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: Top Chef

Topic: Children-Eating Your Colors

Event Date: February 23, 2016

Promotion

Location: Center for Health and

Intern Name(s): Andrea Cropley & Stephanie MacLeay

Team Leader: Andrea Cropley

Preceptor: Stephanie Chmielecki

Person responsible for writing the COP: Andrea Cropley

B. NEEDS ASSESSMENT:
1. Identify site contact
Donna Merrill-Center for Health and Promotion
2. Identify population
a) Gender- Male and Female
b) Age- Preschool through first grade, ages 4 through 6.
c) Education level- Preschool through first grade education.
d) Number of participants- Has not been determined at this point
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).
Stephanie and Andrea did not have the opportunity to observe the setting or
participants beforehand. In preparation for this presentation, we went off of
previous COPs for further information regarding the site and the participants.
a) Other programs recently presented:

 Dip into Spring, MyPlate

b) What the audience knows:
The audience may be aware of different fruits and vegetables. Parents and
caregivers want to get involved with the children and healthy cooking and eating.
c) What the audience wants to know - what is relevant:
The audience anticipating to learn about basic nutrition information regarding
MyPlate. Participants will be able to learn preparation skills such as mixing and
measuring ingredients from the recipes provided in the food activity.
d) Evaluate health literacy - and other cultural issues
The health literacy is based off of what the children have learned from their school
and from their parents and or caregivers. The children have not likely had any
formal nutrition education in school at this point.

4. Setting - tour of facility

a) Room size and set up (diagram)

The presentation occurs in a conference room with tables on wheels with chairs.
Additional chairs are located in the closet within the conference room.
b) Presentation resources
Availability of food prep area:
There is a kitchen located in a different room which contains a refrigerator, sink and
cabinets for storage. The tables in the conference room will be used for food prep.
AV resources - space available for visual teaching aids:
The conference room contains a whiteboard and set up for powerpoint. Space is also
available for the use of flip charts.
5. Day of week/ time of day for presentation

Tuesday February 23, 2016 from 10am-12noon.

6. Duration- The presentation will last for two hours.
a) Attention span Due to the age group of this population, the participants will have a short attention
span. Throughout the presentation, many activities will need to be planned,
including back-up activities in case we need it on the day if one activity does not go
well or went too short. The majority of this presentation will be hands-on activities
engaging the participant's attention.
b) Conflict with other activities for population The presentation will be held in a conference room at the Center for Health and
Wellness, there should be no conflicts with our target audience. The presentation
may pose conflict with the parents and caregivers as their attendance is required.
Conflict may arise with the time of the presentation and work schedules, preventing
participants from attending.
7. Marketing potential - whose responsibility
Center for Health Promotion
8. Budget
a) Will there be a charge- $10 registration fee will be due for participants.
b) Funds to cover supplies- $10 from KSC DI and $50 from Center for Health
and Promotion
c) Cost of marketing-Center for Health and Promotion markets this event.
9. Best way/time to reach site contact for future plans

Through email or phone.

10. Write a community group focused PES statement based on your assessment.
Food and nutrition related knowledge deficit r/t lack of prior nutrition education AEB
request for Top Chef presentation.

C. RESEARCH AND PLANNING (how, who, and when the process of your
work):
1.

Meeting Dates
Dates scheduled for planning and who will attend.
2/1/16- Andrea and Stephanie-Keene State College Library
2/2/16-Andrea and Stephanie-Panera in Keene
2/12/16-Andrea and Stephanie-Starbucks in Bedford

7 day meeting 2/12/16- Andrea and Stephanie-meeting with advisor Stephanie Chmielecki for
presentation materials to be reviewed.

Evaluation meeting scheduled for:

(Usually held directly after presentation but may be scheduled for later).
2/23/16
2.

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

Stephanie and Andrea looked through the Keene State Dietetic Internship site book
for information regarding Top Chef. Past presentation material and recipes were
reviewed in preparation for our presentation. A google document was created to
share ideas about the upcoming presentation. Planning sessions were held on
2/1/16 and 2/2/16 and the remaining on google documents. Questions regarding
equipment needed, participants and topic were communicated via email to
Stephanie Chemieke.
3.

