1. 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. 1 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 2 New Lesson 1-8: Surveillance Studies – In School 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.

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. 3 New Lesson 1-8: Surveillance Studies – In School

4. 4 Teacher Note: Photos of Worksheets for Lesson 1-8 1-8a1-8b1-8c New Lesson 1-8: Surveillance Studies – In School

5. Start of Lesson 1-8 (estimate 4 class periods) 5 New Lesson 1-8: Surveillance Studies – In School

6. 6 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 Review New Lesson 1-8: Surveillance Studies – In School

7. Rubric for Evaluating Report Out and Poster 7 CriteriaGot ItGetting ItWill Get It Soon ParticipationAll 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 Surveillance Notebook New Lesson 1-8: Surveillance Studies – In School

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 8 New Lesson 1-8: Surveillance Studies – In School

9. 9 Steps and Expectations for Putting It All Together Is our team prepared for all the steps for putting it all together? New Lesson 1-8: Surveillance Studies – In School 1-8a Surveillance Notebook

10. Let’s make sure our surveillance questions are just right and re-type the survey form if necessary 10 New Lesson 1-8: Surveillance Studies – In School Finalizing the In-School Survey Form

11. 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. Preparation 11 Supplies Practice New Lesson 1-8: Surveillance Studies – In School Enough copies of our Surveillance Form sheets for each participant

12. Next Class Conducting In-School Surveys 12 New Lesson 1-8: Surveillance Studies – In School

13. Preparation and Conduct of In-School Survey 13 New Lesson 1-8: Surveillance Studies – In School

14. 14 Putting It All Together New Lesson 1-8: Surveillance Studies – In School

15. Next Class Data Analysis 15 New Lesson 1-8: Surveillance Studies – In School

16. Discussion About How it Went 16 New Lesson 1-8: Surveillance Studies – In School

17. Completeness and Accuracy 17 New Lesson 1-8: Surveillance Studies – In School

18. In-School Survey Results Summary 18 1-8b Data Management and Calculations for the In-Class Surveillance Studies Analysis of Overall Prevalence Surveillance Notebook New Lesson 1-8: Surveillance Studies – In School

19. In-School Survey Results Summary 19 1-8b Data Management and Calculations for the In-Class Surveillance Studies Analysis of Prevalence by Gender Surveillance Notebook New Lesson 1-8: Surveillance Studies – In School

20. All FEMALES Met Cut Point of Total Did Not Meet Cut Point Prevalence in FEMALES Fraction = ___________ Percent = ____________ All MALES Met Cut Point of Total Did Not Meet Cut Point Prevalence in MALES Fraction = ___________ Percent = ____________ 20 50 30 20 60% 3/5 50 10 40 20% 1/5

21. In-School Survey Results Summary 21 1-8b Data Management and Calculations for the In-School Surveillance Studies Analysis of Prevalence by Gender Surveillance Notebook New Lesson 1-8: Surveillance Studies – In School

22. In-School Survey Results Summary 22 1-8b Data Management and Calculations for the In-School Surveillance Studies Table and Graph NumeratorDenominatorPrevalence Overall Study Group – watch TV 3 or more hours per day 3010030.0% Boys105020.0% Girls205040.0% Live in apartment 246040.0% Do not live in an apartment 64012.5% Surveillance Notebook New Lesson 1-8: Surveillance Studies – In School

23. Next Class Reporting Out 23 New Lesson 1-8: Surveillance Studies – In School

24. 1.Overall Prevalence 2.Results by Gender 3.Hypotheses? Initial Report-Out To Classmates 24 NumeratorDenominatorPrevalence Overall Study Group – watch TV 3 or more hours per day 3010030.0% Boys105020.0% Girls205040.0% Live in apartment 246040.0% Do not live in an apartment 64012.5% New Lesson 1-8: Surveillance Studies – In School

25. “… XX.X% had __________” Completeness and Accuracy 25 New Lesson 1-8: Surveillance Studies – In School

26. Putting It All Together 26 Let’s 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. Let’s assess how we did with our survey in light of Steps and Expectations for Putting It All Together (1-8a). Surveillance Notebook New Lesson 1-8: Surveillance Studies – In School

27. Rubric for Evaluating Report Out and Poster 27 CriteriaGot ItGetting ItWill Get It Soon ParticipationAll 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 Surveillance Notebook 1-8c New Lesson 1-8: Surveillance Studies – In School

28. Making a Poster to Display Survey Results 28 New Lesson 1-8: Surveillance Studies – In School

29. 29 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 Re-Cap 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. New Lesson 1-8: Surveillance Studies – In School