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 Topic: Media’s Influence on Sugary Beverages

Event Date: 5/18/17 Location: South Meadow Middle School

Intern Name(s): Rachel Brown and Molly Koch

Team Leader: Rachel Brown Preceptor: Whitney Hightower

Person responsible for writing the COP: Rachel Brown

B. NEEDS ASSESSMENT:

1. Identify site contact

The site contact is Tania Grady, the health teacher at South Meadow Middle School.

2. Identify population
a) Gender - mix of boys and girls
b) Age - 11-12 year olds
c) Education level - 7th grade education
d) Number of participants - 51 students split into two class periods

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 talking with the teacher of the class about what she thought the class
would benefit from learning about. She said that the class consumes a lot of energy drinks, caffeine, and
sugar, so we determined that doing a presentation on sugars in beverages would work well for this
audience. After discussing with Whitney, the topic was changed to contain a unique spin of how the
media influences behavior, especially regarding the consumption of sugary beverages. Rachel and Molly
were unable to observe this class before hand, but Molly was able to observe the teacher working with a
different, younger class beforehand. The classroom is assigned seating with 8 tables. The teacher will be
there to help with classroom management.
a) Other programs recently presented
We do not know what other presentations have been presented in the South Meadow 7th grade health
class since there are no records on weebly of other presentations being conducted at this school for
teens. Recently, Molly and another intern presented to the 5th grade class at South Meadow about
whole foods vs processed foods, but this was not viewed by the 7th grade classes.
b) What the audience knows
After reviewing the Life Science curriculum that the students should have learned in 5-6th grade, we
know that the students understand what cells re and how they function, know that cells use energy
from food sources, know the hierarchical organization of living systems, know how organ systems
perform necessary functions including digestion, and know that organisms can be influenced by the
resources available to them.
c) What the audience wants to know - what is relevant
Teenage students want to know information that they can apply to their own lives for their benefit. They
enjoy hands-on, group activities because they like to work with their peers and have limited teacher
instruction. Teens want to develop a sense of independence from their family and start relying on media
and peers for information. They would benefit from knowing how the media tries to sway the teen
population’s decisions for their own benefit so the teens can make better decisions on their own.
d) Evaluate health literacy - and other cultural issues
These students have learned an extensive science-based curriculum until the 6th grade, that
includes concepts and functions of living organisms, biological changes that can occur over time, and
concepts involving the body’s different functions such as immunity and digestion. They know that
certain actions they choose to make can affect their health over time. They are able to see cause and
effect in different situation while they are starting to make more choices independently from their
parents. Teens like to think abstractly, but often revert back to concrete thinking when learning new
material. They are easily influenced by their peers.

4. Setting - tour of facility
a) Room size and set up
There are 8 tables set up in rows with a curve to the center/front. There is a SmartBoard in the room
and a magnetic chalkboard to each side of it. There are bulletin boards to the sides. The teacher’s desk
area is in the back.
b) Presentation resources
· Availability of food prep area - No food prep area available
· AV resources - space available for visual teaching aids - Smart Board for powerpoint presentation.

5. Day of week/ time of day for presentation

Presentations on 5/18/17 - Class 1: 9-9:45 Class 2: 9:45-10:30
6. Duration
a) Attention span
This age group has a relatively good attention span when the material is something that involves them.
This age group is very self aware since they are in the stage of puberty where they are going through a
lot of changes. To keep this age group involved in the presentation, we will have three different
activities that make them use their math knowledge and reasoning skills. Allowing them to apply their
own previous knowledge allows them to feel more comfortable and independent during the lesson. The
activities will be related back to their lives, daily actions and health to help keep them interested.
b) Conflict with other activities for population
There are no other activities that would be a conflict for this presentation. The students will be in
school, but they are given time to watch the presentation.

7. Marketing potential - whose responsibility

There will be no marketing for this presentation.

8. Budget
a) Will there be a charge
There will not be a charge for this presentation.
b) Funds to cover supplies
There is a $10 budget to cover supplies provided by the Keene State College Dietetic Internship.
c) Cost of marketing
There will be no marketing for this presentation.

9. Best way/time to reach site contact for future plans

The site contact is able to be reached through her email at tgrady@conval.edu on weekdays from 9am-
2pm.

10. Write a community group focused PES statement based on your assessment.

Insufficient food and nutrition related knowledge related to no prior education about media and their
influence on sugary beverage consumption in the teen population as evidenced by the request to
receive a presentation that incorporated information about teens and their consumption of sugary
beverages.

