OSU Extension Service
Lesson 2
Planning Meals Using Your Plate
Purpose
Learning Objectives
Lesson 2 provides participants with practice at planning meals
using food groups and Myplate. It also aims to further guide
participants in meeting physical activity goals by exploring
barriers.
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Participants will be able to use food groups and a plate to
plan a variety of meals, with emphasis on foods that
promote health and reduce risk for major chronic diseases,
as recommended by the Dietary Guidelines.
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Participants will discuss ways to increase their daily physical
activity.
OFNP Key Messages
Leader Preparation
Materials Needed
1. Be physically active every day as part of a healthy
lifestyle.
2. Balance calorie intake from food and beverages with
calories expended.
3. Eat a variety of nutrient dense foods every day.
4. Eat a variety of vegetables and fruit every day.
5. Eat whole grains.
6. Eat/drink fat-free or low-fat calcium foods/beverages
more often.
Review Lesson 2 Script & Lesson 2 Activities
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Nametags
Lesson 2 PowerPoint slides and script
PowerPoint projector or overhead
Paper plates of different sizes including 9” plate
Food Models
Supplies for lunch cooking demonstration & tasting
Pens/pencils
Barriers to Being Active Quiz handout
Overcoming Physical Activity Barriers handout
Plate Meal Planning worksheets handout
Lunch Recipes handout
Let’s Eat for the Health of It Dietary Guidelines handout
(optional)
Plate Food Records handout (optional)
Fitting Exercise In handout (optional)
Activities with Elastic Bands handout (optional)
Estimated Teaching Time
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Plateful of Prevention
Lesson 2
Introductions & review “Steps to a Healthier Me” from
Lesson 1 - 15 minutes
Lesson Presentation & Learning Activities - 60 minutes
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Materials, Slides,
Handouts
Lunch Demonstration & Tasting - 30 minutes
“Steps to a Healthier Me” & Closing - 15 minutes
Lesson 2
Planning Meals with the Plate Method
Introductions & Review “Steps to a Healthier
Me”
Start Slides
Plateful of Prevention
Session 2: Planning Healthy Meals
and Movement
Use the Plate Method to plan meals
Dealing with barriers to exercise
Welcome back for Lesson 2. First, I think it would be helpful for
us to re-introduce ourselves. After you say your name, please
recall your most enjoyable fruit or vegetable “experience” from
the past week. If you tried using the plate for one or more of
your meals you’re probably eating more fruits and vegetables.
(Allow participants to share positive ideas on adding more fruits
& vegetables to their meals)
Let’s review what we learned last session. Your lifestyle choices
(meals, movement, calories in/out) can help you feel better
today and hopefully prevent diseases in the future. We
introduced the food groups and the plate as a way of picturing
what to eat. We talked about balancing calories and knowing
what your calorie goal is. We practiced estimating portions so
you’d know how much to eat. We sampled foods/recipes that
taste good while being good for us. Last, but not least, you
decided on some “Steps to a Healthier Me.”
Today you get more practice putting meals together on the
plate. We’ll continue sharing ideas on how to move more. And of
course we’ll taste a healthy recipe you might eat for lunch.
Get feedback on how participants did with “Steps to Healthier
Me”. Consider having them share with a partner and then one or
two to the whole group. Encourage them if they weren’t
successful to ask…what would it take for me to be successful
with this goal.
Activity: Visualize Having Fun with Movement
Before we talk about planning meals, close your eyes for a
moment and think back to a pleasant memory…during any time
in your life…that involved moving your body or exercising.
Maybe you learned something new at school or played an
organized team sport, or maybe you took a walk with your dog.
After everyone has thought of something, let’s go around the
room and share those experiences. (The purpose of this activity
is to encourage participants to think about physical activity as
an enjoyable pursuit. By sharing these with others, and hearing
others’ experiences, they are more likely to be able to think
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about physical activity as pleasurable.)
Unfortunately, it is possible for movement or “exercise” to seem
like a chore rather than the pleasant experiences you all just
mentioned. From now on, when I bring up the topic of exercise,
I’d like you to keep that fun side of movement in mind. That
way you’re more likely to come up with activities that you can
enjoy.
