Plateful of Prevention
Meals and Movement for Better Health
Plateful of Prevention
Meals and Movement for Better Health
Table of Contents
Implementation Guide
Marketing Materials
Lessons Guides
Lesson 1: Make a Difference with Meals and Movement
Lesson 2: Plan for Healthy Meals & Movement
Lesson 3: Choose the Best Nutritional Deal
Lesson 4: Shop Smart (Grocery Store Tour)
Lesson 5: Prepare Delicious Meals
Slides: Lessons 1-5
Participant Handouts
Lessons 1-5
Appendix
Evaluation
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Acknowledgements
Thanks to Carol Walsh, RD, CDE, for writing this curriculum and Patty Case, RD, CDE,
for serving as project coordinator. This project was funded by Oregon State University
Extension Service’s Innovative Grants Program.
Plateful of Prevention was adapted from Oregon Department of Human Services’ Meals
Made Easy for Diabetes curriculum. The concept of the Plate Method was adapted from
the Idaho Plate Method designed to encourage a balanced diet rich in fruits and
vegetables.
Thank you also to the participants and Extension Educators throughout Oregon that tested
the curriculum and provided invaluable feedback.
Ann Bloom, Wallowa County Extension
Tina Dodge Vera, Linn County Extension
Glenda Hyde, Deschutes County Extension
Sunny Hunt, Clatsop County Extension
Jenny Rudolph, Washington County Extension
Funding for this project was provided by O.S.U. Extension Innovative Grants Program.
Additional funding for review and updates provided by SNAP-Ed.
This material was funded in part by the Supplemental Nutrition Assistance Program of USDA. SNAP puts healthy
food within reach - call Oregon SafeNet at 1-800-723-3638. In accordance with Federal law and U.S. Department of
Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age,
religion, political beliefs or disability. To file a complaint of discrimination, write USDA, Director, Office of Civil
Rights, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410 or call (800)795-3272 (voice) or (202)7206382 (TTY). USDA is an equal opportunity provider and employer.
© 2011 Oregon State University. OSU Extension Service cooperating. OSU Extension Service offers educational
programs, activities, and materials without discrimination based on race, color, religion, sex, sexual orientation,
national origin, age, marital status, disability, or disabled veteran or Vietnam-era veteran status. OSU Extension Service
is an Equal Opportunity Employer.
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Goals of Plateful of Prevention
This program is rich in content. It is well known that content is not enough—information,
and even increased knowledge, does not equate to change in health behaviors. Therefore
this program incorporates techniques to move participants further along the continuum
towards changing behaviors that ultimately reduce the risk of developing chronic
diseases. We have incorporated group activities, demonstration, self evaluation and
stories to engage the learner.
Sprinkled throughout the curriculum are the precepts of “motivational interviewing.” In
this technique the instructor serves as a “change agent” allowing participants to generate
their own reasons for change. This means exploring participant’s ambivalence to change
and building motivation and confidence for change. Activities that reflect this include
listing cost and benefits to change, listing barriers to change and rating motivation to
change.
The Goals for Plateful of Prevention:
Participants will understand how food and activity choices can improve health
and potentially prevent chronic diseases.
Participants will increase physical activity.
Participants will improve ability to balance calorie intake with expenditure.
Participants will use Dietary Guidelines, MyPlate and Nutrition Facts when
shopping for food and planning healthy meals.
Participants will incorporate healthy recipes and food preparation into their meal
plans.
Participants will set goals for behavior change.
SNAP-Education:
Plateful of Prevention was reviewed and adapted for use with SNAP-Ed (Supplemental
Nutrition Assistance Program) participants. If you have questions on how to use the
curriculum within the SNAP-Ed guidelines please contact the coordinator in your state.
For more information on motivational interviewing:
Miller WR, Rollnick S (Eds): Motivational Interviewing: Preparing People for Change.
2nd ed. New York, Guilford Press, 2002
The Plate Method is not intended to replace diabetes education delivered by qualified health professionals
such as Registered Dietitians and Certified Diabetes Educators. This program is not intended to provide
individualized meal plans or medical nutrition therapy for participants. Individualized goals for calories,
carbohydrate, fat and sodium are not provided. The lesson plans do not include the use of Exchange Lists or
