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 Teen Presentation
Topic: Vitamins and Minerals for Energy and the Immune System
Event Date: 03/16/2016
Location: Marlborough School
Intern Name(s): Katie Glynn, Zile Jones
Team Leader: Katie Glynn
Preceptor: Cindy Knipe
Person responsible for writing the COP: Zile Jones
B. NEEDS ASSESSMENT:
1. Identify site contact: Melanie Seavey, Middle School Science Teacher
2. Identify population
a) Gender: Mixed
b) Age: 12-13 years old
c) Education level: 7th grade
d) Number of participants: 21 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).
The topic had been predetermined by the site in conjunction with Cindy Knipe.
We were able to communicate via email with Cindy to learn about what we were
expected to cover. We visited the site on 3/8 to observe Brooke and Emily.
Brooke and Emily were great teachers. They used the Take 5 method a lot and
it was clear that this is an effective tool for the class. We were able to pick up a
few pieces of information that will be good to review in our class. We also liked
how they incorporated their handout into their class so we have decided that this
will be good for our class as well.
a) Other programs recently presented:
The class presented prior to us was Brooke and Emilys class on bones and
muscles. We will be teaching the next class in the series.
b) What the audience knows:

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The students already have existing knowledge of force and motion based
on their current science curriculum. They have a base of knowledge on
bones and muscles, these topics should be reviewed in the beginning of
the class
c) What the audience wants to know - what is relevant
The goal of the students is to learn how to assemble good, healthy snacks
so they can teach younger students later on.
d) Evaluate health literacy - and other cultural issues
The students are all 7th graders. Like any classroom, students are at
varying levels. Some students are lower, and there is a student with
multiple learning disabilities that requires a one-on-one aid, while others
are more advanced. Health education is limited at the school so health
literacy may be low.
4. Setting - tour of facility
a) Room size and set up (diagram)

b) Presentation resources

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Availability of food prep area: There are sinks in the room and counter
space is available
AV resources - space available for visual teaching aids: White board,
overhead projector

5. Day of week/ time of day for presentation; Wednesday, February 16 th at 10:2611:16am

6. Duration: 50 minute class period
a) Attention span: No longer than 20 minutes of lecture
b) Conflict with other activities for population: The presentation is taking
place of wellness class
7. Marketing potential - whose responsibility: N/A
8. Budget
a) Will there be a charge: No
b) Funds to cover supplies: $10.00
c) Cost of marketing: N/A
9. Best way/time to reach site contact for future plans: emailmseavey@sau29.org
10. Write a community group focused PES statement based on your assessment.
Food- and nutrition-related knowledge deficit, related to lack of prior
nutrition-related education, as evidenced by request of snacks for immunity
and energy class.
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 3/6/16: Zile and Katie- Presentation development and task distribution
o 3/8/16 with Zile, and Katie- Class observation
o 3/15 Zile and Katie- Final prep

7 day meeting 3/8/16 at 4pm

Evaluation meeting scheduled for: 3/16 following the presentation

2. Based on the results of the needs assessment, what did you do to prepare?
To combine the content the students are currently covering in their science
course, and a health-related topic, we are focusing on how preparing snacks
to promote energy and immunity. The lesson will begin reviewing Brooke and
Emilys previous class. The lesson will then progress to learning about specific
foods that provide energy and strengthen the immune system. Planned
activates will help to make the topic more engaging (quest, mad libs)

