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: Alstead Primary School Education

Topic: Spring into Nutrition

Event Date: March 18th & 25th 2016

School

Location: Alstead Primary

Intern Name(s): Katie Glynn and Hannah Wise

Team Leader: n/a

Preceptor: Stephanie

Person responsible for writing the COP: Katie Glynn (Part E- Hannah)
B. NEEDS ASSESSMENT:
1. Identify site contact: Primary- Lisa Therrien (school nurse) ltherrien@sau60.org
Secondary-

PreK - Mallory Smith msmith@sau60.org

Kindy - Lorraine Chaffee lchaffee@sau60.org
Kindy - Caitlyn Coleman ccoleman@sau60.org
1st - Linda Hanatow lhanatow@sau60.org
2nd - Sandy McGuirk smcguirk@sau60.org
3rd - Katie Hanatow khanatow@sau60.org
4th - Amanda Starkey astarkey@sau60.org
2. Identify population
a) Gender-

Mixed
Pre-K to 4th grade

b) Agec) Education level-

Elementary

d) Number of participantstotal)

6 classes of 9-19 students (90 students in

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 after taking into consideration the season during
which the presentations were occurring and what past interns have done at the

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site. I was able to visit all of the classrooms except 1 st and 3rd grade, spoke
briefly with the Lisa and the teachers, and also interacted with the students a
bit. Each classroom had slightly different management skills. These management
skills varied based on the age of the kids and also the personal preferences of
the teacher.
a) Other programs recently presented- March Healthy Breakfast event held
3/4/16 that Brooke and I attended with smoothie and cookie samples and a
healthy breakfast trifold and handouts.
b) What the audience knows- The kids do not know much about nutrition
because nutrition education is not a regular part of their curriculum.
c) What the audience wants to know/what is relevant- The audience is young
so they want to know why our bodies need healthy food and which foods are
healthy.
d) Evaluate health literacy and other cultural issues- Health literacy is low
due to elementary level education and therefore low literacy in general. Cultural
diversity is also low, as is typical for this region. I spoke with the pre-k teacher
who said that it is definitely acceptable to mention Christian holidays (i.e. Easter)
since the vast majority of the school population celebrates them.
4. Setting - tour of facility
a) Room size and set up (diagram)
Each classroom varied slightly in the set up. Most had desks set up in either
groups of 4 or pairs of 2. All had an open area with a rug which allows space for
activities.
b) Presentation resources
Availability of food prep area- Not much; each room has a small sink,
soap, paper towels, and 1 square foot of counter space.
AV resources - space available for visual teaching aids- Every
classroom has a projector, chalk boards, space for flip charts, and most
have white boards too.
5. Day of week/ time of day for presentation- Friday March 18 th 8:45 10:45 and
Friday March 25th 8:45 11:45.
6. Duration: 20 minutes for Pre-K 2nd, 30 minutes for 3rd & 4th
a) Attention span- 15 minutes is the average attention span of elementaryage children.
b) Conflict with other activities for population- Students may not be able to
attend if they are out for individual instruction (extra help in speech, reading,
etc.).
7. Marketing potential - whose responsibility- N/A
8. Budget
a) Will there be a charge- N/A
b) Funds to cover supplies- ~ $200 (grant money obtained by Lisa)
c) Cost of marketing- N/A

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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 as evidenced by annual request for nutrition education presentations
for each grade level.

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 3/4 Observation (Katie only)
o 3/6 Initial planning
o 3/9 Final planning
o 3/17 & 3/24 Food prep

7 day meeting 3/11 with Katie, Hannah and Stephanie @ 9 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?
In order to prepare for the presentations, I observed the classrooms a few
weeks beforehand to analyze how to best meet the needs of each class. I
noted classroom set up and resources so that we could plan accordingly. We
decided to focus on healthy springtime foods since the presentations would
be occurring around the first day of spring and the Easter holiday
springtime foods being seasonal spring vegetables and fruits as well as
eggs. To prepare for the presentations, we searched online to gather ideas of
spring vegetables and fun snacks kids could create along with the
spring/Easter theme. We brainstormed activity ideas from our own past
experiences. Because we are presenting the same topic to various grade
levels, we decided to make 3 different outlines at appropriate levels to meet
the varying educational needs.
3. How did you go about the development process? Who was involved?
The development process was difficult since we had to tailor the material to
such a large range of education levels. Hannah and I first worked together to
develop a template outline to give a basic structure to our program. We
decided to split the educational levels into pre-K, K & 1, and 2-4. We then
divided the work and independently tailored the outlines as needed to meet
the needs of each grade and also tie in the springtime theme.

