COMMUNITY ROTATION SUMMARY



COMMUNITY OPERATING PLAN

A. PROJECT DETAILS:

Event: Presentation for 7th grade at Kurn Hattin Topic: Food Marketing

Event Date: December 11th Location: Tom Fontaine’s classroom

Intern Name(s): Liz Dahlgren and Birgit Humpert

Team Leader: Liz Dahlgren Preceptor: Kathryn Long

Person responsible for writing the COP: Liz Dahlgren

Meeting Dates

Dates scheduled for planning and who attended.

November 27th Liz and Birgit

November 29th Liz and Birgit (Email)

December 1st Liz and Birgit (Telephone)

December 3rd Liz and Birgit

December 4th Liz and Birgit prior to 7 day meeting

December 9th Liz and Birgit (Email)

December 10th Liz and Birgit

7 day meeting - Presentation materials to be reviewed with preceptor on December 4th

(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: December 11th, 2012 immediately after first class presentation

(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: Classroom teacher Tom Fontaine

2. Identify population

a) Gender: male and female, total 12 students in each class, half male, half female

b) Age: around 12

c) Education level: We are presenting to two classes with different levels. One is and intermediate class, the other is an advanced class.

3. How topic was determined: Although the students at Kurn Hattin have restrictions about computer and Television use, they are still exposed to the media. They watch television in their cottages and have magazines. They also are given the chance to go home and visit family, and after they leave Kurn Hattin after 8th grade, they go on to high school and are bombarded by peer pressures and media influences. Food marketing is said to play a role in the obesity epidemic because kids are being targeted at a young age to associate certain brands with feelings and needs (Institute of Medicine). The statistics regarding media use and exposure to food marketing are alarming. Children and teenager watch on average 4 h of TV per day, they see 15 commercials for food per day, and most of those are for food high in fat, sugar, and sodium (Singer, 2012). But the exposure to food marketing goes far beyond TV watching. Most food companies have web sites directed at children with “advergames”, food products are placed in movies, music videos and TV shows (Singer, 2012). Companies try to use different media to reach their audience, including increasingly social media. Fast food companies attach their logos with popular TV characters and kids use this information they obtain from the media to make choices later in life. There is also data that healthy foods aren’t marketed nearly as much as unhealthy foods, which is important when teens are trying to fit in and ‘be cool’, which can be difficult when there is minimal positive publicity about eating healthy. The prevention and treatment of obesity is a pressing concern, because 17 % of children and adolescents (2 – 19 years) are obese (CDC, 2012). Because they are not exposed to a lot of junk food during their stay at the school, the teens at Kurn Hattin do not have a lot of opportunity to make healthy food choices on their own, since there are regulations that the school abides by. Our presentation can make them aware of the issues they face when they are not at school, and it can help justify the food choices they make at school and at home.

a) Other programs recently presented: Sugar

b) What the audience knows: We asked Tom how much he incorporates nutrition into his curriculum, and he states that when he talks about the human body, he mentions nutrition. Also, many interns have been in the classroom teaching nutrition. Also, there is a farm at the school and the students learn a lot about where food comes from and the components to a healthy diet, as well as through the new lunch program guidelines, that incorporate portion sizes, and macro/micro nutrient requirements. I don’t think that food marketing is a topic of discussion in Tom’s classroom because it’s not something that directly pertains to science, but it is an important topic to be exposed to, especially for teenagers. Marketing and advertisement might have been part of their curriculum in other classes, like English, but the approach was probably broader and not specific for food marketing.

c) What the audience wants to know: It’s not very clear but it seems e they want a deeper look at nutrition in their lives, other than the meals provided by the school and the farm influences. This meaning that they might want to learn about how to gain healthy food behavior skills for when they have to make choices for themselves.

d) Evaluate health literacy: Difficult to determine because the students come from such diverse backgrounds, in regards to their prior schooling, families, and environments before coming to Kurn Hattin. The two classes are the average and upper level for the grade, and they seem that they are comparable to other 7th & 8th grade students I have observed. They have proficient reading, language, computer skills to name a few.

4. Setting – tour of facility

a) Room size and set up (diagram)

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b) Presentation resources

▪ Availability of food prep area: Not needed.

