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:Marlborough 4th grade

Topic: Healthy Snacks

Event Date: 3/23/2016

Location: Marlborough School

Intern Name(s): Carol Anne Simpson, Rebekah Harter

Team Leader: Carol Anne

Preceptor: Cindy

Person responsible for writing the COP: Carol Anne, contributions from
Rebekah
B. NEEDS ASSESSMENT:
1. Identify site contact
Stacy Willbarger, 4th grade teacher.
2. Identify population
a) Gender- mixed
b) Age- 8-10 years old
c) Education level- elementary: 4th grade
d) Number of participants: About 20-25 students, 1 teacher & 1 teacher aide.
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 (i.e.
if in a classroom, observe classroom management techniques).
-The topic was determined by the teacher. Healthy snacking will be the last
presentation in the 4-week series that interns presented on (digestive system,
immune system, factors influencing well-being, healthy snacking). The school
has been focusing on healthy snacks this month.
-We had the opportunity to observe the setting & participants beforehand (Carol
Anne - observed 3/2 & 3/9, Rebekah observed 3/9). The first observation (Carol
Anne) was a bit chaotic as there was a substitute teacher. It seemed difficult for
the interns & substitute to keep control of the class. The second observation
went much more smoothly. When Rebekah & I presented 3/16, students
responded well to us taking our time & again were well behaved.

-The teacher, Staci, implements many structured classroom rules (ringing bell,
hocus focus, etc) that she says work well if they are used consistently.
a) Other programs recently presented
-

Leanne & Hope 3/2/16: The digestive system

Leanne & Hope 3/9/16: Immune system & disease prevention
Carol Anne & Rebekah 3/16/16: Factors influencing immunity & well-being
b) What the audience knows

Aware of immune system, how the body fights disease, how to prevent the spread
of germs (Hope/Leannes presentation)
Per NH 4th grade health curriculum, should have good understanding of safety (i.e.
in exercise, food preparation, spread of disease), exercise and healthy diet (MyPlate,
why each food group is beneficial). There is minimal information on sleep included
in the curriculum.
Group is aware that eating from all of the food groups is important to our well-being
(reviewed during previous weeks presentation)
c) What the audience wants to know - what is relevant

Why is a healthy snack important & when should we eat these snacks
What is the difference between a regular snack & a brilliant snack (healthy snack)
What are the components of a healthy snack (things that help to give us more
energy, keep us full)
How to make a healthy snack
d) Evaluate health literacy - and other cultural issues

Being young, I anticipate the group has a low health literacy. Per the elementary
health curriculum they may be familiar with some health related topics, however I
imagine their understanding may still be fairly basic.
The group is minimally diverse from an ethnic or racial standpoint. Most if not all
students live in rural NH outside of Keene. Being from this area they or their families
may have to drive a bit to get to grocery stores, they may have access to farms,
farm stands and farmers markets in the area.
4. Setting - tour of facility
a) Room size and set up (diagram)

b) Presentation resources
-

Availability of food prep area

Small table in front that could potentially be used to prep food.
Sink available for washing

AV resources - space available for visual

teaching aids
Smart board available at the front of the classroom.
Open floor space in front (could be used for flip chart), small table in front (also
could be used for flip chart)

5. Day of week/ time of day for presentation

-

Presentation: Wednesday 3/23/2016, 1:46-2:36pm (50 minutes) - last class of the

day, normally the students have gym class during this time. A snack is brought in
for the end of the day, students do not always eat it this day (sometimes have it the
next day)
6. Duration
a) Attention span

8-10 years olds: Chronological age +1 (9-11 minutes)

b) Conflict with other activities for population

Normally is the students gym period, last class of the day (can be a bit rowdy), no
other conflict.
7. Marketing potential - whose responsibility?

Classroom teacher, previous interns (which in this case is the two of us) during
presentation (i.e. next week we will talk about healthy snacking)
8. Budget
a) Will there be a charge- No

b) Funds to cover supplies - $20 (didnt use any of budget for last
presentation) - provided by KSC Dietetic Internship for presentations.
c) Cost of marketing: N/A
9. Best way/time to reach site contact for future plans
-

Email to Staci (the classroom teacher) is best to communicate future plans.

