17. Facts
● This class originally had 18 students
● 3 dropped the first day in order to play sports,
which the class time interfered with
● Of the 15 remaining, 2 decided to opt out of the
research component of this class
● Therefore, I have 13 responses
18. Nutrition curriculum
● The curriculum was broken down into individual
food groups in order to highlight the importance
of a variety of foods. These included:
○ Fruits
○ Veggies
○ Whole Grains
○ Protein
19. Coding curriculum
● I chose to tie the nutrition curriculum in with the
tech curriculum by having the students create a
food blog by learning:
○ Basic HTML page structure
○ HTML formatting
○ Internal CSS
○ External CSS
● Laptops were provided by ETR
20. Assessment and Evaluation
● Surveys were developed by myself with input
and guidance from Shannon Campe and Jill
Denner at ETR
● I used google forms to prevent loss of data
● Students took the same survey on the first class
as well as the last class
● There was also a debrief at the end of the class
21. Data
The following data are highlights of the data
collected from a rather long survey. Please see
Appendix K in order to see an unabridged version of
the data and Appendix L for the survey itself.
26. Importance of eating healthy
I asked the importance of eating healthy to the students both before and after the course to see if they held
eating healthy in any higher regard. This is the most broad category which indicates a general level of success
of the project. There was a very clear improvement on the student’s attitudes about eating healthy.
AfterBefore
27. Importance of eating healthy
Before After
Interestingly, there was also an improvement in how students perceived the importance of their eating healthy
by their parents by the end of the class.
28. Familiarity with eating healthy
Before After
Similarly, another goal was for students to gain knowledge of healthy eating habits. There was obviously a large
improvement in these aspects and by the end of the class, all students felt familiar with this idea.
29. Eating healthy
Before After
By the end of the class, every student felt as though they ate relatively healthy. In fact, not a single student
disagreed that they were eating healthy. This was a huge feat as it shows that the students began to
incorporate some of their newly found knowledge into their lives outside of the class.
30. Comparisons of eating habits
I chose two iconic examples of what is considered a “health food” (green salad) and
what is considered a “junk food” (pizza) and asked the students their eating habits
regarding both foods. These two foods are also readily available at the school for
lunch.
Before the class, only 62% of the students ate a green salad at least once per week.
After the class, that number jumped to 85%.
Similarly, 62% of students claimed to eat pizza at least once per week. By the end of
the class, only 31% of the students claimed to do so.
While this isn’t a perfect representation of health, it gives a direct representation of
the student’s claims that they are eating more healthy.
32. Familiarity with cooking
Before After
Another goal was for students to feel comfortable and confident while cooking. There was obviously a
large improvement in these aspects. In fact, not a single student claimed that they were unfamiliar with
cooking at the end of the class. This shows that they feel confident that they have gained basic
cooking skills. Oddly, though, less students claimed to be extremely familiar with cooking than at the
beginning of the class.
33. Cooking recipes found online
Before After
Another important feature of students feeling empowered to make their own food choices and cooking for
themselves is their willingness and skill to find and cook recipes on their own. I think this class was a great
stepping stone for students to get out of their comfort zone and experiment with new recipes, and I think the
data shows this.
34. Cooking for friends and family
Before After
While the confidence that students have gained from this course is fantastic, it is also crucial for them to put
these newfound skills to use in their everyday lives. The number for students who cooked for friends and family
at least a few times per week doubled from 3 to 6.
35. Choice in eating at home
Before After
Another interesting development is that students felt as though they had more choice in what they were able
to eat at home. Without too much speculation, I assume this is related to their feelings of empowerment that
comes from knowing how to cook for oneself.
36. Prepared to cook as an adult
Before After
One of my other main goals was to ensure that students felt prepared to cook for themselves as an adult in an
attempt to ensure that students are self-sufficient as adults. There was a sizeable improvement in their
confidence to cook for themselves when they are older, which is a huge success.
38. Confidence with technology
Before After
The great thing about HTML is that, while it is the building blocks of coding, it can easily be learned online. The
goal of this class wasn’t to simply transfer knowledge of HTML and CSS, but rather to build students’
confidence in their abilities with technology. By the end of the class, not a single student was not confident
with technology in general.