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

Stephanie and Andrea were involved in the developmental process through face to
face meetings and through the program google documents.
4.
What resources did you use? Why did you choose them and how did you find
them? Relate back to your assessment section.
http://www.foodsafety.gov/keep/basics/clean/
http://whatscookingwithkids.com/teaching-knife-skills-to-kids-andsuggestions-for-cutting-tools/
http://fitforafeast.com/knife_safety.htm
https://www.nhlbi.nih.gov/health/educational/wecan/downloads/cookwithc
hildren.pdf
http://www.choosemyplate.gov/sites/default/files/audiences/KitchenHelper
Activities.pdf
D. DEVELOPMENT (what the outcome of your planning and
development):
1.

Measurable Learning Objectives:

1. Participants will prepare and taste one new recipe.

2. Participants will demonstrate proper handwashing skills.
3. Participants will be able to identify 3 of the 5 food groups on MyPlate.

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.)

Top Chef Outline

Notes:
-Put green grapes, ice & banana in freezer asap for smoothie
Introduction: Andrea and Stephanie will introduce themselves to the participants
and explain what we will be doing in class today. Pass out name tags. (Stephanie &
Andrea)
-

What does it mean to do a cooking experiment? What does it meant to go on a food

tasting adventure? - Taste & try new things that you may not have had before. At
home you might have not tried things put on your plate but today is your day to try
something new!

House rules for the day will be explained: (Stephanie )

1. We will be using knives, one chance rule. How to hold (down
when walking to the sink, no poking or waving in the air)
2. When someone is talking everyone else is listening. Teacher or
student. There is lots to say about food and someone might make a
suggestion to adjust a recipe that you might like.
3. No ewws, grosses or nasty words. What can we say instead?
not for me I dont like this yet no thank you Go over thumbs, up (I will
eat this again), thumbs in the middle (I dont like it yet, I will try it later!)
What could you do to make it better?
4. I pledge to take the 2 bite rule of everything we make today!
(everyone holds up right hand and pledges)
5. We dont start eating until everyone has finished by hearing a
teacher say 1,2, 3 bon appetit. What does that mean? (French for enjoy
your meal) Let's practice saying it 1,2,3 bon appetit
Icebreaker: (Andrea)
Sit in a circle and state your first name and a fruit & vegetable. If the children are
having difficulties, they can list their favorite food. Will also have the adults
introduce themselves.

Objectives:(Andrea)
1. Participants will be able prepare & taste at least one new recipe.
2. Participants will be able to demonstrate proper handwashing skills.
3. Participants will be able to identify 3 of the 5 food groups on MyPlate.
MyPlate-(Andrea)
Describe what My Plate is to the group, a colorful poster of the MyPlate will be
available to the children. Andrea and Stephanie will instruct the children table by
table to come up and pick from a variety of pictures of different types of foods
( paper models from intern office or printed). The children will bring their chosen
food back to their table for further instruction.
MyPlate
** Ask a lot of open-ended questions and have group give answers vs
us just telling them

Raise your hand if you have seen this picture before.

If yes, where have you seen it?
Can anyone tell me what this picture means?
5 Food Groups- Review Each
Importance of balance at every meal strive for 2-3 food groups
Half your plate Fruits & Vegetables
Lean Protein, whole grains
Fruits & Vegetables: Contain vitamin A which keeps our eyes healthy. Vitamin C is
important because it helps our body heal wounds or cuts and prevents us from

becoming sick. Vitamin K is important for blood health. Good for our Heart!
Protein: Helps to keep you full & build muscle after exercise & playing.
Grains: Provides you with energy to run, dance, ride a bike, etc.
Dairy: Helps our bones become strong!
Eating all of these food groups will help you grow strong and tall!
ACTIVITY: Go table by table, have the children identify what food they choose and
place it on the area of the MyPlate Poster board they believe it belongs to.
Andrea and Stephanie will discuss and correct if needed.
Food Safety (Stephanie): Stephanie will go over the importance of washing our
hands as a reminder and to sing the Happy Birthday song. Once instructed, the
children will take a trip to the bathroom to wash their hands.

