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: 4th Grade Presentation Topic: Digestion

Event Date: 3/31/17 Location: Alstead Primary School

58 Mechanic St, Alstead, NH 03602
Intern Name(s): Jackie Lindamood & Marissa Schriver

Team Leader: Jackie Lindamood Preceptor: Lisa Therrien & Stephanie Chmielecki

Person responsible for writing the COP: Both

B. NEEDS ASSESSMENT:

1. Identify site contact: Lisa Therrien ltherrien@sau60.org

2. Identify population
a) Gender: boys & girls
b) Age: 4th grade (8-9 yrs. old)
c) Education level: 4th grade level
d) Number of participants: 22 people

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: We chose this topic on our own and then found out that the interns did this topic last
year but they received such great feedback from the teachers that they requested we cover it again.
We observed the 4th grade classroom during the breakfast fair. During that observation time, we
realized that there is structure to the classroom, but it is a very comfortable atmosphere so we will
be sure to conduct our presentation in that way as well. The students work well with 10-15min of
lecture followed by an activity, so we will conduct our lesson this way. There is access to a
SmartBoard for PowerPoint and student interaction if we choose to use these options.
a) Other programs recently presented: The interns last year covered digestion as well, but they
used more of an interactive game to dictate the lesson so we plan on doing something different.
b) What the audience knows: They have not yet covered digestion as part of their curriculum, so
we will be starting from the basics.
 c) What the audience wants to know - what is relevant: The audience wants to know all about
digestion; basics, properties of the individual organs, tips for healthy digestion, diet for digestion,
etc.
d) Evaluate health literacy - and other cultural issues: Low health literacy

4. Setting - tour of facility

a) Room size and set up (diagram)

b) Presentation resources
Availability of food prep area: Table in the back of the classroom available but
most food prep should be done prior to lesson
AV resources: SmartBoard/ PowerPoint available, students sit in individual desks,
tables available for prep/ display

5. Day of week/ time of day for presentation: Friday, March 31st 8:45 - 9:30am

6. Duration: 45min presentation

a) Attention span: Children around this age have an attention span of 10-15min. This will require
us to include an activity every 15min so we dont lose them before finishing what we intended on
completing during our time with them.
b) Conflict with other activities for population: We are presenting in the early morning so they
may still be tired and less engaged than wed hope for. If this is the case we will have to do our best
to be highly energized the entire time so that they are as well. On the other hand, this time slot
could work to our benefit, as we will be their first main lesson for the day so they would be more
engaged; it could go either way.
 7. Marketing potential - whose responsibility: 4th grade teacher

8. Budget
a) Will there be a charge: N/A
b) Funds to cover supplies: $150
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 related knowledge deficit related to no prior knowledge of digestion as
evidenced by teachers request to cover topic.
C. RESEARCH AND PLANNING (how, who, and when the process of your work):

1. Meeting Dates

Dates scheduled for planning and who will attend.

- 3/16, 3/21, 3/29, 3/230. : Marissa & Jackie

7 day meeting - Monday March 27, 2017 @ 8am

Evaluation meeting scheduled for: Directly after presentation

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

We felt that a classroom observation was very important during this step, which we
incorporated with our time spent at the Alstead breakfast fair. From there, we were able to gain
exact insight into how we should direct our presentation. We tried to focus on presenting the
information on their level, while adding fun and comfort to the classroom.

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

The development process started off rocky when trying to solidify our presentation date
and topic but once we had that figured out, it just flowed from there. We created the outline of
the presentation, including activities, together and then filled in the content on our own. We
then met up several times to edit what we had as need be.

4. What resources did you use? Why did you choose them and how did you find them?
Relate back to your assessment section.

We were sure to choose sources that were up-to-date, kid-friendly, credible and reliable
so that we were confident that the information we were presenting was accurate and
appropriate to our age group. The resources we used were as follows:
 -http://www.kidshealth.org/digestion

-Marieb, E. N. (2012). Essentials of human anatomy and physiology (10th ed.). Pearson.

D. DEVELOPMENT (what the outcome of your planning and development):

1. Measurable Learning Objectives:
-Identify organs in the order they are needed during digestion
-Describe 1 function of each digestive organ
-Identify 2 ways to improve digestion

2. Outline of presentation:
Our presentation will begin with an icebreaker called Pass the Toilet Paper. For this
activity, we will have the kids stand in a circle or line, pass around a roll of toilet paper to each
child and ask them to take as much as they think theyll need. After everyone has toilet paper,
we will ask the students to tell us as many facts about digestion or ask as many questions as
squares of toilet paper theyre holding. This will allow us to assess what the children already
know, while setting the fun yet educational tone of our presentation . We hope to get the
children excited to learn while creating a comfortable atmosphere. Before beginning our
presentation, we will hand out a packet with a blank diagram of the digestive system, fill in the
blank questions and a list of terms to define to each child. As we discuss the content of our
presentation, the students will be asked to fill out the packet accordingly. The children will do
this independently and we will discuss the correct answer at the end of the class. This will serve
as our continuous evaluation tool because it will assess the students understanding of our
presentation.
We will then introduce the topic of digestion in its broad definition, before getting into
all of the processes. We will discuss the process of digestion as it pertains/ flows to each
individual organ involved. We will discuss the role and function of each organ, whats occurring
during each step and what physical state the food is in during each step. After this, we will
transition to our next activity, Digestion Dash. We will divide the class into groups of 5 or 6,
depending on class attendance that day. Then, we will distribute a bag of pictures of digestive
organs to each group and when we say go, they have to put the picture in the correct order of
digestive processes BUT they have to do this silently. We are requiring them to order themselves
without talking to add more of a challenge into the game to assess what they already know. The
first group to finish in the correct order, wins! We will provide the winners with a prize of water
bottle & everyone else will receive a notepad and eraser previously purchased.
After this activity, we will discuss dietary tips for maintaining healthy digestion, while
fostering discussion. Finally, well close with our call to action and open the floor up to
questions.
3. Describe how your presentation addresses different learning styles:

