2. Centers for Disease Control and Prevention Global Health Odyssey Museum Tom Harkin Global Communications Center June 8-12, 2009 Teach Epidemiology Professional Development Workshop Day 4

3. 2 Teach Epidemiology

4. 3 Time Check 9:15 AM

5. 4

6. 5 Teach Epidemiology

7. 6 Time Check 11:00 AM

8. 7

9. 8 Teach Epidemiology

10. 9 Teaching Epidemiology Group 1

11. 10 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Teach Epidemiology Teaching Epidemiology Metacognition

12. 11 National Research Council, Learning and Understanding Teach Epidemiology Enduring Epidemiological Understandings Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”

13. 12 Time Check Noon

14. 13

15. 14 Teach Epidemiology

16. 15 Time Check 12:30 PM

17. 16

18. 17 Teach Epidemiology

19. 18 Teach Epidemiology Teaching Epidemiology Group 2

20. Essential Question: Epidemiology and homeostasis: What’s the connection?  Objective: To investigate the features of the scientific processes of collecting and analyzing data (GPS:S7CS3a,f) Scientific progress is made by asking meaningful questions and conducting careful investigations (SCORE: 7b,c,d) Scientific progress is made by asking meaningful questions and conducting careful investigations (SCORE: 7b,c,d) IB: Health and Social Education IB: Health and Social Education

21. Review/Sponge Please number 1 – 6 on a new sheet in your notebook and write the letter of the term’s description. (Yes, I know there is ONE new term. Do your best to find the answer.) 1.Noninfectious disease 2.Infectious disease 3.Pathogen 4.Vector 5.Immunology 6.Epidemiology a.Spreads infection b.Causes infection c.Study of ways to control health problems d.Study of disease resistance e.AIDS, cholera, flu f.Diabetes, cancer, asthma, allergy

22. Why should 7 th graders care about epidemiology (the study of how to control health problems)? Write our brainstorm in your notebook

23. What are some health issues facing teenagers today? Write these in your notebook

24. Scenario The Springfield, Massachusetts, Town Council thinks that the city may have a serious teenage pregnancy problem. The council wants to know how many children were born to Springfield’s teenagers during 2001. As a member of the community directly affected, you have the responsibility of answering this question. You have been supplied with a sampling of 51 copies of the 1,673 Certificates of Live Birth that were issued for children born at 11 hospitals in western Massachusetts during 2001. The hospitals have provided you with copies of all the birth certificates that they thought were issued for children born to Springfield’s teenagers. When in doubt, they made a copy of the certificate so that you could decide. You will meet with the town council in 10 minutes to address the following concerns:

25. Name ______________________________________ Date: ___________ A. Purpose: To collect and analyze data B. Materials:Work sheet; 51 “imaginary” birth certificates; Stakeholders roles C. Procedures:1. Working with your group determine answers to observation questions 2. Complete Inference D. Observations: 1. How many children were born to teenagers in Springfield in 2001? 2. Were there any certificates that did NOT meet the criteria? Why did you eliminate them? E. Inference: 1. Does Springfield have a serious problem with children (teens) having children? How did you determine that this was or was NOT a problem?

26. Group Roles  Group 1: Pregnant Teenager  Group 3: Parent of the Pregnant Teenager  Group 4: Religious Leader  Group 5: Friend of Pregnant Teen  Group 6: Health Care Professional  Group 7: School Counselor

27. Information found on Fake Certificate Is this a Certificate of Life Birth for a baby born to a Springfield, Massachusetts teenager during 2001?

28. Name ______________________________________ Date: ___________ A. Purpose: To collect and analyze data B. Materials:Work sheet; 51 “imaginary” birth certificates; Stakeholders roles C. Procedures:1. Working with your group determine answers to observation questions 2. Complete Inference D. Observations: 1. How many children were born to teenagers in Springfield in 2001? 2. Were there any certificates that did NOT meet the criteria? Why did you eliminate them? E. Inference: 1. Does Springfield have a serious problem with children (teens) having children? How did you determine that this was or was NOT a problem?

