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: Kids Presentation Topic: Digestion

Event Date:4/26/17 Location: Sarah Porter School, Langdon, NH

Intern Name(s): Molly Koch, Kayleigh Hill

Team Leader: Molly Koch Preceptor: Whitney

Person responsible for writing the COP: Molly Koch

B. NEEDS ASSESSMENT:

1. Identify site contact

Erin Rodenhauser, [email protected]

2. Identify population
a) Gender: mixed
b) Age: 8-9 years old
c) Education level: 3rd and 4th grade
d) Number of participants: 10

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 was determined by our preceptors. We did not get to observe the setting and
participants beforehand since we were given this opportunity very close to the presentation date.
a) Other programs recently presented: This is the first time that KSC Dietetic Interns have
presented at this site.
b) What the audience knows: Emily, our community partner for this presentation, stated that
the students have not talked about anything regarding digestion in class, so this is likely the first
formal lesson or learning experience on the topic.
c) What the audience wants to know - what is relevant: Based on what we learned from our
education class, children in middle childhood (6-12 years) are interested in learning facts and how
the world works. They are able to reason about concrete experiences; thinking is from their own
perspective. They want to know how healthy digestion is relevant to them right now, not just for

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 themselves, but for the world. What can they do with this knowledge to apply to the world around
them?
d) Evaluate health literacy - and other cultural issues: This is about the age where healthy body
weight is beginning to be talked about in health class. Also physical activity, and limits on screen
time. Friends become more important; peer pressure increases. Health literacy is low, and cultural
diversity is very low, as typical in this region of New Hampshire.

4. Setting - tour of facility

a) Room size and set up (diagram):

smart board, small white board at front of room

4 hexagon shaped tables in the middle of the room where the children sit
space to instruct from the side of the room vs. the front
b) Presentation resources
Availability of food prep area: N/A
AV resources - space available for visual teaching aids: white board

5. Day of week/ time of day for presentation: Wednesday, April 26th at 1:00pm

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 6. Duration
a) Attention span: 15 minutes
b) Conflict with other activities for population: Students may be involved in other activities that
will separate them from the classroom, such as extra help for individual instruction.

7. Marketing potential - whose responsibility: N/A

8. Budget
a) Will there be a charge: no
b) Funds to cover supplies: $10 from P-card
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 lack of nutrition education regarding
digestion as evidence by desire for digestion education presentation.

C. RESEARCH AND PLANNING (how, who, and when the process of your work):

Meeting Dates
Dates scheduled for planning and who will attend.
o April 13-17: Kayleigh and Molly plan via GoogleDocs and phone communcation.
o After the 7day, we continue to meet 2 more times to develop outline, activities, and
handouts.

7 day meeting - Molly submits 7-day materials to Whitney by April 18th at 5pm.
o Kayleigh and Molly check-in with Whitney on Monday, April 24th at 8am.

Evaluation meeting scheduled for: Via email communication

(Usually held directly after presentation but may be scheduled for later).

Based on the results of the needs assessment, what did you do to prepare?
We created the content and a handout that would meet the needs of this population,
and made the language so that it reflects this ages physical, cognitive, and
social-emotional development. We reviewed our notes from Stephanies nutrition
education class to identify the developmental stage of Middle Childhood, and we
reviewed COPS and presentations from other child presentations put on by prevous
interns. We brainstormed ideas for activities based on previous experiences and what
we learned in class.

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

We went through the basics of digestion in our content, and incorporated multiple
intelligences to try and reach this diverse audience.

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 Kayleigh and I both worked on the outline, and Kayleigh made the activity
sheet/handout, and the cutouts of the organs. I made the child handout, and Kayleigh
made the parent handout. I shopped for the supplies for the icebreaker, and Kayleigh
made the flip chart.

We were both involved in the planning of all aspects and continued to give feedback to
each other to we stayed on the same page.

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

We used materials from previous classes as a reference when creating our own. We
searched for resources that could help us relate digestion to an elemetary level
population, such as the New Hampshire science curriculum. We used the following
sources that are used for education this age population on nutrition and digestion:

http://www.ducksters.com/science/digestive_system.php

http://www.e-learningforkids.org/science/lesson/pirates-how-do-we-digest-food/

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

1. Measurable Learning Objectives: By the end of the lesson...

Students will be able to label the different parts of the digestive tract.
Students will be able to identify the three main macronutrients that are digested.
Students will be able to describe where/how each macronutrient is primarily digested.

