An instructor and her students used questions to plan, teach, and assess a lesson in a Family Literacy/General Educational Development (GED) program. The class identified that their families should lose weight and exercise more to have healthier hearts. They focused on the area of responsibility, called Promote Family Members' Growth and Development on the Family Member Role Map and then chose the key activity called Make and Pursue Plans for Self-Improvement. Students brainstormed what they knew; generated, divided up, and researched questions about heart disease; incorporated all input into a class report; identified the Equipped for the Future (EFF) Standard called Plan as most helpful; discussed and created individual exercise plans; created charts to monitor exercise regimens and time spent exercising; and agreed they were using the EFF Common Activity called Manage Resources. Aware that many students, at a wide range of levels, had little knowledge about the heart, the teacher had students pursuing a GED or high school diploma compile a report on the heart; students at lower levels learned new vocabulary and asked questions of other students. Students planned how to accomplish their tasks and exercise regimen; continually referred to components of performance for the EFF Standard called Plan; reviewed exercise charts weekly to monitor the plan's progress; completed formative assessments; took a quiz to identify increase in knowledge about the heart; wrote reflections for each part of the activity; and identified how they were able to use the Standard, Plan, more fluently, independently, and in other contexts. (YLB)