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: MC2 Teen Presentation
Health Swaps

Topic: Label Reading and Making

Event Date: Thursday, Nov. 3rd

Connections Charter School

Location: Making Community

Intern Name(s): Kristina Cooke & Erin Heidenreich

Team Leader: Kristina Cooke

Preceptor: Whitney

Person responsible for writing the COP: Kristina

B. NEEDS ASSESSMENT:
1. Identify site contact: Chris OReilly, [email protected]
2. Identify population
a) Gender: Male and Female
b) Age: 14-18 years old
c) Education level: High school
d) Number of participants: 40-50 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): Chris OReilly did not give us a specific topic to
present on. From our class presentation on teaching teens and looking through the
site books on previous presentations at MC2 we knew that our topic could be at a
moderate nutrition information level. We brainstormed some ideas and decided that
covering how to read a nutrition label and then apply it to make healthy food swaps
would be beneficial for the students. We passed the idea by Chris and he liked it.
a) Other programs recently presented: Topics such as mindful eating,
hydration, sleep, and teen wellness have been presented at this location before by

KSC Interns. However, this group of students may not have received those specific
topics since this will be the first presentation of the year.
b) What the audience knows: Students at this location have received other
health related presentations previously from KSC interns and other guest speakers.
However, it is unclear on the specific topic presentation each student attended and
how in depth the information was. Based on the students ages we can assume they
have a general background of food and nutrition information.
c) What the audience wants to know - what is relevant: The audience is
interested in general nutrition information including healthy eating, cooking,
wellness and physical activity. This population has general knowledge on nutrition
but would like to get more concrete information on specific topics.
d) Evaluate health literacy - and other cultural issues: Students at this school
have developed skills in reading, writing, and mathematics. MC2 also has a wellness
policy which includes bringing in guest speakers for student education, as well as
wellness assignments the students are given to improve their knowledge on general
wellbeing.
4. Setting - tour of facility: N/A - no tour of the facility was done.
a) Room size and set up (diagram) -

b) Presentation resources - PowerPoint

Availability of food prep area - N/A

AV resources - space available for visual teaching aids - PowerPoint

5. Day of week/ time of day for presentation: Thursday, November 3rd. 9AM-10AM
6. Duration
a) Attention span: Based on their age they have an attention span of about
15-20 minutes.
b) Conflict with other activities for population: They may not want to do
certain things, like get up and perform a song, skit, or dance. They are easily
embarrassed and coming into themselves. They care about what others think of
them. Something that can bring them together as a group would be great.
7. Marketing potential - whose responsibility: MC2
8. Budget

a) Will there be a charge: no

b) Funds to cover supplies: $20 available from KSC
c) Cost of marketing: none
9. Best way/time to reach site contact for future plans: Email Chris OReilly
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 covering specific topic as evidenced by no evidence of previous
presentation on label reading and Chris OReillys approval of need for the 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.

Kristina and Erin to meet the weekend of Oct 21st and week following.
Kristina & Erin meeting after Oct 27th to finalize plans.
7 day meeting - Thursday Oct. 27th, 5:30
Evaluation meeting scheduled for: The evaluation meeting is currently in
progress for time to be evaluated, but will most likely be immediately after the
presentation with Chris and through feedback of the students. We will also be able
to meet with Whitney to get feedback we can apply to the next presentation.

2. Based on the results of the needs assessment, what did you do to prepare?
There was no formal needs assessment for this group. However, we looked over the
information provided on teens. We also brainstormed ideas that would be relevant
to the target population age. We really wanted to provide information that the
students could practically use. Since decided reading labels can be very confusing,
but a crucial skill for making healthy choices, we stuck with this topic to meet the
needs of this population.
3. How did you go about the development process? Who was involved? Erin and I
decided on a topic based on the needs of the students at MC2. Most are at the age
that they are still eating not the best foods, but really take notice of what nutrition
choices impact their function. We wanted them to be able to critically think about
the food choices they are making, as well as learn some background of the labeling
and advertising process.
4. What resources did you use? Why did you choose them and how did you find
them? Relate back to your assessment section.

The FDA had excellent resources for actual requirements for labeling, loopholes like grams
permitted to not label an ingredient. Labeling requirements in general are all listed under the
FDAs website.
D. DEVELOPMENT (what the outcome of your planning and
development):
1. Measurable Learning Objectives:

1.
2.

