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:5th grade KEY Topic: Whole vs. Processed Food

Event Date: 5/4/17 Location: South Meadow School

Intern Name(s): Molly Koch, Stephanie Bush

Team Leader: Molly Koch Preceptor: Whitney

Person responsible for writing the COP: Molly Koch

B. NEEDS ASSESSMENT:

1. Identify site contact: Tania Grady

2. Identify population
a) Gender: mixed
b) Age: 10 years old
c) Education level: 5th grade
d) Number of participants: 22 in one class, 23 in the other

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).
a) Other programs recently presented: Currently doing first aid unit in Health
Class
b) What the audience knows: How food impacts their lives in general, the
general concept that fruits and vegetables are needed for life; there are some
foods that are better than others for health reasons. They know vocabulary
words and phrases that have to do with first aid.
c) What the audience wants to know - what is relevant: the difference
between processed foods and junk foods both physically and nutritionally. They
want to know how it is relevant to their everyday life right now. They want to
know interesting facts they can share with others.
d) Evaluate health literacy - and other cultural issues:

4. Setting - tour of facility

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 a) Room size and set up (diagram)

b) Presentation resources
Availability of food prep area: N/A
AV resources - space available for visual
teaching aids: Smartboard at the front of the classroom

5. Day of week/ time of day for presentation: Thursday, 8:15 am

6. Duration: 45 minutes
a) Attention span: 20 minutes for sitting and listening
b) Conflict with other activities for population: None known, there is an
assembly before class that may run into our presentation time. Some students
have special needs, for which they may be going to other therapeutic activities.

7. Marketing potential - whose responsibility: no marketing

8. Budget
a) Will there be a charge: no, it is part of public school class
b) Funds to cover supplies: $10 budget, reimbursable by the internship
c) Cost of marketing: none

9. Best way/time to reach site contact for future plans: Email tgrady@conval.edu,
during school hours or weekdays in general

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

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Food and nutrition-related knowledge deficit related to lack of nutrition-related education
as evidenced by request for and interest in nutrition education classes.

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

1. Meeting Dates
Dates scheduled for planning and who will attend.
o 4/23/17 planning/outlining meeting: Molly and Stephanie

7 day meeting -
o 4/26/17: Molly, Stephanie, Whitney

Evaluation meeting scheduled for: immediately following

presentation
(Usually held directly after presentation but may be scheduled for later).

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

to prepare?

We created the content and a handout that would meet the needs of this
population, and used language that would reflect this groups age and
physical, cognitive, and emotional development. We reviewed our notes from
Stephanies nutrition education class to identify the developmental stage of
Middle Childhood, and we reviewed COPs and presentations from other child
presentations put on by previous interns. We brainstormed ideas for activities
based on previous experiences and what we learned in class. We also used
the notes I took from my observation at South Meadow School to make this
lesson more tailored to the class (ie. mentioning Boy Scouts and Girl Scouts,
as there was a lot of stories from this in the classroom).

3. How did you go about the development process? Who was

involved?

Stephanie and I met and created objectives first, then made content based
on what Tania Grady said to focus our topic on. We defined the terms involved
in our content, and brainstormed activities that would fit with our objectives.
We both worked on the outline and the slideshow; Stephanie made the woah
slow go activity and I created the child handout. We gave feedback on each
others work throughout the whole process.

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

We used materials from previous classes as a reference when creating our

own. We used our previous experiences to come up with activities for this
population, as well as resources from the intern office such as the Traffic Light
for Kids handbook. We also searched for other programs that teach children
about healthy eating behaviors, such as the Go Slow Whoa! educational tool,

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 found here: https://www.nhlbi.nih.gov/health/educational/wecan/tools-
resources/eatplaygrow-gsw.htm

https://www.nhlbi.nih.gov/health/educational/wecan/downloads/go-
slow-whoa.pdf

D. DEVELOPMENT (what the outcome of your planning and

development):

1. Measurable Learning Objectives:

a. Participants will be able to distinguish a processed from a
whole food.
b. Participants will be able to identify appropriate
consumption patterns of process and whole foods when given
examples of each.
c. Participants will be able to determine what whole foods to
swap processed snacks with.

