Eat Smart,

Spend Less

In this session, participants explore ways 

to buy the fruits and vegetables they need 

within a limited budget. Session 4

Eat Smart, Live Strong

Nutrition Education for Older Adults

United States Department of Agriculture
Session 4

Welcome!

Each session guide includes a handout that 

describes four exercises. With an extra 10 

minutes before and after each session, you 

may lead participants in these exercises as 

a “warm-up” and a “cool-down.”

The four sessions in this kit are:

Session 1 Reach Your Goals, Step by Step

Session 2 Challenges and Solutions

Session 3 Colorful and Classic Favorites

Session 4 Eat Smart, Spend Less

Each session is designed to address specific

ways to help participants adopt the behaviors. 

To learn more about the behaviors, please 

see the Eat Smart, Live Strong Leader’s 

Guide.

You can use the session guides “as is” 

or tailor them to meet your group’s 

needs. Refer to the Leader’s Guide for 

tips on adjusting the session to meet the 

needs of your audience. The sessions 

are designed to flow nicely together, 

each session further reinforcing the key 

behavioral messages. However, you can 

use the sessions as stand-alone pieces 

if you do not have the opportunity to 

provide all four.

Enjoy!

The sessions are meant to be fun for you – the group leader – and for the participants.

Welcome to Eat Smart, Live Strong. This is one of four fun, social, and 

interactive sessions. The Eat Smart, Live Strong sessions are designed to 

help older adults adopt two behaviors that may improve their health and 

overall well-being. The two behaviors are:

 Eat at least 31/

2 cups of fruits and vegetables every day

 (11/

2 cups of fruit and 2 cups of vegetables)

 Participate in at least 30 minutes of moderate-intensity physical 

 activity most days

1

2
Eat Smart, Spend Less

Objectives for Session 4

n Mention three ways to save money on 

fruits and vegetables

Session Overview

n Participants have a chance to practice 

four simple exercises in an optional 

10-minute physical activity “warm-up.”

n In the session:

• The group reviews the two behaviors

 and their benefits.

• Participants report on progress 

toward their goals.

• Through a price-guessing game, 

participants share their knowledge 

and experience saving money on 

fruits and vegetables, including using 

locally available nutrition resources.

n Participants repeat the same four simple 

exercises in an optional 10-minute physical 

activity “cool-down.” They receive a 

handout that visually depicts the exercises 

so they can do them at home.

How the Session Encourages Behavior Change

n Awareness: Identify nutrition assistance programs for which participants may be eligible.

n Skills and self-confidence: Participants share strategies for purchasing fruits and 

vegetables. They see that they – and others like them – can find ways to eat more fruits 

and vegetables with a limited budget.

n Peer support: Participants work together to find creative solutions to the cost challenges

by participating in a game.

Session 4: Eat Smart, Spend Less 1

Participants will be able to:

Session 4

n Name at least one locally available nutrition 

resource for which they may be eligible
Materials Preparation

n Pens or pencils for all participants

n A place to write participant responses so 

all can see:

• large sheets of paper (flip chart pages), 

 masking tape, and markers; or

• chalk board and chalk; or

• white board and erasable markers

n Handouts:

• Handout 4a: Set Your Goals

• Handout 4b: Session 4 Exercises

• Handout 4c: Cost Sheet for Fruits and 

 Vegetables (blank)

• Handout 4d: Participant Feedback Sheet

n Prior to the session, gather current information about prices and resources. Make 

a list of current, local prices of fruits and 

vegetables by reviewing food circulars in 

the local paper, checking grocery store 

receipts, and checking prices at farmers’ 

markets. Use a blank copy of Handout 4c 

to record this information. Look for good 

values by focusing on:

• Sale items, including fresh, canned, 

dried, and frozen fruits and vegetables

• Store and generic brands of canned 

or frozen fruits and vegetables

• In-season fresh fruits and vegetables

	 • Bulk or discount items

n In order to compare and contrast these 

good values with more expensive items, 

include:

• Items that are not on sale

• Brand name of canned or frozen fruits 

and vegetables

• Imported and/or out-of-season fresh 

fruits and vegetables

• Small cans or containers of fruits and 

vegetables

Session 4

2 United States Department of Agriculture • Food and Nutrition Service • Eat Smart, Live Strong
Session 4

You will use this price list to play the game, 

The Right Price, described in this booklet.

n Become familiar with and prepare lists 

of the nutrition resources available to 

the older, low-income adults in your 

community, including:

• Supplemental Nutrition Assistance 

Program. Know how participants can 

apply for and obtain benefits. Prepare 

a list of nearby, authorized retail food 

stores.

• Senior Farmers’ Markets. Know the 

value of coupons available through 

the Senior Farmers’ Market Nutrition 

Program, which local markets participate,

and the months of operation. 

 Check current prices of fruits and 

 vegetables at the local farmers’ 

 markets and identify some good 

 values. Be prepared to share 

 contact information.

• Food Distribution Programs. Check 

current availability of fruits and 

vegetables – or products that contain 

fruits and vegetables. Check which 

foods are available through USDA’s 

Commodity Supplemental Food 

Program (CSFP) and the quantities 

available to an eligible individual. Be 

prepared to inform participants about 

how and where to obtain canned fruits 

and vegetables and other nutritious 

foods through CSFP.

• Local Meal Programs. Know the types 

and quantities of fruits and vegetables 

in the meals served at congregate meal 

Session 4: Eat Smart, Spend Less 3

sites, home-delivered meals, food 

pantries, or through other local meal 

programs. Know who is eligible for 

these programs and be ready with 

contact information about how to 

access these programs.

n If possible, obtain samples of foods to 

use for The Right Price game. Bring in 

items from a variety of sources, including:

• Sale items from local markets

• Items available through the 

Commodity Supplemental Food Program

• Items from Senior Farmers’ Markets

• Sample fruit and vegetable servings 

from the day’s home-delivered meals 

offering 

• Fruits and vegetables available through 

the Food Distribution Program on 

Indian Reservations

• Samples of electronic benefit transfer 

(EBT) cards and information about 

other nutrition assistance programs to 

share with participants 

n If you are unable to obtain actual food 

items, you may substitute photos from 

store flyers and newspaper circulars.

n Tailor Handout 4a, Set Your Goals. Make 

a blank “master” photocopy. On this 

master, fill in the dates for the current or 

upcoming week before you make copies 

for participants.

n Make copies of Handouts 4a, 4b, 4c, 

and 4d, one set for each participant.

n Arrange room so participants sit in a 

semicircle. If you will use the physical 

activity segments, set straight-back, firm 

chairs in a semicircle at least 2 feet apart.
Session 4

Optional Physical Activity Warm-Up

4 United States Department of Agriculture • Food and Nutrition Service • Eat Smart, Live Strong

n Add 10 minutes for each optional 

“warm-up” and “cool-down” exercise 

session; they feature the same set of 

exercises and the same handout is used 

for both.

n Handout 4b has all of the instructions 

needed to lead Session 4 exercises.

n Participants will have a chance to try 

the same movements twice.

n This repetition, along with the handout, 

will give participants the skills, selfconfidence, and tools to do these 

exercises on their own at home.

n Most group leaders will find the 

exercises simple to lead.

n You do not need to be a skilled exercise 

instructor to lead these exercises, but 

you may want to try them out ahead 

of time so you will be comfortable 

demonstrating them. 

n Keep in mind that you do not have to 

use all of the exercises presented in 

this session. You may want to tailor the 

physical activities to meet the needs 

of each group.

