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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.
Event: Marlborough 4th Grade

Topic: Anatomy and NH Geography

Event Date: December 9th, 2015

Location: Marlborough Elementary

Intern Name(s): Lauren Alexander, Zile Jones

Team Leader: Zile Jones

Preceptor: Cindy

Person responsible for writing the COP: Zile Jones

1. Identify site contact: Site contacts made through Cindy
2. Identify population
a) Gender: male and female
b) Age: Grade four (9-10 y/o)
c) Education level: 4th grade
d) Number of participants: 20 and an aide
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 the school. It was requested the anatomy and NH
geography be incorporated into the class. Lauren and Zile we able to observe a
class given by other KSC dietetic interns.
Classroom management techniques: Responsive Classroom
a) Other programs recently presented: The class receive education from dietetic
interns when they were in the 3rd grade

b) What the audience knows: Information obtained from previous internsenergy

c) What the audience wants to know - what is relevant: The audience will learn what
the teacher has deemed necessary and relevant. The class is required and there is
not an option to opt out.
d) Evaluate health literacy - and other cultural issues: Due to young age their health
literacy will be low. No specific concerns were mentioned by the teacher
4. Setting - tour of facility
a) Room size and set up (diagram)
b) Presentation resources- powerpoint and space for a flip chart

Availability of food prep area- none

AV resources - space available for visual teaching aids: Power point and internet
5. Day of week/ time of day for presentation: Wednesday 1:46- 2:36 pm
6. Duration: 45 minutes
a) Attention span: Teacher recommends an activity every 15 minutes
b) Conflict with other activities for population: this presentation is during their usual
gym time and is right before they leave to go home.
7. Marketing potential - whose responsibility: n/a
8. Budget
a) Will there be a charge: n/a
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.
C. RESEARCH AND PLANNING (how, who, and when the process of your

Meeting Dates

Dates scheduled for planning and who will attend.

11/18 Lauren and Zile: Observation at Marlborough School
11/30 Lauren and Zile: Brainstorming and planning
12/3 Lauren and Zile: Observation at Marlborough School

12/8 Lauren and Zile: Planning

12/9 Lauren and Zile: Planning and Presentation
7 day meeting 12/2 at 12:30 pm
Evaluation meeting scheduled for:
(Usually held directly after presentation but may be scheduled for later).

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

We prepared by observing the class two times. A highly interactive and focused
class will be the most successful. Zile and Lauren worked to put in many activities
that will have lots of guidance involved.

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

The classroom observation was used to understand classroom management and see
what type of class style would work best. Zile and Lauren researched the respiratory
system, the vascular system and the brain and identified how it would be best
explained to a 4th grader. They then connected this information with NH geography
in a critical thinking portion. We wanted to be sure that these connecting are
enhancing their learning and not confusing both of the messages. Many revisions
were made after the 7-day meeting to bring down the grade level of the information
and make it more visual and interactive.
4. What resources did you use? Why did you choose them and how did you find
them? Relate back to your assessment section.
Yardsticks by Chip Wood- to help understand where 9 and 10 year olds are
Then to see what information could be grasped by a 4 th grader on our chosen topics
we used:
D. DEVELOPMENT (what the outcome
of your planning and development):
Measurable Learning Objective
Students will identify 1-2 basic functions of the respiratory system
Students will identify 1-2 basic functions of the circulatory system