carbohydrate counting. This program is intended to supplement, not replace, individualized meal planning
instructions from qualified health care providers.
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Implementation Guide
The following sections are provided to help you present a successful program.
Recruitment
Who to recruit?
This curriculum was designed to be used with adults, specifically those eligible for SNAP
(Supplemental Nutrition Assistance or Food Stamps). In addition to targeting low income
adults, it’s desirable to recruit adults that may be at risk of developing chronic diseases
such as diabetes, heart disease, stroke, cancer and obesity. Risk factors might include
family history of a chronic disease, overweight, over age 45, living sedentary lifestyle,
African American, Latino or Native American. If eligible, family members and
caregivers are also encouraged to attend as they may be responsible for food purchasing
and preparation. Specify to potential participants that this class is for preventing chronic
diseases not for those already diagnosed (i.e. primary prevention not secondary
prevention). People already diagnosed with a chronic condition such as diabetes should
be referred to their health care provider.
How to recruit?
Start early, 6-8 weeks before class is scheduled. Think about your audience and how they
would be attracted to a program such as this. Consider where your income-eligible
audiences are most likely to learn about your program:
 Food Stamp Offices
 WIC
 Schools Parent newsletters
 Health clinics serving low income—ask them to include press release in their
newsletters or ask them to send letters directly to patients
 Health plan newsletters serving low income such as Oregon Health Plan
 Local community gathering places located in low income neighborhoods (i.e.,
senior centers, congregate meal sites, food pantries)
 Religious organizations or grocery stores located in low-income neighborhoods
Adapt the sample flier (found in appendix) and at sites where you plan to recruit
participants.
Logistics
Class Location
Successful programs can be held in a variety of SNAP-Ed approved settings. You may
want to consider what recipes you are going to use and what type of facility you need to
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be able to prepare those recipes. Is there a common meeting place or community center
where your target audience generally gathers? Is there a location that is easy to access
along public transportation routes?
Make sure participants and volunteers are permitted to use the kitchen facility at the site
you choose. Reserve your site far in advance. You will need access to the site at least
one hour prior to the program for setup and one hour after the program for cleanup.
Class Time
Time of day and day of week are
important considerations to ensure
attendance. Determine who your
audience is and identify what the most
convenient time would be to hold the
class. For example, a younger,
employed person may not be able to
attend a class in the middle of the day,
during a work week. An elderly
person, who doesn’t drive at night,
would be more likely to attend a class
held during the day. Weather might be
a factor as well. One site offered the
class after church on Sundays and had a
full class each time. Another site
offered their class on Saturday
afternoon when many of the Latino
grandparents in their community were
free to care for their grandchildren.
Class Size
The optimal class size is 15-20 people.
You may be able to accommodate more
people, depending upon the location of
the class. Keep in mind that if you
register 20 people, only 15-17 may end
up attending the class. You may also
decide to create a waiting list if you
plan to hold the class again.
Participants are expected to attend all
sessions.
Class Supplies
The curriculum is designed with
PowerPoint slides but could also be
copied onto transparencies to be used
on an overhead projector. Consider
Supermarket Tour Suggestions
 Identify stores that are easily accessible to your
target population and SNAP-Ed approved (site
waiver and memorandum of understanding).
Independently owned stores are often supportive of
community education such as this.
 Consider asking for help in taking your group
around or make arrangements to meet small groups
at different times, or on different days. More than 5
-6 participants will block aisles for shoppers.
Another option is to send participants out in pairs to
do scavenger hunt then meet and review what they
discovered and answer questions as a group.
 Contact the store manager ahead of time for
permission to bring your group into the store. Do
this as soon as you establish dates for your classes.
Questions for the manager include:

