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 4th Grade

Topic: Energy

Event Date: November 4th, 2015

Elementary

Location: Marlborough

Intern Name(s): Gaby Espinoza, Jamie Bronner.

Team Leader:

Gaby Espinoza

Preceptor: Cindy

Person responsible for writing the COP: Gaby

B. NEEDS ASSESSMENT:
1. Identify site contact: Joe Benham, 603 876 4465, jbenham@sau29.org best to
contact through email.
2. Identify population
a) Gender: Boys and Girls
b) Age: Grade 4 (9-10 years old)
c) Education level: 4th Grade
d) Number of participants: 20
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 school determined the topic. The school also requested that we incorporate
some form of anatomy into the presentation. I was able to observe the classroom
and communicate with the teacher. I made some useful information on
classroom management and learned that the school follows a Responsive
Classroom.
a) Other programs recently presented: The students had a presentation from
last years interns when they were in 3rd grade.
b) What the audience knows: The audience has had nutrition classes by
previous interns.

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c) What the audience wants to know - what is relevant: The audience wants
to learn about basic nutrition and the function of the body.
d) Evaluate health literacy - and other cultural issues: There is minimal
health literacy since the audience is very young. There were no concerns that
were mentioned by the teacher.
4. Setting - tour of facility
a) Room size and set up (diagram)
There is a projector in the front of the classroom with whiteboards on the sides.
There is free space in the middle of the room for the students to gather in a
circle. The desks are arranged in rows. There is a corner called the Hocus Focus
area where students are sent if they are misbehaving in class.

Teachers
Desk
Hocus
Focus
Area

Projector

Student Desks
D
o
o
r

b) Presentation resources
Availability of food prep area- none
AV resources - space available for visual teaching aids- PowerPoint and
computer access
5. Day of week/ time of day for presentation: Wednesday 1:46 to 2:36 pm
6. Duration : about 45 minutes
a) Attention span: About 15-20 minutes, the teacher recommends an activity
every 15 minutes.
b) Conflict with other activities for population- They have regular class. We
will be coming in right after their quit reading time and we will need to give
the students time after the presentation to pack up their stuff.
7. Marketing potential - whose responsibility: Joe
8. Budget
a) Will there be a charge: No
b) Funds to cover supplies:N/A
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 knowledge deficit R/T lack of nutrition education AEB request
to have presentation by school.
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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 10/14 Gaby Observation at Marlborough School
o 10/25 Gaby and Jamie- Brainstorming ideas
o 10/27 Gaby and Jamie- Going over topics and planning activities
o 10/28 Gaby and Jamie- Reviewing material

7 day meeting Wednesday October 28, 15 at 2:30 pm

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?
a. After discussing the needs of the group we decided to keep the
presentation simple and include a lot of activities to get the
student moving and have fun. We want the presentation to be
very interactive. We conducted a lot of research on mechanical
energy and ways to teach the topic to elementary students.
3. How did you go about the development process? Who was involved?
a. Jamie and I brainstormed ideas on what activities to include in
the presentation. We did a lot of research on the topic and
reviewed lesson for elementary school kids from different
sources.
4. What resources did you use? Why did you choose them and how did you find
them? Relate back to your assessment section.
a. Yardsticks by Chip Wood This was a great book to review on
the developmental stages of Nine and Ten year olds. It discuss
the growth patterns in different areas such as physical, social,
and cognitive growth.
b. https://www.teachengineering.org/view_lesson.php?
url=collection/cub_/lessons/cub_energy2/cub_energy2_lesson01.xml- this
website had lesson plans on enrgy for elementary school kids which was very
useful.

D. DEVELOPMENT (what the outcome of your planning and

development):

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1. Measurable Learning Objectives:

Participants will understand the concept of mechanical energy
Participants will be able to state at least 3 activities that represent
mechanical energy
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.)

Welcome: 5 mins.
- Introduction: Who we are, where we are from, what we are talking about
(energy)
Ice-Breaker: Before We Get Started Lets Use Some Energy!
- Stretch: Reach as high as you can, hold for 30 seconds, Touch your toes slowly,
hold for 30 seconds
- Activities to get the blood moving: Running in place for 30 seconds, Jumping
Jacks for 30 seconds
Cool Down and Move to Circle: 5 mins.
Energy Instruction: 10 mins.
- Potential Energy: Objects can have potential energy because of their position
- Example of Object: A rock on the ground has no potential energy, a rock on top
of a desk does have potential energy because it can roll off the desk
- Invite Students to Give Other Examples of Objects that Have No Potential Energy
and Objects that Have Potential Energy
- Ask Question: What about Humans and Our Muscles?
- Kinetic Energy: An object in motion has kinetic energy
- Example of Object with Kinetic Energy: The Falling Rock, Our Arms and Legs
When They Move
- Mechanical Energy: 2 Types- Mechanical Potential Energy and Mechanical
Kinetic Energy
- Examples: A Car Filled With Gasoline Sitting in a Driveway has Mechanical
Potential Energy, When We Turn the Car on and Drive the Car Down the Street it
has Mechanical Kinetic Energy
- Question: What are Some Things We Can Do to Make Mechanical Kinetic
Energy?
- Examples of Mechanical Kinetic Energy: Swinging a Baseball Bat, Riding a Bike
- Question: How do We Have Potential Energy? Food!
Energy Activity #1: Red Light/Green Light: 5 mins.

