Introduction

Preserving Food by Drying is a design for teaching science principles and mathematics concepts through a sequence of activities concentrating on weather, solar food dryers and nutrition.

Part I concentrates on the effect of the sun's energy on air and water: students learn about evaporation, condensation, radiation, conduction and convection.

Applying these concepts to food drying, in Part II, students experiment to build the most effective solar food dryer for their locality. Emphasis is placed on using locally available materials and making the hardware needed.

In Part III, students use the food dryer they have built in experiments demonstrating the effect of drying foods and the importance of using proper drying methods. They then create balanced diets from the foods they have dried and compile information about food drying for the people of their community.

The three parts each begin with an introduction and a diagram outlining the major concepts covered. Concepts are presented through a constellation of activities designed to keep students actively involved and focused. Background information is provided before each related group of activities.

Each activity contains a brief introduction, a list of materials needed, instructions for what is to be done, questions to ask the students while they are doing the activities, instructions on what information the students should be noting as they work, and suggestions for discussion. By the middle of Part I, when students have become accustomed to the way the activities are organized, instructions for activities are somewhat less detailed.

Scattered throughout the manual are suggestions enclosed in boxes, these are recommended for further study for students who show particular interest. A reference section is also provided, with an overall listing of materials and/or equipment needed for each activity, and suggestions for alternatives.

While Food Preservation by Drying is designed as a full-year classroom course of study, any of the activities can be selected to enhance a standard curricula, to reinforce learning in another subject such as agriculture or health science, or to encourage discussion in an informal or adult literary setting. Other ICE publications which might prove useful to teachers focusing classwork or community work on food preservation include:

1. How to Make Tools (#R 35)*
2. Food Preservation Resource Packet (#P 7)
3. Small Farm Grain Storage (#M 2)
4. Agricultural Mathematics for Peace Corps Volunteers (#R 4)
5. Visual Aids (#R2)
6. Intensive Vegetable Gardening for Profit and Self-Sufficiency (#R 25)

Like other ICE manuals, Food Preservation by Drying is designed to be used, adapted, modified and revised and it is you, the users in the field, who know best how relevant it is. ICE would appreciate your feedback, particularly in the following areas:

Were the materials for activities easy to acquire?

Were your students able to use the open-ended, lack of step-by-step approach in developing problem-solving skills?

What changes would you recommend in materials, activities or sequencing of activities?

Please send any comments you have to:

*How to Make Tools was prepared in conjunction with Food Preservation by Drying and several of its sections have been included in the appendices on pp. 191 to 213 . However, if your students do not have access to tools such as saws, hammers, etc., Reprint 35 provides directions for making all the basic tools necessary to build both small and large dryers.