Value-Added Examples Worksheet

Part 1: Matching

Draw a line from each raw garden item on the left to its value-added product on the right.

A. Strawberries 1. Dried basil

B. Basil 2. Olive oil

C. Olives 3. Strawberry jam

Part 2: Your Turn

Think of one more value-added product made from something you could grow in a garden. Draw it or write its name below.

Use your creativity or refer to the Jam Ingredients Chart for inspiration!

Worksheet Answer Key

Part 1: Matching

Below are the correct matches with explanations for each pairing.

• A. Strawberries → 3. Strawberry jam
  Explanation: Fresh strawberries are cooked with sugar and pectin to create a spreadable jam, extending shelf life and adding sweetness.

• B. Basil → 1. Dried basil
  Explanation: Fresh basil leaves are dehydrated (air- or oven-dried) to make dried herb packets that can be stored longer and used as seasoning.

• C. Olives → 2. Olive oil
  Explanation: Olives are pressed to extract their oil, creating a liquid cooking oil that preserves flavor and can be stored for months.

Part 2: Your Turn

Students should propose one additional value-added product made from a garden item. Accept any logical answer that shows how a fresh harvest is transformed into a new product. Below are sample responses and the reasoning teachers can look for:

Possible Examples:
• Tomatoes → Tomato sauce or salsa (cooked, seasoned, and jarred)
• Cucumbers → Pickles (brined in vinegar and spices)
• Apples → Apple cider or applesauce (pressed or cooked)
• Peppers → Dried chili flakes or pepper jam
• Zucchini → Zucchini chips (baked or dehydrated)

What to look for in student responses:

1. Raw item identified.
2. Process described (e.g., cooking, drying, pressing).
3. Resulting product named.
4. Reasoning (optional but bonus) about how this adds value (longer shelf life, new flavor, convenience).

Use this key to guide feedback and encourage creativity!

Jam Ingredients Discussion

Time: 20 minutes
Materials:

• Jam Ingredients Chart
• Chart paper or whiteboard
• Markers

Steps

1. Display & Read
   Project the Jam Ingredients Chart. Invite a student volunteer to read each ingredient aloud (fruit, sugar, pectin, lemon juice).

2. Ingredient Exploration
   For each ingredient, ask the class:

   • What does this ingredient do in jam?
   • How does it change the fresh fruit?
     Record student responses under each heading on chart paper or the whiteboard.

3. Transformation Discussion
   Guide a discussion:

   • Why do we need sugar and pectin?
   • How does lemon juice help the jam?
   • What would happen if we left out one of these ingredients?

4. Think–Pair–Share
   Pose the question: “What other garden-grown fruits could we turn into jam, and which ingredients would we need?”

   • Students think silently for 30 seconds.
   • Pair up to share their ideas.
   • Each pair names one new jam idea and the ingredients on chart paper.

5. Share Out & Wrap-Up
   Invite pairs to share their jam ideas with the whole class.
   List each new jam flavor and its key ingredients next to the original chart.
   
   
   Extension:
   Ask students to draw their favorite jam recipe at home, labeling ingredients and steps. Bring drawings to Session 2 for inspiration on hands-on creation.

Value-Added Bingo

A fun, interactive bingo game to help students recognize raw garden items and their transformed, value-added products.

Materials

• Value-Added Bingo Cards (one per student)
• Value-Added Bingo Call Cards (for teacher)
• Markers or chips for covering squares
• A container or bag for call cards

Game Setup (10 minutes)

1. Distribute one bingo card and a handful of markers/chips to each student.
2. Shuffle the call cards and place them face down in a container.
3. Explain that each bingo square shows either a raw garden item (e.g., “Strawberries”) or its value-added counterpart (e.g., “Strawberry Jam”).
4. Review a few example pairings so students know what to listen for.