Students will be able to identify similarities between these systems and basic
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.
Remind about Responsive classroom- set the tone
Icebreaker: Stand up from our seats. Stretch. Breath. Relax.
Make a big name tag for yourself with your favorite fruit or vegetable- take 5 minutes
Go around and give a one sentence introduction
Learning Objectives:
Students will identify 1-2 basic functions of the respiratory system
Students will identify 1-2 basic functions of the circulatory system
Students will be able to identify similarities between these systems and basic geography
Respiratory system
Question: What is the State Tree of New Hampshire? Birch Tree. Trees help New Hampshire
Use your respiratory system: Deep breathing. Connect back to ice breaker- breathing in ribs and
diaphragm pull in oxygen rich air, exhale CO2 rich air gets pressed out
Trees are like the lungs of the earth
Trees take the the carbon dioxide we breath out and then they release oxygen.
Can anyone raise their hand and share with the class what the NH tree is? (Birch tree)
What Am I?
I am a bronchial tree. I am found in your lungs. I help your lungs get oxygen.
Respiratory System: Helps us breath 20,000 times a day.
Question: What is the purpose of the opening down our throat?
There are two openings in the airway
Esophagus- for food
Trachea- for air we are going to focus on breathing
Respiratory system includes
voice box
Brainstorm: what do you know about what lungs do?
Our lungs are the largest organ in our body. They are found in our chest and are so large they take up most
of the space. You have two lungs but unlike your eyes they arent equal in size. The lung on the left is
smaller than the lung on the right in order to make room for your heart.
The diaphragm is a muscle the helps us pull air into our lungs.

Although we cant see it, our breath is made up of gases. Oxygen is an important gas that is necessary for
our cells to be alive
Carbon dioxide is a by product after our cells have used what they need from the oxygen we breathed in
Nutrition Connection: Fruits and vegetables can keep your lungs healthy
apples, blueberries, kale, carrots these can all be found in NH
Do any of you grow these at home?
Circulatory system
Use your circulatory system: take your pulse, do high knees and take your pulse again. Circulatory
system: delivers blood to and from all parts of the body
What rivers do you know- do you swim or go tubing in them? Only if they are clean.
(Minnewawa Brook flows through town, empties into Ashuelot River in Keene that empties into
Connecticut River in Hinsdale)
A clean healthy river will carry you along on an innertube
The blood in our veins works the same- your blood travels around in your body transporting materials
Every day, the approximately 10 pints (5 liters) of blood in your body travel many times through about
60,000 miles of blood vessels that branch and cross, linking the cells in our organs and body parts.
Show visual of what 5 litres looks like
Heart: About the size of your fist. It is actually a muscle and it pumps all day every day to push blood
through the body. It pumps more or less depending upon a persons needs- refer back to science in action
POSSIBLE ACTIVITY? : Before each beat your heart fills with blood. Then its muscles contract
squirting blood out of the heart. When the heart contracts it squeezes- try squeezing your hand
into a fist. When you squeeze your hand that is kind of like how the heart pumps the blood out of
the heart. Demonstration of how hard the heart has to work. Instruct students to lay their hand
(palm side up) on their desk and have them count how many times they can open and close their
hand for one minute. Their hands should start getting tired after about 45 seconds. Record how
many times they opened and closed their hand in one minute. Encourage the children not to stop.
See how long they can keep going. After this activity, ask the students what was their hand
doing? (answer: opening and closing) Ask what part of the body might their hand represent?
(answer: heart) Discuss how hard the heart has to work to pump blood continuously at
approximately 60 to 90 beats per minute.
As blood circulates through the body it carries oxygen and carbon dioxide to different organs. The heart
acts to pump the blood through the body but also directs blood with oxygen and carbon dioxide to the
correct organs. Blood passes through the lungs where there is a lot of oxygen present. The red blood
cells pick up oxygen as they pass through the lungs. After being oxygenated, the blood is pumped to all
parts of the body through arteries (away), carrying the necessary oxygen. At the body parts, whether it be
arms, legs, stomach, or brain, the oxygen is removed from the blood and carbon dioxide (a by-product) is
taken up by the red blood cells. Once the red blood cells pick up carbon dioxide, they pass into veins
(towards) and return to the heart. It takes less than 60 seconds for blood to pump blood to every cell in the
Arteries: Deliver oxygen rich blood to your body
Veins: oxygen poor blood back to the heart to get more oxygen from the lungs
Nutrition Connection: Iron a mineral that helps our blood
Dried fruit
Black Beans