What are the best times for a tour? You will not
want to be conducting a tour during "rush
hour."

Can the group gather in a meeting room or
dining area at the beginning and end of class?

Will you provide product samples*?
Suggestions include whole grain products, low
fat milk or cheese and in-season produce.

Are you able to provide store coupons* for
participants?
*Note: brand names cannot be used for food sampling
or coupons.
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creating a participant binder with all the class handouts.
Visual aids help the learner remember the message. The following aids are used during
one or more of the sessions:
MyPlate posters (handout size)—www.choosemyplate.gov
Paper food models—to order got to http://www.oregondairycouncil.org
(Oregon Dairy Council)
Plastic food models are useful when describing portion sizes especially for
meat—available at http://www.enasco.com/ (Nasco)
Food labels preferably with ingredient list and Nutrition Facts label, representing
a variety of food groups and high/low calorie selections. Generic labels can be
found at Team Nutrition website under Power of Choice curriculum (Nutrition
Fact Cards) http://www.fns.usda.gov/tn/RESOURCES/power_of_choice.html or
EFNP Food Label Cards from http://extension.missouri.edu/p/N574
Artery Section Replica
http://www.enasco.com/action/ProductDetail;jsessionid=2F8A41AAD89509D6B
F6BFA63157EABE6.worker1?sku=WA09742HR
How Much Fat? Test tube display. http://www.enasco.com/product/WA19652HR
Glucose Wands http://www.ideabetes.com/products.html
Body Fat Replica
http://www.enasco.com/action/ProductDetail;jsessionid=A1A8B7293AE0791A8
B2DA504C69F1BC3.worker1?sku=WA14533G
Food and serving supplies will be needed for each session (except lesson 4 when you
will be at grocery store) for demonstration and tasting.
Class Reinforcements
To reinforce the learning consider offering the following items:
Lesson One: Pedometers. Pedometers can motivate some participants while others find
them frustrating to operate. Make sure you have some available for check
out. To get past some of the resistance to using pedometers, try
incorporating it into another activity ie. take a short walk together or have
participants wear them during the grocery tour and compare number of
steps.
Lesson Two: Elastic bands can be provided for participants in the same way as the
pedometers.
Measuring Cups to emphasis amount of foods served/eaten.
Lesson Three: SNAP-Ed approved Recipe Book
Lesson Four: Grocery Pad
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Lesson Five: Spatula or other appropriate cooking utensil
Class Leader/Instructor
The most effective instructors have a good background in nutrition education. If you
enjoy cooking and shopping that is helpful also. To effectively “coach” your participants
be positive and encouraging, model your message, meet learners where they’re at, listen
well and make it fun!
It is desirable to have volunteer assistance with food preparation so that you, the
instructor, can concentrate on the participants.
Presentation Timing
(2 hours with participants/lesson)
Expect to take at least 30 minutes to review the lesson script and activities. Additional
time will be needed to gather materials. That time will vary depending on the particular
activities/demonstrations. The following is an estimate of times for class activities.
Activity
Time
Greeting/Review Goals
5 - 10 minutes
Lesson/Activities
60 - 90 minutes
Recipe Demonstration
15 - 30 minutes (group activity at supermarket)
Goal Setting/Closing
10 - 20 minutes (do not omit)
Resources
Community Resources for Participants
Some of your class participants may want to know where they can access more
information about disease prevention. To get you started, you’ll find “Websites and
Resources,” under Participant Handouts. Your county health department or medical
center may have listings of community resources available to the public. If not, consider
offering information about these community resources:




