Yellow Dot Epidemic
Amy W. Farnbach
In this lesson, students will simulate an infectious disease outbreak in the school by passing a
“disease” to one another by means of colored dot stickers. By observing, tracking, and
analyzing the person-to-person spread of the disease, then proposing intervention measures to
halt the epidemic, students will use techniques similar to those used by epidemiologists
investigating real-world outbreaks of diseases such as influenza, staphylococcus, Ebola,
HIV/AIDS, and tuberculosis.
Keywords
disease; epidemic; epidemiology; health; medicine
Grade Level 7 – 8, but also appropriate for older students
Duration
6 or more days, of which 5 full class periods are needed
Day 1
Background
Day 2
Epidemic
Full class period for pre-assessment and background activity
No class time needed
Day 3
Full class period for initial discussion and data collection
Day 4
Full class period for data collection and analysis
Day 5
Full class period for hypotheses, data collection and analysis, and
intervention proposals
Day 6
Full class period for data collection and analysis, and planning
implementation of intervention proposals
Full or partial class periods as needed for data collection and analysis,
discussing intervention proposals, and presenting findings to other
grades
Additional Days
Purpose
This lesson is intended to introduce students to the study of epidemics through simulation of an
infectious disease outbreak in the school. In this lesson, students record and map cases of a
simulated disease passed among students for several days. This introduces students to
epidemiological techniques including case mapping, tracing chains of transmission, and
identifying patterns in the timing of cases. Placing this lesson in the context of a real time
simulation helps students to gain an awareness of the often urgent nature of scientific inquiry as
it relates to human health, as well as of the construction and reconstruction of scientific
knowledge in response to changing information and application of scientific research in
response to identified needs or problems.
Research on children’s and adolescents’ understanding of infectious disease (e.g., Bibace and
Walsh, 1980; Kister and Patterson, 1980; Perrin and Gerrity, 1981; Sigelman et al., 1993)
indicates that students at the seventh and eighth grade level are primed to gain a fine-tuned
understanding of infectious diseases: they are able to conceptualize the complex interior of the
body and the effects of “germs” upon it, but may not distinguish among risk factors for different
types of diseases on their own. The Yellow Dot Epidemic lesson addresses key misconceptions
of students about infectious disease by, for example, demonstrating the need for proximity
between infectious and susceptible individuals for disease to spread and excluding noninfectious causality like going out into the cold with wet hair. In addition, the lesson is designed
1
to fit within the Arizona seventh and eighth grade curriculum on populations and ecosystems
and addresses national and Arizona science standards for both grades.
Standards
NATIONAL SCIENCE EDUCATION STANDARDS
Content Standards: 5 – 8
Content Standard A
Abilities necessary to do scientific inquiry; understandings about scientific inquiry
Content Standard C
Populations and ecosystems
Content Standard F
Personal health; populations, resources, and environments; risks and benefits;
science and technology in society
Content Standard G
Science as a human endeavor; nature of science
ARIZONA STATE STANDARDS
Seventh Grade
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
PO 1. Formulate questions based on observations that lead to the development of a hypothesis.
Concept 2: Scientific Testing (Investigating and Modeling)
PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as
written and/or computer logs.
Concept 3: Analysis and Conclusions
PO 1. Analyze data obtained in a scientific investigation to identify trends
PO 2. Form a logical argument about a correlation between variables or sequence of events.
PO 3. Analyze results of data collection in order to accept or reject the hypothesis.
PO 4. Determine validity and reliability of results of an investigation.
PO 5. Formulate a conclusion based on data analysis.
PO 6. Refine hypotheses based on results from investigations.
PO 7. Formulate new questions based on the results of a previous investigation.
Concept 4: Communication
PO 1. Choose an appropriate graphic representation for collected data.
PO 2. Display data collected from a controlled investigation.
PO 3. Communicate the results of an investigation with appropriate use of qualitative and
quantitative information.
PO 5. Communicate the results and conclusion of the investigation.
Strand 2: History and Nature of Science
Concept 2: Nature of Scientific Knowledge
PO 1. Describe how science is an ongoing process that changes in response to new information
and discoveries.
PO 2. Describe how scientific knowledge is subject to change as new information and/or
technology challenges prevailing theories.
Strand 3: Science in Personal and Social Perspectives
Concept 2: Science and Technology in Society
PO 1. Propose viable methods of responding to an identified need or problem.
PO 2. Compare solutions to best address an identified need or problem.