At our last session you were asked to move more (or be less
sedentary). Who would like to share what you did to be more
physically active?
(This can be done as sharing in pairs if appropriate. Take time
for participants to share; interject with appropriate comments
that relate back to the positive effects of regular physical
activity. Ask questions such as: How did you decide what to do,
when to do it? Did you write down your time being physically
active? How did you motivate yourself? How did it feel to be
more physically active?)
Activity: Explore Costs and Benefits for Change
Thoughts About Physical Activity
Good Things Not So Good Things
NOT
Being
Active
Being
Active
2
A few minutes ago, I asked you to think positively about
exercise. But everything about it isn’t positive. If it was, none of
us would have trouble exercising every day. Let’s look at some
things you like and don’t like about exercise.
Take some time here to list the “good things” and the “not so
good things” about meeting physical activity goals. Starting
with “the good things” about NOT BEING active is a way to find
out what is sustaining sedentary routines. After a few answers,
ask “what about the other side – what are some not so good
things about not being physically active?” As time permits,
move on to the not so good and good things about BEING
active. Overall, this activity can enhance participant motivation
for change as they actively weigh the pros and cons. Because
this is probably something they’ve never done before out loud,
you will likely need to help them along; see some possible
answers on slide.
Even people who are regular exercisers have to weigh these
pros and cons of being or not being active. But what they are
able to do (most of the time), is state the problem in a way that
allows the “good things about being active” to win out. For
example, a regular exerciser might look outside and sigh, “It’s
dark and rainy out. I don’t really like going out in this, maybe
I’ll just skip it today. (Pause) Oh, but I know I’ll feel better when
I start walking, and I really need to do this if I want to prevent
diabetes or set a good example for my children. I guess I’ll just
put on some warm clothes and a raincoat and get myself out
there. Maybe I can even convince my neighbor to go with me
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for company.”
Can you think of a time when you have talked yourself into
doing something that you know is good for you or something
that just plain needs to be done? (Allow for some conversation
so that participants recall that they have used this strategy
before…for getting the laundry done, teeth brushed, etc.)
Presentation: Removing Barriers to Moving
More
“Barriers to Being Active
Quiz” handout
“Overcoming Physical
Activity Barriers”
handout
Since moving your body every day is so important for
preventing disease in the future and helping you feel good
today--let’s keep working on this topic. I have an activity for
you that will help you focus on what you can do to work through
barriers that might be getting in your way of regular physical
activity.
Administer the “Barriers to Being Active Quiz” and assist with
scoring. It’s likely that participants will need help with this—
because they haven’t done anything like this before or may have
difficulty with reading or math. You may need to go through it
as group. If this will take too much time, simply make it a
discussion of barriers and possible solutions.
When all participants have finished scoring, address barriers to
regular physical activity using the handout “Overcoming Physical
Activity Barriers.” Stress again the reasons for increasing
physical activity – the critical role it plays in promoting health,
psychological well-being and a healthy body weight. Share your
own personal barriers.
Remember that the eventual goal for all adults is at least 30
minutes of moderately intense physical activity (above usual
activity at work or home) on most days of the week or 150
minutes per week. (This will burn about 700 extra calories per
week.)
This may sound like a lot right now, but you are encouraged to:
 Choose activities you like to do. In order to develop a
lifelong habit of being active, consider activities that you
enjoy and ones that are also convenient for you – activities
that you can work into your life. Keep in mind that these
activities may change over time.
 Choose moderate kinds of activity, like walking or even chair
dancing. Avoid anything extreme until you are more fit, but
do challenge yourself to improve!
 Work up to this goal. It is OK if it takes you the rest of our
classes to work up to a weekly total of 2-1/2 hours.
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
Spread the weekly total over 5 to 6 days per week. For
example, you may have started by walking 10 minutes a day
on 3 or 4 days last week and eventually build up to 25
minutes on 6 days a week. Starting slowly and spreading it
out over the week is important so you don't get hurt and so
you enjoy yourself.