Local health clinics serving low income
Free support groups
Food distribution sites, WIC, Food Stamp Offices
Low cost gyms, parks or walking paths
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Resources for Instructor
Note: these are instructor resources; some are not approved for use with SNAP-Ed
Dietary Guidelines for Americans
http://health.gov/dietaryguidelines/
Food Groups and Portions
www.choosemyplate.gov
Food Preparation Safety
Oregon State University Extension
http://extension.oregonstate.edu/fch/food-safety
Label Reading
Make Your Calories Count:
http://www.accessdata.fda.gov/videos/CFSAN/HWM/hwmintro.cfm
Physical Activity
Physical Activity Guidelines
http://www.health.gov/PAGuidelines/
Weight Control Information Network. Booklets: Active at Any Size, Walking: A
Step in the Right Direction. 25 copies or less free.
http://win.niddk.nih.gov/publications/index.htm
Recipes
Oregon State University Extension healthy, low-cost recipe data base and links to
community food resources in Oregon.
www.foodhero.org
Weight Management
National Heart Lung & Blood Institute. Aim for a Healthy Weight. First copy is
free.
http://www.nhlbi.nih.gov/health/pubs/
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Miscellaneous
Choosing Recipes
The recipes and menus provided with this curriculum were chosen to communicate
balanced MyPyramid meals and to reflect the Dietary Guidelines. They are intended to
be simple to prepare with readily available ingredients and relatively low-cost. Leaders
are encouraged to keep these reasons in mind as they choose recipes to meet the needs of
their group. The recipes should communicate a nutrition principle taught in class such
as whole grain, low fat and/or featuring fruits or vegetables. When participants see the
recipe prepared and taste it, they are more likely to try at home.
Physical Activity
Most adults do not need to see their healthcare provider before starting a moderateintensity physical activity program. However, individuals that consider themselves at
risk for health problems should be encouraged to consult their physician to design a safe,
effective program.
One aspect of increasing physical activity is to limit sedentary behaviors, such as
television watching and video viewing, and replace them with activities requiring more
movement. If the individuals in your group have not spoken with their physician about
physical activity, you can encourage them to start with goals for reducing sedentary
behaviors. You can also provide information on how to warm up and cool down with
stretches.
Tips for Goal Setting
Below are steps that will help participants set weekly goals. This information comes
from Living a Healthy Life with Chronic Conditions by Kate Lorig, et.al. The Action
Plan worksheets can be found at the end of each class section in the notebook.
Decide what you want to accomplish

Think of something you would like to do that you are not doing in your life right
now.
Action Planning
Think about how you will accomplish the goal you have set.
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

Set actions that can realistically be done within a week period.
Action steps should be “behavior specific.” For example, don’t just state, I will
increase my fruit and vegetable consumption, but say “I will eat fruits and
vegetables at lunch 3 times this week.”
Making out the plan
Follow these five steps to help you determine how you reach your goal.
1. State exactly what you are going to do. For example, I will walk each day. I
will increase the amount of fruits and vegetables that I eat each day.
2. Decide how much you will do. I will walk ½ mile each day. I will eat 1 cup
of fruit or 1 cup of vegetables.
3. Decide when you will do it. I will walk in the morning, after I eat breakfast.
I will eat a fruit at breakfast.
4. Connecting a new activity with an old will make it easier to make sure it gets
done. You can also do the new activity before a favorite old activity. For
example, eat a piece of fruit when you sit down to watch your favorite
television show. Take a walk before you read the morning newspaper.
5. State how often you will do this activity. It would be ideal to do this activity
every day, but sometimes that can be hard. You will want to state what you
think you can start with and if you do it more often, that is even better.
Things to consider when creating an action plan

Start slowly. If your goal is to walk for 30 minutes and you have not been
walking at all, consider starting with a shorter amount of time.

Allow yourself some time off. Some days you may not feel like doing your
action plan, that is ok. Be realistic when you decide “how often” you will do the
activity.

Post your action plan where you can see it and remember to do it.
Evaluation
If evaluation is desired, it should be completed at the start of Lesson 1 and again at the
end of Lesson 5. For SNAP-Ed programs refer to state program coordinator for
appropriate evaluation tool.
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