Project Work

🛠️ Prototype Revision Sprint

Gather and organize original data Develop an inquiry plan Build models, prototypes, or action plans Identify an issue or design challenge Develop as a multilingual Engage in discussion Engage and critique perspectives HS-ETS1-1 Plan an investigation or test a design individually and c... Humanity faces major global challenges today, such as the... Design, evaluate, and/or refine a solution to a complex r... Evaluate competing design solutions to a real-world probl... 6.3.12.GeoGI.1 Compare and evaluate competing arguments or design soluti... Product Assessment Exhibition Core Content Community Partners Essential Question Critique and Revision Submission Required

Teams revise their infection-reduction device and policy brief or campaign mockup using feedback from the previous phase, their criteria/constraints matrix, and test notes. They update visuals, labels, multilingual language-access features, and design details with materials such as cardboard, tape, Canva, slides, translated captions, and annotated diagrams. Each team records changes in a revision log that links every change to a specific comment, test result, or user need.

Plan day

Day 18

Duration

110 min

Grouping

Small Group

Steps

6 steps

Lesson plan

6 steps · 110 min

#	What teachers do
1	Launch the revision sprint by naming the goal for today: use evidence to improve both the infection-reduction prototype and the policy brief or campaign mockup. Return each team’s response cards, test notes, criteria/constraints matrix, and evidence board materials. Ask teams to identify the top 3 revision priorities connected to effectiveness, usability, safety, cost, clarity, and language accessibility. (10 min)
2	Guide teams through a structured evidence sort. Have students group feedback into categories such as device function, user instructions, visual clarity, multilingual access, historical evidence, and statistics. Require teams to label each comment or test result as high, medium, or low priority and note the source of evidence in a revision log. (15 min)
3	Facilitate a team decision protocol in which students compare competing revision options and choose what to change now, what to postpone, and what tradeoffs they are accepting. Prompt teams to justify decisions using scientific reasoning, user needs, ethical considerations, and the criteria/constraints matrix. Check that each team has a revision plan for both products before work time begins. (10 min)
4	Run the first revision work block focused on the physical prototype. Teams update structure, materials, labels, user directions, and annotated diagrams using cardboard, tape, measuring tools, and other build materials. Confer with teams to press for controlled revisions tied to specific test notes rather than random redesign. (20 min)
5	Run the second revision work block focused on the policy brief or campaign mockup. Teams revise charts, claims, translated captions, visuals, and Black Death-to-modern outbreak comparisons in Canva, slides, or paper drafts so the message is evidence-based, historically informed, and accessible across languages. (15 min)
6	Close with a quick documentation and readiness check. Each team updates its revision log, marks which feedback was addressed, photographs or saves current drafts, and writes one question they still want a nurse, epidemiologist, or infection-control specialist to answer in the next feedback round. Invite 2–3 teams to share one high-impact revision and the evidence behind it. (10 min)

Preparation (9 items)

Gather and sort each team’s prior feedback materials: gallery-walk response cards, testing notes, criteria/constraints matrix, evidence board items, and draft prototype/campaign materials.
Prepare a revision log template with columns for feedback or data source, issue identified, change made, reason for change, tradeoff considered, and remaining question.
Set up build stations with prototype materials such as cardboard, tape, scissors, rulers, markers, glue, and labeling supplies.
Set up digital revision access by confirming devices, charging laptops, opening Canva or slide templates, and organizing folders for teams to save updated campaign or policy brief drafts.
Post a visible checklist of revision criteria: effectiveness, safety, usability, cost, clarity, historical accuracy, statistical evidence, and language accessibility.
Prepare sentence stems for discussion and justification, such as 'We changed ___ because test data showed ___' and 'We kept ___ despite ___ because the tradeoff improves ___.'.
Create a short facilitator conference tracker to note which teams have revised both required products and which still need support with evidence use, translation, or prototype practicality.
Display exemplars or reminders for annotated diagrams, translated captions, readable data visuals, and concise audience-facing labels suitable for exhibition.
Prepare a final slide, board space, or exit prompt for teams to record one question for the upcoming community expert feedback session.

Student-facing instructions

Today you will revise both of your project products: your infection-reduction device prototype and your policy brief or public health campaign mockup. You will use your response cards, test notes, evidence board, and criteria/constraints matrix to decide what needs to change. First, your team will sort feedback and identify your highest-priority issues. Then you will record each planned change in your revision log, including what evidence led to the change and what tradeoff you are considering. During work time, you will update your prototype materials, labels, user directions, diagrams, visuals, charts, and multilingual features. You should make sure your message uses accurate historical comparisons, relevant statistics, and clear language for a community audience. You will need your team folder, revision log, build materials, digital design tools or paper drafts, and translation resources. Your goal is to leave class with both products improved and with a clear record of why each change was made.

Success criteria

You are successful when your team has: identified and prioritized at least 3 evidence-based revision needs; completed a revision log with each change linked to a specific comment, test result, or user need; made visible revisions to both the physical prototype and the policy brief or campaign mockup; checked revisions against effectiveness, safety, usability, cost, clarity, and language accessibility; improved at least one multilingual feature such as captions, labels, or audience directions; included accurate historical or statistical evidence in the communication product; and submitted or saved updated drafts plus one thoughtful question for the upcoming expert feedback round.

Facilitator notes

Keep the pace tight at the start so teams spend most of the block revising rather than rereading all feedback. Push students to distinguish between high-impact changes and cosmetic changes. Common pitfall: teams want to rebuild everything; redirect them to controlled revisions tied to evidence. Common pitfall: students revise only the prototype or only the campaign; require progress on both products before the end of class. During conferences, ask: 'What evidence caused this change?' 'Which criterion does this improve?' and 'What tradeoff are you accepting?' Support multilingual development by providing bilingual word banks, translation tools, peer language support, and sentence stems for captions and instructions. For students who need more structure, assign roles such as evidence manager, prototype reviser, communications reviser, and revision log recorder. For teams moving quickly, challenge them to improve exhibition readiness by refining annotated diagrams, data displays, and concise public-facing messaging. Watch for overly complex prototype changes that cannot be completed in the remaining phase; help teams choose practical revisions that strengthen function and presentation before the next gallery walk and community feedback.

Resources

No resources yet