Core Concepts:

1
Teacher Note Module 1
Overview Content Area Descriptive
epidemiology, Surveillance, and
Hypothesis-Generation Esse
ntial Questions How is the health or disease
outcome distributed in terms of person, place,
and time? What are some possible explanations
for this distribution? Enduring
Understanding Health and disease are not
distributed haphazardly in a population. There
are patterns to their occurrence that can be
identified through surveillance. Analysis of the
patterns of health and disease distribution can
provide clues
for formulating hypotheses about possible causes.

• Core Concepts
• CDC
• Ethics
• Hypothesis
• Human subjects
• Prevalence rate
• Person, place, and time
• Surveillance
• Survey questions

Lessons 1-1 Introduction to Curriculum 1-2
Surveillance 1-3 Patterns and Hypotheses 1-4
Describing Health-Related Behaviors in Youth 1-5
Creating a Surveillance Question 1-6 Respect
Part I 1-7 Surveillance Studies In Class 1-8
Surveillance Studies In School
New Lesson 1-8 Surveillance Studies In School
Revised Oct 22, 2011
2
Teacher Note Enduring Epidemiological
Understandings for the Epidemiology and the
Energy Balance Equation Curriculum  

•  
• Health and disease are not distributed
  haphazardly in a population. There are patterns
  to their occurrence that can be identified
  through surveillance. Analysis of the patterns
  of health and disease distribution can provide
  clues for formulating hypotheses about their
  possible causes.
• Causal hypotheses can be tested by conducting
  investigations of the exposures and outcomes of
  selected groups of people as they go about their
  lives. Information from these observational
  studies can be used to determine if an exposure
  and an outcome are associated. Because
  observational studies are complicated by factors
  not controlled by the observer, other
  explanations also must be considered.

3
Teacher Note Authentic Assessment for Module 1
of the Epidemiology and the Energy Balance
Equation Curriculum
Students will conduct and interpret a descriptive
epidemiological survey among students in their
class and again among students outside their
class. Working in teams, students will have the
opportunity to demonstrate their abilities to
request informed consent, ask questions about a
health-related behavior, accurately record
responses, calculate prevalence of the behavior,
make accurate statements about the prevalence of
the behavior among their classmates, look for
patterns, and formulate hypotheses based on the
patterns they observe. Deliverables will include
either written reports or presentations about the
surveys. Specific performance criteria will be
used to help ensure that the experiences allow a
genuine, realistic, and fair assessment of
students comprehension of the Module 1 Enduring
Epidemiological Understanding.
4
Teacher Note Photos of Worksheets for Lesson 1-8
1-8a
1-8b
1-8c
5
Start of Lesson 1-8 (estimate 4 class periods)
6
Review

• Big Ideas in Lesson 1-7
• The in-class surveillance study
  is
  the final practice for conducting
  a survey of other students
  in the school
• This is simulated research, not actual research,
  because the results are not generalizable
• Steps and materials should all be ready prior to
  starting.
• In all aspects of the survey, every effort should
  be made to protect the privacy of participants
  and their information
• The survey yields counts, that can be turned into
  prevalence rates, that can be turned into
  statements, tables, and/or bar graphs
• Survey results can help formulate hypotheses
  (educated guesses) to explain patterns of a
  health-related behavior

7
Rubric for Evaluating Report Out and Poster
Criteria Got It Getting It Will Get It Soon
Participation All study team members participate Most study team members participate Some study team members participate
Use of epidemiology terminology such as prevalence and surveillance All are appropriate and accurate Most are appropriate and accurate Some are appropriate and accurate
Accurate calculation of prevalence (either fraction or percentage) All prevalence measures correctly calculated Most prevalence measures correctly calculated Few to no prevalence measures correctly calculated
Understanding of analysis by gender Explanation of gender analysis is clear and accurate Explanation of gender analysis is either unclear or inaccurate Explanation of gender analysis is not clear or accurate
Generation of reasonable and/or interesting hypotheses 1 or more hypotheses make sense in light of survey results 1 or more hypotheses make limited sense in light of survey results 1 or more hypotheses make little or no sense in light of survey results
Understanding of limitations of their survey Identified at least 2 reasonable and logical limitations Identified 1 reasonable and logical limitation Did not identify any reasonable or logical limitations
8
Putting It All Together Under Pressure

