Epidemiology and the Energy Balance Equation
Orientation for Teachers
Module 1 has 8 lessons. It addresses the 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 their possible causes.
Module 2 has 7 lessons. It addresses the Enduring Understanding: 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.
Click here for Teacher Orientation for Curriculum – Powerpoint slides
(See Table Below) Estimates of Number of Class Periods Needed for Each EEBE Lesson with Logical Break-Points Noted
| Lesson | # of Slides | # of Class Periods | Comments |
|---|---|---|---|
| Teacher Orientation | 49 | ||
| MODULE 1 | |||
| 1-1 | 34 | 1 | Try to complete 1-1 in one class period |
| 1-2 | 25 | 1 | (Optional additional class to explore surveillance systems on the Internet – see slide 26) |
| 1-3 | 36 | 2 | Slide 21 – possible break point between class periods (Optional additional class with Worksheet to identify person, place, and time characteristics - slides 37-38) |
| 1-4 | 42 | 2 | Slide 26 – possible break point between class periods |
| 1-5 | 20 | 1 | Try to complete 1-5 in one class period |
| 1-6 | 28 | 2 | Slide 25 – possible break point between class periods |
| 1-7 | 24 | 4 | Slides 13, 16, and 18 are the break points between class periods |
| 1-8 | 29 | 4 | Slides 12, 15, and 23 are the break points between class periods |
| MODULE 2 | |||
| 2-1 | 56 | 2 | Slide 23 – possible break point between class periods |
| 2-2 | 35 | 1 | (Optional additional class to explore how results are reported in a real study - slides 36-44) |
| 2-3 | 41 | 2 | Slide 21 – possible break point between class periods |
| 2-4 | 24 | 1 | Try to complete 2-4 in one class period |
| 2-5 | 12 | 1 | Try to complete 2-5 in one class period (or less if students are comfortable with ethics from Lesson 1-6) |
| 2-6 | 30 | 4 | Slides 11, 19, and 21 are possible break points between class periods (Optional additional slides to explore how results are reported in a real study - slides 31-38) |
| 2-7 | 40 | 4 | Slides 14, 17, and 33 are possible break points between class periods. (Optional additional slides about history of studies among middle school students - slides 41-48) |