Knowledge of Knowing: North Carolina Sweetpotatoes

Activity 2: Organizing Sweetpotato Data (3rd Grade)

1. Explain to your students that they are going to learn how collecting data or information is important when growing sweetpotatoes.
2. Read page 8 of Farm to School – Crops of North Carolina: Digging for Sweetpotatoes, “Farmers don’t plant sweetpotato seeds. Instead, they transplant sprouts, also called slips, grown in a field or a greenhouse.” The slips also called sprouts are grown and collected from the seed sweetpotatoes and grow between 8 and 12 inches in length with no roots.
3. Show students pictures of sweetpotato sprouts planted in a field seen in the picture below on the left and sprouts grown in a greenhouse seen on the right. Tell the students that these sprouts will be transplanted in the farmer’s field in raised beds also call a hill.

4. Ask students, “What math strategy could be used if the farmer needed to calculate the number of sweetpotatoes produced from each slip he/she planted? How could the farmer collect this data and use the information to improve production?” Discuss with students that math concepts such as multiplication and collecting data is important in agriculture for improving the yield of sweetpotatoes each year.
5. Ask students to give an example of a time when they had to collect and use data.
6. Take a quick survey from the students of what they will be eating for lunch and create a bar graph on chart paper. Ask students, “What do you think is a favorite food among our class? Least favorite? How many more students eat pizza compared to salads? How many fewer students want sandwiches compared to pizza?”
7. Allow students to form groups of 3-4. Discuss how the data found in the bar graph can be used in a picture graph or a pictograph. Explain for the pictograph, each picture will represent 2 food With the help of students while asking questions, draw a pictograph using the data collected from the bar graph. Post both the bar graph and the pictograph in the classroom for reference.
8. Remind your students how to count by twos, fives, and tens for practice. Explain to students that skip counting is important to understand when reading graphs because the scale of the graph has different numerical measures. For example, if a pictograph has 2 pictures of pizza and each pizza represents 2 then there are 4 total pizzas. Another solution would be to use multiplication such as 2 x 2.
9. Have each group complete the Sweetpotato Pictograph (see Essential Files) explaining that one sweetpotato picture represents 5 items.
10. Next, have each group share out their answers from the pictograph. Discuss the importance of a sweetpotato farmer using math for collecting and recording accurate data. How do sweetpotato farmers use multiplication for predicting harvest yields? Would this also be an important part of the productivity of North Carolina farmers who produce corn, soybeans or cotton?

Activity 3: Multiplication, Division, and Graphing (4th and 5th Grades)

1. Explain to your students that they are going to learn how multiplication and division are used as an important tool by sweetpotato farmers.
2. Share with students’ page 8 of Farm to School – Crops of North Carolina: Digging for Sweetpotatoes, “Farmers don’t plant sweetpotato seeds. Instead, they transplant sprouts, also called slips, grown in a field or a greenhouse.” When farmers grow plants (slips) for transplanting, they use whole potatoes known as seed stock. Below are examples of this process to show students.

Pictures above show bedded sweetpotatoes. Left: shows bedded sweetpotatoes in a greenhouse, covered with potting soil. Right: shows bedded sweetpotatoes in open field, which are being covered with soil.

3. Give students a scenario: Imagine you are a sweetpotato grower and it is time to plan your sweetpotato crop. You have X amount of sweetpotatoes to utilize for your upcoming crop (seed sweetpotatoes). How will you be able to determine how many plants will come from the bedded sweetpotatoes? Is it possible to use multiplication and division for this calculation? Allow students to brainstorm ideas and even come up with problems.
4. Once the sweetpotatoes have been placed in the field or in the greenhouse and covered with soil, sprouts will begin to grow.

Pictures above show bedded sweetpotatoes in an open field.

Pictures below show bedded sweetpotatoes in a greenhouse.

