Nebraska Agriculture in the Classroom

OPULAR

OTATOES

Grade Level 3-5

Getting a “Feel” for Potatoes

Looking a Potatoin the “Eye”

Potato Uses

Production, Processing,Distribution & Marketing

Grades 3-5Developed by:

Ellen HellerichErin Fay Poessnecker

Special Acknowledgement:Marie Lavicky, Graphic Artist

Published by: Nebraska Farm Bureau Foundation

Issued by: Nebraska Agriculture in the Classroom

5225 S. 16th St.Lincoln, NE 68512-1275

402/421-4408

Printed 2005

References:The National Potato Council: www.national-potatocouncil.orgPotandon Produce: www.potandon.com/ss_potatoes_trivia.htm

3Background/History Information

The potato’s history began with Peru’s Inca Indians. They were the first to culti-

vate potatoes around 200 B.C. These early potatoes varied in size and in color. The In-cas had many uses for potatoes. Raw slices were placed on broken bones to promote healing, carried to prevent rheumatism and eaten with other foods to prevent in-digestion. The Incas also used potatoes to measure time–correlating units of time by how long it took a potato to cook.

The first European to discover the potato was a Spaniard named Castellanos, a member of an expedition to the west coast of South America in 1536. As a member of a scouting party, Castellanos penetrated eastward from the coast to a native village. The inhabitants fled and the Spaniards entered and inspected their houses, finding maize, beans and some-thing they called “truffles”, which were in fact potatoes. Castellanos wrote that the “Floury roots” were “of good flavor, a gift very aceptable to the Indians and a dainty dish even for Spaniards.”

In Europe, the potato was received with reluctance, except by the court and nobil-ity who considered the potato a novelty. A member of the nightshade family, the potato was considered by many to be poisonous or evil and leprosy and scrofula were blamed on the eating of potatoes. The potato was also considered to be a dangerous aphrodisiac.

Due to the potato’s ability to produce bountiful crops in all sorts of soil, its adapt-ability, its keeping qualities, and its great nutritional value, the potato was soon popularized in Europe. Germany’s Freder-ick William ordered peasants to plant and eat potatoes–or have their noses sliced off! France’s Parmantier worked with King Louis XIV to popularize potatoes in France. Men were sent to taverns to talk about potatoes, to the markets with supplies of the tubers to be given away to all who asked, along with instructions for preparing

them. A feast was also held with nothing but potato dishes, including potato liqueur. Among the guests were Benjamin Franklin and Marie Antoinette, who wore potato blossoms in her hair. Since the potato was popularized in Europe, it has been a major factor in feeding the people in times of stress and revolution.

Potatoes were introduced to Ireland by Sir Walter Raleigh who was given 40,000 acres of land in Ireland by Queen Eliza-beth I to grow potatoes and tobacco. In Ireland, from early in the 17th century to early in the 20th century there were many country-folk for whom any other food, other than potatoes or potatoes and milk, were a rare luxury. The importance of the potato to Ireland was dramatized in 1846 when blight struck their potato fields. For many it was a matter of starving or leav-ing Ireland. Thus the great Irish migration to the United States began. A second crop failure in 1867 brought a second wave of Irish immigration.

The first potatoes finally arrived in North America in 1691 when Captain Nathaniel Butler, then Governor of Bermuda, sent two large cedar chests containing po-tatoes and other vegetables to Francis Wyatt, governor of Virginia at Jamestown. The first North American potato patches were then established in New England around 1719, most likely near London-berry (now Derry), New Hampshire, by Scotch-Irish immigrants. The English, Irish, Scandinavians, and Germans who made up the greater part of the 19th century migration to the United States were all accustomed to potatoes as daily fare and production grew.

Today, potatoes can be found in all parts of the world! We can eat them in many different ways including baked, fried, mashed, boiled, and roasted. Potatoes are so versatile that we can eat them at every meal if we wanted.

The English call them “potatoes”, the French call them “pomme de terre”, the Spanish call them “patatas”, and to the Japanese they are known as “Jagai-mo”. These amazing vegetables are the most popular vegetable throughout the world and continue to serve as a source of nutrition for people everywhere! But believe it or not, the potato was not always so popular!

Background&

History

4Lesson 1- Getting A “Feel” For Potatoes

Russet potatoes are a widely used potato type in the United States. Russets are available year-round and are grown in most U.S. growing regions with a large majority being grown in the Northwest. These potatoes are high in starch and are characterized by netted brown skin and white flesh.

