Energize Our Families 

Parent Program 

A Leader’s Guide 
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service of the NHLBI of the National Institutes of Health. The NHLBI Health Information 

Center provides information to health professionals, patients, and the public about 

the treatment, diagnosis, and prevention of heart, lung, and blood diseases and sleep 

disorders. For more information, contact: 

NHLBI Health Information Center 

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Bethesda, MD 20824-0105 

Phone: 301-592-8573 

TTY: 240-629-3255 

Fax: 301-592-8563 

Web site: http://www.nhlbi.nih.gov 

We Can!TM is a national education program of the the National Heart, Lung, and Blood 

Institute (NHLBI) in collaboration with the National Institute of Diabetes and Digestive and 

Kidney Diseases (NIDDK), the Eunice Kennedy Shriver National Institute of Child Health 

and Human Development (NICHD) and the National Cancer Institute (NCI). 

We Can!TM is a trademark of the U.S. Department of Health and Human Services. 

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operated in compliance with these laws and Executive Orders. 
Energize 

Our Families 

Parent Program 

A Leader’s Guide 
Table of Contents 

We Can! Energize Our Families: Parent Program 

INTRODUCTION AND OVERVIEW................................................................. 1
 

What is We Can!?................................................................................ 1
 

What is the We Can! Energize Our Families: Parent Program?................. 3
 

Preparing for the We Can! Energize Our Families: Parent Program........... 5
 

Getting Ready to Lead the Sessions....................................................... 8
 

A Final Word Before You Begin............................................................... 14
 

SESSION 1. WE CAN! ENERGIZE OUR FAMILIES: GETTING STARTED......... 15
 

Session Overview.................................................................................. 15
 

Session Objectives............................................................................... 15
 

Session Activities................................................................................. 16
 

Materials Needed................................................................................. 16
 

Leader’s Preparation............................................................................. 18
 

Session Activities: Guidance for Leaders............................................... 20
 

Welcome and Warm-Up.............................................................................. 20
 

Tell Us What You Think............................................................................... 21
 

Introduction to We Can!........................................................................... 21
 

Stretch Break 26
 

We Can! Help Y

............................................................................................ 

our Children Eat Well and Move More................................. 27
 

Food Demonstration: Quick as a Flash Healthier Snack (Optional)............... 29
 

We Can! Try Tips To Eat Well and Move More............................................. 30
 

Wrap-Up................................................................................................... 31
 

i 
SESSION 2. MAINTAIN A HEALTHY WEIGHT: 


THE ENERGY BALANCE EQUATION.......................................... 33
 

Session Overview.................................................................................. 33
 

Session Objectives............................................................................... 33
 

Session Activities 33
 

Materials Needed................................................................................. 34
 

Leader’s Preparation............................................................................. 35
 

Session Activities: Guidance for Leaders 36
 

Warm-Up..................................................

............................................... 

................................................. 36
 

Energy Balance.......................................................................................... 37
 

Introduction to Body Mass Index................................................................. 39
 

Stretch Break............................................................................................ 41
 

Portion Distortion...................................................................................... 42
 

We Can! Fit In Daily Physical Activity.......................................................... 44
 

We Can! Try Tips to Eat Well and Move More 47
 

Wrap-Up........................................................

.............................................. 

............................................47
 

SESSION 3. WHAT TO FEED MY FAMILY: MANAGE ENERGY IN..................49
 

Session Overview.................................................................................. 49
 

Session Objectives............................................................................... 49
 

Session Activities................................................................................. 49
 

Materials Needed.................................................................................50
 

Leader’s Preparation............................................................................. 51
 

Session Activities: Guidance for Leaders............................................... 53
 

Warm-Up 53
 

We Can! Re

................................................................................................... 

duce Fat and Added Sugar, Part 1............................................ 53
 

Stretch Break............................................................................................ 58
 

We Can! Reduce Fat and Added Sugar, Part 2............................................ 58
 

Food Demonstration: Snacks–100 Calories or Less (Optional).................... 61
 

We Can! Make Changes in Daily Eating...................................................... 61
 

We Can! Try Tips to Eat Well and Move More.............................................. 63
 

Wrap-Up....................................................................................................63
 

ii 

................................................................................. 
SESSION 4. LESS SIT, MORE FIT: ENERGY OUT........................................ 65
 

Session Overview.................................................................................. 65
 

Session Objectives 65
 

Session Activities......

............................................................................... 

........................................................................... 65
 

Materials Needed................................................................................. 66
 

Leader’s Preparation............................................................................. 67
 

Session Activities: Guidance for Leaders............................................... 68
 

Warm-Up................................................................................................... 68
 

We Can! Find Fun in Physical Activity: ENERGY OUT................................... 68
 

We Can! Help Children To Reduce Screen Time.......................................... 70
 

Stretch Break............................................................................................ 75
 

We Can! Help Children Maintain a Healthy Weight for Life........................... 76
 

Resources................................................................................................ 78
 

We Can! Try Tips to Eat Well and Move More...For Life 79
 

Tell Us What You Think Now............................................

............................... 

............................ 79
 

Wrap-Up................................................................................................... 80
 

Appendix A: 


TELL US WHAT YOU THINK AND TELL US WHAT YOU THINK NOW....................81
 

Appendix B: 


HANDOUTS IN THE FAMILY GUIDE USED IN THE 


WE CAN! PARENT PROGRAM..................................................................... 89
 

iii 
Introduction and Overview 

Welcome to the We Can!TM Energize Our Families: Parent Program, a foursession program with dynamic activities for parents to encourage a healthy weight 

in their family. The core concept explored is “energy balance,” or the long-term 

balance between ENERGY IN (calories from food) and ENERGY OUT (calories 

burned through activity). In a fun and hands-on way, the sessions focus on helping 

participants learn essential skills that can help their families make healthful food 

choices, become more physically active, and reduce recreational screen time. 

Everything you need to conduct this program is included in the We Can! Energize 

Our Families: Parent Program, A Leader’s Guide. 

•	 Four structured sessions packed full of activities and discussions are 

designed to encourage creative thinking and practical problem-solving. 

Handouts that will be used throughout the program are included in Appendix 

B. These handouts comprise the We Can! Energize Our Families: A Family 

Guide. 

•	 Pre- and post-session evaluation instruments—called Tell Us What You 

Think and Tell Us What You Think Now—that can help you gauge what the 

participants know about eating, physical activity, and screen time, and how 

these behaviors affect energy balance and weight maintenance. 

•	 Handouts—all	of	the	handouts	for	the	participants	to	use	during	the	sessions	

and at home. They are also available in the We Can! Energize Our Families: A 

Family Guide. 

This Introduction and Overview provides background on the four sessions and the 

overall We Can! program. It also discusses some actions you may want to take 

when preparing to conduct the program and provides tips to make the program run 

smoothly. 

What is We Can!? 

We Can!, or Ways to Enhance Children’s Activity and Nutrition, is a public education 

outreach program designed to help children 8-13 years old stay at a healthy weight by 

improving food choices, increasing physical activity, and reducing screen time. 

The program is a collaboration of four Institutes of the National Institutes of Health 

(NIH)—the National Heart, Lung, and Blood Institute (NHLBI), the National 

Institute of Diabetes and Digestive and Kidney Diseases (NIDDK), the National 

Institute of Child Health and Human Development (NICHD), and the National 

Cancer Institute (NCI). 

INTRODUCTION AND OVERVIEW 1
Overweight is a growing problem for American adults and, increasingly, for their 

children. According to national data analyzed in 2002, it is estimated that 65 percent 

of adult Americans are overweight or obese. The percentage of children and teens 

who are overweight has more than doubled since the 1970s. About 17.1 percent of 

children and teens (12.6 million) are overweight and another 16.5 percent are at risk 

of becoming overweight. Families need help in their efforts to achieve and maintain a 

lifelong healthy weight. In response to this problem, NIH created We Can! 

We Can! is unique because it focuses on parents and families at home and in their 

communities. Research shows that parents have a big impact on shaping the behavior 

of children. They can do much to help children maintain a healthy weight and prevent 

overweight. 

We Can! components include: 

•	 Parent	programs	like	this	one,	youth	programs,	and	community	events	taking	

place in locations thoughout the country, 

•	 Partnerships	with	worksites	and	national	organizations,

•	 National	media	outreach	activities	to	promote	We Can! across the country, 

•	 The	We Can! Families Finding the Balance: A Parent Handbook, 

which provides a wealth of information and tips for parents and families, and 

•	 A	comprehensive	Web	site	for	parents,	teachers,	health	care	providers,	and	

other community leaders who want to implement the We Can! program 

(http://wecan.nhlbi.nih.gov). The site includes downloadable materials, 

tipsheets, and other tools to help families and communites maintain a healthy 

weight. The site is refreshed regularly with new content, so check back often. 

For more information on We Can!, visit http://wecan.nhlbi.nih.gov, call the 

We Can! toll free number at 1-866-35 WECAN, or contact the NHLBI Information 

Center at 301-592-8573 or nhlbiinfo@nhlbi.nih.gov. 

2
 
What is the We Can! Energize Our Families: 

Parent Program? 

The We Can! Energize Our Families: Parent Program was developed for 

parents and caregivers to teach them how to help their families maintain a healthy 

weight through improved eating, increased physical activity, and reduced screen time. 

Relevant content from a variety of adult and youth curricula, as well as several Federal 

government agencies and respected health professional organizations, were reviewed to 

help create this program. 

This four-session program is a modified version of the original 2005 program, which 

was a six-lesson program called We Can! Energize Our Families: Curriculum for 

Parents	and	Caregivers.		Fourteen	pilot	sites	around	the	country	tested	the	six-lesson	

Curriculum	for	Parents	and	Caregivers,	and	their	comments	have	been	incorporated	to	

make the new program more adaptable and easier to use. 

Leaders of the original parent program told us that the parents enjoyed and valued the 

content of the program. Data analysis from these pilot sites showed that most of the 

lesson objectives were met because parents increased their knowledge and experienced 

positive behavior change while participating in the program. 

At the same time, program leaders told us that it was hard to retain parents for all six 

of the 60-minute classes and that they adapted the program format to four classes. In 

addition,	they	began	to	call	the	curriculum	a	“Parent	Program”	to	make	it	feel	more	fun	

and less school-like. 

This revised Parent Program version, which consists of four 90-minute sessions, is 

included in this packet and on the We Can! Web site. The original six-lesson version 

is still available in Appendix A of the We Can! Energize Our Communities: Toolkit 

for Action and on the We Can! Web site. You can use either version of this program. 

The remainder of this Introduction and Overview provides information on how 

to successfully carry out the four-session We Can!	Parent	Program.		Many	of	our	

suggestions came from a diverse group of leaders of the We Can! Energize Our 

Families:		Curriculum	for	Parents	and	Caregivers,	who	wanted	to	share	their	ideas.

The table on the next page provides a quick summary of the four-session program. 

INTRODUCTION AND OVERVIEW 3
Sneak a Peek at the We Can! Energize Our Families: Parent Program 

Stretch 

Break Session Title Activities Handouts 

1 We Can! 

Energize Our 

Families: 

Getting Started 

•	

•	

•	

•	

•	

•	

•	

Welcome	and	Warm-up

Tell	Us	What	You	Think

Introduction	to	We Can! 

We Can!	Help	Your	Children	

Eat Well and Move More 

	Food	Demonstration:		Quick	

as	a	Flash	Healthier	Snacks

We Can!	Try	Tips	to	Eat	Well	

and Move More 

Wrap-Up

Full Body 

Stretch 

•	

•	

•	

•	

•	

•	

•	

•	

•	

Tell	Us	What	You	Think

We Can!	program	overview	PowerPoint	

slides. 

We Can!	Parent	Tips:		Healthier	Eating	While	

Saving Money 

We Can!	Food	Comparison	Chart

We Can!	Help	Your	Children	Eat	Well	and	

Move	More	tipsheet

Quick	as	a	Flash	Healthier	Snacks

We Can!	Try	Tips	to	Eat	Well	and	Move	

More* 

We Can!	Try	Tips	to	Eat	Well	and	Move	More	

Tracking	Sheet*	

Snacks–100	Calories	or	Less**

2 We Can! 

Maintain 

a Healthy 

Weight: The 

Energy Balance 

Equation 

•	

•	

•	

•	

•	

•	

•	

Warm-Up

Energy	Balance

	Introduction	to	Body	Mass	

Index 

Portion	Distortion

We Can!	Fit	In	Daily	Physical	

Activity 

We Can!	Try	Tips	to	Eat	Well	

and Move More 

Wrap-Up

Leg 

Stretch 

•	

•	

•	

•	

•	

•	

•	

Energy	Balance-	EnErGy In & EnErGy OUT: 

Worksheet

We Can! Watch Our Weight 

Portion	Distortion	Quiz

We Can!	Fit	in	Daily	Physical	Activity	Planner

We Can!	Try	Tips	to	Eat	Well	and	Move	

More* 

We Can!	Try	Tips	to	Eat	Well	and	Move	More	

Tracking	Sheet*

Snacks–100	Calories	or	Less**

3 What to Feed 

My Family: 

Manage 

EnErGy In 

•	

•	

•	

•	

•	

•	

•	

Warm-Up

We Can! reduce Fat and 

Added	Sugar,	Part	1

We Can! reduce Fat and 

Added	Sugar,	Part	2

	Food	Demonstration:		Snacks

-	100	Calories	or	Less

We Can!	Make	Changes	in	

Daily	Eating

We Can!	Try	Tips	to	Eat	Well	

and Move More 

Wrap-Up

Neck	and	

Shoulder 

Stretch 

•	

•	

•	

•	

•	

•	

•	

•	

•	

•	

•	

•	

Sample	USD 	 A	Food	Guide	and	DASH	Eating	

Plan	at	the	2,000	Calorie	Level

Estimated	Calorie	Requirements

Using	the	Nutrition	Facts	Label

GO,	SLOW,	and	WHOA	Foods

We Can!	Weekly	Meal	Planner

We Can!	Grocery	List	Template

We Can!	Prepare	Healthier	Recipes

We Can! reduce Fat and Added Sugar in 

Meals	and	Snacks

We Can!	Parent	Tips:		Making	Healthier	Food	

Choices

We Can!	Try	Tips	to	Eat	Well	and	Move	

More* 

We Can!	Try	Tips	to	Eat	Well	and	Move	More	

Tracking	Sheet*

Snacks–100	Calories	or	Less**

4 Less Sit, 

More Fit: 

EnErGy OUT 

•	

•	

•	

•	

•	

•	

•	

•	

Warm-Up

We Can!	Find	Fun	in	Physical	

Activity: EnErGy OUT 

We Can!	Help	Children	

reduce Screen Time 

We Can! Maintain a Healthy 

Weight...for Life 

Resources

Tell	Us	What	You	Think	Now

We Can!	Try	Tips	to	Eat	Well	

and Move More 

Wrap-Up

Desk	

Stretches 

•	

•	

•	

•	

•	

•	

•	

•	

•	

•	

We Can!	Make	Physical	Activity	Fun

We Can!	Help	Children	to	Reduce	Screen	

Time 

Youth	Screen	Time	Statistics

We Can!	Reduce	Children’s	Screen	Time	Log

We Can!	Help	Children	to	Maintain	a	Healthy	

Weight for Life 

We Can! Healthy Weight resource List 

We Can!	Try	Tips	to	Eat	Well	and	Move	

More* 

We Can!	Try	Tips	to	Eat	Well	and	Move	More	

Tracking	Sheet*

Tell	Us	What	You	Think	Now

Certificate	of	Completion

*These handouts are used in each session.
 

**These handouts are used in more than one session.
 

4
 
Preparing for the We Can! Energize Our Families: 

Parent Program 

The We Can!	Parent	Program	is	being	conducted	around	the	country	in	many	

different	settings,	including	parks	and	recreation	centers,	YMCAs,	faith-based	groups,	

hospitals, community centers, and worksites. 

Here’s how the program works: 

•	 Session 1 provides an overview of We Can! and why overweight is an 

important health issue for many Americans today. 

•	 Session 2 introduces the concept of energy balance (ENERGY IN = ENERGY 

OUT), and explores two issues that have a big impact on this equation—portion 

size and time spent in physical activity every day. 

•	 Session 3 provides strategies for reducing ENERGY IN (calories from food 

and drinks) and shows how participants can cut back on fat and added sugar— 

two big contributors to ENERGY IN. 

•	 Session 4 gives participants strategies for improving ENERGY OUT by 

helping participants increase physical activity and reduce screen time. 

Before you carry out the program in your community, you’ll want to consider a few 

factors that will affect how you deliver the program. Taking care of these in advance 

will help ensure that your program is a success. 

Set up a Schedule for the Program 

The We Can! Energize Our Families: Parent Program is very flexible. You can 

schedule the sessions in a variety of ways: 

•	 90-minute	sessions	once	a	week	for	four	weeks.

•	 90-minute	sessions	four	consecutive	days	over	one	week.

•	 Two	three-hour	sessions.

•	 Shorter	sessions	stretched	out	over	a	longer	period	of	time.

Pick	the	schedule	that	works	best	for	you	and	your	participants.			The	following	issues	

may help you decide how to schedule the program and whether to do each session in its 

entirety or to break it up into segments: 

INTRODUCTION AND OVERVIEW 5
•	 Do	potential	participants	have	regular	school,	community,	or	family	

commitments on a particular day or at a specific time? For example, if your 

community center has youth sports practice at certain times and you know that 

parents will be there then, consider scheduling the program during those times. 

•	 Are	there	cultural	or	religious	reasons	for	selecting	or	avoiding	particular	days?

•	 When	are	facilities	available?

Determine the Length of the Sessions 

The suggested length of time for each We Can!	Parent	Program	session	is	90	minutes.			

Each session consists of several types of activities, including a warm-up, discussions, 

hands-on	work,	a	stretch	break,	and	a	session	wrap-up.			Suggested	times	are	provided	

for each session activity. 

The age, gender mix, and size of your group will affect how much time you will need 

for the sessions. Keep an eye on the time and be prepared to make decisions about 

places to expand or cut time for various activities based on your group’s interest. For 

example, some of the activities allow for discussions and others include hands-on work. 

You may find that participants prefer one type of activity over another. You’ll need to 

adjust the time to accommodate their preferences. 

You also may find that participants need extra time to fully understand a topic, or they 

have a lot of questions and comments about an issue. Be flexible so that you can set 

aside enough time to complete the activities. 

So,	consider	our	timing	suggestions	to	be	just	that—suggestions.			Adapt	the	length	of	

activities to suit the needs and interests of your participants. 

Choose Your Location 

The We Can! Parent	Program	does	not	require	fancy	equipment	or	a	particular	type	

of room. All you need is a space large enough to accommodate your session activities. 

Most	of	the	time,	participants	will	be	engaged	in	discussions,	small	group	activities,	or	

demonstrations. You also will need to make sure you have enough room for them to 

do	the	Stretch	Breaks	comfortably.			If	you	have	a	large	enough	room,	you	may	want	to	

consider doing the discussions as “walkie-talkies,” in which participants are encouraged 

to walk around the space as they talk. 

Two of the sessions include optional food demonstrations. Neither of these 

demonstrations requires cooking or a refrigerator, but if you have the resources available 

and would like to try a different low-calorie recipe or one that is more culturally 

appropriate, please modify this activity as desired. 

6
 
Recruit Participants 

The importance of getting the word out on the benefits of your We Can!	Parent	

Program	should	not	be	underestimated.			To	be	successful	in	recruiting	participants,	

consider a variety of ways to spread the word about your program and to make the 

program attractive to potential participants. Enlist partners to help spread the word 

and think about previous recruitment efforts that have been successful. Or, try 

something entirely new. Here are a few ideas to consider: 

•	 Create an exciting promotional flyer with the date, location, and time. 

•	 Use a catchy program name to grab parents’ attention, such as We 

Can!: A Parent Guide to Family Food, Fitness, and Fun. 

•	 Promote your program widely	to	schools,	PTAs,	community	centers,	health	

centers, and other local organizations where parents may see it. 

•	 Get to know your audience and plan program times that fit their schedules. 

•	 Offer free incentives, such as nutritious food, give-aways, access to free 

swimming/other facilities, or cooking instruction. Educational incentives, 

such as measuring cups and cutting boards, are popular. 

•	 Promote the program well in advance in the free listings of your 

neighborhood paper or in your local parks and recreation magazine. 

•	 Provide childcare to make it easier for parents to participate. 

•	 Combine one of your program’s activities (e.g., a food 

demonstration) with an activity for the children of your participants, 

if they are going to be attending a different program in the same place at the 

same time. 

•	 Coordinate with faith-based organizations that offer regular 

programming that could be integrated with We Can!. Faith-based 

organizations often are a good recruitment source for the We Can!	Parent	

Program.

•	 Schedule “lunch and learns” or “brown bag lunches” with worksites 

and their employees to implement the program. 

•	 Identify a well respected community leader or local celebrity who 

could disseminate information about the program and encourage participation. 

•	 Promote the program in locations where you know you can find 

parents, such as at youth soccer games, or at after-school or other community 

programs. 

•	 Invite participants to be We Can! Ambassadors. Ask them to recruit 

friends, neighbors, and co-workers to future sessions. 

•	 Work with the local newspaper to feature a family that is attending the 

We Can!	Parent	Program.

INTRODUCTION AND OVERVIEW 7
Form Partnerships to Promote the Program 

As you plan your program, consider teaming up with one or more community partners. 

Partners	can	provide	invaluable	support	and	all	sorts	of	help:

•	 They can provide the food and supplies for your food demonstrations or the 

“freebie” gifts that you can use as thank-yous to participants. 

•	 They can provide meeting space or other supplies for your activities. 

•	 They can promote the program in the community or local workplaces. 

•	 They can help lead the sessions. 

•	 They can help you recruit participants. 

Check	out	the	Intensive	Community	Site	abstracts	on	the	We Can! Web site 

(http://wecan.nhlbi.nih.gov) for examples of local partnerships. Examples of 

these	partners	include	supermarkets,	State	cooperative	extension	service,	universities,	

hospitals, and a local chef’s association. 

Getting Ready to Lead the Sessions 

Once you’ve completed all your initial planning, you’ll want to focus on what you need 

to do to lead the sessions. The information here will help you make the most of your 

time and skills. Take time to review this section now and refer to it again as needed. 

Learn How the Sessions are Organized 

Each of the sessions follows the same format. These include an opening warm-up, 

We Can! activities, a stretch break, more activities, and two closing segments—an 

opportunity for participants to pick an eating well and physical activity tip to try 

between sessions (this activity is called We Can! Try Tips to Eat Well and Move 

More), and a session wrap-up. Two of the sessions contain an optional quick and easy 

food demonstration. 

The first two pages of each session are your roadmap. They contain: 

•	 Session	overview.

•	 Session	objectives.

•	 Session	activities	with	suggested	times.

•	 Materials	needed	to	carry	out	activities,	listed	by	activity.

•	 Leader’s preparation tips, listed by activity. 

8
 
Each activity is separated by a wide bar (if you have a color version of the Leader’s 

Guide, the bar is orange). Your instructions for the activities are laid out in a 

numbered sequence to make them easy to follow. Throughout, we provide italicized 

text that you can paraphrase or read to the participants. This text always starts with 

SAY:

You’ll also find Leader’s Notes throughout the sessions. Be sure to read these notes 

for helpful information and teaching suggestions. 

Plan the Sessions 

You will find that planning ahead and preparing carefully before each session will save 

valuable time and give you the confidence you need to lead the sessions smoothly. 

Leaders from around the country who have conducted the program have offered some 

valuable tips that may help you prepare in general for the program and for individual 

sessions. These tips include: 

•	 Read all the content before you begin the sessions to familiarize yourself 

with topics that will be covered. 

•	 Order We Can! Materials. Order or download all the following materials 

from the We Can! Web site (http://wecan.nhlbi.nih.gov) or contact the 

NHLBI Information Center at 301-592-8573 or nhlbiinfo@nhlbi.nih.gov. 

You will use two tools throughout the program: 

	 We Can! Energize Our Families: A Family Guide 

The	Family	Guide	contains	all	the	handouts	for	the	Parent	Program	and	

plenty of space for notes and ideas that participants may want to write 

down during the program. 

	 We Can! Families Finding the Balance: A Parent Handbook 

This easy-to-read handbook gives participants useful background 

information about the importance of maintaining a healthy weight. 

It’s also full of practical tips and strategies to help families find the 

right balance between eating well and being physically active. Leaders 

give	participants	the	Handbook	at	the	end	of	Session	1.	The	Parent	

Handbook is optional. 

Additional materials also are available for use during the sessions and as you 

promote We Can! programs and activities. These materials are: 

INTRODUCTION AND OVERVIEW 9
	 We Can! Energize Our Communities: Toolkit for Action: This 

toolkit gives community planners a one-stop shop of planning tools 

and reproducible materials so community groups, health departments, 

and parks and recreation agencies can conduct local outreach and 

programming for parents, youth, and the community at large with the 

helpful tipsheets and assessment tools for working with local media, 

partners, and conducting community events to support the We Can! 

program. The Toolkit also includes the original 6-lesson version of 

the We Can!	Energize	Our	Families:			Curriculum	for	Parents	and	

Caregivers. 

	 We Can! Brochure: The brochure is an easy way to let parents 

in your community know about We Can! Use this 3.5 in x 8.5 in 

brochure to hand out at events. 

	 We Can! Magnet: Before you open the fridge, do you know your 

GO,	SLOW,	and	WHOA	foods?		This	lightweight	magnet	explains	the	

differences between each food type using real-life examples in a visually 

appealing manner. It also includes the We Can! and Aim for a 

Healthy Weight Web site addresses for more in-depth healthier lifestyle 

information, 6 in x 9 in. 

	 We Can! Wristband	(youth	and	adult	sizes):			Show	your	support	

for a healthier future for our children by adopting habits to maintain 

a healthy weight. Each wristband comes in sky blue and is stamped 

with the We Can!	logo.			Share	them	with	your	friends,	coworkers,	

and family, and help show a “can do” attitude to everyone trying to 

maintain a healthy weight. The wristbands are available in adult and 

youth sizes. 

	 Who Can Make IT Happen? We Can!	–	A	Program	Poster:		This	

attractive 28 in x 40 in poster can help you promote We Can! 

programming	in	your	community	center	or	doctor’s	office.		Space	is	

available to add your organization name or local participation with the 

We Can! program and provides a reference to the We Can! Web site 

for additional information. 

•	 Get other materials (e.g., markers or paper) and any food 

demonstration ingredients before the session. 	Many	of	the	materials	

you	get	for	Session	1	will	be	used	in	all	the	other	sessions.

•	 As you get to know the participants, incorporate the dynamics of 

the group into your preparation. For example, think of roles for the 

participants as appropriate or adapt an activity to reflect the participants’ 

specific interests. 

10
 
•	 Create a comfortable environment. Evaluate your meeting space. Is 

the temperature comfortable? Is the lighting appropriate? Is the noise level 

acceptable?		Make	sure	the	atmosphere	is	right.			Set	up	the	room	to	maximize	

interaction and participation. Arrange the chairs and workspaces in ways that 

help participants feel at ease. 

•	 Make the most of the diversity of your participants. The sessions 

provide many opportunities for participants to share and celebrate the richness 

and diversity of their family and community cultures. Adapt the discussions 

and activities as needed to suit the racial and ethnic identities of your group. 

For	example,	tailor	the	GO,	SLOW,	and	WHOA	food	examples	and	the	

Portion	Distortion	activity	to	include	familiar	foods	from	your	participants’	

cultures. 

•	 Limit the size of the group. The sessions will work best when everyone is 

fully engaged in the activities and discussions. To ensure that everyone has a 

chance to participate, we suggest you limit the size of your group to no more 

than 15 participants. 

•	 Prepare for each session. For the two sessions that include optional food 

demonstrations	(Sessions	1	and	3),	set	up	the	activity	in	a	place	that	won’t	be	

distracting to the participants. And, make a few copies of the handouts in case 

participants don’t bring their Family Guides. 

Make the Most of Your Work with Participants 

The following tips come from a variety of We Can!	Parent	Program	leaders.			Try	them	

and see what they can do for you! 

•	 Welcome participants to the series as though you are the host of a party 

and you want them to feel special and have a good time. 

•	 Ask what they expect to get out of the program at the first session and 

then try to address these issues as much as possible. 

•	 Get to know your participants and adapt activities to suit their situations 

and interests. For example, in discussions about adopting new eating 

and physical activity strategies, make sure that suggestions are sensitive to 

participants’ family decision-making styles. If everyone in your group shares 

certain challenges when it comes to changing family food and activity patterns, 

adjust your activities or discussion questions to focus on finding solutions to 

those challenges. 

INTRODUCTION AND OVERVIEW 11
•	 Ask open-ended questions. These questions are designed to get people 

talking. They often start with “what,” “when,” “where,” or “how.” For 

example, “What activities do you do together as a family?” encourages 

conversation much better than the close-ended question, “Does your family 

take walks together?” 

•	 Guide participants to the learning points in the series by asking questions 

and focusing on the conversation to lead them to these points. Use opening 

phrases such as, “Tell me more about that...,” “I invite you to...” “I encourage 

you to...” to guide participants through these activities. 

•	 Encourage sharing and participation, but be respectful to those who aren’t 

ready to share. 

•	 Share examples of what works for you and your family, so they feel 

comfortable sharing with you, but don’t dominate the conversation with your 

own	experiences.			Provide	opportunities	for	quieter	members	to	“find	their	

voice.” 

•	 Create a “parking lot”	for	off-topic	ideas.			Sometimes,	participants	

will raise interesting issues that are not directly related to the topic you are 

discussing at that moment. Write down these ideas on a large piece of paper 

that you can post in the room (the “parking lot”) and address them later during 

an upcoming break or after the session. Creating a parking lot is a good way to 

acknowledge the importance of the points they are making while still keeping 

the group focused on the topic at hand. 