Strand 4: Life Science
Concept 3: Populations of Organisms in an Ecosystem
PO 3. Analyze the interactions of living organisms with their ecosystems: limiting factors, carrying
capacity.
PO 4. Evaluate data related to problems associated with population growth and the possible
solutions.
2
Eighth Grade
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
PO 1. Formulate questions based on observations that lead to the development of a hypothesis.
PO 2. Use appropriate research information, not limited to a single source, to use in the
development of a testable hypothesis.
PO 3. Generate a hypothesis that can be tested.
Concept 2: Scientific Testing (Investigating and Modeling)
PO 2. Design a controlled investigation to support or reject a hypothesis.
PO 3. Conduct a controlled investigation to support or reject a hypothesis.
PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as
written and/or computer logs.
Concept 3: Analysis and Conclusions
PO 1. Analyze data obtained in a scientific investigation to identify trends.
PO 2. Form a logical argument about a correlation between variables or sequence of events.
PO 4. Formulate a future investigation based on the data collected.
PO 5. Explain how evidence supports the validity and reliability of a conclusion.
PO 6. Identify the potential investigational error that may occur.
PO 8. Formulate new questions based on the results of a previous investigation.
Concept 4: Communication
PO 1. Communicate the results of an investigation.
PO 2. Choose an appropriate graphic representation for collected data.
PO 3. Present analyses and conclusions in clear, concise formats.
PO 5. Communicate the results and conclusion of the investigation.
Strand 2: History and Nature of Science
Concept 2: Nature of Scientific Knowledge
PO 3. Defend the principle that accurate record keeping, openness, and replication are essential
for maintaining an investigator’s credibility with other scientists and society.
PO 4. Explain why scientific claims may be questionable if based on very small samples of data,
biased samples, or samples for which there was no control.
Strand 3: Science in Personal and Social Perspectives
Concept 2: Science and Technology in Society
PO 1. Propose viable methods of responding to an identified need or problem.
PO 2. Compare solutions to best address an identified need or problem.
Strand 4: Life Science
Concept 4: Diversity, Adaptation, and Behavior
PO 2. Describe how an organism can maintain a stable internal environment while living in a
constantly changing external environment.
PO 4. Compare the symbiotic and competitive relationships in organisms within an ecosystem.
Background
Teachers who do not feel confident in their understanding of infectious diseases, pathogens,
and the study of epidemics can gain a sufficient understanding through many of the materials
linked in the “Resources” section below, particularly Appendix D of Downie’s model curriculum
(2006), the “Overview” section of Detectives in the Classroom, and “Understanding Infectious
Diseases” in the “Teacher’s Guide” section of Emerging and Re-emerging Infectious Diseases.
Teachers will need to understand that an infectious disease is a condition that impairs normal
body function and can be spread among humans, between humans and other organisms, or in
the environment; pathogens are the agents that cause disease, and include bacteria, viruses,
fungi, and prions. Epidemiology is “the study of the distribution and determinants of healthrelated states in specified populations, and the application of this study to control health
problems” (Centers for Disease Control, 2004); an overview of how epidemiologists conduct
outbreak investigations is linked below in “Steps of an Outbreak Investigation”.
To manipulate the Yellow Dot Epidemic data, students will need a basic working knowledge of
how human-to-human transmitted diseases such as colds and influenza are spread, including
3
actual and perceived risk factors such as close contact between infected and susceptible
individuals or becoming chilled by going out without appropriate outerwear. It is not necessary
for students to distinguish between actual and perceived risks at the outset of the lesson;
observations made during the simulated outbreak should help them to do this.
Materials
Colored dot stickers equal to the number of students participating in the simulated epidemic,
cut into strips with 1 – 4 stickers each, as well as 5 – 10 strips of 8 stickers each
Instruction cards to accompany strips of stickers given to new cases, explaining how to
spread the stickers to others (see Appendix 1 below)
Recording forms for teachers of all classes with students participating in the simulated
epidemic (see Appendix 2 below)
School map for overhead or Smart Board projection so that classes can map data from
recording forms
Procedures
OVERVIEW
The epidemic will last for about five days, during which students spread a “disease” by
giving and receiving colored dot stickers. Students who receive a dot (“catch the disease”)
will be asked to report to their teacher on the way into or out of class. The student will then
be given an instruction card and a strip of stickers that will be used to pass the disease to
others; sticker strips will usually have one to four stickers, but a few cases will be
“superspreaders” with eight stickers. This will work most smoothly if teachers of all students
included in the disease spread are involved; as described below, their participation is
minimal and should not disturb their own teaching plans. We included all sixth through
eighth graders and school staff.
