FCS3-592FG Food Preservation Dehydrating Basics Facilitator Guide Session: 3 of 4 Sessions Length of Program: 2½ hours Audience: Teens and adult Optimum Group Size: Based on number of available range tops, dehydrating supplies and equipment Planning Phase Objectives, Supporting Activities, Evaluation: 1. Participants will identify research-based methods of dehydrating foods at home. Supporting Activity: Participants will complete a pretest and posttest on the basics of research-based methods of food preservation. Presenter will explain the basics of safe research-based methods of food preservation. Evaluation and timeframe: Pretest and posttest, observation, end of session evaluation 2. Participants will differentiate between different drying methods and the pros and cons of each method. Supporting Activity: Participants will complete a matching exercise to identify various drying methods, including pros and cons of each method. Evaluation and timeframe: Completion of matching exercise, end of session evaluation 3. Participants will examine and utilize equipment and tools for dehydrating. Supporting Activity: Participants will examine and utilize each tool and piece of equipment during the hands-on dehydrating session. Evaluation and timeframe: Observation, end of session evaluation and three month follow-up evaluation. 4. Participants will observe the correct process for preparing various food products for dehydrating. Supporting Activity: Participants will observe the facilitator demonstrate the correct process for preparing various food products for dehydrating. Participants will correctly sequence the steps for dehydrating using the sequencing activity. Evaluation and timeframe: Observation, sequencing activity, end of session evaluation and three month follow-up evaluation. 5. Participants will examine dehydrated food products to determine dryness. Supporting Activity: Participants will physically examine dehydrated food products to determine dryness.
Evaluation and timeframe: Observation, end of session evaluation and three month followup evaluation. 6. Participants will observe methods for conditioning, pasteurizing, packaging and storing dehydrated foods. Supporting Activity: Participants will complete a pretest and posttest to identify methods for conditioning, pasteurizing, packaging and storing dehydrated foods. Evaluation and timeframe: Completion of pretest and posttest, end of session evaluation 7. Participants will discuss the nutritional value of dried foods and how to best use dried foods at home. Supporting Activity: Participants will sample dried foods and discuss the nutritional value of dried foods compared to frozen and canned foods. Evaluation and timeframe: Completion of pretest and posttest, end of session evaluation Materials List: Presentation Materials: Program Facilitation Script Printed PowerPoint with notes Facilitator Guide Pretest Posttest Sequencing Activity Matching Exercise Laptop computer Projector Laser pointer Screen Handouts/Publications: FCS3-501 Drying Food at Home FN-SSB.136 Jerky Safety Props/Samples: Samples of dehydrated fruits, vegetables, fruit leathers and jerky to demonstrate correctly dehydrated foods Samples of incorrectly dehydrated foods one which has been over-processed (optional) How to Dry Foods, by Deanna DeLong Top quality produce to be processed enough for facilitator to demonstrate preparation of fruit, vegetable and fruit leather for the dehydrating process Project Supplies and Equipment: Dehydrator Dehydrator trays Chef knife Paring knife Cutting board Bowls Colander Large pot or Dutch oven with lid Wire basket or colander (heat proof for submerging foods in boiling water) Timer Vegetable spray Plastic wrap Paper towels Paper bags (package of paper lunch bags) 2
Twine Cheesecloth Quart jar with lid (used to demonstrate conditioning) Shallow pans or cookie sheets Oven thermometer Plastic storage bags Canning jars with lids Ascorbic acid samples (crystalline ascorbic acid, 500 mg vitamin C tablets) Sulfur, sulfuring box and/or sulfite dip (optional) Dish detergent or dishwasher detergent and access to hot water Dish cloths Dish towels Permanent marker Aprons for participants (optional) Marketing Materials: UK CES Fliers Newsletters (4-H, FCS, Ag, etc.) Volunteer forms Facilities Required: Kitchen oven and stove top Kitchen sink with hot running water Table space for preparing produce Table space for demonstrating dehydrating process Hand washing sink with hot running water, soap and paper towels Prior to Program: 1. Gather all necessary supplies, equipment, props and samples. Ensure that you have enough samples and handouts for all participants. Make sure all supplies and equipment are in good working order. 