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: Anatomy and NH Geography

Event Date: December 16th

, 2015

Location: Marlborough Elementary

Intern Name(s): Lauren Alexander, Zile Jones

Team Leader: Zile Jones

Preceptor: Cindy

Person responsible for writing the COP: Lauren Alexander

B. NEEDS ASSESSMENT:
1. Identify site contact: Site contacts made through Cindy
2. Identify population
a) Gender: male and female
b) Age: Grade four (9-10 y/o)
c) Education level: 4th
grade
d) Number of participants: 20 and an 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 school. It was requested the anatomy and NH geography be
incorporated into the class. Lauren and Zile we able to observe a class given by other KSC dietetic
interns.
Classroom management techniques: Responsive Classroom
a) Other programs recently presented: The class receive education from dietetic interns when they
were in the 3rd
grade
b) What the audience knows: Information obtained from previous interns- energy and what
the lungs, brain and heart does for our body.

c) What the audience wants to know - what is relevant: The audience will learn what the teacher has
deemed necessary and relevant. The class is required and there is not an option to opt out.
d) Evaluate health literacy - and other cultural issues: Due to young age their health literacy will be
low. No specific concerns were mentioned by the teacher
4. Setting - tour of facility
a) Room size and set up (diagram)
b) Presentation resources- powerpoint and space for a flip chart

Availability of food prep area- none

AV resources - space available for visual teaching aids: Power Point and internet access

5. Day of week/ time of day for presentation: Wednesday 11:00-11:45 pm

6. Duration: 45 minutes
a) Attention span: Teacher recommends an activity every 15 minutes
b) Conflict with other activities for population: This presentation was right before lunch.
7. Marketing potential - whose responsibility: n/a
8. Budget
a) Will there be a charge: n/a
b) Funds to cover supplies: n/a
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 knowledge deficit R/T lack of nutrition education AEB request to have presentation
by school.
C. RESEARCH AND PLANNING (how, who, and when the process of your work):
1.

Meeting Dates

Dates scheduled for planning and who will attend.

11/18 Lauren and Zile: Observation at Marlborough School
11/30 Lauren and Zile: Brainstorming and planning
12/3 Lauren and Zile: Observation at Marlborough School
12/8 Lauren and Zile: Planning for 2nd Presentation
12/9 Lauren and Zile: Planning and 1st Presentation
12/15 Lauren and Zile: Planning and Organizing
12/16 Lauren and Zile: Purchase and Presentation

 7 day meeting 12/9 at 1:45 pm

Evaluation meeting scheduled for:
(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 prepared by observing the class two times. A highly interactive and focused class will be the most
successful. Zile and Lauren worked to put in many activities that will have lots of guidance involved.
3.

How did you go about the development process? Who was involved?

The classroom observation was used to understand classroom management and see what type of
class style would work best. Zile and Lauren researched the respiratory system, the vascular system
and the brain and identified how it would be best explained to a 4th
grader. After the first presentation
we tried to find a way to incorporate realistic activities to help break up the material. Together we
used the list of foods grown in New Hampshire from Cindy to create our presentation.
4. What resources did you use? Why did you choose them and how did you find them? Relate back
to your assessment section.
Yardsticks by Chip Wood- to help understand where 9 and 10 year olds are developmentally
Then to see what information could be grasped by a 4th
grader on our chosen topics we used:
http://www.innerbody.com

http://www.coreknowledge.org/mimik/mimik_uploads/lesson_plans/630/Anatomy%20Across%20
the%20Grades%20K%20through%205.pdf
todaysdietitian.com

D. DEVELOPMENT (what the outcome

of your planning and development):
1.
Measurable Learning Objective
Students will identify 3-4 fruits and vegetables that are grown in NH
Identify 1-2 benefits of eating fruits and vegetables that are different colors
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.)
3 minutes
Lauren

