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Resource Overview
Do you find teaching the functional properties of food challenging? This comprehensive Functional Properties of Food Eggsperts resource has got your back!
Use the information posters in this pack to explicitly teach students about the functional properties of food and the factors that affect them. Then use the student worksheet to allow students to apply their own knowledge to reinforce the content. The worksheets incorporate an explain scaffold and an extended response to stretch student understanding and promote knowledge growth.
Includes a fun and interactive Eggspert game. Check student understanding through gamification by playing the Functional Properties of Food Eggspert game. Students have to identify functional properties of food based on a variety of clues, provided by you on the clue cards. The game is played in teams allowing students to collaborate and support each other’s learning.
This was developed as an all inclusive resource that helps students explore their knowledge and reinforce their understanding of the functional properties of food and the factors that affect them. Sample answers to the student worksheets are provided as a guide only.
Use this resource to save planning time and ensure that your students have a comprehensive understanding of the functional properties of food and the factors that affect them.
Pack includes:
- 12 x A4 Functional Properties of Food Information Posters
- 11 x Functional Properties of Food Eggsperts Clue Cards
- 6 x A4 Team Score Sheets
- 5 x A4 Teacher Score Cards
- 8-page student worksheet with explain question scaffolded and extended response
- Eggsperts Teacher Instructions
- Sample answers provided
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Curriculum
NSW NESA FOOD TECHNOLOGY 7–10 SYLLABUS (2019)
- describes the physical and chemical properties of a variety of foods FT5-3
- investigate functional properties of food, for example: (ACTDEK045)
- denaturation of proteins
- dextrinisation of carbohydrates
- emulsification of lipids
NSW NESA FOOD TECHNOLOGY STAGE 6 SYLLABUS (2013)
Preliminary Food Technology
P2.2Â Â Â Â identifies and explains the sensory characteristics and functional properties of food
P4.4    applies an understanding of the sensory characteristics and functional properties of food to the preparation of food products.
Students learn about:
- functional properties of food, including:
- the role of proteins in denaturing, coagulation, gelation, foaming and browning
- the role of carbohydrates in gelatinising, dextrinising, caramelising and crystallising
- the role of fats in emulsifying and aerating
- factors that affect the functional properties of food, including:
- oxygen
- temperature
- acidity
- agitation
- enzymes
- addition of other ingredients
Students learn to:
- explain some of the functional properties of food
- identify the factors that affect the functional properties of food
Contributes to:
Britain AQA GCSE Food Preparation & Nutrition (8585)
3.3.2 Functional and chemical properties of food3.3.2.1 Proteins
Content- protein denaturation
- protein coagulation
- gluten formation
- foam formation
3.3.2.2 Carbohydrates
Content- gelatinisation
- dextrinization
3.3.2.3 Fats and oils
Content- aeration
3.3.2.4 Fruit and Vegetables
Content
- enzymic browning
QLD QCAA Food & Nutrition General Senior Syllabus 2019
2.5 Topic 3: Protein
– processing, by
- explaining the cooking and processing techniques used to improve the palatability of protein-based foods, including: canning; dehydration; change of pH through the addition of acid and alkali; additives, e.g. salt, antioxidants; physical manipulation, e.g. tenderisation, aeration; and application of heat, e.g. grilling, roasting, poaching, braising and frying
- investigating how denaturation of animal and plant protein-based food affects the sensory properties and structure of food, including
- investigating foam formation and stability by dispersing gas in a protein matrix, including meringues
- analysing the information and data from experimentation to explain the difference between denaturation and coagulation
4.4 Topic 2: Carbohydrate
- using food science experiments, to identify how food components interact with the manipulation of temperature and chemical and functional properties of carbohydrate-based food, including
- gelatinisation, by: explaining that gelatinisation occurs when liquids containing starch are heated; explaining that gelatinisation has three stages and is affected by the type of starch, temperature, and the quantity of tenderiser and type of acid used; experimenting with different types of starch to identify how they react in the gelatinisation process, including wheat flour, cornflour, potato starch and tapioca; recording and analysing results of experiments and drawing conclusions to determine which products would suit different formulations, comparing characteristics of appearance, taste, texture, flavour and aroma
