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:

Center

Event: Kids in the Kitchen

Topic: Brown Bag it/Homemade School Lunch

Event Date: October 7, 2016

Location: Auditorium A & B, Cheshire Medical

Intern Name(s): Tiffany Ma, Zachary Neveu

Team Leader: Tiffany Ma

Preceptor: Whitney Hightower

Person responsible for writing the COP: Tiffany Ma

B. NEEDS ASSESSMENT:
1. Identify site contact
Jennifer Begley is the site contact for this program. She is the Worksite Wellness
Program Manager at Cheshire Medical Center.
2. Identify population
a) Gender: Males and females
b) Age: 4-8 years old

c) Education level: Standard of 4-8 years old

d) Number of participants: 14 total kids expected

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 created by Jennifer Begley and Whitney from the previous year. Jennifer
expressed interest to Whitney about developing a program that would incorporate the efforts of
both families and kids in the community. Jennifer also wanted the pediatrics department to be
able to have a program that could be used as a referral to parents who expressed any type of
interest in having their kids participate in a nutrition education class. Whitney ultimately decided
to bring back Kids in the Kitchen, since it was so well received in the past. The planning of the
program and the creation of the topics were created with the efforts of two past interns, Brooke
and Hope.
a) Other programs recently presented: None

b) What the audience knows: Limited nutrition information

c) What the audience wants to know - what is relevant: How to make healthy lunches
to bring to school
d) Evaluate health literacy - and other cultural issues: Health literacy is not a
predominant issue.
4. Setting - tour of facility
a) Room size and set up (diagram):

During our first meeting with Jen Begley, Zach and I requested the layout of the room to
be in a specific setup. We felt the room size was more than adequate for the presentation and
cooking demo.
b) Presentation resources:
All resources used were borrowed from the mobile kitchen.
Availability of food prep area: Adequate space for participants to complete cooking
demo on tables, sink in the back of the room.

AV resources - space available for visual teaching aids: The room did have AV
resources available, but we used a flip-chart instead.

5. Day of week/time of day for presentation: Friday evening from 5PM-6:30PM.

6. Duration
a) Attention span: We expect the participants to have limited attention span since they
are 4-8 year olds. We hope that the parents can serve as facilitators for their children if they start
to lose focus during the lesson.
b) Conflict with other activities for population: There are no conflicts with other
activities for this population.
7. Marketing potential
Jen Begley is responsible for the marketing aspect of these presentations. There were
advertisements in the local daycare and in the newsletter of Cheshire Medical Center. The
description in the newsletter is as follows, Hectic family schedules and convenience food make
the traditional concept of making dinner every day nearly obsolete. And for many parents, the
idea of kids in the kitchen conjures up images of chaos and mess. It doesnt have to be that
way! Cooking is a great way for parents and kids to connect. This series will offer practical,
hands-on ways to get the whole family involved and provide healthful, flavorful recipes that kids
wont hide in their napkins. Join Keene State College Dietetic Interns as we cook up something
fun. Each class will feature different recipes and build new skills. Space is limited. Registration
is required.
8. Budget
a) Will there be a charge: No, this presentation is free of charge.

b) Fund to cover supplies: There is $100 allotted for each presentation.

c) Cost of marketing: N/A

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

Jen Begley can be reached via e-mail at jbegley@cheshire-med.com.

10. Write a community group focused PES statement based on your assessment.
Food and nutrition-related knowledge deficit as related to lack of prior nutrition-related
education as evidenced by participation in program about nutritious and easy to prepare meals.
C. RESEARCH AND PLANNING (how, who, and when the process of your work):
1.

2.

Meeting Dates

Dates scheduled for planning and who will attend

October 4th, 2016
Location: CMC
Attendance: Both Zach and I attended a meeting with Jennifer Begley on
this date to discuss our lesson plan and any materials we might need from
CMC. We also took some time this day to work on our presentation
materials.
October 7th, 2016
Location: Campus and my apartment
Attendance: Both Zach and I were present to do most of the preparation
for todays presentation.

7 day meeting There was no 7-day meeting.

Evaluation meeting scheduled for:

Immediately after the presentation was over and the families had left, Jennifer,
Sylvie and Whitney relayed their comments and concerns to Zach and I.

Based on the results of the needs assessment, what did you do to prepare?
We did not complete a needs assessment.

3.

