John Hay
John Hay Biomedical
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Thu, Dec 3, 2026Fall (Semester 1) · Week 15Day 66 of 7580-min block

Surge resource debate

Today's target

Students debate how a community should prioritize mobile medical resources during a public-health surge.

Due today · Exit ticket Required

One sentence recording the strongest opposing argument heard during the surge resource debate.

Your 4 steps today
  1. 1
    Do this
    Students debate how a community should prioritize mobile medical resources during a public-health surge.
  2. 2
    Use this resource
    Open the posted files in the Resources section below
  3. 3
    Submit this
    Exit ticket: One sentence recording the strongest opposing argument heard during the surge resource debate.
  4. 4
    Submit it here
    1. 1CMSD website. Go to clevelandmetroschools.org and click the Clever button.
    2. 2Clever. Clever opens. Sign in if it asks.
    3. 3Microsoft (district) login. Use your district Microsoft account (the one for school).
    4. 4Schoology. Open Schoology, then your class, then Assignments, and find the file named below.
    The file to submit is named: Principles of Biomedical Technology (Principles of Biomedical Science) › Unit 3.2 to 3.3: Medical surge, mobile response facility, public-health communication, app design concept. › Exit ticket
    Open Schoology
Were you absent? Jump to the make-up plan
Open PLTW / submit on Schoology Guided notes PDF If you were absent
Read to prepareAgendaPLTW WorkDaily TrackerResourcesVocabularyWebXamCareersAbsentExtra Credit
Where this fits
Tested on (Ohio WebXam)
Principles and Practice of Biomedical Technology · 072110
PLTW lesson
PBS · Surge resource debate
WebXam domain
Biotechnology Research and Experiments
Evidence to produce
Exit ticket
Explore

Read to prepare for today

Vetted sources picked for today's question. Skim these before you take a position or start the work, so your argument and evidence are grounded.

CDC: Crisis and Emergency Risk Communication (CERC)How crisis and emergency risk communication guides surge messaging.WHO: Risk communicationPrinciples for communicating risk to a community during a health surge.
Quick glossary
CER:
Claim, Evidence, Reasoning — make a claim, back it with evidence, explain your reasoning.
SOP:
Standard Operating Procedure — the exact steps to follow (especially in a lab).
Tracker:
Your PLTW progress log where you record completed evidence.
myPLTW:
The PLTW course site where you do the online activities — you open it through Schoology.
Learn first

Minute-by-minute · 80-minute block

💡 Big idea: Medical surge exposes the gap between system capacity and community need: where you send limited resources is an equity decision, not just a logistical one.

  1. 0-8 minRead the surge case; annotate which community group you think is most vulnerable.
  2. 8-18 minDefine medical surge, mobile response facility, and public-health communication.
  3. 18-35 minBuild two-point argument for your deployment stance.
  4. 35-60 minStructured debate; teacher tracks vocabulary use.
  5. 60-72 minRecord the strongest opposing point.
  6. 72-80 minWhole-class debrief; preview Wednesday design project.
Mr. Mendoza's 5-minute intro
  • • A pandemic, a mass disaster, or a disease cluster can overwhelm hospitals within hours.
  • • Today you debate where the mobile resources go: dense population center or underserved community.
  • • WebXam 072110 Biotechnology strand connects public-health infrastructure decisions to disease prevention outcomes.
  • • The opposing argument you record is the equity concern you will need to address in Thursday's CER.
Do this, step by step
  1. 1Read a case where a region faces a sudden medical surge beyond capacity.
  2. 2Choose a stance on deploying mobile facilities to dense versus underserved areas.
  3. 3Gather two arguments using medical-surge and access examples.
  4. 4Debate using terms like medical surge, mobile response, and public-health communication.
  5. 5Record the strongest opposing point you heard.
You'll be able to
  • • Defend a clear deployment position with two evidence points.
  • • Use surge-response vocabulary correctly during the debate.
Know by the end
  • • Medical surge occurs when patient demand exceeds the normal capacity of a healthcare system.
  • • Mobile response facilities can extend capacity geographically, but deployment location determines who benefits.
  • • Public-health communication during a surge affects whether people seek care or stay home.
📺 Tutor me: Ready.gov: Public Health Emergencies
Do the work

Your PLTW work today

Open this PLTW section today

Unit 3.2 to 3.3: Medical surge, mobile response facility, public-health communication, app design concept. · Surge resource debate

Day 1 of this lesson. Open this exact section in myPLTW (reached through Schoology), then do the work below.

Do this: Open myPLTW and locate the Lesson 3.3 Information Sharing surge-response or public-health communication activity. Complete the opening prompt before the debate.

Complete

Submit the opening prompt in myPLTW before the debate begins.

How far to get

You finished Lesson 3.2 last week. Today starts Lesson 3.3 Information Sharing, which covers medical surge and public-health communication. The platform prompt should be submitted within the first 18 minutes.

Upload as evidence

Platform submission plus handwritten opposing-point note.

All PLTW activities are completed inside the PLTW course environment — this page only gives direction. Submit producibles on Schoology.

The plan

Today's PLTW tracker

Check things off as you work, then submit. This tells Mr. Mendoza how you're doing so he can help the class. It does not replace turning in your producible on Schoology.

Use the code Mr. Mendoza gave you, not your name. Saved on this device.