•	 Manage the discussions and activities by dividing participants into 

various small groups, as appropriate. This gives the participants a chance to 

work with different people and build relationships. 

•	 Include contests and games to add enthusiasm and help participants keep 

their attention directed to a given task. 

•	 Provide ways for the participants to stay in touch with one another 

after the workshop, such as exchanging contact information, emails, or business 

cards.			Several	programs	have	planned	successful	reunions	about	two	months	

after the program ends so that participants can check in with each other. 

12
 
Have Fun and Be Creative 

The We Can!	Parent	Program	was	designed	to	be	fun	and	interactive.			It	has	plenty	of	

opportunities for dialogue and sharing among the participants. Creative partnerships 

with community organizations and area professionals can add another fun and creative 

element	to	the	program.			Partners	can	supply	give-aways,	demonstrations,	and	guest	

speakers. 

Use the Evaluation Instrument to Improve Your Effectiveness as a 

Program Leader 

The Tell Us What You Think and Tell Us What You Think Now evaluation activities at 

the beginning and end of the program are optional. They are available in the Leader’s 

Guide on p. 81 and on the We Can! Web site in the What’s We Can! Resources for 

Communities section. Tell Us What You Think and Tell Us What You Think Now are 

the same document. 

The evaluations are designed to give you a good sense of what participants know at two 

different times (before and after the program) about eating well, physical activity, and 

screen time and how these behaviors affect energy balance and weight maintenance. 

Choosing not to do these activities will not affect your ability to conduct the program. 

However, doing both activities and reviewing the responses before the sessions begin 

and then after you complete all of the sessions can be helpful in several ways: 

•	 Responses to Tell Us What You Think will tell you how much the participants 

already	know	about	the	Parent	Program	topics.			Understanding	their	prior	

knowledge, skill levels, and opinions will help you tailor the workshop to their 

needs and interests. 

•	 A comparison of the “before” and “after” answers will help you gauge how 

much the participants learned during the program. 

•	 The information from these pre- and post-program activities will give you 

data that you can use to plan future We Can!	Parent	Programs.			The	data	

also may be useful in making presentations to current or potential sponsors or 

organization administrators. 

Keep this Activity Upbeat: 

This activity is not a test! Keep the tone light and fun. Make the participants comfortable 

by telling them that there are no wrong answers and they won’t be graded. Assure them 

that no matter how they answer, it will not affect their ability to participate in the program. 

INTRODUCTION AND OVERVIEW 13
A Final Word Before You Begin... 

Share Your Ideas and Experiences with the We Can! Team 

We’d	love	to	hear	from	you!		Please	send	us	your	ideas	and	experiences	with	the	

We Can!	Parent	Program	by	completing	the	We Can!	Summary	Form.		The	form	is	

available on the We Can! Web site under We Can! Get Involved 

(http://wecan.nhlbi.nih.gov/downloads/summary-form.pdf). 

14
 
Session 1 

Total Time: 

90 minutes 

We Can! Energize Our Families: 

Getting Started 

Session Overview 

Session	1	is	an	overview	of	We Can! Energize Our 

Families: Parent Program. The leader will welcome 

participants	to	the	four-session	program.		Participants	will	

fill out a short form to gauge their current knowledge of 

the topics covered in the program. The leader will explain 

the purpose, content, and structure of the program 

and guide a discussion about the everyday realities and 

challenges of eating well and being physically active. 

Session Objectives 

By the end of this session, the participants will be 

able to: 

•	 Complete and turn in the Tell Us What You 

Think form. 

• State	the	purpose,	content,	and	structure	of	

We Can! 

•	 Describe the important role that the family plays 

in learning new behaviors related to food choices 

and physical activity. 

•	 Define and give an example of each of the 

following ways to support behavior change: being 

a role model, creating a healthier environment at 

home, and encouraging family decision making. 

15 
Session Activities
 

•	 Welcome and Warm-Up (5 minutes) 

•	 Tell Us What You Think (10 minutes) 

•	 Introduction to We Can! (25 minutes) 

•	 Stretch Break (5 minutes) 

•	 We Can! Help Your Children Eat Well and Move More (15 minutes) 

•	 Food Demonstration: Quick as a Flash Healthier Snack (15 minutes) 

(Optional) 

•	 We Can! Try Tips to Eat Well and Move More (10 minutes) 

•	 Wrap-Up (5 minutes) 

Materials Needed 

Welcome and Warm-Up 

	 Large paper 

	 Easel 

	 Marker 

Throughout the sessions, the term “large paper” refers to any kind of large sheets of paper,
 

oversize newsprint, or flip chart pads that are commonly used for group training. These 


sheets are available in most office supply stores, drug stores, or grocery stores. Use them 


to record participants’ thoughts during the discussions.
 

Tell Us What You Think 

	 Tell Us What You Think forms, p. 81 in the Leader’s Guide or on the 

We Can! Web site at http://wecan.nhlbi.nih.gov. 

	 Pens or pencils 

	 Box or folder for completed Tell Us What You Think forms 

We Can! Energize Our Families: A Family Guide 

	 One copy for each participant 

Introduction to We Can! 

	 List of Healthier Behavior Challenges (see Leader’s Preparation, below, for 

details) 

	 Introduction to the We Can! Parent Program PowerPoint slides 

16 SESSION 1 
	 Laptop, LCD, and wall space (if you choose to project the PowerPoint slides 

from a computer) 

	 Copies of the We Can! slides, p. 90 in the Leader’s Guide; Session 1 in 

the Family Guide. Photocopy from the Leader’s Guide to hand out if you 

choose not to project the PowerPoint slides from a laptop. 

We Can! Help Your Children Eat Well and Move More 

	 We Can! Parent Tips: Healthier Eating While Saving Money, p. 91 in the 

Leader’s Guide; Session 1 in the Family Guide 

	 We Can! Food Comparison Chart, p. 94 in the Leader’s Guide; Session 1 in 

the Family Guide 

	 We Can! Help Your Children Eat Well and Move More tipsheet, p. 95 in the 

Leader’s Guide; Session 1 in the Family Guide 

Food Demonstration: Quick as a Flash Healthier Snack (Optional) 

	 Paper plates, napkins, plastic knives/forks/spoons as needed 

	 Quick as a Flash Healthier Snacks handout (p. 97 in the Leader’s Guide; 

Session 1 in the Family Guide). 

	 An assortment of items from the Snacks–100 Calories or Less handout 

(p. 109 in the Leader’s Guide; Session 2 in the Family Guide). See the 

handout for information on servng sizes: 

	 Fruit (green or red seedless grapes, bananas, applesauce cups) 

	 Whole grains (whole-wheat crackers, unsalted, cup oat circles breakfast 

cereal) 

	 Sweet treats (ginger snaps, fig bars) 

	 Dairy (fat-free strawberry yogurt, reduced-fat cheese slices) 

	 Combos (tortilla with melted low-fat cheese, cherry tomatoes, and 

sliced green peppers with fat-free creamy dressing) 

We Can! Try Tips to Eat Well and Move More 

	 We Can! Try Tips To Eat Well and Move More handout, p. 98 in the 

Leader’s Guide; Session 1 in the Family Guide 

	 We Can! Try Tips To Eat Well and Move More tracking sheet, p. 100 in the 

Leader’s Guide; Session 1 in the Family Guide 

Wrap-Up 

	 We Can! Families Finding the Balance: A Parent Handbook 

WE CAN! ENERGIZE OUR FAMILIES: GETTING STARTED 17
Getting the Materials You Need for Session 1 

We Can! Energize Our Families: A Family Guide 

Option 1: Order printed copies of the We Can! Family Guide from the 

NHLBI Health Information Center at (301) 592-8573 or 

nhlbiinfo@nhlbi.nih.gov 

Option 2: Download handouts individually from the We Can! Web site 

at http://wecan.nhlbi.nih.gov 

Option 3: Photocopy the handouts from Appendix B 

Tell Us What You Think – Evaluation Instrument
 

Option 1: Find it on p. 81 of this Leader’s Guide
 

Option 2: Download it from the We Can! Web site
 

We Can! Families Finding the Balance: A Parent Handbook 

Option 1: Order printed copies from the NHLBI Health Information 

Center at (301) 592-8573 or nhlbiinfo@nhlbi.nih.gov 

Option 2: Download it from the We Can! Web site 

Introduction to the We Can! Parent Program PowerPoint slide set 

Option 1: Download from the We Can! Web site 

Option 2: Photocopy from p. 90 in the Leader’s Guide and Sesson 1 

of the We Can! Family Guide 

Leader’s Preparation 

Warm-Up 

	 Set up large paper, easel, and marker. Write down the session’s activities 

and times on a sheet. 

Tell Us What You Think 

	 Photocopy the Tell Us What You Think form (one for each participant). 

	 Set up a box or folder to collect forms. 

Introduction to the We Can! Parent Program 

	 Get one copy of the We Can! Energize Our Families: A Family Guide for 

each participant if you choose not to photocopy handouts individually. 

	 If you choose to project the PowerPoint presentation from a laptop, set up 

the computer. Download the presentation from the We Can! Web site, 

http://wecan.nhlbi.nih.gov. 

	 If you choose not to project the slides from a laptop, you can guide 

participants to the Family Guide or hand out photocopies of the slides. If 

you choose the second option, photocopy one set of the slides for each 

participant. 

18 SESSION 1 
	 Prepare a large sheet with a header that reads “Healthier Behavior 

Challenges.” Under the header choose some of the following items and list 

them on the sheet: 

	 Time
 

	 Family members are picky eaters 


	 Not knowing which snacks are healthier
 

	 Motivating family members to eat well and be physically active
 

	 School lunches
 

	 Actions/attitudes of family members and other people 


	 TV
 

	 Treats at school and daycare
 

	 Don’t like to exercise
 

	 Cost of healthier food
 

	 Planning meals (I don’t have the time; I don’t know how)
 

	 Planning shopping
 

	 Kids in the family with totally different needs
 

	 Don’t have the right shoes or equipment
 

	 Being able to control choices when kids aren’t with parents
 

	 Schedule conflicts
 

	 Priorities (too many important things to do!)
 

	 Conflicting interests
 

	 Access to places where we can be physically active
 

Cover the large sheet with a blank paper until you’re ready to show it to 

participants 

We Can! Help Your Children Eat Well and Move More 

	 If participants will not be using the Family Guide, photocopy the handouts 

(one for each participant). 

Food Demonstration: Quick as a Flash Healthier Snacks (Optional) 

	 Review this activity and prepare ahead as needed. Note the snack options 

on the Quick as a Flash Healthy Snacks handout. Note the serving sizes on 

the Snacks–100 Calories or Less handout and bring amounts appropriate 

to the size of your group (1 serving per person of a snack item). 

	 If you choose not to include this activity, adjust the timing of the other 

activities as needed. 

We Can! Try Tips To Eat Well and Move More
 

	 If participants will not be using the Family Guide, photocopy the We Can!
 

WE CAN! ENERGIZE OUR FAMILIES: GETTING STARTED 19
Try Tips to Eat Well and Move More handout (one for each participant). 

	 Photocopy the We Can! Try Tips to Eat Well and Move More tracking sheet 

(one for each participant). Each participant should have two copies of the 

tracking sheet—either one from the Family Guide and a photocopy, or two 

photocopies if the Family Guide is not used. 

Wrap-Up 

	 Have one We Can! Families Finding the Balance: A Parent Handbook for 

each participant. The Parent Handbook is optional.

 Session Activities: Guidance for Leaders 

Welcome and Warm-Up (5 minutes) 

1.	 SAY: Welcome to We Can!, which stands for Ways to Enhance 

Children’s Activity and Nutrition. We are here today because 

we care about our children’s health and well-being. The goal 

of this program is to empower you to help your family begin to 

enjoy the benefits of a lifestyle that includes healthy eating and 

increased physical activity. This program can also reinforce 

healthful actions that your family is already taking. You will learn 

new skills that can help your family practice these behaviors for 

a lifetime. You’ll hear more about the program in just a moment, 

but right now, let’s introduce ourselves. 

2. 	 BEGIN the introductions by saying your name. If applicable, SAY 

the names and ages of your children. ASK participants to introduce 

themselves, say the names and ages of their children or the children they 

care for, and name one thing they hope to get out of this program. 

3.	 ADD other points of interest as needed to fit the needs of the group. 

•	 Do participants need an orientation to the facility? 

•	 Do they know where the restrooms and water fountains are located? 

4.	 Briefly REVIEW this session’s activities and timing (most people like 

to have some idea of what to expect, especially what time a break is 

scheduled). 

Session Activities 

20 SESSION 1 
•	 Welcome and Warm-Up (5 minutes) 

•	 Tell Us What You Think (10 minutes) 

•	 Introduction to We Can! (25 minutes) 

•	 Stretch Break (5 minutes) 

•	 We Can! Help Your Children Eat Well and Move More (15 minutes) 

•	 Food Demonstration: Quick as a Flash Healthier Snack 

(Optional, 15 minutes) 

•	 We Can! Try Tips To Eat Well and Move More (10 minutes) 

•	 Wrap-Up (5 minutes) 

Tell Us What You Think (10 minutes) 

1.	 DISTRIBUTE pens or pencils and the Tell Us What You Think form to 

participants. 

2.	 SAY: Before we get into the session, I’d like you to take about 10 minutes 

to tell us what you think about eating well, physical activity, and screen 

time. This will help us determine whether this session has the right 

information to help you help your families. At the end of the program, 

you’ll fill out the same form. 

3.	 INSTRUCT participants to put the form in the large folder or box when 

completed. 

4.	 ALERT participants when they have 1 minute remaining. 

Introduction to We Can! (25 minutes) 

1.	 SAY: Most people know that it is important for all family members 

to maintain a healthy weight, but getting your family to improve their 

food choices and be more physically active—behaviors that are key to 

maintaining a healthy weight—can sometimes be challenging. 

As caretakers of our family’s health, all of us have tried various 

approaches to eat nutritiously and to be more physically active. And, we 

all face challenges in helping our family engage in these behaviors. Here 

are just a few challenges that other parents just like you have mentioned. 

How many of these look familiar to you? 

2. 	 DISPLAY large paper with the list of challenges. ASK participants if 

they experience any of these challenges. ASK if they can think of other 

WE CAN! ENERGIZE OUR FAMILIES: GETTING STARTED 21
challenges and ADD them to the list. 

Leader’s Note: This should be a very brief discussion that gets participants engaged 

with each other and thinking about the issues they’ll be hearing more about in your 

presentation about the We Can! program. Keep the tone light and humorous (e.g., “Wow, I 

can see nodding heads all around the room. It’s nice to know we’re all in this together, isn’t 

it?”) and move on quickly to the slide presentation. 

3. 	 If you are using the We Can! Energize Our Families: Family Guide, 

DISTRIBUTE a copy to each participant. TELL participants that the Family 

Guide contains a copy of all the handouts for the four-session series and 

that they will be using it in each session. POINT OUT the blank pages and 

encourage participants to jot down notes from the sessions or useful ideas 

and strategies to try at home. 

4. 	 BEGIN the PowerPoint presentation with Slide 1. Alternatively, use the 

We Can! Family Guide or HAND OUT photocopied slide sets. 

5. 	 SLIDE 1: As you may already know, overweight and obesity is a growing 

problem in our country, particularly among children. Since the 1970s, 

overweight has more than doubled among children ages 2–5 and more 

than tripled among youth ages 6–11 and adolescents ages 12–19. The 

National Institutes of Health conducts most of the nation’s biomedical 

research on overweight and obesity. All of the We Can! information 

is based on this enormous body of scientific research. In order to get 

the word out on the importance of maintaining a healthy weight, NIH is 

teaming up with community organizations around the country, including 

ours, _____________ (say name). 

As parents and caregivers, you have an enormous impact on your 

children’s behaviors. Besides this four-session program, the We Can! 

program has a number of resources to help you and your family learn 

more about smart food choices, physical activity, and the importance of 

maintaining a healthy weight. They include a new parent-focused Web 

site, a Parent Handbook, and other educational materials. You’ll be getting 

a copy of the Parent Handbook at the end of this session. 

SLIDE 2: What is We Can!? 

•	 We Can! is a community-based healthy weight education program for 

families. Over 300 communities across the country in most States have 

committed to participating in We Can! 

•	 We Can! has many resources to help you help your family maintain a 

healthy weight. 

22 SESSION 1 
•	 The program was developed by leading weight, nutrition, and physical 


activity experts.
 

•	 We Can! is receiving national media attention. It has been featured 

on television on CNN, in magazines like Better Homes and Gardens, as 

well as in newspapers. 

•	 We Can! also offers programs for youth ages 8–13 at our __________ 

(name your organization). These programs teach children about the 

same topics you will be focusing on in this program. You may want to 

sign up your children for these programs so that they can learn similar 

information and skills. 

SLIDE 3: It’s time for We Can! now! 

•	 National trends show alarming increases in the rate of overweight and 

obesity. 

•	 Nearly 12.6 million American children older than age 6 are currently 

overweight. There is a strong likelihood that being overweight as a child 

will lead to being overweight as an adult—an almost 80 percent chance 

that overweight adolescents will be overweight as adults. 

•	 Overweight poses both long-term and short-term challenges for children. 

Overweight is associated with a number of serious health problems, 

which are affecting younger and younger children these days. 

•	 On the positive side, NIH-funded research shows that maintaining a 


healthy weight by improving food choices, being physically active, and 


reducing sedentary time can improve your family’s quality of life now 


and prevent health problems in the future. 


SLIDE 4: Why the increase in overweight? 

•	 The increase in overweight and obesity among children and adults has 

multiple causes: lifestyle, environment, and genetics. Although we 

can’t control our genes, we can certainly make positive changes in our 

lifestyles and be aware of our environments. 

•	 The bottom line is that adults and children are taking in more calories in 

foods and drinks than they’re burning in physical activity. How has this 

happened? 

Leader’s Note: To make this presentation more lively and interactive, you may want to stop 

here and ASK participants to suggest some reasons why they think overweight and obesity 

have increased. If you choose not to, then CONTINUE with the following text. 

WE CAN! ENERGIZE OUR FAMILIES: GETTING STARTED 23
•	 Larger portion sizes, more eating out, and more sitting in front of 


computers and television are all part of the problem. 


•	 Another reason is that since the late 1970s, children’s eating habits 

have changed dramatically. Drinking milk has dropped 39 percent and 

drinking carbonated sodas has increased 137 percent among children 

ages 6–11. Eating pizza has increased 425 percent and candy 180 

percent, while eating vegetables has decreased 43 percent. 

•	 At the same time, screen time has increased and physical activity has 

decreased. Physical education in schools has decreased in many 

places across the country. Almost 60 percent of youth ages 6–11 

spend more than 3 hours in front of a screen each day (including TV, 

DVD, and computer). Studies suggest an increase in obesity with the 

increased time spent in front of the TV, particularly among younger 

children. 

Leader’s Note: Following are the sources for the above statistics. 

Change in children’s eating habits: L. Cleveland USDA; NFCS 1977-78 and What We Eat In 

America; NHANES 2001-02, 1 day. 

Increase in screen time and decrease in physical activity: NHANES II, NHANES III, NHANES 

1999-2000; NHES Youth Ages 12-17 in 1967-70; NLSY Youth Ages 10-15 in 1990. From 

http://www.cdc.gov/nccdphp/burden_pres/bcd_30.htm 

SLIDE 5: Why are parents and caregivers KEY to We Can!? 

•	 Research has shown that parents are often their children’s most 

important role model. You might find this hard to believe at times, 

but when asked, children often say that their parents are their most 

respected role models. This gives you a great opportunity to teach your 

children behaviors they can use to maintain a healthy weight and avoid 

serious health problems for the rest of their lives. 

•	 As a parent or caregiver, you manage the home. Healthy eating and 

physical activity behaviors start at home, and we recognize that you are 

your family’s primary teacher. 

Leader’s Note: Again, to make the presentation more interactive, you may want to stop 

very briefly after introducing this point to ASK participants about ways they think parents 

influence the eating and physical activity behaviors of their families. Use these three 

points to guide participants, if necessary. If not, then state these points yourself. 

	 You play an important role in deciding what and how much your 

24 SESSION 1 
children eat and how much activity they get. 

	 You buy most of the food, prepare most of the meals and 

snacks, and provide opportunities for physical activity. 

	 You also set up house rules that include when and how much 

your children are allowed to watch TV and DVDs and play on the 

computer. 

•	 Finally, we know that it is easier for people to make lifestyle changes 

when they have support from those they are close to. Including the 

whole family in the process will help everyone make healthier choices 

and lead healthier lives together. 

SLIDE 6: The basics of this We Can! Energize Our Families: Parent 

Program 

•	 We Can! is a four-session workshop. Each session is 90 minutes long. 

These sessions will help you: 

	 Keep healthier foods within easy reach. 

	 Choose and enjoy small portions at home and at restaurants. 

	 Make sweetened drinks, high-fat foods, and foods with low 

nutrient value less accessible. 

	 Support and enable family physical activity.
 

	 Support and enable reduced screen time.
 

•	 Each session offers simple and useful tips and tools built around the 

concept of “energy balance.” We’ll go into this in more detail in Session 

2. “Energy balance” means balancing the number of calories you eat 

with the number of calories you burn through physical activity. Keeping 

this balance helps you maintain a healthy weight. You will learn how 

to maintain energy balance through making smart food choices, being 

physically active, and reducing screen time. 

•	 We want to emphasize that in four sessions, we can’t tell you all there 

is to know about these topics. But We Can! gives you a great start so 

you can take ownership of these issues, which are so important to your 

family’s health! 

•	 This program is not a weight loss program. If you have any questions 

about your or your child’s weight, please see your family doctor, 

pediatrician, or another health care provider. 

SLIDE 7: What can We Can! do for you? 

WE CAN! ENERGIZE OUR FAMILIES: GETTING STARTED 25
•	 We hope We Can! will motivate you through: 

	 Practical strategies, useful tools, and tips that you can use with 

your children to help them maintain a healthy weight. 

	 Simple ways you can model healthier eating and physical activity 

for your family. 

	 Resources you can use to address healthy weight with your 

family in the future. 

•	 We also hope you’ll enjoy sharing with and learning from the other 

participants, who are facing the same challenges that you are. 

SLIDE 8: Questions and answers 

SAY: That was a lot of information at one time about the program. Does 

anyone have any questions or thoughts? 

Stretch Break (5 minutes) 

SAY: When the experts say we should be more physically active, they 

don’t mean that we should only strap on a pair of running shoes and head 

out the door. They mean we should be active in lots of ways. Stretching is 

one way to be more active. Stretches can be easy to do, they don’t require 

much space or equipment, and you can do them anytime. In the middle of 

each session, we’re going to do a stretch to get your body up and moving. 

Please stand up and join me in today’s stretch. 

First, take a deep breath and reach both hands in the air as far as you 

can. Stand on your tiptoes if you like. Reach to the sky as high as you 

can without hurting your back. Breathe in and out normally. (ALLOW 

participants to do this for about 10–20 seconds.) 

Exhale and slowly lower your hands to your waist. 

Inhale and bend forward at the waist, letting your arms dangle in front of 

you as far as you can go comfortably. Let your head hang down. Do not 

lock your knees. Breathe in and out normally. (ALLOW participants to do 

this for about 10–20 seconds.) Slowly stand up. 

Inhale and bring both arms behind you as far as you can comfortably and 

imagine your chest pushing forward. Keep your head up and your neck 

straight. Breathe in and out normally. (ALLOW participants to do this for 

about 10–20 seconds.) Bring your arms back to your side. 

Inhale and bring your arms together in front of you, clasp your fingers 

26 SESSION 1 
together and bow your head slightly. Breathe in and out normally. 

(ALLOW participants to do this for about 10–20 seconds.) Slowly bring 

your arms back to your sides and bring your head up. 

I hope you enjoyed today’s break. It should give you some energy for the 

next activity! 

We Can! Help Your Children Eat Well and Move More 

(15 minutes) 

1.	 REFER to the large paper listing the Healthier Behavior Challenges. 

SAY: As we agreed earlier, families today face challenges in maintaining 

a healthy weight. Let’s talk about how we deal with these challenges. 

Leader’s Note: This is the first substantive group discussion of the program. It provides 

an important opportunity for the participants to get to know each other and for you to 

learn about the eating well and physical activity realities and successes they experience. 

Keep these issues in mind for possible use in future sessions. Previous participants in this 

program have reported that they found these discussions valuable and enjoyable. Keep 

time in mind, and allow participants to share with each other and explore the points below 

as fully as they wish. To make this activity a bit more active and if your space allows, make 

this discussion a “walkie-talkie.” Encourage participants to get up and move around the 

room as they discuss. 

2. 	 ASK: How have you dealt with these challenges? What ideas have you 

had to try to improve food choices and increase physical activity? 

•	 ENCOURAGE participants to share their thoughts. RECORD their ideas 

on a sheet of large paper. Here are some possible responses: 

	 Providing fruits or vegetables as snacks to my children 

	 Limiting foods and drinks with added sugar 

	 Setting time limits for TV, DVD/video, and computer use 

	 Going for walks together or promoting other physical activities 

	 Talking together as a family about ways to make healthier 

choices 

	 Planning grocery shopping and cooking with healthier choices in 

mind 

	 Going grocery shopping and cooking with my children so we can 

make healthier choices together 

	 Trying new types of fun physical activity with my children 

3. CONGRATULATE participants on their ideas and responses. NOTE that 

WE CAN! ENERGIZE OUR FAMILIES: GETTING STARTED 27
it is important for them to first recognize, then acknowledge, and finally 

reward themselves for the positive steps they are already taking. 

4. 	 EXPLAIN that they have many options for building on the steps they are 

already taking. Here are three examples. 

•		Be a role model. Children look up to their parents and want to do 

the things that they are doing. We know from NIH-supported research 

that if you eat nutritious foods, are physically active, and maintain a 

healthy weight, chances are your child will do the same. When you 

are physically active on most days, eat lots of fruits and vegetables, or 

drink water or low fat milk instead of soda, you are sending a powerful 

message to your children. Without even knowing it, you are being a role 

model for your family. 

ASK: What kinds of healthy actions are you already taking? 

• Create a healthy weight environment at home. You can make changes 

in your home environment to support your family in making healthier 

choices. For example, you can switch from whole milk to low-fat or fatfree milk, play ball outside with your children after work, and not allow 

them to have a television in their bedrooms. All of these actions help 

create a healthy weight environment at home. 

ASK: What are some examples of things you do already that support 

healthy weight at home? Can you think of small changes you could add 

to what you are already doing? 

Leader’s Note: You may find it useful during this part of the discussion to do a “Show-andTell.” Show a few items that can be helpful as family reminders, such as the We Can! parent 

tipsheets about healthier eating on a budget, the GO, SLOW, and WHOA kitchen magnet 

or the NHLBI Keep the Beat calendar, which allows people to keep track of their physical 

activity and healthier meals. To get these materials, contact the NHLBI Information Center 

at 301-592-8573 or http://nhlbiinfo@nhlbi.nih.gov or go the We Can! Web site at 

http://wecan.nhlbi.nih.gov. 

•	 Encourage your family to make healthier weight decisions together. 

It’s often easier to stick to new behaviors if everyone in the family has 

agreed to them. For example, your family could decide to only drink 

fat-free milk or water at meals instead of soda, walk to a neighbor or 

friend’s house instead of driving, or take up a family sport or activity 

instead of watching TV. 

ASK: What decisions could your family make together to improve your 

health behaviors? 

5.	 If appropriate for your group, ACKNOWLEDGE that it can sometimes seem 

28 SESSION 1 
hard to make healthier eating and physical activity choices when the family 

is on a tight budget or lives in an area with few recreation facilities or 

grocery stores. If you have time, ASK participants to share money-saving 

eating and physical activity solutions that work for them and their children. 

Leader’s Note: If it is appropriate for your group and you have time because this activity 

went quickly or you have chosen not to do the optional Food Demonstration (the next 

activity), you may want to briefly DISCUSS two handouts. These are the 

We Can! Parent Tips: Healthier Eating While Saving Money handout and the We Can! Food 

Comparison Chart. These handouts are found on p. 91 and 94 in the Leader’s Guide and 

in Session 1 in the Family Guide. 

6. 	 CONGRATULATE the participants on their current efforts. TELL them that 

during the program they will do a lot of talking about other specific steps 

they can take to support a healthy weight for themselves and their family 

members. 

7. 	 GUIDE participants to the We Can! Help Your Children To Eat Well and 

Move More tipsheet in the Family Guide or HAND OUT a photocopy. 

ENCOURAGE participants to write down some of the good ideas from the 

large paper onto the handout, if they wish. 

8. 	 EXPLAIN that this will teach them more about how to work with their 

family to make changes easier for everyone. 

Food Demonstration: Quick as a Flash Healthier Snack 

(Optional, 15 minutes) 

1.	 SAY: Many times, when we want a snack, we just want to grab and go. 

That’s one of the main attractions of a bag of chips or a candy bar. But 

choosing healthier snacks can also be super quick. Just check out these 

satisfying snacks. EXPLAIN that the list of Quick as a Flash Healthier 

Snacks is available in Session 1 in the Family Guide. You can also refer 

to the Snacks–100 Calories or Less handout in Session 2 for more great 

snack ideas. More information on healthier snacks will be discussed in 

Session 3. 

2.	 BRING OUT the Quick as a Flash Healthier Snack options. ENJOY! 

Leader’s Note: If you choose not to do this food demonstration, then adjust the timing of 

other activities in this session to incorporate the 15 minutes. 

