Community Experience

🏥 Community Health Action Forum

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 Develop as a multilingual Engage in discussion 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... Humanity faces major global challenges today, such as the... 6.3.12.GeoGI.1 Product Assessment Exhibition Core Content Community Partners Essential Question Critique and Revision Submission Required Grading Required

Teams deliver a 3-minute public health pitch, display their evidence board, share multilingual campaign or policy materials, and demonstrate their infection-prevention prototype for families, peers, and invited clinic or hospital partners. Audience members use response cards to note strengths, questions, and concerns about feasibility, clarity, language access, and evidence use. Students collect the cards as final exhibition evidence and answer follow-up questions using historical comparisons, outbreak data, and documented design revisions.

Plan day

Day 23

Duration

80 min

Grouping

Small Group

Steps

6 steps

Lesson plan

6 steps · 80 min

#	What teachers do
1	Welcome visitors, review the forum flow, assign student roles within each team, and remind the audience how to use response cards to note strengths, questions, concerns, and suggestions about evidence, feasibility, ethics, and language accessibility. (8 min)
2	Teams complete a final setup of evidence boards, multilingual campaign or policy materials, prototype display space, and response-card collection area while the facilitator checks that each team has visible data, Black Death comparison evidence, and a clear problem statement. (10 min)
3	Round 1 presentations: half of the teams deliver a 3-minute public health pitch and then answer brief follow-up questions from peers, families, and clinic partners while the other half hosts their displays and collects critique cards. (24 min)
4	Rotate groups so presenters become hosts and hosts become presenters; teams quickly reorganize materials, trade roles, and prepare to address a new set of audience questions. (4 min)
5	Round 2 presentations: remaining teams deliver their 3-minute public health pitch, demonstrate their infection-prevention prototype, explain tradeoffs and constraints, and collect additional response cards from visitors and experts. (24 min)
6	Teams sort response cards into categories such as evidence, design, feasibility, language access, and community concerns, then record 2 to 3 major feedback patterns that will carry into the next reflection activity. (10 min)

Preparation (9 items)

Confirm the total class time and exhibition schedule with all presenters, guests, and clinic or hospital partners; send reminders with arrival time, parking details, and the response-card protocol.
Prepare response cards with prompts for strengths, questions, feasibility, clarity, ethical concerns, and language accessibility; make enough copies for students, families, peers, and experts.
Set up presentation stations with space for an evidence board, prototype demonstration, multilingual materials, and a clearly labeled place to collect feedback cards.
Create and post a rotation schedule showing which teams present in Round 1 and Round 2 and who is responsible for pitching, demonstrating, greeting visitors, and collecting cards.
Check technology in advance, including projection, audio, timers, extension cords, and any devices students need to show campaign media or prototype functions.
Review student displays before the forum begins to ensure each team includes outbreak data, a Black Death comparison, recommended actions, criteria and constraints, and multilingual communication elements.
Prepare facilitator and guest question stems that prompt students to explain evidence, compare alternatives, discuss tradeoffs, and address community impact without taking over the conversation.
Organize clipboards, pens, tape, table signs, and translation supports or glossaries for visitors who may need language access during the exhibition.
Identify a simple method for collecting final evidence, such as team envelopes or folders for response cards and a class tracker for guest attendance and feedback volume.

Student-facing instructions

You will present your team’s final public health recommendation and infection-prevention prototype to visitors during the Community Health Action Forum. Before the forum begins, set up your evidence board, multilingual campaign or policy materials, prototype, and a place to collect response cards. Your team should be ready to explain the disease-control problem you focused on, the historical comparison to the Black Death, the outbreak statistics you analyzed, the design criteria and constraints you used, and why your final choices are practical for a community audience. When it is your turn to pitch, you will deliver a clear 3-minute presentation, demonstrate your prototype, and answer follow-up questions from peers, families, and invited clinic or hospital partners. When you are not pitching, you will host your station, talk with visitors, invite them to leave response cards, and gather feedback respectfully. You will need your evidence board, prototype, campaign or policy materials, visuals or devices for any media, pens, and a folder or envelope for response cards. Your goal is to communicate a data-based, historically informed, and accessible disease-prevention plan and collect feedback that you can use in your final reflection.

Success criteria

Your team is successful when you: complete a 3-minute pitch that clearly states the public health problem, recommended solution, and intended community impact; use at least one historical comparison to the Black Death and at least one relevant data display or statistic to justify your recommendation; explain criteria, constraints, tradeoffs, and ethical or practical considerations during audience questions; share multilingual or language-accessible materials that visitors can understand; demonstrate the prototype and connect it to disease prevention in a local setting; collect and organize response cards from multiple visitors, including peer and adult or expert feedback when available; and record 2 to 3 clear feedback patterns to bring into the next reflection activity.

Facilitator notes

Keep a visible timer and enforce concise presentations so every team has equal access to the audience. Encourage guests to ask probing but supportive questions about feasibility, evidence, trust, community needs, and language access. Common pitfalls include students reading directly from boards, skipping the historical comparison, focusing only on the prototype without explaining policy or campaign recommendations, or failing to invite feedback. Prompt teams to name the problem, cite data, compare past and present disease spread, and explain why their solution is realistic. Support participation by assigning clear roles such as pitcher, prototype demonstrator, greeter, translator or language support lead, and feedback collector. For students who need scaffolds, provide sentence starters for answering questions, a checklist of required talking points, and color-coded response-card sorting categories. For multilingual learners, allow bilingual presentation notes and encourage use of translated materials, labeled visuals, and partner support. If attendance by outside guests is limited, have students rotate as peer reviewers so each team still receives substantial critique and revision evidence.

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