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

assessment.
Knowledge deficit of healthy snack components related to lack of prior education on
healthy snacking as evidenced by request from 4th grade teacher to review this
information.
C. RESEARCH AND PLANNING (how, who, and when the process of your
work):
1. Meeting Dates
Dates scheduled for planning and who will attend.
3/9/16: Observation (Hope/Leannes 2nd presentation): Carol Anne, Rebekah, Cindy,
Stacy (teacher)
3/23/16: Prep for presentation - prepping snacks, print handouts (Carol Anne &
Rebekah)

7 day meeting 3/16/2016 - Meeting with Cindy after Marlborough 3/16 presentation: Cindy,
Rebekah, Carol Anne

Evaluation meeting scheduled for:

5:00 pm 3/23 at intern office (Cindy, Carol Anne, Rebekah)
2. Based on the results of the needs assessment, what did
you do to prepare?

Students are aware of the food groups and that a snack

should be had during the day (end the day with a snack that has been
fruit the past 2 observations). Students should understand why some
snacks may be a better choice vs. another snack (in terms of keeping you
full, giving you energy). We prepared a fairly hands on presentation that
would still allow us to cover all of the content. Last presentation it was
nice to ask children a lot of questions and guide them through the
material, rather than lecturing the entire time. The 4th grade also
responded well to having breaks throughout the presentation to do
activities, something we tried to include again this time around.

We brainstormed a few different ways to evaluate our

objectives - we wanted students to work together to come up with healthy
snacks on their own, but it was also a nice idea to include a snack with
real food as an example. The simple idea we chose, snack kabobs - fruit,
cucumbers & cheese, could be prepared by children of this age. We also
knew there was a nut allergy in the room, therefore avoided snacks with
nut ingredients.
3. How did you go about the development process? Who
was involved?

Rebekah and I were equally involved in the development process. Rebekah

got the ball rolling by starting the outline and powerpoint presentation. We
communicated via phone, email & through google doc commenting which
seemed to work well.
I was able to get groceries (with Zile who has a p-card) for the presentation.
Rebekah and I were able to meet the morning of the presentation to prepare
the snacks for the snack kabobs.
4. What resources did you use? Why did you choose them
and how did you find them? Relate back to your assessment section.
A lot of the information was for review and to back information included in
the presentation. Some resources were chosen in order to tailor the
presentation to the age group (i.e. the curriculum, review of the Yardsticks
reading).. Some of the resources were used for visuals or recommendations
(USDA MyPlate)
Resources:
Yardsticks - 9 & 10 year olds (4th & 5th grade)
NH Health curriculum for elementary:
http://education.nh.gov/instruction/school_health/documents/curr_elem
entary.pdf

Activities & Content- http://4h.ucanr.edu/files/131434.pdf,

http://www.fns.usda.gov/multimedia/tn/sump_level2.pdf

USDA - MyPlate http://www.choosemyplate.gov/kids

D. DEVELOPMENT (what the outcome of your planning and

development):
1. Measurable Learning Objectives:
a. By the end of this presentation students will be able to create a healthy snack
b. Students will describe one reason they should include a healthy snack by the end of
the presentation
2. Outline of presentation:
Describe all components of the program or material, and the team member
responsible for them. Include descriptions of the content, learning activities,
food activities, visuals, education materials and evaluation
methods/materials. (May attach as separate document.)
-

See attached document.

3. Describe how your presentation addresses different learning styles:

Auditory: Discussion & review of content (will go through

powerpoint throughout), asking interactive questions

Visual: Powerpoint - will have visuals (graphics, some

words) for students who learn better this way. Activities & handouts will
also provide visual. We will also use the food models in combination with
the handout to engage visual learners.

Kinesthetic: Move some to prepare for activities - i.e.

snack activity. Also include hands on activity where students prepare a
snack themselves. Children will get up to form work groups for the food
model activity.

List ways that you included multiple intelligences in your

planning.
Questions will be asked throughout to encourage students to share, for students
who prefer to talk and share ideas in a smaller group, activities will encourage this.
Including auditory, visual and kinesthetic factors throughout the presentation.
Hands on activities are included for learners who respond better to doing rather
than hearing, seeing.

4. Explain how your planned evaluation method will show whether your
learning objectives were met.
- We will incorporate evaluation into the child handout and both activities
- Participation in the snack activity will meet the first objective
- Handout asks students to describe one reason they should include a healthy snack
in their day
- Students will be allowed to offer their answers at the end of class
5. What challenges did you encounter in the development process?
Our schedules continued to differ, but we were able to prepare for this topic
before our 7-day more so than our last Marlborough presentation and didnt
have to change much of our outline.
Since we had suggested that we would provide a class snack in our last
presentation, we had to coordinate the addition of a food activity during our
7-day meeting. This was an unexpected challenge given that we had not
planned for a food activity prior to that. There were no other issues in the
development process.
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. (2) Did the
presentation go as planned? Reflect on what went well? (3) How did the
audience react to the presentation? (4) How well did the audience grasp
your objectives? (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?

