My other course I teach, FCS Connections (requirement for our high school juniors). I personally believe I give them brain breaks. This course content provides students with information on temperament, personality, family and romantic relationships, communication and conflict management skills, personal financial management, and empathy training. This course meets the framework for moving from brain breaks to educational content. However, the price of food is far from comparable. Personally, I feel comfortable starting by offering brain breaks in my Foods 1 course. The reason for brain breaks is for students to take a break from the content. During lab days I have no problem getting my students up and moving, but during class days I need to improve. My goal is to have a brain break during each class day, my class takes place over an 80 minute block. My strategy for achieving this goal is that after learning a concept or completing a worksheet/activity, I would ask my students to take a brain break before moving on to the next content. By taking a few minutes to take a break, my students will be able to “refocus the brain, alleviate the feeling of being overwhelmed by content, re-energize the body and brain, and provide an opportunity to laugh and have fun” (Lengel & Kuczala,