39. Confidence learning new technology
Before After
Similarly, a mark of success is for students to be able to leave this class with the confidence to learn new
technologies, as this is the only way that they will continue to build upon their skills. These was an
improvement in this aspect as well.
40. Identities surrounding technology
Before After
A key feature for students to continue down the path of learning new technologies is to identify as somebody
who works well with technology. This class was able to affirm these beliefs in many students.
41. Attitudes about computers
Before After
By the end of the class, the importance that students placed on being knowledgeable about computers grew
substantially, which is a great sign.
42. Parents attitudes about computers
Before After
Interestingly, there was also an improvement in how students perceived the importance of their knowledge of
computers by their parents by the end of the class. As my previous research has shown, parent’s attitudes
about children’s skills and hobbies is a huge predictor in the child’s success in those areas (Coleman). So, for
students to perceive that their parents hold these skills in high regard is a big deal.
43. Working on digital media projects
Before After
There was also a substantial increase on how often the students worked on personal digital media projects (not
for school assignments). This shows that students are actively using technology more now that they have been
in this course.
45. Debriefing
These are the pros and cons from both the
debriefing session I had with the students (open
forum where they were able to talk about their
thoughts on the class) as well as answers from the
end survey (to allow for anonymous input). I have
not excluded any answers (including the sillier or
conflicting responses).
47. Pros Cons
Students had lot of say in the food they were able to eat
(customization of recipes)
Learned to eat healthy and how much I should eat
Learned new recipes
Learned how to code and work with computers
Teacher was always willing to help and listen to students
Able to work with new people and friends (mixed it up every
time)
Able to develop new skills
Learned about websites and coding
Met new students
Class period was long enough to get stuff done
Good for beginners
Fun
Computers crashed
Wish the teacher had an assistant to help debug while she
was teaching so it didn’t take so long
Wish there was more time to cook more
Wish there was more time to code
Wish we had more say in the recipes (not just customizing it)
Wish it was more beginner friendly
49. What is the most important thing you learned from this class?
How to code, how to use a computer, how to cook
How to code a website, how to eat healthy
To make a website!
I learned how to code better
To eat healthy
How to cook healthy food
I learned how to use computers more.
Computer coding is fun, eating healthy is necessary and sometimes yummy.
I learned how to use computers more.
I learned how to code websites
How to eat healthier and what color how much of food you are suppose to eat
I know a lot more on computers and cooking. How to code and make a website.
How to code with HTML
50. What is the most important thing you learned about cooking and nutrition from this class?
How to eat healthy
Don't use a lot of meat!
Grain is better for you, vegetables and fruit have different vitamins that are good for you
To eat healthy
Grain is good for you, veggies are healthy
That there is soooooooo much amazing things that taste good with only nutrition.
I learned that cooking is important.
How to make healthy meals
HTML and the food groups
You don't have to have meat all the time and veggies are needed. "Not saying I never ate veggies"
I didn't learn anything about cooking
To eat healthy and balanced
51. What is the most important thing you learned about coding and computers from this class?
I learned that you need to put them in order and never put them in the wrong place.
I learned how to put pictures and what you need to do to make a blog
To format
It's fun to create your own site
Save early and often, make sure to debug thoroughly before posting.
HTML, you must put < > on them, you must out </> at the end and < > at the beginning
HTML
How to make a website
To always make your file a .html
How to transfer stuff to a thumb drive
You can connect a site to your coding for styling
Put pictures on a website!
52. What would you change about this class?
I would want to have more say in what we cook. I would also want to cook more.
Nothing
More cooking time
More cooking, more time, more beginner friendly
?
More chicken!
Just blogging, no coding
That there was more cooking
Try to make it more fun.
I would ask for more teachers so they could stop people goofing off and distracting me.
