EatFit: The Foundation



EatFit Program: Lesson Sample

University of California, Davis

Every lesson contains the same components.

EatFit is a goal-setting curriculum designed to challenge middle school students to improve their eating and fitness choices. It is adaptable for after school programs, 4-H Youth Development, school classrooms and other youth programs.

Lesson Components

Preparation for Teaching

Overview. This highlights the main reasons and justification for each topic.

Example from Lesson 1

• Making better choices about what to eat and choosing to participate in fitness activities have many immediate and long-term benefits. These include improved academic performance, increased energy levels, and improved body image. The purpose of this lesson is to introduce students to these benefits and to the reasons why students should choose to participate in EatFit.

Timelines. This quick reference shows how the lessons flow and approximately how long the segments will take.

Example from Lesson 1

Lesson Question: 1 minute

Opening discussion: 5 minutes

• Activities: EatFit Jeopardy: 15 minutes

How Many: 15 minutes

• Closing discussion: 5 minutes

• Explain take home:

Eating Record: 5 minutes

Objectives. By the end of each lesson, students should be able to accomplish the objectives listed.

Example from Lesson 1

• Students will become familiar with the nutrition and fitness concepts that are used throughout the curriculum and be able to fill out a 24-hour Eating Record.

Getting Ready. This section provides a checklist of items needed for the lesson.

Example from Lesson 1

• Write the lesson question on the board.

• Draw Jeopardy game board on chalk board or use overhead.

• Bring a clock or watch with a second hand.

• Bring foods, models, measuring cups or spoons to demonstrate portion sizes.

Common Core State Standards & Content Standards. These are ratings reflecting the ways in which EatFit activities meet the California Department of Education's common core state standards and content standards.

Example from Lesson 1

• Math- CC.6.SP.4& 5

• Nutrition- 2,5,8, all introduced

• Health - 1

• PE - 6:3; 8:3&4

Lesson Components

In Class

Question. Each lesson begins with a question that is the focus of the class period. The student-selected goals are supported by the answers to these questions. Students investigate the answers to the questions by participating in lesson activities. Repeating questions throughout the class period keeps students focused.

Example from Lesson 1

• Why should I choose to eat better?

• Why should I choose to increase my fitness activities?

Goal Tracking. Feedback on progress toward goal achievement is important. After students have set goals, they should track their progress at the beginning of each new lesson, beginning in lesson three.

Opening Discussions. This provides guidelines for engaging students in an initial discussion of the lesson question. It prompts students to think about how to find the answer to the lesson question based on what they already know. A few questions with plausible answers are provided as a guide.

Example from Lesson 1

• What is the EatFit program?

• How do you choose the foods you eat?

• How could you improve your fitness?

Activities. These are the focus to each lesson. These are hands-on, experiential, investigative activities. Students learn the objectives for the lesson through games, explorations, and experiments.

Example from Lesson 1

• EatFit Jeopardy

• How Many Game

Closing Discussion. After completion of the activity, students should be brought together for a closing discussion. This will tie together all that was learned and reinforce the concepts that will impact the students’ goals.

Example from Lesson 1

• Could you improve the number of repetitions you did for each of the How Many activity?

• What could you do to increase the numbers?

• What are some of the benefits of eating better?

Take Home Activities. These are intended to help students overcome the nutrition and fitness challenges and hurdles in their environment. The activities are “fun” and will help to keep the students thinking of EatFit. Teachers’ encouragement to work on goals is beneficial to students’ overall success. After students complete their take home activities, it is useful to review their responses and facilitate a discussion.

Example from Lesson 1

• Eating Record

Background Information. Any additional information needed to successfully teach the lesson is included here.

Example from Lesson 1

• Benefits of making positive food choices

Lesson Components

Additional Materials

Enhancements. This section shows the reinforcement of goals through the integration of eating and fitness issues into other subject areas, such as, science and literature. Student success is improved by repetition.

Example from Lesson 1

• Fast Forward Food Game

• EatFit Tag

• Cross-Contamination Demonstration

Recipes. Each lesson contains a recipe that has been “kid tested and nutritionally approved” to support the eating goals. Recipe names are listed in the lesson but actual recipes and shopping lists can be found in the back of the curriculum or on the website: . Preparing these recipes gives students the skills they need to continue to meet their eating goals outside of the classroom.

Example from Lesson 1

• Pizza on a Roll

References. This curriculum is theory and research driven. References used to support the information are listed in this section by lesson.

Common Core State Standards & Content Standards. A rating sheet is provided to review the ways EatFit meets the California Department of Education’s common core state standards and content standards.

Workbook Answer Sheets. This section provides the answer sheets for the workbook. Examples of how pages should be completed and correct answers are provided.

EatFit Funders: University of California Cooperative Extension, Expanded Food and Nutrition Education Program, Food Stamp Nutrition Education Program, UC Davis School/University Partnership, The Center for Advanced Studies in Nutrition & Social Marketing-UCD, University of California Agriculture & Natural Resources, American Distance Education Consortium.

This work is/was supported by the U.S. Department of Agriculture (USDA), National Institute of Food and Agriculture, the Expanded Food and Nutrition Education Program. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessarily reflect the view of the USDA.

It is the policy of the University of California (UC) and the UC Division of Agriculture & Natural Resources not to engage in discrimination against or harassment of any person in any of its programs or activities (Complete nondiscrimination policy statement can be found at ) Inquiries regarding ANR’s nondiscrimination policies may be directed to Linda Marie Manton, Affirmative Action Contact, University of California, Agriculture and Natural Resources, 2801 Second Street, Davis, CA 95618, (530) 750-1318.

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