How many people have washed their hands before?

When do you usually wash your hands?
Before we eat our food
Before, during, and after we prepare our food
After using the bathroom
After blowing your nose, coughing or sneezing
After playing with toys or with pets

 Why do you think it is important to wash your hands?

Stop the spread of germs!
Important to wash our hands, surfaces and utensils after the recipes we create
today.
How to wash your hands - Will walk through pretending washing to hands all
together. (turn on faucet, rub and sing happy birthday twice)
Wet your hands with warm running water and apply soap
Rub your hands together well, scrub the backs of your hands, between your fingers
and under your nails. Bacteria can hide there too!
Sing the Happy Birthday song two times (sing together to practice)
Dry your hands using a clean paper towel
Video: https://www.youtube.com/watch?v=zxlQn7KaCNU
Fruit and Vegetable Tasting and Discussion (Andrea)

Now that our hands are clean, it is time to try some fruits and vegetables!
Fruits and Vegetables the children will be tasting include:
Dragon Fruit, Roasted Butternut Squash, Pineapple, Kiwi, Yellow Pepper, Avocado
As a group, we will taste the same fruit or vegetable. Prior to tasting, Andrea will

instruct the children to explore their senses.

5 Senses of Taste: Sweet, Sour, Salty, Bitter, Savory
Sweet is found at the tip of your tongue
Sour and Salty are found on the sides of your tongue
Bitter is found in the back of your tongue
Our taste buds change as we grow up. As we taste the rest of the foods we make

today, if you do not like it now, you may like it when you grow up!
During Tasting:
What does it look like?
Have you seen this before?
Feel the fruit and vegetable- what does it feel like?
What does it smell like?
What does it taste like?
Using our house rules, no ewws or gross. Instead I dont like it yet, Not for me
maybe you do not like it right now, maybe in the future.
Now that we have explored our senses of taste, let's get cooking! Stephanie is going
to show us knife safety.
Knife Safety: (Stephanie)
Pass around plastic knives
Everyone hold up their writing hand-- this is the hand you are going to hold the knife
with. Place hand on the handle with index finger on top.
Everyone hold up their opposite hand and make a bear claw -- this is the hand you
are going to use to hold whatever you are cutting.
What could happen if your hand isnt in a bear claw? -- Ouch

 Coming to the cutting board:

The tip of the knife should always remain on the cutting board, cutting can be done
by carefully lifting and lowering the handle.
Always place the knife back at the top center of the board, blade facing away.
If carrying a knife always point to the blade down. Never run with a knife
Food Activity Recipes: ( Andrea)
Instruct the children to split into groups of two in preparation for the food activity.
Hand out instructions to the children and their parents & go over the basic outline of
each recipe.
Each group will assemble a different recipe.
Round 1: (Stephanie recipe) (Andrea will clean)
Energy Ball Recipe
Pictures for Activity: Oats, Nut Butter)
Rainbow Wrap (children will cut and assemble the makings for this recipe and
when it comes time to taste-we will all assemble together)
Pictures for Activity: (Whole Wheat Wrap, Tomato, Carrot, Yellow Pepper, Spinach)
MyPlate Activity: With the provided cut out pictures of ingredients used in each
recipe, the children will place the ingredient in the correct MyPlate food group.
Thumbs up or thumbs middle on how the recipe tasted. Thumbs up meaning you
liked the food or thumbs in the middle meaning you might not like it now, but
maybe in the future.
Round 2: (Andrea recipe) (Stephanie will clean)