How to Play (20–25 minutes)

1. The teacher draws one call card from the container and reads it aloud (e.g., “Dried Herbs”).
2. Students search their bingo cards for the matching square (e.g., picture or text “Dried Basil Packets”) and cover it if they have it.
3. Return the call card to a discard pile; continue drawing and calling.
4. The first student to cover five squares in a row—horizontally, vertically, or diagonally—shouts “Bingo!”
5. Pause the game and have the student read back the five items they covered, explaining each raw-to-product match (e.g., “Olives → Olive Oil”).
6. Verify matches on their card. If all are correct, they win that round; if not, return the card and resume play.

Variations & Extensions

• Full Card Bingo: Require students to cover all squares for a “blackout” win.
• Math Twist: Assign point values to each square (e.g., sugar = 1 point, pectin = 2 points); the first to 15 points wins.
• Creative Call: Instead of calling the name, read a short riddle or description (e.g., “I’m sweet, spreadable, and made from fresh berries + sugar!”).

Classroom Management Tips

• Encourage students to explain their matches out loud when they cover a square.
• For mixed-ability groups, pair struggling readers with stronger readers to support calling and matching.
• Offer small prizes (stickers, garden-themed bookmarks) for winners to boost motivation.

Use this game after your matching activity or worksheet to reinforce learning in a playful, competitive way!

Herb Drying Process Worksheet

Part 1: Document the Drying Steps

Draw or write each step you followed to dry your herbs. Include details like temperature, time, and method (oven or dehydrator).

Step 1:





Step 2:





Step 3:





Step 4:

Tip: Number your steps and use arrows or small diagrams if it helps!

Part 2: Design Your Packaging Label

Imagine you’re going to sell or gift your dried herbs. Create a label for your jar or bag. Be sure to include:

• Herb Name
• Drying Method (oven or dehydrator)
• Drying Time & Temperature
• Date Dried
• A Fun Logo or Picture

Label Text:

Herb Name: ____________________________


Method: ________________________________


Time & Temp: __________________________


Date: _________________________________

Use color, neat handwriting, and clear information to make your product stand out!

When you finish, compare your steps and label with the Herb Drying Worksheet Answer Key to see if you included all important details.

Herb Drying Worksheet Answer Key

Part 1: Document the Drying Steps

Below is a sample set of steps students might record. Accept any logical sequence that includes the key details listed.

1. Wash & Prepare Herbs
   • Wash bundles of herbs under cool water.
   • Gently pat dry with paper towels to remove surface moisture.

2. Trim & Remove Leaves
   • Remove leaves from thick stems and discard or compost stems.
   • Gather leaf sprigs into small, manageable piles.

3. Arrange & Dry
   Oven Method:
   • Preheat oven to ~100–120 °F and leave the door slightly ajar.
   • Line a baking sheet with parchment paper and spread leaves in a single layer.
   • Bake for 1–2 hours, checking every 30 minutes until leaves are crisp.

   Dehydrator Method:
   • Arrange single layer of leaves on dehydrator trays.
   • Set temperature to ~95–105 °F.
   • Dry for 2–4 hours or until completely dry and crumbly.

4. Cool & Package
   • Allow dried herbs to cool to room temperature.
   • Transfer herbs into small jars or resealable bags.
   • Label each container with name, date, method, and drying conditions.

Key details teachers should look for:

• Method named (oven or dehydrator)
• Temperature & time recorded (e.g., 110 °F for 2 hours)
• Description of preparation (washing, trimming)
• Packaging step (cooling and labeling)

Part 2: Design Your Packaging Label

Students should include all required elements. Below is a sample label:

Herb Name: Basil
Method: Oven Drying
Time & Temp: 110 °F for 1.5 hours
Date Dried: 05/10/2024

[Fun Logo: a small basil leaf sketch]

What makes a strong label:

• Clear, legible handwriting or printed text
• All required fields present
• Neat logo or picture to attract attention
• Accurate, easy-to-read information

Use this key to check student worksheets, ensuring they captured each step and included a complete, creative label.

