1. Source Activity adapted from: Detectives in the Classroom
More information on Epidemiology found at:
CDC Excellence in Curriculum Integration through Teaching Epidemiology
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2. Epidemiologist / Disease Detective
An investigator who studies the occurrence of disease in populations of people for the purpose of preventing or controlling health problems.
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Detectives in the Classroom - Investigation 1.1: Why are these students getting sick

3. Epi Talk Epidemiology Answers the question
- how and why some people get sick and others do not.
Review the definition of “epidemiology.” 
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Detectives in the Classroom -

4. Epi Talk Epidemiology Can be divided into two types of studies:
Experimental
Observational
A. analytical
B. descriptive
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Detectives in the Classroom - Investigation 1.1: Why Are These Students Getting Sick?

5. Disease Distribution Analytical Epidemiology
Determines the role of a risk factor in causing the problem. Answers the questions:
How Why
Detectives in the Classroom - Investigation 1.1: Why Are These Students Getting Sick?

6. How? How is “DZ” spread out in the class? Is there a pattern?
What do “DZ” people have in common?
Tell the students that a group of them have DZ - an imaginary disease (name the students that are sitting next to the window (or a specific wall). Ask each student with a “DZ” sign to stand. Ask all the students to observe how “DZ” is distributed.
Ask students:
 How is “DZ” spread out among their classmates?
 Do they see a pattern?
 What do the students with the “DZ” signs have in common?
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How is “DZ” distributed?
Detectives in the Classroom - Investigation 1.1: Why Are These Students Getting Sick?

7. How is “DZ” distributed? They are sitting next to the computers.
 Ask students, How is “DZ” distributed?
Continue to probe until the students conclude that all the students with “DZ” are sitting next to the window (or a wall). 
Misconception Alert: There is a difference between describing how a disease is distributed and explaining why that distribution occurred. Accurately observing how “DZ” is distributed is the first step. With the next slide, be sure that students are taking the next step and try to explain why “DZ” distributed like it is.
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How is “DZ” distributed?
They are sitting next to the computers.
Detectives in the Classroom - Investigation 1.1: Why Are These Students Getting Sick?

8. __________ causes “DZ.”
Why?
__________ causes “DZ.”
Now that they have described how “DZ” is distributed, ask students:
 Why they think “DZ” is distributed like this?
What exposure, something with which these students came in contact, might explain why these students have “DZ?”
 Can they fill in the blank in the sentence “_______________ causes “DZ.”
Encourage multiple responses. Write responses on the chalkboard.
For example, the reason why the students sitting next to the window developed “DZ” could be because: Cold air causes “DZ.” Sunshine causes “DZ.” Window blinds cause “DZ.” Steam from the radiator causes “DZ.”
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Why is the “DZ” distributed like this?
Detectives in the Classroom - Investigation 1.1: Why Are These Students Getting Sick?

9. How is “DZ” distributed?
They are all men.
Trouble Shooting: Remind students that you are pretending. There is no disease called “DZ.” They are looking for clues in order to find an explanation. Insist that the task is done quietly, thoughtfully, and respectfully. Tell them that most of the students in the class will be sick with a “DZ” at least once during Investigation 1-1.
Now tell the students that you are going to redistribute the imaginary disease DZ. Pick the students who are wearing something red.
Ask each student with a “DZ” sign to hold up the sign.
Ask students:
How is “DZ” spread out among their classmates?
Do they see a pattern?
What do the students with the “DZ” signs have in common?
 How is “DZ” distributed?
Continue to probe until the students conclude that all the students with “DZ” are wearing something red. 
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How is “DZ” distributed?
Detectives in the Classroom - Investigation 1.1: Why Are These Students Getting Sick?

