1. New Lesson 1-1: Introduction to Curriculum This project is located at Montclair State University and is supported by Science Education Partnership Awards (SEPA), Grant Number R25RR025136, from the National Center for Research Resources (NCRR), National Institutes of Health (NIH) © 2008 Orientation: Lesson 1-1 For Students’ First Class Epidemiology and the Energy Balance Equation 1 Revised Oct 22, 2011

2. New Lesson 1-1: Introduction to Curriculum 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 Teacher Note: Module 1 Overview Content Area: Descriptive epidemiology, Surveillance, and Hypothesis-Generation Essential 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. 2

3. New Lesson 1-1: Introduction to Curriculum 1.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. 2.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. Teacher Note: Enduring Epidemiological Understandings for the Epidemiology and the Energy Balance Equation Curriculum 3

4. New Lesson 1-1: Introduction to Curriculum 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

5. New Lesson 1-1: Introduction to Curriculum Teacher Note: Goals of Lesson 1-1 Provide motivation for learning about the science of epidemiology. Define the discipline of epidemiology and the work of epidemiologists. Define the energy balance equation and explain its public health importance in today’s world. Explain two basic areas in epidemiology: -Exploring the patterns of health-related events or behaviors in populations -Studying what might have caused these patterns to occur Show how the concepts and methods of epidemiology will be applied to increasing understanding of issues about the energy balance equation. Explain that students will have authentic epidemiology experiences in which they will learn how to apply epidemiology methods within their school settings. 5

6. New Lesson 1-1: Introduction to Curriculum Start of Lesson 1-1 (estimate 1 class period) 6

7. New Lesson 1-1: Introduction to Curriculum Suicide Higher in Areas with Guns Smoking Linked to Youth Eating Disorders Snacks Key to Kids’ TV- Linked Obesity: China Study Family Meals Are Good for Mental Health Students Who Bring Their Lunch to School Eat Less Junk Food Higher Risk of Obesity Among Teens with More Video-Game Playing Breakfast Each Day May Keep Colds Away Study Concludes: Movies Influence Youth Smoking Study Links Iron Deficiency to Math Scores Study Links Physical Fitness to Academic Achievement Proximity of Fast Food Restaurants to Schools and Adolescent Obesity Things That Turn Up Together 7

8. New Lesson 1-1: Introduction to Curriculum 8 Where do you get your information? Are you empowered? Do you rely on other people’s interpretations? Parents, teachers, friends, doctors, nurses, nutritionists, celebrities, textbooks, advertisements, cell phones, Facebook, blogs, labels, newspapers, magazines, television Peer-reviewed published studies in medicine, epidemiology, behavioral science, toxicology, and others Your experience, knowledge, critical thinking, and common sense ? they get from …(with filters) you get from... (with filters)

9. New Lesson 1-1: Introduction to Curriculum 9 Epidemiology and the Energy Balance Equation

10. New Lesson 1-1: Introduction to Curriculum Balance and Equilibrium What does it mean to be “in balance”? 10

11. New Lesson 1-1: Introduction to Curriculum Which is in balance? 11

12. New Lesson 1-1: Introduction to Curriculum A Balanced Diet 12

13. New Lesson 1-1: Introduction to Curriculum The Energy Balance Equation 13

14. New Lesson 1-1: Introduction to Curriculum 14 Skittles / Beans Experiment

15. New Lesson 1-1: Introduction to Curriculum Why is all of this so important? Increasing incidence of overweight and obesity among children and adolescents, as well as the American population as a whole Increasing health consequences such as Type 2 diabetes, even among young people Some populations are more at risk than others 15 How do we know this? EPIDEMIOLOGY

16. New Lesson 1-1: Introduction to Curriculum Pre-Course Definition of Epidemiology 16 What is Epidemiology?

17. New Lesson 1-1: Introduction to Curriculum A term derived from the Greek: epi : on, upon demos : the people logos : the study of (Webster's Unabridged Dictionary) Definition of Epidemiology 17

18. New Lesson 1-1: Introduction to Curriculum DoctorPathologist Epidemiologist Professions in Health – How Epidemiology Fits In 18

19. New Lesson 1-1: Introduction to Curriculum Criminal Detectives Investigate crimes Look for clues at a crime scene Judge quality of evidence Form hypotheses Identify suspects Present evidence in court Help control crime Epidemiologists Investigate diseases Look for clues in populations Judge quality of evidence Form hypotheses Identify suspected causes Present evidence in scientific journals and at scientific meetings Help control disease All in a Name 19

