Epidemiology and the Energy Balance Equation Orientation Lesson

Epidemiology and the Energy Balance Equation Orientation: Lesson 1 -1 For Students’ First Class This project is located at Montclair State University and is supported by Science Education Partnership Awards (SEPA), Grant Number R 25 RR 025136, from the National Center for Research Resources (NCRR), National Institutes of Health (NIH) © 2008 1 New Lesson 1 -1: Introduction to Curriculum Revised Oct 22, 2011

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 formulating hypotheses about possible causes. Core Concepts: Lessons: • • CDC 1 -1 Introduction to Curriculum Ethics 1 -2 Surveillance Hypothesis 1 -3 Patterns and Hypotheses Human subjects 1 -4 Describing Health-Related Behaviors in Youth Prevalence rate 1 -5 Creating a Surveillance Question Person, place, and time 1 -6 Respect – Part I Surveillance 1 -7 Surveillance Studies – In Class Survey questions 1 -8 Surveillance Studies – In School 2 New Lesson 1 -1: Introduction to Curriculum

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

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

Things That Turn Up Together Suicide Higher in Areas with Guns Smoking Linked to Youth Family Meals Are Eating Disorders Good for Mental Health Study Links Iron Deficiency to Math Scores Study Concludes: Movies Influence Youth Smoking 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 Snacks Key to Kids’ TV- Linked Obesity: China Study Proximity of Fast Food Restaurants to Schools and Adolescent Obesity Study Links Physical Fitness to Academic Achievement 7 New Lesson 1 -1: Introduction to Curriculum

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

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

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

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

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

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

Skittles / Beans Experiment 14 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 How do we know this? EPIDEMIOLOGY 15 New Lesson 1 -1: Introduction to Curriculum

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

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

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

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

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

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

Useful Definitions of Epidemiology helps answer how and why diseases occur among a population in order to control and prevent diseases. Med. Myst Disease Defenders Epidemiology is the study of patterns of health and illness and associated factors at the population level. Wikipedia 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 22 New Lesson 1 -1: Introduction to Curriculum

A Working Definition of the Science of 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. 23 New Lesson 1 -1: Introduction to Curriculum

A Working Definition of the Science of 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 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 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 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

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

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

How is Epidemiology connected to this class? Patterns Population patterns in health & illness and related behaviors Module 1 DESCRIPTIVE EPIDEMIOLOGY Causes of health & illness in populations Module 2 ANALYTICAL EPIDEMIOLOGY Studies of health-related exposures and outcomes 30 New Lesson 1 -1: Introduction to Curriculum

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

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

Reasons for Learning Epidemiology 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 33 New Lesson 1 -1: Introduction to Curriculum

Re-Cap 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 • 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 34 New Lesson 1 -1: Introduction to Curriculum