PRIOR TO THE LESSON
1. Prepare teacher packets with instruction cards (Appendix 1), sticker strips, and case
recording forms (Appendix 2) for each day of the epidemic.
2. Meet with teachers of all classes with students participating in the simulated epidemic;
explain their participation:
a. Each teacher will receive a packet with case recording forms for each day of the
epidemic, instruction cards for students who catch the disease, and strips of stickers
for students with the disease to spread it to others.
b. A student who receives a dot should report to his/her teacher on the way into or out
of class; teachers should tell him/her the sticker is a disease called “yellow dot” and
have him/her fill in the information on a case report form, which asks for the student’s
name, grade, the name of the student s/he caught the disease from (if known), and
where s/he caught it (e.g., playground, hall, room number).
c. The student should then be given an instruction card and a randomly drawn strip of
stickers that will be used to pass the disease to others; sticker strips will usually have
one to four stickers, but a few cases will be “superspreaders” with eight stickers.
d. Students from the classes performing the analysis will be sent to collect each
teacher’s form daily; if teachers run low on forms, instruction cards, or sticker strips,
they should request these from the teacher coordinating the epidemic as soon as
possible, so as not to run out and interrupt the chain of transmission or data
recording.
e. Ask teachers of participating classes, or homerooms with participating grades, to
announce that any student receiving a colored dot sticker should let their teacher
know before or after class. This could instead be incorporated into any school-wide
4
morning announcements. No mention of disease or the simulated epidemic should
be given at this time in order to maintain the sense of surprise and confusion that
often accompanies a real-world disease outbreak; students should simply be aware
that if they get stickers, they need to see their teacher without disrupting class.
3. Make arrangements with the teacher(s) of other grades participating in the epidemic for
students to present their findings about the disease to these classes after the epidemic
ends.
4. Make arrangements for in-class presentations or an assembly for students to present
findings about real diseases to all grade levels.
DAY 1 (Full class period)
Pre-assessment (15 minutes)
An evaluation of students’ prior knowledge and interests regarding infectious diseases,
described in “Assessment” below, should be completed first.
Getting to Know Your Diseases (35 minutes)
To provide students with a baseline conception of infectious diseases and pathogens,
information cards about a range of diseases should be provided to students to read and
discuss in small groups before coming together as a class to discuss the types of
pathogens the students learned about, the ways diseases are spread (e.g., among
humans, from animals to humans), and methods for prevention and treatment.
We summarized information from 20 World Health Organization Fact Sheets about
specific diseases (see “Resources” below) on index cards and distributed two cards to
each group of four students. An excellent alternative is available from the Centers for
Disease control in a set of downloadable disease cards with pictures and information
about different diseases (see “Resources” below). Because we designed this lesson as
background for an activity re-enacting John Snow’s study of cholera, we excluded
cholera from the diseases discussed during this class session.
DAY 2 (No class time needed)
Begin disease transmission
Give one staff member an instruction card and sticker strip. On this and subsequent
days, teachers should encourage reporting by speaking to students with dots (e.g.,
“What is that yellow dot? Where did you get it? I need you to come see me after class
and tell me more about this.”)
DAY 3 (Full class period)
Disease transmission continues
Begin data recording (50 minutes)
1. Tell students there is an outbreak of yellow dot in the school, and they need to figure
out how to stop it.
2. Discuss how students will approach the problem: what do they need to know? What
will that tell them? How will they get that information? Students should come up with
the idea of finding out who is affected and how the disease is spread. (10 minutes)
3. Send students to collect the previous day’s case reports from all participating
teachers. (5 minutes)
4. Distribute the case reports to small groups of students and ask them to note any
apparent patterns or trends; discuss ways to represent the data to better examine
patterns. (10 minutes)
5. Have students plot where students caught the disease on maps of the school; this
can be done on an electronic map using a Smart Board, on a large printed map hung
on the wall, or on an overhead projector. Encourage them to find a way to note
5
which day each case occurred for easier analysis of time/space patterns. Also have
them generate any other representations, such as graphs or tables, they thought
would be useful in the previous step. (15 minutes)
6. Have students note any observations they think will be relevant; at this point, these
might include concentration of cases in particular rooms or areas of campus. If
clusters of cases occur on this or subsequent days, discuss correlation vs. causation:
are cases concentrated in Ms. Smith’s room because something in that room is
making people sick? How do we prove/disprove this hypothesis? (10 minutes)
DAY 4 (Full class period)
Disease transmission continues
Continue data recording and analysis (45 minutes)
1. Collect the previous day’s case reports and add them to the maps/graphs. (10
minutes)
2. Have students note any other observations and discuss these as a class, prompting
them to begin plotting the number of cases vs. time if they do not do so on their own.