2. Purchase enough produce to demonstrate preparing fruit, vegetables and fruit puree for dehydrating. 3. Copy enough handouts of the pretest, posttest, matching exercise and Drying Foods at Home publication for each participant. Copies of the Jerky Safety publication should also be available to participants. Prepare enough sets of the sequencing activity for the number of small groups anticipated for the program. 4. Clean and sanitize tables and surfaces prior to program presentation. 5. Arrange display table with equipment, props, samples, and produce, so it is readily available for you to use during the presentation. 3
Presenting the Program Welcome (5 minutes) Slide 1: Note: As participants arrive, direct them to put on an apron, pull back long hair, and wash hands in preparation for the training session. Welcome I am so glad to have each of you join us for our Food Preservation: Dehydrating program. This program will provide an overview and practical application of research-based methods for dehydrating foods. Icebreaker (5 minutes) Slide 2: Please share your name, favorite dried food and experience level with dehydrating. Note to Facilitator: Be prepared to share your own personal experiences with dehydrating. Remember to introduce your assistant and any volunteers who may be assisting you during the program. Program Introduction (2-3 minutes) Slide 3: People have been preserving food through drying for thousands of years. Dried food yields maximum quantity for the least volume, which makes dried foods very popular among hikers and campers. Today, more people are eating dried food as a healthier snack alternative to candy and chips. Dried foods can be stored for longer periods without spoilage. It makes good economic sense too. This program has been designed to teach general techniques and guidelines for drying fruits and vegetables at home. Your publication also provides two tables on drying particular fruits and vegetables. Objectives (2-3 minutes) Slide 4: Participants will: 1. Identify research-based methods for dehydrating foods at home. 2. Differentiate between different drying methods and the pros and cons of each method. 3. Examine and utilize equipment and tools for dehydrating. 4. Observe the correct process for preparing various food products for dehydrating. 5. Examine dehydrated food products to determine dryness. 6. Observe methods for conditioning, pasteurizing, packaging and storing dehydrated foods. 7. Discuss the nutritional value of dried foods and how to best use dried foods at home. Program Outline Pretest (10 minutes) Slides 5-13: Distribute pretest to participants. Allow approximately 5 minutes for completion and review answers. Activity 1 Pros and Cons of Drying Methods (Objectives 1, 2 and 3) (10 minutes) Slides 6-13: Provide an overview highlighting pros and cons of the various drying methods as outlined below and in the Facilitator Guide: sun, vine, microwave, oven and dehydrator. Display and explain the use of all tools and equipment for each type of drying. Activity 2 Food Preparation for Dehydrating (Objective 4) (30 minutes) Slides 14-34: Demonstrate how to prepare fruits and vegetables for dehydrating. Explain the importance and demonstrate some of the methods for pre-treatment of fruits and vegetables prior to dehydrating. Also demonstrate how to prepare herbs for dehydrating. 4
Activity 3 Checking for Dryness (Objective 5) (10 minutes) Slides 35-37: Have dried samples to demonstrate how to check for dryness. Have correctly dried and incorrectly dried samples of fruits, vegetables and herbs, for participants to examine. Activity 4 Preparation for and Storage of Dehydrated Items (Objective 6) (10 minutes) Slides 38-42: Demonstrate how to condition dried fruits, how to pasteurize dried items and correct methods for packing and storing dried foods. Emphasize the importance for uniform thickness and size of pieces of fruits and vegetables when beginning the drying process. Activity 5 Nutritive Value and Use of Dried Foods (Objective 7) (10 minutes) Slides 43-44: Share the nutritional value of dried foods as compared to fresh, canned and frozen foods. This information is noted on the Program Facilitation Script and in the Publication. Demonstrate how to reconstitute dried foods; share samples of dried fruits as a nutritional snack; provide examples of how to use dried foods in recipes at home. Activity 6 Hands-on Activity Drying Apples and Making Fruit Leather (Objectives 3, 4 and 5) (60 minutes) Slide 45: Direct participants to divide into small groups to correctly sequence the cards in the sequencing activity. Review the correct order for the cards, as outlined in the publication. Clarify any concerns or misunderstandings resulting from the sequencing activity. Direct small groups to work at one of the stations, prepare apples for dehydrating and prepare a simple fruit leather recipe. Program Review - Review objectives (2-3 minutes) Slide 46: Participants will: 1. Identify research-based methods for dehydrating foods at home. 2. Differentiate between different drying methods and the pros and cons of each method. 