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4. What resources did you use? Why did you choose them and how did you find
them? Relate back to your assessment section.
We started by looking at previous interns materials from the sitebook to get
an idea of what was expected. We chose this because it is the most helpful
and relevant resource and gave us a good idea of what would be appropriate
for each grade. We then chose our theme and searched using Google and
Pinterest for inspiration.
D. DEVELOPMENT (what the outcome of your planning and
development):
1. Measurable Learning Objectives:
Varies per grade level, see outlines below.
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 outlines at the bottom of this document.
3. Describe how your presentation addresses different learning styles:

Auditory: Hannah and I verbally delivering the presentation, students

responses and class discussion

Visual: PowerPoint, handouts, apricots.

Kinesthetic: Icebreaker, apricot activity, matching activity, food 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.
Our matching game is our planned evaluation method. Depending on the
grade and therefore the objectives, when they find a matching pair, the
student will have to identify what the food is, whether it is a fruit or a
vegetable, and a reason why it is important. They will be able to discuss with
their team. We will also be asking questions to the class throughout the
presentation as an informal assessment of their learning.
5. What problems did you encounter in the development process?
Hannah and I struggled with the development process because we had to
adapt our material to be appropriate for 4-year-olds up to 10-year-olds. We
found it hard to decide which grades could be grouped together in terms of
level of content. Contributing to this confusion was our very limited
experience teaching to children this young. We didnt feel like we had a good

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idea of what they can and cant handle both in information and activities. In
addition, the development time frame for this rotation unfortunately fell
during an extremely busy time for both of us, which meant we had to meet
on a Sunday and a late week night and that neither of us could feasibly
devote a large amount of time to this project.
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.
Day 1: 2nd, 3rd, 4th

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Overall all the presentations went smoothly. We had a very

limited amount of time (~20 minutes) for each class room.
Setting up, pulling up the power point, activity, and food activity
were too much to cram into such a small amount of time. During
the 3rd grade presentation we had a little more time because we
got to the school earlier to check in/set up. We decided to go
ahead and do the mindful radish activity. Im not sure that this
was effective. Most of the kids DID NOT like radishes and a
couple refused to try it at all. Many of them just played with the
radish, even the students that actually tried it spit it out/did not
like it. I believe it would have been more effective if we were
able to stick with the original idea of an apricot (we decided to
change to radish because we could not find a fresh apricot in
any stores).

Minor changes:
o

The Munchy Matching game- the eggs needed to be taped

down instead of using pushpins, push pins just fell off.
Also, we did not account of the time to reset the board in
between classes.

Power point: The teachers at Alstead have Apple

computers. Our power point and updates were made on a
PC and the power point did not transfer over correctly,
some of the format did not transfer over when we pulled
the power point up on an Apple. Also because we did not
have time to pull the presentation up through google
slides, we had to use an USB.

The spreading of the cream cheese took a while, after the

first presentation I learned to start making the bunny
bites ahead of time while Katie wrapped up the game.

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Hummus- 3/45 kids used hummus

Day 2: Pre-K, K, 1st

This set of presentations went more smoothly than the first set,
which was to be expected. There were no major mishaps and no
changes needed to be made. The food activity and games went
over well. We used my (Hannahs) tablet to project the power point
presentation so we did not have the conversion issues that we dealt
with on the first day.

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

Overall, the presentations went as planned. The matching game was

successful with all ages although it was most challenging with Pre-K as
they needed more assistance than the other grades. The bunny bites
were also received well, by the students and by the teachers. Although
most students did not chose the hummus (nor were they interested in
trying it), they loved the cream cheese and creating the bunny faces.
Most of the kids were good about eating the vegetables. The amount of
content we included in the presentation was also sufficient. Especially
for the younger grades, we did not want to do too much lecturing.
The slides we created were mostly visually guides and we asked
questions to engage the students throughout the short presentation.
Audience participation/interaction went well throughout all the
presentations; all students were very eager to share their food
experiences/preferences.

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

Kids were responsive, every class had multiple children participating.

Kids are very eager to share their own specific eating experience. Kids
were much more knowledgeable about nutrition than I originally
thought. The teachers also really enjoyed the presentation. The
teachers that watched/participated gave us great feedback and were
very enthusiastic.

4. How well did the audience grasp your objectives?

The kids grasped the objectives well. By asking questions throughout

the presentation and the matching game, Katie and I could tell that
most students understood the difference between fruits and
vegetables and could make connections to springtime foods.

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?

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We had to cut our presentation down a lot due to time restraints. If we

had more time we would of loved to go more in-depth into the benefits
of fruits and vegetables and protein (eggs). We ended up removing the
radish activity because of time constraints. We also shorted the game
a bit from some grade levels. I feel our program material was effective
for these audiences. Even though we stuck with the same theme
throughout (Spring into Nutrition), we were able to tailor each specific
presentation to the age group and amount of kids in the classroom.