More cooking
54. Things to continue
● Make sure the students always have a voice in the class. I did this by:
○ Always presenting 2 recipes to cook and allowing the students to choose and making sure students
could easily customize those recipes to their taste
○ Take the children’s interests seriously. If you see them goofing off and looking at pictures of their
favorite celebrity, try to incorporate that into the class (allowing them to put their picture on their
website, for example)
○ Asking them their input on the curriculum (ex: how they incorporated healthy eating habits into
their day-to-day lives) in order to allow them to feel empowered by the course
● Learning about nutrition
○ There is a lot to learn about nutrition. Make sure it is easily digestible. Break it down into
categories for the children to wrap their heads around.
● Make the class as beginner friendly as possible
○ Explain the curriculum to students in a variety of ways. Make analogies, draw on the board, show
them pictures, show them step-by-step how to write the code, etc.
● Establish a relaxed atmosphere
○ I think part of the reason students found the class fun was because how relaxed the classroom was
55. Things to change
● Make sure the class is set-up with tested technology before the course begins
○ The last thing you want is for your computers to crash disallowing you to complete your lesson!
● Try to make the class split between cooking and coding as evenly as possible
● Have an assistant to help debug and handle general class management so the sole teacher doesn’t have
to stop teaching to fulfill these roles
● Ask Mission Hill (or wherever you’re at) to allow you to expand your course to however long you need it
for (I learned afterwards that they let other courses run for 12 weeks, which would have been perfect)
○ While no students complained about not finishing the website, it felt really unsatisfying to walk
away on the last day having not completed what we had originally set out to
● Be willing to be an authority figure when needed
○ While I said last page to develop a relaxed atmosphere, make sure you also show yourself as an
authority figure. One of the largest time wasters in this class was when students would goof off. It
took me longer than I would have liked to get these students on task, and I think part of that was
because I didn’t establish myself as an authority figure as much as I would have liked to
65. Flashdrives
● Saving all of your work and files
● Open your flash drive
● Right click and add folder
● Name it “FirstName”
○ Or whatever you want
● When you save your documents, make sure
to save it to this folder or else everything will
break
66. Naming Files
1. NO UPPERCASE LETTERS EVER
2. No spaces. Use dashes (-)
a. Yes: my-cool-website.html
b. No: my cool website.html
3. No special characters except for dashes(-) and underscores(_)
a. Yes: love-for-learning.html
b. No: ♥4learning.html
4. Always use the proper file extension. (.html, .css, .png, .jpg)
5. Name files descriptively but keep them short
a. Yes: contact.html
b. No: page-containing-contact-information-like-address-and-telephone-numbers.html
68. What is the internet?
● Basically, it’s a bunch of text files
○ You will be creating these text files today
● Use HTML
○ Hyper Text Markup Language
○ Way to “mark up” text to give it meaning that the web
browser can understand
■ Web browsers is an application like Safari,
Chrome, Firefox, Internet Explorer (yeah right,
like anybody uses Internet Explorer anymore…)
69. HTML
● Consists of tags which we call ‘elements’
○ Opening: <title>
○ Closing: </title>
● These tell the browser that everything in
between the opening and closing tags have
a special meaning (it’s the title of the page,
in this case)
71. Let’s dig in!
● Open Notepad ++
○ Format → Make Plain Text
<html>
<head>
<title> Put what you want the title of your website to be here.
</title>
</head>
<body>
Put what you want the body of your website to be here.
</body>
</html>
72. Let’s dig in!
● Save this file as index.html in your folder on
your flashdrive
● Go ahead and click on it to open it
● It automatically opens in your browser
○ That’s because the .html at the end of your file tells it
that it is a web page
■ This is why it’s really important to correctly name
your files!
73. Let’s do more!
● If we add <p> in the body of the website, it
adds a paragraph! So, go ahead, add it!
74. That looks kind of boring...
If we add <h1> in the body of the website, it
adds a header! So, go ahead, add it!
75. Browser’s conversation with itself
“There’s an <html> tag. Looks like I’ve got a webpage coming at me.
Hey look an <h1> tag! I better display everything that follows as a
heading. Oh what’s this? A </h1> tag? I guess we’re done with the
heading. Oh what? No way a <p> tag! I’m gonna display normal text.
Here comes the closing tag </p>. Donezo. Good, I was sick of that
paragraph. What’s next? Bring it on! Oh its </html>. Looks like this
webpage is over. Time to kick back until the next request.”