Identify the mandatory components of a food label

Critically analyze the impact of optional marketing claims manufacturers add to labels

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.)
ICE BREAKER: Can Activity
Give each student group a can without the label. Have the students shake, roll, and
feel the can. Let them take a guess what is in the can. Then, give them the label of
what was in the can, ask if their guess was correct. What more information can they
get now that they have the front of the label? What are they missing.. Information
provided by the nutrition label. How is nutrition label different than just the front
label? Just as important to read the nutrition label as the front label, or else are are
going into it blind.
COVER OBJECTIVES WITH STUDENTS
INITIAL ASSESSMENT: Show a label on the board, ask students What does this
mean to you? What information can you get from it?
INFORMATION: Cover what the FDA and FTC are and their role in regulation,
requirements for a food label, ingredients, serving size, what different nutrition
claims mean. With the information provided they will be able to critically think about
the information on food labels.
ACTIVITY 1: Students will be broken into groups and given a food (ex: black beans).
They will have to draw a label and include all of the required items.
INFORMATION: More information about the optional terms that can be on food
labels, for example organic or natural. Different aspects of labeling, like trans fat
in ingredients list, hidden sugars, things that dont need to be listed. Claims like
healthy.
ACTIVITY 2: Students will take their first food label and add in optional food label
information, with the goal to increase sales. This is almost a role play of students
being the producers and marketing to the public.
EVALUATION: Each group will share their findings and tell the class their ideas.
CALL TO ACTION: Challenge students to incorporate the tools they have learned
while they are shopping for new products.

3. Describe how your presentation addresses different learning styles:

Auditory: Listening to information presented, speaking with group members
during activities.
Visual: Actual pictures of food labels with arrows to specific parts on the label,
pictures on the slides that reiterate information
Kinesthetic: Picking up cans during the ice breaker and actually looking at them,
analyzing things. Role playing in the activities.
List ways that you included multiple intelligences in your planning. Having things
they can actually touch and then discuss with us afterwards, reading labels and
seeing visually with different food examples. These incorporate multiple learning
styles. They will be able to go into as much detail and abstract thinking as possible
when we go through the slides and challenge them with questions. Evoking
questioning and thought incorporates a new level of thinking. Having an open
discussion encourages analysis.
4. Explain how your planned evaluation method will show whether your learning
objectives were met.
Discussing the findings of the two activities and what each group has learned will
allow us to tell whether or not students actually learned based on our objectives. We
will provoke discussion and written explanations of their findings will also be
analyzed.

5. What problems did you encounter in the development process? Focusing the
content on certain aspects of nutrition without overwhelming the audience was very
complicated. Also, activity planning can be difficult with this age group. We also had
to change our original plan of making it less nutrition focused on the label to more
about the FDA/FTC, and regulations/requirements for the food label.

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.
-

When we got to MC2 there was a presentation going on with about 30-40 students
in the classroom. We noticed students coming and going while the speaker was

talking and it made us a little concerned for our presentation. After the first speaker
ended the head teacher told the group that they would have the option of going to
another workshop or staying for our presentation on food labels. Most of the
students went to other workshops or independent study time so we only had an
audience of about 5 students and two teachers, this was much different than the
50-60 we had planned for. In addition, we were unable to use their Apple TV for our
presentation so we had to use the display on Erins laptop. Luckily, with a small
group setting the participants were able to see the pictures but the wording visual
was lost because of this. Overall the presentation setup, number of attendants, and
setting was much different than we had planned but we were able to make it work.
2. Did the presentation go as planned? Reflect on what went well?
-

The presentation went okay, but not as big a success as we had hoped. The smaller
group worked out, but was not what we had planned for or envisioned. We tried to
get some student involvement and at some points they were receptive and
contributed to the conversation and activities. But, the majority of insight was given
by Whitney and the two teachers. We were most successful in engaging the
students when we called on each of them directly and asked for them to share or
their feedback. We could have used this method more to get the participants
involved.
3. How did the audience react to the presentation? Summarize and comment on
preceptor feedback.
4. How well did the audience grasp your objectives?: The participants seemed to
understand the basics of the food nutrition label at the beginning, but it seemed
they did learn some new materials throughout the presentation. Our first objective
was for them to learn what was mandatory for food companies to put on the label,
which they were able to demonstrate during the first activity. They did get a little
confused between the main 5 components of the entire label, and the 5
components of the nutrition facts. Next time we would be more clear on this
distinction. The second objective they seemed more interested in because of how
many different optional labeling messages can be on a label and the different
meanings of each claim. When we covered the material for this objective we got the
most questions and feedback. It was a bit difficult to fully see their understanding of
the information because their wasnt a lot of feedback from individuals during the
activities. But, overall it seemed that they did learn some information.
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?
6. Recommendations for future Interns:

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): 35 hours- $875
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): 3 hours - $75
Copies: (120 copies @ $0.05 each) - $6
Food: 4 cans ($2 each) - $8
Other supplies and costs: none

Overall costs: $964

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.