Auditory: PowerPoint with discussion

 Visual: text and visuals on PowerPoint, swallowing video, handouts provided during
and after presentation, pictures/ props provided during Digestion Dash!

Kinesthetic: Pass the Toilet Paper, Digestion Dash, evaluation handout

List ways that you included multiple intelligences in your planning.

During our presentation, we will include opportunities for both the independent learner
and those who do well with group collaboration to thrive. The blank diagram of the digestive
system and icebreaker provides opportunities for the independent learner to shine and
Digestion Dash allows for group collaboration. We also appeal to many different learning
styles so that all students will enjoy our our presentation.

4. Explain how your planned evaluation method will show whether your learning objectives
were met.
Our digestive system handout will serve as a running evaluation tool to assess the
students throughout our presentation. We will be sure to check and go over the correct answer
at the end of our lesson to assess their responses further. We felt that a continuous evaluation
tool will truly allow us to assess them on the entirety of our presentation.

5. What problems did you encounter in the development process?

We struggled with simplifying the information to a 4th grade level, as there is a lot of
complicated and scientific information involved with our topic.

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 we had a massive snow storm. This meant a half day for
Alstead School and a last minute change to the order of the presentations. We were supposed
to start with pre k , k, 1st, 2nd, 3rd and 4th grade, but Stephanie was commuting a long way and
we wanted her to get home safely which meant starting with our Key 3rd and 4th grade
presentations. There was no pre K in session due to the snow so we did not present to them and
we combined 1st and 2nd grade for sake of time. Another last minute change included changing
the K snack from something they could eat right there, to a snack that could be taken home
because they had already eaten snack prior to our activity.

For the most part, our 4th grade presentation went as intended in our outline described
above. On the day of the presentation, the students had a half day due to inclimate. This threw
off the schedule of our presentations so we had to start with 4th grade as opposed to ending
with them, but this worked in our favor because the students were high energy and engaged.
We were able to follow the same flow that we intended and stuck to our outline almost exactly.
There was one student who had a strong digestion knowledge base as compared to the others,
so he asked many questions but this added to our presentation to encourage discussion. There
were many questions asked throughout the presentation and a lot of student involvement
which is always a positive factor. They also really got into our activities and worked hard to use
what they just learned to apply it to each activity. Overall, this presentation went over very well
in various aspects and we were very happy with it.

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

Yes, the presentation went over very well. There was a lot of student involvement
throughout the activities, class discussion and question asking. The kids were engaged and
seemed very interested in the content judging by the fact that we had a lot of comments and
questions. Marissa and I knew the information well and were comfortable with all the content.

3. How did the audience react to the presentation? Summarize and comment on preceptor
feedback.

The 4th graders were a little shy during the ice breaker. Comments on preceptor
feedback included Pass the TP. Poop Paper, fun but not super talkative. After this activity, they
perked up and became more engaged as we went on. They seemed to think our presentation
was interesting and SUPER FUN! Other preceptor comments included good visuals, well
received, Good choice of words ex: rubber band as a sphincter, and good visual with tape
measure.

4. How well did the audience grasp your objectives?

About of the students grasped the first two objectives as evidenced by their responses
provided to the questions in our packet. We went around the classroom and asked them to
provide us with responses to each questions and while many of the students had the correct
answer, a few of them didnt. Despite this, more students demonstrated adherence to the
objectives through the game digestion dash they were able to order and recall the names of
the digestion information quickly without talking. As far as our third objective, when asked what
they could do to improve or regulate digestion, they all had an answer.

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?

The only thing I would do differently would be to have a tape measure that was at least
22ft long or line up the whole class so they could see how long 22ft really is. It was a bit of a
surprise to us that the tape measure was only 12ft long! Whoops! If we had more time I would
have liked to have them complete and go over the second page of the digestive dude but we
 just didnt have enough time. We also would have allowed for more questions if there was more
time allotted to our presentation. We were losing track of time and therefore couldnt get to
each students question but would have liked to if given more time. Our material was very age
appropriate and the activities were placed at the perfect point in our presentation to break up
lecturing and hands-on learning.

6. Recommendations for future Interns:

-Incorporate a lot of discussion because children like to get involved in their own
learning
- Prepare materials at an age 1yr older than their actual age, as some students may be
more advanced than anticipated
- Include an activity every 15min to keep them engaged
-Be creative! Have fun! The kids really liked the prizes it gave them incentive to listen
and even take notes

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): 37 hours X $25 = $925
Food: N/A

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): 5 hours X $25 = $125
Copies: : Handout 20 copies: $0.80
Digestion Dude 20 (2 pages) 40 copies: $1.60

Food: N/A
Other supplies and costs: $37.00 (prizes) + $70 (breakfast fair)

Overall costs: $1,159.40

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.