Round white potatoes are available year-round and are grown and used most often in the Eastern United States. Round whites are medium in starch level and have smooth, light tan skin with white flesh. These are creamy in texture and hold their shape well after cooking. Regarded an all-purpose potato, round whites are very versatile and can be used in most potato dishes.

Long White’s are grown primarily in California and are available spring through summer. Long whites are oval-shaped, medium in starch level and have thin, light

tan skin. These potatoes have a firm, creamy texture when cooked. These all-purpose potatoes are very versatile and can be used

in most potato dishes.

Round Red potatoes are also available year round. Round Red’s are characterized by their rosy red skin and white flesh. Red potatoes have a firm, smooth and moist texture.

Yellow Flesh potatoes are very popular in Europe and increasingly popular in the United States, although they are still not grown in large quantities. Yellow flesh potatoes are available year round. These potatoes have a dense, creamy texture. With their golden color, you can be fooled into thinking that they are buttered.

Blue and Purple potatoes originated in South America and are increasing in popularity in the United States, however, they are not widely cultivated. These relatively uncommon tubers have a subtle nutty flavor and flesh that ranges in hue from dark blue or lavender to white. Availability is best in the fall.

Just as there are many names for potatoes throughout the world, there are many different types of potatoes! The main types of potatoes are: Russet, Round

White, Long White, Round Red, Yellow Flesh, and Blue and Purple potatoes.

BACKGROUND:

Lesson 1

5

LESSON PLAN:1. Bring different types of potatoes into the classroom. Draw a large potato

shape on the board or chart paper. Write “Potatoes” at the top of it.2. Pass out a potato to each student or group of students. Ask the students

to describe the potatoes (color, shape, texture, size, smell, looks) as you record these adjectives on the large potato shape.

3. Wash the different kinds of potatoes and cut them into pieces. Have each student taste and compare the types of potatoes. Using a different colored marker, add any taste descriptions to the list.

4. Explain the different types of potatoes to the students using the background information.

Lesson 1- Getting A “Feel” For Potatoes

Lesson 1

MATERIALS:•Different types of potatoes•Chart paper (optional)•Marker

Nebraska State Standards:Science: 5.1.1.d, 5.3.2.a

Student Objectives: •Distinguish between the different types of potatoes

•Use their five senses to describe the different potatoes•Be able to verbally describe the potatoes by color, shape, size, taste, etc

Activity 1-1–Getting A “Feel” For Potatoes

6Lesson 2- Looking a potato in the “eye”

Lesson 2

BACKGROUND:

People have eaten potatoes for almost 3,000 years! Since ancient times, potatoes have been one of the world’s most important food sources. The potato was first grown in

South America, in cool, high mountain areas. Spaniards introduced the potato to Europe more than 500 years ago. The potato was also a popular vegetable in England and Ireland. Many years later, the early settlers in America began growing the potato In the United States. Today, all but 14 states grow commercial potatoes! (Introduce Activity 2-1)

We have learned that there are many types of potatoes, but how do they grow so many? Are there such things as potato seeds? And if so, what does a potato seed look like? Well, the answer is, yes, there are potato seeds and they look like...another potato! We use a piece of potato to grow more potatoes! Each potato has many “eyes” or buds that sprout and cause a new plant to grow. So when we plant potatoes, we cut a potato into pieces, making sure that each piece has an eye that will sprout a new plant. There are many other parts to a potato plant. (Introduce Activity 2-2)

THE PLANTThe plant is bushy, sprawling and dark green with compound leaves that somewhat resemble those of its relative, the tomato. (Compound means consisting of a number of parts of leaflets, rather than a single flat leaf blade.) The potato leaf has one long leaflet in the center with two to four pairs of side leaflets, all part of the same leaf. The leaves are arranged in a spiral around the stem. Their clustered, 5-petaled flowers range in color from white to pale-blue to purple. Marie Antoinette wore these flowers in her hair. The plant is completely poisonous except for the tubers. All plant members of the nightshade family, which includes potatoes, tomatoes and eggplants, contain the poisonous alkaloid called solanine. Though at one time used a s a treatment for asthma, bronchitis and epilepsy, solanine can make people very sick. The potato plant uses solanine as a natural defense from its many predators.