(10 minutes)
3. Introduce the epidemiological measures prevalence (total number of cases during a
time period) and incidence (number of new cases during a time period) and ask
students to calculate these for each day of the epidemic (calculations below).
Discuss what these measures add to understanding the disease.
4. To calculate prevalence and incidence, assume people are sick with the disease for
three days after catching it, or have students use the case reports to track how long
each infected person takes to finish spreading the disease; i.e., how many days
before no new cases reported Johnny as the source of their infection? (20 minutes)
Incidence Rate =
Number of new cases of a disease during a specified time period
Number of people at risk of developing the disease during that time period
Prevalence Rate =


Number of cases present during time period
Number of people at risk for disease
5. On this and subsequent days, students should note trends and changes in disease
transmission from their maps and graphs and from calculated prevalence and
incidence for each day. (5 minutes)
Begin proposals for controlling the epidemic (5 minutes)
1. Ask students to begin to think about what control measures they think might work to
stop the epidemic and how they might determine how the epidemic started.
2. As homework, ask each student to develop a brief proposal of what can be done to
stop the epidemic, and how the effectiveness of this control measure could be
evaluated.
DAY 5 (Full class period)
Disease transmission continues
Continue data recording and analysis (20 minutes)
Map, graph, and calculate incidence and prevalence of yellow dot based on the previous
day’s case reports (10 minutes)
Have students hypothesize, based on what they know or have observed about the
disease, what course the epidemic will take: will every student be affected? Will the
number of new cases increase every day? How long will the disease continue to
spread? What are the risk factors for the disease? (10 minutes)
6
Continue proposals for controlling the epidemic (30 minutes)
Discuss proposals to stop the epidemic. Have each class come to a consensus on one
intervention measure; encourage students to discuss the feasibility of each measure in
coming to their decision (e.g., quarantine will cause students to miss class; an
alternative, having students avoid coming near infected classmates, may stigmatize
infected students). This may need to be continued on the following day.
DAY 6 (Full class period)
Disease transmission continues
Continue data recording and analysis (35 minutes)
1. Discuss ways to determine how the epidemic started; students should come up with
the idea of contact tracing. (10 minutes)
2. Implement this, with students perhaps charting contacts (who passed the disease to
whom). (20 minutes)
3. Some contact data may be missing if a student managed to sneak a sticker onto
someone else: this can be used as a jumping-off point for discussion about the
difficulty of tracing diseases in the real world and biases in epidemiological data. (5
minutes)
Continue proposals for controlling the epidemic (15 minutes)
Have small groups outline plans for implementing the chosen control measure and
evaluating its effectiveness.
SUBSEQUENT DAYS (Partial or full class periods, as needed)
Disease transmission continues
Disease transmission can be allowed to continue until all students have had the disease
and incidence thus tapers to zero, or for a specified number of days. The former allows
students to follow up on their predictions from day 5 about what course the epidemic
would take, while the latter leaves such questions open, perhaps to be tested with
additional epidemics later in the year (see “Extensions” below).
Continue data recording and analysis
Mapping, graphing, and calculating prevalence and incidence should be continued as
long as transmission is still occurring.
Presentation of findings
Have groups prepare a presentation on yellow dot to inform sixth grade students of their
findings: how the epidemic progressed, explaining any spatial or temporal patterns;
where the disease originated and how it spread; risk factors (i.e., what students can do
to avoid catching it); what the school should do if another yellow dot outbreak occurs
(i.e., their intervention plan); and how this will limit the number of students who are
affected with the disease. Arrangements should then be made to deliver the
presentation to the younger students.
FOLLOW UP
Throughout and following the epidemic, the teacher should encourage students to make
connections to real diseases such as colds, influenza, and chicken pox and the outcomes
and social implications of real control strategies like quarantine, requiring infected
individuals to wear masks or take medication, and vaccination. Within the framework of the
simulated epidemic, and incorporating outside research, students can evaluate received and
self-constructed wisdom about what causes infectious disease (e.g., getting chilled, contact
with infected individuals) to establish logic that will allow them to separate real from folk
(wear a hat to avoid getting sick) or hysterical (eating chicken puts one at risk for avian flu)
risk factors they encounter in the future. Students should incorporate this information into
7
an age-appropriate presentation to be performed for all grade levels in class visits or during
an assembly.
