COMMUNITY OPERATING PLAN

Complete parts A-D before the presentation/event, and then parts E implementation. Use this outline
as a guide for developing all programs and presentations. The questions in each section are designed to
help you in the development process. You must answer all of the questions listed, but if you feel there is
other important information please include that as well.
A. PROJECT INFO:
Event: 3rd Grade Presentation Topic: Digestion
Event Date: 3/31/17 Location: Alstead Primary School
58 Mechanic St, Alstead, NH 03602
Intern Name(s): Jackie Lindamood & Marissa Schriver
Team Leader: Jackie Lindamood Preceptor: Lisa Therrien & Stephanie Chmielecki
Person responsible for writing the COP: Both
B. NEEDS ASSESSMENT:

1. Identify site contact: Lisa Therrien ltherrien@sau60.org

2. Identify population

a) Gender: boys & girls

b) Age: 3rd grade (7-8 yrs. old)

c) Education level: 3rd grade level

d) Number of participants: 19 students

3. How was topic determined (Did you speak with anyone about the group? Did you get to observe
the setting and participants beforehand? If so, describe the participants and any other pertinent
information

We asked the 3rd grade teacher if she had an idea in mind for the topic she would like us to
cover and thats when she chose healthy snacks. We observed the 3rd grade classroom during the
breakfast fair. During that observation time, we realized that there is structure to the classroom, but
it is a very comfortable atmosphere so we will be sure to conduct our presentation in that way as
well. The students work well with 10-15min of lecture followed by an activity, so we will conduct our
lesson this way. There is access to a SmartBoard for PowerPoint and student interaction if we
choose to use these options.

a) Other programs recently presented: N/A

b) What the audience knows: They have very minimal nutrition background knowledge
 c) What the audience wants to know - what is relevant: The audience wants to know how to
create a healthy snack for school or when at home, what food components make up a healthy snack,
etc.

d) Evaluate health literacy - and other cultural issues: Low health literacy

4. Setting - tour of facility

a) Room size and set up (diagram)

b) Presentation resources
Availability of food prep area: Table on the side of the classroom available but
most food prep should be done prior to lesson
AV resources: SmartBoard/ PowerPoint available, students sit in individual desks,
tables available for prep/ display

5. Day of week/ time of day for presentation: Friday, March 31st 10:15-11:00am

6. Duration: 45min presentation

a) Attention span: Children around this age have an attention span of 10-15min. This will require
us to include an activity every 15min so we dont lose them before finishing what we intended on
completing during our time with them.

b) Conflict with other activities for population: We are presenting in the mid morning so they
may be irritable because theyre hungry, tired, bored, etc. It is unclear whether or not the students
have a special right before or after our presentation. If they are coming straight from a special, they
 could be very energized which could be good or bad thing for their attention span with us. If they
have a special or lunch directly after our presentation, they might be more focused on that then our
lesson. We will have to do our best to be highly energized the entire time so that they are as well.

7. Marketing potential - whose responsibility: 3rd grade teacher

8. Budget

a) Will there be a charge: N/A

b) Funds to cover supplies: $150

c) Cost of marketing: N/A

9. Best way/time to reach site contact for future plans: email

10. Write a community group focused PES statement based on your assessment.

Food and nutrition related knowledge deficit related to no prior knowledge of healthy snacking as
evidenced by teachers request to cover topic.

C. RESEARCH AND PLANNING (how, who, and when the process of your work):

1. Meeting Dates

Dates scheduled for planning and who will attend.

- 3/16, 3/21, 3/29, 3/30. : Marissa & Jackie

7 day meeting - Monday March 27, 2017 @ 12pm

Evaluation meeting scheduled for: Directly after presentation

2. Based on the results of the needs assessment, what did you do to prepare?

We felt that a classroom observation was very important during this step, which we
incorporated with our time spent at the Alstead breakfast fair. From there, we were able to gain
exact insight into our we should direct our presentation. We tried to focus on presenting the
information on their level, while adding fun and comfort to the classroom.

3. How did you go about the development process? Who was involved?
 The development process started off rocky when trying to solidify our presentation date
and topic but once we had that figured out, it just flowed from there. We created the outline of
the presentation, including activities, together and then filled in the content on our own. We
then met up several times to edit what we had as need be.