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.)

See outline attached separately.

3. Describe how your presentation addresses different learning styles:

Auditory: Verbal delivery of content during the presentation; students repond to questions
and discuss what they know about the digestive system.

Visual: handouts and content will include lots of colorful pictures and visual cues to relate
the content to.

Kinesthetic: Participants physically point out the parts of the digestive system during out
activity, Pin the Organ on the Human, as we relate each organ to its bodily function.

List ways that you included multiple intelligences in your planning.

Concrete experience: asking students to think of their own knowledge and

experience with digestion. For the icebreaker, they will use information they

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 already know to help others identify the organs.

Reflective observation: asking participants to volunteer to place the organ, think

about where its located and how it is involved in digestion. We also guide the
students through real-life analogies of digestion.

Abstract conceptualization: reading the notes during the presentation, listening to

the digestion process and how it works, and thinking about how a turkey sandwich
is digested in the body, and how that is applied to other foods they eat.

Active experimentation: the activity on the take-home handout requires students to

match the organ with the picture of what it does to help digest food.

4. Explain how your planned evaluation method will show whether your learning objectives were
met.
The final activity will also serve as the evaluation method, where the students identify
the basic digestive processes and the parts of the digestive system. We will ask them to
identify the macronutrients that are digested when you eat a turkey sandwich, which
relates to our second learning objective.

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

Finding time to work on the presentation quickly and effectively was a problem for us
because we were also working on our Senior Passport presentations within the same
time frame. Getting in touch with the teacher overseeing this presentation was also
been an issue, but we ended up being able to get in touch with her a few days before
the lesson. We also had to work a lot on the language of the outline for this population
by creating simple yet descriptive definitions for each key term.

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.

On the day of the presentation, Kayleigh and I met up together, gathered all our supplies, and
practiced what we were going to say for our presentation in the car ride over. We arrived a
half-hour early, just in time so that the kids could have lunch while we set up in their classroom.
They had a really nice classroom setting; we set up our flip chart in the space beneath the
television, next to the teachers half-circle desk and the whiteboard behind her. We used the
teachers table to lay out all our materials. All 10 students came to class right on time.

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

We thought our presentation went quite well. The teacher gave us a 45 -90 minutes range of
time to present. We planned on doing a 60 minute presentation, but it was shorter than we

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 thought because we had factored in that the students would be more rowdy and less well
behaved. We had another activity handout as a back-up activity in case of this.

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

The students were very well-behaved, and we did not need to use classroom management
techniques for them. They were all engaged and loved all of the visuals we used. Some students
were very quiet and shy, but we made sure every student had the opportunity to answer one of
our questions. They loved the Saltine activity! They had fun with the activity where we had a
student volunteer to lay down on two sheets of the flip chart to have their body outlined for the
digestive system. They also loved the visual of us unraveling the ribbon through the middle of
the room to show how long the intestines are.

4. How well did the audience grasp your objectives?

The students grasped our objectives very well. We provided ample opportunity to go over the
material with each learning style to meet the objectives. The analogies of each part of the
digestive system and the function worked perfectly for this group. Using the analogies, they
were able to teach-back to us how digestion works, and were able to tell us what the 3
macronutrients are. They were also able to label the different parts of the digestive tract in
several ways: by taping the cutouts of the parts onto the flip chart diagram, and labeling them
using pictures of the analogous functions we taught them.

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?

There was an error in the crossword puzzle that I didnt notice that I wouldve changed if I had
had more time to go through it myself ahead of time. We also did not choose the best way to
define the three macronutrients. Other than that we feel our program/material was very
effective for the target audience. They enjoyed the analogies we used, and they were able to
explain back to us some of the key points of the lesson.

6. Recommendations for future Interns:

Have a backup activity planned. This group was very well-behaved, which made the lesson go a
lot faster than we had planned on. Allow them to repeat complicated words back to you, such as
carbohydrate, digestion, and macronutrient. Encourage more discussion - we went around
the room and asked them what they had for lunch. They liked learning about where Kayleigh
and I are originally from. Since its such a small group, you can easily create a presentation that
every student can contribute to in some way.

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): $600
Food: $0

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 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 hr x 2 interns x $25 = $50
Copies: $2.00
Food: $1.69
Other supplies and costs: $2.29 for plates, $28 for flip chart

Overall costs: $683.98

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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