10 Missions of Vegetables

1. Enhance concentration:

   Storytelling not only trains children’s concentration, but also boosts their learning incentives and arouse their interest in the upcoming activities.

    

2. Enrich knowledge:

   Apart from giving them dietary knowledge, children are also taught about vegetable farming through activities.

    

3. Experience sharing:

   Children are invited to share their experience in buying vegetables with their family. Such sharing and discussion reinforce their interest in learning.

    

4. Teach the structure of vegetables:

   Through the jigsaw puzzle game, children are guided to understand different parts of vegetables including root, stem and leaf.

    

5. Enrich vocabulary:

   Teacher explains the use of adjectives such as ‘sweet’, ‘sour’ and ‘bitter’ so as to enrich expressions of the tastes of vegetables.

    

6. Strengthen language ability:

   Apart from acquiring mere knowledge, children can enhance their ability of reading, writing, listening and speaking.

    

7. Science and technology:

   Children can observe different kinds of vegetables and observe the pattern of a leaf.

    

8. Fitness and health:

   Children comply with the instructions to create their own body gestures in order to express their emotion.

    

9. Arithmetics:

   Children distinguish the concepts of ‘empty’ and ‘full’ by measuring the size of vegetables.

    

10. Individual vs group:

    From activities, children gain confidence in speaking. They also learn to engage in division of labour.

Stage 3: Sharing Platform

Ms. Li Man Yee , Headmistress

• We merged the health topic into our daily curriculum and developed a three-week vegetable topical study, in which the children explored related issues together with our teachers.
  
  
• Children liked this activity so much. For them it was more effective to learn through interactive activities such as outings and practical experiences, through which children learnt from their own observations and experiences. This stimulated their learning motivation and enhanced their cognitive development.

Ms. Tam Yuen Ching , Teacher

• Teachers and children designed 3D vegetable accessories and decorated the classroom together. All the children learnt in a ‘vegetable garden’ environment. Meanwhile, through storytelling, research, drawing, outing, online resources, physical games, discussion and sharing, children learnt pleasantly and understood that eating vegetables kept us healthy; this facilitated them to develop a healthy eating habit.
  
  
• Parents’ cooperation is also important. In this activity, parents collected different information together with their children. This enhanced their interest in learning.
  
  
• Children began to master the technique and methods of discussion. They were enthusiastic in learning about the sources, types, colours, structure; growing condition and process of vegetables. They also reported in detail what they had discussed during the sharing session. We appreciated their good performance.

Ms. Wong Mi Yuk , Teacher

• Children devoted themselves to the all-fun physical activities. They understood that exercise and healthy eating habit were equally important.
  
  
• To conclude, this topical study went in line with the real-life experience of the children. As a result, they were completely concentrated and enthusiastic throughout the learning process. To enhance their interest and maximise performance, we introduced a wide range of learning methods to enable the children to acquire new knowledge in different approaches.

Conclusion

The vegetable topical study, which lasted three consecutive weeks, required the children to conduct research, and to create and share their own work with others. The aim was to stimulate their interest in eating vegetables and help them understand the benefits of eating vegetables. This was indeed a novel and unforgettable experience.