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DETECTIVES IN THE CLASSROOM
  Module 1                 
Investigation 1-6
 
  Module 2
 
  Module 3
 
  Module 4
 
  Module 5

Investigation 1-6
Concept Connections

Synopsis

Students identify the important concepts that need to be understood and how those concepts relate to each other, in order to answer the Essential Question: "How is this disease distributed and what hypotheses might explain that distribution?"  To do so, students learn to draw a Concept Map that depicts and explains how the concepts connect to each other.  At the conclusion of the investigation, students will have developed the epidemiologic Enduring Understanding that the Module 1 investigations were designed to achieve: "Health-related conditions and behaviors are not distributed uniformly in a population. Each has a unique descriptive epidemiology that can be discovered by identifying how it is distributed in a population in terms of person, place, and time. Descriptive epidemiology provides clues for formulating hypotheses."


Investigation Preparation Checklist

Check alignment with standards.

National or State file

Review Epidemiology Background for Module 1.

Word or PDF file

Review teacher's notes and slides:  [en espaņol:]

  
 
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    PowerPoint file: 359KB

    Gather one large sheet of chart paper, roll of adhesive tape, set of
    colored markers, and fifteen index cards or Post-Its for each Epi Team.

    		  

    Copy Investigation 1-6: Epi Log Worksheet
    for each student.  [en espaņol:]

    Word or PDF file

    Copy Investigation 1-6: Epi Log Worksheet -
    Homework Concept Map     for each student.  [en espaņol:]

    Word or PDF file

    Review Homework Concept Map Rubric.

    PowerPoint or PDF file

    Copy Understanding 1 Quiz for each student.

    Word or PDF file

    Review Understanding 1 Quiz Answer Key.

    Word or PDF file

    Copy Presentation Rubric for each student.

    Word or PDF file


    Estimated Time / Time Management

    Approximately two class periods.


    Look For Students To:

    Identify the main concepts needed to explain "how a disease is distributed and what hypotheses might explain that distribution."

    Arrange the concepts in a sequence that depicts the explanation.

    Draw lines, arrows, and brackets that connect the concepts in a logical manner.

    Label the lines, arrows, and brackets to explain the connections of the concepts.

    Understand that "Health-related conditions and behaviors are not distributed uniformly in a population. Each has a unique descriptive epidemiology that can be discovered by identifying how it is distributed in a population in terms of person, place, and time. Descriptive epidemiology provides clues for formulating hypotheses."