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

1. Meeting Dates
· Dates scheduled for planning and who will attend.
Rachel and Molly will meet on:
May 5, 2017
May 7, 2017
May 10, 2017
May 11, 2017
May 16, 2017

· 7 day meeting - Rachel, Molly, and Whitney - May 11th, 2017 at 5:00pm

· Evaluation meeting scheduled for:
After presentation on May 18th, 2017.

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

Based on the needs assessment, we prepared a presentation that is informational and applicable. This
population of teen students needs information they will see as useful in their own lives in order for it to
be of interest to them. We chose the topic of media influence on sugary beverages since this age group
is starting to explore their independence of making food/beverage choices on their own. Often teens are
drawn to more unhealthy beverages and food options when they are accessible and theirs peers are
doing the same because of the media influences that target them. This presentation will involve the
teaching and conducting of activities that will make the material relate back to the teen’s own life and
experience will get them more interested and involved in the nutrition lesson. We have a powerpoint
with information about media influence on sugary beverage consumption and how this can influence
teen decisions.

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

We went about the development process by checking weebly to see if other interns had presented at
this site before. We then contacted the school’s health teacher in order to find out more information
about the class and possible nutrition topics the teacher saw as useful to this population. The teacher
hinted that sugary beverages would be a good topic. Whitney then discussed with us the importance of
the media in this topic. Rachel and Molly worked to find appropriate content and activities that would
benefit the teen students health and knowledge about the media and how their try to influence their
health decisions.

4. What resources did you use? Why did you choose them and how did you find them? Relate back
to your assessment section.
We used the American Heart Association for most of our information since they have a lot of
information and data on sugary beverage intake in the US and their effects on the body. We chose to
use this information because it is important for teens to know the figures behind the recommendations
so they care more. Teens also want concrete information that they can see as cause and effect so they
can apply it to their own lives.
http://www.sugarydrinkfacts.org/resources/sugarydrinkfacts_report.pdf
http://sugarydrinkfacts.org/resources/SugaryDrinkFACTS_ReportSummary.pdf
http://www.bmsg.org/resources/publications/food-and-beverage-marketing-to-children-and-
adolescents-an-environment-at-odds-with-good-health
http://www.bmsg.org/sites/default/files/bmsg_food_and_bev_mktg_to_youth.pdf
http://www.npr.org/sections/thesalt/2014/11/20/365219686/soda-companies-step-up-their-
marketing-to-black-and-latino-kids
Eisenberg, M. E., Larson, N. I., Gollust, S. E., & Neumark-Sztainer, D. (2017) What Are We
Drinking? Beverages Shown in Adolescents’ Favorite Television Shows. Journal of the Academy
of Nutrition and Dietetics, 117(5), 763-769. doi:10.1016/j.jand.2016.12.004
https://kaiserfamilyfoundation.files.wordpress.com/2013/01/8010.pdf
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC416565/
https://www.hsph.harvard.edu/nutritionsource/healthy-drinks/sugary-drinks/
https://www.niddk.nih.gov/health-information/health-topics/weight-control/take-charge-
your-health/Pages/take-charge-your-health.aspx

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

1. Measurable Learning Objectives:
● Participants will be able to…
● Identify how media influences our decisions regarding sugary beverages.
● Critique how beverages are portrayed on shows targeting or popular with adolescents.
● Develop a commercial for a beverage using media messaging techniques.

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.)

Aim: 40 min
Introduction:
Rachel
● Introduce selves
● Say we’re KSC Dietetic Interns, explain what dietetics is

Icebreaker: Beverage commercials directed at teenagers
Molly
● Red Bull Commercial:
https://www.youtube.com/watch?v=ncRChEKoVBY 30 sec
● Gatorade Commercial:
https://www.youtube.com/watch?v=aAk48zTOk9U 31 sec
● Discussion with videos: What did you think? Would you drink this after seeing this?
○ We’ve made it socially acceptable to have a soda every day, when this is really what we
are putting into our bodies, and we may be doing some serious damage without even
knowing.
○ Ads mainly focus on telling people who to be and how to be it
○ One of the things these ads have in common is that they are motivating you to get out,
be bold and try something different, play a sport or do something bold. They are trying
to create a community because they know that if we commit to something as a group,
we are more likely to remain loyal to that brand as a whole.
○ Comes in from the angle of claiming your independence to be your true self by drinking
these beverages in the process, and buying into the community they are claiming to
create.
○ But how much control do you really have over what you’re drinking?

Rachel
Objectives: Participants will be able to…
● Identify how media influences our decisions regarding sugary beverages.
● Critique how beverages are portrayed on shows targeting or popular with adolescents.
● Develop a commercial for a beverage using media messaging techniques.
● Explain the health effects of consuming the advertised beverages with added sugar.