THE TUBERSThe life cycle of the potato plants we grow today is tuber to sprout to plant than back to tuber. But in the begining was the seed. When a seed is planted, it sprouts, pushing a shoot upwards out of the soil and a root downwards into the soil. The seedling uses its energy to grow leaves to develop into a full-grown plant. When the rapid leaf growth slows down, the plant begins to form flowers, and below ground, special stems called stolons begin to branch out and swell at their tips. Because the leaves in the potato plant are producing more starch than they need, the extra is sent down through the plant to the stolons. The starch is deposited at the ends of the stolons forming tubers. The tubers will grow larger and larger as the plant produces more and more starch.

When the potato plant has set its fruit and formed its tubers, it dies. But the tubers are still a live plant, “breathing”, using oxygen that passes through their pores and giving off carbon dioxide. Each tuber has several small indentations called “eyes” which are covered with tiny scales. Because the tubers are still alive, they will send up new stems called “sprouts” out of one or more of the eyes. Some will be fat and hairy; some will have clearly developed leaf buds. The starch in the potato will continue to support the growth of a new plant until it is all used up. (Introduce Activity 2-3)

7Lesson 2- Looking a potato in the “eye”

Lesson 2

Nebraska State Standards:Social Studies 4.8

Student Objectives: •Define commercial and non-commercial potato production •Identify the states in the United States where potatoes are grown commercially

•Use map skills to locate potato producing states

MATERIALS NEEDED:•Copies of Activity 2-1 for each student•Wall map of the United States

Activity 2-1–Potatoes are EVERYWHERE!

LESSON PLAN:•Discuss the meanings of commercial and non-commercial potato production•Have students estimate how many states grow potatoes on a commercial level.

(Correct Answer: 36 states produce commercial potatoes. The shaded states do not produce commercial potatoes.)

•Once the number of states has been revealed, have students locate those potato -producing states on their Activity 2-1 sheet. Label and color the potato producing states in with markers, crayons, or pencils.

•Discuss possible reasons why potatoes are able to grow in certain areas and what they require to grow. (Answers are found in Background Information)

Nebraska State Standards:Language Arts 3.1.3.a-b, 4.1.3.a-b, 5.3.1.a

Science 2.3.1.c, 2.3.2.b, 2.3.4.a, 5.3.1.b, 5.3.2.b, 5.3.4.a

Student Objectives: •Identify the parts of the potato plant •Understand the life cycle of the potato plant and its physiology

MATERIALS NEEDED:•Copies of Activity 2-2 for each student

Activity 2-2–Which came first? The Potato or The Potato?

LESSON PLAN:•Ask students the question of whether potatoes have seeds. Discussion will follow. Have

students take a vote on whether or not potatoes have seeds. Explain to them they are all correct and that the potato question is a lot like the chicken question.

•Discuss the life cycle of the potato plant•Show the diagram of the potato plant to the students using the sheet of paper, or

transparency, etc. Explain the function of each of the parts.•Remove the Activity sheet from sight and give students their own copy of Activity 2-2

to complete. Once complete, randomly select students to explain the functions of various parts. Answers may be found on Answer Sheet 2-4

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Nebraska State Standards:Language Arts 3.1.3.a-b, 4.1.3.a-b, 5.3.1.a

Science 2.1.1.b, 2.1.1.d, 2.3.1.b, 2.3.2.b, 5.1.1.b, 5.1.1.d, 5.3.2.b

Student Objectives: •Define the word grow •Plant seeds and monitor the plants’ growth

•Predict the names of the “Mystery” plant grown in the garden•Identify the conditions necessary for vegetables to grow

•Observe the differences/similarities between the “Mystery” plant and other vegetables•Measure their plants using different instruments

•Journal the growth of their plant

MATERIALS NEEDED:•Different vegetable seeds in packets (Ex. Corn, Lettuce, Beans, Carrots, etc.)•Pictures of the vegetables cut from the seed packets•Wooden sticks or plant markers•Tape or Stapler•Several 6-inch pots•Potting soil•Water

Activity 2-3–Mystery Vegetable (Potato) GardenThis is an excellent activity to begin studying the

potato and other life processes!

LESSON PLAN:•Discuss the meaning of the word grow. Ask students to name things that grow.•Tell students that they are going to plant a vegetable garden. Ask students to name

some vegetables. Write their responses on the board.•Show students the seeds to be planted and pictures of the plants. Class may be split

into vegetable groups. Each group will be assigned or may choose a vegetable to grow and compare to the “Mystery” vegetable. (You will need to plant the “Mystery” vegetable (potato) outside of class time.) Instructions found in the Appendix.