5. After showing these images allow students to think for a moment about the process of growing sweetpotato sprouts or slips.
6. Ask the students, “How many slips do you think will grow from a portion of the sweetpotato?”
7. Teacher will show students a sweetpotato. Divide students into groups of 4-5 (depending on the size of class). Students will be conducting an experiment. Each group will need a sweetpotato (could use a pre-cut sweetpotato), potting soil, a plastic 5-gallon bucket, a plastic celled tray or individual plastic cups. Explain to students they will be using the process like a researcher from NC State University would use in growing sweetpotato sprout stock or as a farmer may use in growing sweetpotatoes. Show students all the tools they will be using in this experiment: plastic knife (optional), potting soil, 5-gallon bucket, gloves, and water.
8. The group will divide their sweetpotato (include the outer covering of the sweetpotato) into portions of 2 or 4 pieces and bury them into the soil (this symbolizes the bedding of sweetpotatoes). Designate different groups for using 2, 3 or 4 pieces of sweetpotato so comparisons can be made. Student groups will take an educated guess or create a hypothesis as to how many sprouts will grow from the pieces of bedded sweetpotato.
9. Next, create a class bar graph and graph each group’s educated guesses as to how many sprouts will grow from the pieces of bedded sweetpotato.
10. After the appropriate amount of time has passed, with appropriate care such as sunlight and light watering daily, the bedded sweetpotatoes will begin to grow stems within 6 days. Students will observe that one sweetpotato divided into 2, 3 or 4 pieces has the ability to create X number of sprouts which the farmer can use for growing sweetpotatoes.
11. Once observations have been made and the student groups have determined the number of sprouts that were produced, allow the students to create their own bar graph. Compare the graphs among the groups to determine which group had the closest calculation for the actual number of slips produced by their bedded sweetpotatoes.
12. Give each group a large piece of chart paper and markers. Challenge them to brainstorm and create other charts or graphs to depict this data.
13. Allow student groups to share out the new chart or graph and discuss possibilities for making changes in bedding their sweetpotatoes to produce the maximum number of viable After accomplishing this task, students will understand they are beginning to “think like a farmer.”
14. Operations & Division Challenge: Put a copy of Sweetpotato Division Worksheet (see Essential Files) on the document camera/projector to show students an example of a division problem that farmers may think about when growing their sweetpotatoes. Allow students to work together in Remind them to identify key words for solving the problem.
15. Use the second problem on the Sweetpotato Division Worksheet (see Essential Files) as an exit ticket for individual students or to finish for homework.

Activity 4: Life Cycle of a Sweetpotato

Students will understand each step and its purpose for the life cycle of a sweetpotato.

1. Introduction and Discussion: Say, “You have briefly been introduced to sweetpotato plants and its parts. We have even discussed that a sweetpotato grows from a sprout, but where does the sprout come from?” Ask students, “Did you know that a sweetpotato can grow a new sweetpotato?” Ask the students using a show of hands for yes or no answers. Create a graph (possibly bar graph) with student responses. Explain that they have made a scientific prediction or hypothesis of what will happen in the experiment.
2. Explain to the students that with all scientific experiments and observations they need tools. Say, “Some of the tools you will need during this observation includes (hold up and show students) a student size magnifying glass, inch/centimeter ruler, an observation journal (from activity 1), and a pencil that we will be using often (daily or weekly).”
3. Provide each group of students with a sweetpotato, plastic cup larger than the sweetpotato, and 5-6 toothpicks. Explain to students that they will be conducting observations of their sweetpotatoes and documenting their findings on the notes page in their journals based on the changes they see.
4. Allow each student in the group to carefully stick toothpicks mid-way into the widest portion of the sweetpotato. The toothpicks should be equally spaced around the sweetpotato. Students will carefully put the sweetpotato into a plastic cup. Then, carefully pour water into the cup, allowing the water to touch just the bottom of the sweetpotato. Students will place the sweetpotato in a sunny spot in the classroom that is level and safe from being knocked over. Refer to the examples pictured below.

5. Students will conduct initial observations and make an educated guess on what will happen in 2 days and in 2 weeks. As the sweetpotato plant grows, students will measure the height of their sprouts in inches and centimeters. Students may also make observations and collect data by counting the number of leaves their sprouts have and recording all information in their journals. Note: In approximately 4 weeks, sweetpotato sprouts will have reached about 8-10 inches tall and produce several leaves. At this point it is time for transplanting. The teacher will carefully remove the sprouts by giving them a twist or cutting them with knife/scissors. Allow each student to receive a sweetpotato sprout.
6. After the 4 week mark, allow students to graph their sweetpotato observation data using a bar Then allow students to compile their data creating a class bar graph or chart. A great extension to this activity would be to have students show other ways they could share and show the data they collected, creating other types of graphs (pictographs, pie charts, tally charts, etc.).
7. Transplant the sprouts. Sweetpotatoes need to be grown in well-drained, sandy, loamy soil. Prepare the soil by tilling and applying fertilizer (Miracle-Gro will be sufficient). Plant the sprouts 9 to 10 inches apart in the center of a ridge row at a depth of about 3 inches with at least 2 plant nodes (part of plant that will become stem/leaf) underground and 2 or more leaves above ground. Plants will need water immediately after transplanting. This is a great opportunity to integrate measurement into your lesson. Provide each student with a ruler and have them measure and mark the spot they will plant their sweetpotato sprout.

