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:

Teen Presentation

Event Date: 12/20/16

Topic: How the environment impacts

our food system
Location: Kurn Hattin School
Wesminster VT

Intern Name(s): Ashley Robarge & Jaclyn Schermer

Team Leader: Jaclyn Schermer

Preceptor: Cindy Knipe

Person responsible for writing the COP: Jaclyn Schermer

B. NEEDS ASSESSMENT:
1. Identify site contact:
Tom Fontaine
tfontaine@kurnhattin.org
2. Identify population
a) Gender: Mixed males and females
b) Age: mainly 12-14 y/o mixed and placed by ability
c) Education level: A mixed 6th/7th/8th grade level, placed according to ability
d) Number of participants: 16
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 both Cindy and Mr.Fontaine. Ashley and I both had the
option to observe before hand. Also, this is going to be our second presentation so we
know what the expect based on our first presentation last week. Both me and Ashley

found that the people at Kurn hattin behaved better than the fourth graders at
Malborough school which was the presentation age group we worked with prior to Kurn
hattin. Mr. Fontatine isnt afraid to step if students got aggressive and were yelling at
each other. Classroom management techniques are what we make of it. We choose to
raise our hands when needed and told them they had to raise their hands as well.
a) Other programs recently presented:
Water cycle & soil (October-November).
b) What the audience knows:
The audience is composed of students from all ages and backgrounds. Some
students have never been to school and this is their first experience, others
have attended before. Students are placed in classes according to ability and
not by age so this is not your typical class of students.
c) What the audience wants to know - what is relevant:
Relevant from other in class presentations in this unit:
o The audience knows the basics about water, soil, erosion, and the food
cycle.
d) Evaluate health literacy - and other cultural issues:
There will be varying health literacy among this class because all of the students
come from many different backgrounds.

4. Setting - tour of facility

a) Room size and set up (diagram):

3
4
2

2
6

6
1

Key:
1-Computer
desks
2-Chemistry
tables w/ two sinks
3-Powerboard
4-Misc. table
5-Prep area and blackboard (chalk)
6-Student desk (2 per desk)

b) Presentation resources

Availability of food prep area N/A

AV resources - space available for visual teaching aids: Powerboard, projector and
computer available
5. Day of week/ time of day for presentation:
Tuesday, December 20th, 2016 at 9:15 am
6. Duration:
45-50 minutes
a) Attention span: The attention span can be rather quick but as long as there is
activities and picture the students can stay engaged for a while.
b) Conflict with other activities for population:
There is no other activities occurring at this time. The students have to attend class at
this time.
7. Marketing potential - whose responsibility:
No marketing
8. Budget
a) Will there be a charge: No
b) Funds to cover supplies: $10/presentation

c) Cost of marketing: No marketing

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 about water, soil and
the food chain AEB group presentation Earth science presentation request.

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

Meeting Dates
Dates scheduled for planning and who will attend.
November 15 @ 11 am Ashley & Jaclyn
November 30@ 11:30 am Ashley & Jaclyn
December 1 @ 12 am Ashley & Jaclyn
December 2 @ 9:30 am Ashley & Jaclyn
December 9 @ 2 pm Ashley & Jaclyn
December 13th Ashley and Jaclyn
December 15th Ashley and Jaclyn
December 19th Ashley and Jaclyn
December 20th Ashley and Jaclyn

7 day meeting - Thursday December 15th 2016

Evaluation meeting scheduled for:

Directly after presentation December 20th @10:05
Directly following presentation, informal verbal feedback.
2.

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

We prepared what we discussed with Cindy in the form of an outline. Then from there
we were able to go ahead and create a powerpoint, activities, and handouts. This way
we knew we were on the right track with Cindy and could give a presentation that hits all
the items we should.
3.

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

The development process involved both Ashley and myself. We were able to go to the
store and get the items for our project together. Ashley came up with the activity. Both

of us created the powerpoint and both researched the topic. Since I did the handout for
the last presentation Ashley did it for this one. I focused more on finding content and
working on the powerpoint.
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.visionlearning.com/en/library/Earth-Science/6/The-Nitrogen-Cycle/98
http://animalsmart.org/animals-and-the-environment/environmental-impact-of-animalproduction
http://science.time.com/2013/12/16/the-triple-whopper-environmental-impact-of-globalmeat-production/
http://news.stanford.edu/news/2010/march/livestock-revolution-environment031610.html
https://www.farmsanctuary.org/learn/factory-farming/factory-farming-and-theenvironment/#
http://www.takingcharge.csh.umn.edu/explore-healing-practices/food-medicine/how-arefood-and-environment-related
https://www.farmsanctuary.org/learn/factory-farming/factory-farming-and-theenvironment/#

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

Measurable Learning Objectives:

Explain the interconnection between human activity and its environmental

impacts
Demonstrate the relationship between greenhouse gases and global warming
Describe 3 methods of resource conservation

1. 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.)
Attached separately
2.

Describe how your presentation addresses different learning styles:

Auditory: Presentation will be given verbally

Visual: given handouts, powerpoint slides

Kinesthetic: The activity for green house gases

List ways that you included multiple intelligences in your planning.

We have talking points, stories to connect to the lesson, we are giving them a
visual hands on activity to get the class involved and thinking about green house gases.

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

Me and Ashley had difficulty coming up with an activity. We also had trouble getting our
activity to work but ended up figuring it out after many test trials. The planning came
smooth because we choose to do the outline instead of a powerpoint and have to
change everything. We learned that on our last presentation for KH that we should do
an outline and get it okayed before proceeding.

Note: I did not include the second part of the COP because we didnt get to
present our work to the students at Kurn Hattin becau se our presentation was
cancelled.