Unit 3.2 to 3.3: Medical surge, mobile response facility, public-health communication, app design concept.Day 1 of this projectSee the full week plan
Today's PLTW target

Unit 3.2 to 3.3: Medical surge, mobile response facility, public-health communication, app design concept. · Surge resource debate

Open myPLTW and locate the Lesson 3.3 Information Sharing surge-response or public-health communication activity. Complete the opening prompt before the debate.

You finished Lesson 3.2 last week. Today starts Lesson 3.3 Information Sharing, which covers medical surge and public-health communication. The platform prompt should be submitted within the first 18 minutes.

This is how Mr. Mendoza sees the class keeping pace with PLTW. Be honest, it only helps if it is accurate.

1 · What you do today

🎯 Students debate how a community should prioritize mobile medical resources during a public-health surge.

  • Read a case where a region faces a sudden medical surge beyond capacity.
  • Choose a stance on deploying mobile facilities to dense versus underserved areas.
  • Gather two arguments using medical-surge and access examples.
  • Debate using terms like medical surge, mobile response, and public-health communication.
  • Record the strongest opposing point you heard.
2 · Turn in today

Exit ticket: One sentence recording the strongest opposing argument heard during the surge resource debate.

Submit on Schoology

Upload by 11:29 PM for full credit.

Where to find it
Open the posted files in the Resources section below
3 · Who's doing what (team)
TaskWho
Read a case where a region faces a sudden medical surge beyond capacity._______
Choose a stance on deploying mobile facilities to dense versus underserved areas._______
Gather two arguments using medical-surge and access examples._______
Debate using terms like medical surge, mobile response, and public-health communication._______
Record the strongest opposing point you heard._______

Working solo? Put your own name in "Who" for every row.

4 · Words I can use correctly
5 · I'm successful today when I can…
  • Defend a clear deployment position with two evidence points.
  • Use surge-response vocabulary correctly during the debate.
6 · Reflection & next steps
Where are you today?0/7 checked
Pick your period and code first.
Explore

Resources & readings

Hand-picked materials for this lesson. Class file items open the document directly; the rest are vetted readings and interactives from other biomedical programs.

Office of Readiness & Response, medical surge & coordinationReadingCDC ORROpen Public emergency preparedness (for a public-health app)ReferenceReady.govOpen
Words

This unit's vocabulary

surge capacitymobile carepublic healthsurveillancecommunicationusability

Tap the speaker to hear a term. Weekly vocabulary task: add two of these terms to your notebook glossary with a definition and an example in your own words.

Check yourself

WebXam practice

Tap an answer to check it · nothing is recorded or graded
When presenting surveillance data to decision-makers, what makes a data display most usable?
Surge-staffing should be increased based on which evidence?
Why must surveillance data shared across a hospital protect patient privacy?
Check yourself

Cumulative WebXam review

A quick mixed-review pulling questions from earlier units plus today, so the WebXam material stays fresh.

Tap an answer to check it · nothing is recorded or graded
[Review: Nosocomial Nightmare: the chain of infection and how to break it] During plating, why is a face shield considered user PPE rather than sample PPE?
[Review: Outbreak Evidence: line lists, epidemic curves, and identifying the agent] To confirm the causative agent of a foodborne outbreak, what evidence is most definitive?
[Review: Emergency Response: assessment, triage, and stabilization] A solution at pH 2 must be made safe for disposal. What target pH should you aim for?
When presenting surveillance data to decision-makers, what makes a data display most usable?
Explore

Where this leads — careers

What today's skills lead to. These are real health-science careers this course builds toward. Tap one to see, on the US Department of Labor's O*NET site, what the job actually involves, what it pays, and how fast it is growing.

Forensic Science TechnicianCollect and analyze physical evidence to answer medical and legal questions.Medical ExaminerDetermine cause of death using autopsy, lab work, and case evidence.Clinical Laboratory TechnologistRun the lab tests that diagnose disease from blood and tissue samples.EpidemiologistTrack how diseases spread and design ways to stop outbreaks.
Safety net

What to do if you were absent

Today was a debate — do this instead

Structured debate: During a surge, should mobile facilities deploy to high-density or underserved areas first? Assign two teams.

Ready.gov: Pandemic

Then submit your Exit ticket on Schoology.

If MR. MENDOZA is absent

Class still runs. Complete the online activity above (it's self-guided). Need the concept taught without a teacher? Use this authoritative explainer:

Ready.gov Emergency Preparedness
Explore

Optional extra credit (async)

You've passed Unit 2, so the optional extra-credit track is open. Complete reserved-unit work from home (virtual labs included) for extra credit, all submitted on Schoology.

Open the extra-credit track
How this is graded
For: Exit ticket — One sentence recording the strongest opposing argument heard during the surge resource debate.
  • Complete
    Every required part of the artifact is present, nothing left blank.
  • Accurate
    The science and the data are correct and match the evidence.
  • Scientific reasoning
    You explain your claim with evidence and reasoning (CER), not just an answer.
  • Professional communication
    Clear, organized, labeled, and written the way a clinician or scientist would.
  • Submitted
    Turned in the right way (Schoology for routine work) and confirmed.
Submission Zone

Drop your Thu, Dec 3, 2026 · Surge resource debate here. Use a clear file name (your initials + project). Routine work still goes to Schoology (via the CMSD portal).

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