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)

3. Describe how your presentation addresses different learning styles:

Auditory: Verbal instruction to the class

Visual: Pictures on slideshow, showing different whole

foods and processed foods

Kinesthetic: Whoa, Slow, Go activity in which students will

raise cards based on their answers to questions; arranging foods into
processed or whole category

List ways that you included multiple intelligences in your

planning.

Concrete experience: asking students to think of

their own knowledge and experience with foods, and how whole
foods can help them continue to do the things they like to do.
Reflective observation: asking participants to
volunteer to sort whole and processed foods, use Mad Libs to
identify ways to make healthy changes in their life. We also guide
the students through real-life analogies of the health components of
whole and processed foods.
Abstract conceptualization: Reading the notes

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 during the presentation, listening to the explanations of whole and
processed foods, thinking about how the health aspects impacts
their own daily lives, and how that is applied to other foods they
eat. For the icebreaker, they will be prompted to think about how
they wouldve eaten in a simpler time period where junk foods
didnt exist.
Active experimentation: The students will use the
activities to learn the differences between whole and processed
foods, and their examples.

4. Explain how your planned evaluation method will show whether your
learning objectives were met.
a. The activity regarding differentiating between whole and
processed foods will require children to organize given foods into
classes of whole or processed. If they can successfully do this then
they are able to distinguish between the two.
b. The Woah Slow Go activity will evaluate whether or not
the children grasp the idea of eating highly processed foods less often
and eating whole foods more often.
c. The worksheet activity will evaluate if children are able to
make healthy substitutions for processed foods with whole foods.

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

a. Deciding how in depth to go with information was tricky
since neither of us have really worked with this age in a formal setting
yet. Also deciding whether or not to focus on health outcomes or
practical skills for this age group was difficult.

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.

a. The day of the presentation we left at 7, and practiced our

presentation in the car. We arrived at the school around 7:40 and
discussed with the teacher the problem kids in the class, and
classroom management. We then presented our content with no
changes to the planned setting, audience or number of participants,
although there was one child absent from the second class it had no
bearing on our ability to present the material as intended.

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

a. The presentation went more or less as planned. Our

content was received and grasped well. I think our activities,

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 especially the go, slow, woah activity was done well and gave a chance
for us to talk through some of the more confusing aspects of levels of
processed foods. We also gave some good clues about how to
determine if a food is highly processed or not. We were also able to
answer most questions clearly with the criteria that we had set for
processed vs whole foods.

3. How did the audience react to the presentation? Summarize and

comment on preceptor feedback.

a. The audience was accepting of our presentation, there

were only a couple of times that we kind of lost them during content
slides, but that quickly dissipated once the activities started. Kids
were engaged in the activities and we did a good job explaining issues
that arose in the activities. We presented good information about
striking a healthy balance between processed and whole foods and
discussed how we can make woah foods into slow foods, reinforcing
the idea that we dont have to completely avoid these foods.

4. How well did the audience grasp your objectives?

a. The students really seemed to understand our intentions

and they picked up the rules or framework for understanding what a
processed food and a whole food is. They also had little to no trouble
doing the go, slow, woah activity and identifying which food would go
in each category and why. Finally, for the worksheet activity they were
eager to tell us about their swaps in the first class.

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?

a. We would have cut off questions for the second class to

make sure that we had enough time to get to the worksheet activity.
While they were all good questions, it would have been better to be
able to do that activity and answer questions as they went along in
that activity. We would also consider shortening our content pieces or
making them more interactive to keep the kids interest. Increasing the
difficulty of the levels of processing activity might also be a good
option because Whitney commented that that might have been a little
too simple for them. Maybe going more in depth about the process of
processing that each one goes through would have been helpful to
kids in understanding levels of processing more intently.

6. Recommendations for future Interns:

a. We would recommend getting there early, checking class

start and stop times (they are weird times), building in time for
questions, stories and settling kids down. It is important to bring them
back to focus and quiet before, during and after activities so you can
get their attention, and prepare them to move on to the next topic.

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 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): $1,412.50
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): 25 x 1.5 hrs = 37.5 x 2 presenters = $75
Copies: 4 cents per side * 90 + 45: $5.40
Food: n/a
Other supplies and costs: popsicle sticks and construction paper ~$5

Overall costs: $1497.90

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.

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