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

Most materials were created from the past intern. The materials that we did decide to
make included the flipchart and the MyPlate example we used during our lesson. We decided
to use a flipchart instead of a powerpoint because we wanted to make sure we kept the
chemistry in the room intimate. Both Zach and I were equally involved in the development of the
entire process.

4. What resources did you use? Why did you choose them and how did you find them?
Relate back to your assessment section.
Since we did not make the materials from scratch, our resources were directly given to us
through the materials provided.
D. DEVELOPMENT (what the outcome of your planning and development):
1.

Measurable Learning Objectives:

1. Be able to name at least 2 different foods from each food group.

2. Be able to build a balanced plate with at least 3 food groups using the MyPlate
template and understand the importance of having variety in their diet.
3. Practice beginner cooking skills such as mixing, measuring, and chopping.
4. Get hands-on experience preparing a meal item in the kitchen.
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.)
1. Introduction
a. Introduce ourselves
b. Encourage participants to introduce themselves and where they are from
c. Introduction to topic
d. Overview of todays lesson
2. Icebreaker
a. Students will answer the question What's my favorite lunch? and share it with
their neighbor
b. Students will share together as a group
3. MyPlate
a. Introduction to each food group will begin with, What is your favorite (FOOD
GROUP)?, and How do you like to eat this (FOOD GROUP)?.
i.
Fruits (Tiffany)
1. Write down participants answers
2. Brief nutritional information
ii.
Vegetables (Tiffany)
1. Write down participants answers
2. Brief nutritional information
3. Who am I? game

iii.

4.
5.

6.

7.

8.

3.

Grains (Zach)
1. Write down participants answers
2. Brief nutritional information
3. What other types of grains are there?
iv.
Protein (Zach)
1. Write down participants answers
2. Brief nutritional information
v. Dairy (Zach)
1. Write down participants answers
2. Brief nutritional information
Reminders of class rules
Kitchen safety demo
a. Zach will verbally go through each kitchen safety rule while Tiffany demonstrates
by acting out the rule.
i.
Hand-washing
ii.
Walking, not running
iii.
Using utensils while cooking
iv.
Knife safety
Food preparation
a. Participants will be separated into groups according to their age level (which is in
accordance with their skill level)
b. Zach and I will walk around to observe and help any students
Food Tasting
a. After participants finish their recipes, all parents and children will be asked to sit
together family style to enjoy their foods
b. Groups who have finished early were given the MyPlate sheet to color on
Wrap-up and goodbyes
a. Ask if there are any questions
b. Provide parents with handouts to take home
c. Tell parents they look forward to seeing them in two weeks!

Describe how your presentation addresses different learning styles:

Auditory: Students will listen to MyPlate lesson.
Visual: Zach and I made mock MyPlates with real plates and will use it as a visual
cue during presentation. During the Kitchen Safety portion of the presentation, I will be
acting out all the kitchen safety rules.

Kinesthetic: Students, with the help from their parents, will work together in groups
to develop a recipe using different cooking utensils and ingredients.

List ways that you included multiple intelligences in your planning.

Bodily-kinesthetic: Students were asked to wash their hand at the sink and go to
their designated cooking demo tables.
Interpersonal intelligence: Students were asked to share their favorite lunches
with their neighbor
Intrapersonal: Students were able to use intrapersonal skills during the cooking
demo to see where their own skills were for the tasks allotted.
Verbal-linguistic: Students were asked what their favorite lunches were and how
they like to best prepare them.

4. Explain how your planned evaluation method will show whether your learning
objectives were met.
1. Be able to name at least 2 different foods from each food group.
2. Be able to build a balanced plate with at least 3 food groups using the MyPlate
template and understand the importance of having variety in their diet.
3. Practice beginner cooking skills such as mixing, measuring, and chopping.
4. Get hands-on experience preparing a meal item in the kitchen.
The planned evaluation method for learning objective (2) was not able to be met due to our time
constraint. All the other evaluation methods were able to be met through observation on behalf of
Zach and I.
5.

What problems did you encounter in the development process?

Upon reviewing the outline, Zach and I felt that we would not have adequate time to
complete the presentation. We decided collectively on these changes:
We changed the icebreaker to a verbal conversation so participants were able to
introduce each other and develop communication skills as a group
We used the lunch activity as a take-home handout instead of an in-class activity
to save some time.
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.

