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Vegetables - Coggle Diagram

- - - - A vegetable tasting station will be set up in the classroom. There will be different kinds of vegetables. First, learners will predict what the vegetables would taste and feel like. The learners will next differentiate between the veggies based on their taste and texture. Finally, the students will identify each vegetable as sweet, sour, or bitter. The learners will utilise multiple senses during the scientific inquiry. To predict and describe observations will be developed. (Naude and Meier, 2016)
  - - - a sensory bin with vegetables buried in soil will be set up on the discovery table. Learners must dig for the vegetables and classify them under the correct colour and then under the correct shape. Example: a tomato will go under the colour red and under the shape circle. a carrot will go under the colour orange and under the shape long. This hands- on activity will develop the learners' scientific process skills such as classification and observation. (Naude and Meier, 2016)
- - - - we will have a class discussion on the colours and shapes of different vegetables and I will use flash cards for visual representation. we will discuss the shapes round, oval and long and talked about what vegetables can be classified under these shapes. then we will talk about the colours and the vegetables. The learners will then be given vegetable templates of a tomato, cucumber, potato, eggplant. the learners must then take the correct colour of colour paper for each vegetable, tear and glue the pieces of paper making a collage. Learners get to explore the different colours and shapes of different vegetables and apply their knew knowledge. (Naude and Meier, 2016)
  - - - The learners will watch a short video on where vegetables come from Video link: https://www.youtube.com/watch?v=ZpNos93nHQs. We will then have a short discussion on the video and talk more about how vegetables get to the store. The learners will then have to draw the steps on how the vegetables get to the store. Example: fisrt drawing would be the vegetable seeds are planted in the ground on a farm or apples are picked off the tree. This activity develops the learners' mapping skills by drawing the journery of the vegetables from the farm to te store (Naude and Meier, 2016)
- - - - We will have a class discussion on what vegetables to need to grow - soil, sunlight, water and that vegetables grow on a farm or in a garden. I will show the learners pictures of different farms and gardens where vegetables are growing for the learners to visually see the setup of a farm and garden. The learners will then have to draw/ make their own farm or garden with vegetables growing. the learners can use recycled materials and/or draw. This activity develops the leaners investigation and making skills of the technological design process and promotes hands-on learning. (Naude and Meier, 2016)
  - - - we will have a class discussion on the different types of farming tools such as shade, gardening fork, hose, rake, watering can, shears, gloves etc. I will show the learners pictures of these, and we will discuss what it is use for and how it is used, and I will stick these pictures on the board for the learners to go back to for their activity. I will show the learners the big farm setting picture that is stuck up on the wall of the classroom. I will explain to the learners that on the farm picture on the wall there are no farming tools and for our vegetables to grow properly and to harvest these vegetables so we can eat them, we need farming tools. The learners will be divided into groups. they must discuss and choose which farming tool they are going to draw and take the picture off the board and take it to their table. once their drawing is done, the learners will stick it on the farm picture where they think it will be used more. The learners will investigate the problem and design their tool and work as a team (Naude and Meier, 2016)