8. Discuss again with students the interaction between living and non-living things. Ask students to discuss what non-living conditions farmers depend on for growing sweetpotatoes and other North Carolina crops. Questions: What non-living things are necessary to grow sweetpotatoes in either a greenhouse or field? Some examples of non-living things include water, light, temperature-students should explain the interaction between these things and that of the living/growing sweetpotato.
9. Extension: Challenge your students to take sweetpotato sprout(s) home and plant them. Have them observe their own plants’ growth as they did in class. Reserve time during class in several weeks to discuss the progress of their sweetpotatoes from home and take pictures for sharing. Encourage the students to eat their sweetpotatoes once they’re ready for harvest at home. After caring for their sweetpotato have them write a paper about the important role of farmers and how important their job is caring for the food we eat every day.

Activity 5: North Carolina Sweetpotatoes

1. Discuss the background of sweetpotatoes regarding the origin and history of sweetpotatoes found in the Background Knowledge section.
2. Show students the following image from book Farm to School – Crops of North Carolina: Digging for Sweetpotatoes.

Photo credit: Farm to School – Crops of North Carolina: Digging for Sweetpotatoes

3. Explain the different climates in each region of North Carolina. Students will be researching the different regions of North Carolina and how the climates help the sweetpotatoes grow.
4. Divide students into groups of 3: Piedmont, Inner Coastal Plain, and Outer Coaster Plain. Make note that even though they are not conducting research about the Mountain region of North Carolina there are still lots of commodities grown and raised in this region such as Christmas trees, greenhouse and nursery crops, turf grass, and beef cattle.
5. Have students create pamphlets/booklets/presentations about their region and the things they have learned about growing sweetpotatoes in that region. With adult supervision, allow students to conduct research using technology resources such as the internet with technology devices. Possible research topics: What varieties of sweetpotatoes are grown in specific regions of North Carolina? What is unique about the region you are researching? Explain the climate of your What are the non-living conditions needed to grow sweetpotatoes in your region?
6. Extension/Higher Order Thinking: Compare/Contrast the different regions from the completed projects. Have students write a one-page paper detailing the difference between two regions they selected and the similarities/differences of sweetpotatoes grown in each region.

Activity 6: Students will use sequencing to understand the life cycle of a sweetpotato.

Sequencing: putting things in order from beginning to end, using terms such as “first,” “next,” “then,” and “last.”

1. Students should have a solid understanding of Say, “Today we are going to tie it all together and learn the life cycle of a sweetpotato.”
2. Using all of the things students have learned during previous activities, students will discuss the process the sweetpotato plant goes through to grow more sweetpotatoes. Ask the students, “What have we learned about our sweetpotatoes?” As the students are discussing facts and interesting details, write them on chart paper (this can be used as students complete their writing activity).
3. Show the students a copy of the Life of the Sweetpotato (see Essential Files). As the students see the images, they will begin to understand how sweetpotatoes are used to grow sprouts in order to grow more Students will make note of the way sweetpotatoes grow. Sweetpotatoes grow under the ground and have green leaves and flowers above the ground. Around August, farmers begin to harvest their crop. They use tractors and plows to lift up the soil so the sweetpotatoes can be dug up or brought to the surface of soil. Sweetpotatoes are grown for specialty dishes and are very healthy for us to eat. Farmers also feed parts of the sweetpotato plant and sweetpotatoes to livestock on their farms. After sweetpotatoes are sold to markets and eaten, the leftover sweetpotatoes are used to be planted in the ground again to make sprouts for new plants. The process continues in a full circle (life cycle).
4. Students will take all of this information and write a grade level appropriate sequence of the growth of a sweetpotato using transition words such as first, next, then and last.
5. Extension Activity: Students can draw/illustrate the life of a sweetpotato.

Higher order thinking question (Blooms Taxonomy & Real World Situations): If you were a worker in the sweetpotato processing plant, which potato would you choose and why? Think about what the consumer (people who eat the sweetpotatoes) likes to eat and how they will like it to look. Imagine how hard a farmer, the producer, has to work to ensure he/she produces a good quality product that consumers will buy and enjoy. Remember to reiterate the role of a producer and a consumer.

Higher order thinking question (Blooms Taxonomy & Real World Situations): As a consumer, imagine going to the grocery store to purchase sweetpotatoes. Can you identify all the different ways sweetpotatoes can be purchased from a grocery store or a farmers market? There are many ways sweetpotatoes can be purchased, here are a few: sweetpotato chips, dried sweetpotatoes, microwave ready sweetpotatoes, individual sweetpotatoes, sack of sweetpotatoes, baby food, pureed sweetpotatoes, candied yams bought in a can, sweetpotato syrup (seasonal/locational), sweetpotato baking flour, sweetpotato butter (seasonal/locational). Encourage students to visit a grocery store (with an adult) and walk around to look at the different things they can find relating to or pertaining to sweetpotatoes.

Activity 7: Sweetpotato Geography

Students will understand the geographical relevance of sweetpotatoes in North Carolina, the United States of America, and around the world.