4. What resources did you use? Why did you choose them and how did you find them?
Relate back to your assessment section.

We were sure to choose sources that were up-to-date, kid-friendly, credible and reliable
so that we were confident that the information we were presenting was accurate and
appropriate to our age group. The resources we used were as follows:

http://www.eatright.org/resource/food/nutrition/dietary-guidelines-and-myplate/when-should-
my-kids-snack
http://www.eatright.org/resource/food/nutrition/eat-right-at-school/smart-snacks-in-schools
http://www.eatright.org/resource/food/planning-and-prep/snack-and-meal-ideas/healthy-snac
k-attack
http://www.eatright.org/resource/health/wellness/healthy-aging/nutrition-for-growing-bodies

D. DEVELOPMENT (what the outcome of your planning and development):

1. Measurable Learning Objectives:
- Learn the importance of healthy snacking
- Identify 2 components of a healthy snack
- Build your own healthy snack
2. Outline of presentation:
Our presentation will begin with an activity of creating a silly snack story madlib. We will
go around the room and ask students to provide us with a word that follows the directions of
the madlib to create our story. This will assess what previous knowledge they have about how to
create a healthy snack and the role of snacks in overall nutrition. Once all of the blanks are filled
in, we will read the story back to them and advise them to keep this in mind, as we will come
back to it later in the presentation.
We will then transition to the bulk of our discussion by asking them two questions: why
do they think they should snack and when are the best times to snack? We will allow time for
them to provide us with responses to these questions and then provide the correct responses.
After this, we will discussion the components of a healthy snack including, protein, fiber and
fruits and vegetables. We will cover fruits and vegetables by encouraging them to eat the
rainbow, as this is a term very common to this age group. After this, we wanted to include a
joke to break the lecture feel to the presentation and include some humor to liven them up.
Next, we will cover whole grains and introduce our chopped game.
In order to prepare for this game, we will have two velcro boards in the back of the
room to represent the refrigerator and kitchen cabinet (see picture below). We will attach
pictures of food items to these boards that fall into the food groups of either protein, fiber or
fruits/ vegetables and place them on the corresponding board. We will match the students into
groups of three and read the scenario for the activity to them prior to letting them get started.
The scenario for the chopped game is as follows: Its Monday morning... You decide to pack
your own snack today but you dont know what to make. You only have 3 minutes before the
bus comes so you have to make it quickly! ready...set...GO!. Within their groups, the students
will have to create a healthy snack including protein, fiber and fruits or vegetables using what
they have in the refrigerator and kitchen cabinet. We will set the timer and allow the
students to pick their items. Once time is up, we will go around the room and ask each student
to tell the class what item he or she chose and what food group it belongs to, in order to ensure
that they created a snack with all components discussed. This activity will allow us to assess
their knowledge retention from our lesson and ability to create a healthy snack on their own.
After this, we will discuss healthy hydration to accompany their snack and then create a
super snack story, as opposed to a silly one. We will complete this madlib activity in the same
way that we did the first time, but will ask them to use what they just learned to make it super
instead of silly. This will allow them recall what they just learned and for us to assess their
adherence to our objectives. Finally, well end with our call to action and ask for any further
questions. Throughout the presentation, we will encourage questions and discussion pertaining
to the lesson.

3. Describe how your presentation addresses different learning styles:

Auditory: PowerPoint with discussion

Visual: text and visuals on PowerPoint, pictures utilized during chopped game,
handouts provided after presentation and snack story madlibs

Kinesthetic: chopped game, snack story madlibs

List ways that you included multiple intelligences in your planning.

During our presentation, we will include opportunities for both the independent learner
and those who do well with group collaboration to thrive. The discussion component will
 allow for the independent learner to thrive and both the chopped game and snack story
madlibs will serve as an opportunity for group learning.
4. Explain how your planned evaluation method will show whether your learning objectives
were met.
The snack story madlib will assess whether or not our learning objectives were met
because it was cause the students to recall what they just learned to improve the story they
created at the beginning of the lesson without the knowledge they just retained. The chopped
game will assess whether or not they are able to build a healthy snack on their own using what
was taught during our presentation.