6. Recommendations for future Interns:

Even though food activities are always fun with such young kids, there
really isnt enough time during these short presentations. A lot of time
was spent of assembling and taking down the food station. If you
decide to go with a food activity in the future, I would suggest either
just a demo or bring in something that is completely already pre-made.

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): $25 x 42 hours= $1,050
Food: $76

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): $25 x 12 hours= $300
Copies: 90 copies x $0.08 = $7.20
Food:
Other supplies and costs: $28.00
Overall costs: $1,461.20

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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OUTLINES
Pre-K

INTRODUCTION

OBJECTIVES
1. Children will identify different springtime foods.
2. Children will distinguish between a fruit and a vegetable.

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ICEBREAKER (5 min)

History of the Easter egg

Easter is right around the corner

Raise hands Who is going to decorate Easter eggs?

So where did that come from?

People started painting and exchanging eggs with friends as a symbol of

new life (spring)

http://www.kidsplayandcreate.com/why-do-we-celebrate-easter-funeaster-facts-for-kids/

CONTENT

Eggs
o

Eggs are healthy for us to eat too

Different ways to eat an egg

Show slides with pictures of different eggs

Scrambled

Hardboiled

Sunnyside up

Omelets

Spring fruits/vegetables
o

What they are, which ones are in season:

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What do you think of when you think of spring?

What months are considered spring?

Discuss how fruits/vegetables start growing/blossoming again

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Establish what is a fruit and what is a vegetable

Both fruits and vegetables are plants

Who can name an example of a fruit?

Who can name an example of a vegetable?

Examples of spring fruits/vegetables

Apricots

Asparagus

Grapefruit

Lettuce

Spinach

Strawberries

Show slides of examples of spring fruit/vegetables

ACTIVITY/ EVALUATION

Memory matching game

o

Create a memory board by using a jewelry holder (clear/plastic). Place paper

easter eggs inside of the pockets with pictures on back of different springtime
foods. Divide children up into two teams. Each student gets a chance to come up
and pick two eggs, hoping for a match. If the student gets a match, their team
gets another turn. If the two eggs do not match, the eggs are placed back in their
spots and the other team gets a turn. Team with the most matches wins prize.

PreK- 8 eggs (bunny picture in center of 3 x 3 board)

Must identify name of food

Bonus ask if match is a fruit or vegetable

Food Activity: bunny bagels / no-bake pizzas

o

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Show demo and explain how to make

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HAND SANITIZER or wash hands

Distribute supplies

Whole wheat bagel thin, cream cheese, kids choose cut up veggies for the face.
Press on 2 spinach leaves for the ears.

CONCLUSION
Ask if anyone has questions
Thank you for having us!

Kindergarten & 1st Grade:

INTRODUCTION
OBJECTIVES
K:
1. Children will identify different springtime foods.
2. Children will distinguish between a fruit and a vegetable.
3. Children will recognize why it is important to eat springtime foods.
1st:
1. Children will understand that healthy food gives us energy to play.
2. Children will identify two springtime foods that give us energy.
ICEBREAKER (5 min)

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History of the Easter egg

Easter is right around the corner, who is going to decorate Easter eggs?

So where did that come from?

During Lent, animal products (including eggs) could not be eaten. Hens
still laid the eggs so there were a lot of leftover eggs. People started
painting and exchanging eggs with friends as a symbol of new life (spring)

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http://www.kidsplayandcreate.com/why-do-we-celebrate-easter-funeaster-facts-for-kids/

CONTENT
Eggs
o

Eggs are healthy for us to eat too

Protein
Builds, maintains, replaces muscles in your body
Protein helps your body do things like- running, jumping, playing
on the playground, etc
http://kidshealth.org/en/kids/protein.html
o Different ways to eat an egg
Show slides with pictures of different eggs
Scrambled
Hardboiled
Sunnyside up
Omelets
Spring fruits/vegetables
o What other foods do you think of when you think of spring?
What months are considered spring?
Discuss how fruits/vegetables start growing/blossoming again
o Establish what is a fruit and what is a vegetable
Both fruits and vegetables are plants
Fruits are the part of plants that contain seeds
Vegetables are all other parts of the plant:
Leaves- Lettuce
Roots- Carrots
Stems- Celery
Flower buds- Broccoli
Who can name an example of a fruit?
Who can name an example of a vegetable?
o What they are, which ones are in season:
Examples of spring fruits/vegetables
Apricots
Asparagus
Bananas
Broccoli
Carrots
Garlic
Grapefruit
Collard Greens
Lettuce
Mushrooms
Peas
o

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Pineapples
Spinach
Strawberries
Show slides of examples of spring fruit/vegetables
o Why is it important to eat fruits and veggies?
They are full of vitamins and minerals
Vitamins and minerals:
Help you grow
Heal you when you get hurt
Keep your eyes, skin, and heart healthy
Give you energy

ACTIVITY/ EVALUATION
Memory matching game

Create a memory board by using a jewelry holder (clear/plastic). Place paper

easter eggs inside of the pockets with pictures on back of different springtime
foods. Divide children up into two teams. Each student gets a chance to come up
and pick two eggs, hoping for a match. If the student gets a match, their team
gets another turn. If the two eggs do not match, the eggs are placed back in their
spots and the other team gets a turn. Team with the most matches wins prize.