Content 1:
Rachel
Why are companies marketing toward teens?
- Companies are marketing towards teens because of their spending power, purchasing influence,
and as future adult consumers.
- At the core of advertising towards teens, companies realize that every teen needs to have a
sense of belonging in order to become more optimistic, expressive, and to make a difference
to everyone.
- They know that if they can connect to you emotionally, they can gain your loyalty for life.
- They get to the core of our emotions.
- Here are a couple of quotes from the former President and Co-founder of MTV when asked
about his company’s approach on entertaining. It also speaks to how much this TV channel has
impacted today’s youth culture:
- “The strongest appeal you can make is emotionally. If you can get their emotions
going, make them forget their logic, you’ve got ‘em.”
- And “At MTV we don’t shoot for the 14 year olds, we own them” (Robert Pittman)
- How do those quotes make you feel?
- (manipulated, deceived, taken advantage of…)

Marketing techniques and how they influence behavior
● Molly
● 1) Television Advertising: Even though we have a lot of different forms of social media,
TV remains the primary form of entertainment for teens. This means that companies are
going to use the TV to get you to buy their products.
○ How do they do that?
○ Not just through TV commercials, but by targeting some of your favorite shows
that they know you are watching the most of.
○ Commercials try to create these types of characters to help you connect with
them, therefore making it more likely for you to buy the product that character
is selling.
○ This is because the media has a role in creating social norms suggesting that
drinking certain beverages is typical or expected among teens or young adults,
who may act as role models for the audience.
○ The more sugar-sweetened drinks are in the popular TV shows, the more
“normal” it seems to the audience that is watching it.
○ A lot of shows and commercials we watch have characters that we may
personally relate to or look up to. What these characters do and how you view
them influence how you behave, the decisions you make, and even what you
eat or drink.
○ Some ads will show a group of teens drinking a sugary beverage to make you
you think that all teens are doing the same thing. The ad could even use phrases
such as “all teens need” or “all teens are.”
Rachel
● 2) Celebrity Endorsements:
○ This is when a celebrity is paid a large amount of money to tell the audience
about how great the company’s product is.
○ Often use the most popular celebrities that will reach the most fans.


Beyonce in a Pepsi Ad
Beyonce Pepsi commercial:
https://www.youtube.com/watch?v=ztpgEy3bCZA&ab_channel=hihihiihihihokayb 1 min

Molly
● 3) Sponsorships
○ This is when companies sponsor events to promote their brand
○ Examples of this would be Coke in the Olympics, Mtn Dew sponsors the NBA, Monster
at the 2017 X Games, Summer X Games is Red Bull, Gatorade sponsors all sports
○ Companies such as Coca Cola can also sponsor TV shows, creating opportunity for them
to appear as a highlighted tv “moment,” but really this just helps to associate their
brand with your favorite show.

Rachel
● 4) Product Placement and Embedded Advertising:
○ Companies pay to have their products and logos incorporated into your favorite TV
shows, movies, or games
○ This might involve a character passing a billboard for a soft drink, a vending machine for
that drink, or the character actually drinking the beverage.
○ In doing this, they become part of the experience.
○ While they seem authentic, they are extremely strategic in the ways they are presented.


● Starbucks product placement on “The Voice”


● Snapple on “The X Factor”
● Who are these people and what are they drinking?
● These are famous, smart, good-looking, and powerful people. They are drinking from Starbucks
cups and Snapple cups. The more often you see these cups, the more likely you are to
remember them, and the more likely you are to buy them when you’re making a choice later
● https://www.youtube.com/watch?v=ri7xl8cZ6AQ - NOS
● In addition, now that teens are moving over to Netflix for their TV shows, we may start seeing
more and more product placement in those Netflix series.
● Stranger Things and embedded advertising:
● The coca-cola is part of the actual storyline here. When El sees the Coke commercial on the TV,
she has a flashback to when she was experimented on with her powers to help her crush a can
of Coke. The Coke is not just snuck into the background. This is what is called embedded
advertising.

Molly
● 5) Cross-Promotions:
○ When companies tie food and beverage products to popular movies, TV programs,
cartoon characters, toys, websites, video games, theme parks, and other entertainment
venues.
○ Using one brand to promote another non-competing brand

● Promo for “The Hulk” movie and Monster energy drink

● Promo for Mountain Dew, Doritos, and Call of Duty
● Why are these foods and beverages paired with these games or characters?
https://www.youtube.com/watch?v=aTMgCQEVzM0

Rachel
6) Social Media
Examples of of how companies use Snapchat to market their product to you
Gatorade during Superbowl
Starbucks during holidays
Molly
Activity 1: Identifying the media messages and what they are trying to do.
Commercial:
● Big Red Soda Commercial:
https://www.youtube.com/watch?v=Za5VzdQ9xWU&ab_channel=DrinkBigRedSoda 30 sec
● What was the commercial promoting?
● What were they trying to imply through the commercial?
● What does it want the audience to do?
● Is what it is saying about the product accurate or realistic?
● Why might this influence teen choice?