In addition to talking about the value of physical activity, you have 

the option of leading participants through several simple exercises at 

the beginning and end of each session.
Some of the older adults in your group may have physical limitations, such as being 

confined to a wheel chair. You can adapt the exercises for these participants by having 

them do the exercises seated, while others in the group can do the same exercises 

standing up.

n Explain that these exercises can improve 

your strength, balance, and flexibility. 

n Assure participants that most will find 

these four simple exercises easy to do and 

many will be familiar with the exercises. 

n Emphasize that if they do not feel 

comfortable or have a physical condition 

that prevents them from doing any or all of 

the exercises, it is OKAY to sit them out; if 

they feel pain, discomfort, or fatigue while 

exercising, they should not hesitate to 

stop or take a break; and, if they need 

assistance, they should let you know right 

away.

n Pass out Handout 4b, Session 4 

Exercises, and ask participants to take a 

look at it.

n List the four exercises on the handout:

• Neck Rolls

• Shoulder Rolls

• Wrist Rotations

• Ankle Rotations

n Lead Session 4 Exercises 1-4, using 

Handout 4b and directing participants to 

look at the pictures.

n Demonstrate the exercises, making sure 

participants can see you, giving a 

few, simple verbal instructions. Have 

participants follow along as you repeat 

each exercise. 

n Check whether the group is doing each 

exercise correctly and help those who 

appear to need additional instruction.

n Be sure to encourage and give positive 

feedback to participants as they try the 

exercises. 

Exercises

Session 4

Session 4: Eat Smart, Spend Less 5

Tip! Accommodating Participants’ Physical Limitations

Neck Rolls Shoulder Rolls Wrist Rotations Ankle Rotations
Eat Smart, Spend Less

n Introduce the session. Let participants know that this is the last 

of four sessions in the Eat Smart, Live Strong series and that 

today’s session is “Eat Smart, Spend Less.”

n Acknowledge familiar faces. Give a big hello to those who 

attended earlier sessions and assure newcomers that they will find it 

easy to join in even though this is their first session. 

n Introduce yourself. Mention the current price of one fruit or 

vegetable item at a local market. Ask participants to introduce 

themselves by stating their names and by naming a fruit or 

vegetable item (fresh, frozen, canned, or dried) and its current, 

local price to the best of their knowledge. Write the 

participants’ names in two columns and save the list for the 

session skills-building activity.

1 Welcome and Introductions

Session 4

6 United States Department of Agriculture • Food and Nutrition Service • Eat Smart, Live Strong
n Set a warm and relaxed tone. Let participants know that you 

hope to learn from their experiences and that they may offer 

comments or ask questions at any time.

n State the purpose of today’s session. Participants will identify 

ways they can eat at least 31/

2 cups of fruits and vegetables every 

day while staying within their food budgets.

n Share the length of the session. Let people know that the 

session will take about an hour. Mention other helpful 

information such as the location of the rest rooms, water 

fountains, or exit areas.

Session 4

Session 4: Eat Smart, Spend Less 7
Two Important Behaviors 

and Their Benefits

Session 4

2

Eat Smart, Spend Less continued

8 United States Department of Agriculture • Food and Nutrition Service • Eat Smart, Live Strong

1

2

+ = 31/

2 cups of 

Fruits and Vegetables1

Fruits Vegetables

n Explain that the Eat Smart, Live Strong program focuses on two 

important behaviors. These are two actions that health experts 

recommend to improve the health and well-being of people of all ages:

 Eat at least 31/

2 cups of fruits and vegetables every day

 Participate in at least 30 minutes of moderate-intensity 

 physical activity most days

n Mention that the amount of fruits and vegetables for any 

person depends on activity level, age, and gender. Point out 

that older adults should eat at least 31/

2 cups each day. One and 

a half cups should be fruit. Two cups should be vegetables.

n Ask participants to name some of the benefits of eating 31/

2

cups of fruits and vegetables every day. Make sure the 

following are mentioned:

• Get some of the vitamins, minerals, and fiber needed to 

maintain good health

• Maintain regularity

• Help prevent or delay the effects of chronic diseases 

such as obesity, hypertension, and heart disease

• Add color, taste, and variety to their diets

1

 Based on the segment of the target audience with the lowest caloric need – sedentary women (1,600 calories per day).