29. Problems encountered determining data.

30. So what do epidemiologists do to assure the accuracy of their data and to come to an inference or hypothesis? 1.Provide a precise case definition The National Center for Health Statistics defines a teenage birth as:..a live birth to a woman 15 – 19 years old. 2. Closely examine all data 3. Eliminated subjects must be considered 4. Data must be COMPARED to something 5. Seriousness is a judgment call 6. Broader scope must be examined

31. Homework Use attached data sheet to collect data and answer questions Name: ________________________ Date: ___/_____/_ 1. How many teenage births were there in January 2000? 2. What is the distribution of teenage mothers by race/ethnicity? Use a graph/chart to answer this question. this question. 3. What is the distribution of births by birth weight? Use a graph/chart to answer this question.

32. 31 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Teach Epidemiology Teaching Epidemiology Metacognition

33. 32 National Research Council, Learning and Understanding Teach Epidemiology Enduring Epidemiological Understandings Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”

34. 33 Time Check 1:15 PM

35. 34

36. 35 Teach Epidemiology

37. 36 Teach Epidemiology Teaching Epidemiology Group 3

38. Effectiveness of Ephedra

39. Ephedra: Superdrug or Superhoax?

40. Your Ticket to Thinness?

41. Fat burner Par Excellence?

42. Endurance Booster?

43. Can This Plant Do All That?

44. This is ALL Natural Isn’t “All Natural” good for you? Do you think an “all natural” plant could contain something that could harm you? What type of study would you do?

45. Could You Ethically Do This? If ephedra could potentially be harmful, how would you choose to test your hypothesis in an ethical manner? What are some ethical issues? Would humans be at risk? Is it wrong to test it on it on animals?

46. Hypothesis?

47. How Can You Test It?

48. Type of Study? 1.Clinical trial [double blind random selection] 2.Cohort [following long term] 3.Case study [review studies by others] 4.Cross-sectional [a slice of time] Background: There have been side effects ranging from sleeplessness up to death

49. Variables Recall the independent variable is the one that you can control Recall the dependent variable is the one that responds to the independent variable A.Your independent variable Ephedra B.Your dependent variable is __________ [It depends upon the Ephedra]

50. How Can You Organize Your Data?

51. 2 by 2 Chart ?? Used Ephedra No Ephedra

52. Pick the Best Variable to Measure How would you measure endurance? How would you measure weight loss? How would you measure fat burning? What works best for you in this classroom?

53. 2 by 2 Chart What distribution would you expect if Ephedra increases endurance? What if it does not? Greater Endurance Endurance Unchanged Used Ephedra No Ephedra

54. 2 by 2 Chart What distribution would you expect if Ephedra causes weight loss? What if does not? Weight LossNo Weight Loss Used Ephedra No Ephedra

55. Thank You for Your Participation Without talking, go to the appropriate section of the 2 X 2 square in the hallway and stand in the section that is indicated on side 1 of your 3 X 5 card. We will also repeat this with side 2. When finished, we will return to the classroom and share our Enduring Understandings.

56. 55 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Teach Epidemiology Teaching Epidemiology Metacognition

57. 56 National Research Council, Learning and Understanding Teach Epidemiology Enduring Epidemiological Understandings Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”

58. 57 Time Check 2:00 PM

59. 58

60. 59 Teach Epidemiology

61. 60 Teach Epidemiology Teaching Epidemiology Group 4

62. 61 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Teach Epidemiology Teaching Epidemiology Metacognition

63. 62 National Research Council, Learning and Understanding Teach Epidemiology Enduring Epidemiological Understandings Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”

64. 63 Time Check 2:45 PM

65. 64

66. 65 Teach Epidemiology

67. 66 Teach Epidemiology Teaching Epidemiology Group 5

68. 67 They can then use that ability to think about their own thinking … to grasp how other people might learn. They know what has to come first, and they can distinguish between foundational concepts and elaborations or illustrations of those ideas. They realize where people are likely to face difficulties developing their own comprehension, and they can use that understanding to simplify and clarify complex topics for others, tell the right story, or raise a powerfully provocative question. Ken Bain, What the Best College Teachers Do Teach Epidemiology Teaching Epidemiology Metacognition

69. 68 National Research Council, Learning and Understanding Teach Epidemiology Enduring Epidemiological Understandings Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”

70. 69 Teach Epidemiology 5-Minute Paper

71. 70 Time Check 3:30 PM

72. 71

73. 72 Tour

74. 73 Teach Epidemiology