3. Examine and utilize equipment and tools for dehydrating. 4. Observe the correct process for preparing various food products for dehydrating. 5. Examine dehydrated food products to determine dryness. 6. Observe methods for conditioning, pasteurizing, packaging and storing dehydrated foods. 7. Discuss the nutritional value of dried foods and how to best use dried foods at home. Evaluation and References (10 minutes) Slides 47-49: Distribute evaluations and ask participants to complete and return prior to leaving the program. Obtain email or mailing addresses for follow-up evaluations. Please explain to participants the importance of completing program evaluations. The following items outline the importance of evaluation for this particular program: If program objectives were met If information presented in the program was easily understood If the method of presentation helped you easily understand and learn what was presented If the information presented was what you really needed to make a difference in your life If the knowledge you ve acquired has positively impacted your life If we are using the best methods and strategies to evaluate our programs 5
If we are using the best methods and strategies to communicate program offerings to community members If participation in programming has an impact on long-term behavior changes To help us improve future programs and revise current programming Invite participants to sign-up for other UK CES programs. Distribute newsletters (4-H, FCS, Ag etc.), program invites, informational materials, etc. promoting UK CES programming. Sample Success Story: County Family and Consumer Sciences Extension Agent collaborated with 4-H and KEHA leaders to offer Food Preservation Workshops to a total of 45 participants. Eighty percent of participants identified research based methods of home food preservation as a result of the program. Seventy-five percent of participants identified various methods for dehydrating foods. Ninety percent of participants accurately prepared food products using one method of drying foods to preserve those items. Eighty percent identified ways to detect moisture or spoilage in home dried foods. A three month follow-up evaluation revealed that sixty-five percent of participants utilized the research based method of dehydrating to safely preserve harvested foods from home gardens utilizing skills learned from the program. A follow-up program is being planned to offer additional food preservation programming. After the Program Reflection: Presenters, please document strengths and weaknesses of program for future improvements. Note additional needs, props, etc. Incorporate participant ideas to refine program for future presentations. Note tips and ideas for the next presentation of this program. Purchased supplies: Item: Quantity Cost Item: Quantity Cost Item: Quantity Cost Number of attendees: (total) Male Female Adults Youth Race: White Black Asian/Pacific Islander American Indian or Alaskan Native Hispanic Other Program logistics: Date: Time: Location: Advertising/Marketing techniques: 6
Note date, time, and location of program and any other details that may have affected program outcomes (such as, held at the same time as the local high school football game or UK basketball game, etc. Suggestions for additional program supports: Teresa R. Montgomery, MS Extension Specialist for Curriculum Development Jennifer Bridge, MAE Meade County Extension Agent for Family and Consumer Sciences January 2016 The use of brand names does not imply endorsement of the products or services named or criticism of similar ones not mentioned. Copyright 2016 for materials developed by University of Kentucky Cooperative Extension. This publication may be reproduced in portions or its entirety for educational or nonprofit purposes only. Permitted users shall give credit to the author(s) and include this copyright notice. Educational programs of Kentucky Cooperative Extension serve all people regardless of race, color, age, sex, religion, disability, or national origin. 7