The document describes the goals of the Global Kitchen Project, which is a study conducted with elementary school students, teachers, and health educators. The goals are to 1) promote health education, global literacy, and 21st century skills among students and teachers, 2) research how the Global Kitchen Project impacts students' healthy eating habits and skills, 3) explore how iPads can develop teachers' global media literacy, and 4) have teachers collaborate internationally and integrate global media literacy into their classrooms.

3. https://sites.google.com/site/keanstar
talk2010/home
http://myildiz.weebly.com/global-kitchen.html
http://ukean.wikispaces.com/Global+Kitchen+Project

5. The goals of the study are to:
1)work with in-service teachers, health educators elementary school
students;
2)promote health education, global literacy, collaboration fluency and
21st century skills among in-service and preservice teachers;
3)research the role of project based “Global Kitchen Project” activities
in developing healthy eating habits and 21st century skills among
elementary students;
4)explore the use of new technologies (Ipads) in developing global
media literacy skills among in-service teachers; and
5)collaborate with the in-service teachers’ international
collaborations, self and peer assessment rubrics, feedback and
reactions and their integration of global media literacies and social
media technologies into their classroom projects.

6. Global Kitchen Project
Kean University
Brianne Mahoney
Teacher Candidate
Kean University

7. Socioeconomic Status & Nutrition
 According to the study conducted in the article, “Which Aspects
of Socioeconomic Status are Related to Obesity Among Young
Men and Women?” there is a strong connection between the
prediction of obesity and the socioeconomic level. The higher
the socioeconomic status, the less likely to become obese
(Internation Journal of Obesity, 2011).
 The study conducted in the article, “Does Diet Cost Mediate the
Relation Between Socioeconomic Position and Diet Quality?”
shows us that those living in higher socioeconomic levels have
an overall better level of nutrition. This can be attributed to the
fact that many healthy foods are higher priced (European
Journal of Clinical Nutrition, 2011).
 The article, “Obesity and Socioeconomic Status in Children and
Adolescents: United States” exemplifies the the relationship
between socioeconomic status and nutrition. The results of the
study show that in non-Hispanic, white children the prevalence
of obesity increases as socioeconomic status decreases (U.S.
Department of Health and Human Services, 2010).

8. Health Education
 Health education is extremely important. According to the U.S.
Department of Health and Human Services, children living in
highly educated households are less likely to become obese.
Therefore, there is a strong correlation between education level
and nutrition level.
 In New Jersey the Department of Agriculture has outlined
standards that each public school must follow during lunchtime
for the 2012-2013 school year. Their objective is, “To provide a
nutritious, well-balanced lunch for children in order to promote
sound eating habits, to foster good health and academic
achievement and to reinforce the nutrition education taught in
the classroom. A school lunch will provide 1/3 of the
Recommended Dietary Allowances for lunch and be consistent
with the Dietary Guidelines for Americans and caloric goals.”

9. Our Research
1. Lower Socioeconomic Area
 Data was collected over a 2 week period at
two elementary schools in Jersey City, NJ.
 Socioeconomic Status:
Median Family Income: $60,970
Median Per Capita Income: $33,356
(City Data, 2011)

10. Contextual Factors: School #1
 Community, district and school factors: PS #24 is located in Jersey City, NJ. The school is
set in the urban environment of Jersey City. The average class size for grades K-5 is
between 19 ad 24 students, which is slightly above the state average. However, the
computer to student ratio is 3, which is very close to the state average. With that being
said, there are a total of 294 computers in the school, all of which are connected to the
internet. Technology is a very integral part of their learning process and PS #24 is definitely
adequately equipped according to state standards.
 Student characteristics: 9.8% of students in PS #24 are classified as limited English
proficient (LEP).
 The student mobility rate was high in the 2010-11 school year at 24.3%, with the state
average being just 10%. This in addition to the language diversity can create many
obstacles for educators.
 Language Diversity:

11. Contextual Factors: School #2
 Contextual Factors: PS #34
 Community, district and school factors: PS #34 is located in Jersey City, NJ. The school is
set in the urban environment of Jersey City. The average class size for grades K-5 is
between 15 and 21, which is right on target with the state's averages. The student to
computer ratio is 14.8 which is very poor in comparison to the state standard of 3.6. With
that being said, there are only 39 computers in the whole school and all 39 are connected
to the internet.
 Student characteristics: 0.2% of students are classified as limited English proficient (LEP).
 The student mobility rate was 33.3% in the 2010-11 school year. This is significantly higher
than the state's average of 10%. This can create a disrupted classroom environment that
makes it more difficult for educators.
 Language Diversity

12. My Plate
 Students total  51
 Fruit  49
 Grain  46
 Vegetable  50
 Dairy  40
 Protein  41
 Complete Perfect  11
 No complete plate  24
 Plate but not portion  0
 Missing only dairy  11
 No- evidence/no clue  0

13. Post Assessment:
Teacher Responses
1. How would you rate your students overall knowledge of nutrition before this project?
Very Little 100% (4)
Somewhat
Very Knowledgeable
Average
2. Which part of the project did you find to be the most informative?
"The most informative part was when they were finding out about the nutritional value of food and using the
ipads in a fun, but educational manner."
"The most informative part was using technology to enhance their knowledge of nutrition."
"All of it was very informative."
"The children found the whole project informative and fun, with much credit to the use of ipads."
3. How would you rate your students overall knowledge of nutrition after this project?
Very Little
Somewhat
Very Knowledgeable 100% (4)

14. Post Assessment Continued
4. Have you noticed a difference in your student's lunch choices since this project?
Yes 50% (2)
No 50% (2)
5. What changes could be made in the neighborhood to enhance the overall nutrition of your students?
"The change in the neighborhood should be the grocery stores not selling candy and junk food to the kids early
in the morning."
"I do not think it is a neighborhood change, but a change in the parents"
"The parents must be just as knowledgeable as the children in order for a change to be made."
"The neighborhood will never change, but the food within their home can be changed."