Rachel
Content 2: Media Impact: How it affects your health
● What is sugar?
○ A carbohydrate, naturally found in foods. We need to have sugar because it provides us
with energy to move and grow.
○ Sugar in itself is not bad for you… It’s when you get too much sugar that your body
might not be able to handle it in a healthy way
○ The best sources of sugar for our body are whole foods such as fruits, vegetables, milk,
yogurt, whole grains, because they also have the vitamins, minerals, and other nutrients
that our body needs.
● What is an added sugar?
○ Added sugar is the sugar or syrup that are added to foods or drinks during processing or
preparation to add sweetness.
○ Soft drinks, sports drinks, energy drinks, and fruit drinks are the primary sources of
added sugars in Americans’ diets.
○ Drinking or eating foods with too much added sugar can increase your risk of becoming
overweight, having dental cavities, and developing type 2 diabetes.
■ Dental cavities: the sugar feeds the bacteria that live in your teeth, and this
creates an acid in your teeth that can start to break down that structure.
■ Also SSB’s are acidic as well, which over time can erode your teeth
○ When you have SSB’s you’re more likely to get too much sugar, because you dont feel as
full from these drinks.
○ Soda is more dense in sugar because it’s a liquid form as opposed to a solid form.
○ Creates a bigger insulin response.
○ Insulin is a hormone made by the pancreas that helps sugar in the blood get into your
cells (like a lock and a key)
○ So the insulin is the key that opens the lock to get the sugar into the cells.
○ The big insulin release from the pancreas can overwhelm your body and eventually lead
to that lock and key mechanism not working quite as well… this is what happens in Type
2 DM.
○ The sugar can stay in your blood longer because it’s not getting through that lock.
○ The abundance of insulin all at once causes your body to flip a switch from using this
energy, to storing this energy.
○ In this sense, the sugar from SSB’s are going to cause some negative reactions, because
we aren’t getting the sugars from F/V’s and whole grains.
○ Making healthy choices means choosing foods and beverages without added sugar.

Molly
● What are your healthier options? Call to action
○ Water, low fat milk or nonfat, unsweetened teas, seltzer water
○ You hold the vote with your dollar
○ While the media may influence your decision, you have the power to influence the
beverage companies with your dollar.
○ When you buy cheap drinks filled with sugar, your money goes into the big soda
companies who are manipulating you and trying to get you to look past the health
consequences. They are hoping you will buy into the fantasy they are creating.
○ When you buy something else, like a healthier option, you are making a statement and
standing up to these big soda companies.
○ But we are also doing this for our health.

Molly
Activity: Making your own commercial about a drink to influence teen beverage choice
● Divide class into groups (4 total), tell them to assign 1 person as team leader
● Ask each group to use the information presented in order to create a commercial for a new
drink that they want to sell to teens
● Team Leader will organize and help the team to present out loud the team’s commercial
● At the end, the class will vote which drink they would purchase and why
● How to market your beverage:
○ Develop a brand: what is the name?
○ Create a description of your target market. What are some characteristics of the people
you are selling to?
○ What are some perceived benefits of the drink?
○ How will customers be perceived if they drink it?
○ What marketing method(s) are you going to use to appeal to this population?
○ Explain why your commercial may not be realistic for health reasons for your target
audience.
● 30 seconds to act out the commercial
○ Then class analyzes the commercial afterward, going over the questions we are asking
above.
Molly
Call to Action: For all of next week, every time you see a beverage advertisement, drink a glass of water
or another healthy alternative we talked about earlier.
Questions?

Thank you

Handout

Materials
- Flash drive with presentation
- Props for commercial including bottles, cups, etc.
- Handouts printed

3. Describe how your presentation addresses different learning styles:
● Auditory: Talking about the material and having the students answer questions. Allowing the
teams to discuss reactions and thoughts about the media’s ability to influence beverage choices.
● Visual: Using a powerpoint presentation with video and pictures. Making the teams present
commercials to their peers.
● Kinesthetic: Students will use the information they’ve learned to create and simulate a
commercial for a selected sugar-sweetened beverage. Making the students act out a
commercial to their peers to mock media influence.