10. __________ causes “DZ.”
Why?
__________ causes “DZ.”
Now that they have described how “DZ” is distributed, ask students:
 Why they think “DZ” is distributed like this?
What exposure, something with which these students came in contact, might explain why these students have “DZ?”
 Can they fill in the blank in the sentence “_______________ causes “DZ.”
Encourage multiple responses. Write responses on the chalkboard.
For example, the reason why the students sitting next to the window developed “DZ” could be because: Cold air causes “DZ.” Sunshine causes “DZ.” Window blinds cause “DZ.” Steam from the radiator causes “DZ.”
Next Slide
Why is the “DZ” distributed like this?
Detectives in the Classroom - Investigation 1.1: Why Are These Students Getting Sick?

11. Descriptive Epidemiology
Characterizes and summarizes the health problem. Formulates a hypotesis by answering the questions:
Who
Where
When
Tell students that, when they looked at how “DZ” was distributed among their classmates and formulating hypotheses, they were practicing descriptive epidemiology.
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Detectives in the Classroom - Investigation 1.1: Why Are These Students Getting Sick?

12. What’s My Hypothesis? Need to answer who, where, and when
Investigation 1-3
What’s My Hypothesis? Need to answer who, where, and when
Whistles
Tell students that by completing investigation, “What’s My Hypothesis?” they will experience how person, place, and time clues are used to formulate hypotheses.
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Detectives in the Classroom -

13. Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?
Descriptive Epi
Whistles
Descriptive Epi
Who?
Person:
Where?
Place:
When?
Tell students that you want each student to think about how a disease would be distributed if a certain hypothesized cause actually caused the disease.
 If it really caused disease, who would be most likely to get the disease?
 If it really caused disease, where would the disease be most likely to occur?
 If it really caused disease, when would the disease be most likely to occur?
Ask students to think quietly about how a disease would be distributed if whistles  caused disease.
While they are thinking, draw a “Descriptive Epi” form, like the one on the slide, on the board.
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Time: #:
Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?

14. Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?
Who?
Descriptive Epi
Whistles
Descriptive Epi
Person:
Lifeguards, Drum Majors, Referees , Coaches, Traffic Policemen
Place:
Time:
Ask one student, if whistles caused disease,  who would be most likely to get the disease. Write his/her suggestion on the board. (Lifeguards, drum majors, referees, coaches, and traffic policemen)
Continue asking different students the same question until you have a few suggestions written on the board. 
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Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?

15. Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?
Where?
Whistles
Descriptive Epi
Person:
Lifeguards, Drum Majors, Referees , Coaches, Traffic Policemen
Place:
Mouth, Pools, seashore, gymnasiums, athletic fields, intersections
Time:
Now ask another student, if whistles caused disease,  where would the disease be most likely to occur, and write his/her suggestion on the board. (Mouth, pools, seashore, gymnasiums, athletic fields, intersections)
Continue asking different students the same question until you have a few suggestions written on the board. 
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Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?

16. Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?
When?
Whistles
Descriptive Epi
Person:
Lifeguards, Drum Majors, Referees , Coaches, Traffic Policemen
Place:
Mouth, Pools, seashore, gymnasiums, athletic fields, intersections
Time:
Now ask another student, if whistles caused disease,  when would the disease be most likely to occur, and write his/her suggestion on the board. (Hot days, school days, after school, holidays)
Continue asking different students the same question until you have a few suggestions written on the board. 
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Hot days, schooldays, after school, holidays
Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?

17. Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?
Person, Place, and Time
Descriptive Epi
Person:
Lifeguards, Drum Majors, Referees , Coaches, Traffic Policemen
Place:
Mouth, Pools, seashore, gymnasiums, athletic fields, intersections
Time:
Now ask students to think of someone who does not know that “Whistles” was written on the 3x5 card.
Ask students to think about someone who is looking at these descriptive epidemiologic clues and trying to answer the question, “What’s My Hypotheses?”
Tell students that this is one of the skills that epidemiologists, disease detectives, have. They are able to look at descriptive epidemiologic clues and formulate hypotheses or educated guesses that might explain:
why some people got sick and others did not,
why the sickness occurred in some places and not in others, and
why the sickness occurred at some times and not at others.
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Hot days, schooldays, after school, holidays
Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?