20. New Lesson 1-1: Introduction to Curriculum CD C - Epidemiologists = Disease Detectives 20

21. New Lesson 1-1: Introduction to Curriculum What does an Epidemiologists “Look” Like? 21

22. New Lesson 1-1: Introduction to Curriculum Epidemiology is the study of populations in order to determine the patterns and causes of health and illness, and to be able to apply the learned information to the control of health problems. Working definition for this class Epidemiology helps answer how and why diseases occur among a population in order to control and prevent diseases. MedMyst Disease Defenders Epidemiology is the study of patterns of health and illness and associated factors at the population level. Wikipedia Useful Definitions of Epidemiology 22

23. New Lesson 1-1: Introduction to Curriculum A Working Definition of the Science of Epidemiology 23 Epidemiology is the study of populations in order to determine the patterns and causes of health and illness, and to be able to apply the learned information to the control of health problems.

24. New Lesson 1-1: Introduction to Curriculum A Working Definition of the Science of Epidemiology 24 Epidemiology is the study of populations in order to determine the patterns and causes of health and illness, and to be able to apply the learned information to the control of health problems.

25. New Lesson 1-1: Introduction to Curriculum A Working Definition of the Science of Epidemiology 25 Epidemiology is the study of populations in order to determine the patterns and causes of health and illness, and to be able to apply the learned information to the control of health problems.

26. New Lesson 1-1: Introduction to Curriculum A Working Definition of the Science of Epidemiology 26 Epidemiology is the study of populations in order to determine the patterns and causes of health and illness, and to be able to apply the learned information to the control of health problems.

27. New Lesson 1-1: Introduction to Curriculum A Working Definition of the Science of Epidemiology 27 Epidemiology is the study of populations in order to determine the patterns and causes of health and illness, and to be able to apply the learned information to the control of health problems.

28. New Lesson 1-1: Introduction to Curriculum Control of Health Problems 28 Population patterns in health & illness and related behaviors Actions that may change the patterns of health and illness in populations As related to this definition, here are three areas that epidemiology tries to address (among others) Causes Patterns Causes of health and illness in populations

29. New Lesson 1-1: Introduction to Curriculum Control of Health Problems 29 Population patterns in health & illness and related behaviors Actions that may change the patterns of health and illness in populations Causes Patterns Causes of health and illness in populations This curriculum concentrates on the first two...

30. New Lesson 1-1: Introduction to Curriculum 30 Population patterns in health & illness and related behaviors Causes Patterns Causes of health & illness in populations Module 1 DESCRIPTIVE EPIDEMIOLOGY Studies of health-related exposures and outcomes Surveys of health-related behaviors What are the patterns of eating and physical activity behaviors among our classmates? How is Epidemiology connected to this class? Module 2 ANALYTICAL EPIDEMIOLOGY Studies of health-related exposures and outcomes What are the possible causes and/or consequences of patterns in eating and physical activity?

31. New Lesson 1-1: Introduction to Curriculum 31 Disease Detectives and the Energy Balance Equation

32. New Lesson 1-1: Introduction to Curriculum Give a man a fish, he has food for a day, Teach a man how to fish, he has food for a lifetime. Remember... 32 Chinese proverb

33. New Lesson 1-1: Introduction to Curriculum 1.Learn new ways to understand important, real world questions about your health and the health of others 2.Gain knowledge to make more informed choices about your personal health 3.Improve science literacy o Research skills o Reasoning skills o Understanding of media reports 4.Be more empowered as a citizen in a democracy to help make public health decisions 5.Find out more about other public health career paths besides being a doctor or a nurse Reasons for Learning Epidemiology 33

34. New Lesson 1-1: Introduction to Curriculum 34 Big Ideas in Lesson 1-1 Epidemiology is the study of populations in order to determine the patterns and causes of health and illness, and to be able to apply the learned information to the control of health problems Working definition for this class Re-Cap Students will learn about the science of epidemiology, using examples from the epidemiology of the energy balance equation (dietary- and exercise-related health behaviors and effects) to understand the concepts and methods of this public health science Students will have authentic epidemiology experiences by “doing” epidemiology within their school setting