K, 1st- 12 eggs
Must identify the name of the food they have matched and whether fruit or
vegetable
Ask class why these foods are important

Food Activity: bunny bagels / no-bake pizzas

o

Show demo and explain how to make

HAND SANITIZER or wash hands

Distribute supplies

Whole wheat bagel thin, cream cheese, kids choose cut up veggies for the face.
Press on 2 spinach leaves for the ears.

CONCLUSION
Ask if anyone has questions
Thank you for having us!

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2nd, 3rd, & 4th Grades

*Green highlights = 3 /4 grades only (because 10 more minutes)
rd

th

INTRODUCTION
OBJECTIVES
2nd:
1. Children will identify two springtime foods.
2. Children will understand that healthy food gives us energy to play.
3rd/4th:
1. Children will identify two springtime foods.
2. Children will identify reasons why it is important to eat these foods.

ICEBREAKER

History of the Easter egg

Easter is right around the corner, who is going to decorate Easter eggs?

So where did that come from?

During Lent, animal products (including eggs) could not be eaten. Hens
still laid the eggs so there were a lot of leftover eggs. People started
painting and exchanging eggs with friends as a symbol of new life (spring)

http://www.kidsplayandcreate.com/why-do-we-celebrate-easter-funeaster-facts-for-kids/

CONTENT
Eggs
o

Eggs are healthy for us to eat too

Protein - builds, maintains, replaces muscles in your body

Protein helps your body do things like- running, jumping, playing
on the playground, etc
http://kidshealth.org/en/kids/protein.html
Vitamins & minerals too!
o Different ways to eat an egg
Have kids stand up from seat when favorite way to eat egg is called
Show slides with pictures of different eggs
Scrambled
Hardboiled
Sunnyside up or over-easy
Omelets
Spring fruits/vegetables
o What other foods do you think of when you think of spring?

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Discuss how fruits/vegetables start growing/blossoming again

Establish difference between fruits and vegetable
Both fruits and vegetables are plants
Fruits are the part of plants that contain seeds
Vegetables are all other parts of the plant:
Leaves- Lettuce
Roots- Carrots
Stems- Celery
Flower buds- Broccoli
o Which f/v are in season in spring:
What fruits and vegetables do you think of when you think of spring?
Examples of spring fruits/vegetables
Apricots
Asparagus
Broccoli
Carrots
Garlic
Lettuce, Spinach
Mushrooms
Peas
Pineapples
Spinach
Strawberries
Show slides of examples of spring fruit/vegetables
o Why is it important to eat fruits and veggies?
They are full of vitamins and minerals
Vitamins and minerals:
Help you grow
Keep you from catching a cold
Heal you when you get hurt
Keep your eyes, skin, and heart healthy
Give you energy to play
They have fiber
Fiber helps our tummies digest food properly
o Apricot activity- exploring food with the five senses
Who knows what our five senses are?
Touch, smell, see, taste, hear
Pass around two whole apricots. Have them explore the fruit see,
touch, smell. Cut up apricot and give to each student taste, sound.

ACTIVITY/ EVALUATION
Memory matching game
o Create a memory board by using a jewelry holder (clear/plastic). Place plastic
easter eggs inside of the pockets. Inside of easter eggs will be pictures of
different springtime foods. Divide children up into two teams. Each student gets a
chance to come up and pick two eggs, hoping for a match. If the student gets a

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match, their team gets another turn. If the two eggs do not match, the eggs are
placed back in their spots and the other team gets a turn.
2nd, 3rd, 4th - 24 eggs
All grades: identify name, whether fruit or vegetable, and one reason why
this springtime food (fruits, vegetables, eggs) is important (energy/play,
healing, not get sick, eyes, skin, heart, digestion, build strong muscles)

Food Activity: bunny bagels / no-bake pizzas

o

Show demo and explain how to make

HAND SANITIZER or wash hands

Distribute supplies

Whole wheat bagel thin, cream cheese, kids choose cut up veggies for the face.
Press on 2 spinach leaves for the ears.

CONCLUSION
Ask if anyone has questions
Thank you for having us!

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