WE CAN! ENERGIZE OUR FAMILIES: GETTING STARTED 29
We Can! Try Tips To Eat Well and Move More (10 minutes) 

1. 	 GUIDE participants to the We Can! Try Tips To Eat Well and Move 

More tipsheet and tracking sheet in the Family Guide, or HAND OUT 

photocopies of the two sheets. HAND OUT a photocopy of the tracking 

sheet. (Participants should have two copies of the tracking sheet—either 

two photocopies or one photocopy and one copy in their Family Guide.) 

2.	 ASK each participant to review the list on the tipsheet. 

3.	 ASK: Has anyone tried any of these tips? What has worked for you? 

4.	 SAY: We know that adopting new behaviors can be hard, but over the 

next few sessions, we will share our successes and challenges and talk 

about how we can turn the challenges into successes. 

5. 	 ASK participants to select one eating well and one moving more tip to 

try before the next session. ASK participants to write each tip on the 

tracking sheet in their Family Guide and on the photocopy. ENCOURAGE 

participants to take home the photocopy version and post it at home in a 

place where everyone can easily see it. SUGGEST that participants get 

their family members to also select eat well and move more tips and add 

them to the tracking sheet at home. This sheet can be a good reminder 

and motivator for everyone in the family. NOTE that at the end of each 

session, participants will pick two more tips to add to their tracking sheet. 

Leader’s Note: You may have to adjust the instructions for this activity if you meet more 

often than once a week. Talk to the group about what would be most feasible for them and 

then stick to that recommendation at each session. 

6.	 SAY: During the next session, we’ll share our experiences with each 

other about what worked and didn’t work. You can support each other by 

coming up with solutions to the challenges of helping your families make 

smart eating and physical activity choices. 

Wrap-Up (5 minutes) 

1.	 SAY: Today, I gave you an overview of We Can! and we talked about ways 

to support health-promoting habits for ourselves and our families. The 

next three sessions will give you information and tools to improve the way 

30 SESSION 1 
your family eats and moves. They will also teach you how to help your 

family make some of these changes on their own. Next time, we’re going 

to learn about “energy balance.” 

2.	 SAY: By now, all this talk about food has probably made you think about 

what you’re going to have for dinner. Spaghetti and meatballs, perhaps? 

Who can tell me how many calories are in an average plate of spaghetti 

and meatballs that you might get in a restaurant today? The answer is 

1,025 calories for 2 cups of pasta and 3 large meatballs. How many 

people are surprised by this answer? Twenty years ago, how many calories 

do you think were in a plate of spaghetti and meatballs? The answer is 

500 calories. A big difference—525 calories, to be exact. It will take a bit 

more physical activity to burn up those calories than it would have then. 

How much housecleaning would a 130-pound person have to do to burn 

the extra 525 calories? The answer is 2 hours and 35 minutes. We will 

discuss these topics and learn more about how to balance ENERGY IN 

and ENERGY OUT in the next three sessions. 

3.	 DISTRIBUTE the We Can! Families Finding the Balance: A Parent 

Handbook to each participant. EXPLAIN that this resource provides 

information and practical tips (optional) and tools to empower them to 

help their family maintain a healthy weight through positive changes to 

their food choice, physical activity, and screen time behaviors. It is similar 

in content to the four-session program, so it can be a useful at-home 

resource in between the sessions. In the Parent Handbook, they will find 

real-life examples of energy balance, the handy GO, SLOW, and WHOA 

foods guide, a Portion Distortion example, Guide to Calories Burned in 

Common Activities, a helpful resource list, and much more! 

4. 	 THANK participants for being a part of this important first session. ASK 

whether they have any questions or comments. If participants are using 

the Family Guide, REMIND them to bring it to the next session. 

WE CAN! ENERGIZE OUR FAMILIES: GETTING STARTED 31

Session 2 

Total Time: 

90 minutes 

Maintain A Healthy Weight: 

The Energy Balance Equation 

Session Overview 

Session	2	is	about	energy	balance.		Energy	balance	is	the	basis	

for all of the following sessions in this four-session program 

for parents and caregivers. 

Session Objectives 

By the end of this session, the participants will be able to: 

•	 Define energy balance. 

•	 List three examples of how they can balance the 

energy equation. 

•	 Describe how portion size and serving size can affect 

energy intake and thus weight control. 

•	 Identify the amount of time that adults and children 

should be physically active every day. 

•	 List three ways to add physical activity to daily life. 

Session Activities 

•	 Warm-Up (10 minutes) 

•	 Energy Balance (15 minutes) 

•	 Introduction	to	Body	Mass	Index	(15	minutes)

•	 Stretch	Break	(5	minutes)

•	 Portion	Distortion	(20	minutes)

•	 We Can!	Fit	In	Daily	Physical	Activity	(20	minutes)	

•	 We Can!	Try	Tips	to	Eat	Well	and	Move	More	(2	

minutes) 

•	 Wrap-Up (3 minutes) 

33 
Materials Needed 

Warm-Up 

	 Markers 

	 Easel and large paper 

Energy Balance 

	 Pens or pencils 

	 Energy Balance: ENERGY IN & ENERGY OUT: Worksheet, p. 101 in the 

Leader’s Guide; Session 2 in the Family Guide. 

Introduction to Body Mass Index (BMI) 

	 We Can! Watch Our Weight handout, p. 103 in the Leader’s Guide; 

Session 2 in the Family Guide 

Portion Distortion 

	 Laptop, LCD, and wall space (if you choose to project the Portion Distortion 

PowerPoint slides from a computer) 

	 Portion Distortion PowerPoint slides (download from the Web site 

http://wecan.nhlbi.nih.gov/downloads/lesson2.ppt) or the Portion Distortion 

Quiz on p. 105 of the Leader’s Guide; Session 2 in the Family Guide (if you 

choose not to project the PowerPoint slides from a laptop) 

	 Large bag of pretzels 

	 Three large bowls 

	 Measuring cups or small scale (see Leader’s Preparation) 

	 Large paper, easel, and pens 

We Can! Fit in Daily Physical Activity 

	 We Can! Fit In Daily Physical Activity Planner, p. 108 in the Leader’s Guide; 

Session 2 in the Family Guide 

	 Pencils 

We Can! Try Tips to Eat Well and Move More 

	 We Can! Try Tips To Eat Well and Move More handout, p. 98 in the 

Leader’s Guide; Session 1 in the Family Guide 

	 We Can! Try Tips To Eat Well and Move More tracking sheet, p. 100 in the 

Leader’s Guide; Session 1 in the Family Guide 

Wrap-Up 

	 Snacks–100 Calories or Less suggestion sheet, p. 109 in the Leader’s 

Guide; Session 2 in the Family Guide 

34 SESSION 2 
Leader’s Preparation 

Warm-Up 

	 Set up easel, large paper, and markers.
 

	 Write down the session’s activities and times on a sheet.
 

	 Post a blank sheet of large paper. Divide the sheet in half vertically. At the 


top of the left column, write “Eat Well tips.” At the top of the right column, 

write “Move More tips.” At the end of the session, save this sheet for use in 

the third and fourth sessions. 

Energy Balance 

	 If participants will not be using the We Can! Energize Our Families: Family 

Guide, photocopy handouts (one for each participant). 

Introduction to Body Mass Index (BMI) 

	 If participants will not be using the We Can! Family Guide, photocopy 

handouts (one for each participant). 

Portion Distortion 

	 If participants will not be using the We Can! Family Guide, photocopy 

handouts. 

	 Set up a latop and LCD projector (optional). The Portion Distortion 

PowerPoint slides can be downloaded directly from the We Can! Web site 

at http://wecan.nhlbi.nih.gov/downloads/lesson2.ppt. 

	 Purchase materials for presentation. Check Nutrition Facts label on the bag 

of pretzels to see whether serving size is measured by number of pretzels, 

weight (ounces), or volume (cups). If measured by weight, bring in a small 

food scale; if measured by volume, bring in appropriate-sized measuring 

cups. 

	 Set up easel, large paper, and markers. 

We Can! Fit in Daily Physical Activity 

	 If participants will not be using the We Can! Family Guide, photocopy 

handouts (one for each participant). 

We Can! Try Tips To Eat Well and Move More 

	 If participants will not be using the We Can! Family Guide, photocopy 

handouts (one for each participant). 

Wrap-Up 

	 If participants will not be using the We Can! Family Guide, photocopy 

handout. 

MAINTAIN A HEALTHY WEIGHT : THE ENERGY BALANCE QUESTION 35
Session Activities: Guidance for Leaders 


Warm-Up (10 minutes) 

1.	 As participants walk into the room, ASK them to go to the large paper in 

the front of the room and write down the eat well and move more tips they 

tried since the last session. 

2. 	 As soon as everyone has written down their tips, WELCOME participants 

to the second session. 

3. 	 ASK one or two participants to share their experiences of trying out the 

tips. Was it easy or difficult? 

4.	 SAY: Congratulations to all on a job well done. You will get opportunities 

to try more eat well and move more tips throughout the rest of the 

program. 

5. 	 ASK: If anyone had problems with the tips you tried, why do you think it 

didn’t go as well as planned? What could you do differently? CHOOSE one 

or two participants to respond. LISTEN to answers from participants. ASK 

the other participants in the group to offer suggestions on how to make 

the new behavior easier. If the other participants don’t have suggestions, 

provide some of your own. For example, if they wanted to take a walk 

after dinner 3 days a week, you might suggest that they put their walking 

shoes by the door ahead of time so they have a visual reminder and are 

ready to go. Or try for 2 days a week instead of 3. 

Leader’s Note: This should be a quick conversation just to warm up the participants, not 

an extended discussion. If participants are reluctant to end this conversation, you may 

ask them to hold their thoughts until the end of the session, when they can discuss them 

further as they pick their next eat well and move more tips. 

6.	 ASK participants whether they have any questions. 

7.	 Briefly REVIEW the session’s activities. 

SAY: Now we’re going to talk about “energy balance” and “body mass 

index” or BMI. We’re going to talk about what they are and why they’re 

important to maintaining a healthy weight. 

36 SESSION 2 
Energy Balance (15 minutes) 

1.	 ASK whether participants have ever heard the term “energy balance.” 

SAY: Energy balance is important for maintaining a healthy weight. 

Imagine a scale. One side is the calories you take into your body by eating 

or drinking. We call that ENERGY IN. The other side is the calories your 

body burns in carrying out basic functions like breathing and digestion 

and in physical activity. We call that ENERGY OUT. To maintain your 

weight at the same level over time, energy IN must equal your energy OUT. 

If you burn more energy (calories) than you take in, you will lose weight. 

If you take in more energy (calories) than you burn, you will gain weight. 

Because children are still growing, energy balance in children is when 

there is an equality between energy IN and energy OUT that supports 

natural growth without promoting excess weight gain. 

2. SAY: Maintaining energy balance depends on several things: 

•	 Behavior—how many calories you consume and how much physical 

activity you get. 

•	 Environment—the opportunities and challenges for eating well 

and physical activity that you find at home, work, school, or in your 

community. 

•	 Genetics—heredity also plays a role in determining your weight. Genes 

can affect how the body stores fat or burns calories for energy. 

Although you can’t change your genes, you can change your behaviors and 

be mindful of your environment. 

3.	 SAY: You don’t need to exactly balance every day the calories you 

take in with those you burn up. It’s the balance over time that counts. 

Maintaining energy balance is like balancing a budget. If you know you’ve 

eaten more calories (spent more dollars) than you budgeted for 1 day, 

then you can reduce the calories you consume (dollars you spend) the 

next day or increase your activity level (increase your income) to help you 

stay on budget. 

4.	 EXPLAIN that in the next few sessions, the group will explore some easy 

ways to balance their energy to help them maintain their weight. 

5.	 SAY: I’m going to give you an example of one situation in which balancing 

your “lifestyle energy budget” is important. 

MAINTAIN A HEALTHY WEIGHT: THE ENERGY BALANCE QUESTION 37
If you know you’re going to a party and may eat more high-calorie 

foods than you normally would, then eat fewer calories for a few days 

beforehand so it balances out. Or, increase your physical activity for the 

few days before or after the party so you burn off the extra energy. This 

same idea also applies to your children. If they will be going to a birthday 

party where you know they will be eating cake and ice cream and other 

high-calorie foods, help them balance those calories the days before and 

after the party and provide opportunities for them to be more active. 

6. 	 ASK: Can anyone think of other situations in which this idea would come 

in handy? If necessary, SUGGEST the following situations. 

•	 A big business lunch 

• A few days of inactivity for a child who’s normally active 

•	 During a holiday season when there are lots of parties! 

7.	 SAY: Those are great ideas for special occasions, but what about 

everyday life? The same principle applies. If your energy IN is regularly 

higher than your energy OUT, you’ll gain weight. To get back into energy 

balance, you can either reduce your energy IN, increase your energy OUT, 

or best of all, do both. 

Even small changes are important. Just eating 150 fewer calories a day 

than you usually do can lead to a loss of 5 pounds in 6 months or 10 

pounds in one year. You can save about 150 calories by switching from a 

12-ounce regular soda to water or by choosing a small-sized French fries 

instead of medium-sized. Going for a brisk 30-minute walk can burn up to 

170 calories. Think of the calorie benefits of doing both! 

8.	 SAY: We’re now going to do an activity that can help you think about the 

relationship of ENERGY IN and ENERGY OUT. 

9. 	 GUIDE participants to the Energy Balance: ENERGY IN & ENERGY OUT 

worksheet in the Family Guide or HAND OUT a photocopy. HAND OUT 

pens or pencils. 

10. ASSIGN each person in the group a meal or snack example. If you have 

more than 6 people in the group, ask them to pair up so that one or 

two people are working on each example. EXPLAIN that they should 

use the handout to figure out how much physical activity the 150-pound 

person will need to do to burn off the calories in the meal/snack they were 

assigned. ALLOW them 10 minutes to complete the worksheet. If they 

have extra time, they can work on the other examples. 

38 SESSION 2 
Leader’s Note: This activity also can be done as a contest. Time the participants and see 

who can finish first. Or time them and see who can complete all 6 questions with different 

combinations of physical activity in each answer. 

11.	 ASK participants to report on their findings. 

12. 	 ASK participants what they learned from this activity. REMIND 

participants that they have to work harder or longer to burn off the 

higher-calorie meals and snacks than they do for the lower-calorie 

meals and snacks. 

13.	 SAY: As we’ve learned, the balance of energy IN and energy OUT over 

time determines our body weight. But how do you know whether you’re 

at a healthy weight or not? We’re now going to do an activity to help you 

answer that question. 

Introduction to Body Mass Index (15 minutes) 

1.	 GUIDE the participants to the We Can! Watch Our Weight worksheet in the 

Family Guide or HAND OUT a photocopy. 

2.	 ASK: Does anyone know what body mass index, or BMI, is? 

If necessary, GUIDE participants to the following response: 

•	 BMI, or body mass index, is a measure of weight in relation to 

height. This information can help adults determine whether they are 

at a healthy weight. BMI doesn’t work very well for people who are 

extremely muscular, very tall, or very short. In these cases, it may 

incorrectly classify someone as overweight or obese when they really 

are not. But overall, BMI is a good indication of healthy weight for the 

majority of the population. 

Leader’s Note: Make sure that participants understand that this entire activity, and this 

BMI chart, apply only to adults. 

3.	 SAY: Let’s look at the handout. Suppose that a man named Dan weighs 

218 pounds and is 5 feet 9 inches tall. His wife, Susie, weighs 134 

pounds, and she is 5 feet 4 inches tall. Are Dan and Susie at a healthy 

weight? Use the legend to see if they are in the healthy weight, overweight, 

or obese category. If their weight falls between two BMIs, you should 

choose the lower BMI number. 

MAINTAIN A HEALTHY WEIGHT: THE ENERGY BALANCE QUESTION 39
ALLOW 2 minutes for participants to find Dan’s and Susie’s BMIs. 

Answer: Dan’s BMI is 32, so he is obese. Susie’s BMI is 23; she is at a 

healthy weight. 

4.	 SAY: If you know your height and weight, you can figure out your BMI with 

this chart. If not, have a health care provider measure you the next time 

you are at his or her office or measure your weight and height yourself 

if you have a scale and measuring tape at home. If you’re at a healthy 

weight, your goal is to maintain it by keeping your energy IN and energy 

OUT in balance. If you’re above a healthy weight, you will need to either 

increase the amount of physical activity you get or decrease the amount 

of food you eat. The best option is to do both. 

5. 	 A healthy BMI is between 18.5 and 24.9. If you are in the healthy BMI 

range, try not to gain any weight, even if you still will be in a healthy weight 

range with the extra pounds. If you are overweight (a BMI of 25 to 29.9) 

and have other risk factors for heart disease, or are obese (a BMI of 30 

or greater), you should consider seeing a health care provider to help you 

determine the best ways to lose weight. The information in this course 

may help you to lose weight by learning how to improve your diet and get 

regular physical activity, but you should work with a health care provider 

and have him or her monitor your health. 

Leader’s Note: This is a good time to remind participants that this is not a weight loss 

program. 

6.	 

h

SAY: It’s important to note that different BMI charts are used for 

children. Because children are still growing and boys and girls grow at 

different rates, children’s c arts take gender and age into account in 

determining weight status. A child or teen who is between the 85th and 

95th percentile on the BMI-for-age growth chart is considered at risk 

of overweight. A child or teen who is at the 95th percentile or above is 

considered overweight. Ask your family doctor, pediatrician, or health care 

provider about your child’s BMI-for-age. For more information about BMIfor-age growth charts for children, visit 

www.cdc.gov/nccdphp/dnpa/bmi/bmi-for-age.htm. 

40 SESSION 2 
Stretch Break (5 minutes) 

SAY: As I mentioned a little earlier, small changes really can add up. 

Switching from a medium to a small serving of French fries, for example, isn’t 

a big change in and of itself. However, if you chose to have fries less often and 

always chose a small size, the calorie savings would add up over time. Small 

changes work for physical activity, too. Adding little bits of activity throughout 

your day not only helps your energy OUT but can be a great way to refresh your 

body and mind. 

Today’s stretch break, which focuses on your legs, is a good example of one 

of these little bits of activity. Try this while you’re on the phone at home or 

waiting in line at the store. Everyone, please stand up and move to the back 

of your chair. 

If you don’t have enough space around you, feel free to move your chair so you 

have room to stretch out your legs. 

Put both hands on the back of your chair and make sure your feet are 

shoulder-width apart in a comfortable stance. 

Stand up straight. Tuck your abdominal (stomach) muscles in, and in two 

counts lift your left leg straight out to the side a few inches off the floor. Don’t 

move your leg so far that you hurt yourself, but challenge yourself so you feel 

your muscles working. Hold the position for 2 seconds, and then lower back to 

start with a controlled movement in two counts. Lift 1–2, hold 1–2, lower 1–2 

(repeat this 8 times). Switch to your right leg now. Lift 1–2, hold 1–2, lower 

1–2 (repeat this 8 times.) 

Now we’re going to do the same thing, but instead of moving your leg out to 

the side, you’re going to move it to the back behind you, which will help to 

strengthen the muscles. Make sure to keep your leg straight as you do this. 

Don’t move your leg so far that you hurt yourself, but challenge yourself so 

you feel your muscles working. Let’s start with the left leg: Lift 1–2, hold 1–2, 

lower 1–2 (repeat this 8 times) and now the right leg: Lift 1–2, hold 1–2, lower 

1–2 (repeat this 8 times). 

Good job everyone! 

MAINTAIN A HEALTHY WEIGHT: THE ENERGY BALANCE QUESTION 41
Portion Distortion (20 minutes) 

1.	 SAY: So far, we’ve been talking about BMI and the need to maintain 

energy balance to stay at a healthy weight. Now, we’ll do an activity about 

one critical reason why energy IN is a problem for many people. 

2.	 ASK: 

•	 What do you think a “serving” means? 

If necessary, GUIDE participants to the following responses: 

	 A “serving” is a measured amount of food or drink, such as one 

slice of bread or 1 cup of milk. Nutrition recommendations use 

serving sizes to help people know how much of different types 

of foods they should eat to get the nutrients they need. For 

example, the new MyPyramid food guide recommends 1-2 cups 

of fruit a day depending on your age, sex, and level of physical 

activity. 

The Nutrition Facts panel on packaged foods also lists a serving 

size. The serving sizes on packaged foods are not always the 

same as those included in nutrition recommendations. However, 

these serving sizes are standardized to make it easier to 

compare similar foods. 

Leader’s Note: More information on the servings sizes used in nutrition recommendations 

can be found at www.MyPyramid.gov. 

•	 What do you think a “portion” means? If necessary, GUIDE participants 

to the following responses: 

	 A “portion” is the amount of a specific food or drink you choose 

to have at meals, snacks, or other eating occasions. Portions, 

of course, can be bigger or smaller than recommended food 

servings. 

3.	 GUIDE participants to the Portion Distortion Quiz in the Family Guide or 

HAND OUT a photocopy to each participant. 

Leader’s Note: If you have a laptop computer you can make this interactive by projecting 

the Portion Distortion Quiz downloaded from the We Can! Web site, at 

http://wecan.nhlbi.nih.gov. 

42 SESSION 2 
4.	 SAY: This Portion Distortion Quiz asks you to figure out the extent 

to which portion sizes have grown over the past few decades, and to 

determine how many calories are in today’s portion. 

5. 	 ASK participants to take 3 minutes to complete the Portion Distortion Quiz 

or, if you are showing the slides, ASK participants to guess the answer 

to each question. GUIDE participants to the right answer shown on the 

answer key, when necessary. CONGRATULATE participants on their 

correct answers. 

6.	 SAY: It should now be clear that just because a muffin or plate of pasta 

that you receive in a restaurant is one “portion,” that does not mean it’s 

one “serving.” In fact, it could be several servings, and those servings can 

really increase your total calories for the day. Over time, this can lead to 

weight gain. 

7.	 SUGGEST that participants take this quiz home to share with their families 

or to do it together online on the We Can! Web site at 

http://wecan.nhlbi.nih.gov. 

8.	 EXPLAIN that knowing about portion control and serving sizes can help 

people balance their energy IN and maintain their weight. NOTE that the 

group will talk more about this in the next session. 

9.	 ASK for three volunteers to participate in a demonstration. GIVE them 

each a large bowl. HAND the first volunteer the large bag of pretzels. 

10. ASK each volunteer to take a turn putting in a bowl the amount of pretzels 

they think that they’d normally snack on at one time. Use a large bowl 

because the size will influence the portion size. 

Leader’s Note: You will likely have a volunteer who will eat more than the standard serving 

size (1 ounce) of pretzels. If no one puts out more than 1 ounce, then volunteer yourself 

and portion out several servings of the pretzels to ensure a large portion to use as an 

example. 

11. ASK the volunteers how many calories they think is in 1 serving of pretzels. 

12. ASK the volunteers to measure how much food they put into their 

bowls. They can do this easily by either counting the number of pretzels, 

measuring the portions with a small food scale, or using measuring cups. 

Have volunteers use the method that corresponds to the way the serving 

size is measured on the package. 

13. ASK them to look on the Nutrition Facts label to determine how many 

MAINTAIN A HEALTHY WEIGHT : THE ENERGY BALANCE QUESTION 43
servings are in their bowls and how many calories these servings 


represent. 


14. ASK volunteers to announce to the group how many servings they gave 

themselves and how many calories were in their portion of pretzels. ASK 

them to write this information on the large paper. 

15. ASK them to refer to the Energy Balance: ENERGY IN & ENERGY OUT 

handout that they worked on earlier and figure out how much moderate 

activity a 150-pound person would need to do to burn the calories in the 

pretzels. 

16. EXPLAIN that now they should have an idea of portion control and how 

the calories can add up when you eat more than one standard serving of a 

food. Also, they should now have a sense of how much activity they would 

need to do to burn off those extra calories. Let participants know that it is 

fine to have more than 1 serving at a time, as long as their total ENERGY 

IN balances their ENERGY OUT. 

17. CONDUCT a quick brainstorm by asking participants for their ideas on how 

to control portions at home and when eating out. RECORD their ideas on 

the large paper. 

18. At the end of the discussion, CONGRATULATE participants on their good 

ideas. SUGGEST that they copy these ideas on their Portion Distortion 

Quiz if they wish. 

19. ASK participants whether they have any questions. 

We Can! Fit In Daily Physical Activity (20 minutes) 

1.	 SAY: Now let’s move to the other side of the energy balance equation 

and talk about ENERGY OUT. 

2.	 ASK: 

•	 How much physical activity should we, as adults, be getting each day? 

If necessary, GUIDE participants to the following responses: 

Leader’s Note: The following physical activity recommendations for adults and children are 

taken directly from the DHHS/USDA Dietary Guidelines for Americans, 2005. 

	 To reduce the risk of chronic disease: Engage in at least 30 

44 SESSION 2 
minutes of moderate-intensity physical activity, above usual 

activity, at work or home on most days of the week. 

	 For most people, greater health benefits can be achieved by 

engaging in physical activity of more vigorous intensity or longer 

duration. 

	 To help manage body weight and prevent gradual, unhealthy 

body weight gain in adulthood: Engage in approximately 60 

minutes of moderate-to-vigorous-intensity activity on most 

days of the week while not exceeding caloric intake. (Some 

activities are either moderate- or vigorous-intensity physical 

activity depending on the rate at which they are carried out. For 

example, walking at 3.5 miles per hour is moderate intensity 

activity, while jogging at 5 miles per hour is vigorous.) 

	 To sustain weight loss in adulthood: Participate in at least 60 to 

90 minutes of daily moderate-intensity physical activity while not 

exceeding caloric intake requirements. Some people might need 

to consult with a health care provider before participating in this 

level of activity. 

•	 How much physical activity should your children and teenagers get? 

If necessary, GUIDE participants to the following responses: 

	 At least 60 minutes of physical activity on most, preferably all, 

days of the week. 

3.	 SAY: If these numbers sound intimidating to you, don’t worry. It’s not as 

hard as it might seem to fit 60 minutes of physical activity into the family’s 

daily schedule. It doesn’t have to be all at once. NIH researchers have 

found that you can do separate, shorter sessions of physical activity and 

get the same benefits. 

4.	 ASK participants if they have ideas for short bursts of activity that they or 

their families can do during the day. RECORD these on the large paper. 

If necessary, GUIDE participants to the following types of responses: 

•	 Challenge your child to a race down to the end of the block and back. 

•	 Schedule regular sessions of “family hoops” at a local basketball court 

or at home if you have a basketball net. 

•	 Do stretching exercises while you watch your child’s soccer practice. 

MAINTAIN A HEALTHY WEIGHT: THE ENERGY BALANCE QUESTION 45
•	 When you go to the mall with your children, encourage everyone to take 

the stairs instead of the escalator or elevator. 

•	 Take a walk around the school parking lot while you’re waiting for your 

child to get out of an after-school activity. 

•	 Ask your child to walk the dog every day after school. 

•	 Go for a family swim at your local community center. 

5.	 SAY: Every day gives us chances to be more active. But sometimes, it’s 

hard to remember to do so and it’s hard to keep track of whether or not 

we’ve gotten in 60 minutes of activity, and when we need to add a little 

more. 

6.	 GUIDE participants to the We Can! Fit In Daily Physical Activity planner 

in their Family Guide or HAND OUT a photocopy. GIVE a pencil to each 

participant. 

7. 	 SAY: Please take the next 10 minutes to fill out this We Can! Fit In Daily 

Physical Activity planner with the types of activities you think you and your 

family could realistically do, and the times of the week and day you think 

you can do them. Feel free to discuss ideas with the people sitting around 

you. Remember, be realistic. Don’t sign your family up to run a marathon 

if you’ve never run one block. Start out small with short periods of activity 

that you can fit into your day and work your way up to longer and more 

involved activities. Remember, to prevent weight gain, you should aim for 

at least 60 minutes of moderate-intensity physical activity a day. 

8. 	 ALLOW participants 10 minutes to discuss with other participants and fill 

out the planners. REMIND them when they have 1 minute remaining. 

9.	 SAY: When you go home, ask your family whether they would be willing 

to review this list, add to it, or change anything, if necessary. You should 

keep the final draft in a place where everyone can see it and refer to it. 

You can download more copies of the planner from 

http://wecan.nhlbi.nih.gov. Try to check back once a week to see whether 

you’re achieving these goals. If not, you may need to change them. 

Consider offering your family non-food rewards for achieving a certain 

number of the goals. 

Leader’s Note: Another great source of information and motivation to help families 


become and stay physically active is the President’s Council on Physical Fitness and 


46 SESSION 2 
Sports, which works to make the health and fitness of all Americans a top national 

priority. One of its most successful efforts is the President’s Challenge 

(http://www.presidentschallenge.org). This effort encourages all Americans—from children 

to seniors—to make physical activity part of their everyday lives, no matter what their 

activity and fitness level. The Challenge has programs for people who are just starting out 

as well as those who are already active and want a new challenge. Both programs offer a 

personal online activity log to track progress along with awards for reaching goals. Suggest 

that participants visit this Web site with their families. 

We Can! Try Tips to Eat Well and Move More (2 minutes) 

1.	 GUIDE participants to the We Can! Try Tips to Eat Well and Move More 

handout and tracking sheet in the Family Guide or HAND OUT a photocopy 

for them to use. 

2. 	 ASK participants to pick two new eat well and move more tips to try until 

the next session and to write down their tips on the We Can! Try Tips to 

Eat Well and Move More tracking sheet. REMIND them to add these tips 

to their tracking sheet at home. 

3.	 ENCOURAGE them to continue to try the tips they picked during the 

previous session. 

Wrap-Up (3 minutes) 

1.	 SAY: Today we talked about energy balance, Body Mass Index, or BMI, 

and the importance of energy IN and energy OUT to managing that 

balance. You now have some tools to take home to your families to help 

them maintain a healthy weight. 

2.	 SAY: Next session, we’re going to talk more about how to manage energy 

IN by using an approach with food called GO, SLOW, and WHOA. You 

probably can guess what we’re getting at just by hearing these terms. 

