Boiling Water CanningProject Manual Grace Wittman, extension educator, University of idaho extension, cassia county rhea LantinG, extension educator, University of idaho extension, twin Falls county Donna r. GiLLespie, extension educator, University of idaho extension, minidoka county Healthy Lifestyles Home Food Preservation Series pnW 652 a pacific northwest extension publication University of idaho • oregon state University • Washington state University 4-H Home Food Preservation Series the home food preservation series contains four manuals: Resources Freezing for ages 8–18 so easy to preserve, University of Drying for ages 8–18 Georgia http://www.soeasytopreserve.com Boiling water canning for ages 8–18 Ball Blue Book Guide to preserving, pressure canning for ages 14–18 2011 or most current edition the manuals may be used by anyone in these age canning Fruits, pnW 199 groups regardless of their prior knowledge of home http://cru.cahe.wsu.edu/CEPublications food preservation. /pnw199/pnw199.pdf each manual lists the objectives for the project, and canning tomatoes and tomato each activity includes a short lesson followed by products, pnW 300 hands-on activities and questions for further http://extension.oregonstate.edu/catalog/ learning. in addition, each manual includes an complete Guide to home canning, achievement program to help youth identify their UsDa Bulletin 539 goals and keep track of their accomplishments. http://nchfp.uga.edu/publications these manuals were written using UsDa food /publications_usda.htmlunivers preservation guidelines. When preserving food at pickling Vegetables, pnW 355 home, be sure to always follow current UsDa http://extension.oregonstate.edu/catalog canning recipes and guidelines. contact your local /pdf/pnw/pnw355.pd extension office for a list of these resources. Ball website http://www.freshpreserving.com Acknowledgments national center for home Food many colleagues have taken time to review the curriculum and preservation website conduct pilot tests. a special thanks goes out to extension staff, educators, and specialists at University of idaho, Washington http://www.uga.edu/nchfp state University, oregon state University, and colorado state University. special acknowledgments go to the following authors and Abbreviations universities for use of their material: tsp, TSP = teaspoon United states Department of agriculture. 2009. Complete Guide to Home Canning. agriculture information Bulletin no. 539. tbsp, TBSP = tablespoon Washington D.c.: national institute of Food and agriculture. lb = pound Washington State University powers-hammond, Lizann, and Val hillers. 2012. Canning Fruits. ft = feet pnW 199. pullman, Wa: Washington state University extension service. published and distributed in furtherance of the acts of congress of may 8 and June 30, 1914, by University of idaho extension, the oregon state University extension service, Washington state University extension, and the U.s. Department of agriculture cooperating. the three participating extension services offer educational programs, activities, and materials without regard to race, color, national origin, religion, sex, sexual orientation, age, disability, or status as a disabled veteran or Vietnam-era veteran, as required by state and federal laws. University of idaho extension, oregon state University extension service, and Washington state University extension are equal opportunity employers. © 2013 by the University of idaho published september 2013 Contents Notes to project helper .................................................................4 storing canned food .................................................................17 Labeling .........................................................................................18 My plans ..............................................................................................5 Using your boiling water canner ............................................18 Exploring MyPlate ...........................................................................6 10 tips for healthy eating ...........................................................6 Activity 1: Let’s can fruit: Making syrup ..............................19 Food groups ...................................................................................6 Activity 2: Let’s can fruit: Raw pack vs. hot pack ..............20 myplate worksheet .......................................................................7 reading food labels .....................................................................9 Activity 3: Let’s can tomatoes ..................................................22 how much should you eat? ....................................................10 Activity 4: Let’s can tomato salsa ............................................24 Let’s plan a menu .......................................................................11 Activity 5: Let’s can jams and jellies Kitchen and food safety basics ................................................12 with added pectin ......................................................................25 Kitchen safety ..............................................................................12 Activity 6: Let’s can jams without added pectin ..............26 Food safety ...................................................................................12 Food preservation safety .........................................................13 Activity 7: Let’s can jelly without added pectin ...............27 Types of food preservation .......................................................13 Activity 8: Let’s make a low-sugar or no-sugar jam or jelly .................................................................29 Boiling water canning basics ...................................................14 project objectives .......................................................................14 Activity 9: Let’s make fresh-pack dill pickles .....................30 Why can foods? ...........................................................................14 Activity 10: Let’s make bread-and-butter pickles ...........31 canning low-acid vs. high-acid foods .................................14 making altitude adjustments .................................................15 Activity 11: Let’s make fermented dill pickles ..................32 hot packing vs. raw (cold) packing ......................................15 Activity 12: Let’s make pickle relish ......................................34 Getting ready to boiling water can .......................................15 Activity 13: Conduct a taste test ............................................35 selecting produce ......................................................................15 Activity 14: Label your product ..............................................36 Washing and peeling ................................................................15 selecting jars ................................................................................15 Activity 15: Going further: preparing jars ...............................................................................17 Create your own activity .........................................................37 preparing lids ...............................................................................17 Activity 16: Make a menu plan ................................................38 headspace ....................................................................................17 Filling jars ......................................................................................17 Show what you have learned ...................................................39 tightening screw bands ..........................................................17 Reflections on boiling water canning ..................................39 testing for a seal .........................................................................17 3 BoiLinG Water canninG proJect manUaL Notes to project helper this manual is for youth who want to learn Do. experience the activity, perform, do it. about home food preservation. they can’t do it this could be a group activity or experience. without your help. You play a key role in helping it involves doing, it may be unfamiliar, them learn the basic information, skills, and and it pushes the learner to a new level. safety practices behind food preservation. With Reflect. share reactions and observations. your help they will set goals, find resources, and Learners talk about their experiences while evaluate their own progress as they complete doing the activity. they share their reactions and this manual. observations and freely discuss their feelings. Your responsibilities Apply. Generalize to connect the experience • Become familiar with the material to real-world examples. Learners identify in this book. general trends and real-life examples of when they could use what they have learned. • assist youth in selecting and completing food preservation activities appropriate for their skills. Developing life skills • Guide youth through thinking about the iowa state Life skills model helps identify why something happens or why it the life skills that youth attain through the doesn’t. experiential learning process. the life skills • encourage youth to complete difficult targeted in this manual include: tasks to expand their skills. Head • help youth learn about their strengths • Wise use of resources and weaknesses. • planning/organizing • help youth evaluate the quality of their • Goal setting completed