1)promote health education, global literacy and 21st
century skills among in-service and preservice
2)research the role of project based “Global Kitchen
Project” activities in developing healthy eating habits
and 21st century skills among elementary students;
3)explore the use of new technologies (Ipads) in
developing global media literacy skills among inservice teachers.
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
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
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).
• 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
1. Lower Socioeconomic Area
• Data was collected over a 2 week period at two
elementary schools in Jersey City, NJ.
• Socioeconomic Status (2009):
Median Family Income: $60,970
Median Per Capita Income: $33,356
(City Data, 2011)
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.
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.
Post Assessment: Teacher Responses
1. How would you rate your students overall knowledge of nutrition before this project?
Very Little 100% (4)
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 Knowledgeable 100% (4)
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."
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)
Contextual Factors: Private
• 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
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
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
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."
Socioeconomic Level & Nutrition
• 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.
• Menzel, P., & D'Aluisio, F. (2005). Hungry planet:
What the world eats. Napa, Calif: Material World
• While we have come a long way since the
“Basic 7,” our findings show us that there is
confusion while utilizing the MyPlate model
• For instance, one student asked where pizza
would be placed on the MyPlate model
• Pizza contains dairy, grains and vegetables
• MyPlate can also be misleading for children
from other cultures
Welsh S, Davis C, Shaw A. A brief history of food guides in
the United States. Nutrition Today November/December
Welsh S, Davis C, Shaw A. Development of the Food
Guide Pyramid. Nutrition Today November/December
Haven J, Burns A, Britten P, Davis C. Developing the
Consumer Interface for the MyPyramid Food Guidance
System. Journal of Nutrition Education and Behavior
2006, 38: S124–S135.