COMMUNITY OPERATING PLAN

A. PROJECT DETAILS: Event: Teen Key Presentation at Kurn Hattin Topic: The Truth Behind Food Advertising Event Date: 2/4/14 Location: Kurn Hattin Intern Name(s): Claudia Gumina and Laura Gurvits Team Leader: Laura Gurvits Preceptor: Cindy

Person responsible for writing the COP: Claudia Gumina Meeting Dates Dates scheduled for planning and who attended. 1/7: Laura, Mary 1/28: Laura, Claudia 1/30: Claudia 2/3: Laura, Claudia 7 day meeting - Presentation materials to be reviewed with preceptor on 1/29/14. (This meeting must be scheduled at the beginning of the planning process. Meeting should be at least 7 days before presentation to allow for revisions as needed.) Evaluation meeting scheduled for: 2/4/14 (Usually held directly after presentation but may be scheduled for later.)

B. NEEDS ASSEMENT: (Describe how you identified the topic you chose. Who did you talk with? Did you conduct a formal survey or have an informal conversation? Identify all additional information listed below.)
1. Identify site contact: Tom Fontaine- tfontaine@kurnhattin.org 2. Identify population a) Gender: Male and Female b) Age: 12-14 c) Education level: 7th and 8th grade 3. How topic was determined a) Other programs recently presented: Fruits and Vegetable Nutrients, Whole Foods and Added Sugar: What You Need To Know. b) What the audience knows: They know it is important to eat healthy and basic food principles, there is a lot of sugar and sodium in processed food and they should be trying to engage in healthy eating habits.

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c) What the audience wants to know what is relevant: They want to more about what they can do to be healthier in order to avoid weight gain and other side effects of consuming an unhealthy diet. Evaluate health literacy and other cultural issues: The audience is very culturally diverse and come from many different backgrounds since it is a boarding school. The students in each class are in the top classes, so they are fairly health literate. However, it may vary between individuals. 4. Setting tour of facility a) Room size and set up (diagram):
Smart Board/ Front of Room Computers Teacher Computer Desk

Desks

Computers

b) Presentation resources Availability of food prep area: Richard, the FSM on site, is available to help with food sampling/prep. AV resources There is a Smart Board in the classroom and several computers. 5. Day of week / time of day for presentation: 2/4 9:15- 10:05 and 1:40-2:30. 6. Duration: 50 minutes a) Attention span: The teacher said the students have an average attention span of 15 minutes, so we are planning to do a lot of activities with them. b) Conflict with other activities for population: During our previous presentation, the principal had to discipline the class, taking time from our presentation. 7. Marketing potential N/A 8. Budget: $20 a) Will there be a charge: No b) Funds to cover supplies: $20 c) Cost of marketing: N/A 9. Best way/time to reach site contact for future plans: Anytime during the day via email from 8-4 10. Write a community group focused PES statement based on your assessment

Food and nutrition related knowledge deficit RT lack of knowledge about nutrition related topics such as the influence of food advertising AEB teacher suggesting this topic.

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C. RESEARCH AND PLANNING: (Based on the results of the needs assessment, What did you do to prepare? How did you go about the development process? Who was involved? What resources did you use? How did you find them?) Mary and Laura met with Tom Fontaine to get a tour of the classroom, see the students, and talk to him about possible topics that the students want to learn about. He told them that the students love activities, games and taste testing. For our second presentation, we decided to teach the kids about food advertisement after presenting on the side effects of consuming too much added sugar because it is products like the ones we mentioned in that presentation that are usually seen in ads. To prepare, we got together after our first presentation and, based on the feedback from the children, we decided to make our presentation very interactive. We looked up information on tricks advertisers use to make us want their food and selected a few examples for each. We also decided to have the kids to create their own fake ice cream to emphasize our point about the lies in food ads. D. DEVELOPMENT: (Describe all components of the program or material, and the team member responsible for them. Include objectives, outline, activities, education materials and evaluation methods/materials. Explain how your presentation addresses different learning styles using the grid below. Attach a copy of the materials or any handouts/resources used for the program/presentation. For an educational material, how was this pilot tested? What changes were made?) Outline Objectives o To understand the influence that advertising has on our food choices. o To demonstrate the tricks that food advertisers use to make us want to purchase their food. o To identify the foods that are not commonly advertised Ice Breaker o Ask general knowledge history questions to the students and then ask questions about fast food slogans/logos to demonstrate how they inadvertently know more about junk food because of marketing Who ran against President Barack Obama in the 2008 elections? Answer: John McCain What year did the Revolutionary War begin? Answer: 1775 Which 4 presidents faces are chiseled on Mt. Rushmore? Answer: Washington, Jefferson, Lincoln, Roosevelt Whose slogan is this? Answer: Burger King Whose logo is this? Answer: Taco Bell Which food company uses this promotion? Answer: McDonalds Content o What kinds of food do you normally see on TV? Junk food