1. Asking for informed consent
2. Asking questions
3. Counting
4. Calculating prevalence
5. Writing statements
6. Formulating hypotheses
7. Summarizing results in a table and a bar graph
8. Reporting out

9
1-8a

Steps and Expectations
for
Putting It All Together
Is our team prepared for all the steps for
putting it all together?
10
Finalizing the In-School Survey Form
Lets make sure our surveillance questions are
just right and re-type the survey form if
necessary
11
Preparation
Enough copies of our
Surveillance Form sheets for each participant
Practice
Informed Consent Script I am about to give you a
Question / Answer Form on which a question is
written. Do not write your name on the form. I
am going to ask you to answer the question by
circling your answer with a No. 2 pencil and then
immediately folding the form in half so that no
one else can see your answer. You do not need to
answer the question. If you do not wish to
participate, simply fold the form in half. Your
participation is voluntary, anonymous, and
confidential. Let me repeat You are not
required to participate and nothing will happen
to you if you do not. I will pass several large
envelops around the class into which you can
place your folded form regardless of whether or
not you answered the question.
Supplies
12
Next Class Conducting In-School Surveys
13
Preparation and Conduct of In-School Survey
14
Putting It All Together
15
Next Class Data Analysis
16
Discussion About How it Went
17
Completeness and Accuracy
18
1-8b
In-School Survey Results Summary
Data Management and Calculations
for the In-Class Surveillance Studies
Analysis of Overall Prevalence
19
1-8b
In-School Survey Results Summary
Data Management and Calculations
for the In-Class Surveillance Studies
Analysis of Prevalence by Gender
20
3/5
50
20
30
60
1/5
50
10
40
20
20
21
1-8b
In-School Survey Results Summary
Data Management and Calculations
for the In-School Surveillance Studies
Analysis of Prevalence by Gender
22
1-8b
In-School Survey Results Summary
Numerator Denominator Prevalence
Overall Study Group watch TV 3 or more hours per day 30 100 30.0
Boys 10 50 20.0
Girls 20 50 40.0
Live in apartment 24 60 40.0
Do not live in an apartment 6 40 12.5
Data Management and Calculations
for the In-School Surveillance Studies
Table and Graph
23
Next Class Reporting Out
24
Initial Report-Out To Classmates
Numerator Denominator Prevalence
Overall Study Group watch TV 3 or more hours per day 30 100 30.0
Boys 10 50 20.0
Girls 20 50 40.0
Live in apartment 24 60 40.0
Do not live in an apartment 6 40 12.5

1. Overall Prevalence
2. Results by Gender
3. Hypotheses?

25
Completeness and Accuracy
XX.X had __________
26
Putting It All Together
Lets revise our In-School Survey Results Summary
(1-8b) based on what we discussed in the class
about our results and about the other teams
results. Lets assess how we did with our
survey in light of Steps and Expectations for
Putting It All Together (1-8a).
27
1-8c
Rubric for Evaluating Report Out and Poster
Criteria Got It Getting It Will Get It Soon
Participation All study team members participate Most study team members participate Some study team members participate
Use of epidemiology terminology such as prevalence and surveillance All are appropriate and accurate Most are appropriate and accurate Some are appropriate and accurate
Accurate calculation of prevalence (either fraction or percentage) All prevalence measures correctly calculated Most prevalence measures correctly calculated Few to no prevalence measures correctly calculated
Understanding of analysis by gender Explanation of gender analysis is clear and accurate Explanation of gender analysis is either unclear or inaccurate Explanation of gender analysis is not clear or accurate
Generation of reasonable and/or interesting hypotheses 1 or more hypotheses make sense in light of survey results 1 or more hypotheses make limited sense in light of survey results 1 or more hypotheses make little or no sense in light of survey results
Understanding of limitations of their survey Identified at least 2 reasonable and logical limitations Identified 1 reasonable and logical limitation Did not identify any reasonable or logical limitations
28
Making a Poster to Display Survey Results
29
Re-Cap

• Big Ideas in this Lesson (1-8)
• Same big ideas as in Lesson 1-7
• The independent (to the extent
  possible) conduct of an
  in-school survey by the study team constitutes an
  authentic assessment of their knowledge and
  skills related to the first enduring
  understanding

Health and disease are not distributed
haphazardly in a population. There are patterns
to their occurrence that can be identified
through surveillance. Analysis of the patterns
of health and disease distribution can provide
clues for formulating hypotheses about possible
causes.