feedback cards, and revise their board and problem statement before submitting it as a milestone checkpoint.

Plan day
Day 2
Duration
80 min
Grouping
Small Group
Steps
6 steps

Lesson plan

6 steps · 80 min
# What teachers do
1 Launch the task by showing a model evidence board and think aloud about how to sort one source into categories such as historical patterns, outbreak data, stakeholder concerns, policy questions, and language-access needs; name how a strong board helps teams define a real public health problem and prepare for later policy, campaign, or prototype work. (10 min)
2 Guide teams to review their notes, case cards, charts, and clinic-partner concerns from the previous activity, then sort and label evidence on a shared board using the required categories; prompt them to add brief captions, data highlights, and symbols for evidence they think is especially urgent or uncertain. (20 min)
3 Have teams discuss patterns they notice between the Black Death and their modern outbreak evidence, identify affected users and community needs, and draft a preliminary problem statement that includes the challenge, who is affected, at least one criterion, and at least one constraint such as access, cost, language, trust, or speed. (15 min)
4 Ask teams to create a next-step inquiry plan on the board by listing unanswered questions, needed data, possible sources, historical comparisons to investigate, and immediate team roles for the next research cycle. (10 min)
5 Run a structured gallery walk in which half the class stands by boards to explain choices while the other half rotates, leaving response cards for two peers that include one strength, one question, and one suggestion tied to evidence use, multilingual access, or problem framing; then switch roles halfway through. (15 min)
6 Give teams time to read feedback cards, revise board organization, strengthen or narrow the problem statement, and add one concrete change to their inquiry plan before submitting the board as a milestone checkpoint and sharing a quick verbal takeaway. (10 min)
Preparation (10 items)
  • Prepare one sample evidence board with the same categories students will use: historical patterns, outbreak data, stakeholder concerns, policy questions, and language-access needs.
  • Print or organize source materials from the launch activity, including case cards, outbreak charts, Black Death comparison notes, and clinic-partner community concerns, so each team has a complete set.
  • Set up large poster paper, sticky notes in multiple colors, markers, tape, and response cards for the gallery walk.
  • Create and post a visible problem statement frame such as: 'How might we reduce ___ for ___ by addressing ___ while considering ___ and ___?'
  • Create and post a visible inquiry-plan frame with prompts for unanswered questions, needed data, sources, historical comparisons, and team task assignments.
  • Select a few quantitative data points from the source set to highlight during the mini lesson so students practice interpreting rates, comparisons, and trends before sorting evidence.
  • Prepare sentence stems for discussion and feedback, including multilingual-access prompts such as 'A community member who speaks ___ might need...' and critique stems such as 'One piece of evidence that supports your problem statement is...'.
  • Arrange the room for team work and movement during the gallery walk, with enough wall or table space for each evidence board.
  • Prepare a simple milestone checkpoint method for collection, such as a photo upload, teacher checklist, or designated turn-in area.
  • Plan supports for varied learners, including pre-labeled category cards, vocabulary supports, translated key terms where available, and optional role cards such as data reader, historian, recorder, and discussion lead.
Student-facing instructions
You will work with your team to turn yesterday's outbreak evidence into a first-pass evidence board that helps define your project direction. Use your source set, notes, charts, sticky notes, and board materials. First, sort your evidence into these categories: historical patterns, outbreak data, stakeholder concerns, policy questions, and language-access needs. As you sort, add short labels or captions so another team can understand why each piece matters. Next, discuss what patterns you notice between the Black Death and a modern outbreak, what the data suggests, and whose needs are most urgent. Then draft a preliminary problem statement that names the challenge, the people affected, and early criteria and constraints. After that, create a next-step inquiry plan by listing what you still need to know, what sources or data you need, what historical comparisons you want to investigate, and who on your team will take each task. During the gallery walk, you will either explain your board or visit other teams' boards and leave response cards for two peers with one strength, one question, and one suggestion. Finally, you will use the feedback to revise your board, problem statement, and inquiry plan before submitting your milestone checkpoint.