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Processed food Big Company food owned by people whose only goal is to make more money out of you Foods that have additives and unnecessary chemicals to make them cheaper yet get you to pay a lot of money o What kind of food do you not see as often? Fruits and veggies Dairy Water Local farmer products made with quality and nutrition in mind o What tricks do they use to make you want to eat their food? AKA How are they lying to you? Cartoon Characters These cartoons attracted you when you when younger and you still consume them because of marketing strategies. You did not know what they tasted like, but you still wanted to buy them Music Jingles you cant get out of your head Star Power Celebrities Emotional Circumstances Are you cool enough? Ads that make you feel like you are not good enough the way you are. o So how do advertisers make their food look so good? Food stylists! Pancakes Cheese Turkey Cereal o How Burgers are made video. Evaluation o Have the students determine which advertising tricks are used in the ads we will show them later So what can we do about it? o Buy local! Benefiting our community and eating less processed foods! o Big food companies do not care about you; only making money. o They are trying to manipulate you Lets make ice cream! o Have students make ice cream fit for TV o Ingredients: Crisco Powdered Sugar

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Pepper Flakes Taste Testing o Fruit Popsicle

Learning style Thinking Sensing/Feeling Analyzing Doing Visual learner

How did you meet this learners needs? Ice breaker, thinking of ways that advertising tricks are used Watching advertisements, fake ice cream activity Evaluation which tricks did we use? Fake ice cream activity PowerPoint, videos, food styling

Complete sections E & F after the presentation/event is complete. E. IMPLEMENTATION: (For a program or presentation, describe the setting, audience, number of participants, what you did to get ready and begin. Did the presentation go as planned? How did the audience react to the presentation?) We presented to two 7th/8th grade classes, one in the morning and one in the afternoon. They sat in groups of two so that they would already be set up for the activity. We had 13 students in the first presentation and 19 students in the second presentation. To get ready, we bought the ingredients necessary to make fake ice cream and practiced making it before hand to make sure it looked good. The presentation did go as planned, except for the fact that we were short on time for the first presentation because they started late. F. EVALUATION: (What went well? What would you do differently/the same the next time or what would you change if you had more time? What problems did you encounter in the development? Using the results of your participant evaluation tool, assess the impact of your presentation. Discuss your impression of the effectiveness of this program or material for the target audience. Include a financial report as well as your recommendations to future interns.) The ice breaker and the other activities went very well, but we had some issues managing the class for the first presentation. After the activity, the class became very distracted and had trouble focusing on the last part of the presentation. Between the first and second presentation, we switched the activity to the end of class to help with classroom management. This worked out much better and we had the attention of the class the whole time. They were all able to identify the tricks used in the evaluation videos and it seemed like they really got the message. During the video, they were so engaged in the message of what a food stylist does and surprised to learn about what they do to manipulate food. In the future, I would change the food given out at the end of class. We chose fruit popsicles because we teased them with a frozen treat (fake ice cream). However, it was difficult to think of something more appropriate since our presentation did not have a certain food as the main focus.
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Financial Report: $35.00 Within one week of the presentation, provide internship preceptor with a completed COP, Presentation Evaluation Form, Handout(s), a Team Leader Report, and PDE. (PDE required for sites with 2 presentations or >20 hours.)

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