•Show students how to put the soil into the pots, plant the seeds, and water.•Remind students to check the plants daily to monitor their care and growth.•After plants have grown a few inches, ask students to begin their comparison be-

tween their vegetable and the “Mystery” vegetable. Have them make a chart/graph with differences and similarities (Ex. Leaf shape, Leaf size, etc.)

•Plant the vegetables outdoors, if possible.•As the vegetables come to full growth, have students guess the name of the “Mystery” vegetable.

Lesson 2- Looking a potato in the “eye”

Lesson 2

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Nebraka State Standards:Science 2.1.1.b, 2.1.1.e, 2.3.2.a, 2.3.2.b, 5.1.1.b, 5.1.1.e, 5.3.2.a, 5.3.2.b

Student Objectives: •Define the word grow •Monitor the plants’ growth

•Identify the things necessary for potatoes to grow •Implement a control and test group

•Observe the differences/similarities between control and test group

MATERIALS NEEDED:•Potatoes•Toothpicks•Jar or Glass•Water

LESSON PLAN:•New crops of potatoes are grown each year by planting a part of a potato. •Obtain one or two potatoes and cut in half across the middle. Make sure that each

cut part contains “eyes” areas where the new potato plant will sprout. •Stick three toothpicks into the cut potato at equal distances around the potato. •Suspend the potato by the toothpicks in a jar or glass of water with the cut side in

the water. •Place the jar and potato in a sunny location such as a windowsill. You should soon

observe new potato plants sprouting and growing from the “eyes”.•Have students plan and conduct a control or test group with the potato plants.

Additional Activity 2-1–Live Potato DiagramThis is an excellent activity to begin studying the potato and other life processes!

Lesson 2- Looking a potato in the “eye”

Lesson 2

10Lesson 3- Potato Uses

Lesson 3

BACKGROUND:

The potato is one of the most popular vegetables eaten in the world today! But are they nutritious? The answer is “Yes!” Potatoes by themselves contain

no fat or cholesterol. The average size potato contains only about 100 calories and it is about 80 percent water. Potatoes contain 45 percent of your daily- recommended vitamin C and 21 percent of your daily Potassium. Potatoes also contain vitamin B6, fiber, and antioxidants (which have shown to reduce the risk of cancer). The skin of the potato is where you can find most of the fiber, with many nutrients located close to the skin.

So the potato is popular and nutritious! In fact, the potato is the second most consumed food in the United States. An average American eats 135 pounds of potatoes a year, which is equal to about one potato per day on average. This requires United States commercial potato growers, to each produce between 500 - 1000 acres of potatoes. One acre is about the size of a football field without the in-zones!

In 2002, the United States produced over 46 billion pounds of potatoes from the 1.31 million acres that were planted. Of the 46 billion pounds, approximately 34% were processed into frozen potato products, such as frozen fries, tater tots, hash browns, and home fries. Another 28% were supplied to the fresh market, including retail outlets and food service, for uses such as baking, mashing, roasting, and boiling. Special varieties of potatoes are grown specifically for the potato chip market, with chipping potatoes accounting for 12% of all potato production. Dehydrated potates-used for products such as mashed potatoes, extruded chips, potato pancake mix, starch, and flour - account for another 10% of production. The remaining 16% of the potatoes grown in the U.S. are used for livestock feed, potato seed, or on-farm consumption.

Potatoes should be stored in a cool, dry environment with good ventilation. Paper bags, cardboard boxes, and pantries are good places to store them. An ideal temperature for storage would be between 45 and 55 degrees Fahrenheit. It is also recommended to avoid storing them in plastic bags or in refrigerators and to make sure the environment is not too warm. When potatoes are in temperatures that are too warm they begin to develop sprouts. This means that the potato is trying to grow. Storing the potatoes in a cool, dry, and dark location will help prevent this.

Before making a dish with a potato, thoroughly wash the potato and cut away green discoloration and/or sprouts. You can enjoy your potato with the skin on, peel it to make other tasty dishes, or eat them raw or cooked.

Potatoes may turn a darker or black color after cooking. This will happen if the potatoes are old or have been in a cold environment, such as from exposure to frost or being in a refrigerator. You can prevent this problem by storing them in a warmer environment or when cooking add a little lemon juice or vinegar to the boiling water.

