The ___________ __________
FINDING OUT ABOUT FOOD This module is going to build on the work you completed in the first food module “Keeping Yourself Safe.” We will be looking at the following foods Fruits and Vegetables
Milk
Eggs
Pasta
Fats and sugars
• Add the title for the diagram • Label each of the five segments
with the different category names.
• In each segment add the names of at least three foods that fit in that category
Name ______________________ DT Group ________
Key Words Eatwell Plate Roots Tubers Bulbs Fruits Citrus Cereals Bran Husk Endosperm Review Sensory Analysis Skimmed Homogenised Pasteurised Globules
Assessment level Attitude to Learning 1
Fruits and vegetables are used for many different things and scientists and cooks often classify them differently according to their different uses. A scientist would say that a tomato or a bean is a fruit as it contains the seeds of a new plant and that a vegetable is from any other parts of a plant eg stems, leaves and roots. A chef however would refer to tomatoes and beans as vegetables because they are used in savoury dishes.
VITAMINS AND MINERALS - FRUITS AND VEGETABLES
Types of Vegetable
FRUITS e.g. cucumber
STEMS AND LEAVES
e.g. spinach and celery
SEEDS AND FLOWERS
e.g. beans, cauliflower
ROOTS, TUBERS AND BULBS
e.g. potato, parsnip, radish
The diagram shows the different parts of a vegetable plant. Under each heading write down 4 examples of that type of vegetables
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VITAMINS AND MINERALS - FRUITS AND VEGETABLES
Types of Fruits
Citrus fruits e.g. lemon, _____________________
Dried fruits e.g. raisins, ______________________
Soft fruits e.g. raspberry, ________________________
Exotic fruit e.g. banana, ______________________
Tree fruits e.g. apple, _____________________
Come from hot countries, particularly those around the Mediterranean sea. Includes oranges, grapefruit, lemons and satsumas. They are an excellent source of vitamin C, and so were carried on board sailing ships to prevent the sailors from getting scurvy on long sea voyages.
Include raspberries, strawberries, gooseberries and blackcurrants. Because they are soft to touch, these fruits should be handled gently and eaten soon after they have been picked. Be careful not to pick any mouldy fruits as they will affect others which they touch.
includes apples, pears and fruit containing stones, such as peaches and plums. Many of these fruits are grown in Britain, and they are better value when they are bought in season. Apples and pears will store well if kept cool. Stone fruit should be eaten soon after purchase.
Dried grapes have been used for many years during the winter months when fresh fruit is scarce. Dried fruit is very sweet, and can be used instead of sugar. Dried grapes are called sultanas, raisins and currants. Figs and dates can be dried too.
Nowadays, fruit can be transported by air or sea, and stays fresh and in good condition. Fruits from other countries can add variety, and can be used when home-grown fruit is not in season. Popular exotic fruits include bananas, pineapples, melons and grapes.
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Name each of the following fruits and vegetables and then classify into type, e.g. vegetables will either be fruit, leaves, stems, flowers, seeds, roots, tubers or bulbs and fruit will be either citrus, exotic, tree, soft or dried.
e.g. apple Tree fruit
__________
e.g. leeks, stem
VITAMINS AND MINERALS - FRUITS AND VEGETABLES
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We should have 5 different fruits and vegetables a day. List here what fruits and vegetables you ate yesterday When and how do you think you could eat more fruits and vegetables each day?
Vitamin C • Helps us to have
healthy skin • Helps wounds to heal • Helps maintain healthy
connective tissue
Dietary Fibre Helps to maintain a healthy gut and prevent constipation and other digestive problems Minerals
e.g. potassium and folate • These are important
for a healthy diet
Why do we need fruit and vegetables in our diet?
VITAMINS AND MINERALS - FRUITS AND VEGETABLES
1. For homework you must keep a food diary for the next 4 days. 2. Using the sheet provided you must write down what you eat and drink during the day. 3. Working with a friend you must then suggest ways you could have changed what you ate to make it
healthier
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My evaluation and review of _______________
Use this Hedonic Scale to state what you thought of your product.
Tick the appropriate box
Like a lot Like a little Neutral Dislike a little Dislike a lot
What did you like about your product? (be specific about taste, texture and appearance)
What did you dislike about your product? (be specific about taste, texture and appearance)
What did other people think of your product?