Can anyone tell me whether the following foods are GO, SLOW, or WHOA 

foods? 

•	 Peach (response should be GO) 

•	 2 percent low fat milk (response should be SLOW) 

•	 Doughnut (response should be WHOA) 

•	 Whole-wheat bread (response should be GO) 

Join me next time to learn which foods are GO, SLOW, and WHOA to help 

guide your food choices. 

MAINTAIN A HEALTHY WEIGHT: THE ENERGY BALANCE QUESTION 47
3. 	 GUIDE participants to the Snacks–100 Calories or Less sheet in the 

Family Guide or HAND OUT photocopies. If you choose to do the food 

demonstration in Session 3, 

SAY: In the next session, we’re going to have another food demonstration. 

This time, you’re going to be in charge. Here’s a list of snacks. Each has 

100 calories or less. We would like everyone to bring in 1 or 2 of the 

items, exactly as they are described here and in the designated serving 

sizes. We’ll have an interesting and delicious snack variety to enjoy! 

4. 	 THANK everyone for participating in this session. ASK whether they have 

any questions or comments. If participants are using the Family Guide, 

REMIND them to bring it to the next session. 

48 SESSION 2 
Session 3 

Total Time: 

90 minutes 

What to Feed My Family: 

Manage ENERGY IN 

Session Overview
 

Session	3	focuses	on	the	ENERGY	IN	part	of	the	energy	

balance	equation.		Participants	will	learn	how	to	identify	

GO,	SLOW,	and	WHOA	foods	in	order	to	limit	fat,	added	

sugar,	and	calories	in	their	foods	and	drinks.		Participants	

also will be given other tips and tools to help them learn 

how to help their family maintain a healthy weight by 

reducing their calorie intake. 

Session Objectives
 

By the end of this session, the participants will be able to: 

•	 List three ways to reduce fat and added sugar in 

daily eating. 

•	 List	two	examples	each	of	GO,	SLOW,	and	WHOA	

foods. 

•	 Suggest	five	alternatives	to	a	traditional	recipe	

ingredient to reduce fat and added sugar. 

Session Activities
 

•	 Warm-Up (5 minutes) 

•	 We Can!	Reduce	Fat	and	Added	Sugar,	Part	1	

(25 minutes) 

•	 Stretch	Break	(5	minutes)

•	 We Can!	Reduce	Fat	and	Added	Sugar,	Part	2	

(25 minutes) 

•	 Food	Demonstration:		Snacks	-100	Calories	or	Less	

(Optional, 10 minutes) 

•	 We Can!	Make	Changes	in	Daily	Eating	

(15 minutes) 

•	 We Can!	Try	Tips	To	Eat	Well	and	Move	More	(4	

minutes) 

•	 Wrap-Up (1 minute) 49 
Materials Needed 

Warm-Up 

	 Posted large paper with lists of eat well and move more tips that 

participants have tried 

	 Markers 

	 Easel and large paper 

Reducing Fat and Added Sugar, Part 1 

	 Sample USDA Food Guide and the DASH Eating Plan at the 2,000-Calorie 

Level, p. 111 in the Leader’s Guide; Session 3 in the Family Guide 

	 Estimated Calorie Requirements handout, p. 113 in the Leader’s Guide; 

Session 3 in the Family Guide 

	 Using the Nutrition Facts Label handout, p. 114 in the Leader’s Guide; 

Session 3 in the Familiy Guide 

	 GO, SLOW, and WHOA Foods handout, p. 116 in the Leader’s Guide; 

Session 3 in the Familiy Guide 

	 We Can! Weekly Meal Planner, p. 118 in the Leader’s Guide; Session 3 in 

the Family Guide 

	 We Can! Grocery List Template, p. 119 in the Leader’s Guide; Session 3 in 

the Family Guide 

Reducing Fat and Added Sugar, Part 2 

	 Deck of cards 

	 Six small paper plates 

	 Six index cards 

	 Marker 

	 Can of shortening or tub of butter 

	 Small bag of white granulated sugar 

	 A 1-teaspoon measuring spoon 

	 Napkins or paper towels for cleaning up 

	 We Can! Prepare Healthier Recipes handout, p. 120 in the Leader’s Guide; 

Session 3 in the Family Guide 

	 We Can! Reduce Fat and Added Sugar in Meals and Snacks handout, 

p. 122 in the Leader’s Guide; Session 3 in the Family Guide 

	 Pens or pencils 

Food Demonstration: Snacks - 100 Calories or Less (Optional) 

	 Paper plates, napkins, plastic knives/forks/spoons 

	 Two to three items from the list to bring to the session 

	 Snacks–100 Calories or Less handout, p. 109 in the Leader’s Guide; 

Session 2 in the Family Guide 

50 SESSION 3 
We Can! Make Changes in Daily Eating 

	 We Can! Prepare Healthier Recipes handout, p. 120 in the Leader’s Guide; 

Session 3 in the Family Guide 

	 We Can! Reduce Fat and Added Sugar in Meals and Snacks handout, 

p. 122 in the Leader’s Guide; Session 3 in the Family Guide 

	 We Can! Parent Tips: Making Healthier Food Choices handout, p. 124 in 

the Leader’s Guide; Session 3 in the Family Guide 

We Can! Try Tips to Eat Well and Move More 

	 We Can! Try Tips To Eat Well and Move More handout, p. 98 in the 

Leader’s Guide; Session 1 in the Family Guide 

	 We Can! Try Tips To Eat Well and Move More tracking sheet, p. 100 in the 

Leader’s Guide; Session 1 in the Family Guide 

Leader’s Preparation 

Warm-Up 

	 Set up easel, large paper, and markers. 

	 Write down the session’s activities and times on a sheet. 

	 Post the large sheet with participants’ eating well and moving more tips 

from the previous session. 

Reducing Fat and Added Sugar, Part 1 

	 If participants will not be using the We Can! Family Guide, photocopy 

handouts (one for each participant). 

Reducing Fat and Added Sugar, Part 2 

	 If participants will not be using the We Can! Family Guide, photocopy 

handouts (one for each participant). 

	 Purchase items needed for demonstration. 

	 Place six index cards in front of six paper plates on a table where all 

the participants can see. Each of the six index cards should contain 

information from the table below. For example, the first index card should 

say: 

Whole Milk 

8 grams (g) of fat 

2 teaspoons (tsp) of fat 

WHAT TO FEED MY FAMILY: MANAGE ENERGY IN 51
Use this chart to create the other index cards. 

Item Grams of Fat Teaspoons of Fat Calories 

1	cup	(8	ounces)	whole	milk 8	g	 2	tsp	 150	

1	cup	(8	ounces)	1	percent	low-fat	milk 3 g 1	tsp 102

3 ounces sausage 34 g 8.5	tsp 300

3.5	ounces	skinless	chicken	breast 5 g 1.5	tsp 140

Item Grams of Sugar Teaspoons of Sugar Calories 

12-ounce	regular	soda 41 g 10.5	tsp 150

12-ounce	water 0	g 0	tsp 0

Important Note: If your group is not likely to consume soda, milk, sausage, or chicken, 

then choose different foods or drinks that would better fit their culture and food 

preferences. The number of teaspoons of fat in a food or drink can be found by dividing 

the number of fat grams by 4. For example, a food with 16 fat grams has 4 teaspoons of 

fat. The number of teaspoons of sugar found in a food or drink can be found by dividing 

the number of sugar grams by 4.1. Use the Nutrition Facts label to find fat and sugar 

amounts. 

Food Demonstration: Snacks 100 Calories or Less (Optional) 

	 Review this activity and prepare ahead as needed. Bring in 2 or 3 snacks 

from the Snacks–100 Calories or Less list in case participants forget to 

bring theirs. 

We Can! Make Changes in Daily Eating 

	 If participants will not be using the We Can! Family Guide, photocopy 

handouts (one for each participant). 

We Can! Try Tips To Eat Well and Move More 

	 If participants will not be using the We Can! Family Guide, photocopy 

handouts (one for each participant). 

52 SESSION 3 
Session Activities: Guidance for Leaders 


Warm-Up (5 minutes) 

1.	 As participants walk into the room, ASK them to put their snack items in 

the spot you’ve set aside for the Food Demonstration. ASK participants 

to go to the large paper in the front of the room and write down the eating 

well and moving more tips they tried since the previous session. 

2. 	 As soon as everyone has written down the tips they chose, WELCOME 

participants to the third session. 

3.	 ASK one or two participants to share their experience of trying out the tips. 

Was it easy or difficult? 

4.	 CONGRATULATE everyone on working so hard to help their family maintain 

a healthy weight. 

We Can! Reduce Fat and Added Sugar, Part 1 (25 minutes) 

1.	 Briefly REVIEW the session’s activities. 

SAY: In the last session we talked about energy balance—maintaining a 

healthy weight by balancing the calories we take in with the calories we 

burn off. We talked about how portion sizes have grown so that they do 

not equal a common serving size and may provide a lot of excess calories. 

And we discussed physical activity recommendations and how to plan for 

daily physical activity. 

Today we’re going to focus some more on the energy IN part of the 

energy balance equation. The 2005 Dietary Guidelines for Americans 

recommends an eating pattern that emphasizes fruit, vegetables, whole 

grains, and fat-free and low-fat milk and milk products; includes lean 

meats, poultry, fish, beans, and nuts; and is low in saturated fat, trans fat, 

cholesterol, salt (sodium), and added sugar. 

2. 	 GUIDE participants to the USDA Food Guide and DASH Eating Plan 

handout and the Estimated Calorie Requirements handout in the Family 

Guide or HAND OUT photocopies to each participant. 

WHAT TO FEED MY FAMILY: MANAGE ENERGY IN 53
3.	 SAY: The USDA and the NIH have translated the Dietary Guidelines 

into recommendations for daily eating. The handout shows amounts of 

recommended foods and serving sizes at a 2,000 calorie per day level. 

The Estimated Calorie Requirements handout shows how many calories 

are required for males and females at each age group and with varying 

amounts of physical activity. Recommended servings in the USDA Food 

Guide and DASH Eating Plan would be smaller for people at lower calorie 

levels and larger for people at higher calorie levels.

 4. In this session, we’ll learn ways to apply these eating plans by limiting total 

fat and added sugar. This is an important way to reduce energy IN, which 

can help us and our families maintain a healthy weight. 

SAY: Can you tell me which foods are high in fat and added sugar? 

ENCOURAGE participants to share their thoughts. Here are some possible 

responses: 

•	 Fried foods 

•	 Fatty meats 

•	 Milk products made with whole milk (whole milk, cheese) 

•	 Added fats in cooking and at the table (oils, butter, margarine) 

•	 Soda and sweets (doughnuts, cake, cookies, ice cream, candy) 

•	 Sugar added to processed foods (breakfast cereals, baked goods, snack 

items) 

SAY: Eating foods that are high in fat or added sugar can make it difficult 

to maintain energy balance because those foods and drinks are often also 

high in calories. Another reason to cut back on foods that are high in fat 

or added sugar—like doughnuts, candy, or potato chips—is that many of 

these foods are low in vitamins, minerals, and other nutrients your body 

needs for good health. 

It’s hard to maintain “energy balance” if you eat many of these foods, 

especially if you’re not active enough to burn off the extra calories. If you 

or someone in your family needs to achieve energy balance by reducing 

energy IN, the best place to start is to reduce foods and drinks that are 

high in fat or added sugars. 

54 SESSION 3 
5.	 SAY: It’s not always easy to know whether a food is high in fat and added 

sugar. One of the best tools you can use to recognize high-calorie foods 

is the Nutrition Facts label. This label is found on most packaged foods. 

Because we eat so many processed and prepared foods, the Nutrition 

Facts label can really help you learn more about the foods you choose. 

On the label you will find the serving size, calories, and amounts of fat, 

sugar, and nutrients in a particular food or drink. In addition, you also will 

find the amounts of saturated fat, trans fat, cholesterol, and sodium. 

6.	 GUIDE participants to the Using the Nutrition Facts Label handout in the 

Family Guide or HAND OUT a photocopy for them to use. 

7.	 SAY: Please take a few minutes to look over the Using the Nutrition Facts 

Label handout. 

8. 	 ASK: What is the serving size of this food? (Answer: 1 cup.) How many 

calories are there in this package of food? (Answer: 500 calories.) How 

many grams (g) of total fat are in the package? (Answer: 24 g.) 

9.	 SAY: Some of you may have thought the answer was “250 calories and 

12 grams of fat” because the label lists the amount of calories and fat for 

only one serving, but this package contains 2 cups. That’s actually two 

servings, so you have to double the amount of calories and fat listed in 

one serving. 

It’s important to know how to use a Nutrition Facts label so that you don’t 

eat an entire package of food and get more calories than you expected. 

Remember, the number of servings you eat determines the number of 

calories you actually consume. 

It is also important to know that each gram of fat you eat equals 9 

calories. Fat has twice as much energy as carbohydrates (including sugar) 

and protein. Limiting the amount of fat you eat is one great way to limit 

your calorie intake. On the right side of the label, you will see a column of 

percentages labeled “% Daily Value,” or “% DV.” These percentages tell you 

whether the food contains a lot or a little of that nutrient. 

Use the “5–20 rule” to make sense of the % DV. Twenty percent or more 

DV is high in that nutrient; 5% or less DV is low. The % DV for total fat for 

one serving of the food on our Nutrient Facts label is 18 percent, which 

is less than the 20 percent, and therefore a relatively low-fat food. If you 

want to cut back on fat, try to choose foods that are less than 20% DV for 

total fat. 

WHAT TO FEED MY FAMILY: MANAGE ENERGY IN 55
Keep in mind that sugars listed on the Nutrition Facts label include natural 

sugars (like those in fruit and milk) as well as those added to a food or 

drink. Sugar is added to many processed foods, and that adds calories. To 

cut back on added sugars, choose packaged foods that do not list added 

sugars as one of the first few ingredients in the ingredient list. Some 

names for added sugars include corn syrup, high-fructose corn syrup, fruit 

juice concentrate, maltose, dextrose, sucrose, honey, and maple syrup. 

You also can compare the amount of total sugar on the Nutrition Facts 

labels of two products. 

Being able to understand food labels will help you recognize foods that are 

high in fat and added sugar. You can then use several strategies to cut 

back on these foods. Before we go on to talk about those strategies, does 

anyone have any questions about reading the Nutrition Facts label? 

10. RESPOND to any participant questions. 

11. SAY: If you must choose high-fat, high-added-sugar foods, here are three 

ways to reduce their impact on your energy IN: 

•	 Choose them less often. 

•	 Reduce the portion size of those foods and drinks. 

•	 Substitute foods high in fat or added sugar in your meals and recipes 

with foods or drinks that are lower in fat or added sugar. 

The first way is to have high-fat, high-added sugar foods less often. One 

easy way, especially with foods that don’t always come with a label, is 

called GO, SLOW, and WHOA. 

12. GUIDE participants to the GO, SLOW, and WHOA chart in the Family Guide 

or HAND OUT a photocopy to each participant. 

13. SAY: 

•	 GO foods contain a low amount of fat and added sugar. GO foods are 

nutrient-dense foods, which means that they are rich in nutrients and 

relatively low in calories. Examples of GO foods include: fruits and 

vegetables, whole-grain foods without added fats, fat-free or 1 percent 

low-fat milk and milk products, and lean cuts of meat. Enjoy GO foods 

almost any time. 

56 SESSION 3 
•	 SLOW foods are higher in fat and added sugar than GO foods. 

Examples of SLOW foods include: vegetables prepared with added fat 

and sauces, French toast, fruit canned in syrup, 2 percent low-fat milk, 

and whole eggs cooked without added fat. You can have SLOW foods 

sometimes or less often. 

•	 WHOA foods are the highest in fat and added sugar of the three 

groups. WHOA foods have the most calories (they are “calorie dense”) 

and many are low in nutrients. Examples of WHOA foods include: fried 

foods; baked goods such as croissants, doughnuts, cakes, and pies; 

whole milk; candy; regular soda; and chips. Have WHOA foods only 

once in a while or on special occasions. 

One of the major differences between GO, SLOW, and WHOA foods is the 

way they are prepared. See how a GO food, such as a potato, can change 

into a SLOW food by adding a little butter and sour cream, or change into 

a WHOA food by making it into French fries. 

Leader’s Note: If you have ordered GO, SLOW, WHOA magnets for participants, you may 

want to distribute these now. 

14. SAY: The GO, SLOW, and WHOA chart has food categories for almost 

anytime, sometimes, and only once in a while. Use the GO, SLOW, and 

WHOA chart to help you create your weekly meal plan. Use the We Can! 

Weekly Meal Planner and We Can! Grocery List Template to plan your 

meals and shopping for the week. Take the Grocery List to the store next 

time you go with your children so they can help you stock your house 

primarily with GO and SLOW foods. Remember, if you don’t have WHOA 

foods in your house, you and your family won’t be tempted to eat them. 

15. ASK: 

•	 What are some WHOA foods that your family eats a lot of that you 

could offer them less often? 

•	 What GO or SLOW foods can you and your family eat more often to 

replace those WHOA foods? 

LISTEN to responses from participants. RECORD their ideas on the 

large paper. 

16. SAY: Before we talk about our other ways to reduce fat and added sugar 

from your family’s daily eating, let’s take a stretch break. 

WHAT TO FEED MY FAMILY: MANAGE ENERGY IN 57
Stretch Break (5 minutes) 

SAY: Here’s a good stretch that focuses on your neck and shoulders. Please 

stand up by your chair and make sure you have room to move around. If you 

feel any pain, please don’t continue the stretch. When stretching, especially 

your neck muscles, try not to overextend the muscle in the stretch so that 

you hurt yourself. Just do it with enough effort so you can feel the stretch 

comfortably. 

Take a few slow, deep breaths and let your body relax. Lean your head to the 

right slowly so you stretch out the muscles in your neck. Hold for three slow 

counts, 1–2–3. Now, bring your head back to the middle. Lean your head over 

to the left now. Hold for three slow counts, 1–2–3. Now, bring your head back 

to the middle. Lean your head back slowly, again remember not to overextend 

the neck muscles. You want to move slowly into a comfortable stretch, and 

hold for three slow counts, 1–2–3. Now, bring your head back to the middle. 

Finally, bring your head forward. Hold for three slow counts, 1–2–3. Now, bring 

your head back to the middle. 

Now, bring your right shoulder slowly toward your ear and bring it back down. 

Do this five times. 1, 2, 3, 4, 5. Now do it for the left shoulder. 1, 2, 3, 4, 5. 

Now move both of your shoulders in forward circles. Do this five times. Now 

move both of your shoulders in backwards circles. Do this five times. 

Bring your right arm straight in front of you. Keeping your right arm straight, 

with your left forearm, pull the right arm toward your chest above the elbow of 

the right arm. Hold this stretch for 5 seconds. 1, 2, 3, 4, 5. Slowly bring your 

right arm back to center and drop it down. Let’s do this for the left side. Bring 

your left arm up in front of you. Keeping your left arm straight, with your right 

forearm pull the left arm toward your chest above the elbow of the left arm. 

Hold this stretch for 5 seconds. 1, 2, 3, 4, 5. Slowly bring your right arm back 

to center and drop it down. 

Good job, everyone. Now that we’ve gotten in a good shoulder and neck 

stretch, let’s talk a little more about ENERGY IN. 

We Can! Reduce Fat and Added Sugar, Part 2 (25 minutes) 

1.	 SAY: The second way to reduce ENERGY IN is to limit portions of foods 

that are high in fat or added sugar. We introduced this idea in the last 

session when we did the Portion Distortion activity. 

2.	 SHOW the participants the deck of cards. 

58 SESSION 3 
3.	 SAY: This deck of cards is the same size as about 3 ounces, or one 

serving of meat. How many of you have had a steak this size? People 

often eat larger portions of meat, but remember, when you eat a portion 

that is larger than one serving size, you have to take into account the 

additional calories you’re getting. Balance the extra calories by eating 

foods with fewer calories elsewhere in your day or through physical 

activity. 

Leader’s Note: If participants ask about how many servings of food they should be eating 

for certain food groups, REFER them to the USDA Food Guide and the DASH Eating Plan 

handout. 

4.	 SAY: The third way to reduce your fat and added sugar intake—and 

therefore your calorie intake—is to substitute foods lower in fat or 

added sugar for those higher in fat or added sugar. We’re going to do a 

demonstration now that not only will show you how much fat or added 

sugar some common foods contain, but also will show you the power of 

substitutions. 

5.	 ASK for a volunteer to come to the front of the room to help you with this 

demonstration. ASK the volunteer to spoon out 101⁄2 teaspoons of sugar 

onto the plate in front of the index card that reads “12-ounce regular 

soda” and make sure the plate in front of the card that reads “12-ounce 

water” remains empty. 

6.	 ASK: A 12-ounce can of regular soda has 10 1⁄2 teaspoons of added 

sugar. According to the card, each soda is 150 calories. If you drank a 

12-ounce regular soda every day for a year, how much sugar would that 

be? (ANSWER: 30 pounds sugar) How much weight could you lose in a 

year if you switched from a regular soda every day to water or a caloriefree soda and kept all of your other energy IN and energy OUT the same? 

(Answer: 15 1⁄2 pounds) 

7.	 SAY: Regular soda is an obvious example of an item that can affect 

weight control because of its high sugar and low nutrient content, but 

watch out for other kinds of drinks, such as sport drinks and fruit drinks. 

They are also very high in sugar and calories. Encourage your family to 

drink water, fat-free or low-fat milk, and other low-calorie beverages. 

8.	 ASK: What could you do to help your family have fewer drinks that are 

high in added sugar? 

LISTEN to responses from participants. RECORD their ideas on the large 

paper. 

WHAT TO FEED MY FAMILY: MANAGE ENERGY IN 59
9.	 CHOOSE another volunteer. GIVE him or her a teaspoon and the can of 

shortening or tub of butter. 

SAY: This shortening/butter represents the fat in foods and drinks. 

10. ASK the volunteer to spoon out the number of teaspoons of fat onto each 

plate according to the information on the two milk index cards in front of it. 

11. ASK: According to the card, how many fewer calories would you consume 

if you switched from 1 cup of whole milk to 1 percent low-fat milk? 

(ANSWER: 50 calories) How many calories would you save in a week if 

you switched 1 cup of whole milk to 1 cup of 1 percent low-fat milk every 

day? (ANSWER: 350 calories.) 

SAY: Switching to a cup of fat-free milk, which has no fat at all, would 

save even more calories. 

ASK: Who has successfully switched the milk that their family drinks to a 

lower fat milk? What did you do to convince them to switch? 

12. SAY: Remember the deck of cards we saw that represents a serving 

of meat? We’re now going to look at types of meat that have different 

amounts of fat and calories even though they’re the same serving size. 

13. ASK: According to the card, how many fewer calories would you consume 

if you switched from 3 ounces of sausage for dinner to 3 ounces of 

skinless chicken breast? 

SAY: That’s right, you will have reduced your energy IN by about 160 

calories. That’s more than the calories in an entire chicken breast itself. If 

you made a change like this every day of the week and kept your energy 

OUT at the same level, you could reduce your energy IN by around 1,100 

calories over the course of the week. Processed and packaged meats 

have Nutrition Facts labels that tell you the fat and calorie content. Fresh 

meats don’t have Nutrition Facts labels, but you can use your GO, SLOW, 

and WHOA list to find lower-fat cuts of meat. 

14. ASK: Who didn’t realize that soda had so much added sugar or that 

sausage had so much fat? 

15. SAY: Remember, substituting foods and drinks high in fat and added 

sugar with foods that are lower in fat or added sugar decreases the 

amount of calories that you take in. 

60 SESSION 3 
Food Demonstration: Snacks–100 Calories or Less 

(Optional, 10 Minutes) 

1.	 ASK participants to share the snacks they brought for the group. If 

appropriate, while you are having the snack, ASK participants to note how 

the snacks illustrate some of the concepts the group has learned in this 

session (e.g., moderate portion sizes, emphasis on GO foods, lower-fat 

versions). 

Leader’s Note: If you choose to not do this food demonstration, then adjust the timing of 

other activities in this session to incorporate the 10 minutes. 

We Can! Make Changes in Daily Eating (15 minutes) 

1.	 SAY: We’ve spent a long time talking about where extra calories in the 

form of fat and added sugar can be found in familiar foods. And we’ve 

learned about strategies for cutting back on fat and added sugar. Talking 

is easy. Asking your family to change can sometimes be harder. 

2.	 GUIDE a discussion using the following questions. 

Leader’s Note: This discussion presents another opportunity for participants to share their 

personal challenges and successes. As we mentioned earlier, previous participants in this 

program have reported that they found these discussions very valuable and enjoyable, so 

allow participants to explore these points as fully as they wish during the time you have 

available for this discussion. Also, if it is feasible in the space you are using, make this 

discussion a “walkie-talkie.” Encourage participants to get up and move around the room 

as they discuss. 

3.	 ASK: 

•	 Which of the changes that we have been talking about will be the most 

difficult for your family to make? Why? 

•	 What changes will be easy for them to make? 

•	 What kinds of solutions do you feel would help overcome the challenges 

of change? 

LISTEN to responses from participants. RECORD their ideas on the large 

paper. ENCOURAGE participants to write down strategies in their Family 

Guides for use at home. 

4.	 BRING the discussion to a close and THANK participants for their valuable 

insights. 

WHAT TO FEED MY FAMILY: MANAGE ENERGY IN 61
5. 	 GUIDE participants to the We Can! Prepare Healthier Recipes handout in 

the Family Guide or HAND OUT a photocopy to each participant. 

SAY: Now let’s pull together all the information we’ve learned in this 

session. Here’s a fictional family that is having lasagna, salad, and cookies 

for dinner. They’ve made some changes to reduce the fat, added sugar, 

and calories. 

ASK: What kinds of changes did this family make to their meal? 

If necessary, guide participants to the following responses: 

• Used extra lean ground beef or lean turkey 

• Drained the fat from the meat after cooking 

• Used reduced-fat ricotta, Monterey Jack, and parmesan cheeses 

• Used fat-free salad dressing 

• Used homemade croutons with no added fat 

• Used applesauce instead of butter in the cookies 

• Reduced the amount of sugar in the cookies 

• Reduced the amount of chocolate chips in the cookies 

• Used egg white in place of a whole egg 

6.	 GUIDE participants to the We Can! Reduce Fat and Added Sugar in Meals 

and Snacks handout and the We Can! Parent Tips: Making Healthier Food 

Choices handout in the Family Guide or HAND OUT a photocopy to each 

person. 

7.	 SAY: I’m also giving you a tipsheet on ways to reduce fat and added 

sugar to meals and snacks. Using this tipsheet together with the ideas 

on the We Can! Prepare Healthier Recipes handout, please take the next 

5 minutes to think of a few recipes or ingredients you commonly use that 

can be substituted by a food or drink with less fat or added sugar. 

Leader’s Note: You also may want to suggest the NHLBI Keep the Beat: Heart Healthy 

Recipes recipe book, which is full of lower-fat recipes. This booklet is available at 

http://www.nhlbi.nih.gov/health/public/heart/other/ktb_recipebk/index.htm 

8.	 BRING the activity to a close and THANK participants for their great ideas. 

62 SESSION 3 
We Can! Try Tips to Eat Well and Move More (4 minutes) 

1.	 GUIDE participants to the We Can! Try Tips to Eat Well and Move More 

handout and tracking sheet in the Family Guide or HAND OUT a photocopy 

to each participant. 

2.	 ASK participants to pick two new eat well and move more tips to try. ASK 

them to write down these tips on the We Can! Try Tips to Eat Well and 

Move More tracking sheet in their Family Guide and on their tracking sheet 

posted at home. ASK one or two participants to share which tips they 

plan on trying and how they plan on getting the rest of the family to help 

them with the tip. 

3.	 ENCOURAGE them to try tips related to reducing fat or added sugar in 

their family’s daily eating. 

Wrap-Up (1 minute) 

1.	 SAY: Today, we discussed the ENERGY IN part of the energy balance 

equation. You now have some more tools to take home to your families to 

help them maintain a healthy weight. 

2. 	 ASK: Remember, in the Portion Distortion activity we did in the last 

session, we asked, “How long would a 150-pound person need to rake 

leaves in order to burn the calories in a 6-inch bagel? (Answer: 50 

minutes.) In the next session, we’ll focus on this part of the energy balance 

equation—the ENERGY OUT side. You’ll learn how physical activity can 

help you and your family maintain a healthy weight and we’ll talk about 

ways to fit physical activity into your busy schedules. We’ll also talk about 

“screen time,” the time we all spend in front of our TVs or computers. It’s 

another important element of ENERGY OUT. 

3.	 THANK participants for being a part of this session. ASK whether they 

have any questions or comments. If participants are using the Family 

Guide, REMIND them to bring it to the next session. 

WHAT TO FEED MY FAMILY: MANAGE ENERGY IN 63

Session 4 

Total Time: 

90 minutes 

Less Sit, More Fit: 

ENERGY OUT 

Session Overview 

Session	4	focuses	on	the	ENERGY	OUT	part	of	the	energy	

balance	equation.		Participants	will	discuss	the	importance	of	

physical	activity	and	of	reducing	screen	time.		Participants	also	

will learn how to maintain a healthy weight for life by sustaining energy balance, staying motivated, and handling setbacks. 

Participants	will	be	provided	with	a	resource	list	for	more	

information on maintaining a healthy weight. Lastly, they will 

do a Tell Us What You Think Now activity. 

Session Objectives 

By the end of this session, the participants will be able to: 

•	 	List	three	things	that	can	make	physical	activity	more	fun.

•	 	List	three	ways	the	family	can	limit	screen	time	to	no	more	

than 2 hours per day. 