▪ AV resources – space available for visual teaching aids: Smart board in class. Space for flip chart if needed. Wifi for internet links

5. Day of week / time of day for presentation: Tuesday, 9:15 am and 10:55 am.

6. Duration: 50 minutes

a) Attention span: Students this age are able to work for longer periods of stretches. To keep the attention the presentation will be a mix of powerpoint slides and activities.

b) Conflict with other activities for population: None

7. Marketing potential – whose responsibility: N/A

8. Budget

a) Will there be a charge: No

b) Funds to cover supplies: Some supplies are available at the intern office. Cost for additional supplies (poster boards) were minimal and Liz already had them at home. Copies can be made at Kurn Hattin.

c) Cost of marketing: None

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

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

NB-1.1 Food and nutrition related knowledge deficit RT food marketing and media portrayal of unhealthy food choices AEB the link between media and food choice behaviors and obesity epidemic.

C. PLANNING: (Based on the results of the needs assessment, how did you proceed in planning this event?  Who was involved?  What resources did you use?  How did you find them?)

We planned the presentation to give the teenagers information and tools to deal with how food is marketed so they would have the knowledge base to form opinions on what are good choices. This topic is important for them to be exposed to because they are sponges to the media and can be impacted by company’s tricks. To keep their attention we are planning a mix of information presented on PowerPoint slides, videos, and hands-on activities. The presentation had food marketing as the main topic, but we put special emphasis fast food marketing since there is more and more evidence that ties it to obesity. While Birgit worked on the outline and the handout, Liz did the Powerpoint. Both Birgit and Liz worked on the activities.

Resources:

CDC (2012). Obesity rates among all children in the United States. Available from

Brown, J. (2011). Nutrition through the life cycle 4th edition. Wadsworth





Singer, D.G., Singer J.L., (2012) Handbook of Children and the Media, 2nd edition, Sage Publications, Thousand Oaks CA

Institute of Medicine of the National Academies (2006). Food Marketing to Children and Youth, Threat or Opportunity. The National Academies Press. Washington DC.

 

 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?)

Both Birgit and I came up with the objectives. Birgit created the outline and I created the powerpoint. Birgit was responsible for the icebreaker activity, and we both came up with the ‘create your own healthy food ad’ activity. Birgit created the handout, which included the evaluation quiz. The handout is attached to this document. For this age group, having the students create the ad gives them have ownership of something and feel that they created something, which is positive for their self-esteem. We wanted to hang the ad’s up in the cafeteria so the kids could see their importance. This is very effective for their age group because they need to feel that they can have an impact on society.

|Learning style |How did you meet this learner’s needs? |

|Thinker |Ice breaker advertisement activity |

|Feeler |Food makeup artist video |

|Analyzer |Ice breaker advertisement activity |

|Doer |Create your own ad activity |

|Visual learner |Powerpoint |

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?)

For the first class presentation there were a total of 11 students, four girls and seven boys. Upon arrival, there was a class in session so we quietly got our icebreaker set up, the powerpoint and the video up on the smart board and set everything up for the marketing activity. We were able to fit everything in within enough time, and I think the presentation went smoothly. The students enjoyed the video and seemed shocked that stuff like that exists. The advertisements that the students created were great and I’m pleased with their creativity in the short amount of time we gave them. The presentation went as planned.

For the second class presentation there were a total of 11 students again, four girls and seven boys. Since there was a long break in between the first class and this class, we were able to talk things through, set everything up, and make sure the video was working. Again, the students were glued to the video and seemed to have enjoyed many of our statements and information in our presentation. The presentation went as planned, the only thing that was rushed was the handout we gave at the end, and many students weren’t able to finish it.

 

F. EVALUATION: (What went well? What would you do differently/the same the next 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.)

What went well: In both classes the icebreaker went well, and the students had fun analyzing the advertisements. Also, the video was a hit and both classes had many comments about it. The graphics we included in our powerpoint were interactive and the students all participated well. The food ad activity where they created their own ad went well, even though some of the students had some trouble coming up with ideas. Below is a picture of all the completed healthy food marketing posters that the students created hanging in the cafeteria.

What would we do differently: Since in the first class the students were cramming for time on their posters, we adapted the second class. Instead of allowing the kids to have a draft, we told them that they had to think of their idea and use the poster as their first and only poster. Also, in the second class we forced them to use one of the bullet point facts we gave them about their fruit as part of their marketing campaign, which made the kids review the importance of fruits in a healthy diet.

What problems did we encounter: The only problem that we encountered was in the first class, the kids were pinching for time on their food ad at the end, even though we gave them about 15-20 minutes to complete. We didn’t intend for the handout to be given out to everyone because we didn’t want it to just be thrown away, we were just thinking of passing out the handout to kill time if groups finished with food ad early.

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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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