![]() They could take photographs to illustrate the food science taking place. Challenge them to make a dish that demonstrates one of the functional properties explained on the worksheet. Task the pupils to complete the What has happened? Worksheet.Each group should nominate a spokesperson who should then share the facts with the rest of the class. Challenge the pupils to identify six key facts for each food function. Divide the class into six groups and provide each group with a different Food function card. Use the Food functions cards to explain the ‘how and why’ of ingredients and their functional properties.Ask the pupils to complete the Functions overview worksheet to check their understanding. To introduce pupils to the functions of ingredients, show the Functional properties of ingredients overview presentation.Information and resources to support teaching and learning about food provenance and the seasonality of foods, can be found in the Where food comes from area. ![]() Pupils should be able to describe the reasons why ingredients are selected, and be able to modify recipes taking ingredient characteristics into account. Ingredients may be available at certain times of the year, or seasons, from areas or countries in the world or have a particular provenance. Ingredients may also be selected for their nutritional composition or used for traditional or cultural reasons. Ingredients will have a number of functions in a recipe, such as adding flavour, colour or texture, or performing a particular purpose, e.g. There is an ever increasing range of ingredients available to prepare and cook from the UK and around the world. Ingredients are selected for their nutritional, functional and sensory characteristics, as well as provenance and seasonality.
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