•	 	List	three	ways	to	sustain	energy	balance,	handle	setbacks,	

and stay motivated to maintain a healthy weight for life. 

•	 	Identify	three	resources	to	go	to	for	more	information	on	

maintaining a healthy weight. 

•	 	Complete	and	hand	in	the	Tell	Us	What	You	Think	Now	

activity. 

Session Activities 

•	 Warm-Up	(5	minutes)

•	 We Can!	Find	Fun	in	Physical	Activity:		ENERGY OUT 

(15 minutes) 

•	 We Can!	Help	Children	Reduce	Screen	Time	

(20 minutes) 

•	 Stretch	Break	(5	minutes)

•	 We Can!	Help	Children	Maintain	a	Healthy	Weight	for	

Life 

(15 minutes) 

•	 Resources	(5	minutes)

•	 We Can!	Try	Tips	To	Eat	Well	and	Move	More	

(5 minutes) 

•	 Tell	Us	What	You	Think	Now	(15	minutes) 65 
•	 Wrap-Up	(5	minutes)

Materials Needed 

Warm-Up 

	 Markers 

	 Easel and large paper 

We Can! Find Fun in Physical Activity: ENERGY OUT 

	 Three sheets of large paper and tape 

	 Three to six markers 

	 We Can! Make Physical Activity Fun handout, p. 127 in the Leader’s Guide; 

Session 4 in the Family Guide 

We Can! Help Children Reduce Screen Time 

	 We Can! Help Children Reduce Screen Time, p. 130 in the Leader’s Guide; 

Session 4 in the Family Guide 

	 Youth Screen Time Statistics handout, p. 132 in the Leader’s Guide; 

Session 4 in the Family Guide 

	 We Can! Reduce Children’s Screen Time Log, p. 133 in the Leader’s 

Guide; Session 4 in the Family Guide 

We Can! Maintain a Healthy Weight...for Life 

 We Can! Help Children Maintain a Healthy Weight for Life handout, 

p. 	135 in the Leader’s Guide; Session 4 in the Family Guide 

Resources 

	 We Can! Healthy Weight Resource List, p. 136 in the Leader’s Guide; 

Session 4 in the Family Guide 

We Can! Try Tips to Eat Well and Move More 

	 We Can! Try Tips To Eat Well and Move More handout, p. 98 in the 

Leader’s Guide; Session 1 in the Family Guide 

	 We Can! Try Tips To Eat Well and Move More tracking sheet, p. 100 in the 

Leader’s Guide; Session 1 in the Family Guide 

Tell Us What You Think Now Activity 

	 Tell Us What You Think Now activity, p. 81 in the Leader’s Guide or on the 

We Can! Web site, http://wecan.nhlbi.nih.gov. (This is the same activity as 

Tell Us What You Think) 

	 Pencils or pens and a box to collect the Tell Us What You Think Now forms 

Wrap-Up 

	 We Can! Certificate of Completion, p. 138 in the Leader’s Guide or 

download from the Web site 

http://wecan.nhlbi.nih.gov/downloads/certificate.pdf. 

66 SESSION 4 
Leader’s Preparation 

Warm-Up 

	 Set up easel, large paper, and markers.
 

	 Write down the session’s activities and times on a sheet.
 

	 Post the large paper with the participants’ eat well and move more tips 


from previous sessions. 

We Can! Find Fun in Physical Activity: ENERGY OUT 

	 Set up three stations with large paper, 1 or 2 markers, and tape at each 

station. 

	 If participants will not be using the We Can! Family Guide, photocopy 

handout (one for each participant). 

We Can! Help Children Reduce Screen Time 

	 If participants will not be using the We Can! Family Guide, photocopy 

handout (one for each participant). 

We Can! Maintain a Healthy Weight...for Life 

	 If participants will not be using the We Can! Family Guide, photocopy 

handout (one for each participant). 

Resources 

	 If participants will not be using the We Can! Family Guide, photocopy 

handout (one for each participant). 

We Can! Try Tips to Eat Well and Move More 

	 If participants will not be using the We Can! Family Guide, photocopy 

handout (one for each participant). 

Tell Us What You Think Now 

	 Find in the Leader’s Guide, p. 81 or download from the We Can! Web site 

at http://wecan.nhlbi.nib.gov 

	 Photocopy handout (one for each participant). 

Wrap-Up 

	 Prepare a certificate with each participant’s name (one for each 

participant). 

LESS SIT, MORE FIT : ENERGY OUT 67
Session Activities: Guidance for Leaders 


Warm-Up (5 minutes) 

1.	 As participants walk into the room, ASK them to go to the large paper in 

the front of the room and write down the eating well and moving more tips 

they tried since the previous session. 

2. 	 As soon as everyone has written down the tips they chose, WELCOME 

participants to the session. 

3.	 ASK one or two participants to share their experiences of trying out the 

tips. Was it easy or difficult? 

4.	 CONGRATULATE everyone on working so hard to help their family maintain 

a healthy weight. 

We Can! Find Fun in Physical Activity: ENERGY OUT 

(15 minutes) 

1.	 Briefly REVIEW the session’s activities. 

SAY: As you know, this program is about how we can keep energy 

balanced so that we can maintain a healthy weight. In the second 

session, we talked a little about physical activity as a critical part of the 

energy balance equation. Today, we’re going to really focus on fun ways to 

burn up calories through physical activity—energy OUT. 

We’ve all heard that Americans don’t get enough physical activity. We 

drive everywhere instead of walking or biking. We have jobs where we sit 

at a desk all day long. Our children sit all day at school. Many schools are 

even cutting back on time for recess and physical education. We have to 

make an effort if we want to be physically active and get our energy OUT. 

2.	 ASK: Who remembers how much physical activity children and adults 

should get every day? 

If necessary, REMIND participants that adults should get at least 30 

minutes, or even better, 60 minutes of moderate-intensity physical activity 

on most days of the week, and children should be physically active at least 

60 minutes on most, if not all, days. 

68 SESSION 4 
3.	 SAY: Although it’s true that most Americans aren’t getting the 

recommended amount of physical activity, a lot of us ARE regularly 

physically active or HAVE BEEN at some point in our lives. I want you to 

think about a time when you were regularly physically active, whether it’s 

now or in the past. 

4.	 ASK: 

•	 How do, or did, you feel after a workout, or after doing something 

physically active? Encourage participants to share their thoughts. Here 

are some possible responses: 

	 I feel energized. 

	 Working out relieves stress. 

	 Being active improves my mood and sense of well-being. 

	 I get an adrenaline “high” after I work out that feels great. 

	 I feel productive, like I accomplished something. 

•	 What is, or could be, fun about physical activity for you? What would 

make you go back for more? ENCOURAGE participants to share their 

thoughts. Here are some possible responses: 

	 I get to spend quality time with my friends/workout buddies.
 

	 I get to spend time with my family.
 

	 I want to be a good role model for my family.
 

	 I feel good when my kids are active with me.
 

	 I really enjoy certain activities (for example, I love to play tennis 


with my daughter or go biking with my son). 

	 I get to spend time outdoors. 

	 It is time that I get to spend alone with my thoughts; it’s 

meditative. 

•	 SAY: We know it’s important to be physically active to help keep our 

muscles, bones, and heart strong, and on top of it, it’s fun to do and 

feels great—so why do you think a lot of us, including children, still 

aren’t getting enough physical activity? 

ENCOURAGE participants to share their thoughts. Here are some 

possible responses: 

	 Not enough time in the day. 

	 Not safe to be outside in my neighborhood. 

	 My children would rather watch TV or play video games. 

LESS SIT, MORE FIT: ENERGY OUT 69
	 Schools don’t have enough physical education or sports 

opportunities that all children can participate in and programs 

outside of school cost too much. 

	 I don’t have the motivation, it’s hard to get started. 

	 I’m tired at the end of the day and would rather relax. 

5.	 SAY: Even though there are challenges to being physically active, we 

have suggestions to help you overcome those challenges. 

6. 	 GUIDE participants to the We Can! Make Physical Activity Fun! handout in 

the Family Guide or HAND OUT a photocopy to each participant. 

7.	 SAY: Here are some tips to help you engage your children and entire 

family in physical activity. Please read through this list for a few minutes. 

ALLOW participants 2–3 minutes to read the handout. 

8. 	 ASK: Has anyone ever tried one of these tips in the past and been 

successful in increasing or maintaining your family’s level of physical 

activity? What did you do and why do you think it worked? What other 

activities can we do that are easy, fun, and realistic? 

9.	 LISTEN to responses from participants. RECORD their ideas on large 

paper. ENCOURAGE participants to write down any ideas from this 

discussion onto their We Can! Make Physical Activity Fun! handout. 

10. REMIND participants that physical activity does not always mean organized 

sports or exercise like soccer or aerobics. Physical activity also includes 

things like building a snowman with the children. 

11. SAY: You all just came up with a great list of things you can do for 

yourselves and with your family to be more physically active and burn 

those calories to maintain a healthy weight. With all our ideas on how 

to overcome challenges to being active, and the knowledge that physical 

activity is fun and feels great, you are on your way to helping your family 

maintain a healthy weight by being physically active. 

We Can! Help Children To Reduce Screen Time (20 minutes) 

1.	 SAY: Physical activity isn’t the only way to think about ENERGY 

OUT. Physical inactivity also needs to be considered. Many people 

are concerned with how much time young people spend in front of 

screens—TV, video games, computers. Let’s talk about what we mean by 

70 SESSION 4 
“screen time” and why screen time is an issue for balancing energy and 

maintaining weight. 

2.	 ASK: Why do health experts recommend no more than 2 hours of screen 

time a day and at least 60 minutes of physical activity each day for 

children? If necessary, GUIDE participants to the following responses: 

•	 When people are in front of a screen, they are usually being physically 

inactive. The more time in front of a screen, the fewer calories they are 

burning through activity. 

•	 NIH research studies have shown that people often eat when they are 

in front of a screen, and that can be a double challenge for weight 

maintenance—lots of energy IN and very little energy OUT. 

•	 People are exposed to food commercials when they watch TV, which can 

encourage them to eat. Many of the foods advertised on TV are high in 

calories and low in nutrients (SLOW and WHOA foods). 

•	 Did you know that the average child is exposed to 40,000 television 

ads every year: 32 percent are for candy, 31 percent for cereal high in 

added sugar, and 9 percent are for fast foods? 

3.	 GUIDE participants to the We Can! Help Children Reduce Screen 

Time handout in the Family Guide or HAND OUT a photocopy to each 

participant. ASK participants to follow along on the handout. START the 

following discussion. 

4.	 SAY: The first tip is to know what we mean by screen time. Then you 

can figure out how much screen time and physical activity your family is 

getting. Pay attention to how your children are spending their time. Do 

they watch TV, play video games, or surf the Internet for hours a day? Then, 

determine how much physical activity they’re getting. Do they play actively 

with their friends, play sports, or spend time with you being active? Once 

you learn how much screen time they spend and how much activity they 

get, you will be more aware of their energy OUT. The goal is for children to 

spend no more than 2 hours of screen time a day and to get at least 60 

minutes of physical activity each day to help maintain a healthy weight. 

Leader’s Note: The following questions are intended to get participants thinking about the 

topic of screen time. It’s not supposed to be a lengthy conversation about how much TV 

they watch or what their favorite shows are. 

5.	 ASK: 

LESS SIT, MORE FIT : ENERGY OUT 71
•	 How much screen time do you think the average American child gets? 

•	 Which type of screen media does the average American child spend the 

most time watching? 

•	 Do you think you get more than 2 hours of screen time a day? Does this 

amount increase on weekends? 

•	 Do you know how much time your children spend with screens? 

•	 Are you concerned about how much time your family spends with 

screens? 

After briefly discussing these questions, GUIDE participants to the Youth 

Screen Time Statistics handout in the Family Guide or HAND OUT a 

photocopy for each participant. ASK participants to look through these 

statistics. 

ASK: Were you surprised by these statistics? 

6.	 BRING participants back to the tips in the We Can! Help Children to 

Reduce Screen Time handout. CONTINUE summarizing the tips. ASK the 

following questions after each tip to stimulate discussion. 

•	 Talk to your family. Explain to your children that it’s important to sit 

less and move more so they can maintain a healthy weight, be more 

energized, have a chance to practice certain skills (such as riding a bike 

or shooting hoops), and socialize with friends and peers. NIH research 

has shown that children who spend a lot of time watching television and 

being still are more likely to weigh more than are children who are more 

active. Tell them that you also are going to limit your screen time and 

increase your physical activity, so you will all be working toward this goal 

together. 

ASK: 

	 Have you tried to talk to your family about reducing screen time? 

	 If so, what did you say and how did they react? 

•	 Set limits on screen time. Set a house rule that family members may 

spend no more than 2 hours a day of screen time. That includes time 

with TV, DVDs, video games, and recreational computer or Internet use 

(use not related to work or school). More importantly, enforce the rule 

once it’s made. 

ASK: 

	 Have you thought about doing this? 

72 SESSION 4 
	 What could you try to get your family to commit to this? 

•	 Minimize the influence of TV in the home. Do not put a TV or 

computer in your child’s bedroom. Children who have a TV in their room 

tend to spend almost 11⁄2 hours more in a typical day watching TV than 

their peers without a set in their room. TVs in bedrooms also tend to 

physically isolate family members and decrease interaction. 

ASK: 

	 How many of your children have TVs in their room?
 

	 Has anyone tried to remove it and how did it work? 


	 What can you do to be successful in removing a TV from a child’s 


room? 

•	 Make meal time, family time. Turn off the TV during family meal 

time. Better yet, remove the TV from the eating area if you have one 

there. Family meals are a good time to talk to each other. Make eating 

together a priority and schedule in family meals as many times a week 

as possible. Families who eat together tend to eat more nutritious 

meals than families who eat separately. 

ASK: 

	 Has anyone thought about doing this?
 

	 If so, how did you do it and how did it work? 


•	 Provide other options/alternatives. Watching TV can become a habit 

for your child. Think of other ways for them to spend their time, such as 

playing outside, learning a hobby or sport, or spending time with family 

and friends. 

ASK: 

	 What other ways have you done this and how did it work? 

•	 Set a good example. You need to be a good role model and also limit 

your screen time to no more than 2 hours per day. If your children see 

you following your own rules, then they will be more likely to follow. 

Instead of watching TV or surfing the Internet, spend time with your 

family doing something fun and active. 

ASK: 

	 What have you done to be a good role model? 

LESS SIT, MORE FIT : ENERGY OUT 73
7.	 SAY: Please share what else you’ve tried that’s worked for you and is not 

listed here. 

8.	 SAY: As I mentioned before, health experts recommend that children 

spend no more than 2 hours of screen time a day. One way to find out 

how much screen time your family is actually spending is by using a We 

Can! Reduce Screen Time Log. 

9.	 GUIDE participants to the We Can! Reduce Screen Time Log in the Family 

Guide or HAND OUT a photocopy to each participant. 

10. SAY: We’re going to start a We Can! Reduce Screen Time Log in class, 

which you will complete at home with your family. The purpose of the We 

Can! Reduce Screen Time Log is to help you see how much time your 

family is spending in front of the screen. 

11. EXPLAIN how to fill out the log. Participants will fill out the amount of 

time they spend every day on each screen time activity: TV, DVD, video 

games, and computer and Internet use that is not related to school or 

work. 

12. SAY: For practice, you will fill out a log for your screen time from the last 

3 days. 

13. ASK participants if they have any questions. 

14. EXPLAIN that participants should take home the log and talk to their 

families about filling it out. Participants should tell their families that it’s 

important to know how much screen time they are spending, so they can 

make sure they spend no more than 2 hours a day in order to help them 

maintain a healthy weight. Each family member should keep track of their 

screen time. MENTION that they may need to help younger children fill 

out the log. ASK them to assess their family’s screen time use and set 

goals accordingly. 

15. 	ASK if anyone has any questions. EXPLAIN that it’s time for a 5-minute 

stretch break that can help with one of the biggest challenges to being 

active—having a desk job. 

Stretch Break (5 minutes) 

SAY: Some jobs, such as nursing, require you to walk around a lot. 

Construction workers usually carry heavy equipment and do a lot of physical 

74 SESSION 4 
activity while they work. But people who have desk jobs don’t have the 

opportunity to be physically active when they are sitting a good portion of the 

day. All is not lost, however. You can do most of the stretches we have done 

in this program at your desk. Here a few more stretches you can do while 

sitting at your desk. Not only will it expend a little bit of energy, but it also may 

energize and refresh you. 

Sit up straight in a chair with both feet flat on the floor. Look straight ahead. 

Slowly reach around behind yourself with your right hand. Grasp the top right 

corner of your chair with your right hand. Complete the stretch by moving your 

left hand as close as possible to your right hand. Stretch as far as you can 

and hold it for 15 seconds. Repeat five times on each side, twisting left and 

right, aiming to turn the body a little farther each time. 

Next, move your chair away a little bit from your desk so you have room to 

stretch. Interlock your fingers, turn your palms outward and extend your arms 

away from your body as far as you can. Keeping your back straight and arms 

parallel to the table or the desk, bow your head slightly. Count to five and lift it 

back up slowly. Repeat this, slowly five more times. 

While sitting, extend your arms in front of you and then lift them slowly straight 

over your head as you inhale deeply. As you exhale, let your arms, head, and 

shoulders curl down and dangle toward the floor. Curl back upward, slowly and 

gently. Repeat three times. 

Place your fingertips on your shoulders, elbows pointing out to the sides (so 

you look like a “chicken”). Pull your elbows back as far as you can. Push 

your elbows forward and try to touch them together. Repeat 10 times. Now, 

keeping your fingertips on your shoulders, lift your elbows up and then push 

them down to your sides, as if you’re trying to fly. Repeat 10 times. 

These stretches are not vigorous activity, but they get your body moving and 

your blood flowing. Stretching your muscles is an important part of staying 

active in order to maintain a healthy weight. 

We Can! Help Children Maintain a Healthy Weight for Life 

(15 minutes) 

1. SAY: You should be very proud of all that you’ve learned in our sessions 

LESS SIT, MORE FIT: ENERGY OUT 75
so far. Your actions will benefit your family’s health in the long run. Now 

that you and your family have taken action to balance out the energy 

equation, I’m going to give you some tips to help you continue practicing 

these healthier behaviors to maintain a healthy weight for life. 

2.	 GUIDE participants to the We Can! Help Children Maintain a Healthy 

Weight for Life! handout in the Family Guide or HAND OUT a photocopy 

to each participant. ASK participants to follow along as you read each tip 

aloud. 

Leader’s Note: The suggested questions below will help you guide a discussion with 

participants to identify ways they can sustain eating well and moving more behaviors and 

learn new ones to help them maintain a healthy weight. 

•	 Make a Commitment. You need to make a commitment to yourself 

and your family to eat healthier foods and get regular physical activity. 

ASK: 

	 Have you made a commitment to eat well, move more, and 

reduce screen time in order to maintain energy balance? 

	 Has your family? 

	 What are some of the specific things you’ve committed to doing? 

•	 Get a Support Network. It helps to have a strong network of family, 

friends, and colleagues who will support you and your family in new 

healthier lifestyle habits. Families can serve low-fat, low calorie meals 

for gatherings, your friends can limit drinks with added sugar and TV 

watching when youth are playing together, and colleagues can go on 

short power walks with you and help you make smart food choices at 

the cafeteria or vending machine. Let as many people as possible know 

what your goals are. Maintaining a healthy weight is good for everyone! 

ASK: 

	 Do you have a strong support network to help you reach your 

goals? 

	 What did you do to create that support network? 

	 How does your family feel about their support network? 

	 What can you do to build support into your program? 

• Set Realistic Goals. Effective goals are specific, attainable, and 

76 SESSION 4 
forgiving (it’s okay that you won’t always be able to achieve your goal). 

“Eat three servings of fruit a day” is a better goal than “Eat more fruit.” 

ASK: 

	 List one specific and reachable eat well and/or move more goal 

that has worked for you and your family. 

	 Did you find the suggested activities in the We Can! Try Tips to 

Eat Well and Move More easy and do-able? 

•	 Track Progress. Tracking your progress can help you feel good about 

your success and can show you where you may need to make some 

changes if you’re not meeting your goals. Continue to use the tracking 

tools provided to you: We Can! Try Tips To Eat Well and Move More 

tracking sheet, We Can! Fit In Physical Activity planner, and the We 

Can! Reduce Screen Time log. 

ASK: 

	 Have you continued to use these tracking tools? 


	 Have they been helpful in meeting your goals?
 

	 Do you have any other suggestions for tracking your progress?
 

•	 Be Ready. Having ideas and other choices will help you help your 

family stay in energy balance. The We Can! Try Tips to Eat Well and 

Move More handout can help you to be prepared. Check the We Can! 

Web site for more ideas to help you stay in energy balance. 

ASK: 

	 Did the We Can! Try Tips to Eat Well and Move More you and 

your family have been doing each lesson help you with some 

ideas? 

	 Have you been to the We Can! Web site to find more information 

on how to maintain a healthy weight? 

	 Do you have any other suggestions of where to get ideas? 

•	 Learn How to Handle Setbacks. Expect to have setbacks. Setbacks 

usually happen to those who are overconfident and say, “It won’t 

happen to me!” Being committed, setting realistic goals, and being 

prepared with other choices will help you handle setbacks. 

ASK: 

	 What setbacks have your family experienced and how have you 

LESS SIT, MORE FIT : ENERGY OUT 77
and your family handled them? 

•	 Reward Yourself. One way to help your family stay motivated is to 

regularly reward them. Choose nonfood-related rewards, such as a 

day at the local lake or beach or a trip to the park to ride bicycles, 

roller blade, or fly a kite. You also can buy gifts to help your family stay 

physically active, such as new work-out shoes or clothes, a ball, racket, 

or other piece of equipment. 

ASK: 

	 How have you rewarded your family’s efforts? 

	 Did this motivate them to keep making healthier eating and 

physical activity choices? 

Resources (5 minutes) 

1.	 SAY: As I mentioned in the beginning of the program, the goal of this 

class was to teach you some fun, simple ways to help you help your family 

eat better and move more in order to maintain a healthy weight. I’m going 

to give you a handout now with a list of resources you can go to for more 

information. 

2.	 GUIDE participants to the We Can! Healthy Weight Resources List handout 

in the Family Guide or HAND OUT a photocopy to each participant. 

REVIEW the resources available to them. 

Leader’s Note: EXPLAIN that the We Can! Web site (http://wecan.nhlbi.nih.gov), created 

specifically for parents and caregivers of youths ages 8–13, will be particularly helpful to 

them and can be found at http://wecan.nhlbi.nih.gov. This Web site contains useful tips 

and tools for families to maintain a healthy weight. The Web site address is also on the 

resource list. The We Can! Web site will be regularly updated with helpful tips and 

information. 

3.	 ASK participants whether they have any questions. 

We Can! Try Tips to Eat Well and Move More...For Life 

(5 minutes) 

1.	 GUIDE participants to the We Can! Try Tips to Eat Well and Move More 

handout and tracking sheet in the Family Guide or HAND OUT a photocopy 

to each participant. 

78 SESSION 4 
2.	 ASK participants to pick two new eat well and move more tips to try 

and write them down on the We Can! Try Tips to Eat Well and Move 

More tracking sheet in the Family Guide. REMIND participants to write 

down their new tips on their tracking sheet at home. ASK one or two 

participants to share which tips they plan on trying and how they plan to 

overcome any challenges to trying those tips. 

3.	 ENCOURAGE them to continue to try the tips they picked during the 

previous session. 

Tell Us What You Think Now (15 minutes) 

1.	 DISTRIBUTE pens or pencils and the Tell Us What You Think Now forms. 

2.	 SAY: Before we end the session, I’d like you to take 10 minutes to fill 

out the Tell Us What You Think Now activity. It is to the same as the one 

you filled out in the first session. This will help us determine whether this 

course had the right information to help you and your family. 

3.	 INSTRUCT participants to put the forms in the large folder or box when 

completed. 

4.	 REMIND participants when they have 1 minute remaining. 

5.	 ASK participants whether they have any questions. 

Wrap-Up (5 minutes) 

1.	 THANK participants for participating in the We Can! Parent Program. 

2.	 ASK whether they have any questions or comments. 

3.	 PRESENT each participant with a We Can! Certificate of Completion. 

LESS SIT, MORE FIT : ENERGY OUT 79
4.	 SAY: You’re on your way to helping your family maintain a healthy weight. 

Maintaining a healthy weight will take work and commitment, but the 

rewards are worth it! Remember to tell your friends about the information 

you have learned here, and invite them to come to future sessions. Good 

luck! 

80 SESSION 4 
Tell Us What You Think and Tell Us What You Think Now 

Tell Us What You Think and Tell Us What You 

Think Now are pre- and post-session evaluation 

instruments that can help you gauge what the 

participants know about eating, physical activity, 

and screen time, and how these behaviors affect 

energy balance and weight maintenance. The 

evaluation activities are optional. Tell Us What 

You Think and Tell Us What You Think Now are the 

same document. 

The evaluations are designed to give you a good 

sense of what participants know at two different 

times (before and after the program) about eating 

well, physical activity, and screen time and how 

these behaviors affect energy balance and weight 

maintenance. Choosing not to do these activities 

will not affect your ability to conduct the program. 

However, doing both activities and reviewing the 

responses before the sessions begin and then 

after you complete all of the sessions can be 

helpful in several ways: 

•	 Responses to Tell Us What You Think will 

tell you how much the participants already 

know about the Parent Program topics. 

Understanding their prior knowledge, skill 

levels, and opinions will help you tailor the 

workshop to their needs and interests. 

•	 A comparison of the “before” and “after” 

answers will help you gauge how much the 

participants learned during the program. 

•	 The information from these pre- and 

post-program activities will give you data 

Appendix A
 

that you can use to plan future We Can! 

Parent Programs. The data also may be 

useful in making presentations to current 

or potential sponsors or organization 

administrators. 

This activity is not a test! Keep the tone light and 

fun. Make the participants comfortable by telling 

them that there are no wrong answers and they 

won’t be graded. Assure them that no matter 

how they answer, it will not affect their ability to 

participate in the program. 

1. DISTRIBUTE pens or pencils and the Tell 

Us What You Think form to participants. 

2. 	SAY: Before we get into the session, 

I’d like you to take about 10 minutes 

to tell us what you think about eating 

well, physical activity, and screen time. 

This will help us determine whether this 

session has the right information to help 

you help your families. At the end of the 

program, you’ll fill out the same form. 

3. 	INSTRUCT participants to put the form in 

the large folder or box when completed. 

4. 	ALERT participants when they have 1 

minute remaining. 

5. 	ASK participants whether they have any 

questions. 

81 
Tell Us What You Think! 

Dear	Parent/Guardian,	

Thank you for taking part in the We Can! Energize Our Families: Parent 

Program. Your presence here shows your commitment to the health and well-being of 

your children and family. We are interested in what you think. 

This	form	will	take	about	10-15	minutes	to	complete.		Please	answer	every	question	as	

best you can, and remember: 

•	 This	is	not	a	test.		You	will	not	be	graded	for	right	or	wrong	answers.		

•	 No	one	else	in	the	class	will	see	any	of	your	answers.		

•	 Please	do	not	write	your	name	on	the	form.		

Thank you for your help. If you have any questions, please ask your instructor. 

ID Number: _______________________ 

(Get this number from your instructor.) 

Today’s Date: _______________________ 

82 APPENDIX A 
Information about Food and Eating 

1. 	 Thinking about you and your family, how much do you agree with each of 

the following statements about food and eating? 

(Circle one number, 1 through 5, on each line) 

Neither Strongly Disagree Agree or Disagree Disagree 

Agree Strongly 

Agree 

a. I	play	a	big	role	in	determining	what	my	

child/children eat. 1 2 3 4 5 

b. If	I	eat	well,	there	is	a	good	chance	my	family	

will	also	eat	well. 1 2	 3 4 5 

c. My	family	is	more	likely	to	eat	healthy	snacks	

if they are easy for my family to get. 1 2	 3 4 5 

d. Advice	about	foods	and	eating	can	help	my	

family	to	eat	better.		 1 2	 3 4 5 

e. Families	who	eat	together	tend	to	eat	more	

nutritious	meals	than	families	who	eat	 1 2 3 4 5 

separately.

f. In	my	family,	we	try	to	make	sure	that	fruits	

and	vegetables	are	often	readily	available	in	

the home. 

1 2 3 4 5 

2. Do you think the following statements about nutrition or weight are true 


or false? 


(On each line, circle “T” if you think the answer is “true” or circle “F” if you 


think the answer is “false.”)
 

I am I am I am very 

sure this 

is false 

somewhat 

sure this 

is false 

somewhat 

sure this 

is true 

I am very 

sure this 

is true 

a. A	regular	12-ounce	can	of	soda	has	over	10	teaspoons	

of sugar. F F T T 

b 	. Honey,	corn	syrup,	and	fruit	juice	concentrate	are	all	

added sugars. F F T T 

c. If	you	want	to	cut	back	on	fat,	choose	foods	that	are	

less	than	20%	Daily	Value	for	total	fat. F F T T 

d. A	portion	is	the	recommended	food	serving	on	

packaged	foods. F F T T 

e. You	can	keep	a	healthy	weight	by	making	sure	that	on	

most days the amount of food you eat equals your level 

of	physical	activity.

F F T T 

f. Body	Mass	Index	(BMI)	is	a	measure	of	weight	in	

relation to height. F F T T 

g. If	you	burn	more	calories	than	you	take	in,	you	will	lose	

weight. F F T T 

h. Heredity	can	play	a	role	in	your	weight. F F T T 

TELL US WHAT YOU THINK AND TELL US WHAT YOU THINK NOW 83
3. 	 Thinking about you and your family, how likely are you to do the 

following in the next 30 days? 