Post-assessment
After students have completed their observations, research, and presentations, their
knowledge, misconceptions, and interests and how these have changed should be
surveyed as described in “Assessment” below.
Assessment
FORMATIVE EVALUATION
Pre-assessment of students’ background, misconceptions, and interests with respect to
infectious disease before the simulated epidemic takes the form of student brainstorming
under each of the headings, “What I know about how people catch diseases” and “What I
want to know about infectious disease”. This can be completed in student’s lab books or
notebooks, or using the form in Appendix 3 below.
Post-assessment of students’ understanding of infectious diseases and how they are
spread, as well as their interests for any future work with this topic, is similar to the preassessment, but with the added headings, “One way my knowledge about catching
diseases has changed is” and “I changed my mind about this because (include specific
observations from the infectious disease activities we’ve done)”. Students should have their
pre-assessment for reference when completing this reflection, and this can be completed in
notebooks or using the form in Appendix 4 below.
SUMMATIVE EVALUATION
The students’ proposed intervention measures and presentations of findings to younger
students should be graded for quality of reasoning, application of epidemic data in support
of their arguments, and clarity of presentation.
Extensions
A number of extensions to this activity can be incorporated into the initial epidemic or into
subsequent epidemics, during which students can be asked to simply determine the differences
from the original yellow dot and their effects, or to implement and test their control measures.
Some suggestions are listed below.
FATAL CASES
A number of red dot stickers can be included among the yellow dots distributed to students
who catch the disease; a student receiving a red dot has caught a fatal case, is recorded as
such on the case recording form, and receives no stickers to pass the disease to others.
Alternatively, the teacher can decide on an attribute that will be associated with fatal cases
(e.g., being a sixth grader, being in a particular homeroom). Ask all participating teachers to
tell any student who has that attribute and catches the disease to inform the student s/he
has a fatal case of yellow dot, cannot catch the disease again, and will not get stickers to
spread the disease to others; this can be done easily using an alternate instruction card.
This would favor discussion of the social impact of deadly diseases, including news
coverage of avian flu and diseases that have historically killed large numbers of sufferers
but today are easily treated.
MULTIPLE STRAINS
Simulate the yellow dot epidemic as described above, but at the same time spread blue dot
with strips of 5 – 8 stickers; students catching yellow dot spread the disease to 1 – 4 others,
8
but students catching blue dot spread it to 5 – 8 people. This simulates either a more
virulent and less virulent strain of the same disease or two different diseases; students can
compare patterns of transmission for the two strains/diseases. This would favor discussion
of competition among organisms, the news coverage of avian flu, and the many different
diseases threatening human and/or animal populations in different areas of the world.
VACCINATION
Before the epidemic begins, select a group of students (perhaps one homeroom) to
“vaccinate” by giving them a sticker or badge that they will wear every day the epidemic
occurs; they will not be able to catch yellow dot, and should either refuse to accept a sticker
from people with the disease or simply not report it if they do receive one. This would favor
discussion of control measures, childhood vaccination, and herd immunity (see “Protecting
the Herd” in Emerging and Re-emerging Diseases).
Resources
Centers for Disease Control
Disease Cards
EXCITE
Steps of an Outbreak Investigation
Detectives in the Classroom: A Middle School and High School Epidemiology Curriculum
Downie Model Infectious Disease Curriculum
Epidemiology Education Movement
National Institutes of Health
Emerging and Re-emerging Diseases Curriculum Supplement
World Health Organization
Fact Sheets
Works Cited
Bibace R, and Walsh ME (1980) Development of children's concepts of illness. Pediatrics 66:912-917.
Centers for Disease Control (2004) An introduction to epidemiology. IN Epidemiology in the Classroom.
Atlanta, GA: http://www.cdc.gov/excite/classroom/intro_epi.htm#defined.
Downie DL (2006) A model infectious disease curriculum for fourth grade students: integrating
prevention and education concepts in the classroom. MPH Thesis: University of Pittsburgh,
Pittsburgh.
Kister MC, and Patterson CJ (1980) Children's conceptions of the causes of illness: understanding of
contagion and use of immanent justice. Child Development 51:839-846.
Perrin EC, and Gerrity PS (1981) There's a demon in your belly: children's understanding of illness.
Pediatrics 67:841-849.