Activity: Steps to a Healthier Me – Plan to be
physically active
Hopefully you’re feeling positive about physical activity at this
point. Now is a good time to capture that enthusiasm and set a
plan for this next week.
On your “Steps to a Healthier Me” handout, fill in the amount of
time you would like to be active for session 2 (help those with
very limited fitness set reasonable goals). Then list the activities
you would like to do. For example, you might choose to take
two 15 minute walks with your dog on 4 days next week, so you
would write in “30” minutes and add “walk my dog around the
neighborhood twice a day.”
(Ask participants to share their physical activity goals with a
partner or small group. Alternatively, ask them to focus on their
choices for activity. Then assess motivation and confidence by
asking the group:
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How Motivated are you to meet your
physical activity goal?
1
“I do not
want to do
this!”
2
3
4
“Maybe I
can.”
10
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5
“I am fired
up to do
this!”
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Plateful of Prevention
Lesson 2
On a scale of 1 to 5, with 1 standing for “I really don’t
want to do this” and 5 standing for “I am really fired up
to do this,” how would you rate your motivation to
take these steps for health? Open your hand in your lap)
the number of fingers on one hand that matches your
answer. (There is no need for you to see what they have
chosen; the purpose is to provide an opportunity for
participants to consider and rank their motivation.)
After you consider that, ask yourself “what would it take
for me to be rank myself at least one number higher?
(Ask participants to share what they need to make this
happen with the entire group or just at their table.)
On a scale of 1 to 5, with 1 standing for “there is no way
I am really going to do this” and 5 standing for “I am
quite sure that I can accomplish this,” how would you
rate your confidence in being able to follow-through
with your activity plan? In the same way as before, put
in your lap, the number of fingers on one hand that
matches your answer. (Again, no comment necessary.)
What will it take for you to rate yourself one number
higher, if you’re not already at a 5? (Ask participants to
share with partner or others at their table.)
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Paper, different sizes
including 9" plate
animation draws lines & adds
food groups
Take a stretch break here. Ask for questions/comments
regarding goal setting.
Review Food Groups, Plate & Portions
So we’ve talked about Movement, now let’s review what we
learned about using the plate to choose what and how much to
eat. (Hold up two plates – a 9” plate and other sizes) Which
plate shall we start with? By choosing the smaller size you’re
more likely to eat less. Using a larger plate would lead to larger
portions, which means more calories.
Do you remember how to divide up the plate?
Present the plate with food groups and review samples of
portions that would go on each section.
Review Average Calories in Plate Method
Do you remember how the average amount of calories you’d
find in each food groups. So this would have about how many
calories? (Answer: about 500 calories, refer to handout from
Lesson one Plate Portions & Calories).
Make ½ Your Plate Fruits and Vegetables
When you ate this way did you notice eating more fruits and
vegetables? Why are they encouraged so much?
Fruits and vegetables are powerhouses of vitamins, minerals,
fiber and phyto-nutrients. They give you the energy you need
without a lot of extra calories. A diet rich in fruits and
vegetables may help reduce your risk for developing diabetes,
cancer, heart disease, high blood pressure and obesity. They
may also help increase your immunity to illness. They are
reasonable in cost, most less than 40 cents for a serving. AND
they taste good (and like a banana or orange, often come in
their own packaging).
Many of the plant nutrients that make fruits and vegetables
good for us also give them their color. Think of a rainbow on
your plate or a box of crayons.
Anyone having trouble eating fruits & vegetables at each meal?
Brainstorm with participants how to eat more or have
participants work in pairs to brainstorm. After brainstorm review
list on slide.
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A note about Vegetables: Starchy vegetables like potatoes,
corn, peas have more calories and less nutrients than the dark
green, red and orange vegetables.
Breakfast A
Activity: Rate the Plate
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Breakfast A
(16 oz. milk, 16 oz. grape
juice, 2 ½ c. cereal: IS NOT a
plate method meal)
Breakfast B
(1 slice whole grain toast, 1 T.
peanut butter, ½ c. grapes, 8
oz. milk: IS a Plate Method
meal)
Lunch A
(1-4 oz. bagel with 1 oz.
cheese, 1 cup cheese crackers,
16 oz. juice: NOT a Plate
Method meal)
The following slides show examples of 2 different "plates" for
each of 3 meals. The group can practice identifying meals that
the plate, food group and portions you’ve discussed earlier..
