COMMUNITY OPERATING PLAN

A. PROJECT INFO:

Event: Acworth Elementary School Topic: Rethink Your Drink (1st/2nd), Added Sugars
(3rd/4th)

Event Date: February 16th, 2018 Location: Acworth Elementary School

Intern Name(s): Katharine Rosenthal & Mary DiGioia

Team Leader: Katharine Preceptor: Stephanie

Person responsible for writing the COP: Katharine

B. NEEDS ASSESSMENT:

1. Identify site contact: Lisa Therrien, email her at ltherrien@sau60.org

2. Identify population
a) Gender: Male and female
b) Age: 6-7 years old (1st & 2nd grade) and 7-9 years old (3rd & 4th grade)
c) Education level: Limited health literacy
d) Number of participants: 11 students (1st/2nd) and 19 students (3rd/4th)

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:
1st/2nd: N/A
3rd/4th: Reading a Nutrition Facts Label
b) What the audience knows: The students should know about MyPlate and maybe a
little about sugar.
c) What the audience wants to know - what is relevant: What added sugars versus
natural sugars are, what is important to know about them, and what sources of food have them.
d) Evaluate health literacy - and other cultural issues: Health illiterate due to their ages.

4. Setting - tour of facility

a) Room size and set up (diagram)
 b) Presentation resources
● Availability of food prep area: Kitchen with a warming box
● AV resources - space available for visual teaching aids: Smart board, document
cameras

5. Day of week/ time of day for presentation: Friday during the morning (10am).

6. Duration: 30 minutes (1st/2nd grade) and 1 hour (3rd/4th grade)

a) Attention span: This age group does not have a long attention span, it will be
important that there are enough activities throughout the presentation.
b) Conflict with other activities for population: N/A

7. Marketing potential - whose responsibility: No marketing due to it being apart of the

students’ class.

8. Budget
a) Will there be a charge: No
b) Funds to cover supplies: $75
c) Cost of marketing: N/A

9. Best way/time to reach site contact for future plans: email - ltherrien@sau60.org

10. Write a community group focused PES statement based on your assessment:
Food and nutrition-related knowledge deficit related to limited exposure of nutrition-related education
covering added sugars as evidenced by request for topic 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.
o 1/31/18 - Katharine and Mary
o 2/1/18 - Katharine and Mary
o 2/11/18 - Katharine and Mary
o 2/12/18 - Katharine, Mary, and Stephanie
o 2/15/18 - Katharine and Mary

● 7 day meeting - Monday, February 5th at 12pm.

● Evaluation meeting scheduled for: After the presentation

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

We prepared our material based off of the attention span of our audience members. Since our audience
a younger age, we incorporated a lot of activities to keep them engaged. We also know that our
audience does not have a lot of nutrition knowledge, we made our information simple and easy to
understand.

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

We spoke with their school nurse who informed us about their nutrition education, the budget, and the
kitchen appliances that are available to us. Mary and I both worked on the material and collaborated
throughout the development process.

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.hsph.harvard.edu/prc/resources/out-of-school-time/
● http://www.actionforhealthykids.org/tools-for-schools/find-challenges/cafeteria-
challenges/1274-rethink-your-drink
● http://www.actionforhealthykids.org/tools-for-schools/find-challenges/cafeteria-
challenges/1274-rethink-your-drink
D. DEVELOPMENT (what… the outcome of your planning and development):

1. Measurable Learning Objectives:

1st/2nd grade:
1. Students will identify 1 beverage with added sugars
2. Students will identify 1 beverage with natural sugars
3rd/4th grade:
2. Students will identify 1 source of carbohydrates
3. Students will identify 2 sources of added sugars and 2 sources of natural sugars
4. 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 this as separate document)
SEE ATTACHED DOCUMENT

5. Describe how your presentation addresses different learning styles:

● Auditory:

1st/2nd grade: We discussed stoplight drinks and facilitated group discussion.