For older adults who are more active, recommend 2 cups of fruits and 21/

2 cups of vegetables (2,000 calories per day).

11/

2 cups 1/

2 cups 2 cups
n Ask participants to list some of the ways they can be physically 

active. Be sure to include:

n Those who participated in Session 1 or 2 set goals for themselves for both behaviors. Some may have brought back the Set 

Your Goals handout on which they recorded their daily success.

n Invite participants to share their successes. Ask participants to 

describe what has made it easier to do each of the two behaviors. 

n Have the group congratulate those who have made progress 

toward their goals.

n Hand out additional copies of Handout 4a, Set Your Goals, to 

those who wish to continue tracking their success.

Session 4

3 Measuring Your Goals

Session 4: Eat Smart, Spend Less 9

n Discuss the benefits of engaging in 30 minutes of physical 

activity most days. Mention the following:

• Help prevent or delay the effects of chronic disease

• Decrease mild stress, anxiety, and depression

• Build and maintain healthy bones, muscles, and joints

• Improve strength 

• Increase balance and reduce the risk of falling 

• Improve sleep

• Walking 

 briskly

• Mowing the 

 lawn

• Aerobics

• Weight lifting

• Jogging

• Dancing

• Swimming

• Stationary cycling

• Active walking 

or running with 

grandchildren
n Tell participants that one of the most frequently mentioned 

barriers to eating fruits and vegetables is price. Acknowledge that 

eating fruits and vegetables can be more expensive than eating 

other foods, but that they will have a chance during this session to 

look for ways to purchase reasonably priced fruits and vegetables.

n Introduce the game The Right Price, designed to identify ways 

to cut the cost of eating fruits and vegetables. You will show 

players a food item, tell them where you obtained it, and ask 

them to guess the price. 

n Distribute Handout 4c, Cost Sheet for Fruits and Vegetables, 

and explain to participants that they can record each fruit or 

vegetable, its price, and where it was obtained as the game is 

played. They can also use this table to keep track of where they 

have purchased fruits and vegetables on sale. Provide samples 

or suggest fruits and vegetables that are typically priced lower 

throughout the year such as bananas, apples, orange juice, 

carrots, greens, potatoes, and beans.

4 Skills-Building Activity

Session 4 Eat Smart, Spend Less continued

10 United States Department of Agriculture • Food and Nutrition Service • Eat Smart, Live Strong

Reinforce learning and increase the fun by presenting players with reinforcement 

tools. When a player correctly guesses the price of a food item, you may offer him or 

her an item to take home. Alternatively, you may want to give every participant a 

reinforcement item – such as a grocery list pad – just for playing.

Tip! Everyone’s a Winner

Fr

Session 4
n Show the first item and tell players where you got it, giving the 

name of the market or the program that offers the fruit or 

vegetable. If you do not have the actual item, show a photo or 

illustration. Specify whether players should guess the item cost 

or a price per pound.

n Display the list of participants’ names that you made during 

introductions. Ask the first participant in each column to guess 

the price of the first item. Write each player’s guess next to 

his or her name. No two players may guess the same amount. 

Continue guessing until each participant has had an opportunity 

to guess the cost of an item. Reveal the actual price. The winner 

of the round is the player whose guess is closest to the item’s 

price, without going over. Offer the winner a reinforcement 

item.

n Keep the play fair by rotating the order in which participants 

guess. If it takes too long for everyone to make a guess, you 

can make two teams to play each round.

Session 4

Session 4: Eat Smart, Spend Less 11

Tips for eating more fruits and vegetables:

• Use EBT benefits to purchase fruits and vegetables

• Get canned fruits and vegetables from Food Distribution 

Programs, such as food banks or food pantries

• Apply for Senior Farmers’ Market Nutrition Program

• Apply for Commodity Supplemental Food Program if

available.

