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2 MS Breakfast Lesson Rev 7 15 NFS
2 MS Breakfast Lesson Rev 7 15 NFS
Lesson Plan
Breakfast
Fuel Up with Breakfast
Grades 5-8
I. Lesson Objectives:
A. Students will recognize characteristics of a well-balanced breakfast.
B. Students will describe the importance of eating a healthy breakfast.
C. Students will identify strategies to overcome barriers to eating breakfast.
IV. Materials:
A. Handouts: “APPetite for Health” workbook (pages 8-11) OR “Fuel Up with Breakfast”
and “The Breakfast Game” worksheets
B. Optional: Laminated cards with breakfast questions and answers
C. Alternative activity: Breakfast Wheel with breakfast trivia questions (Nasco)
D. Reinforcement that conveys the appropriate nutrition message
E. Hand wipes
F. Food tasting and any necessary supplies
G. Ten Tips Fact Sheet: The School Day Just Got Healthier (available from:
http://choosemyplate.gov/healthy-eating-tips/ten-tips.html) or other appropriate fact sheet
V. Procedure: Text in italics are instructions for the presenter, non-italicized text is the
suggested script.
A. Introductory:
1. Lesson Introduction:
a. Introduce yourself and the nutrition education program/organization presenting
the lesson.
b. Review previous lesson.
c. Distribute student workbooks, if using, and turn to page 8. Review the title of
today’s lesson/APP, “Fuel Up with Breakfast”, and the “Highlights” box.
Explain that today the students will be learning about the importance of breakfast
and how to fuel their bodies and brains by choosing a healthy breakfast every
day.
Drexel University, MS Breakfast Evaluation Lesson, revised 7/15, Page 1
2. Icebreaker:
a. Have students turn to page 9 in their workbooks or distribute copies of the “Fuel
Up with Breakfast” worksheet. Review the instructions.
i. For 5th & 6th grade, read each question out loud to the class and allow
students to fill in their answers.
ii. For 7th & 8th grade, have students read and answer the questions on their
own.
B. Developmental
1. Review the students’ answers to each question and discuss points as appropriate. Tie
in the APP “Description” bullet points while reviewing the answers.
a. Did you eat breakfast this morning? Ask students to raise their hands if they ate
breakfast and then ask those who did not eat breakfast raise their hands.
b. If you ate breakfast, what did you have? Do you think it was nutritious? Solicit
students who ate breakfast to share their answers with the class.
c. If you didn’t eat breakfast, when was (or will be) the first time you ate today?
Solicit students who did not eat breakfast to share their answers. Instructor may
need to prompt students as to when they might eat for the first time if a student
has not eaten yet.
d. When was the last time you ate yesterday? Solicit answers from students who ate
breakfast and from students who did not eat breakfast.
e. Calculate the amount of time between your last meal yesterday and our first meal
today. Solicit answers from a few students. Instructor may need to help students
determine the number of hours between meals. Review the following point with
students: When we skip breakfast in the morning, our bodies go a long time
without eating or getting energy and nutrients.
f. Describe how you feel if you skip breakfast in the morning. Solicit answers from
the students. Reinforce with students the following points: Skipping breakfast can
make us feel tired, irritable, or even sick with a stomachache or headache. When
we skip breakfast, it may affect our ability to concentrate and do our best in
school.
g. Why do you think that breakfast is the most important meal of the day? Solicit a
few answers from students.
i. Instructor tells the students: Breakfast is the most important meal of the day
because it provides our bodies with the energy and nutrients we need in the
morning.
ii. Instructor reviews the following points from the APP “Description” to
reinforce the importance of breakfast. Can have students read a bullet point
from page 8 of the workbook.
a) Your brain needs energy to perform, and without it you may have
difficulty concentrating and focusing in school.
b) You can fuel your body and brain by eating a healthy breakfast every
morning.
c) A well balanced breakfast should include foods from at least three of the
five food groups.
h. List two ways that you can make breakfast part of your daily routine. Solicit ideas
from the class. Then refer back to page 8 of the workbook and review the
following ideas:
2. If you ate breakfast, what did you have? Do you think it was nutritious?
3. If you didn’t eat breakfast, when was (or will be) the first time you ate today?
5. Calculate the amount of time between your last meal yesterday and your first meal
today.
7. Why do you think that breakfast is the most important meal of the day?
8. List two ways that you can make breakfast part of your daily routine.
1. How many hours does your body go without eating if you skip breakfast?
3. A well balanced breakfast should include how many of the five food groups?
6. What percent of middle school students skip breakfast at least three times per week?
7. Students who do this are more alert, have higher test scores, fewer behavioral
problems, and fewer visits to the nurse’s office.
13. How many calories are in an English muffin and two scrambled eggs?
14. How many calories are in an English muffin with sausage sandwich and hash browns?