On the day of the presentation, we came in at our usual time and found the
students working on cutting pieces of paper for a collage they had been working on.
After we set up and got the students to settle down in their seats we noticed that
we had lost about 10 minutes of presentation time. We quickly adjusted to the new
pace so we could cover all the materials we had planned. We noticed that the
children seemed very excited about the upcoming food activity and seemed to be a
little louder than during our last presentation. We were able to settle the audience
using the classroom managment techniques used by the classroom teacher.
The students seemed very engaged in the content and were eager to answer
any questions that we posed to them. They easily grasped the link between the
well-being lesson which we taught last week and the healthy snacking lesson that
we were doing. The students were engaged and attentive to the powerpoint. One
student was particularly interested in the use of a hunger games reference in the
lesson. We had been a little concerned that the students may have been too young
to have seen the films, but that never appeared to be an issue.
We moved on to our first activity which required the students to move to
assigned groups which the classroom teacher had compiled for us. In retrospect,
the movement away from assigned desks seemed to be very distracting for the
students as being disorganized hindered them from listening to instructions which
we had provided. In the future, letting students stay in their assigned desks may be
easier to work with and would save time. The bell used for classroom management
needed to be used several times during this movement, and we stopped to get the
class attention several times during this as well. After the students had settled
down in their groups, they were able to do the group activity and create healthy
snacks with protein and fiber using the food models we provided. The students
were very excited about the food models, and Carol Anne and I both moved from
group to group to engage with the students and assist with the activity.
I felt that the students did a good job in accurately choosing snacks which
included foods with both protein and fiber. We had wanted the students to present
their snack as a group, but we found it difficult to get student attention. We used
the bell several times, but students continued to talk over each other. After two
groups presented to an unattentive audience, we decided to end the activity and
move on.
The next part of our presentation was the snackabob activity. Carol Anne did
a good job using the food safety discussion to incorporate concepts into previous
lessons. I lead the snack activity, but felt that it was fairly disorganized. I accidently
allowed students to move back to their original seats, which used up time and
caused some confusion among the students. (in the future we should have them
stay at their desks the whole time) I discussed how each adult would help their
group of students, and then I briefly emphasised that the skewers were not toys
and snack activities were a class privilege. After that we broke into our groups and
lead the snack activity. While the students did get loud during this activity, we felt
as if they were engaged.
During the activity the students did not try to hurt one another with the
skewers which I was concerned they might do. They were fairly well behaved and

were able to place the fruits, vegetables, and cheese on their skewers without
problem. The student responded positively when asked if they enjoyed the snack.
After all the students were back in their seats with their snack, we wanted to
briefly go over the handout question to evaluate our objective and go over the call
to action. We were unable to effectively quiet the students, and Joe (the PE teacher)
jumped in to help calm the class. I felt as if we didnt properly end the class as Joe
talked to the students about a new school snack policy that was going to be put in
place the following week.
That being said, the students were able to accurately answer Joes questions
regarding what needed to be incorporated in a healthy snack. The parent handout
that we provided seemed to go in line with the policy Joe mentioned and provided
parents with ideas on how to make a healthy snack to send with their students to
school.
All in all, we felt that the presentation went as planned with only a few minor
hiccups (mainly related to classroom management). While the material was brief,
we felt it was effective for the audience and key concepts were seemingly grasped
by the audience.
2. Summarize and comment on preceptor feedback.
- From the evaluation sheet and the meeting following the class, it seemed that Cindy
liked the presentation. She felt it was audience appropriate and supported our
objectives. She noticed the difficulties we had maintaining audience focus and
suggested that during activities we should continue to remind the students what
they are doing to keep them on task each time we have to use the bell or call class
attention.
3. Recommendations for future Interns:
- Dont over plan materials, you might not get to everything
- Review class rules prior to presentation
- Avoid having students move from their assigned seats (or dont do this too
frequently as it takes time)
- Use metaphors when working with complex topics at this goes over well with
audience
- Encourage student led discussion on your topic (its a great way to see what they
know)
4. 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): $650 (not including paperwork or presentation)
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): $50
Copies: $3.52
Food: $20 (and plates and skewers)

Other supplies and costs: N/A

Overall costs: $723.52

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.