11Lesson 3- Potato Uses

Lesson

MATERIALS NEEDED:•Scissors •Magazines, grocery ads, etc.•Glue/Tape •Markers•Paper

LESSON PLAN:

Activity 3-1 - Potato HashNebraska State Standards:

Language Arts 3.1.5.c, 3.1.6.j, 3.2.1.c, 3.3.1.a, 3.3.2.a, 3.4.1.a-b, 4.1.5.c, 4.1.6.j, 4.2.1.c, 4.3.1.a, 4.3.2.a, 4.4.1.a-b,5.1.5.c, 5.1.6.k, 5.2.1.c, 5.3.1.a, 5.3.2.a, 5.4.1.a-b

Student Objectives: •Identify potato products from magazines, etc

•Organize potato products into a collage•Research and organize an oral presentation about their collage

• To emphasize the amount and diversity of potato products, give students various magazines, grocery ads, etc. to search for pictures that may contain potatoes. Students will arrange their pictures into a collage.

• Once students have created their collages have them compare and contrast their collages with the other students.

• Students will research and organize an oral report about potato uses.

Activity 3-2 - Living Potato Favorites GraphNebraska State Standards:

Math 3.4.1.a, 3.4.1.cLanguage Arts 3.3.1.a, 3.3.2.a, 4.3.1.a, 4.3.2.a, 5.3.1.a, 5.3.2.a

Student Objectives:•Identify different ways to use potatoes through class discussion•Conduct a survey about potato favorites within the classroom

•Use a graph to show the results of the survey

MATERIALS NEEDED:•Copies of Activity Sheet 3-1 for each student•Masking tape•Marker

LESSON PLAN:•Have students brainstorm all the ways they have eaten potatoes. As a student

suggests a prepared potato, print it on a potato shape (Activity 3-1) and tape potato shapes to a wall in a row.

•Have the students read each word with the teacher. Have them choose their favorite kind of potato and sit in a row under the kind of potato. Discuss the results. Explain that they just completed a survey of their favorite kind of potatoes.

•Note the results of the survey on a chalkboard or a piece of chart paper. These results may be used as a basis for Activity 3-3.

3

12Lesson 3- Potato Uses

Lesson 3

MATERIALS NEEDED:•Copies of Activity Sheet 3-2 for each student

Activity 3-3 - Surveying for Potatoes

LESSON PLAN:•Distribute copies of Activity Sheet 3-2 (the survey) to each student. From the class

survey conducted in Activity 3-2, or chosen as a class consensus, students choose six different potato favorites and write those on the lines provided on the worksheet.

•Using those potato favorites, the students will need to question their family and friends to fill in the survey about favorite potatoes. Students are to color a potato to indicate each response they receive. Have students start their survey with their own favorite potato item. Then have them ask two friends in the class. The people being surveyed must only choose one potato favorite. Have them survey five more people. After the survey is complete, have the students total each row.

•Once the survey is complete and the results are recorded, have a classroom discussion to compare/contrast results from each student. Discuss some possible reasons for differences.

Nebraska State Standards:Math 3.4.1.a, 3.4.1.c

Language Arts 3.3.1.a, 3.3.2.a, 4.3.1.a, 4.3.2.a, 5.3.1.a, 5.3.2.aStudent Objectives:

•Identify the most popular products made from potatoes•Conduct a community survey about potato favorites

LESSON PLAN:•Cut potatoes in half with a knife and carve a design or shape on the cut end.

(The teacher will carve the designs on each potato.)•The design should be raised about 1/4” of an inch. The excess potato must be cut away.•Dip the potato in paint or brush with paint. Print the design on paper by pressing, but

don’t press too hard, or you will have mashed potatoes!•Remember, the potato has to be dipped or brushed before each print. Once you get

a good print, try it several ways: sideways, upside-down, and even over-lapped like a wallpaper design.

•Students may exchange shapes but only one color of paint may be used on each potato.