• Buy canned or frozen fruits and vegetables on sale

• Choose produce in season 

Tips for participating in more physical activity:

• Park car farther from the store or office

• Take the stairs instead of elevator

• Walk and talk with friends

• Participate in active play with grandchildren

• Dance around the house! 

ruit or Vegetable

Location

Cost 

Price

Sheet for Fruits and Vegetables

Spending Less

Handout 4c: Eat Smart, Live Strong Revised November 2012

Tips
n Use the price examples to highlight a variety of ways to cut costs:

• For example, present a fresh fruit or vegetable that is in 

season and a fresh fruit or vegetable that is out of season. 

Have participants discuss why buying in season saves money.

• Similarly, present a brand-name frozen or canned item and 

a store-brand or generic version of the same item. Review 

the label with participants to identify which ingredients are 

the same or different. Comparing the two prices leads to a 

discussion of how to save money by shopping for generic 

rather than brand-name products.

• Compare the per-ounce cost of canned green beans in a 

small can versus a large can.

Session 4 Eat Smart, Spend Less continued

4 Skills-Building Activity continued

12 United States Department of Agriculture • Food and Nutrition Service • Eat Smart, Live Strong

The discussions about available resources make this game a useful way for older, low-income 

participants to share their knowledge and experiences. You will want to be up-to-date on the 

resources that are available locally, so you can ensure the information they offer is accurate. 

(See Preparation, pages 2-3, for tips on how to be ready.)

Tip! Available Resources
Session 4

Session 4: Eat Smart, Spend Less 13

You need not be an expert on this topic. If participants raise a question you cannot answer 

or make a statement that you doubt, it’s fine to acknowledge that you do not know. Offer 

to find the facts and get back to the participants. Have names and phone numbers handy 

to refer participants.

n Lead a discussion about nutrition assistance programs. This gives 

you and participants a chance to talk about the Supplemental 

Nutrition Assistance Program, Senior Farmers’ Market Nutrition 

Program, Commodity Supplemental Food Program, local food 

pantries, home-delivered meals, and other programs for which 

the participants may be eligible. Be aware of other local community 

resources.

n Throughout the game, ask participants to share their knowledge 

and experiences, since many of them will be resourceful at 

cutting corners on food budgets. 

n Time may not allow for you to provide details on all the programs 

available. Offer to talk after the session with individuals who want 

more information about nutrition assistance programs. When 

possible, make it easy for participants to apply by providing 

application forms, addresses, phone numbers, or web sites. If 

appropriate and available, pass out copies of resource lists that 

describe local programs.
Session 4 Eat Smart, Spend Less continued

14 United States Department of Agriculture • Food and Nutrition Service • Eat Smart, Live Strong

4 Skills-Building Activity continued

n Ask participants to estimate how low-cost and free food items 

might enable them to eat at least 31/

2 cups of fruit and vegetables 

every day. Ask them to share their own strategies for saving 

money on fruits and vegetables – such as raising their own 

produce (benefits can be used to purchase vegetable seeds) or 

joining with friends to buy and share bulk purchases.

n Congratulate participants for their success at playing the game 

and encourage them to continue to share their ideas for buying 

low-cost fruits and vegetables.
Session 4

Session 4: Eat Smart, Spend Less 15

n Thank participants for joining this session.

n Recap the main point of this session: participants can find ways 

to stay within their food budgets while obtaining enough fruits 

and vegetables to eat at least 31/

2 cups every day.

n Let participants know that their honest feedback about today’s 

session will help you to improve the session for future groups. 

Using the Participant Feedback Sheet (Handout 4d) and/or 

through discussion, ask some of these questions:

	 • What new thing did you learn?

	 • Which part of the session was most important to you?

	 • Do you think today’s session will help you eat at least 31/

2

 cups of fruits and vegetables every day?

	 • Will this session help you participate in at least 30 minutes of 

physical activity most days of the week?

	 • How could we make the session better?

	 • How did you hear about today’s session? – or – about the 

Eat Smart, Live Strong program?

n If you are using the written Participant Feedback Sheets, assure 

participants that this is not a test – and that there are no wrong 

answers! Encourage honest opinions. Help people who have 

difficulty writing. Collect the feedback sheets. You will find 

it useful to review participants’ responses. Tabulating their 

answers can help you find ways to improve the session before 

your next group. The feedback also may serve as a report on 

your educational activities.

