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: Harrisville Kids presentation Topic: Sugar Sweetened

Beverages

Event Date: March 28th Location: Harrisville Elementary

Intern Name(s): Erin & Zach

Team Leader: Erin Preceptor: Stephanie

Person responsible for writing the COP: Erin

B. NEEDS ASSESSMENT:

1. Identify site contact: Becky Kohler (bkohler@sau29.org)

2. Identify population
a) Gender: male and female
b) Age: 10-12 year old
c) Education level: 5th/6th grade
d) Number of participants: up to 12 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 (i.e. if in a classroom, observe
classroom management techniques).

- Topic was determined by Becky Kohler and Stephanie

a) Other programs recently presented: Unknown.
b) What the audience knows: Unknown, we can assume they have had some
exposure to very basic nutrition.
c) What the audience wants to know - what is relevant: Why eating F&V is
important to THEM, how they can incorporate it into their diet.
d) Evaluate health literacy - and other cultural issues: This age group has
limited health vocabulary and health specific literacy. Simple nutrition and health
terms are most appropriate for this group.
4. Setting - tour of facility
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

5. Day of week/ time of day for presentation: 1:45-2:30 on a Tuesday

6. Duration: 45 minutes
a) Attention span: About 15-20 minutes, so activities should be added in to
break up the lesson.
b) Conflict with other activities for population: Will be shortly after lunch, so
kids may be tired from playing or have a lot of energy and not ready to switch back
to focus mode right away. It is also towards the end of the day.

7. Marketing potential - whose responsibility: Harrisville

8. Budget
a) Will there be a charge- no
b) Funds to cover supplies- $10 available
c) Cost of marketing- N/A

9. Best way/time to reach site contact for future plans: Email Becky or Stephanie

10. Write a community group focused PES statement based on your assessment.
Food and nutrition related knowledge deficit r/t lack of prior nutrition related
education covering sugar sweetened beverages a/e/b desire for and participation in
nutrition education presentation

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

1. Meeting Dates
Dates scheduled for planning and who will attend.
March 14th: Erin & Zach
March 15th: Erin & Zach

7 day meeting - March 23rd

Evaluation meeting scheduled for: Directly after the presentation.

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

- We did some research to find out what information each

grade level already knew so we could ensure the material was age
appropriate. We also looked at different elementary school nutrition
material online to get some ideas.
3. How did you go about the development process? Who was involved?

- Zach and Erin sat down and began brainstorming different

activities that the kids would enjoy, learn from, and were relevant to
the topic. From there, we created content and objectives.

4. What resources did you use? Why did you choose them and how did you find
them? Relate back to your assessment section.
- https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3886980/
- Google images
- Site Books

D. DEVELOPMENT (what the outcome of your planning and

development):

1. Measurable Learning Objectives:

- Identify the importance of maintaining proper hydration
- Identify parts of the label that indicate its a sugary drink
- Differentiate kinds of drinks and when it is most appropriate to drink
them

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.)
ICEBREAKER: pass ball around and ask kids what they currently drink
OBJECTIVES
SCIENCE EXPERIMENT: introduction and begin heating the sports drink on the burner
MATERIAL:
Discussing different kinds of drinks (what they are made of, when its best to
drink them)
ACTIVITY: pass bottle around
WHATS in your drink? WHEN would you drink it?
MATERIAL:
What is a sweet drink discussion?
How do we know? - food label and ingredients
ACTIVITY: pass bottle around
HOW MUCH sugar is in your drink? WHAT tells you that?
MATERIAL:
Hydration
Dehydration
ACTIVITY: sampling infused water
CLOSING:
Look over experiment
Call to action

3. Describe how your presentation addresses different learning styles:

 Auditory: Discussion of what they already drink, what different kinds of drinks
there are and the nutrients/ingredients they provide, sugar in drinks. Throughout
the presentation we will be asking probing questions.

Visual: The powerpoint with pictures, the science activity, being able to read the
labels for the activities.

Kinesthetic: Holding the food labels for the activity, the science activity, and
writing down information as we go through material.

List ways that you included multiple intelligences in your planning.

-We provide pictures and very simple information that we expect all the students
will be able to grasp. We also have some more details that they might not already
have learned like about caffeine, or the hydration/dehydration material.

4. Explain how your planned evaluation method will show whether your learning
objectives were met.
We will evaluate through the discussion with the students as well as the activities
when we hand out the bottles and ask them questions about the type of drink,
ingredients, and label.

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

- It was hard coming up with activities for this age group that would be
interesting and engaging. There is also alot of material and different ways to
go about teaching fluids/sugary drinks so we had to discuss the different
options and come to a conclusion.

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? Summarize and comment on
preceptor feedback.

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?

6. Recommendations for future Interns:

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):
Food:

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):
Copies:
Food:
Other supplies and costs:

Overall costs:

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.