15. Our Research
2. Higher Socioeconomic Area
 Data collection was taken during lunchtime at
a private kindergarten in Scotch Plains-
Fanwood, NJ.
 Socioeconomic Status (2009):
Median Family Income: $116,393
Median Per Capita Income: $50,665
(City Data, 2011)

16. Contextual Factors: Private
Kindergarten
 Classroom Factors: The class is made
up of 17 students. There are two
computers each connected to the
internet. There is a kitchen in school
where hot lunches brought from home
are heated up. Or students have the
option to choose a lunch from “Simply
Gourmet.”

17. Lunchtime Data Collection
8/8/08 11:30 pm
Student 1: Organic Chicken Patties, Banana, 100 Calorie Pack (Chips Ahoy), Capri
Sun
Student 2: Turkey Sandwich on Whole Wheat, Bread, Pretzels, Fruit Juice (Minute
Maid)
Student 3: Mac & Cheese (Kraft), Cheese Stick, 100 Calorie Fruit Snack, Capri Sun
Student 4:"Simply Gourmet" Lunch: Salad, Chicken Sandwich, Organic Chocolate
Milk (Horizon)
Student 5: Eggplant with Brown Rice, Fruit Juice (Minute Maid)
Student 6: Chicken Nuggets, Plain Pasta, Mandarin Oranges, Water
Student 7: Pasta with Veggies and Marinara Sauce, Plum, Water
Student 8: Chicken Nuggets, Ravioli, Water
Student 9: Turkey & Cheese, Apple Sauce (Motts), Fruit Falls (Minute Maid), Angry
Bird (Fruit Snacks)
Student 10: Veggies, Wheat Bread, Water
Student 11: Pasta with Sausage, Grapes, Organic Valley Milk
Student 12: “Simply Gourmet Lunch:” Wheat Bagel with Cream Cheese, Salad, 100
calorie Gold Fish, Gluten-free Brownie
Student 13: Grilled Cheese, Grapes, Apple & Eve Drink, Pudding (Snack Pack)
Student 14: “Simply Gourmet Lunch:” Pasta with Marinara Sauce, Salad, Gluten-
Free Brownie, Horizon Chocolate Milk

18. Post Assessment: Teacher Interview
 Teacher 1:
"Most children eat healthy"
"Some parents provide multiple desserts for their child to choose from, which
can be overwhelming for them at times."
 Teacher 2:
"They are pretty good eaters."
"Some parents provide too many options."
"We eat our packed lunch with the students and it really does have an
influence on the students eating habits. One student saw (Teacher 1)
with green beans for lunch and they came in that following Monday with
green beans so they could be just like (Teacher 1). We find it very
important to try to set a good example for the students."

19. Socioeconomic Level &
Nutrition Conclusion
 Our findings also show us that there is a
strong correlation between Socioeconomic
Status and Nutrition. Those students in the
private kindergarten had many options to
choose from and many of the options were all
healthy alternatives. This can most definitely
be attributed to the price of healthier foods
such as fresh produce, gluten-free, whole
wheat and organic products.

20. Resources
Aggarwal, A., Monsivais, P., & Drewnowski, A. (2011). Does diet
cost mediate the relation between socioeconomic position and
diet quality? European Journal of Clinical Nutrition.
City-data. (2011). Retrieved from http://www.city-data.com
Kylie, B., Mishra, G., & Crawford, D. (2011). Which aspects of
socioeconomic status are related to obesity among men and
women? International Journal of Obesity, 26(4), 559-565.
Ogden, C. L., Lamb, M. M., & Carroll, M. D. (2010). Obesity and
socioeconomic status in children and adolescents: United states.
U.S. Department of Health and Human Services.
NJDA. (2012). National school lunch program. Retrieved from
http://www.nj.gov/agriculture/divisions/fn/childadult/school_lunch.

21. Apps used:
 BrainPop
 ShowMe
 BMI
 ShopWell
 IFaceFat
 Restaurants
 MyFood
 Nutrition
 Find My Food
 LiveStrong Myplate
 Double Eat
 WholeFoods

22. ShopWell

23. BMI

24. Food
Meter

25. My Food Nutrition

26. For games and more materials-
http://myildiz.weebly.com/global-
kitchen.html

27. http://www.nourishinteractive.com/kids

29.  Menzel, P., & D'Aluisio, F. (2005). Hungry
planet: What the world eats. Napa, Calif:
Material World Press.
 PhotoEssay-
http://www.time.com/time/photogallery/0,293
07,1626519,00.html
 NPR-
http://www.npr.org/templates/story/story.php
?storyId=5005952
 http://www.menzelphoto.com/galleries/

30. THANK YOU