Suggest at least 2 improvements that you would make to your product. Be specific about the ingredients that you would use or how you would change the method and what impact you would expect this to have. 1 2
SE
LF
AS
SE
SS
ME
NT
WWW – think about how you worked..
PEE
R A
SS
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SM
EN
T WWW – think about how they worked..
EBI – think about what you could improve… EBI – think about what they could improve…
FF – what am I going to do in the next practical lesson to improve…
FF – what do you think they should do in the next practical lesson to improve…
• Organised your time • Your personal hygiene
• How you organised your work area • If you were accurate when weighing ingredients
• Worked to stay safe • Cleaned away
• Used your knife skills • Washed up
Think about how you
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CARBOHYDRATES - CEREALS
The structure of a cereal grain
The term cereal refers to …
The fibre rich outer layer that protects the seed and contains B vitamins and trace minerals
The middle layer that contains carbohydrates and proteins
The small nutrient rich see that contains vitamins, minerals and healthy fats
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CARBOHYDRATES - CEREALS
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1. In your own words write a sentence to describe how flour is made
2. Why are wholemeal and brown flours a different colour to white flour?
3. What is the substance called that is found in the endosperm that makes the dough
stretchy?
4. Write the method followed to make pasta
1.
CARBOHYDRATES - CEREALS
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My evaluation and review of _______________
Use this Hedonic Scale to state what you thought of your product.
Tick the appropriate box
Like a lot Like a little Neutral Dislike a little Dislike a lot
What did you like about your product? (be specific about taste, texture and appearance)
What did you dislike about your product? (be specific about taste, texture and appearance)
What did other people think of your product?
Suggest at least 2 improvements that you would make to your product. Be specific about the ingredients that you would use or how you would change the method and what impact you would expect this to have. 1 2
SE
LF
AS
SE
SS
ME
NT
WWW – think about how you worked..
PEE
R A
SS
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SM
EN
T WWW – think about how they worked..
EBI – think about what you could improve… EBI – think about what they could improve…
FF – what am I going to do in the next practical lesson to improve…
FF – what do you think they should do in the next practical lesson to improve…
• Organised your time • Your personal hygiene
• How you organised your work area • If you were accurate when weighing ingredients
• Worked to stay safe • Cleaned away
• Used your knife skills • Washed up
Think about how you
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How many different dairy foods can you think of? List them here
DAIRY FOODS - MILK
Lets see what the differences between the types of milk are by doing a sensory analysis test
Type of milk Colour Taste Texture
Skimmed milk
Semi skimmed milk
Full fat milk
UHT milk
Dried milk
Soya milk
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Calcium • A mineral needed for
growth and strong bones and teeth
• Other minerals in milk include phosphorus, iodine
Vitamin A Is required for good vision and normal growth and development
Protein Needed for growth and development
Fat Needed for energy, warmth, fat soluble vitamins
Why do we need milk and diary foods in our diet?
Homogenisation
Pasteurisation
Watch the Jimmy Doherty video and then in your own words write a definition for each of the following terms
DAIRY FOODS - MILK
• There are over 2 million cows in Great Britain, that's one cow for every 29 people.
• 11 billion litres of milk are produced each year by British dairy farms - that's enough to fill 4,500 Olympic sized swimming pools. 5 billion litres are sold for drinking and 6 billion litres are used to make dairy products.
• Each cow can produce over 20 litres of milk a day.
• A cow gives nearly 200,000 glasses of milk in her lifetime.
• In an average lifetime a Briton will drink almost 11,000 pints of milk.
• On a farm milk is stored in a milk tank which cools it before it is collected for processing. A typical tank can hold up to 10,000 litres of milk and keeps the temperature at 40C for optimum freshness.
• Sales of organic milk represent
3.9% of the overall liquid milk market.
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My evaluation and review of _______________
Use this Hedonic Scale to state what you thought of your product.
Tick the appropriate box
Like a lot Like a little Neutral Dislike a little Dislike a lot
What did you like about your product? (be specific about taste, texture and appearance)
What did you dislike about your product? (be specific about taste, texture and appearance)
What did other people think of your product?