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3. How did you go about the development process? Who was involved?
Katie and I first began with identifying the basics about energy and immunity,
and what food supports them. Then we moved onto incorporating these foods
into how to build a healthy snack. After we had the information all gathered
we worked on making the lesson more interactive. We came up with the
theme of a quest which helped us to become more creative with picking
activities. We added a Mad Libs activity in the beginning, and an activity with
various stations at the end. Katie and I collaborated for most of the lesson
planning.
4. What resources did you use? Why did you choose them and how did you find
them? Relate back to your assessment section.
We chose these sources to ensure the information we were providing was at
the right academic level, and to ensure that it was correct.
http://www.niddk.nih.gov/health-information/health-topics/weightcontrol/take-charge-your-health/Pages/take-charge-your-health.aspx#b
http://kidshealth.org/en/teens/immune.html#
Erickson, K. (2012). BOOST YOUR IMMUNITY. Better Nutrition, 74(12), 32-36
5p.
Eat Right for a Strong Immune System. (2014). Tufts University Health &
Nutrition Letter, 31(11), 7-7 1p.
http://www.webmd.com/cold-and-flu/ss/slideshow-immune-foods
http://www.health.harvard.edu/staying-healthy/how-to-boost-your-immunesystem
Ansel, K. (RD) http://www.fitnessmagazine.com/recipes/healthyeating/nutrition/5-nutrients-you-need-for-energy/?page=6
D. DEVELOPMENT (what the outcome of your planning and
development):
1. Measurable Learning Objectives:
By the end of the lesson:

By the end of the class students will demonstrate knowledge of two food
items the support energy and support the immune system.

By the end of the class students will demonstrate being able to assemble
two snack foods that support their energy and immune system

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.)
*Attached
3. Describe how your presentation addresses different learning styles:

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Auditory: through spoken presentation, listening to classmates ideas and

examples

Visual: power point, handout

Kinesthetic: Movement through the quest activity

List ways that you included multiple intelligences in your planning.

4. Explain how your planned evaluation method will show whether your learning
objectives were met.
Students will be evaluated by the quest at the end of the class. One station
will have the students arranging food models into good snacks. One station
asks the students to identify two foods that provide energy. Another station
asks the students to identify two foods that support the immune system.
Their responses at these stations will show Katie and I if our objectives were
met.
5. What problems did you encounter in the development process?
Our initial problems were related to not knowing what the topic was going to
be, having to plan a large portion of our lesson before we could observe the
class, and the fact that Katie and I both have busy schedules. Getting started
was challenging. Once we got going, our next concern was we wanted to
make the class engaging for the teens but did not want it to be cheesy.
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.
At 10:26 the students filed into the room and sat down. It took a little bit for
them to settle in but then we were able to get started. The informational part
of the presentation ran according to plan. Every transition, however, took
more time than we had anticipated. Katie and I ended up having to cut our
food activity at the end because of the extra time it took to transition through
our activities.
2. Did the presentation go as planned? Reflect on what went well?
The beginning of the presentation went as planned, however we did have to
cut our food activity at the end. Katie and I did a good job of engaging the
audience and getting them to participate as much as possible which had
been our goal going into it.
3. How did the audience react to the presentation? Summarize and comment on
preceptor feedback.

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The audience seemed receptive to our presentation. They were participating

well and had many great comments to our questions. One student was able
to describe that a sugary snack is bad because of the effect on blood glucose.
Cindy mentioned that we could have more success with control by being
more firm with the Show 5 activity. Doing this during our second class in
the series could give us more time and thus allow us to complete everything
we set out to complete.
4. How well did the audience grasp your objectives?
Our evaluation method was the quest at the end of the class. Each station
tested a portion of our objectives. Every group was able to successfully work
their way through the stations and display that our objectives were met.
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 cut a little bit of information out of the beginning and be more firm
with the show 5 to ensure there would be enough time for the snack at the
end. A few of the teens were disappointed that we didnt make it to the snack
and I think it would have been beneficial for the teens to be able to taste a
good healthy snack.
6. Recommendations for future Interns:
Dont overload your presentation with information. It is better to cover a few
points really well than to cover more, but quickly and run the risk of
crunching fun activities at the end.
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): $1,100
Food: $0.00

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): $50.00
Copies: $2.00
Food: $7.95
Other supplies and costs: $2.00
Overall costs: $1,161.95

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

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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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