Introduction
Remind about Responsive classroom- set the tone
Summary of previous class (lungs, blood, brain)
? Objectives ?
1. Identify 3-4 fruits and vegetables that are grown in New Hampshire
2. Identify 1 benefit of eating fruits and vegetables that are different colors
3 minutes
Zile
Icebreaker: hand out name tags
Stand up from our seats. Stretch. Breath. Relax.
Who Am I Game: F+V riddles
1. Im a vegetable that is good for your eyesight. I am long and orange and grow under the
ground with a green top. What am I? (carrots)
2. I am a crunchy vegetable. I have a lot of vitamin C and fiber. Some kids think that I look
like a little green tree! What am I? (Broccoli)
3. I come in different colors, like green and red. Before I became raisins, I was a bunch of
these. What am I? (grapes)
4. I am a fruit that grows on a tree, and come in many different colors. My name rhymes
with CHAIR and you might need to stand on a chair to pick me! What am I? (Pear)
5. Whats yellow and has ears, even though its a vegetable? (corn)
6. Whats green and has a head, even though its a vegetable? (Lettuce or cabbage)
7. A tall, green spear-hint, its hard to spell! (Asparagus)
8. Big and green with stripes outside, but red inside. (watermelon)
9. Yellow with lots of tiny dimples on the outside. (Lemon)
10. Red and has seeds on the outside. (Strawbery)
5 minutes
Lauren
NH climate:
Summer: long days, weather is warm, plants grow well- fruits and vegetables are plentiful
Autumn: each day is shorter than the one before, weather gets increasingly stormy. Storing food
is important
Winter: We are coming up on winter right now. What do you notice?
Days are short, weather is cold with plenty of snow. Fruits and vegetables are dormant (no
growth)
Spring: each day is longer than the one before. There is a lot of rain and warmer weather. Life
wakes up from its slumber. Plants begin new growth.
Question: What seasons do we grow produce here in NH?
What grows in the Fall? Squash, Potatoes, Kale, Apples
What grows in the Winter? Unfortunately not much grows here in the Winter but we can eat
canned vegetables to enjoy from other seasons.

What grows in the Spring? Asparagus, Spinach,

What grows in Summer? Watermelon, Berries, Corn

2 minutes
Zile
Questions:
What is your Favorite Fruit or Vegetable? What color is it?
On a flip chart write all the foods in their color
What do you notice?
Rainbow of fruits and vegetables
Each fruit and vegetable provides our bodies with different tools it needs to grow healthy. One
way we can make sure we get all of what we need, is by eating fruits and vegetables from each
color of the rainbow. What different colors are in the rainbow? Red, orange, yellow, green, blue,
and purple. These are colors we should look for when eating different fruits and vegetables
throughout the week.
Hand out sheets of paper if necessary
Each color gets 3.5 minutes
Lauren
Activity: in the next 60 seconds write down as many red fruits and vegetables that you can think
of
what did you come up with
Red Fruits and Vegetables Grown in NH:
raspberries
red apples
tomatoes
strawberries
beets
red peppers
Red: energy
What do you need energy for?
Relate back to jamie and Gabys class on energy
Energy is the ability to do work or cause change
Potential Energy(Stored Energy): Potential Energy is stored within our food
Kinetic Energy (Energy of Motion):We convert the food we eat into Kinetic Energy
(movement, playing, walking)
Mechanical energy is the energy of motion that performs work
When we ride our bikes, throw a ball or jump rope we are making mechanical energy
-play your clarinet or guitar
-can go for a bike ride

-stay awake to learn

Activity: In the next 60 seconds write down all the orange fruits and vegetables you can think of.
Orange F&V grown in NH:
sweet potato
pumpkins
butternut squash
carrots
Orange: eyesight
Why is this important?
What do we need healthy eyes? What does it help us do?
-Reading in school
-Seeing when it is darker out like in the winter
-Sports
-Playing instruments
Activity: In the next 60 seconds write down all the yellow fruits and vegetables you can think of.
Yellow F&V grown in NH:
Yellow summer squash
corn
yellow string beans
golden beets
Yellow: keeps you from getting sick
How come this is essential?
-stay healthy and not miss important school days
-dont miss out on hanging out with your friends
Zile
Activity: In the next 60 seconds write down all the green fruits and vegetables you can think of.
Put a star next to these ones on your list. Green F&V grown in NH:
asparagus
green bell pepper
broccoli
brussels sprouts
green cabbage
cucumbers
kale
leeks
spinach
green beans
zucchini
Green: healthy tummy
What do you need a healthy tummy for?