MATERIALS NEEDED:•Potatoes•Knife (teacher use only)•Tempera Paint•Brushes (Optional)•Paper

Additional Activity 1 - Potato Prints

Student Objectives: •Understand that potatoes have many different uses

•Design a greeting card or wrapping paper using potato prints

•Shirts or paint smocks•Newspapers•Pie Tins

13Lesson 4- Production, Processing, Distribution & Marketing

Lesson 4BACKGROUND:

People in the cities and people in the country need each other. We are INTERDE PENDENT upon one another. The food we eat, the clothes we wear, and even the

homes we live in all start with agriculture. But the growing and harvesting are only the beginning. It takes many workers to get products to our stores. We depend not only on the farmer, but the workers that process, market, advertise, and distribute the finished product. -(“Minnesota Agriculture” Vol. 5 Issue II)

Even though the potato is recognized by most when baked, not all potato products resemble some of our daily food that is derived from potatoes. Farmers do not grow Tator Tot trees or French fry sprouts. Today’s farmers instead make it possible for food processors to use the quality products such as potatoes to produce the foods we eat and enjoy. But it takes more than the farmer to get these products to our tables. Growing and harvesting of crops is only the beginning. It takes thousands of other workers to get agricultural products to our stores or restaurants. -(Adapted from “Where does food come from? National Farm-City Council, Inc.)

Production Background: •See Lesson 2 Background information.

•Flash Animation from the United Kingdom that is a great visual representation of potato production. •www.potatoesforschools.org.uk/html/teachers/pot_year.swf

•Washington State Potato Commission – Excellent source for real-life potato production photos and production timeline. •www.potatoes.com/display.cfm/153/?IDList=1,6

•Dole 5 A Day Reference Center •http://www.dole5aday.com/ReferenceCenter/Encyclopedia/Potatoes/ potato_grown.jsp?topmenu=1

Processing & Packaging Background:

•View http://radio.boisestate.edu/information/otherprojects/potato/images/process.gif

•View http://radio.boisestate.edu/information/otherprojects/potato/images/process2.gif

•View http://radio.boisestate.edu/information/otherprojects/potato/images/process3.gif

•This site explains and demonstrates the steps involved in producing French fries. Steps may be omitted to show processing of dry and raw potato products

•Step 1: RECEIVING •Raw potatoes are delivered from special storage cellars via truck. During harvest, potatoes are delivered straight from the grower’s field.

•Step 2: SIZING & SEPARATION •Potatoes are checked for size, solids and natural sugars, then stored in holding bins for transfer into the factory. Larger potatoes go for the premium length cuts, and small potatoes go to the specialty lines.

•Step 3: PEELING •Potatoes are placed in vats using steam pressure to loosen the skin. Brushes are used to remove the remaining skin. Peeled potatoes are washed and sent to the trim tables.

14

•Step 4: TRIM TABLES •Defects are cut by hand from the whole potatoes and used in cattle feed. Any remaining stem ends or other foreign materials are removed.

•Step 5: CUTTING •Trimmed potatoes are cut by using one of two systems. Straight cuts are made by sendnig potatoes through a set of water knives at speeds of over 30 mph. Crinkle cuts are produced by mechanical cutters.

•Step 6: SIZING DECKS •Freshly cut strips pass over a series of screen and shaker graders to remove smaller pieces. The longest strips are used for the premium length cuts, and the short pieces go to the specialty lines.

•Step 7: BLANCHING •Warm water removes natural sugars; hot water precooks the strips to produce a baked potato inner texture.

•Step 8: SUGAR DRAG •Fried strips are dipped in a sugar solution to provide uniform color.

•Step 9: AIR-DRYING •Air-drying chambers use pressurization to force warm air through the product bed.

•Step 10: FRYING •Frying the strips completes the cooking process and ensures uniform texture.

•Step 11: FREEZING •Fried strips move into the freezing chamber where cold air is forced through the product bed. Freezing takes approximately 20 minutes.

•Step 12: SIZING •After freezing, fries pass over another series of grader screens that remove short and broken units. Another inspection removes any remaining defects.

•Step 13: PACKAGING •Frozen product is weighed and packaged. Product is then machine-packed in corrugate cases.

•Step 14: COLD STORAGE •Cases are palletized, stretch-wrapped, racked, and stored in the warehouse.

•Step 15: SHIPPING •Frozen food products are shipped to stores.

Distribution Background:Potatoes are transported like many vegetables, in refrigerated rail cars, trucks, airplanes, or stor-age containers.