5. What problems did you encounter in the development process?

We struggled with adapting this information to a 3rd grade level and presenting it in a
way that didnt seem redundant. Since whole grains are a source of fiber, the content was
slightly redundant, but we tried to present it in a way that illustrated how they work together so
it didnt come off repetitive.

Complete sections E after the presentation/event is complete.

E. IMPLEMENTATION and EVALUATION:
1. For a program or presentation, describe objectively what happened the day of the
presentation, using examples. Include any last minute changes to the planned setting, audience,
number of participants.

The day of the presentation we had a massive snow storm. This meant a half day for
Alstead School and a last minute change to the order of the presentations. We were supposed
to start with pre k , k, 1st, 2nd, 3rd and 4th grade, but Stephanie was commuting a long way and
we wanted her to get home safely which meant starting with our Key 3rd and 4th grade
presentations. There was no pre K in session due to the snow so we did not present to them and
we combined 1st and 2nd grade for sake of time. Another last minute change included changing
the K snack from something they could eat right there, to a snack that could be taken home
because they had already eaten snack prior to our activity.

For the most part, our 3rd grade presentation went as intended in our outline described
above. On the day of the presentation, the students had a half day due to inclimate. This threw
off the schedule of our presentations so we had to complete this project 2nd as opposed to
having it 2nd to last, but this worked in our favor because the students were high energy and
engaged. We were able to follow the same flow that we intended and stuck to our outline
almost exactly. There were a few questions asked throughout the presentation and a lot of
student involvement which is always a positive factor. They also really got into our activities and
worked hard to use what they just learned to apply it to each activity. Overall, this presentation
went over very well in various aspects and we were very happy with it.

2. Did the presentation go as planned? Reflect on what went well?

Yes, the presentation went over very well. There was a lot of student involvement
throughout the activities, class discussion and question asking. The kids were engaged and
seemed very interested in the content judging by the fact that we had a lot of comments and
questions. Marissa and I knew the information well and were comfortable with all the content.

3. How did the audience react to the presentation? Summarize and comment on preceptor
feedback.

The students really enjoyed our icebreaker because it was silly, yet required them to use
any previous nutrition-related knowledge that they had. It was also very effective to return back
to the mad libs at the end and use what they just learned to make it informative as opposed to
silly. They also really enjoyed the chopped activity because it was challenging, allowed them to
get creative and utilize the knowledge of their peers as well as their own. They seemed to think
our presentation was interesting and SUPER FUN!

4. How well did the audience grasp your objectives?

Almost all of the students grasped our three objectives, which was demonstrated
through their success with our activities. There were a few students who were still confused
when it came to deciding which food group a certain item belonged to, but there were more
students who were able to do this than who werent.

5. What would you do differently/the same the next time - or what would you change if you had
more time? How effective do you feel your program/material was for the target audience?

If we had more time, we would have allowed for more questions and student input. We
were losing track of time and therefore couldnt get to each students question but would have
liked to if given more time. Our material was very age appropriate and the activities were placed
at the perfect point in our presentation to break up lecturing and hands-on learning.

6. Recommendations for future Interns:

 -Incorporate a lot of discussion because children like to get involved in their own
learning
- Prepare materials at an age 1yr older than their actual age, as some students may be
more advanced than anticipated
- Include an activity every 15min to keep them engaged
-Be creative! Have fun! The kids really liked the prizes it gave them incentive to listen
and even take notes

7. Financial Report:

Cost of Development: (Includes: labor for preparing the project, food cost for testing
the food activity; please note that labor costs include hours worked by ALL team members)
Labor ($25/hour): 37 hours X $25 = $925
Food: N/A
Cost of Presenting: (Includes: labor, food, flip charts ($28), see following link for cost
of copies http://www.keene.edu/mailsvs/printfees.cfm, and other supplies)
Labor ($25/hour): 5 hours X $25 = $125
Copies: : Handout 20 copies: $0.80
Food: N/A
Other supplies and costs: $37.00 (prizes) + $70 (breakfast fair)
Overall costs: $1,159.40
Within one week of the presentation, provide internship preceptor with a completed COP, Presentation
Evaluation form, Handout(s), a Team Leader Report, and PDE if completed by an outside supervisor.
(PDE required for sites with 2 presentations or >32 hours). Attach a copy of the materials, PowerPoint,
and any handouts/resources used for the presentation.

Chopped game: