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: Energy- Fueling Your Body

Event Date: November 18th, 2015

Elementary

Location: Marlborough

Intern Name(s): Gaby Espinoza, Jamie Bronner.

Team Leader:

Gaby Espinoza

Preceptor: Cindy

Person responsible for writing the COP: Gaby

B. NEEDS ASSESSMENT:
1. Identify site contact: Joe Benham, 603 876 4465, jbenham@sau29.org best to
contact through email.
2. Identify population
a) Gender: Boys and Girls
b) Age: Grade 4 (9-10 years old)
c) Education level: 4th Grade
d) Number of participants: 20
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 school determined the topic. The school also requested that we incorporate
some form of anatomy into the presentation. I was able to observe the classroom
and communicate with the teacher. I made some useful information on
classroom management and learned that the school follows a Responsive
Classroom.
a) Other programs recently presented: Our last presentation was on energy
where we focused on the different types of energy such as mechanical,
potential, and kinetic.

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b) What the audience knows: The audience has had nutrition classes by
previous interns. From the previous class, they know about potential, kinetic,
and mechanical energy.
c) What the audience wants to know - what is relevant: The audience wants
to learn about basic nutrition and the functions of the body.
d) Evaluate health literacy - and other cultural issues: There is minimal
health literacy since the audience is very young. There were no concerns that
were mentioned by the teacher.
4. Setting - tour of facility
a) Room size and set up (diagram)
There is a projector in the front of the classroom with whiteboards on the sides.
There is free space in the middle of the room for the students to gather in a
circle. The desks are arranged in rows. There is a corner called the Hocus Focus
area where students are sent if they are misbehaving in class.

Teachers
Desk
Hocus
Focus
Area

Projector

Student Desks
D
o
o
r

b) Presentation resources
Availability of food prep area- none
AV resources - space available for visual teaching aids- PowerPoint and
computer access
5. Day of week/ time of day for presentation: Wednesday 1:46 to 2:46 pm
6. Duration: about 45 minutes
a) Attention span: About 15-20 minutes, the teacher recommends an activity
every 15 minutes.
b) Conflict with other activities for population- They have regular class. We
will be coming in right after their quit reading time and we will need to give
the students time after the presentation to pack up their stuff.
7. Marketing potential - whose responsibility: Joe
8. Budget
a) Will there be a charge: No
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

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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.
o 12/1 Gaby and Jamie Development of outline for presentation and
PowerPoint.

7 day meeting Wednesday December 2, at 10:00 am

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?
a. After discussing the needs of the group we decided to keep the
presentation simple and include a lot of activities to get the
student moving and have fun. We want the presentation to be
very interactive. We conducted research on lesson plans for
nutrition and energy for 4th graders.
3. How did you go about the development process? Who was involved?
a. Jamie and I brainstormed different ideas that we had to present
the material. In the previous presentation the children seemed
to really enjoy the drawing activity so we decided to include it
into this presentation again.
4. What resources did you use? Why did you choose them and how did you find
them? Relate back to your assessment section.
a. Yardsticks by Chip Wood This was a great book to review on
the developmental stages of Nine and Ten year olds. It discuss
the growth patterns in different areas such as physical, social,
and cognitive growth.

D. DEVELOPMENT (what the outcome of your planning and

development):
1.

Measurable Learning Objectives:

Participants will be able state at least 2 different kinds of energy.
Participants will be able to state at least one way that food gives us energy.
Participants will be able to sate at least one benefit that healthy food and
exercise helps our bodies.

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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.)

Welcome: 5 mins.
- Introduction: Why are we here: Talk about food, energy, and exercise and how
they all help us grow up to be smart and strong
Ice-Breaker: Before We Get Started Lets Use Some Energy!
- Stretch: Reach as high as you can, hold for 30 seconds, Touch your toes slowly,
hold for 30 seconds
- Jump real high and then crouch down low (repeat 3 or 4 times
- Activities to get the blood moving: Running in place for 30 seconds
- Have them make a funny face and freeze
Cool Down and Move to Seats: 2 mins
Energy Instruction: 10 mins.
- Work = Force x Distance, an example of work is using our muscles to push a chair
across the floor
- Potential Energy: Objects can have potential energy because of their position or
stored energy
- Kinetic Energy: An object in motion has kinetic energy
- Mechanical Energy: When we take our potential energy and make kinetic energy
to perform work
- Examples: A Car Filled With Gasoline Sitting in a Driveway has Mechanical
Potential Energy, When We Turn the Car on and Drive the Car Down the Street it
has Mechanical Kinetic Energy
- Where do we get our energy from? Foods we eat give us energy, all foods get
their energy from the sun. The sun makes the grass grow, animals eat the grass
and store the energy. When we eat animals that energy is transferred into us.
Fruits and vegetables get their energy from the sun, when we eat fruits and
vegetables their energy is transferred to us.
- What would happen if we filled a car with apple juice? It wouldnt run! Just like
cars need gasoline, we need healthy foods to help our bodies run!
- Our brains and muscles and bones are like the car, we need to give our brains,
muscles and bones the right fuel to run.
- What happens to old cars we leave outside and dont use? They rust and stop
working right! We want to take care of our bodies and keep them moving so they
dont become like those rusty old cars.

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Energy Activity #1: Healthy Snack and Discussion 15 mins.

- Students will pair up with friends and talk about their favorite snacks and
exercise
-

We will go over ask the kids to tell us what their friends favorite snacks and
exercises are.

Energy Activity #2: Drawing Healthy Meals and Snacks 15 mins.

- Students will draw their favorite healthy meal and their favorite healthy snack
- We will ask students if they want to put their two drawing from each
presentation together up on the board
- We will ask students to share what they drew for their favorite healthy meal and
snack
- We will ask students why eating healthy meals and snacks is important to them
Cool Down and Thank You: 5 mins
- We will thank the students for their participation
- We will give the students the handout for their parents

3. Describe how your presentation addresses different learning styles:

Auditory: We will have discussion and reflection

Visual: Will have a PowerPoint slide to display visuals.

Kinesthetic: The participants will be active and participate in several

exercises

List ways that you included multiple intelligences in your planning:

Through our presentation we incorporated 3 different learning styles.

4. Explain how your planned evaluation method will show whether your learning
objectives were met.
We will have a discussion where the children are able to share what they
learned and discuss what they drew as their favorite healthy meal.
5. What problems did you encounter in the development process?
We had difficulty in deciding what to include in the presentation on how to
simplify the material to make it age appropriate.

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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.
Jamie and I met in the morning of the presentation to run through the
presentation. We also spent time cutting up apples and preparing the Greek
yogurt fruit dip. We stored the dips, carrots, and apples in a cooler to transport
them to the school. We arrived 15 minutes early which gave us time to set up.
There was one student who was absent for the presentation. We also found out
the teacher was out for the day so a substitute teacher was running the class.

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

The students were more talkative during this class. It was harder to keep
control of the class than it was last week, which is most likely due to the
substitute teacher. The kids seemed to be very engaged in the presentation
and were actively involved in discussion and wanted to share their ideas. The
kids really liked the dips for the fruits and vegetables as well. The drawing
activity was a good way to end the class so that they can have a quiet
activity to calm them down towards the end. It was also a good way to
measure the objectives since they were able to share their favorite meals and
why it is important to them.
3. How did the audience react to the presentation? Summarize and comment on
preceptor feedback.
The audience seemed to enjoy the presentation and enjoyed sharing their
ideas with the class. They were very engaged in the topic but it was hard to
keep them in line. We should have set the rules at the beginning of the class
so that the kids know what our expectations of them are.
4. How well did the audience grasp your objectives?
We spent a few minutes in the beginning reviewing last weeks presentation
and the kids recalled a lot of the information which demonstrated that they
had a good understanding of the presentation. They had a good understating
of this weeks objectives as well since many of them were participating in
discussion and raising their hand to share their ideas. We were able to use
the drawing activity as a measuring tool for the objectives since they shared
what they drew as their favorite meal and why it is important to them.
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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 we would make sure to set the rules at the beginning of the class
and let the kids know that even they have a substitute teacher the rules still
apply. Things started to get out of control when we were passing out the
snacks for the kids so it would have been a good idea of one of us was
passing out the food while the other was taking care of the class.
6. Recommendations for future Interns: The kids can be very talkative and can
get distracted easily so it is important to maintain their focus. It was very
helpful to use the bell so whenever they got too talkative we would ring the
bell to bring their focus back. A lot of the kids raise their hand to share their
comments but try to limit the number of people you call on so that it wont
take up so much of the time. Also make sure that you set the rules in the
beginning of the class and let them know your expectations.
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):((15 * $25.00 ) + (10*$25.00)=$450+$250= $625
Food: $10.16

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): (2 * $25.00) +(2 * $25.00) = $100
Copies: 40 x $0.04= $1.60
Food:
Other supplies and costs:
Overall costs:$736.76

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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