(Circle one number, 1 through 5, on each line) 

Neither 

Likely nor 

Unlikely 

Very 

Unlikely 

Somewhat 

Unlikely 

Somewhat 

Likely 

Very 

Likely 

a. Have	your	family	drink	low-fat	milk	instead	of	

whole	milk. 1 2 3 4 5 

b. Have fruits at home that are easy to get at 

any time. 1 2	 3 4 5 

c. Reduce	the	amount	of	high-fat	and	highsugar foods at home. 1 2	 3 4 5 

d. Include	reduced-fat	or	fat-free	foods	in	our	

meals. 1 2	 3 4 5 

e. Have	healthy	snacks	for	my	family	that	are	

easy for them to get. 1 2 3 4 5 

f. Talk	with	your	family	about	healthy	foods	and	

healthy eating. 1 2 3 4 5 

g. Switch	to	smaller	portions. 1 2 3 4 5 

h. Include	vegetables	in	my	family	meals	and	as	

snacks.		 1 2 3 4 5 

Information about Physical Activity 

4. 	 Thinking about you and your family, how much do you agree with each 

of the following statements about physical activity? (Circle one number, 1 

through 5, on each line) 

Neither 

Agree or 

Disagree 

Strongly 

Disagree Disagree Agree Strongly 

Agree 

a. If	I	am	physically	active,	there	is	a	good	

chance	my	family	will	be	active	too. 1 2 3 4 5 

b.		 Being	physically	active	is	a	good	way	for	my	

family	to	spend	time	together.		 1 2	 3 4 5 

c. I	can	think	of	ways	to	help	my	family	be	more	

physically	active. 1 2	 3 4 5 

d. I	can	find	ways	that	I	can	be	more	physically	

active. 1 2	 3 4 5 

e. Physical	activity	should	be	an	important	part	

of	my	child/children’s	day. 1 2 3 4 5 

84 APPENDIX A 
5. Do you think the following statements about physical activity are true or 


false?
 

(On each line, circle “T” if you think the answer is “true” or circle “F” if you 


think the answer is “false.”)
 

I am 

somewhat 

sure this 

is false 

I am 

somewhat 

sure this 

is true 

I am very 

sure this 

is false 

I am very 

sure this 

is true 

a. To	prevent	unhealthy	weight	gain,	adults	need	at	least	

60	minutes	of	moderate-to-vigorous-intensity	activity	on	 F F T T 

most	days	of	the	week.

b.		 Health	experts	say	that	children	should	be	somewhatto-very	physically	active	at	least	one-hour	on	most	days.	 F F T T 

c. Three	10-minute	periods	of	activity	are	as	good	for	you	

as	one	long	period	of	30	minutes. F F T T 

d. Stretching	is	a	form	of	physical	activity. F F T T 

e. Being	more	active	one	day	can	make	up	for	eating	too	

many calories on another day. F F T T 

6. 	 Thinking about you and your family, how likely are you to do the 

following in the next 30 days? 

(Circle one number, 1 through 5, on each line) 

Neither 

Likely nor 

Unlikely 

Very 

Unlikely 

Somewhat 

Unlikely 

Somewhat 

Likely 

Very 

Likely 

a. Talk	with	my	family	about	planning	at	least	

one	physical	activity	a	week. 1 2 3 4 5 

b.		 Help	your	child/children	plan	physical	activities	with	their	friends. 1 2	 3 4 5 

c. Find	a	way	to	be	physically	active	within	my	

normal	routine.		(i.e.,	take	the	stairs	instead	

of	the	elevator)

1 2	 3 4 5 

d. Ask	a	member	of	my	family	to	join	me	on	a	

walk	or	other	physical	activity. 1 2	 3 4 5 

e. Involve	my	child/children	in	a	fun	physical	

activity	for	at	least	60	minutes	on	most	days	 1 2 3 4 5 

of	the	week.			

TELL US WHAT YOU THINK AND TELL US WHAT YOU THINK NOW 85
Information about Screen Time in Your Home 

7. 	 Thinking about you and your family, how much do you agree with each of 

the following statements about spending time in front of a screen (such as 

watching TV, using a home computer for fun, or playing video games)? 

(Circle one number, 1 through 5, on each line) 

Neither 

Agree or 

Disagree 

Strongly 

Disagree Disagree Agree Strongly 

Agree 

a. Spending	too	much	time	watching	TV,	or	

playing	video	games,	could	be	bad	for	my	

child/children’s	health.		

1 2 3 4 5 

b.		 For	me,	it	is	important	to	find	other	things	for	

my	family	to	do	besides	watching	TV.		 1 2	 3 4 5 

c. For	me,	it	is	important	to	find	things	that	I	

can	do	besides	watching	TV. 1 2	 3 4 5 

d. My	family	knows	of	ways	to	spend	time	

together	besides	watching	TV.		 1 2	 3 4 5 

e. I	can	think	of	ways	my	children	can	use	

their	free	time	other	than	watching	TV	or	the	 1 2 3 4 5 

computer.

8.	 Thinking about you and your family, how likely are you to do the 

following in the next 30 days? 

(Circle one number, 1 through 5, on each line) 

Neither 

Likely nor 

Unlikely 

Very 

Unlikely 

Somewhat 

Unlikely 

Somewhat 

Likely 

Very 

Likely 

a. Talk	with	my	family	about	limits	on	screen	

time in our home. 1 2 3 4 5 

b.		 Not	watch	TV,	DVDs,	or	videos	during	meal	

times. 1 2	 3 4 5 

c. Limit	to	two	hours	the	time	my	child	spends	

in	front	of	a	screen	(for	fun)	each	day.		 1 2	 3 4 5 

d. Monitor	my	own	screen	time. 1 2	 3 4 5 

e. After	two	hours	of	screen	time,	ask	my	child	

to	turn	off	the	home	computer	or	TV.		 1 2 3 4 5 

86 APPENDIX A 
Information About You
 

1.	 What is your gender? 

 Female 

 Male

2.	 What is your age? ___________________ 

3.	 Are you Spanish/Hispanic/Latino? 

 No 

	 Yes 

4.	 How would you describe your race? (Check 

all that apply.) 

	 American Indian or Alaska Native 

 Asian	or	Pacific	Islander

 Black or African American
 

 White
 

 Other (please list)
 

________________________________ 

5.	 What is the highest level of education you 

have reached? (Check one response) 

 Some	High	School
 

 High	School	Diploma/GED
 

 Some	College
 

 College Degree
 

 Some	Graduate	School
 

 Graduate Degree
 

 Other (please list)
 

________________________________ 

TELL US WHAT YOU THINK AND TELL US WHAT YOU THINK NOW 87

6. Including you, how many adults live in your 

house who are older than 18? 

____________________________________ 

7. How many children live in your house who 

are younger than 18? 

____________________________________ 

8. 	 What are the ages of the children who live 

in your house? 

____________________________________ 

9.	 In the last 6 months, have you participated 

in any health-related classes on nutrition 

and/ or physical activity? 

____________________________________ 

Appendix B
 

Handouts in the Family Guide Used in the We Can! Parent Program 

Session 1 

•	 We Can! program overview PowerPoint slides 

•	 We Can! Parent Tips: Healthier Eating While 

Saving Money 

•	 We Can! Food Comparison Chart 

•	 We Can! Help Your Children Eat Well and 

Move More Tip Sheet 

•	 Quick as a Flash Healthier Snacks 

•	 We Can! Try Tips to Eat Well and Move More 

•	 We Can! Try Tips to Eat Well and Move More 

Tracking Sheet 

Session 2 

•	 Energy Balance – ENERGY IN & ENERGY OUT: 

Worksheet 

•	 We Can! Watch Our Weight 

•	 Portion Distortion Quiz 

•	 We Can! Fit In Daily Physical Activity Planner 

•	 Snacks – 100 Calories or Less 

Session 3 

•	 Sample USDA Food Guide and the DASH 

Eating Plan at the 2,000 Calorie Level 

•	 Estimated Calorie Requirements 

•	 Using the Nutrition Facts Label 

•	 GO, SLOW, and WHOA Foods 

•	 We Can! Weekly Meal Planner 

•	 We Can! Grocery List Template 

•	 We Can! Prepare Healthier Recipes 

•	 We Can! Reduce Fat and Added Sugar in 

Meals and Snacks 

•	 We Can! Parent Tips: Making Healthier Food 

Choices 

Session 4 

•	 We Can! Make Physical Activity Fun 

•	 We Can! Help Children to Reduce Screen 

Time 

•	 Youth Screen Time Statistics 

•	 We Can! Reduce Children’s Screen Time Log 

•	 We Can! Help Children Maintain a Healthy 

Weight for Life 

•	 We Can! Healthy Weight Resource List 

•	 Certificate of Completion 

89 
90 APPENDIX B 
7

We Can! Parent Tips:
 

Healthier Eating While Saving Money
 

Deciding which foods to serve your family each week can be hard, 

especially if you are on a tight budget. There are so many choices at the 

store that decisions are often based on what we see in front of us, rather 

than on a plan for making healthier choices. The We Can! program can help 

you plan your family meals before you go to the store. 

Creating a healthier food plan depends on what foods are in season, what 

foods your family likes, and what foods you have at home already. You can 

also plan around sale items. Not only will you make more informed choices, 

but you may also be able to save money and time. Also, eating healthier 

foods in moderate portions and saving leftovers will help trim your budget 

and waistline by eating fewer calories at one time. 

Plan Ahead 

$ Make a plan and stick to it. With a little planning, you can get most of 

your groceries for the week in one trip, which will save a lot of time. And, 

the fewer trips to the store, the less likely you will be to buy unnecessary 

items. To help you plan, use the We Can! Weekly Meal Planner that can 

be found in the We Can! Resources on the Web site. 

$ Review store ads and clip coupons for healthier items such as skinless 

chicken breasts, lean cuts of meat or ground beef, fruit (fresh, frozen, or 

canned in its own juice), vegetables (fresh, frozen without added fat, or 

canned without added sodium), whole-grain breads and cereals, and lowfat or fat-free milk and milk products. 

$ Check your cupboards and refrigerator for items that you can use and then 

plan to use them. 

$ Check out heart healthy recipes from the National Institutes of Health 

(NIH) to help you plan your meals and shopping list at 

http://www.nhlbi.nih.gov/health/index.htm#recipes 

$ To help you prepare your grocery list, you can download the We Can! 

Grocery List Template and My Shopping List to help organize your weekly 

grocery shopping. Both can be found in We Can! Resources on the 

Web site. 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 91
8

$ Try to go grocery shopping without children. Stores put foods that many 

children like such as candy and sugary cereal where they can see and 

reach them. These foods are often advertised with characters that 

appeal to children. If you must bring children, grocery shopping can be a 

great way to teach them about food and nutrition (and colors, math, reading!) 

Grocery Shopping Tips 

$ Sign up for your grocer’s bonus/discount card for additional savings. 

$ Try store brands. The most costly brands are typically placed at eye level. 

Store brands that may be cheaper and are just as good are often placed 

higher or lower on the shelf. 

$ Comparison shop for healthier brands. Read the Nutrition Facts Label. 

Learn how to find serving sizes and the per serving amounts of calories, 

fat, saturated fat, trans fat, sodium, sugars, protein, fiber, and vitamins 

and minerals. For more information on the Nutrition Facts Label, check 

out the Live It section of the We Can! Web site. 

$ Use the unit price and the Nutrition Facts Label to compare similar foods. 

The unit price tells you the cost per ounce, pound, or pint, so you’ll know 

which brand and size are best to buy. Look for it on the shelf sticker 

below the product. Then, read the Nutrition Facts Label to be sure that 

you are getting the healthiest option at the lowest cost. Click on these 

Food Label resources from the Food and Drug Administration (FDA): 

http://www.csfan.fda.gov/~ear/hwm/labelman.html and 

http://www.csfan.fda.gov/~acrobat/nutractds.pdf. 

$ No matter what the form – fresh, frozen, canned, dried, juice – all varieties of 

fruits and vegetables count toward your daily recommendation. Choose fruits 

without added sugar or syrups and vegetables without added salt, butter, or 

cream sauces. Although 100% fruit or vegetable juice counts towards your 

daily recommendation, the majority of the total daily amount of fruit and 

vegetables should come from whole fruits and vegetables to help you get 

enough fiber. Click on http://www.fruitsandveggiesmorematters.org/ for 

more information. 

$ Buy in-season fruits and vegetables. Use local farmer’s markets when 

possible – the foods are fresher and usually cost the same, if not less, 

because you are buying direct from the farmer. 

$ Buy milk (low-fat or fat-free) in the largest containers you can handle 

before it spoils (gallon or 1/2 gallon). Milk sold at convenience stores 

92 APPENDIX B 
9

usually costs more than at supermarkets. (Fat-free dry milk is an 

inexpensive back-up choice for using milk in recipes.) 

$ As an alternative to fresh fruits and vegetables (for example, when your 

favorites are out of season), buy them canned or in frozen packages. 

They’re healthy too and will last longer. Check that the fruit is in water or in 

its own juice, not in heavy syrup and that the vegetables are not in a highfat sauce. 

$ Buy whole chicken and cut it up into parts instead of buying pre-cut 

chicken (breast, wings, thighs, legs). Remove the skin before cooking or 

serving. 

$ Stock up on sale items of healthier foods that you may be able to use in a 

timely manner. Buy canned, frozen, or package foods in bulk for quality and 

value, but serve appropriate portions within estimated calorie needs. Buy 

produce, lean meats, and low-fat or fat-free milk and milk products in bulk 

amounts that you can eat before they spoil (refer to We Can! Portion 

Distortion for more information on appropriate portion sizes 

http://hp2010.nhlbihin.net/portion/index.htm). 

$ Use your food budget wisely. If you spend $7 on lunch 5 days a week for 

a year, you will spend a total of $1,820. You can save money and calories 

by bringing a healthier brown bag lunch from home. (see We Can! Food 

Comparison Chart in the We Can! Resources section of the Web site) 

Saving Money (and Calories) on Healthier Meals and Snacks 

$ Assemble snacks at home in small baggies using foods such as nuts and 

seeds, dried whole-grain cereal, low-fat cheese, dried fruit, fresh vegetables 

and fruits, rather than buying less healthy, more expensive prepackaged 

and processed snacks. Serve water or low-fat or fat-free milk instead of 

sweetened beverages. For more ideas on healthier snacks, download the 

GO, SLOW, and WHOA Foods Chart in We Can! Resources of the Web site. 

$ Cook once, eat twice. Serve moderate portions of meals, avoid seconds, 

and freeze leftovers to enjoy later. This will help you save money and 

calories! 

$ Do “batch cooking” when the food budget and time allow. Cook large 

amounts of spaghetti sauce, divide it into family-size portions and freeze 

promptly for later in the month. 

Source: Adapted from “My Money-Saving Tips: A Healthier You” Based on the Dietary Guidelines for Americans, December 2006. 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 93
10

We Can! Food Comparison Chart
 

How can you and your family eat healthier? See below for ideas on how 

healthier choices can save you calories and money. 

LUNCH 

Typical Fast 

Food Lunch 

Cost* Calories

Combo Meal: 

1/4 pound hamburger 

with cheese (with 

medium French fries 

and large soda) 

$5.39 510 

Soda, large (32 

ounces) 

---­ 310 

French fries, large 

(super sized from 

medium size) 

$0.40 570 

Chocolate chip 

cookies, 1 package 

$1.00 270 

Total: $6.79 1,660 

Typical Brown Cost* Calories

Bag Lunch 

Turkey sandwich 

on whole-wheat 

bread with 

mustard, lettuce, 

and tomato 

$1.09 200 

Water, small 

bottle (16.9 

ounces) 

$0.99 0 

Apple, medium $0.46 70 

Graham crackers, $0.28 140 

1 large square 

Low-fat yogurt, $0.79 120 

1 cup 

$3.61 530 

SNACK
 

Typical Snack Cost* Calories

Chips, 3 ounce bag $0.99 465 

Soda, regular, 

21 ounces 

$1.25 250 

Total: $2.24 715 

Healthier Snack Cost* Calories 

Apple, medium $0.46 70 

Water, small 

bottle (16.9 

ounces) 

$0.99 0 

$1.45 70 

*Costs may vary per region 

For more information about We Can! go to http://wecan.nhlbi.gov or call 

1-866-35-WECAN. 

94 APPENDIX B 
11

We Can! Help Your Children 

Eat Well and Move More Tip Sheet 

• Be a good role model. Research has shown that children and adolescents 

really do listen to their parents and model their behavior. If you eat well 

and move more, your children will likely follow. 

• Involve younger children in the decisions. Talk to your kids about making 

smart food and physical activity choices. It will be easier if everyone can 

help support each other to eat well and move more. For example, every 

weekend have one or more of your children pick one physical activity for 

the whole family to do. Have your younger child come with you to the 

grocery store to pick out some healthy foods he or she would like to try. 

• Have older children make decisions. Older kids might not be as open to 

you telling them what to do, so tailor your request to the child’s age and 

temperament. For example, for older children who are learning to be more 

independent, you can explain that you want them to be more active, but 

then ask them what they want to do rather than tell them what they 

should be doing. You also could let them know that you bought some 

healthier snacks for them to try and tell them you trust them to prepare 

something healthy when they’re hungry. 

• Don’t make drastic dietary changes. If your family normally drinks whole 

milk, try buying 2 percent low-fat milk and see if they notice a difference. 

After a few weeks, try reducing the fat content again to 1 percent reducedfat milk. Too drastic a change may upset your family; it’s best to introduce 

new foods gradually. 

• Make the new health behavior easy for them. Put a bowl of washed fruit, 

such as grapes or apples, on the table. It’s easy if they can just grab the 

fruit for a snack without thinking! 

• Limit foods high in fat and sugar in the house. Use the Nutrition Facts 

label to find foods lower in calories, fat, and sugar. This will help your 

children eat fewer of these foods. Make available plenty of healthy foods for 

them to choose, such as fruits and vegetables, whole grains, and low-fat 

milk and milk-products. 

• Emphasize the benefits. The apparent benefits of making nutritious food 

choices and increasing physical activity will be different for you and your 

children. Youth will likely not care that a nutritious diet that includes lots 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 95
12

of fruits and vegetables can help prevent certain diseases. Or that being 

physically fit can reduce the risk of heart disease later in life. However, 

they are likely to care about growing tall and strong, being attractive, or 

being good at sports. Helping them make connections between their 

choices and benefits that are meaningful to them may help them try 

new things. 

• Create opportunities for your family to spend time together doing 

something active. Plan fun and active things for your family to do 

together, such as play in the park, walk through the zoo, tour some local 

sites, hike, or swim. 

96 APPENDIX B 
13

Quick as a Flash Healthier Snacks
 

Next time you want to reach for a snack, think of these no-time-needed ideas 

for 100 or fewer calories. 

• Fruit (1 cup red seedless grapes, 1 small banana, or 1 cup applesauce with 

no sugar added) 

• Vegetables (1 cup cherry or grape tomatoes, 5 red or green pepper rings, or 

1 cup low-sodium vegetable juice) 

• Sweet treats (2 gingersnaps or 1 fig bar) 

• Low-fat or fat-free milk or milk products (1/2 cup low-fat or fat-free strawberry 

yogurt or 1 ounce low-fat cheddar cheese) 

• Whole grains (4 whole-wheat crackers, unsalted, or 1/2 cup oat circles 

breakfast cereal) 

• Combos (6-inch corn tortilla with 1 ounce low-fat cheddar cheese melted or 

1 cup cherry tomatoes and 1 cup sliced green pepper with 2 tbsp. fat-free 

creamy dressing) 

What are your ideas for other quick, healthier snacks that contain about 100 

calories? 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 97

• 

•
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•
­

•
­

•
­

•
­
14

We Can! Try Tips To Eat Well 

and Move More 

Choose to take small steps today! Try these tips to eat well and move 

more and see how easy taking small steps toward a healthier life can be. 

Eating Well (ENERGY IN) 

• Drink water before a meal. 

• Eat half your dessert, or choose 

fruit as dessert. 

• Avoid food portions larger than 

your fist. 

• Drink diet soda instead of 

regular soda. 

• Eat off smaller plates. 

• Don't eat late at night. 

• Skip buffets. 

• Grill, steam, or bake instead 

of frying. 

• Share an entree with a friend. 

• Eat before grocery shopping. 

• Choose a checkout line without 

a candy display. 

• Make a grocery list before 

you shop. 

• Drink water or low-fat milk over 

soda and other sugary drinks. 

• Flavor foods with herbs, spices, 

and other low-fat seasonings. 

• Keep to a regular eating schedule. 

• Eat before you get too hungry. 

• Don't skip breakfast. 

• Stop eating when you are full. 

• Snack on fruits and vegetables. 

• Top your favorite cereal with 

apples or bananas. 

• Include several servings of 

whole-grain foods daily. 

• If main dishes are too big, choose 

an appetizer or a side dish instead. 

• Ask for salad dressing “on 

the side.” 

• Don't take seconds. 

• Try a green salad instead of fries. 

• Eat sweet foods in small amounts. 

• Cut back on added fats or oils in 

cooking or spreads. 

• Cut high-calorie foods like cheese 

and chocolate into small pieces 

and only eat a few pieces. 

• Use fat-free or low-fat sour cream, 

mayo, sauces, dressings, and 

other condiments. 

• Replace sugar-sweetened 

beverages with water and add a 

twist of lemon or lime. 

• Every time you eat a meal, sit 

down, chew slowly, and pay 

attention to flavors and textures. 

• Try a new fruit or vegetable (ever 

had jicama, plantain, bok choy, 

star fruit, or papaya?) 

• Instead of eating out, bring a 

healthy, low-calorie lunch to work. 

• Ask your sweetie to bring you fruit 

or flowers instead of chocolate. 

98 APPENDIX B 
15

Moving More (ENERGY OUT) 

• Walk your children to school. 

• Take a family walk after dinner. 

• Join an exercise group and enroll 

your children in community sports 

teams or lessons. 

• Replace a Sunday drive with 

a Sunday walk. 

• Do yard work. Get your children 

to help rake, weed, plant, etc. 

• Get off the bus a stop early 

and walk. 

• Work around the house. Ask 

your children for help doing 

active chores. 

• Walk the dog to the park. 

• Go for a half-hour walk instead 

of watching TV. 

• Pace the sidelines at kids' 

athletic games. 

• Choose an activity that fits into 

your daily life. Being physically 

active with your family is a great 

way to spend time together. 

• Park farther from the store 

and walk. 

• Use an exercise video with your 

kids if the weather is bad. 

• Avoid labor-saving devices, such as 

a remote control or electric mixers. 

• Play with your kids 30 minutes 

a day. 

• Dance to music. Play your favorite 

dance music for your children and 

have them play their favorites 

for you. 

• Make a Saturday morning walk a 

family habit. 

• Walk briskly in the mall. 

• Choose activities you enjoy—you'll 

be more likely to stick with them. 

Ask children what activities they 

want to do. 

• Explore new physical activities. 

• Acknowledge your efforts with 

non-food related rewards, such as 

a family day at the park, lake, 

or zoo. 

• Take the stairs instead of 

the escalator. 

• Swim with your kids. 

• Turn off the TV and play ball at 

the park. 

• Take your dog on longer walks. 

• When walking, go up the hills 

instead of around them. 

• Use a family activity planner to 

make time each day for activity. 

• Buy a set of hand weights and 

play a round of Simon Says with 

your kids—you do it with the 

weights, they do it without. 

Source: Adapted from www.smallstep.gov 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 99
16

Lesson Eating Well Tip Moving More Tip Notes 

Session 1 (___/___) 

Session 2 (___/___) 

Session 3 (___/___) 

Session 4 (___/___) 

We Can! Try Tips To Eat Well and 

Move More Tracking Sheet 

Pick a tip each session to help you eat well and move more! Fill in the tips 

on this tracking chart to encourage you to keep it up. Download a blank 

copy from the We Can! Web site or put this tracking sheet on the fridge at 

the end of this program for your family to see that you are making steps 

toward maintaining a healthy weight. Continue to fill in the chart after 

We Can! has ended. 

100 APPENDIX B 
20

Energy Balance: 


ENERGY IN & ENERGY OUT: Worksheet
 

Figure out how much activity a 150-pound person would need to do to 

balance out the total calories provided in each of these food combinations. 

You can choose any of the activities listed in the chart on the following 

page to fill in the blank. For example, you could choose to do 2 hours of 

gardening or 1 hour of volleyball. 

ENERGY IN: Food and Drinks 

1. Fast-food double cheeseburger, large French fries, and a 32-ounce 

regular soda 

Total calories: 1,290 

Physical activity I choose to do:_______________ 

2. Fast-food Caesar salad with grilled chicken (9.8 ounces), with Caesar 

salad dressing (1 ounce), sliced apple with caramel dipping sauce 

(3.2 ounces), and medium diet soda (21 ounces) 

Total calories: 395 

Physical activity I choose to do:_______________ 

3. Fast-food 6-inch cold cut sub, potato chips, and a cookie 

Total calories: 757 

Physical activity I choose to do:_______________ 

4. Whole-grain cereal (1 cup) and fat-free milk (1 cup) and a banana 

Total calories: 307 

Physical activity I choose to do:_______________ 

5. Chocolate frosted cake (1/8 slice, 18-inch cake) and vanilla 

ice cream (1 cup) 

Total calories: 532 

Physical activity I choose to do:_______________ 

6. Baked fish (3 ounces), green beans, rice (1 cup), and low-fat frozen 

yogurt (1 cup) 

Total calories: 662 

Physical activity I choose to do:_______________ 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 101
21

ENERGY OUT: Physical Activity 

Each activity in the following table burns approximately 150 calories*: 

Examples of moderate amounts of physical activity 

Common Chores 

Washing and waxing a car 

for 45–60 minutes 

Washing windows or floors 

for 45–60 minutes 

Gardening for 30–45 minutes 

Wheeling self in wheelchair 

30–40 minutes 

Pushing a stroller 11/2 miles 

in 30 minutes 

Raking leaves for 30 minutes 

Walking 2 miles in 30 minutes 

(15 minute/mile) 

Shoveling snow for 

15 minutes 

Stair walking for 

15 minutes 

102 APPENDIX B 

Sporting Activities 

Playing volleyball for 

45–60 minutes 

Playing touch football 

for 45 minutes 

Walking 13/4 miles in 35 minutes 

(20 minutes/mile) 

Basketball (shooting baskets) 

30 minutes 

Bicycling 5 miles in 

30 minutes 

Dancing fast (social) for 

30 minutes 

Water aerobics for 

30 minutes 

Swimming laps for 

20 minutes 

Basketball (playing game) 

for 15–20 minutes 

Bicycling 4 miles in 

15 minutes 

Jumping rope for 

15 minutes 

Running 11/2 miles in 

15 minutes (10 minute/mile) 

Source: www.surgeongeneral.gov/topics/obesity/calltoaction/fact_whatcanyoudo.htm 

Activity Calories Burned Per 30 minutes* 

Walking (leisurely), 2 miles per hour 85 

Walking (brisk), 4 miles per hour 170 

Gardening 135 

Raking Leaves 145 

Dancing 190 

Bicycling (leisurely) 10 miles per hour 205 

Swimming Laps, medium level 240 

Jogging, 5 miles per hour 275 

*For a healthy 150-pound person. A lighter person burns fewer calories; a heavier 

person burns more. 
22

We Can! Watch Our Weight
 

Check the chart to find your body mass index (BMI). Find your height on the left of 

the chart. Go straight across from that point until you come to your weight in 

pounds. The number at the top is your BMI. This chart applies only to adults. To 

determine your child’s BMI, consult your family doctor, pediatrician, or health 

care provider. 

We Can! Watch Our Weight 

Healthy Weight Overweight Obese 

BMI 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 

Height Body Weight (pounds) 

4’10” 91 96 100 105 110 115 119 124 129 134 138 143 148 153 158 162 167 

4’11” 94 99 104 109 114 119 124 128 133 138 143 148 153 158 163 168 173 

5’0” 97 102 107 112 118 123 128 133 138 143 148 153 158 163 168 174 179 

5’1” 100 106 111 116 122 127 132 137 143 148 153 158 164 169 174 180 185 

5’2” 104 109 115 120 126 131 136 142 147 153 158 164 169 175 180 186 191 

5’3” 107 113 118 124 130 135 141 146 152 158 163 169 175 180 186 191 197 

5’4” 110 116 122 128 134 140 145 151 157 163 169 174 180 186 192 197 204 

5’5” 114 120 126 132 138 144 150 156 162 168 174 180 186 192 198 204 210 

5’6” 118 124 130 136 142 148 155 161 167 173 179 186 192 198 204 210 216 

5’7” 121 127 134 140 146 153 159 166 172 178 185 191 198 204 211 217 223 

5’8” 125 131 138 144 151 158 164 171 177 184 190 197 203 210 216 223 230 

5’9” 128 135 142 149 155 162 169 176 182 189 196 203 209 216 223 230 236 

5’10” 132 139 146 153 160 167 174 181 188 195 202 209 216 222 229 236 243 

5’11” 136 143 150 157 165 172 179 186 193 200 208 215 222 229 236 243 250 

6’0” 140 147 154 162 169 177 184 191 199 206 213 221 228 235 242 250 258 

6’1” 144 151 159 166 174 182 189 197 204 212 219 227 235 242 250 257 265 

6’2” 148 155 163 171 179 186 194 202 210 218 225 233 241 249 256 264 272 

6’3” 152 160 168 176 184 192 200 208 216 224 232 240 248 256 264 272 279 

6’4” 156 164 172 180 189 197 205 213 221 230 238 246 254 263 271 279 287 

What is BMI? BMI is a measure of weight in relation to height. Risk of heart 

disease and other diseases increases at higher levels of overweight and 

obesity. 