76. So… what exactly is HTML?
● It’s just a way to tell your browser how to
display a webpage
77. Play with this
● Try using some of these elements inside
your <p> tags:
○ <strong>........</strong>
○ <em>.......</em>
○ <pre>.......</pre>
○ <sup>.......</sup>
○ <sub>.......</sub>
79. Recap
● You created a file with text that you “marked
up” with things like <h1> and <p>
○ This is, at the very basic level, what the internet is
made up of
81. Headers
● What does an <h1> tag do?
● Can you guess what an <h2> does?
● What about an <h3>, <h4>, <h5>, or <h6>?
82. Lists
● Let’s make a list of your favorite things
● <ul> means unordered list
○ This means that this will create a list that is not
ordered - it will be bulleted instead of numbered
● <ol> means an ordered list
○ This means that this will create a list that is ordered -
it will be numbered instead of bulleted
● <li> means list items
○ These are the things that go inside your list
87. Adding images
● You’re a pro now so this should be easy
● To add an image, you use the <img /> tag. A
simple version looks like this:
<img src = "url of image here”/>
88. Woah, my image is way too big!
You can change the picture to be a percentage
of the screen
<img src = "url of image here” height = “50%”
width = “50%”>
89. Woah, my image is way too big!
You can change the picture to be a certain
number of pixels
<img src = "url of image here” height = “50”
width = “50”>
90. Making a picture into a link
<a href="url"><img src = "url of image here”
/></a>
92. What is CSS?
● Think back to what we were able to do with
HTML.
<strong>
<em>
<pre>
● Not able to change colors, format, etc.
● CSS allows us to do those things!
93. What is CSS?
● Cascading Style Sheets
● Use it to tell your browser how to style your
HTML content
● Can change font sizes, fonts, text and
background colors, etc.
100. Why external CSS?
● It allows you to customize multiple pages of
code without having to type the custom
stylizations every time
● All you have to do is link them together!
101. Open a new text file
● Save it as style.css
● Save it in the same folder that you saved
your HTML document in
102. Go back to your HTML document
<!DOCTYPE html>
<html>
<head>
<title>Text</title>
<link href="style.css" rel="stylesheet" >
</head>
<body>
<h1>Text</h1>
<p>Text</p>
<p>Text</p>
</body>
</html>
103. What did we just do?
● We connected the HTML document to the
CSS document
● Every time we make a change in the CSS
document, it will style the HTML document
104. Go back to the CSS file
body {background-color: blue;}
h1 {color: white; font-family: monospace;}
p {font-family: Arial; color: green; font-size: 30px;}
106. What are classes and ids?
● They are a way to select specific elements in
our code to apply styling to
● For example:
○ Instead having EVERY paragraph be green, you can
have two or three be green and the rest be red or
some other color
107. What do they look like? (HTML file)
<!DOCTYPE html>
<html>
<head>
<title>Text</title>
<link href="style.css" rel="stylesheet" >
</head>
<body>
<h1>Text</h1>
<p id=”duck”>Text</p>
<p class=”goose”>Text</p>
</body>
</html>
108. What do they look like? (CSS file)
body {background-color: blue;}
h1 {color: white; font-family: monospace;}
#duck {font-family: Arial; color: green; font-size: 30px;}
.goose {font-family: Impact; color: yellow; font-size:
60px;}
109. What is the difference between class and id?
Really, none. Coders just use them for different
things. But you don’t really need to worry about
that. Just choose one you like, and use that.
Just remember:
id = #
class = .
112. What are divs used for?
● When you want to select certain parts of a
page in order to style it
● Essentially, they are “dividers” (hence the
name “div”)
○ They divide parts of pages
113. How do they work?
● It’s actually very simple
● You all are very familiar with id and class by
now
○ This is what we use to style different divs
119. Change it up a bit
#pic{width: 600px; padding: 2px; border: 5px solid navy; margin: 15px;}
120. What can we do with this?!
Navbar, different sections of the page, etc.
