Lesson Title: Food and Functions

Lesson plan

Key Stage 3 Year 9

Lesson number: 9 Date:

Time: 1 hour

Lesson title: Food and functions During this lesson the pupils will investigate the characteristics of ingredients and their functions in cooking. They will also consider the effect of modifying recipes.

Learning Learning objective Learning outcomes To explain the All pupils will … state the characteristics of ingredients and how they are characteristics of used in cooking. ingredients and how Most pupils explain the characteristics of ingredients and describe how they are used in should … they are used in cooking. cooking. Some pupils explain the characteristics of ingredients, describe how they could … are used in cooking domestically and in food processing. To plan and carry out All pupils will … carry out practical tests to demonstrate the characteristics. practical tests to Most pupils plan and carry out practical tests to demonstrate the demonstrate the should … characteristics. characteristics. Some pupils plan and carry out practical tests to demonstrate the could … characteristics and evaluate the results. To explain how recipes All pupils will … list examples of how recipes can be modified to meet specific can be modified to meet requirements. specific requirements. Most pupils explain how recipes can be modified to meet specific should … requirements. Some pupils explain with reasons how recipes can be modified to meet could … specific requirements.

5 Starter Give each group a picture of a finished dish. Give them a few minutes to Images identify what ingredients they think have been used and why. For example, onion for flavour and to add texture. Take feedback from the groups.

10 Main activity 1 Explain to the pupils they will be learning more about the functional properties of food and why we use them in recipes.

Have a range of ingredients such as: Samples . Different fats and oils; . A range of sugars, solid and liquid (honey/syrup); . Flour; . Liquid – water, milk; . Fruit and vegetables.

Why do we use these ingredients in cooking? Show the pupils some Recipes, e.g. example recipes and work out the main ingredients and what they do. For shortbread, example: meringue, cheese sauce, bread . Fats/oils – enrich, shorten, aerate, bulk, moisten, flavour; . Sugars – sweeten, aerate, add texture, dissolve; . Flour – adds bulk, thickens, helps structure; . Liquid – moisten, aerate, dissolve; . Fruit/vegetables – add nutrients, add bulk, add colour/texture.

What does the term ‘functional properties’ mean? Examples (A food functional property is determined by physical, chemical, and/or organoleptic properties of a food. Examples of a functional property may Food functions include solubility, absorption, water retention, frothing ability, elasticity, and poster absorptive capacity for fats and foreign particles.)

Show the pupils or get them to prepare (if time allows) some examples of the different functional properties such as:

. Solutions (liquid in liquid e.g. fruit squash in water or solid in liquid e.g. sugar in tea); . Suspensions (a solid in a liquid that does not dissolve e.g. starch in water); . Colloids (two substances mix together and cannot be separated e.g. whipped cream is gas in liquid = foam, mayonnaise is oil in vinegar (liquids) = emulsion).

What other examples can the pupils think of? What would these examples be? . meringue = foam (gas in liquid); . jam = gel (liquid in solid); . brine (salt water) = solution (solid in liquid); . butter = colloid (water in fat).

© British Nutrition Foundation 2014 www.foodafactoflife.org.uk 25 Main activity 2 The pupils will carry out some simple practical tests to investigate how we Presentations use the functional properties of ingredients. Examples: functional properties

1. Flour (gluten) – compare strong plain flour and soft flour when mixed with How to cards water to form a dough. Compare elasticity of the dough and the importance of gluten in bread. What happens if sugar and fat are added to the dough? (strength of gluten is reduced). What happens to the gluten when it is heated?

2. Flour (starch) – what happens when starch is added to cold water? What happens when the mixture is heated? Why is it important to stir a sauce when cooking? (Can also be used to thicken soups etc.)

How does this work when cooking bread, cakes pastries? (Starch grains absorb moisture from the dough, as the temperature rises during baking they gelatinise).

3. Fats and oils (shortening) – why do fats have a shortening effect in pastry, shortbread and biscuits? Which fats give the best flavour? Would using oil work? (Fats coats the flour – reduces the amount of water which can mix with the flour – less water is absorbed = less gluten produced = crumbly, melt in the mouth texture or shortening).

4. Eggs – eggs can: . Thicken mixtures and make them set (coagulation) . Help mix ingredients (emulsification) e.g. mayonnaise . Lighten mixtures (foaming) . Help combine ingredients (binding) and keep them in shape (coagulation) . Make a coating (coagulation)

What dishes can the pupils think of that demonstrate these functions?

45 Main activity 3 With the functions in mind talk to the pupils about the recipe proportions and the importance when modifying and adapting recipes. You may also consider other ways in which a basic recipe can be modified:

. Change the basic ingredients - if the ratio is altered will this affect the result? . Change the method of preparation - using a blender, processor, grater, chopping with a knife will give different texture to a soup; . Add/remove ingredients; . Change the toppings/holders/cases e.g change crumble for filo pastry covering; . Change the finish – remove or add decoration/garnish.

Explain to the pupils they will be preparing and cooking a dish that Recipe demonstrates shortening, e.g. tart/quiche. They will have the opportunity to modify the recipe. Go over the recipes and possibilities for adaptation.

55 Plenary How might today’s lesson connect to other areas of the curriculum? List your ideas.

© British Nutrition Foundation 2014 www.foodafactoflife.org.uk Literacy and numeracy Literacy Numeracy Starter: . use Standard English confidently in a Require pupils to: range of formal and informal contexts, including classroom discussion. Main activities: . develop efficient reading and focus on . Understand and use place Requires pupils to: the important features of a text. value for decimals, . participate in formal debates and measures and integers of structured discussions, summarising any size and/or building on what has been said. Plenary: . use Standard English confidently in . Requires pupils to: their own writing and speech.

Homework Do some research into different cooking methods. What effect do they have on the finished dish? Explain: boiling, simmering, frying, baking, grilling. The microwave is a popular way of heating food. Explain why food does not brown in the microwave.