Children you might like to:
<ul>
<li>Investigate pouring a liquid (let's make that a cold one) from
an unmarked container into two differently shaped cups or mugs so
that fair shares are obtained.</li>
<li>Consider fair shares for three people.</li>
<li>Survey your friends in class and find out what they prefer for
lunch.</li>
<li>Discuss what the phrase 'educated their palate well'
means.</li>
<li>Use the internet to find out more about the vegetables you eat
and what vegetables come from overseas.</li>
</ul>
<div>Parents you might like to:</div>
<ul>
<li>Address the problem of children NOT eating vegetables - from an
historical point of view.</li>
<li>Health experts state that we should eat five portions of fruit
or veg. per day. What do they mean by a portion? </li>
<li>Examine the differing nutritional values of the vegetables you
eat at home compared to other foodstuffs.</li>
<li>Experiment trying to give equal shares of a carrot, say, or of
some spilt milk, or a chocolate.</li>
<li>Make up a 'simmering broth pot' for you lunch. Discuss what you
need to put in. Afterwards consider the value for money your meal
represents.</li>
<li>Consider the different ways in which vegetables are prepared -
perhaps comparing them to how your parents prepared vegetables or
how the continentals prepare vegetables.</li>
</ul>
<div>Teachers you might like to:</div>
<ul>
<li>Consider the traditional hot pot/broth pot - why it came into
being and whether or not it would be considered hygienic
nowadays.</li>
<li>Explore the meaning of fairness from a probability point of
view - Are normal dice fair? Is tossing a coin? Pulling a name from
a hat?</li>
<li>Consider a fair means of selecting a team of four from your
class to take part in a quiz. What does unfair mean? What other
words are used to convey this idea?</li>
<li>Consider and evaluate the nutritional value of vegetables as
opposed to faster forms of food - crisps (say) and/or a fizzy
drink. Are some vegetables better for you than others? Why?</li>
</ul>
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