Here’s a fun way to practice picturing or visualizing what a
healthy plate might look like. We’ll be using the tools we’ve
learned: plate, portions, food groups. I am going to show you
two pictures each of breakfast, lunch and dinner meals.
Carefully look at each one. Look at the food groups, the food
choices and the portions (see descriptions in side bar to the
left). As a group, decide whether each one IS or IS NOT an
example of a balanced meal. (Have the group tell why they
answered the way they did; make appropriate comments
regarding mixed food groups, portion, whole grains vs refined
grains, whole fruit vs juice, etc.)
Lunch B
(1 whole wheat pita, ½ c.
chicken salad made with
mayonnaise, 1 cup green salad
with 1 T. dressing, ½ c. melon,
8 oz. lowfat milk: IS a Plate
Method meal)
Using your handout from last session on “Plating Up Portions &
Calories can you estimate how many calories would be in some
of these meals? For example the spaghetti dinner would be over
1000 calories, do you see how that compares to the lower
calorie meals?
Dinner A
(2 c. spaghetti, 1 c. sauce, 2
slices garlic bread with butter,
16 oz. juice: NOT a Plate
Method meal)
Activity: Planning a Meal(s) using the Plate
Dinner B
(1/2 c. bulgar pilaf, 3 oz.
salmon, 1 c. cooked broccoli
with 1 t. soft margarine, 1 c.
plain lowfat yogurt, ½ c.
berries: IS a Plate Method
meal)
“Practice Meal Planning”
Worksheet
Plateful of Prevention
Lesson 2
Distribute “Meal Planning” worksheets to pairs or groups. This
activity allows the leader to further reinforce how to plan meals
using the plate & food groups. Explain to the class that each of
their small groups will plan one meal (type of food & portion
size): breakfast, lunch or dinner. (Alternatively, provide the
Dairy Council food pictures...though this will limit choices.)
Circulate among the groups and offer help.
When activity is complete ask different groups to read off their
meals and write these on flipchart representing 3 meals (i.e. one
day). Review together and analyze if the meals planned fit on
the plate with appropriate portions, if not how would they
change it or other alternatives. Keep this information for next
activity.
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Dietary Guidelines
Using the plate, portions and food groups is a simple, visual way
of deciding what and how much to eat that matches your calorie
goal. But will these tools help you create a healthy meal?
Probably, but let’s double check against the “gold standard”—
the Dietary Guidelines for Americans. These guidelines change
are updated every 5 years and give us the best science-based
advice on how teat for “the health of it.” Let’s review the Dietary
Guidelines and see if our planned meals for a day reflect them.
As you review the Dietary Guidelines, stop after each slide and
review the day of meals on your flipchart to see if the concept
was incorporated in the meals you have posted. Discuss how
they match (or don’t match) each of the Dietary Guidelines.
Did any of you use the sample menus that were provided last
session? Did you notice the emphasis on healthy choices like
the Dietary Guidelines?
Activity: Lunch Demonstration & Tasting
“Lunch Recipes” handout
“Food Records” handout
(optional)
Lunches can be quick and easy with a little planning. What do
you usually eat for lunch?
Demonstrate recipes and allow time for tasting. Choose a recipe
that reflects one of the Dietary Guidelines such as whole grains
or low/nonfat milk.
Activity: Steps to a Healthier Me– Plan to use
the Plate Method
We’ll end this week by choosing an action and recording it on
Steps to a Healthier Me. You already completed your physical
activity plan, so now it’s time to consider a “Meals” action.
If enough time, have participants share action plan with a
partner or have a few people share their plan with the larger
group.
Optional: Provide “Food Record” handouts to plan and record
weekly meals. Encourage this as a way to practice and to
become accountable to self.
Closing
Review main points of session including:
Use your plate and food groups to plan meals, find ways of
dealing with barriers to exercise.
Plateful of Prevention
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Plateful of Prevention
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