What is waist measurement? Waist measurement and BMI are 

interrelated. Waist measurement is a good indicator of your abdominal fat 

which is another predictor of your risk for developing risk factors for heart 

diseases and other diseases. The risk increases with a waist measurement 

of over 40 inches for men and over 35 inches for women. 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 103
23

What are risk factors for heart disease? Age, gender, heredity, high blood 

cholesterol, high blood pressure, physical inactivity, smoking, obesity and 

overweight, and diabetes. 

BMI from 18.5–24.9: Healthy Weight—Good for you! Make it a 

goal to keep your healthy weight. 

BMI from 25–29.9: Overweight—You should avoid further weight 

gain. Also, if you have two or more risk factors (such as high blood 

pressure or high blood cholesterol) or a high waist measurement, you 

may benefit from weight loss. Check with your family doctor or health 

care provider. 

BMI 30 or Higher: Obese—Most people need to lose weight. Lose 

weight slowly—about 1–2 pounds a week. Check with your doctor or 

health care provider on the best ways to lose weight. 

Practice Finding Body Mass Index 

**Note: If you find that the weight number falls between two BMI numbers, choose the 

lower of the two BMI numbers. 

Examples:
 

Dan’s weight = 218 lbs
 

Dan’s height = 5’9”
 

Dan’s BMI = ____________________
 

Susie’s weight = 134 lbs
 

Susie’s height = 5’4”
 

Susie’s BMI = __________________
 

104 APPENDIX B 
24

Portion Distortion Quiz
 

You’ve probably noticed that food portions in restaurants and other places 

have grown in size and provide enough food for at least two people. Larger 

portion sizes can lead to bigger waistlines and weight gain. 

Take the Portion Distortion Quiz below to see if you know how today's 

portions compare to the portions available 20 years ago, and about the 

amount of physical activity required to burn off the extra calories provided 

by today's portions. The answers are provided at the end of the quiz. 

1. A bagel 20 years ago was 3 inches in diameter and had 140 calories. 

How many calories do you think are in today's bagel? 

2. A cheeseburger 20 years ago had 333 calories. How many calories do 

you think are in today's cheeseburger? 

3. A 6.5-ounce portion of soda had 85 calories 20 years ago. How many 

calories do you think are in today's portion? 

4. 2.4 ounces of French fries of 20 years ago had 210 calories. How many 

calories do you think are in today's portion? 

5. A portion of spaghetti and meatballs 20 years ago had 500 calories. How 

many calories do you think are in today's portion of spaghetti and 

meatballs? 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 105
25

6. A cup of coffee with milk and sugar 20 years ago was 8 ounces and had 

45 calories. How many calories do you think are in today's mocha coffee? 

7. A muffin 20 years ago was 1.5 ounces and had 210 calories. How many 

calories do you think are in a muffin today? 

8. Two slices of pepperoni pizza 20 years ago had 500 calories. How many 

calories do you think are in today's large pizza slices? 

9. A chicken Caesar salad had 390 calories 20 years ago. How many 

calories do you think are in today's chicken Caesar salad? 

10. A box of popcorn had 270 calories 20 years ago. How many calories do 

you think are in today's tub of popcorn? 

Thank you for taking the Portion Distortion Quiz. We hope it was fun and 

insightful. Check out more on portion distortion at 

http://hp2010.nhlbin.net/portion/. We also hope that next time you eat out, 

you will think twice about the food portions offered to you. 

106 APPENDIX B 
26

Answers 

1. c. 350 calories for a 6 inch bagel. If you rake leaves for 50 minutes 

you’ll burn the extra 210 calories.* 

2. a. 590 calories. You’ll need to lift weights for 1 hour and 30 minutes, to 

burn the extra approximately 257 calories.* 

3. b. 250 calories for a 20-ounce soda. If you work in the garden for 35 

minutes you will burn the extra 165 calories.** 

4. b. 610 calories for a 6.9-ounce portion of French fries. If you walk 

leisurely for 1 hour and 10 minutes, you will burn the extra 400 

calories.** 

5. c. 1,025 calories for a portion consisting of 2 cups of pasta with sauce 

and 3 large meatballs. If you houseclean for 2 hours and 35 minutes, 

you will burn approximately 525 calories.* 

6. b. 350 calories for a 16-ounce cup of coffee. If you walk approximately 1 

hour and 20 minutes, you will burn the extra 305 calories* 

7. c. 500 calories for a 5-ounce muffin. If you vacuum for approximately 1 

hour and 30 minutes you will burn the extra 310 calories* 

8. a. 850 calories for 2 large slices of pizza. If you play golf (while walking 

and carrying your clubs) for 1 hour, you will burn the extra 350 

calories** 

9. c. 790 calories for a 3 cup portion. If you walk the dog for 1 hour and 

20 minutes, you will burn the extra 400 calories.** 

10. b. 630 calories for a tub of popcorn. If you do water aerobics for 1 hour 

and 15 minutes, you will burn the extra 360 calories.** 

* Based on a 130-pound person 

** Based on a 160-pound person 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 107
27

We Can! Fit In Daily Physical Activity 

Type of 

Activity 

What day 

of the week 

What time 

of the day 

Who will 

participate 

Other notes Did we 

do it? 

Example 1: 

Walking the dog 

Every day 7 AM 

and 

5 PM 

Mom and Sally 

Dad and John 

At least 15–20 

minutes! 

Yes! Sally and 

John switched 

on Wednesday. 

Example 2: 

FrisbeeTM 

Sunday 3 PM Everyone River View Park Yes—we played 

for 2 hours 

each Sunday 

this month. 

Example 3: 

Get off the 

school bus one 

stop early 

Monday–Friday 2:30 PM Sally and John Be careful 

crossing Main 

Street. 

Yes, except for 

Friday when 

we were tired. 

Activity: 

Activity: 

Activity: 

Activity: 

Activity: 

Activity: 

108 APPENDIX B 
28

Snacks—Calories or Less
 

A healthy eating plan: 

• emphasizes fruits, vegetables, whole grains, and fat-free or low-fat milk 

and milk products; 

•	­includes lean meats, poultry, fish, beans, eggs, and nuts; and 

• is low in saturated fats, trans fats, cholesterol, salt (sodium), and 

added sugars. 

Try these tasty and easy snacks to satisfy your hunger between meals. 

They fit right into a healthy eating plan and each has 100 or fewer calories. 

The key thing is to pay attention to portion sizes. Larger portions mean 

more calories. 

Amount Fruits Calories 

1 large orange 100 

1/2 large grapefruit 53 

1 medium apple 72 

1 small banana 90 

1 frozen fruit bar 67 

1/4 cup raisins 84 

1/2 cup canned fruit cocktail, in own juice 62 

1/2 cup orange juice 54 

1/2 cup red seedless grapes 52 

1 cup whole strawberries 46 

Vegetables 

1 cup low-sodium vegetable juice 53 

1 cup cherry or grape tomatoes 27 

1 cup raw cauliflower 25 

2 cups assorted vegetables (1 cup broccoli florets/1 cup sliced red 

pepper with 2 tbsp. fat-free ranch dressing) 

89 

2 1/4 cups salad (2 cups green/red leafy lettuce, 1/4 cup cucumber 

slices, 2 wedges tomato, 2 tbsp. fat-free Italian dressing) 

39 

5 baby carrots 18 

5 rings green pepper 10 

10 small celery sticks 6 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 109
29

Bread, Cereals, Grains, Rice and Pasta 

1/2 cup oat circles breakfast cereal 54 

1/2 whole-wheat bagel (31/2 inches in diameter) 90 

1/2 cinnamon raisin English muffin with 1 tsp. of jam 68 

3 cups air-popped popcorn 90 

4 whole-wheat crackers, unsalted 71 

2 graham cracker squares 60 

2 brown rice and multigrain rice cakes 70 

2 gingersnaps 60 

1 fig bar 56 

Milk, Cheese, Yogurt 

1/2 cup fat-free vanilla yogurt 96 

1/2 cup fat-free frozen yogurt 99 

1/2 cup 1% low-fat cottage cheese 81 

1 cup fat-free milk 91 

4 ounces fat-free chocolate pudding 100 

1 ounce part-skim mozzarella string cheese 72 

1 ounce low-fat cheddar cheese 49 

Meat, Chicken, Fish, Beans, Eggs 

3 ounces water-packed tuna 99 

2 ounces turkey breast 84 

8 large fresh or frozen steamed shrimp 44 

1 large hardboiled egg 78 

3 tbsp. hummus 69 

Other Ideas 

1 6-inch corn tortilla with 1 ounce low-fat cheddar cheese, melted 100 

5 celery sticks with 1 tbsp. peanut butter 100 

2 tbsp. light cream cheese on 1/2 English muffin 100 

8 baked tortilla chips, with 3 tbsp. salsa 86 

10 almonds, unsalted 80 

1/2 ounce sunflower seeds, unsalted 78 

Source: USDA National Nutrient Database for Standard Reference, Release 19 

110 APPENDIX B 
32

Sample USDA Food Guide and 

the DASH Eating Plan at the 

2,000-Calorie Levela 

Amounts of various food groups that are recommended each day or each 

week in the USDA Food Guide and in the DASH Eating Plan (amounts are 

daily unless otherwise specified) at the 2,000-calorie level. Also 

identified are equivalent amounts for different food choices in each 

group. To follow either eating pattern, food choices over time should 

provide these amounts of food from each group on average. 

Food Groups and 

Subgroups 

USDA Food 

Guide Amountb 

DASH Eating 

Plan Amount 

Equivalent 

Amounts 

Fruit Group 2 cups (4 servings) 2 to 2.5 cups 

(4 to 5 servings) 

1/2 cup equivalent is: 

•1/2 cup fresh, frozen, or 

canned fruit 

•1 medium fruit 

•1/4 cup dried fruit 

•USDA: 1/2 cup fruit juice 

•DASH: 3/4 cup fruit juice 

Vegetable Group 

•Dark green vegetables 

•Orange vegetables 

•Legumes (dry beans) 

•Starchy vegetables 

•Other vegetables 

2.5 cups (5 servings) 

3 cups/week 

2 cups/week 

3 cups/week 

3 cups/week 

6.5 cups/week 

2 to 2.5 cups 

(4 to 5 servings) 

1/2 cup equivalent is: 

•1/2 cup of cut-up raw or 

cooked vegetables 

•1 cup raw leafy vegetable 

•USDA: 1/2 cup 

vegetable juice 

•DASH: 3/4 cup 

vegetable juice 

Grain Group 

•Whole grains 

•Other grains 

6 ounce-equivalents 

3 ounce-equivalents 

3 ounce-equivalents 

6 to 8 ounce-equivalents 

(6 to 8 servings)c 

1 ounce-equivalent is: 

•1 slice bread 

•1 cup dry cereal 

•1/2 cup cooked rice, 

pasta, cereal 

•DASH: 1 ounce dry 

cereal (1/2–11/4 cup 

depending on cereal 

type—check label) 

Meat and Beans 

Group 

5.5 ounceequivalents 6 ounces or less 

meat, poultry, fish 

4 to 5 servings per week 

nuts, seeds, and legumesd 

1 ounce-equivalent is: 

•1 ounce of cooked lean 

meats, poultry, fish 

•1 egge 

•USDA: 1/4 cup cooked 

dry beans or tofu, 1 

tbsp. peanut butter 1/2 

ounce nuts or seeds 

•DASH: 11/2 ounces 

nuts, 1/2 ounce seeds, 1/2 cup cooked dry beans 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 111
33

continued 

Food Groups 

and Subgroups 

USDA Food Guide 

Amountb 

DASH Eating 

Plan Amount 

Equivalent 

Amounts 

Milk Group 3 cups 2 to 3 cups 1 cup equivalent is: 

•1 cup low-fat/fat-free 

milk, yogurt 

•11/2 ounces of low-fat or 

fat-free natural cheese 

•2 ounces of low-fat or fatfree processed cheese 

Oilsf 4 grams (6 tsp) 8 to 12 grams 

(2 to 3 tsp) 

1 tsp. equivalent is: 

•DASH: 1 tsp soft 

margarine 

•1 tbsp. lowfat mayo 

•2 tbsp. light salad 

dressing 

•1 tsp. vegetable oil 

Discretionary 

Calorie Allowance 

•Example of 

distribution: 

Solid fatd 

Added sugars 

267 calories 

18 grams 

8 tsp. ~2 tsp (5 tbsp. per week) 

1 tbsp. added sugar 

equivalent is: 

•DASH: 1 tbsp. jelly 

or jam 

•1/2 ounce jelly beans 

•8 ounces lemonade 

Source: HHS/USDA Dietary Guidelines for Americans 

a 	All servings are per day unless otherwise noted. USDA vegetable subgroup amounts 

and amounts of DASH nuts, seeds, and dry beans are per week. 

b The 2,000 calorie USDA Food Guide is appropriate for many sedentary males 51 to 70 

years of age, sedentary females 19 to 30 years of age, and for some other gender/age 

groups who are more physically active. See the Dietary Guidelines for Americans at 

http://www.health.gov/DietaryGuidelines/ for more information about 

gender/age/activity levels. You can also find out more information on the food groups, 

amounts, and food intake patterns at other calorie levels. The calorie requirements of 

children ages 8–13 range from 1,200–2,600 depending on their activity level. (See 

Estimated Calorie Requirements handout for more information.) 

c	 Whole grains are recommended for most grain servings to meet fiber recommendations. 

d 	In the DASH Eating Plan, nuts, seeds, and dry beans are a separate food group from 

meat, poultry, and fish. 

e 	Since eggs are high in cholesterol, limit egg yolk intake to no more than 4 per week; 

2 egg whites have the same protein content as 1 oz. of meat. 

f 	 The oils listed in this table are not considered to be part of discretionary calories 

because they are a major source of the vitamin E and polyunsaturated fatty acids, 

including the essential fatty acids, in the food pattern. In contrast, solid fats (i.e., 

saturated and trans fats) are listed separately as a source of discretionary calories. 

112 APPENDIX B 
34

Estimated Calorie Requirements 

(In Kilocalories) for Each Gender and Age Group at Three Levels of Physical Activitya 

This chart shows how many calories are recommended for both males and 

females in all age groups. The energy requirements also are broken down into 

levels of activity from sedentary to active. This should give you a sense of how 

many calories, ENERGY IN, your family members need. 

Estimate Calorie Requirements 

Estimated amounts of calories needed to maintain energy balance for 

various gender and age groups at three different levels of physical 

activity. The estimates are rounded to the nearest 200 calories and were 

determined using the Institute of Medicine equation. 

Gender Age (years) Sedentaryb Moderately 

Activec 

Actived 

Child 2–3 1,000 1,000–1,400e 1,000–1,400e 

Female 4–8 1,200 1,400–1,600 1,400–1,800 

9–13 1,600 1,600–2,000 1,800–2,200 

14–18 1,800 2,000 2,400 

19–30 2,000 2,000–2,200 2,400 

31–50 1,800 2,000 2,200 

51+ 1,600 1,800 2,000–2,200 

Male 4–8 1,400 1,400–1,600 1,600–2,000 

9–13 1,800 1,800–2,200 2,000–2,600 

14–18 2,200 2,400–2,800 2,800–3,200 

19–30 2,400 2,600–2,800 3,000 

31–50 2,200 2,400–2,600 2,800–3,000 

51+ 2,000 2,200–2,400 2,400–2,800 

a These levels are based on Estimated Energy Requirements (EER) from the Institute of Medicine Dietary 

Reference Intakes macronutrients report, 2002, calculated by gender, age, and activity level for 

reference-sized individuals. “Reference size,” as determined by IOM, is based on median height and 

weight for ages up to age 18 years of age and median height and weight for that height to give a BMI of 

21.5 for adult females and 22.5 for adult males. 

b Sedentary means a lifestyle that includes only the light physical activity associated with typical day-today life. 

c Moderately active means a lifestyle that includes physical activity equivalent to walking about 1.5 to 

3 miles per day at 3 to 4 miles per hour, in addition to the light physical activity associated with 

typical day-to-day life 

d Active means a lifestyle that includes physical activity equivalent to walking more than 3 miles per day 

at 3 to 4 miles per hour, in addition to the light physical activity associated with typical day-to-day life. 

e The calorie ranges shown are to accommodate needs of different ages within the group. For children 

and adolescents, more calories are needed at older ages. For adults, fewer calories are needed at 

older ages. 

Source: HHS/USDA Dietary Guidelines for Americans 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 113
35

Using the Nutrition Facts Label
 

Most packaged foods have a Nutrition Facts label. For a healthier you, use 

this tool to make smart food choices quickly and easily. Try these tips: 

• Keep these low: saturated fats, trans fats, cholesterol, and sodium. 

•	­Get enough of these: potassium, fiber, vitamins A and C, calcium, and iron. 

• Use the % Daily Value (DV) column when possible: 5% DV or less is low, 

20% DV or more is high 

Check servings and calories. Look at the serving size and how many 

servings you are actually consuming. If you double the servings you eat, 

you double the calories and nutrients, including the % DVs. 

Make your calories count. Look at the calories on the label and compare 

them with what nutrients you are getting to decide whether the food is 

worth eating. 

Don’t sugar-coat it. Since sugars contribute calories with few, if any 

nutrients, look for foods and beverages low in added sugars. Read the 

ingredient list and make sure that added sugars are not one of the first few 

ingredients. Some names for added sugars (caloric sweeteners) include 

sucrose, glucose, high-fructose corn syrup, corn syrup, maple syrup, 

and fructose. 

Know your fats. Look for foods low in saturated fats, trans fats, and 

cholesterol to help reduce the risk of heart disease (5% DV or less is low, 

20% DV or more is high). Most of the fats you eat should be 

polyunsaturated and monounsaturated fats. Keep total fat intake between 

20 percent to 35 percent of calories. 

Reduce sodium (salt), increase potassium. Research shows that eating 

less than 2,300 milligrams of sodium (about 1 tsp of salt) per day might 

reduce the risk of high blood pressure. Most of the sodium people eat 

comes from processed foods, not from the salt shaker. Also, look for foods 

high in potassium, which counteracts some of sodium’s effects on blood 

pressure. 

114 APPENDIX B 
36

Sample Label for Macaroni and Cheese 

Source: Food and Drug Administration (FDA) 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 115
37

GO, SLOW, and WHOA Foods
 

Use this chart as a guide to help you and your family make smart food choices. Post it on 

your refrigerator at home or take it with you to the store when you shop. Refer to the 

Estimated Calorie Requirements and Sample USDA Food Guide and the DASH Eating Plan at 

the 2,000-Calorie Level to determine how much of these foods to eat to maintain energy 

balance. 

GO Foods—Eat almost anytime.
 

SLOW Foods—Eat sometimes or less often.
 

WHOA Foods—Eat only once in a while or for special occasions.
 

Food Group GO 

Almost anytime foods 

SLOW 

Sometimes foods 

WHOA 

Once in a while foods 

Vegetables Almost all fresh, frozen, 

and canned vegetables 

without added fat and 

sauces 

All vegetables with added 

fat and sauces; ovenbaked French fries; 

avocado 

Fried potatoes, like French 

fries or hash browns; other 

deep-fried vegetables 

Fruits All fresh, frozen, canned 

in juice 

100 percent fruit juice; 

fruits canned in light syrup; 

dried fruits 

Fruits canned in 

heavy syrup 

Breads and Whole-grain breads, White refined flour bread, Croissants; muffins; 

Cereals including pita bread; 

tortillas and whole-grain 

pasta; brown rice; hot and 

cold unsweetened wholegrain breakfast cereals 

rice, and pasta. French 

toast; taco shells; 

cornbread; biscuits; 

granola; waffles and 

pancakes 

doughnuts; sweet rolls; 

crackers made with trans 

fats; calorically sweetened 

breakfast cereals 

Milk and Milk Fat-free or 1 percent low­ 2 percent low-fat milk; Whole milk; full-fat 

Products fat milk; fat-free or low-fat 

yogurt; part skim, reducedfat, and fat-free cheese; 

low-fat or fat-free cottage 

cheese 

processed cheese spread American, cheddar, Colby, 

Swiss, cream cheese; 

whole-milk yogurt 

Meats, Poultry, Trimmed beef and pork; Lean ground beef, broiled Untrimmed beef and pork; 

Fish, Eggs, Beans extra lean ground beef; hamburgers; ham, regular ground beef; fried 

and Nuts chicken and turkey without 

skin; tuna canned in water; 

baked, broiled, steamed, 

grilled fish and shellfish; 

beans, split peas, lentils, 

tofu; egg whites and egg 

substitutes 

Canadian bacon; chicken 

and turkey with skin; lowfat hot dogs; tuna canned 

in oil; peanut butter; nuts; 

whole eggs cooked without 

added fat 

hamburgers; ribs; bacon; 

fried chicken, chicken 

nuggets; hot dogs, lunch 

meats, pepperoni, 

sausage; fried fish and 

shellfish; whole eggs 

cooked with fat 

Sweets and Ice milk bars; frozen fruit Cookies and cakes; pies; 

Snacks* juice bars; low-fat or fatfree frozen yogurt and icecream; fig bars, ginger 

snaps, baked chips; low-fat 

microwave popcorn; pretzels 

cheese cake; ice cream; 

chocolate; candy; chips; 

buttered microwave 

popcorn 

Fats/Condiments Vinegar; ketchup; mustard; 

fat-free creamy salad 

dressing; fat-free mayonnaise; fat-free sour cream 

Vegetable oil, olive oil, and 

oil-based salad dressing; 

soft margarine; low-fat 

creamy salad dressing; 

low-fat mayonnaise; low-fat 

sour cream** 

Butter, stick margarine; 

lard; salt pork; gravy; 

regular creamy salad 

dressing; mayonnaise; 

tartar sauce; sour cream; 

cheese sauce; cream 

sauce; cream cheese dips 

116 APPENDIX B 
38

GO, SLOW, and WHOA Foods, continued. 

Food Group GO 

Almost anytime foods 

SLOW 

Sometimes foods 

WHOA 

Once in a while foods 

Beverages Water, fat-free milk or 

1 percent low-fat milk; diet 

soda; unsweetened ice tea 

or diet iced tea and 

lemonade 

2 percent low-fat milk; 

100 percent fruit juice; 

sports drinks 

Whole milk; regular soda; 

calorically sweetened iced 

teas and lemonade; fruit 

drinks with less than 100 

percent fruit juice 

How you choose to prepare or order your food when eating out can quickly turn a 

less healthy food into a healthier option. Choosing baked, broiled, steamed, 

grilled, and microwaved foods saves you from extra fat and calories. See the 

example on how similar foods can go from a WHOA to a SLOW or to a GO food. 

WHOA (eat 

once in a 

while) 

Calories SLOW (eat 

sometimes 

or less 

often) 

Calories GO (eat 

almost 

anytime) 

Calories 

Fruit Apple pie, 1/8 of 

9-inch pie 

296 Baked apple, 

1 cup slices, 

with 1 tbsp. 

193 Apple, 1 

medium 

72 

butter 

Bread 1/2 plain bagel 

(3 1/2 inch) with 

1 tbsp. butter 

and jelly 

249 1/2 plain bagel 

(3 1/2 inch) 

with 1 tbsp. 

jelly 

147 1/2 wholewheat bagel 

(3 1/2 inch) 

91 

Meat Fried chicken, 2 

drumsticks 

386 Roasted 

chicken breast 

with skin, 1/2 

breast 

193 Roasted 

chicken breast 

without skin, 

1/2 breast 

142 

*Though some of the foods in this row are lower in fat and calories, all sweets and snacks need to be
 

limited in order to not exceed one’s daily calorie requirements.
 

**Vegetable and olive oils contain no saturated or trans fats and can be consumed daily, but in limited
 

portions to meet daily calorie needs. (See Sample USDA Food Guide and DASH Eating Plan at the 


2,000-Calorie Level handout)
 

Source: Adapted from CATCH: Coordinated Approach to Child Health, 4th Grade Curriculum, University of 

California and Flaghouse, Inc. 2002 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 117
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We Can! Weekly Meal Planner
 

Use this tool to help plan healthier meals for your family. Download a new copy of this 

planner each week. Below are also lists of ideas for healthier breakfasts, lunches, and 

dinners. Remember to eat mostly GO foods and watch your portion sizes! To download a 

GO, SLOW, and WHOA Foods Chart, click on 

http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan/downloads/gswtips.pdf. 

DAY BREAKFAST LUNCH DINNER 

Sunday 

Monday 

Tuesday 

Wednesday 

Thursday 

Friday 

Saturday 

Suggestions for healthier breakfasts: 

• 1 cup whole-grain cold or 1⁄2 cup hot cereal, 1⁄2 cup fat-free or low-fat milk, and 1⁄2 cup 

fresh or frozen fruit, such as blueberries, sliced strawberries, or bananas. 

• 2 slices whole-grain toast with 2 tablespoons jam or peanut butter, 1 cup low-fat or fatfree yogurt, and 1

⁄2 cup 100% juice (orange, grapefruit, etc.) 

• 2 scrambled eggs, 2 slices whole-grain toast with jam, 1⁄2 cup sliced strawberries. 

• Tortilla with melted low-fat cheese 2 scrambled eggs or 1⁄2 cup egg substitute, 1⁄2 cup 

spinach, and 1⁄4 cup salsa. 

Suggestions for healthier lunches: 

• 1 cup garden salad with 1 tablespooon light dressing and 1⁄2 turkey sandwich on wholegrain bread with lettuce, tomato, and mustard. 

• 1 cup broth or tomato-based soup and 1

⁄2 lean roast beef sandwich on whole-grain bread 

with lettuce, tomato, and mustard. 

•	­1 slice cheese or vegetable pizza made with low-fat cheese, small garden salad and 2 

tablespoons of light dressing. 

Suggestions for healthier dinners: 

• 3 ounces grilled honey mustard chicken, 1⁄2 cup roasted asparagus and 1 cup wild rice. 

• 3 ounces baked fish with lemon dill dressing, 1 cup herbed pasta, and 1 cup garden 

salad with 2 tablespoons of light dressing. 

• 1 cup pasta with 1

⁄2 cup tomato sauce, and 1⁄2 cup steamed broccoli, 1 slice whole-grain 

bread, and 1⁄2 cup pineapple slices 

For more information on We Can!, visit http://wecan.nhlbi.nih.gov or call 1-866-35-WECAN. 

118 APPENDIX B 
40

We Can! Grocery List Template
 

Use this template to fill in your weekly grocery list. Some examples of GO and SLOW foods 

are included to help you. Print this sheet before every shopping trip and use it to help you 

pick healthier items for your family. Check out the GO, SLOW, and WHOA Foods Chart on the 

We Can! Web site for more examples. 

Fresh Fruits and Vegetables Breads, Rice, Cereal, Pasta 

GO: Apple GO: Whole-grain bread 

GO: Spinach GO: 

GO: GO: 

GO: GO: 

GO: GO: 

GO: GO: 

GO: SLOW: White rice 

GO: SLOW: 

GO: SLOW: 

GO: SLOW: 

GO: 

Meat, Poultry, Fish, Eggs, Beans and Nuts Milk, Cheese, Yogurt 

GO: Chicken breasts GO: Low-fat or fat-free yogurt 

GO: GO: Fat-free milk 

GO: GO: 

GO: GO: 

SLOW: Whole eggs GO: 

SLOW: SLOW: 

SLOW: 

Packaged Foods Fats, Oils, Sugar 

GO: Canned pineapple in its own juice Olive oil 

GO: Black beans 

GO: 

GO: 

GO: 

SLOW: Frozen pizza 

SLOW: Other (household items) 

SLOW: 

SLOW: 

For more information about We Can! visit http://wecan.nhlbi.nih.gov or call 1-886-35-WECAN. 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 119
41

We Can! Prepare Healthier Recipes
 

In the right column, you will find notes on how you can make easy changes 

to the ingredients in the left column to lower the amount of fat, added sugar, and 

calories in these recipes. On the next page, think of at least five recipes you make 

or ingredients that you use often for your family where you can lower the fat or 

added sugar. 

Lasagna 

Ingredients: Substitutions: 

1 box lasagna noodles 

1 pound ground beef 1 pound extra lean ground beef (93 percent 

lean) or lean ground turkey 

1/2 cup chopped onion 

8 ounces mushrooms, optional 

1 jar (about 16 ounces) spaghetti sauce, your favorite 1 jar spaghetti sauce, no added fat 

1 teaspoon garlic powder 

1/2 teaspoon salt 

1 teaspoon dried leaf oregano, crumbled 

1/2 teaspoon dried leaf basil, crumbled 

11/2 cups ricotta cheese 1 1/2 cups part-skim ricotta cheese 

2 cups shredded Monterey Jack cheese 2 cups reduced-fat Monterey Jack Cheese 

3/4 cup grated Parmesan cheese 3/4 cup reduced-fat Parmesan cheese 

Cook lasagna noodles according to package directions; 

drain and set aside. In a large skillet, brown beef, onion, 

and mushrooms. Stir in spaghetti sauce, garlic powder, 

salt, oregano, and basil. In a 2-quart buttered baking 

dish (about 11x7x2 inches), layer 1/3 of the lasagna 

noodles, 1/3 of the sauce, and 1/3 of the ricotta 

cheese, Monterey Jack cheese, and Parmesan cheeses. 

Repeat layers twice. Bake lasagna for 30 minutes or 

until thoroughly heated and bubbly. Let stand for 8 to 

10 minutes before cutting and serving. Serves 6 to 8. 

Notes: Don’t forget to drain the fat from the 

meat after you brown it. Use cooking spray 

instead of butter to grease the dish. 

Salad 

Ingredients: Substitutions: 

1 head iceberg lettuce 1 head of dark green leafy lettuces (radicchio, 

romaine, red leaf, etc.) for greater nutrient value. 