Herb Drying Activity Instructions

Time: 25 minutes
Materials (per station):

• Fresh herb bundles (basil, mint, rosemary)
• Clean scissors or herb shears
• Parchment-lined baking sheet or dehydrator tray
• Masking tape and marker
• Oven set to lowest temp (100–120 °F) or dehydrator
• Timer
• Clean work surface and paper towels

Station Setup (5 minutes)

1. Gather Materials: Place a bundle of herbs, scissors, and a lined tray at each station.
2. Label Tray: Write your group name or station number, herb type, and the date on a strip of masking tape and stick it to the edge of the tray.
3. Safety Check: Ensure scissors are handled carefully and discuss hot-tray precautions (oven mitts, adult supervision).

Trimming Herbs (5 minutes)

1. Remove Bundles: Untie the herb bundle and place on paper towels to absorb excess moisture.
2. Trim Stems: Using scissors, cut off thick woody stems.
3. Separate Leaves: Pluck individual leaves or small sprigs, discarding damaged pieces.

Arranging for Drying (5 minutes)

1. Single Layer: Spread the trimmed leaves in one layer on your tray—no overlapping—to ensure even drying.
2. Space Out: Leave a little gap between leaves so air can circulate.
3. Final Check: Confirm your tray label is visible and correct.

Drying Process (5 minutes)

1. Oven Method:
   • Preheat to 100–120 °F and place tray on the middle rack.
   • Leave the oven door cracked about 1–2 inches to let moisture escape.
   • Set a timer for 30 minutes; plan to check and rotate trays as needed.
2. Dehydrator Method:
   • Set the dehydrator to 95–105 °F and insert tray.
   • Dry for 1–2 hours or until leaves are crisp.

Monitoring & Rotation (within drying time)

• Check trays every 15–20 minutes.
• Rotate tray positions to promote even heat distribution.
• Gently stir leaves if some cluster together.

Cleanup & Next Steps (5 minutes)

1. Remove Dry Herbs: When leaves are completely dry (crumble easily), turn off heat source and let trays cool.
2. Transfer & Store: Carefully pour dried herbs into jars or bags; seal tightly.
3. Clean Workstations: Wipe down tables, return scissors, and discard stems.
4. Reflect: Discuss: What changes did you notice in aroma and texture? How might these dried herbs become a value-added product?
   
   
   These hands-on steps help students connect science and creativity, turning fresh garden herbs into a preserved, marketable product.

Herb Identification Game

A matching game where students connect fresh herb images to their dried forms and names, reinforcing identification and preservation concepts.

Materials

• Herb Identification Game Cards (cards showing fresh herb images on one set and dried herb images with names on the matching set)
• Timer (optional)
• Small baskets or envelopes for cards

Game Setup (5 minutes)

1. Shuffle the game cards and divide them into two piles: Fresh Herb Cards and Dried Herb Cards.
2. Place each pile face down on the table or in baskets/envelopes.
3. Explain that each fresh herb (e.g., basil leaves) has a matching dried form (e.g., dried basil in a jar) and a name.

How to Play (10–15 minutes)

Option 1: Memory Match

1. Students take turns flipping one card from each pile (one fresh and one dried).
2. If the cards match (same herb), the student keeps the pair; if not, they return cards face down.
3. Continue until all pairs are found. The student with the most pairs wins.

Option 2: Go Fish Style

1. Deal 3–4 cards of each type to each student.
2. On their turn, a student asks a peer for the matching card by name (e.g., “Do you have dried rosemary?”).
3. If the peer has it, they hand it over; if not, they say “Go fish,” and the student draws from the pile.

Option 3: Group Race

1. In small teams, groups race to match all fresh and dried cards.
2. The first team to correctly lay out all pairs and name each herb wins.

Discussion & Extension

• After matching, have each student explain one match: “This is fresh mint. When we dry mint, it becomes dried mint leaves in a jar, which we can use in teas and recipes.”
• Ask: “Why does drying change the herb’s properties? How might we package and label this as a value-added product?”

Classroom Management Tips

• For younger students, use fewer pairs (3–4) and larger, clear images.
• For mixed-ability groups, pair non-readers with readers so they can help with card names.
• Encourage careful handling of cards and sharing during group play.

Use this game to reinforce students’ understanding of how fresh herbs transform into preserved, value-added products!