5 Wrap-Up

1. How useful was the information you

learned from this session?

(Mark one response.)

 Not at all useful

 Somewhat useful

 Useful

 Very useful

 Why or why not? 

 _____________________________

 _____________________________

 _____________________________

 _____________________________

2. Are you planning to eat more fruits

and vegetables next week?

(Mark one response.)

 Yes

 No

 I am not sure

3. Are you planning to increase your

physical activity next week?

(Mark one response.)

 Yes

 No

 I am not sure

4. What did you like the most about 

this session?

 _____________________________

 _____________________________

 _____________________________

 _____________________________

5. What did you like the least about 

this session?

 _____________________________

 _____________________________

 _____________________________

 _____________________________

6. How did you hear about this

Eat Smart, Live Strong session?

(Mark all that apply.)

 Supplemental Nutrition

 Assistance Program office

 Friend 

 Senior center

 Poster 

 Flyer 

 Newsletter

 Place of worship

 Other – specify

 _____________________________

7. In which programs do you participate? 

(Mark all that apply.)

 Supplemental Nutrition

 Assistance Program

 Commodity Supplemental 

 Food Program

 Senior Farmers’ Market 

 Nutrition Program

 Home delivered meals

 Congregate meals

 Food bank or pantry

Please take a few moments to complete this form. Return this sheet to the group leader. Your comments will help the leader continue to improve the session.

Today’s Date: ________________________________

Thank you for participating in Eat Smart, Live Strong!

Handout 4d: Eat Smart, Live Strong Revised November 2012

Session 4 Participant Feedback Sheet for Session 4, Eat Smart, Spend Less
n Announce that the last activity in 

today’s session will be 10 minutes of 

“cool-down” exercises.

n Emphasize that if they do not feel 

comfortable or have a physical condition that prevents them from doing any 

or all of the exercises, it is OKAY to sit 

them out; if they feel pain, discomfort, 

or fatigue while exercising, they should 

not hesitate to stop or take a break; 

and, if they need assistance, they 

should let you know right away.

n Ask participants to look at Handout 4b 

before they begin. Remind them that 

they will take the handout home and 

could try these exercises most days of 

the week.

n If you have noticed some participants 

who are comfortable with the 

exercises, you might invite a 

participant to lead the group in one 

of the exercises; or ask the participant 

to help others who may be having 

difficulty.

n Thank the group again for their 

participation. Express the hope that 

they see adding a little physical 

activity to their day can be fun and 

easy. Suggest that they do these 

simple exercises with a friend or family 

member.

Following the 30-minute session, add 10 minutes to lead the same set of 

exercises with which you opened this session. If you opted not to do the 

“Warm-Up,” refer to pages 4-5 for more explanation.

Session 4

Optional Physical Activity Cool-Down

16 United States Department of Agriculture • Food and Nutrition Service • Eat Smart, Live Strong
Eat Smart, Live Strong Activity Kit

The Eat Smart, Live Strong Activity Kit offers a set of learning 

experiences to facilitate older adults’ adoption of two important 

behaviors that can improve almost everyone’s health and quality 

of life:

 Eat at least 31/

2 cups of fruits and vegetables every day

 Participate in at least 30 minutes of physical activity most days

Because knowledge is not enough for people to adopt healthful 

habits, the kit takes a behavioral approach that builds on applied 

behavioral theory and prior research. The sessions and materials 

have been tested with staff and group leaders in nutrition sites. 

Handouts were also tested with potential participants – low-income 

adults between 60 and 74 years old who are eligible for USDA 

Food and Nutrition Service’s programs.

1

2
United States Department of Agriculture

Food and Nutrition Service

3101 Park Center Drive, Alexandria, VA 22302

The USDA is an equal opportunity provider and employer.

Revised November 2012