-dont want it as a distraction

Activity: In the next 60 seconds write down all the blue and purple fruits and vegetables you can
think of.
Put a star next to these ones on your list Blue/purple F&V grown in NH
Blueberries
Blackberries
purple cabbage
eggplant
Concord grapes
Blue/purple: healthy heart
why is this important?
relate back to presentation last week about what our hearts do and why we need to keep them
healthy.
-moves the blood around
-transports oxygen and carbon dioxide
Write all of the white F+V you can think of down
Put a star next to these ones on your list. White F&V grown in NH
onion
garlic
cauliflower
mushrooms
White: skin
Why do we want healthy skin?
-to heal from cuts well
Why should we eat different colored fruits and veggies?
Variety is key so you can get all of the tools that different colors have to offer.
10 minutes
Lauren
Food safety (hand washing). Pass out samples in cups, along with the worksheet.
Who knows what this is? Who has tried this before? What is this color good for?
Food Activity & Worksheet: Sample: beets
Food Activity & Worksheet: Sample: carrots
Food Activity & Worksheet: Yellow pepper
Zile
Food Activity & Worksheet: baby spinach
Food Activity & Worksheet: grapes
Food activity & worksheet: cauliflower

Ask the class what they notice about how it looks, how is feels, and how it smells. Record
observations. Provide a list of words to help explain what they may be sensing. Then invite them
to taste and listen. Remind the class not to say yuck if they dont care for it, because someone
else might find it yummy. If the students hear anyone saying yuck, tell them to say Dont yuck
my yum!
How much do you like it?- hold up 1-5 fingers. 5 being delicious and 1 being it wasnt for me
Try new fruits and vegetables that are grown in NH!
Bring the class back together, and summarize what they learned from the lesson. Today we
learned about different colored fruits and vegetables, and why it is good for us to try all different
colors. Now that we understand why it is so good for us to eat these different colored fruits and
vegetables, we encourage you try them.

3. Describe how your presentation addresses different learning styles

Auditory:Presenters speaking about the topics
Visual: PowerPoint presentation
Kinesthetic: worksheet
List ways that you included multiple intelligences in your planning:
allow opportunities for questions
asked students questions throughout the presentation
we provided information and asked them to make connections and find the answer on their
own
4. Explain how your planned evaluation method will show whether your learning objectives were
met.
Have students fill out tasting chart and vegetable worksheet.
5. What problems did you encounter in the development process?
We tried to make enough connections with the fruits and vegetables to New Hampshire. This was a
little challenging to try and find enough connections and ways to tie it back to New Hampshire.
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 Zile and Lauren purchased materials for the class and prepared the fruits
and vegetables. They arrived 10 minutes early and had little set up to do. The class started 5 minutes
late as a result of the previous activity the class was doing. The class was well behaved and engaged
during our introduction, icebreaker and first bit of content. Then there was a bit of a disruption when
5 students got up to leave for a different class. This was a bit of a distraction and caused a brief pause
(about 3 minutes) in the presentation. The class began to get talkative and antsy at the 35 minute
marker.
2. Did the presentation go as planned? Reflect on what went well?
The presentation took longer than anticipated and we ended up running short on time and not getting
through all of our planned activities. The students were really engaged throughout the presentation
and appeared to really enjoy learning about fruits and vegetables. The students liked the ice breaker
activity. They enjoyed that each who am I items increased in difficulty. They also liked the interactive
activity that had them list all of the fruits and vegetables they could think of.
3. How did the audience react to the presentation? Summarize and comment on preceptor feedback.
The audience seemed to really enjoy the presentation and remain engaged throughout the entire
presentation. Cindys feedback was related to the timing of our presentation. The majority of our time
was lost because we allowed too much time for students to share. The students were excited to
share their answers and we should have only called on a set number (like 3) of students for each
question. This would have kept our presentation moving and allowed for more time for our final
activities.
4. How well did the audience grasp your objectives?
I think our audience seemed to sufficiently grasp our 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?
Next time it would be a good idea to use popsicle sticks to help limit the number of students called on
and help the selection process be equal and fair. I think we could have given the students 30 seconds
for each fruit and vegetable instead of 60 seconds.
6. R
ecommendations for future Interns:
Be careful not to get caught in the sharing trap. At this age students are very willing to share their
answers. Sometimes students are so excited to share may start pleading with you to share their
answers. It can be easy to feel bad and want to get everyone the opportunity to share but it is
important for the success of the presentation to continue on after a designated number of students.
They can have the opportunity to share their answer for the next question.

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): $750
Food: $0
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)
Copies:$32
Food:$14.64
Other supplies and costs:
Overall costs: $796.64
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.