121. Splitting the page (open a new HTML file)
<html>
<head>
<title>Text</title>
<link href="style.css" rel="stylesheet" >
</head>
<body>
<h1>Text</h1>
<div id="header"></div>
<div id="nav"></div>
<div id="main"></div>
<div id="sidebar"></div>
</body>
</html>
122. Put content in all the different sections
Header, nav, main, sidebar
Remember to have it before the closing </div>
Where it says “navigation bar” make sure to have a list of
links
<ul>
<li> <a href="url">link text</a> </li>
<li> <a href="url">link text</a> </li>
</ul>
130. Resources
Tons of colors: http://www.w3schools.
com/tags/ref_colorpicker.asp
Other things you can do: http://www.htmlhelp.
com/reference/css/all-properties.html
http://www.w3schools.com/cssref/
List of fonts you can use:
http://www.w3schools.com/cssref/css_websafe_fonts.asp
http://www.cssfontstack.com
137. Why cooking and coding?
● Do you want to cook easy, cheap meals?
● Do you want to cook dinner for your family
and friends and have them be super
impressed?
● Do you want to know what kind of food you
should be eating on a day-to-day basis to be
healthy?
● Do you want to be super cool?!
138. Why cooking and coding?
● Do you want to know how to make super
cool websites?
● Maybe make a career in the booming
technology industry in 10 years?
● How about just mess around on computers
and have a good time making something
from scratch?
139. Why cooking and coding?
NOW YOU CAN!
● We will be learning super easy, yummy
recipes that you can cook even if you’re
only know how to cook cereal
○ Hint - you shouldn’t be cooking cereal
● You will also be learning how to create an
awesome food blog from scratch using very
beginner coding skills!
140. Do’s and Don’ts
Do’s:
Have a good time
Ask questions
Help your friends
Tell me your concerns
Tell me your ideas to
make the class better
Don’ts:
Be a whiner, if you’re
having a bad time,
come talk to me and
we’ll make it better
for you
141. Survey time!
● You’re going to complete a survey, go to:
pad.riseup.net/p/cookingandcoding
● I am also going to pass out some paperwork
for your parents, please bring back next
class
142. Lesson 1 - Fruit
What you should be eating every day!
143. Fruit
● Has seeds, unlike vegetables
● Natural sugar, helps you have energy
● Lots of vitamins to help your skin, eyes, and heart
● Fiber to help you… well… poo.
144. Fruit
Do:
● Eat 2 servings of fruit
per day
○ 2 pieces or 2 cups
● Try to stick to fresh,
frozen, or dried fruit
● Drink 100% juice (no
added sugar)
Don’t:
● Drink sugary fruit juice
● Eat canned fruit in
heavy sugary syrup
148. Lesson 2 - Vegetables
What you should be eating every day!
149. Why eat vegetables
● One of the best sources of vitamins,
minerals, and disease-fighting foods that
you can ever eat
● Provide you with vitamins that you cannot
get anywhere else
150. Vegetables
Do:
● Eat 2-3 cups of
vegetables per day
● Can be fresh, frozen,
canned
● Get a variety of
vegetables throughout
the week
Don’t:
● Not eat vegetables
● Only eat peas and corn
151.
152. How to get vegetables in your day
● Eat 12 baby carrots with lunch = 1 serving
● Eat 1 cup of beans with your dinner = 1
serving
● Eat a cup of frozen veggie medley (peas,
carrots, corn, etc.) = 1 serving
● Feel free to spicy them up
○ Cook them with lots of garlic, pepper, chili,
whatever makes them taste better for you!