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We all have potential energy. When we say potential energy, students will stop
what they are doing and sit on the ground.
We can all make kinetic energy. When we say kinetic energy, students will do
jumping jacks
We can all make mechanical kinetic energy. When we say mechanical kinetic
energy, everyone will hula hoop.

Energy Activity #2: Handout: 10 mins.

- Draw a picture of an object with potential energy
- Draw a picture of an object with kinetic energy
- Draw a picture of you making mechanical kinetic energy in your favorite activity
Discussion of Handout: 10 mins.
- Ask Children what pictures they drew for objects with potential energy
- Ask Children what pictures they drew for objects with kinetic energy
- Ask children to share their activities and what activities they drew
Energy Activity #3: Eat a Healthy Snack!: 10 mins.
- We will invite the students back to the circle and have them split into 4 groups of
5.
- We will provide a snack for the students to eat: Apples and oranges
- We will invite the students to tell us what their favorite snacks are when they are
engaging in activity.
Cool Down and Thank You: 5 mins
- We will thank the students for their participation
- We will tell the students that we will be back to talk more about energy again
soon
- We will give the students handouts to bring home to their parents

3. Describe how your presentation addresses different learning styles:

Auditory: We will have discussion and reflection

Visual: Will have a PowerPoint slide to display visuals.

Kinesthetic: The participants will be active and participate in several

exercises

List ways that you included multiple intelligences in your planning.

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4. Explain how your planned evaluation method will show whether your learning
objectives were met.
We will have an activity where the student will be able to draw example of
mechanical energy. This will show their understanding of mechanical energy
by actively demonstrating the concept.
5. What problems did you encounter in the development process?
We had difficulty in deciding what to include in the presentation on how to
simplify the material to make it age appropriate.

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.
Jamie and I went grocery shopping the day of the presentation to buy snacks
for the kids, which included grapes and cheese. We cut the cheese ahead of
time and portioned them out into small cups at the site. We were able to use
the teachers computer to pull up the PowerPoint presentation and project it
on the screen. All of the 20 children who were expected were present.
2. Did the presentation go as planned? Reflect on what went well?
The presentation went as planned for the most part. One thing that we added
into the presentation was based on a suggestion from the students, who
wanted to introduce themselves, so we had them go around to state their
name and share their favorite kind of exercise. We also made a change
towards the end of the presentation since we had a lot of time left over. We
had originally planned to assign the kids a take home activity where they
would draw their favorite way that they like to use energy but decided to
make it an in class assignment to take up so more time. This worked out well
since the kids were able to share what they drew with the class. The kids
were able to take their pictures home if they did not finish their pictures and
wanted to work on it some more.
3. How did the audience react to the presentation? Summarize and comment on
preceptor feedback.
The audience reacted really well to the presentation. All of the kids were
raising their hands to share their examples and were participating in
discussion. Since we were trying to pick on as many people as we could it

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took up a lot of time. It would be a good idea to limit the number of people
who raise their hands to speak to 5 people at a time.
4. How well did the audience grasp your objectives?
The audience seemed to have a good understanding of the presentation. We
had the kids do a hand out activity where they had to identify the type of
energy that was shown on the pictures. All of the children were able to
successfully complete the handout. The kids also shared their own examples
of the different kinds of energy, which proved that they understood the
concept.
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 are some improvements that could have been done to the handout
activity. Some of the kids had difficulty in remembering the terms that we
discussed in class so it would have been helpful to provide a word bank for
them to use for the activity. It would have also been helpful if the instructions
were a slightly bigger font size many of the kids seemed to have looked over
the instructions. Overall, the program seemed to be effective and was
successful.
6. Recommendations for future Interns: The kids can be very talkative and can
get distracted easily so it is important to maintain their focus. It was very
helpful to use the bell so whenever they got too talkative we would ring the
bell to bring their focus back. A lot of the kids raise their hand to share their
comments but try to limit the number of people you call on so that it wont
take up so much of the time.
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):((18 * $25.00 ) + (10*$25.00)=$450+
$250= $500
Food:

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): (2 * $25.00) +(2 * $25.00) = $100
Copies: 40 x $0.04= $1.60
Food: Grapes and Cheese-$9.80
Other supplies and costs:

Overall costs:$611.40

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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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