Groovy Green Smoothie

Pictures of Activity: ( Yogurt, Grapes, Banana, Apple, Spinach )
Cookie Dough Dip
Pictures of Activity: (Chickpeas, Oats, Milk, Nut Butter)
MyPlate Activity: With the provided cut out pictures of ingredients used in each

recipe, the children will place the ingredient in the correct MyPlate food group.
Thumbs up or thumbs middle on how the recipe tasted. Thumbs up meaning you
liked the food or thumbs in the middle meaning you might not like it now, but
maybe in the future.
Sweet Potato Chickpea Fritters ( Stephanie Heat Up)
If groups finish up early, have kids work on MyPlate worksheet and have them draw
which ingredients they used in their recipe falls into what category on the MyPlate.
Wrap Up: Conjunction Junction Activity (Stephanie)
Flip over Myplate worksheet and have them connect what food group goes to which
body function.
Go over and correct as necessary
Call to Action (Andrea)- Cook Together & Try New Foods at least once a week!

 Facilitate family conversation:

Ask children if they do help out in the kitchen at home
Ask parents/ caregivers what they think the children could do to help and maybe

ask what benefits they see for the children in assisting in the kitchen
Write down family goal on handout!
Thank you!
Handouts & Clean Up
GIVE ME SOME SQUASH-High Five of the children for doing a great job!

3.

Describe how your presentation addresses different learning styles:

Auditory: Singing Happy Birthday, discussion of recipes and ingredients
Visual: Flip Chart, MyPlate Diagram and handout
Kinesthetic: Handwashing activity, food activities and clean up activities
List ways that you included multiple intelligences in your planning.

Intrapersonal Intelligences: The participants will be able to work together in

creating the recipes. The children will also be able discuss together what they
enjoyed and disliked about the recipes created.

4.
Explain how your planned evaluation method will show whether your learning
objectives were met.
The recipe preparation and tasting will cover our first objective for our Top Chef
presentation. After everyone has finished preparing their recipe, a discussion will
occur and the children will have the opportunity to share their experience creating
their assigned dish. Prior to beginning the food activities, we are going to go over

proper food safety with washing our hands. The children will demonstrate proper
handwashing skills before they can begin their recipe, this will meet our second
objective. The children will potentially meet our third objective by placing their food
in the appropriate food group during the MyPlate activity.
5.
What problems did you encounter in the development process?
Stephanie and Andrea were unable to observe previous Top Chef presentation to
grasp the dynamic of this population. We also encountered problems thinking of
activities that were age appropriate for our age group.

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.
Prior to the presentation we had the opportunity to check out the space we would
be working in. The room was a decent size and contained long narrow tables with
chairs. We had access to the Center of Health and Promotions kitchen and
bathrooms for hand washing and storage of food. The day of the presentation we
rearranged the room to set up stations for the children to prepare the recipes. We
had a total of eight children and five adults attend the Top Chef presentation.
Originally during the MyPlate discussion we were going to have the children come
up and pick from a variety of pictures of different foods. The idea was after we went
over the different food groups, the children would come up and place the food they
picked in the appropriate food group. We decided last minute to take that part out
due to timing concerns. Towards the end of the presentation we were going to have
the children fill out a function conjunction activity to take what they learned during
the MyPlate discussion and to apply it. Due to timing issues, we had the children
take the worksheet home to work on with their parents or guardians.
2.
Did the presentation go as planned? Reflect on what went well?
Overall the presentation went close to what we had originally planned. We should
have arrived a bit earlier to the Center for Health and Promotion due to the amount
of setup that was required. The children arrived a bit early which turned out great,
this gave the children the chance to write their names on name tags. The MyPlate
discussion went over great, the children were very involved and voluntarily
answered questions that were asked. The taste testing activity went over great as
well, we did forget to put out the roasted butternut squash, but overall went well.
The children were very descriptive with how the food tasted. The cooking portion of
the presentation went over better than I had originally thought. Splitting the
children up into two groups and also having two rounds of recipes worked out well.