Suggest at least 2 improvements that you would make to your product. Be specific about the ingredients that you would use or how you would change the method and what impact you would expect this to have. 1 2
SE
LF
AS
SE
SS
ME
NT
WWW – think about how you worked..
PEE
R A
SS
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SM
EN
T
WWW – think about how they worked..
EBI – think about what you could improve… EBI – think about what they could improve…
FF – what am I going to do in the next practical lesson to improve…
FF – what do you think they should do in the next practical lesson to improve…
• Organised your time • Your personal hygiene
• How you organised your work area • If you were accurate when weighing ingredients
• Worked to stay safe • Cleaned away
• Used your knife skills • Washed up
Think about how you
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• The UK produces 8,847 million eggs per year
• An average person eats 172 eggs per year
• More than a third of all eggs produced are consumed at breakfast
• Boiled and scrambled eggs are
the most popular way to eat eggs in Britain, followed by fried and poached.
PROTEIN FOODS - EGGS
What does and egg look like inside?
Eggs have lots of different functions in cookery
To bind dry ingredients together
when cooked
They trap air when beaten
To thicken liquids To glaze savoury pastry and give a
shiny surface
To coat foods, protecting them
during frying
To enrich dishes by adding extra
nutrients
To garnish dishes and make them look
attractive
As a main dish in a meal
Protein Needed for growth and development and it helps the body to repair cells and muscles
The British Lion Egg symbol is found on eggs and eggs boxes, it shows that….
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My evaluation and review of _______________
Use this Hedonic Scale to state what you thought of your product.
Tick the appropriate box
Like a lot Like a little Neutral Dislike a little Dislike a lot
What did you like about your product? (be specific about taste, texture and appearance)
What did you dislike about your product? (be specific about taste, texture and appearance)
What did other people think of your product?
Suggest at least 2 improvements that you would make to your product. Be specific about the ingredients that you would use or how you would change the method and what impact you would expect this to have. 1 2
SE
LF
AS
SE
SS
ME
NT
WWW – think about how you worked..
PEE
R A
SS
ES
SM
EN
T WWW – think about how they worked..
EBI – think about what you could improve… EBI – think about what they could improve…
FF – what am I going to do in the next practical lesson to improve…
FF – what do you think they should do in the next practical lesson to improve…
• Organised your time • Your personal hygiene
• How you organised your work area • If you were accurate when weighing ingredients
• Worked to stay safe • Cleaned away
• Used your knife skills • Washed up
Think about how you
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FATS AND SUGARS - CAKE
The different types of edible fats
There are 2 different types of fats – those made from animal fat and those made from vegetable fat. Using the double bubble map below compare and contrast animal and vegetable fats. Similarities should go into the purple circles and the differences into the red and blue circles
Vegetable fats
Animal fats
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Shaking (churning)
causes _____ to mix
with the liquid
________ forming
_______.
Butter-fat in the
cream ______ the
inside wall of these
bubbles, making
________cream.
Continued shaking
causes the bubbles to
hit __________. The
bubbles break and
the butter-fat lining
of each bubble start
to ________ together
Continued shaking
results in the
disappearance of the
bubbles and form
______. The _______
is called buttermilk.
The butter making process…
It took ______ until the air bubbles started to form and it looked like frothy milk
After ______ the milk thickened and looked like whipped cream
The milk started to separate into lumps after _________
After ________ the lumps began to join into one big lump of butter
FATS AND SUGARS - CAKE
Liquid Stick Whipped Air Cream Bubbles Butter Together Coats 18
My evaluation and review of _______________
Use this Hedonic Scale to state what you thought of your product.
Tick the appropriate box
Like a lot Like a little Neutral Dislike a little Dislike a lot
What did you like about your product? (be specific about taste, texture and appearance)
What did you dislike about your product? (be specific about taste, texture and appearance)
What did other people think of your product?
Suggest at least 2 improvements that you would make to your product. Be specific about the ingredients that you would use or how you would change the method and what impact you would expect this to have. 1 2
SE
LF
AS
SE
SS
ME
NT
WWW – think about how you worked..
PEE
R A
SS
ES
SM
EN
T WWW – think about how they worked..