Friday October 7, 2016

Time

Description of event

10:30AM- 11AM

We picked up the printed materials from Redball Express

11AM - 12PM

We grabbed the items we needed from the mobile kitchen. Some of the
items included: kids safety knives, cutting boards, the food processor,
mixing bowls and measuring cups.

12PM - 1PM

We went shopping for food supplies at Market Basket.

1PM - 3PM

We spent most of this time to go over presentation materials.

3:30PM - 4PM

We prepped any food items that needed to be taken care of before the
presentation. This included: cooking the pasta, cleaning the vegetables
and fruits, thawing the frozen corn, and draining the chickpeas.

4PM - 5PM

We used this time to set up the room to our liking. Thankfully, the
room was set up the way we pictured it so we were able to use this time
to set up other materials, as well as practice our presentation one more
time.

The only thing that changed last minute was the number of participants. We were
expecting a total of 14 kids, instead there were six. Also, we were hoping to delegate the
Hummus recipe to a group of older students since they would be capable of using the food
processor safely. Instead, Zach made the hummus recipe while I walked around to observe and
answer any questions.
2.

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

Both Zach and I felt like the presentation went really well for our first time. We were
given adequate time to set-up our materials so we were not rushed whatsoever. Parents/guardians
were arriving past the scheduled time so we began the presentation about ten minutes late. One
family group came in a little upset in the beginning, which caused a bit of a scene in the
beginning, but we both reacted in a calm and understanding manner. Both Jen and Sylvie said
that we handled the situation really well and were impressed at how composed we were during it.
We were able to get most students on board answering questions about different food
groups during the MyPlate lesson. The only thing that did not go as planned was having enough
time to ask the students to complete the MyPlate activity at the end. Instead, we improvised and
asked if the parents could complete the activity with their kids at home. The cooking demos went

smoothly and we were thankful that most parents/guardians in the room decided to help their kid
with the recipes since most of the kids there were very young.
3. How did the audience react to the presentation? Summarize and comment on
preceptor feedback.
Zach and I felt like the audience reacted well to most of the presentation. The kids had
the most energy in the beginning of the presentation and then it slowly dissipated towards the
end of the MyPlate lesson. We definitely will look into having a much more lively activity
possibly in the middle of the lesson to refocus their attention. Both Jen and Sylvie said we
received positive remarks on their own evaluation sheets, but also felt like the kids were starting
to get antsy towards of the end of the presentation and recommended an activity in between.
4.

How well did the audience grasp your objectives?

The audience was able to grasp all of our learning objectives except for the one requiring
the MyPlate activity. Majority of the kids were able to listen to rules and follow instructions for
the recipes. The only child that did have a trouble listening to rules was the one with the family
who came in upset. Overall, we felt like the audience was able to grasp most of the learning
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?
I think the tone of the presentation worked really well for this audience. Zach was able to
be Chef Zach, which the kids found entertaining. Zach wore his chef hat and allowed the kids
to play with it during food tasting. He also joked around with them and put hummus on his face
which they found hilarious. For next time, we definitely want to make the lesson more geared
with activities so we are able to keep the attention of the group focused. We definitely want to
look into group activities as well so the kids can interact with one another. We felt like the
program and material was a bit dense for the age group, but it is also hard to tailor material that
is comprehensible to an 8-year old, but not a 4-year old.
6.

Recommendations for future Interns:

Whether you use a PPT or a flip-chart, make sure to have it visually appealing to kids.
Take the time to walk yourself through the entire lesson. Kids can definitely be a tricky
group to work with so planning well in advance definitely helps.
Keep an open mind when asking for answers from the kids. Kids can give completely
wrong answers and side-track the lesson but be sure to switch the topic.

 Be sure to request certain materials (paper towels, forks, plates, etc) from Cheshire
Medical Center because not only do they have it in storage, this will also help to conserve
the internships budget.
Definitely plan for more activities to keep the kids more focused.
7.

Financial Report:

ost of Development: (Includes: labor for preparing the project, food cost for
C
testing the food activity; please note that labor costs include hours worked by ALL team
members)
Labor ($25/hour): $425.00
Food: $51.22

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): $75.00
Copies: 15 copies with 10 pages each 150 copies in B/W: $4.50
Food:
Other supplies and costs: $28 flipchart

Overall costs: $583.72

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.