· List ways that you included multiple intelligences in your planning.
● Linguistic - Allowing the students to answer questions and act out the different commercials.
● Interpersonal - Working in teams to make commercial.
● Intrapersonal - Thinking about the components and meanings in the commercials.

4. Explain how your planned evaluation method will show whether your learning objectives were met.

● Identify how media influences our decisions regarding sugary beverages.
Answering questions about the commercial in Activity 1.
● Critique how beverages are portrayed on shows targeting or popular with adolescents.
Answering questions about various videos throughout the presentation.
● Develop a commercial for a beverage using media messaging techniques.
Creating their own commercial to display their knowledge of the messaging techniques that other
commercials use.
● Explain the health effects of consuming the advertised beverages with added sugar.
When analyzing the different commercials the audience made, having them explain why the drinks
would not be the best choice for their health.

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

During the development process we encountered the problem of being unable to observe the class
before have based on scheduling conflicts. We also encountered the problem of deciding what type of
material to use for this presentation since we really do not want to talk about calories and weight gain
with this group, but we tried to mention it in an informative way that could help them understand the
role of media on behavior.

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.

During the day of the presentation, Molly and Rachel arrived at the school ahead of time but were
unable to get into the classroom until 5 min before the presentation. Molly set up the computer with
the presentation and videos. Once all of the students were ready, Molly and Rachel started the
presentation. By the end of the presentation, Molly and Rachel were running short on time to conduct
the final activity. They ended up having to skip over a lot of the evaluation questions and the students
left for their next class. During the second presentation, Molly and Rachel went through the
presentation faster, skipped one of the videos, and made it almost through the evaluation activity. They
did not use props for the final evaluation activity because of the limited time. Again, the complete
evaluation was unable to occur because of the time restraints.

2. Did the presentation go as planned? Reflect on what went well?

For the most part, the presentation went as planned, except for the time left over for the evaluation
activity. The content of the presentation was well received. The topic of the media was a good strategy
to get this population to care more about what they take into their bodies. The science behind why the
audience should drink less sugary beverages was simple enough for them to understand, yet informative
enough to be accurate with the true science. The audience enjoyed watching the movies as breaks in the
content and it helped keep their attention. We ran out of time at the end because going over the
content took a lot more time than was expected. This impaired our ability to determine if the objectives
were met.

3. How did the audience react to the presentation? Summarize and comment on preceptor feedback.

The audience reacted to the presentation by being very interested and engaged in the topic. The topic
was something they could relate to and easily understand. Our preceptor discussed that there could
have been better transitions between the videos, and the activities could have been conducted with
more guidance. It would have been better if we laid out our activity before we put the audience
members into groups and let them start working on their commercial. The call to action could have been
more simple and powerful, and needed revising. Because of the angle of the room, and our orientation
of our presentation, the front right corner of the room was ignored and some students looked left-out
and forgotten. We could have incorporated statistics about repeated exposure to the marketing
techniques to help the audience understand how important it is. On the positive side, the insulin
response description was presented well and Molly did a wonderful job presenting.

4. How well did the audience grasp your objectives?

We were not able to determine how well the audience grasped all of the objectives because of the time
restraints. The audience was able to accomplish objectives 1 and 2 by talking about the commercials
they saw and describe the ways the media targets their population. The first presentation did not get
through the last activity so they were unable to complete objectives 3 and 4, and the second
presentation was able to make the commercials, but there was not enough time to ask about the health
effect of drinking them. With more time and better planning, we would have wanted to be able to
evaluate all of the objectives.

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?

Next time, we would have planned a shorter presentation to allow more time for the final activity to
ensure we evaluated all of our objectives. We would have directed our attention to the class equally,
and given more guidance for activities. We would have made our call to action more simple and straight
to the point about using their dollar to support healthier beverages and not give into media influence.
We would have kept the content the same, but put less explanation into each description in order to
save time. We believe this program was effective for our target audience, but without the evaluation at
the end, the focus and the point of the presentation was unable to be evaluated for effectiveness.

6. Recommendations for future Interns:

- Time your presentation before presenting, especially in the school setting since there are no
exceptions to the time restraints.
- If you have a fun activity, make sure you explain it very well before you put people into groups.
- Make sure evaluation activities have enough time so that you can accurately evaluate how well
the presentation was received.
- Keep call to actions simple and directly related to the content or the point will be lost.
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):
Molly: 36.5 hours = $912.50
Rachel: 32 hours = $800.00

Food: N/A
Total Development: $1712.5

· 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):
Molly: 2 hours = $50
Rachel: 2 hours = $50
Copies: 50 copies x $0.08 = $4.00
Food: N/A
Other supplies and costs: N/A
Total Presenting: $104.00
· Overall costs: $1,816.5

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.