3rd/4th grade: A lot of discussion was involved throughout the presentation. We discussed the activities
outcomes after each activity.

● Visual:

1st/2nd grade: We used a stoplight poster to teach the students about red, yellow, and green drinks and
incorporated an activity.
3rd/4th grade: Images of simple and complex carbohydrates and images of added and natural sugar
foods.

● Kinesthetic:

1st/2nd grade: A few students helped juice oranges for freshly squeezed orange juice.

3rd/4th grade: Our activities involved two teams of students that sorted the carbohydrate examples into
“CHO” or “low” and “added” or “natural”.

● List ways that you included multiple intelligences in your planning.

1st/2nd grade: Stoplight poster image, discussion, stoplight activity, making orange juice, orange juice
taste test.

3rd/4th grade: A competitive activity with sorting groups of foods, class discussion, tasting of apples and
date dip.

6. Explain how your planned evaluation method will show whether your learning objectives
were met.
1st/2nd: Evaluated by stoplight drink activity. Students will tape their drink image on either red,
yellow, or green.
3rd/4th: Through the “CHO or Low” activity and “added vs natural sugar” activity. Students will
choose to put their food item in the respective bucket and the class will discuss the results after
the activity.
7. What problems did you encounter in the development process?
Making the material simple enough for kids to understand but still ensuring that they walk away
learning something. We had a hard time balancing between content and activities especially for the
1st/2nd graders.
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 morning of the presentation, Katharine went into the foods lab to prepare the date caramel dip and
slice apples for the 3rd/4th grade presentation. There was some miscommunication with reserving the
foods lab but it was figured out. We arrived at the elementary school 30 minutes early to set-up and get
organized. The number of participants we expected remained the same. The classrooms were set up
differently than we had envisioned but we were able to adapt our activities accordingly.

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

Some of the presentation went as planned. Mary did a great job on clarifying student’s confusion and
questions about added vs natural sugars and simple vs complex sugars. The students were extremely
excited about sampling the snacks and juice we brought in. 3rd/4th graders were also really energetic
and ready for the activities.
 3. How did the audience react to the presentation? Summarize and comment on preceptor
feedback.

The 1st/2nd graders were slightly confused where some drinks that were mentioned would fall under on
the stoplight poster. This was due to Katharine’s confusing responses to drinks such as a smoothie or
fizzy water. Stephanie commented on this on the evaluation. Stephanie also mentioned that there was
no content to evaluate on for 1st/2nd grade. We tried to make the presentation more activity based but
we found out that more content should have been incorporated. We also did not state what our
objectives were for the students.

3rd/4th grade students were really engaged in the presentation. Katharine responded to a few of the
student’s questions incorrectly and this confused the student more. Katharine should have taken the
time to answer the students questions more thoroughly. An example is when a student said coffee had
added sugar, Katharine said yes a latte might but instead she should have asked how is the coffee
made? And then answered more correctly. Mary did a good job at clarifying students confusion from
Katharine’s answers. Stephanie commented on this and that again the objectives were not clearly
stated.

4. How well did the audience grasp your objectives?

When evaluating students through our activities we found they grasped the objectives well but since we
didn't state these in either presentation, it is hard to say if they knew what they were learning today.

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 would make sure to take the time to answer students questions well, by asking them to expand on how
the food was prepared so I could give a more accurate answer to what type of carbohydrate was in it.

6. Recommendations for future Interns:

Make sure you ask students to give more detail when they ask a questions so that you can give an
accurate answer. Remember to incorporate food safety into the presentation especially if food is
involved. It was easy to forget this aspect in the moment.

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):
Katharine: 31 hours x $25/hr = $775.00
Mary: 26 hours x $25/hr = $650.00
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)
Labor ($25/hour):
1.5 hours x 2 = 3 hours
 3 hours x $25/hour = $75
Copies: 76 prints x 2 (double-sided) = 152 prints x $0.04 = $6.08
Food: $21.68
Other supplies and costs: $0

● Overall costs:$1,527.76