We planned to create the sweet potato fritter recipe ahead of time due to the
actual need for a stove top. Having this recipe made ahead of time worked in our
favor during the presentation. In the first round, one group made the energy balls
which required 30 minutes to set in the refrigerator. Since this recipe took less time
than the other groups rainbow wrap recipe, some children were able to help the
other group. We originally were going to have the children color on the worksheet,
but heard some of the children wanted to assist the other group. When it was time
to sit down and try the first round of recipes, instead of having the energy balls we
substituted the sweet potato fritters. In the second round, the group with the groovy
green smoothie ended up finishing early again compared the the cookie dough
recipe group. We decided this was a great time for the group to now form the
energy balls because by then the mixture was ready to pull from the refrigerator. By
the time the energy balls were formed, the second groups recipe was ready. At the
end of each round, we had picture cut-outs of ingredients that were involved in each
of the recipes. We held each ingredient and asked the group which food group it
belonged in. Finally, the parent handout of how to involve your kids in the kitchen
worked out great. We sat in a circle and had the parents or guardians work with the
children to brainstorm ideas of how to be more involved in the kitchen. Many of the
children worked with new kitchen tools during our cooking portion of the
presentation. It was wonderful to see the children's reactions while preparing these
recipes and to use the thumbs up or middle to determine if they enjoyed the recipe.
3.
How did the audience react to the presentation? Summarize and comment on
preceptor feedback.
Both Stephanie and I were very pleased with how the audience reacted to our Top
Chef presentation. We had a lot of participation from the children in all aspects of
the activities throughout the presentation. The children enjoyed the taste testing
activity and most tried something new during the activity. In my opinion, the
children loved the recipe section of our presentation. The involvement of gathering
the ingredients for the recipes, measuring, pouring, blending and cutting. From our
preceptors perception, the presentation went well overall. Suggested changes to the
presentation include; shortening the amount of talking in the beginning about the
MyPlate diagram, less in depth taste testing discussion, and to allow more time for
the cooking section of the presentation. Instead of having two groups doing
different recipes, allow for all children to create the same recipe.
4. The audience were able to grasp all of the objectives planned for the
presentation.
The children met the first objective through our cooking section of the presentation.
The recipes chosen were new to most of the participants. The second objective was
met through our hand washing activity and by taking a trip to the kitchen to wash
their hands. The third objective was met during the cooking section by determining
which food group the ingredients used belonged on the MyPlate poster.
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?

 As far as the planned presentation, we would not change anything if we were to do

this presentation again in the future. We may make adjustments off of our planned
presentation such as allowing additional cooking time for all participants to make
each of the four recipes provided. We would definitely still go over the MyPlate food
groups, importance of handwashing, knife safety, taste buds and taste testing. Due
to the wide range of ages of the participants(3,5,7 and 10 years old) we through the
majority of our presentation material was appropriate for our target audience.
6.
Recommendations for future Interns:
For future interns, we would recommend starting your presentation preparation as
early as possible due to the two week meeting required prior to the presentation.
Due to the age of the target audience, plan multiple activities. Plan backup activities
for participants to do if one activity runs too short. Make sure to check out the the
site at the Center for Health and Promotion to gage the area you are going to be
presenting in, where the bathrooms are located and how close the kitchen is to the
room. This age group is a lot of fun to work with and love assisting and creating the
recipes as well as trying new foods. You will need to plan for recipes that require NO
actual cooking, stovetop and oven are not available for this Top Chef program.
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): 29.5X25=$737.5
34X25=$850
Labor of ALL team members= 1,587.5
Food: N/A
7.

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 hours X25=$50 X2= $100
Labor of Presenting=
$100
Copies: 120 pages X 0.04= $4.80
Copies of
Presentation= $4.80

Food:
Food

Price

Dragon Fruit(2)

10.84

Yellow Pepper

5.06

Green Grapes

7.99

Tomato

2.99

Spinach

2.99

Cherry Tomatoes

2.99

Pineapple

2.89

Beets

2.29

Carrots

1.49

Avocados

0.99

Red Cabbage

1.88

Bananas

0.62

Vanilla Yogurt

3.89

Cream Cheese

1.89

Whole Wheat Wraps

2.49

Plastic Plates

3.99

Kiwi

1.00

Food Total

$56.28

Other supplies and costs: Flip Chart= $28

Overall costs: $1,776.58

Cost of Development= $1,587.5
Cost of Presentation=$189.08

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.