•Transport Information Service – Germany (Same standards apply to the U.S.)

http://www.tis-gdv.de/tis_e/ware/gemuese/kartoffe/kartoffe.htm

Lesson 4- Production, Processing, Distribution & Marketing

Lesson 4BACKGROUND (CONTINUED):

15

Lesson 4

Activity 4-1 - “Peter Picked A Peck of Potatoes”

MATERIALS NEEDED:•Computer equipped with Internet•Resource Library•Paper•Markers/Crayons

LESSON PLAN:•Discuss the potato plant production process reviewed in Lesson 2.•Ask the students how they think potaotes are harvested. Record them on a piece of

paper to compare to the actual process once the lesson is complete.•Once ideas on potato production have been recorded, divide the class into three

groups (Production, Processing & Packaging, and Distribution) to begin research on potato processes using the Internet, etc. This research may require additional time inside and outside the classroom, so the amount of time given for this step is to be determined by the teacher.

•After all the research has been gathered, have students orally report and present their results to the class using many creative visual diagrams, posters or picture diagrams. It is essential that each student be involved in the project whether it be creating the poster/picture diagram or having a speaking part in the presentation.

•Lastly, review the original ideas on how potatoes are harvested from the beginning of the lesson. Begin discussing how important it is to do research in order to gain the correct information. Also, ask students to evaluate their posters to see if the steps are clear, consise, and complete.

Nebraska State Standards:Language Arts 3.2.1.a, 3.3.1.a, 3.3.2.c-d, 4.2.1.a, 4.3.1.a, 4.3.2.c,

5.2.1.a, 5.3.1.a, 5.3.2.c

Student Objectives: •Recall the process involved in growing potatoes commercially

•Research the potato production, processing/packaging and distribution processes using Internet and other current resources

Lesson 4- Production, Processing, Distribution & Marketing

16

Lesson 4

MATERIALS NEEDED:•Paper•Pencils or Pens•Magazines & Advertisements

LESSON PLAN:•Begin lesson by asking if Production, Processing & Packaging, and Distribution are

the only steps it takes to sell potatoes? Remind Students that there is one more step that must be included after the potatoes reach the store! What is the missing step? (Answer: Marketing)

•Have the students give their definitions for marketing and advertising. After ideas have been reviewed, mention the true definitions that can be found in a dictionary. Are the student’s definitions similar in meaning to the dictionary definitions? What do the dictionary definitions really mean?

•Give student’s magazines, advertisements, catalogs, etc. to show examples of advertising and marketing and their strategies. What are some strategies that advertisers and marketers use to promote their product? Are there only a few ways of promoting a product? If not, what are some alternative advertising and marketing strategies? (Using T.V., radio, newpaper, magazine, billboards, Internet, etc.)

•Have the students discuss the importance of focusing on a target audience such as children, teens, adults, and senior citizens. What advertising and marketing strategies will work for each group?

•Next divide students into groups and have them create their own advertisement on marketing potatoes to a target audience of their choice. Depending on resources and time, the teacher will decide if the students will have a choice of media or a radio spot with minimal requirements. With each type of media, emphasize that the students need to be very clear and concise in their message, especially if doing a radio spot where time is limited (30 seconds), and visual props are not allowed. When creating this advertisement, each student must be involved in some area of the project.

Lesson 4- Production, Processing, Distribution & Marketing

BACKGROUND:•Women’s Business Center – Explanis marketing objectives and strategies •http://www.onlinewbc.gov/docs/market/MKPLAN_object3.html

Activity 4-2 - MarketingNebraska State Standards:

Social Studies 4.8Language Arts 3.4.1.e, 4.4.1.e, 5.4.1.e

Student Objectives:•Define marketing and advertising

•Identify examples of daily advertising and marketing strategies•Define target audience

•Use knowledge they have gained from the previous lessons to create a media message to promote potatoes

Lesson Activity 2-12

Nam

e___

____

____

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Lesson 2

blossoms

leaves

stem soil line

roots

tubers

seed potato

Activity 2-2

The Potato Plant

Lesson 2 Activity 2-3

The Potato PlantName__________________________________

Word Bankseed potato

stemtubersroots

leavesblossoms

Use the words in the Word Bank to fill in the parts of the potato plant.

Lesson 2 Answer Key 2-4

The Potato PlantName__________________________________

Word Bankseed potato

stemtubersroots

leavesblossoms

Use the words in the Word Bank to fill in the parts of the potato plant.

blossoms

leaves

stem soil line

roots

tubers

seed potato

Answer Key

Lesson Activity 3-12

Nam

e___

____

____

____

____

____

____

____

___

Les

so

n

3Ac

tivity

3-2

Pota

to F

avor

ites

Tota

ls

Nam

e___

____

____

____

____

____

____

___

23Appendix

OTHER POTATO FACTS:•During the Alaskan Klondike gold rush, potatoes were practically worth their weight in gold.