Sigelman C, Maddock A, Epstein J, and Carpenter W (1993) Age differences in understandings of
disease causality: AIDS, colds, and cancer. Child Development 64:272-284.
9
Appendix 1: Instruction Cards
You have caught yellow dot!
You have caught yellow dot!
This disease is contagious, and you can
spread it by giving these stickers to other
people. But only 6th through 8th graders and
school staff can catch it! Be sure to follow
these rules:
This disease is contagious, and you can
spread it by giving these stickers to other
people. But only 6th through 8th graders and
school staff can catch it! Be sure to follow
these rules:




Give your stickers out without disrupting your
classes.
You can’t catch yellow dot more than once; if you
get another sticker, throw it away and don’t report it
to your teacher.
When you see stickers on other students, remind
them to report it to the teacher on the way in or out
of class.


You have caught yellow dot!
Give your stickers out without disrupting your
classes.
You can’t catch yellow dot more than once; if you
get another sticker, throw it away and don’t report it
to your teacher.
When you see stickers on other students, remind
them to report it to the teacher on the way in or out
of class.
You have caught yellow dot!
This disease is contagious, and you can
spread it by giving these stickers to other
people. But only 6th through 8th graders and
school staff can catch it! Be sure to follow
these rules:
This disease is contagious, and you can
spread it by giving these stickers to other
people. But only 6th through 8th graders and
school staff can catch it! Be sure to follow
these rules:




Give your stickers out without disrupting your
classes.
You can’t catch yellow dot more than once; if you
get another sticker, throw it away and don’t report it
to your teacher.
When you see stickers on other students, remind
them to report it to the teacher on the way in or out
of class.


You have caught yellow dot!
Give your stickers out without disrupting your
classes.
You can’t catch yellow dot more than once; if you
get another sticker, throw it away and don’t report it
to your teacher.
When you see stickers on other students, remind
them to report it to the teacher on the way in or out
of class.
You have caught yellow dot!
This disease is contagious, and you can
spread it by giving these stickers to other
people. But only 6th through 8th graders and
school staff can catch it! Be sure to follow
these rules:
This disease is contagious, and you can
spread it by giving these stickers to other
people. But only 6th through 8th graders and
school staff can catch it! Be sure to follow
these rules:




Give your stickers out without disrupting your
classes.
You can’t catch yellow dot more than once; if you
get another sticker, throw it away and don’t report it
to your teacher.
When you see stickers on other students, remind
them to report it to the teacher on the way in or out
of class.


You have caught yellow dot!
Give your stickers out without disrupting your
classes.
You can’t catch yellow dot more than once; if you
get another sticker, throw it away and don’t report it
to your teacher.
When you see stickers on other students, remind
them to report it to the teacher on the way in or out
of class.
You have caught yellow dot!
This disease is contagious, and you can
spread it by giving these stickers to other
people. But only 6th through 8th graders and
school staff can catch it! Be sure to follow
these rules:
This disease is contagious, and you can
spread it by giving these stickers to other
people. But only 6th through 8th graders and
school staff can catch it! Be sure to follow
these rules:




Give your stickers out without disrupting your
classes.
You can’t catch yellow dot more than once; if you
get another sticker, throw it away and don’t report it
to your teacher.
When you see stickers on other students, remind
them to report it to the teacher on the way in or out
of class.


Give your stickers out without disrupting your
classes.
You can’t catch yellow dot more than once; if you
get another sticker, throw it away and don’t report it
to your teacher.
When you see stickers on other students, remind
them to report it to the teacher on the way in or out
of class.
Appendix 2: Case Recording Form
Yellow Dot Case Recording Form
Date:
Room:
Name
Grade
Teacher:
Who gave it to you?
Where?
Appendix 3: Pre-assessment Questionnaire
Name
Date
Hour
Please answer the questions below by brainstorming. This will not be graded, so no answers
are wrong; just write whatever comes to mind when thinking about the questions.
1. What I know about how people catch diseases:
2. What I want to know about infectious diseases:
Appendix 3: Post-assessment Questionnaire
Name
Date
Hour
Please answer the questions the first two questions below by brainstorming. For the last two
questions, reflect on what we’ve done with diseases and pick the answer that has been most
important to you. This will not be graded, so no answers are wrong; just write whatever comes
to mind when thinking about the questions.
1. What I know about how people catch diseases:
2. What I want to know about infectious diseases:
3. One way my knowledge about catching diseases has changed is:
4. I changed my mind about this because (include specific observations from the infectious
disease activities we’ve done):