18. Descriptive Epi Activity
Person, Place, and Time
Descriptive Epi Activity
Write up a Descriptive study.
Learn to formulate a hypothesis based on the data from the someone else’s Descriptive Study. study.
Now ask students to think of someone who does not know that “Whistles” was written on the 3x5 card.
Ask students to think about someone who is looking at these descriptive epidemiologic clues and trying to answer the question, “What’s My Hypotheses?”
Tell students that this is one of the skills that epidemiologists, disease detectives, have. They are able to look at descriptive epidemiologic clues and formulate hypotheses or educated guesses that might explain:
why some people got sick and others did not,
why the sickness occurred in some places and not in others, and
why the sickness occurred at some times and not at others.
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Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?

19. Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?
Person, Place, and Time
In groups of
4-5 people
Descriptive Epi Sheet
Whistles 4
Person:
Place:
Give each student a “Descriptive Epi” sheet that looks like this.
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Time: #:
Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?

20. Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?
PPT
Person:
Place:
Time:
Descriptive Epi
#: 4
Lifeguards, Drum Majors, Referees , Coaches, Traffic Policemen
Mouth, Pools, seashore, gymnasiums, athletic fields, intersections
Hot days, schooldays, after school, holidays
Who?
Where?
When?
Now distribute, face down, a 3x5 Disease Card to each student.
Tell students that you want to make sure that they:
Write the number that was written on the 3x5 card in the box in the lower right-hand corner of their “Descriptive Epi Sheet.” 
Do not write the word that was written on the 3x5 card on their “Descriptive Epi Sheet.”
Write, as they had just done with “Whistles:”
 Who would be most likely to get the disease, in the Person section of their “Descriptive Epi Sheet.”
 Where would the disease be most likely to occur, in the Place section.
 When would the disease be most likely to occur in the Time section.
Allow students several minutes to write their clues.
As students are writing their clues, go around the room and pick up the 3x5 cards.
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Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?

21. Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?
Epi Teams
Tell the class that you will divide class into Epi Teams of 4-5 students each.
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Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?

22. What’s My Hypothesis? I think the cause is sun screen
Detectives in the Classroom Name: _______________________________
“What’s My Hypothesis?” Chart
Card #
My Hypothesis
Other Hypotheses
Person:
Place:
Time:
Descriptive Epi
#: 4
Lifeguards, Drum Majors, Referees , Coaches, Traffic Policemen
Mouth, Pools, seashore, gymnasiums, athletic fields, intersections
Hot days, schooldays, after school, holidays
I think the cause is sun screen
_4__
_____
_____
_____
_____
_____
You will give each student a ‘“What’s My Hypothesis’ Chart.”
Tell students that they are will to fill out their ‘“What’s My Hypothesis’ Charts” by looking at the “Descriptive Epi Sheets” of each of the other members of their Epi Team.
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_____
_____
_____
_____
Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?

23. Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?
Epi Teams
After the students have formulated a hypothesis for the first Descriptive Epi Sheet, they will trade Descriptive Epi sheets until everyone has seen each sheet and formulated a hypothesis.
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Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?

24. What’s My Hypothesis? I think the cause is sun screen
Detectives in the Classroom Name: _______________________________
“What’s My Hypothesis?” Chart
Card #
My Hypothesis
Other Hypotheses
_4__
I think the cause is sun screen
I think the cause is whistles
_5__
I think the cause is keys
I think the cause is cars
_8__
I think the cause is flashlight
I think the cause is batteries
_____
_14__
I think the cause is curling iron
I think the cause is hair spray
When they are finished generating a hypothesis for each Descriptive Epi Sheet, they will then discuss each hypothesis for each card and decide which hypothesis makes the most sense. They can write a different hypothesis on the Other Hypothesis column.
At the end, they will reveal the “pretend disease” and see who was the best at interpreting the clues and generating a hypothesis.
You can also discuss, what makes a good clue, how one could have organized the clues, and ho this may relate back to epidemiology.
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_1__
I think the cause is pencils
I think the cause is crayons
Detectives in the Classroom - Investigation 1-3: What’s My Hypothesis?