2 cups croutons 

1/2 cup regular salad dressing 1/4 cup fat-free or reduced-fat salad dressing 

1 cup tuna salad with mayonnaise 1 cup tuna canned in water and drained 

1 cup shredded mozzarella cheese 1/4 cup shredded reduced-fat Parmesan cheese 

1 cup sliced red or green peppers 

1 cup chopped celery 

1 cup shredded carrots 

Wash and tear lettuce and place in a large bowl. 

Wash and prepare vegetables and add to lettuce. 

Add dressing and toss. 

120 APPENDIX B 
42

Chocolate Chip Cookies 

Ingredients: Substitutions: 

1 cup butter, softened 1/2 cup applesauce (with no sugar) added 

1 cup white sugar 3/4 cup white sugar 

1 cup packed brown sugar 3/4 cup packed brown sugar 

2 eggs 1 whole egg and 1 egg white 

2 teaspoons vanilla extract 

3 cups all-purpose flour 

1 teaspoon baking soda 

2 teaspoons hot water 

1/2 teaspoon salt 

2 cups semi-sweet chocolate chips 1 cup mini chocolate chips 

1 cup chopped walnuts 

Preheat oven to 350 degrees Fahrenheit (175 degrees 

Celsius). Cream together the butter, white sugar, and 

brown sugar until smooth. Beat in the eggs one at a 

time, then stir in the vanilla. Dissolve baking soda in 

hot water. Add to batter along with salt. Stir in flour, 

chocolate chips, and nuts. Drop by large spoonfuls 

onto ungreased pans. Bake for about 10 minutes 

in the preheated oven or until edges are nicely browned. 

Recipes that I make or ingredients that I use often for my family 

Ingredients I use: Substitutions I could make: 

1. 

2. 

3. 

4. 

5. 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 121
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We Can! Reduce Fat and Added Sugar 

in Meals and Snacks 

Try some of these tips for reducing your calorie intake with your family. 

Substitutions: 

Cook with low-fat methods such as baking, broiling, boiling, or microwaving, 

rather than frying. 

Choose low-fat or fat-free milk products, salad dressings, and mayonnaise. 

Serve fruit instead of cookies or ice cream for dessert. 

Add salsa on a baked potato instead of butter or sour cream. 

Eat fruits canned in their own juice rather than syrup. 

Use these substitutions when you cook or bake: 

Instead of: Substitute: 

1 cup cream 1 cup evaporated fat-free milk 

1 cup butter or stick margarine Tub margarine or vegetable oil or 1/2 cup 

butter or applesauce (with no sugar added) 

1 egg 2 egg whites or 1/4 cup egg substitute 

Butter or stick margarine for sautéing Cooking spray, no-sodium chicken broth, or 

a small amount of olive oil or vegetable oil 

Bacon Lean turkey bacon 

Ground beef Extra lean ground beef or ground 

turkey breast 

Sour cream Fat-free sour cream 

1 cup chocolate chips 1/4 – 1/2 cup mini chocolate chips 

1 cup sugar 3/4 cup sugar (this works with most 

everything except yeast breads) 

1 cup mayonnaise 1 cup reduced-fat or fat-free mayonnaise 

1 cup whole milk 1 cup fat-free milk or 1% low-fat milk 

1 cup cream cheese 1/2 cup ricotta cheese pureed with 1/2 cup fat-free cream cheese 

Oil and vinegar dressing with 

3 parts oil to 1 part vinegar 

1 part olive oil + 1 part vinegar 

(preferably a flavored vinegar such as 

balsamic) + 1 part orange juice 

Unsweetened baking chocolate (1 ounce) 3 tablespoons unsweetened cocoa powder 

plus 1 tablespoon vegetable oil 

or margarine 

122 APPENDIX B 
44

Other ideas to reduce the fat or added sugar in meals: 

Remove skin from poultry and do not eat it. 

Cool soups and gravies and skim off fat before reheating them. 

Cook chicken or fish by immersing it in simmering liquid. 

Using a microwave is a good alternative because it’s fast and doesn’t 

add fat or calories. 

Reduce sugar by 1

⁄ 4 to 1⁄ 3. If a recipe says 1 cup, use 2⁄ 3. 

To enhance the flavor when sugar is reduced, add vanilla, cinnamon, or nutmeg. 

Read labels of commercially prepared products, many are high in sugar— 

look for terms like sucrose, sorbitol, syrups, glucose, fructose, mannitol, 

molasses, dextrose, maltose, honey, and lactose. 

Ideas to choose healthier snacks: 

Toss sliced apples or berries on top of low-fat or fat-free yogurt. 

Put a slice of low-fat or fat-free cheese on top of whole-grain crackers. 

Make a whole-wheat pita pocket with hummus, lettuce, tomato, 

and cucumber. 

Pop some low-fat popcorn. 

Sprinkle some dry whole-grain cereal on top of low-fat or fat-free yogurt. 

Microwave or toast a soft tortilla with low-fat cheese and sliced peppers and 

mushrooms to make a mini-burrito or quesadilla. 

Drink low-fat chocolate milk (blend it with a banana or strawberries 

and some ice for a smoothie). 

Try these healthy snack ideas! Be sure to watch portion size! Check the 

We Can! Web site at http://wecan.nhlbi.nih.gov for more healthy snack ideas! 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 123
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We Can! Parent Tips: 


Making Healthier Food Choices
 

As a parent, you want to give your family the best you can. Serving healthier foods 

in the appropriate portions per food group and calorie level is one of the best ways 

to ensure that your children are getting proper nutrition without eating too many 

calories. These simple tips can help you plan and prepare meals and snacks to help 

your family to get the most nutrition out of the calories consumed. 

What is a "Healthy Diet?” 

The U.S. Dietary Guidelines for Americans describe a healthy diet as one that: 

• Emphasizes fruits, vegetables, whole grains, and fat-free or low-fat milk 

and milk products; 

• Includes lean meats, poultry, fish, beans, eggs, and nuts; 

• Is low in saturated fats, trans fats, cholesterol, salt (sodium), and added 

sugars; and 

• Stays within your calorie needs. 

We Can! has tips and tools to help you choose and prepare healthier foods for your 

family. Use these tips and tools to help your family eat nutritiously and help them 

maintain a healthy weight. 

GO, SLOW, and WHOA Foods 

Focus on Food Choices 

GO foods are the lowest in fat and added sugar. They are also “nutrient dense” 

(which means they are better sources of vitamins, minerals, and other nutrients 

important to health) and relatively low in calories. Enjoy GO foods almost 

anytime. Examples of GO foods are: fruits (fresh, frozen, or canned in juice), 

vegetables (fresh, frozen without added fat, canned without added sodium), 

whole grains, fat-free or low-fat milk products, lean meat, poultry, fish, beans, 

eggs whites or egg substitute. 

SLOW foods are higher in fat, added sugar, and/or calories than GO foods. 

SLOW foods include: vegetables with added fat, white refined flour bread, low-fat 

mayonnaise, and 2% low-fat milk. Have SLOW foods sometimes or less often. 

WHOA foods are the highest in fat and/or added sugar. They are “calorie dense” 

(a small portion is relatively high in calories), and many are low in vitamins, 

minerals, and other nutrients as well. Have WHOA foods only once in a while or 

on special occasions. And, when you do have them, have small portions. 

Examples of WHOA foods are: whole milk, cheese, fried potatoes, croissants, 

muffins, butter, and creamy salad dressings. 

To download a GO, SLOW, and WHOA Foods chart, click on 

http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan/downloads/gswtips.pdf 

124 APPENDIX B 
46

Healthy Eating Choices 

From WHOA to SLOW to GO.You can go from WHOA to GO by making these 

substitutions when cooking. Substituting the low-fat and fat-free versions of foods 

as alternatives to the full fat items can help reduce overall calories of favorite 

foods without affecting taste. Try using low-fat mozzarella cheese in lasagna 

instead of the full fat variety. Your family will likely not notice the difference. 

WHOA Calories SLOW Calories GO Calories 

(eat once (eat sometimes (eat almost 

in a while) or less often) anytime) 

Fruit Apple pie, 1/8 of 

9-inch pie 

296 Baked apple, 

1 cup slices, 

with 1 tbsp. 

193 Apple, 1 

medium 

72 

butter 

Bread 1/2 plain bagel 

(3 1/2 inch) with

1 tbsp. butter 

and jelly 

249 1/2 plain bagel 

(3 1/2 inch) 

with 1 tbsp. jelly 

147 1/2 wholewheat bagel 

(3 1/2 inch) 

91 

Meat Fried chicken, 

2 drumsticks 

386 Roasted chicken 

breast with skin, 

1/2 breast 

193 Roasted 

chicken breast 

without skin, 

1/2 breast 

142 

Substitute applesauce for butter in baking and still get a rich, moist product. Try 

some of the calorie-reducing substitutions below when you cook or bake. 

Instead of Substitute 

1 cup cream 1 cup evaporated fat-free milk 

1 cup butter, stick margarine, or shortening 

for baking 

Tub margarine, vegetable oil, or 1/2 cup apple 

butter or applesauce without added sugar 

1 egg 2 egg whites or 1/4 cup egg substitute 

Pastry dough Graham cracker crumb crust 

Butter or stick margarine for sautéing Cooking spray, low-sodium chicken broth, or a 

small amount of olive oil or vegetable oil 

For more tips on making healthier substitutions, visit 

http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan/live-it/cooking.htm 

Also, check out heart healthy recipes from the National Institutes of Health (NIH) 

at http://www.nhlbi.nih.gov/health/index.htm#recipes 

Making healthier selections when dining out. There are several things you can do 

at restaurants to lower your intake of fat and calories. For example, order foods 

that are steamed, broiled, baked, roasted, poached, or lightly sautéed or stir-fried. 

You can also trim visible fat from poultry or meat. In addition, request: 

• olive oil for dipping instead of butter or margarine 

• fat-free or low-fat milk rather than whole milk or cream in coffee or in 

other drinks 

• food without butter, gravy, or sauces 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 125
47

• salad dressing “on the side” and request light or fat-free dressing 

• steamed vegetables or a fruit cup as a substitute for French fries 

• “hold the cheese” or “cheese on the side” when ordering sandwiches or 

salads so you can decide how much cheese you want to eat 

• unsweetened beverages, such as water, unsweetened iced-tea, or sugarfree or diet iced-tea and lemonade 

Portion Distortion 

Anyone who has eaten out lately is likely to notice how big the food portions are. It’s 

hard to find “small” anymore—“supersize” is more like it. Sometimes your plate 

arrives and there’s enough food for two or even three people. These ever-larger 

portions have changed what we think of as a “normal” portion, and that affects how 

much food we eat at home as well. Cutting back on portion size can help you and 

your family limit your calorie intake. Follow these simple tips to get started: 

• Select an appetizer that is low in fat and includes a fruit or vegetable 

instead of an entrée at a restaurant. 

• Put a smaller portion on a smaller plate; it won’t look so skimpy. 

• Share a portion with a family member or friend. 

• Instead of giving your child or yourself an entire bottle of fruit juice or 

soda, pour a small amount (1/2 cup) into a cup. Better yet, choose water 

or small amounts of 100% fruit juice over soda. 

• Use tall, narrow glasses instead of short, wide glasses. You will drink less. 

• Order a medium pizza instead of a large. Everyone gets the same number 

of slices as before; they’re just smaller. 

• Before you eat your meal ask the wait staff to put half of the meal in a 

take home bag for leftovers to eat the next day. 

Compare the size of foods from 20 years ago to today. Portions have grown and so 

have the calories! 

20 Years Ago 

Portion Calories

Bagel 3-inch 140 

Fast food 1 333

cheeseburger 

Spaghetti and 1 cup spaghetti, 500 

meatballs 3 small meatballs 

Soda 6.5 ounces 85

Blueberry 1.5 ounces 210 

muffin 

Today 

Portion Calories

Bagel 6-inch 350 

Large fast food 

cheeseburger 

with sauces 

1 590 

Spaghetti and 

meatballs 

2 cups spaghetti, 

3 large meatballs 

1,020 

Soda 20 ounces 250 

Blueberry muffin 5 ounces 500 

To test your knowledge on serving sizes, check out the Portion Distortion activity 

on the We Can! Web site, http://hp2010.nhlbihin.net/portion/index.htm. 

Visit theWe Can! Web site, http://wecan.nhlbi.nih.gov or call 1-866-35-WECAN to 

order a free copy of the We Can! Families Finding the Balance: Parent Handbook. 

126 APPENDIX B 
50

We Can! Make Physical Activity Fun 

Encourage every member of your family to increase daily physical activity 

and have fun at the same time. Be sure to think about what your family can 

be doing to build in more active time during your busy week. Here are some 

suggestions to consider. 

Make time 

• Identify available time slots. Monitor your daily activities for one week. 

Identify at least three 30-minute time slots your family could use for 

physical activity. Then, identify two of them that work out as family activity 

time. 

• Talk to your family about how you can add physical activity to your daily 

routine. For example, walk or ride your bike to work or school, organize 

school activities or birthday parties around physical activity, walk the dog 

with your children, walk to a friend’s house to play, park farther away from 

your destination. 

• Make time for physical activity. For example, on Saturday mornings, start 

the day by taking a walk with your family around the neighborhood. Try 

doing something active after dinner with your family and especially on 

weekends. 

• Select activities requiring minimal time, such as walking, jogging, or stair 

climbing. Or, burn calories doing yard and house work (raking leaves, 

shoveling snow, washing the car, cleaning closets, scrubbing floors, etc.) 

Bring others into it 

• Explain your interest in physical activity to friends and family. Ask them to 

support your efforts. 

• Invite friends and family to exercise with you. Plan social activities 

involving exercise. Plan a party with physically active games and activities 

for your family and your children's friends. 

• Be physically active with your kids: Go for a walk together, play tag or 

other running games, get an aerobic dance or exercise tape or DVD (there 

are several on the market) and exercise together. You can spend time 

together and still be physically active. 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 127
51

• 

f

Develop new friendships with physically active people. Sign up the family 

or programs at the YMCA, park and recreation center, or a hiking club. 

Energize yourself and your family 

• Schedule physical activity for times in the day or week when you and your 

family feel energetic. 

• Convince your family that if they give it a chance, physical activity will 

increase their energy level; then challenge them to try it. 

Stay motivated 

• Plan ahead. Make physical activity a regular part of your family's daily or 

weekly schedule and write it on a family activity calendar. 

• Join an exercise group or class. Enroll your children in community sports 

teams or lessons. 

• Select activities requiring no new skills, such as walking, climbing stairs, 

or jogging. Or, try new activities to keep things interesting! 

• Exercise with friends who are at the same skill level as you are. Create 

opportunities for your children to be active with friends. 

Build new skills 

• Find a friend who is willing to teach you some new skills. 

• Take a class to develop new skills and enroll your children in classes too, 

such as swimming, gymnastics, tennis, ice skating, etc. 

Use available resources 

• Select activities that require minimal facilities or equipment, such as 

walking, jogging, jumping rope, or stretching and strengthening 

movements. 

• Identify inexpensive, convenient resources available in your community 

(such as community education programs, park and recreation programs, 

and work site programs). 

128 APPENDIX B 
52

Make the most of all conditions 

• Develop a set of regular activities for you and your family that are always 

available regardless of weather (such as indoor cycling, aerobic dance, 

indoor swimming, stretching and strengthening movements, stair climbing, 

rope skipping, mall walking, dancing, and gymnasium games). 

• Look at outdoor activities that depend on weather conditions (such as 

cross-country skiing, outdoor swimming, and outdoor tennis) as 

“bonuses”—extra activities possible when weather and circumstances 

permit. 

Adapted from: “How Can I Overcome Challenges to Physical Activity?” 

Centers for Disease Control and Prevention's Division of Nutrition and 

Physical Activity. www.cdc.gov/nccdphp/dnpa/physical/life/overcome.htm 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 129
53

We Can! Help Children Reduce 

Screen Time 

Here are a few simple tips to help your children reduce their screen time 

and increase physical activity in order to maintain a healthy weight. 

• Know how much screen media and physical activity your family is 

getting. By knowing how much screen media, including TV, DVD, video 

games, and nonschool- or nonwork-related computer and Internet use, 

your family spends and how much physical activity they get, you will be 

more aware of how much ENERGY OUT they are burning. The goal is for 

them to spend no more than 2 hours of screen time a day and get 60 

minutes of moderate-intensity physical activity each day. 

• Talk to your family. Explain to your children that it’s important to sit less 

and move more so they will stay at a healthy weight, be more energized, 

have a chance to practice certain skill sets (such as riding a bike or 

shooting hoops), and socialize with friends and peers. Tell them that you 

also are going to limit your screen time and increase your physical 

activity, so you will all be working toward this goal together. 

• Set limits on screen time. Set a house rule that your children may spend 

no more than 2 hours a day of screen time (TV, DVD, video games, 

nonwork- or nonschool-related computer or Internet use). More 

importantly, enforce the rule once it’s made. You may want to check into 

those devices or Internet programs that set limits on the TV or on 

the computer. 

• Minimize the influence of TV in the home. Do not put a TV or computer in 

your child’s bedroom. This tends to physically isolate family members and 

decrease interaction. Also, children who have TVs in their room tend to 

spend almost 11/2 hours more in a typical day watching TV than their 

peers without a set in their room. 

• Make meal time, family time. Turn off the TV during family meal time. 

Better yet, remove the TV from the eating area if you have one there. 

Family meals are a good time to talk to each other. Research has shown 

that families who eat together tend to eat more nutritious meals than 

families who eat separately. Make eating together a priority and schedule 

in family meals at least two to three times a week. 

130 APPENDIX B 
54

• Provide other options and alternatives. Watching TV can become a habit 

for your child. Provide other alternatives for them to spend their time, 

such as playing outside, learning a hobby or sport, or spending time with 

family and friends. 

• Set a good example. You need to be a good role model and also limit 

your screen time to no more than 2 hours per day. If your kids see you 

following your own rules, then they will be more likely to follow. Instead of 

watching TV or surfing the Internet, spend time with your family doing 

something fun and active. 

• Don’t use TV to reward or punish a child. Practices like this make TV 

seem even more important to children. 

• Be a savvy media consumer. Don’t expect your child to ignore the 

influences of television advertising of snack foods, candy, soda, and fast 

food. Help your child develop healthy eating habits and become media 

savvy by teaching them to recognize a sales pitch. Try asking your child 

why their favorite cartoon character is trying to get them to eat a certain 

brand of breakfast cereal. Explain to them that this is a way for 

advertisers to make the cereal more appealing to young people so that 

they ask their parents to buy it for them and the company can make 

money. We Can! offers communities a youth program called Media Smart 

Youth: Eat, Think, and Be Active! Sign up your child for this program so 

they can learn more about becoming media smart. 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 131
55

Youth Screen Time Statistics
 

Screen Time 

• Every day, on average, 8- to 18-year-olds spend: 

Nearly 4 hours watching TV, videos, DVDs, and prerecorded shows 

Just over 1 hour on the computer 

About 50 minutes playing video games 

Media in the Bedroom 

• Two-thirds of young people have a TV in their bedroom; 1/2 have a video 

game player and nearly 1/3 have a computer in their bedroom. 

• Youth who have TVs in their rooms spend almost 11/2 more hours a day 

watching TV than youth without a set in their room. 

Parental Rules 

• About half (53 percent) of all 8- to 18-year-olds say their families have 

no rules about TV watching. 

• Forty-six percent said they do have rules, but only 20 percent said the 

rules are enforced “most” of the time. 

• Youth with TV rules that are enforced most of the time report 2 hours 

less daily media exposure than in homes without rules enforced. 

Source: Henry J. Kaiser Foundation. Generation M: Media in the Lives of 8–18-Year Olds, March 2005. 

www.kff.org/entmedia/entmedia030905pkg.cfm 

132 APPENDIX B 
56

Name: _______________________ Week of: ______/______/________
 

TV Video 

Games 

DVD Computer/ 

Internet 

Time 

(hours) 

Monday 

Tuesday 

Wednesday 

Thursday 

Friday 

Saturday 

Sunday 

TOTAL: 

We Can! Reduce Children’s 

Screen Time Log 

Complete this log to determine how much time you are spending in front of 

a screen. Help your family do the same. You can print additional logs from 

the We Can! Web site at http://wecan.nhlbi.nih.gov. Place the log in an easy 

location for everyone to use and see, such as near the family television, by 

the computer, or on the refrigerator. If screen time for you or your family 

members is less than 2 hours a day, pat yourselves on the back! If it’s 2 

hours or more, then check out other We Can! Family Guide physical activity 

tips. Go to Session 1, Moving More (ENERGY OUT) on page 15, and 

Session 2, ENERGY OUT: Physical Activity on page 21, and the We Can! Fit 

In Daily Physical Activity Planner on page 27. 

SAMPLE LOG 

Name: Billy (age 11) Week of: 6/4/2007 

We Can! Reduce Children’s Screen Time Log 

TV Video DVD Computer/ Time 

Games Internet (hours) 

Monday 2 hours 1 hour 1 hour 4 hours 

Tuesday 3 hours 11/2 hours 1 hour 51/2 hours 

Wednesday 11/2 hours 1 hour 21/2 hours 1/2 hour 51/2 hours 

Thursday 4 hours 1 hour 5 hours 

Friday 4 hours 1 hour 5 hours 

Saturday 3 hours 2 hours 2 hours 1 hour 8 hours 

Sunday 2 hours 1 hour 2 hours 2 hours 7 hours 

TOTAL: 40hrs 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 133
57

Name: _______________________ Week of: ______/______/________ 

TV Video 

Games 

DVD Computer/ 

Internet 

Time 

(hours) 

Monday 

Tuesday 

Wednesday 

Thursday 

Friday 

Saturday 

Sunday 

TOTAL: 

Name: _______________________ Week of: ______/______/________ 

TV Video 

Games 

DVD Computer/ 

Internet 

Time 

(hours) 

Monday 

Tuesday 

Wednesday 

Thursday 

Friday 

Saturday 

Sunday 

TOTAL: 

Name: _______________________ Week of: ______/______/________ 

TV Video 

Games 

DVD Computer/ 

Internet 

Time 

(hours) 

Monday 

Tuesday 

Wednesday 

Thursday 

Friday 

Saturday 

Sunday 

TOTAL: 

Name: _______________________ Week of: ______/______/________ 

TV Video 

Games 

DVD Computer/ 

Internet 

Time 

(hours) 

Monday 

Tuesday 

Wednesday 

Thursday 

Friday 

Saturday 

Sunday 

TOTAL: 

134 APPENDIX B 
58

We Can! Help Children Maintain a 

Healthy Weight for Life 

Here are a few simple tips to help your family sustain energy balance, stay 

motivated, and handle setbacks in order to maintain a healthy weight for life. 

• Make a commitment. You need to make a commitment to yourself and 

your family to eat nutritious foods and get regular physical activity. 

• Get a support network. It helps to have a strong network of family, 

friends, and colleagues who will support you in your new lifestyle habits. 

Families can serve low-fat meals for gatherings, your friends can limit 

drinks with added sugar and TV watching when youth are playing together, 

and colleagues can go on short power walks with you and help you make 

healthier choices at the cafeteria or vending machine. Let as many people 

as possible know what your goals are and, hopefully, they will not only 

support you, but join you in your efforts. Maintaining a healthy weight is 

good for everyone! 

• Set realistic goals. Effective goals are specific, attainable, and forgiving 

(not perfect). “Eat three servings of fruit a day” is a better goal than “Eat 

more fruit.” 

• Track progress. Tracking your progress can help you feel good about your 

success and can show you where you may need to make some changes if 

you’re not meeting your goals. Continue to use the tracking tools provided 

to you in the We Can! Try Tips to Eat Well and Move More tracking sheet, 

the We Can! Fit In Physical Activity planner, and the We Can! Reduce 

Children’s Screen Time log. 

• Be ready. Having ideas and alternatives will help you help your family stay 

in energy balance. The We Can! Try Tips to Eat Well and Move More 

handout can help you be prepared. Check the We Can! Web site for more 

ideas to help you stay in energy balance. 

• Learn how to handle setbacks. Expect to have setbacks. Setbacks usually 

happen to those who are overconfident and say, “it won’t happen to me!” 

Being committed, setting realistic goals, and being prepared with 

alternatives will help you handle setbacks. 

• Reward yourself. One way to help you stay motivated is to regularly reward 

yourself. Choose nonfood-related rewards, such as a day at the local lake 

or beach or go to the park to ride bicycles, roller blade, or fly a kite. You 

also can buy yourself a gift to help you stay physically active, such as new 

work-out shoes or clothes, a ball, racket, or other piece of equipment. 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 135
136 APPENDIX B 

We Can! Healthy Weight Resource List

If you want other We Can! ways to get your family to eat well and be more

physically active, call 1-866-35-WECAN or visit the We Can! Web site at

http://wecan.nhlbi.nih.gov. The Web site is full of information about

maintaining a healthy weight, nutrition, and physical activity. You can also 

visit the Web site for recipes, healthy tips, and additional resources.

NATIONAL INSTITUTES OF HEALTH (NIH) http://www.nih.gov

• National Heart, Lung, and Blood Institute (NHLBI), http://www.nhlbi.nih.gov

• We Can! Families Finding the Balance: A Parent Handbook

http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan_mats/parent_hb_en.htm 

• ¡Nosotros Podemos! Familias Encontrando el Balance: Manual para Padres

http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan_mats/parent_hb_sp.htm 

• GO, SLOW, and WHOA refrigerator magnet

http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan_mats/magnet.htm 

• We Can! wrist band

http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan_mats/wristband.htm 

• Who Can Make It Happen? We Can! poster

http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan_mats/poster_en.htm 

• Aim For A Healthy Weight,

http://www.nhlbi.nih.gov/health/public/heart/obesity/lose_wt/index.htm

• Portion Distortion Web site, http://hp2010.nhlbihin.net/portion/

• Calculate Your Body Mass Index (BMI), http://www.nhlbisupport.com/bmi/

• Heart-Healthy Latino Recipes, 

http://www.nhlbi.nih.gov/health/public/heart/other/sp_recip.htm

• Heart-Healthy Home Cooking African American Style,

http://www.nhlbi.nih.gov/health/public/heart/other/chdblack/cooking.htm

• Your Guide to Physical Activity and Your Heart

http://www.nhlbi.nih.gov/health/public/heart/obesity/phy_active.pdf

• Keep the Beat Heart Healthy Recipes

http://www.nhlbi.nih.gov/health/public/heart/other/ktb_recipebk/ktb_recipebk.pdf

• National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK),

http://www.niddk.nih.gov

• Weight-Control Information Network, http://win.niddk.nih.gov/

• Eunice Kennedy Shriver National Institute of Child Health and Human

Development (NICHD), http://www.nichd.nih.gov

• Media-Smart Youth: Eat, Think, and Be Active!, http://www.nichd.nih.gov/msy

• Milk Matters, http://www.nichd.nih.gov/milk/
60

• National Cancer Institute (NCI), www.nci.nih.gov 

Cancer Control P.L.A.N.E.T., 

http://cancercontrolplanet.cancer.gov/physical_activity.html
­

U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES (DHHS) http://www.hhs.gov 

My Pyramid, http://mypyramid.gov 

Steps to a Healthier U.S., http://www.smallstep.gov 

HHS/USDA Dietary Guidelines for Americans 2005, 

www.healthierus.gov/dietaryguidelines
­

Healthier US.Gov, http://www.healthierus.gov/ 

Nutrition.gov, http://www.nutrition.gov/ 

U.S. DEPARTMENT OF AGRICULTURE (USDA) PROGRAMS http://www.usda.gov 

Eat Smart, Play HardTM, http://www.fns.usda.gov/eatsmartplayhard/ 

CENTERS FOR DISEASE CONTROL AND PREVENTION (CDC) http://www.cdc.gov 

Fruits and Veggies: More Matters,
­

http://fruitsandveggiesmorematters.org
­

Frutas y Verduras, 

http://www.cdc.gov/nccdphp/dnpa/frutasyverduras/index.htm 

Overweight and Obesity, 

http://www.cdc.gov/nccdphp/dnpa/obesity/index.htm
­

Nutrition and Physical Activity, http://www.cdc.gov/nccdphp/dnpa/ 

VERBTM, http://www.cdc.gov/youthcampaign/ 

Body Mass Index, http://www.cdc.gov/nccdphp/dnpa/bmi/ 

U.S. FOOD AND DRUG ADMINISTRATION (FDA) http://www.fda.gov 

Make Your Calories Count: Nutrition Facts Label for Healthy Weight 

Management, http://www.cfsan.fda.gov/~ear/hwm/labelman.html 

Food Label Education Tools and General Information,
­

http://www.cfsan.fda.gov/~dms/lab-gen.html
­

Consumer Nutrition and Health Information,
­

http://www.cfsan.fda.gov/~dms/lab-cons.html
­

Information about Losing Weight and Maintaining a Healthy Weight, 

http://www.cfsan.fda.gov/~dms/wh-wght.html 

PRESIDENT’S COUNCIL ON PHYSICAL FITNESS AND SPORTS http://www.fitness.gov/ 

President’s Challenge, http://www.fitness.gov/home_pres_chall.htm 

HANDOUTS USED IN THE WE CAN! PARENT PROGRAM 137
Energize our Families:
 

Parent Program
 

Certificate of Completion
 

Awarded to

_______________________________

for successfully completing the four-lesson We Can!
 

(Ways to Enhance Children’s Activity & Nutrition)
 

Program at the ______________________ Community Center.
 

By completing the We Can! program, I promise to continue to:
 

• Increase the availability and accessibility of healthy foods in the home.
 

• Enjoy small por tions at home and at restaurants.
 

• Limit the availability and accessibility in the home of sweetened beverages,
 

high-fat foods, and energy-dense foods with low nutrient value.
 

• Suppor t and enable physical activity.
 

• Suppor t and enable reduced screen time.
 

Name:

________________________________________

Date:

_________________
 

July 2008