1. North Carolina is the leading producer of sweetpotatoes in the United States; in fact the sweetpotato is North Carolina’s state Pose the question, “Do you think sweetpotatoes are grown anywhere else in the United States? How about around the world?” Allow student discussion and possible interaction between differing opinions. Additionally, you may show this video clip The NC Sweetpotato goes Abroad http://www.pbs.org/video/nc-sweet-potato-goes- abroad-jzu0ks/
2. Show students a map of the United States of America (on a SMART Board, pull down map, globe, etc.). Have a student come up and find the United States of America. Then have a student locate North Carolina. Explain to students that even though North Carolina is the leading producer in sweetpotatoes there are other states in the U.S. that also produce large amounts of sweetpotatoes.
3. On a piece of chart paper or on a white board, list the top producing states for sweetpotatoes: (1) North Carolina (2) California (3) Mississippi and (4) Louisiana.⁵ The states listed are the highest producers, but there are other states in the U.S. that produce sweetpotatoes. Have students get into groups and locate these four states on the United States map. Students will identify each state and mark them with a push pin/sticker/etc. on the map. Students can chart the location of each state in its accordance to North Carolina, as well as look up the unique things about each of these states in regards to climate and growth pattern compared to North Carolina’s growing seasons.
4. Show students a world map (on a SMART Board, pull down map, globe, ). Have a student come up and find the United States of America. Then have a student locate North Carolina. Explain to students that North Carolina exports large amounts of their sweetpotatoes to other states and some sweetpotato producers even export out of the country. Then have another student come up to locate Europe. It is said that a large portion of NC Sweetpotatoes are exported to Europe.⁶ Canada and the Netherlands are also large importers of U.S. sweetpotatoes.
5. Explain the importance of imports and exports to students. An export is to send (goods or services) to another country for sale. An import is bringing (goods or services) into a country from abroad for sale. North Carolina’s agriculture industry contributes $84 billion to the state’s economy and 1 out of 6 jobs in North Carolina are employed by agriculture. The exporting of an agriculture commodity such as sweetpotatoes are vital to North Carolina’s economy.
6. Explain to students they will be conducting their own import and export The students will imagine they are the owner of a sweetpotato packing company and they need to export a good quality product to countries around the world.
7. Students will brainstorm their ideas of imports and exports. Students will think about what things need to be in place to send a good quality product to specific areas and meet the demands of the consumer. Ask students to think about these questions: What ocean(s) are crossed when exporting sweetpotatoes to Europe? What precautions must be taken to ensure the product is safe? What inspections take place when exporting fresh goods? How do you plan to keep your sweetpotatoes from bruising or getting crushed?
8. Import and Export Activity: Students will create a method of sending their sweetpotatoes to other countries from their sweetpotato packing company. The company will have a logo, shipment ID, and be packaged a certain way for best marketing practices to the consumer. Students should think about the process of curing sweetpotatoes and how they are held in Students will use prior knowledge of sweetpotatoes to create their import and export activity.
9. Students will use a variety of materials to create replicas of packing boxes and shipping materials they feel would be useful in exporting their sweetpotatoes.
10. Once completed, the students will share out their ideas and how they plan to make improvements to increase exports in coming years or how they plan to maintain their exports.

Activity 8: Sweetpotato: The Super Food!

Students will identify the purpose of eating healthy and the various ways to eat a sweetpotato.

1. Pose the following questions to students, “Is it important to eat a healthy balanced diet? Is it important to exercise? Does it matter what foods we eat in order to be healthy?” Allow students to discuss and share out answers.
2. Explain to students that sweetpotatoes are indeed a vegetable that is good for our health. Front load students with nutrition facts about sweetpotatoes by saying, “sweetpotatoes are a very healthy food, they are rich in Vitamin A (stimulates production of immune cells to fight of disease and infection) and Vitamin C. They only have 100 calories, and are low in sodium, but do contain natural sugar. Due to their orange color, sweetpotatoes are also high in carotenoids (beta-carotene). They have many other vitamins including B5, B6, thiamin, niacin, and Health benefits include stabilizing blood sugar, high in antioxidants, boost brain function, enhance immunity, promote vision health, and aid in weight loss.” These are all important facts that can be added to the student Observation Journals (see Essential Files).
3. Pass out the non-fiction reading passage Health of Sweetpotatoes (see Essential Files) to each student.
4. Allow students time to read through the information. Teachers this is a great opportunity to highlight non-fiction text features, process of road-mapping a passage in relation to end of grade test prep, etc.
5. Students will work with partners or small groups to create an ‘infomercial’ using an iPad to teach other students about the health benefits of sweetpotatoes. Students will use creativity in their video to make it interactive using visuals, possibly exercise techniques, etc. Students will be graded on creativity, accuracy of their comments, and overall work of the group.