153. Red
● Vitamin A - Keeps eyes
healthy
● Vitamin C - Heals cuts,
keeps gums healthy,
helps immune system
● Potassium - Protects
your heart and gives you
healthy blood
154. Yellow and orange
● Folic Acid - Helps body
make red blood cells
● Vitamin A - Keeps eyes
and skin healthy
● Vitamin C - Heals cuts,
keeps gums healthy,
helps immune system
● Fiber - Good for your
heart and intestines
155. Green
● Vitamin E - Protects
cells and keeps skin
healthy
● Iron - Helps blood cells
carry oxygen and keeps
hair healthy
● B Vitamins
● Folic Acid - Helps body
make blood cells
● Calcium - Builds strong
bones
156. Blue and Purple
● Anthocyanins - Protect
the cells of your body
● Vitamin C - Heals cuts,
keeps gums healthy,
helps immune system
● Fiber - Good for your
heart and intestines
157. Lets go make some spring rolls!
Designate 1 person in your team to:
- Take pictures
- Take notes on what you’re doing
- Be the cooker
158. Lets go make some spring rolls!
Ask one person to use a device to go to:
pad.riseup.net/p/cookingandcoding
160. Why they’re better for you!
● More vitamins, minerals, fiber, essential
fatty acids, protein, antioxidants, etc.
● Reduce the risk of diseases
● Your body absorbs the nutrients better and
it doesn’t go into as much of a shock
161.
162. Whole vs refined
Brown rice
Whole wheat pasta
Whole grain cereal
Whole grain bread
Barley
Oats
White rice
Normal pasta
Lucky charms
White bread
163. How much per day?
● 3 servings of 100% whole grains
○ 1 piece of bread = 1 serving
○ 1 serving of whole grain cereal = 1 serving
○ 1 serving of whole grain pasta = 1 serving
● Ex:
○ 2 slices of whole grain bread with lunch
○ 1 serving of brown rice with dinner
177. Background knowledge
Tell us a little about yourself! We're really interested in what you're
interested in at school, what your family is like, and what makes you
unique!
How old are you?
11 years old
12 years old
13 years old
What grade are you in?
6th
7th
8th
What is your gender?
Male
Female
Other:
What language do you speak at home?
Only English
Mostly English / Sometimes Another Language(s)
Half English / Half Another Language(s)
Mostly Another Language(s) / Sometimes English
Only Another Language(s)
178. Who do you live with?
Both parents
Other family relative
Biological father and his partner (ex: stepmom)
Biological father only
Biological mother only
Biological mother and her partner (ex: stepdad)
Other:
How would you describe the grades on your last report card?
Mostly A’s
A ’s and B’s
Mostly B’s
B’s and C’s
Mostly C’s
C’s and D’s
Mostly D’s and below.
I don’t get grades.
Other:
What are your favorite subjects in school?
Please choose all that apply
Math
History
Physical education (PE)
Music (band, chorus, etc)
Art
Social Studies
Languages
Science
English
Other:
What is your race?
Select one or more responses.
Black or African American
179. Mixed race
White
Native Hawaiian or Other Pacific Islander
Asian
Hispanic or Latino
American Indian or Alaskan Native
Other:
Nutrition Knowledge and Habits
This survey is about health behavior. It has been developed so you can
tell us what you do that may affect your health. The information you give
will be used to develop better health education for young people like
yourself. The answers you give will be kept private. No one will know
what you write. Answer the questions based on what you really do.
Questions about what you have eaten in the past 7 days are to learn what
you like to eat, so please answer them honestly.
Rate the importance of healthy eating to:
Extremely
unimportant
Unimportant Neutral Important
Extremely
important
You
Your
parent/guardian
How familiar are you with in the following:
Extremely
unfamiliar
Unfamiliar Neutral Familiar
Extremely
familiar
Cooking
Eating healthy
How strongly do you agree with the following statements?
Strongly
disagree
Disagree Neutral Agree
Strongly
agree
I eat very
180. Strongly
disagree
Disagree Neutral Agree
Strongly
agree
healthily
I feel prepared
to cook for
myself when I
am an adult
I have a lot of
choice in what I
eat at home
How often do you do the following?
Never
Less
than
once a
month
Once a
month
A few
times
per
month
Once a
week
A few
times a
week
Daily
Several
times a
day
Cook with your
parents or
guardian
Go grocery
shopping with
your parent or
guardian
Cook for friends
or family
Cook for
yourself
Who...
Father Mother Sibling Nanny/babsitter Grandparent You Mother/father
did you earn
your eating
habits from?
(who you eat
with, taught you
how to cook,
etc.)
does the most of
the cooking in
your household?
What is your #1 biggest concern about your eating habits?