Potatoes were so valued for their vitamin C; miners traded their gold for potatoes.•On the South Atlantic island of Tristan da Cunha, potatoes were once used as the country’s

unofficial currency.•In 1853, railroad magnate Commodore Cornelius Vanderbuilt was dining at a fashionable resort in Sara-

sota Springs, NY, and sent his fried potatoes back to the kitchen complaining they were to thick. To spite his haughty guest, Chef George Crum sliced some potatoes paper-thin, fried them in hot oil, salted and served them. To everyone’s surprise, Vanderbuilt loved his “Saratoga Crunch Chips” and potato chips have been popular ever since.

•Potatoes are grown commercially in 36 states and non-commercially in 14 states of the USA and in about 125 countries throughout the world.

•The potato is about 80% water and 20% solids.•The world’s largest potato chip (on exhibit at the Potato Expo) was produced by the

Pringle’s Company in Jackson, TN in 1990. It measures 23” x 14.5”.•An 8-ounce baked or boiled potato has only about 100 calories.•The average American eats about 135 pounds of potatoes per year while Germans eat

about twice as much.•In 1974, an Englishman named Eric Jenkins grew 370 pounds of potatoes from one plant.•Thomas Jefferson gets the credit for introducing “French fries” to America when he served

them at a White House dinner.•Laying a potato peel at the door of a girl on May Day showed her that you disliked her.•The potato “peel” changes its chemical structure after it is harvested. The outer layers

thicken and harden and their cells are converted to the same substance that is found in bottle cork!

•Less than 1 acre of potatoes can produce enough potato gasahol to fill up 25 cars.•Mr. Potato Head was the first toy to be advertised on American television.•Did you know that potatoes were a natural stain remover? When you get a stain on your

clothing, let it dry. Then rub a fresh potato over the stain for a couple of minutes. Wash your clothes with laundry detergent and water as you usually do. The enzymes in the potato will probably have removed most, if not all, of the stain!

•Guess what was used for snowflakes in the movie Close Encounters of the Third Kind? Dried potato flakes. Instant mashed-potato flakes are used for fallen snow.

POTATO JOKES:Why do potatoes make good detectives? Because they keep their eyes peeled.Why did the potato cross the road? He saw a fork up ahead.Why didn’t the mother want her daughter to marry the famous newscaster? Because he was a commontater.What do you say to an angry 300-pound baked potato? Anything, just butter him up.

24Appendix

MATERIALS NEEDED:• 1 potato (with many eyes or sprouts)• Knife• Container (at least 8” deep, 10”wide)• Plastic (optional)• Stones (optional)• Plant fertilizer• Moist Black Soil

DIRECTIONS:•Potatoes should be cut so that each seed piece has at least two eyes; each piece should

weigh at least 1.5 ounces (about the size of a small egg). Make cuts to expose the least amount of cut surface.

•During cutting, discard any potatoes that show dark rings or discoloration inside. Seed pieces should be planted immediately after cutting.

•Line a container with plastic (optional), punch a few holes in the bottom and put in a layer of stones (optional) for drainage. Stir a few tablespoons of houseplant food or fertilizer into a bucket of moist soil. Put a 4 or 5 inch layer of soil in the basket and lay a few seed pieces 6 to 8 inches apart, then top with 3 or 4 more inches of soil.

•Keep the basket in a warm, sunny place. As the plants grow, add more soil around the stems to give the tubers room to expand, and keep the soil well watered.

Potato Seeds are TOXIC, for the purpose of this experiment use potato wedges.

Potato Planting Instructions

POTATO BOOKS: Potato: A Tale From the Great Depression, Kate Lied, Lisa Campbell Ernst.

Purple Cows & Potato Chips, Mary Ann Christison, Sharron Bassano.

The Great Potato Book, Florence Fabricant, Charlie Trotter.

The Humble Potato: Underground Gold, Andrew Fitch.

The Magic Potato/La Papa Magica, Elaine Ambrose Romano.

POTATO WEBSITES:The National Potato Council: www.nationalpotatocouncil.org2008 International Year of the Potato: www.potato2008.org/en/index.html