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🧾 Evidence Board Gallery Walk

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

Teams assemble a draft evidence board with outbreak comparisons, data visuals, user quotes, constraints, and open questions. During the gallery walk, each student gives feedback to 2 peers using response cards focused on clarity, evidence quality, and missing user perspectives; teams then review received comments and revise their board in the same class. Revised boards must show tracked changes in a different color or with dated sticky notes.

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

Lesson plan

7 steps · 80 min
# What teachers do
1 [Facilitator] Reconnect teams to the purpose of the evidence board, review the feedback norms, and name the required lens for comments: historical comparison, data clarity, user perspectives, criteria/constraints, ethics, and language accessibility. Have teams place their draft boards, response cards, markers, and dated sticky notes at their station. (10 min)
2 [Facilitator] Give teams time to finalize and label board sections before critique: Black Death comparison, modern outbreak evidence, data visuals, user/community or nurse quotes, design constraints, and open questions. Check that each board includes at least one quantitative display and one community perspective. (12 min)
3 [Participants] Complete Gallery Walk Round 1. Half the class stands by their board to answer clarifying questions while the other half rotates. Each visitor studies one assigned board and leaves one response card with: one strength, one missing perspective or evidence gap, and one specific revision suggestion tied to disease prevention recommendations. (12 min)
4 [Participants] Switch roles for Gallery Walk Round 2. Students rotate to a second peer board so every student gives feedback to at least two peers. Require comments on whether charts are understandable, whether historical patterns are used well, and whether multilingual audiences and clinic/community needs are considered. (12 min)
5 [Facilitator] Stop the walk for team debrief. Teams sort response cards into categories: clarify evidence, strengthen statistics, add stakeholder perspectives, address ethical concerns/tradeoffs, improve Spanish or multilingual accessibility, and refine constraints. Teams identify the three highest-priority revisions. (10 min)
6 [Participants] Revise evidence boards in the same class using a different color or dated sticky notes to make changes visible. Teams must add or revise at least three elements based on feedback and be ready to explain how the revisions strengthen the board for the upcoming checkpoint and final product work. (18 min)
7 [Facilitator] Close with a quick share-out in which each team names one revision made, the feedback that prompted it, and one open question they still need to investigate next class. Collect response cards or photograph boards for documentation. (6 min)
Preparation (10 items)
  • Prepare one display space per team with wall/table space, tape, chart paper or poster boards, and enough room for rotation.
  • Create response cards with prompts for clarity of claim, quality of evidence, data visualization accuracy, missing stakeholder perspectives, ethical/tradeoff concerns, and multilingual accessibility.
  • Post or project concise gallery walk norms and sentence stems for actionable critique, clarifying questions, and respectful discussion.
  • Prepare a model or exemplar mini-board section that shows how to organize outbreak comparison evidence, user quotes, constraints, and open questions.
  • Gather revision materials in a distinct color from students’ original work, including markers, sticky notes, dots, and date stamps or pre-printed date labels.
  • Pre-assign or plan rotation groups so each student gives feedback to at least two peer teams and each board receives balanced traffic.
  • Check that teams bring prior materials from nurse feedback, empathy maps, outbreak research notes, graphs, and Spanish or multilingual communication ideas.
  • Make a simple sorting template or category labels teams can use during the debrief to group feedback into evidence, data, perspectives, accessibility, ethics, and constraints.
  • Prepare a quick checklist for facilitator circulation to monitor whether each board includes historical comparison, quantitative evidence, stakeholder/user input, and visible revision tracking.
  • Set up a method to document revisions and feedback, such as photos, collected response cards, or a shared digital folder for checkpoint evidence.
Student-facing instructions
You will present your team’s draft evidence board, study two peer boards, leave actionable feedback, and then revise your own board in the same class. Your materials are your evidence board, research notes, nurse or clinic feedback notes, graphs or charts, response cards, and revision supplies in a different color or with dated sticky notes. First, make sure your board clearly shows your Black Death and modern outbreak comparison, at least one data visual, user or community perspectives, key constraints, and open questions. During the gallery walk, your task is to give feedback to at least two peers. On each response card, write one specific strength, one missing perspective or evidence gap, and one revision suggestion. Look closely at whether the board uses data accurately, whether the historical comparison is meaningful, whether community and clinic voices are represented, whether tradeoffs or ethical concerns are visible, and whether language accessibility for multilingual audiences is considered. When you return to your own board, sort the feedback with your team, choose your top priorities, and make visible revisions using a different color or dated sticky notes. Your goal is to improve the evidence base for your later policy brief, campaign, or prototype and to clarify how your team will recommend effective disease prevention strategies.