Use your brain: draw a self-portrait on a plate on top of your head
What is the capital of NH (Concord). They make rules there
The brain is like the capital of our body.
The brain is the part of our body that lets us think, feel, and make decisions. Any messages that our body
tells us go to our brain. That way, we can see, talk, hear, smell, feel, taste, and move. If we didnt have a
brain, we couldnt do any of those things.
Considering everything the brain does it is extremely compact weighing just 3 lbs. The folds and grooves
in the brain provide it with increased surface area. (Bring in 3 lb visual)
Elephant brain is 13 lbs!
Coloring activity with brain
Explain function of the lobe before we color and do a short activity that uses the particular lobe before we
color it
Frontal lobe: What do you want to be when you grow up? (Future planning)
Parietal lobe: What is 7+3? (Math, spatial and reasoning tasks)
Temporal lobe: Telephone game tell something to a student and have them pass the message
around the circle. (Hearing)
Occipital lobe: Play I Spy. (Vision)
Cerebellum: Play Simon Says. (Coordinating movement)
Be good to your brain:
Eat healthy foods.
Get plenty of activity
Use your brain by doing challenging activities like puzzles, reading, playing music, making art, or
anything else that gives your brain a workout
Wear a helmet when you bike or play other sports that require a helmet
Nutrition Connection: foods for the brain
Sunflower seeds
Zile: Play with your food
Good food is important to keep all you body systems functioning at their best
Explain, remind to stay quiet:
clear a space on your desk
we will come around with hand sanitizer
then you will get a cup of tools
here are fruits and vegetables we talked about and you can build your own structure
Apple slices
Baby carrots
Review what we learned today (Brain, Respiratory system, circulatory system)

Call to Action: Feed your brain, lungs, and blood by playing and be physically active and getting fruits
and vegetables in your diet every day.
Collect name tags

3. Describe how your presentation addresses different learning styles

Auditory:Presenters speaking about the topics
Visual: PowerPoint presentation
Kinesthetic: worksheet
List ways that you included multiple intelligences in your planning: allow
opportunities for questions
4. Explain how your planned evaluation method will show whether your learning
objectives were
Verbally ask participants the objectives in question form
5. What problems did you encounter in the development process?
Trying to connect anatomy and NH geography was a challenge. We didnt want our
messages to become confusing trying to make connections like these.
Coming up with ways to make the class interactive but in a way that would be able
to hold their attention.
Complete sections E after the presentation/event is complete.
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.
The day of the presentation Zile and Lauren purchased materials for the class and
prepared the props and the fruits and vegetables. They arrived 10 minutes early
and has little set up to do. The class was well behaved in the beginning. As the class
went on they became more talkative and a few interactive activities were pulled out
since they could have promoted the disruptions.
2. Did the presentation go as planned? Reflect on what went well?
The presentation went mostly to plan. A few interactive activities were pulled out of
the end to promote classroom management. There were a few moments where the
class was difficult to control but focus was eventually maintained. The food activity
went well. Many of the participants tried raw cranberries for the first time, with a

few really enjoying them. Providing a name tag was good for calling students by
3. How did the audience react to the presentation? Summarize and comment on
preceptor feedback.
The audience seemed to react well. They were eager to answer questions and
participate in activities. Cindy noted that we work well together and that overall the
class went well. A clear evaluation tool was needed. An icebreaker that was more
connected to the topic would have been beneficial.
4. How well did the audience grasp your objectives?
They were able to respond to our questions well
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?
Include a more solid ice breaker and evaluation tool
Have less opportunity to lose the class
6. Recommendations for future Interns:
Let the children think about a topic first- they have a lot of good ideas
Provide lots of direction for every activity
Avoid and space where is isnt exactly obvious what the class should be doing
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):$1,100
Food: $0
Cost of Presenting: (Includes: labor, food, flip charts ($28), see following link
for cost of copies, and other supplies)
Other supplies and costs: $2
Overall costs: $1115.35

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.