EBI – think about what you could improve… EBI – think about what they could improve…
FF – what am I going to do in the next practical lesson to improve…
FF – what do you think they should do in the next practical lesson to improve…
• Organised your time • Your personal hygiene
• How you organised your work area • If you were accurate when weighing ingredients
• Worked to stay safe • Cleaned away
• Used your knife skills • Washed up
Think about how you
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DESIGN TASK You have now learnt how to make a wide range of dishes and should have the knowledge and skills to be able to design your own food product. Write in the box below the dishes you have made so far:-
Keeping Yourself Safe
Design Brief To design and prepare a dish that would be suitable for as a child’s healthy snack. Design Specification The specification lists what you are trying to achieve in your design. My development will be:- 1 Healthy and meet the requirements of the Eatwell plate 2 Suitable for children aged 10-13 years old 3 Suitable for a snack 4 Achievable within my current skill level
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Sketch of design idea 1. Label it to say how it meets the design specification. (Remember to draw in pencil)
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I’m going to add the following ingredients
Reasons for Choice
REMEMBER IN YOUR ANNOTATION TO STATE HOW
YOUR DESIGN MEETS THE DESIGN SPECIFICATION.
1 Healthy and meet the requirements of the Eatwell plate 2 Suitable for children aged 10-13
years old 3 Suitable for a snack 4 Achievable within my current skill level
Write a Step by Step Plan for your development (this will be the method you will follow when you make your product)
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My evaluation and review of my design and make _______________
Use this Hedonic Scale to state what you thought of your product.
Tick the appropriate box
Like a lot Like a little Neutral Dislike a little Dislike a lot
What did you like about your product? (be specific about taste, texture and appearance)
What did you dislike about your product? (be specific about taste, texture and appearance)
What did other people think of your product?
Suggest at least 2 improvements that you would make to your product. Be specific about the ingredients that you would use or how you would change the method and what impact you would expect this to have. 1 2
SE
LF
AS
SE
SS
ME
NT
WWW – think about how you worked..
PEE
R A
SS
ES
SM
EN
T WWW – think about how they worked..
EBI – think about what you could improve… EBI – think about what they could improve…
FF – what am I going to do in the next practical lesson to improve…
FF – what do you think they should do in the next practical lesson to improve…
• Organised your time • Your personal hygiene
• How you organised your work area • If you were accurate when weighing ingredients
• Worked to stay safe • Cleaned away
• Used your knife skills • Washed up
Think about how you
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You are to design an A4 information leaflet on fresh eggs for families with young children.
Your leaflet must meet the requirements of the design specification below
Design Specification
1. Your leaflet will be colourful and attractive
2. It will contain information on
• Lion Mark
• The structure of eggs
• How to cook and store eggs safely
• The different ways in which eggs can be used in cooking
• Why eggs are healthy
DESIGN AN INFORMATION LEAFLETS ABOUT EGGS
Once leaflets are completed work with a partner and ask them to review and evaluate your leaflet
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Looking at the boxes A,B, C and D 1a) How many grams of cereals are in each box? Multi Grain- ______ Coco Pops - ______ Frosties- _____ Rice Krispies - ______ b) Why is it important to know how many grams are in each box?
Looking at the boxes A,B, C and D 2 How many calories are there in each box? a) per serving Multi Grain- ______ Coco Pops - ______ Frosties- _____ Rice Krispies - ______ b) per 100g Multi Grain- ______ Coco Pops - ______ Frosties- _____ Rice Krispies - ______ 3 What does this tell you?
30g 23g
Exte
nsion task
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Looking at the boxes A,B, C and D 3a) How much sugar is there in each box? Multi Grain- ______ Coco Pops - ______ Frosties- _____ Rice Krispies - ______ Which has the most? b) How much fat is there in each box? Multi Grain- ______ Coco Pops - ______ Frosties- _____ Rice Krispies - ______ Which has the most?
Looking at the boxes A,B, C and D 4 Consider the serving sizes and decide which product is a) the least healthy and why? b) the most healthy and why?
25g 20g
Exte
nsion task
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WWW:
EBI:
This is to certify that _____________________________________
Has completed the Finding out about Food module and has learnt about
•Healthy Eating and the Eatwell Plate
•The origin of a range of staple food products
•Extended practical skills ________________________________ ________________________ Students signature Staff signature