- crystallisation and nucleation, by: explaining crystallisation as a processing technique that is used to separate a solid dissolved in a solution from the liquid; explaining that nucleation is the formation of a crystal from a solution, a liquid or a vapour; demonstrating and comprehend crystallisation and nucleation, including super-saturated solutions, using sugar and water
- caramelisation, by: recognising that caramelisation is a type of non-enzymatic browning; explaining that caramelisation is the oxidation of sugar
- dextrinisation, by: explaining that dextrinisation is the process involving the browning of starch foods when they are subjected to dry heat and is defined as the breakdown of starch into dextrins or disaccharides; experimenting with carbohydrate-based food to demonstrate and comprehend dextrinisation, including dry heat application to starch-based end-products, e.g. roux and starch browning to change the end-product colour and flavour of a thickened liquid or food
- gelification, by: defining gelification as the process of converting liquid substances into a solid gelatinous form with the help of a gelling agent, e.g. agar-agar, gelatine, carrageenan, gellan gum, pectin and methylcellulose carbohydrate; experimenting using gelling agents, g. using agar-agar to make soup noodles or cream cheese noodles
VIC VCAA VCE Food Studies Syllabus
- the functional properties of protein, sugar, starch, fats and oils in food, and the physical and chemical changes that occur to these components during preparation and cooking including dextrinisation, caramelisation, gelatinisation, emulsification, denaturation and coagulation, aeration, and the Maillard reaction.
WA SCSA Food Science & Technology YR 12 ATAR
- functional properties and how they determine the performance of food
- dextrinization
- caramelisation
- crystallisation
- emulsification
- gelatinisation
- oxidation
- denaturation
- coagulation
- leavening
- aeration
- rancidity
Properties of food
- functional properties that determine the performance of food
- dextrinisation
- caramelisation
- crystallisation
- emulsification
- gelatinisation
- oxidation
- denaturation
- coagulation
- leavening
- aeration
- rancidity
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Reviews
Kendall BRIGGS
02/03/2021Fantastic comprehensive resources, easy to follow Teacher instructions, allowing Ss of various capabilities to comprehend content and succeed.Debbie B.
02/03/2021Good product, professionally set outRobyn Kelly
02/03/2021Although specifically aimed at Stage 6, a great resource for Stage 5 also.kara o.
29/03/2021Cannot wait to teach it in term 2 Thankyou
Functional Properties of Food Eggsperts Bundle
Units Sold: 4
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SKU:
01RDFPOFEB| Digital or Physical | |
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| Food Technology Topics |
This resource pack includes a total of 25 A4 coloured and laminated posters, which display; the five focus areas apparel, non- apparel, costume, textile arts and furnishings 20 contemporary textile designers matching the 5 focus areas and a student worksheet.
Pack includes:
- 20 x contemporary textile designer posters
- 5 x textile five focus areas posters
- Student activity worksheet
The poster format of these focus areas and contemporary textile designers is broken down into a clear, simple and visual structure increasing literacy skills and learning in the classroom.
20 Contemporary Textile Designers included:
- Ann Hould-Ward
- Behnaz Farahi
- Bonnie and Neil
- Christian Dior
- Colleen Atwood
- Zsofi Levai
- Donna Karan
- Izziyana Suhami
- Julie Taymor
- Karl Largerfeld
- Kate Spade
- Lyn-Al Young
- Marc Jacobs
- Nicholas Ghesquiere
- Penny and Bennett
- Riccardo Tisci
- Spell and the Gypsy
- Susan Hilferty
- Vivienne Westwood
- Lauren Bowker
Textile five focus areas posters.
These posters are A4 colour printed and laminated, displaying both text and visual cues to guide students in their understanding of the different focus areas and include:
- Apparel
- Non-apparel
- Costume
- Furnishings
- Textile Arts
Additional suggestions for use in the classroom are included in this pack and linked directly to the following syllabus dot points.
Stage 5 Dot Point Students learn to:
- textile designers across the focus areas
Stage 5 Dot Points students learn about:
- identify textile designers in selected focus areas
- explore textile applications across the focus areas
HSC Dot Point Students learn to:
Contemporary designers
- sources of inspiration for designers
- factors that determine the success or failure of designers:
– external factors, including economic, political, social, ecological and technological
– internal factors, including expertise, facilities and financial
– trends in society that influence:
– apparel designers
– interior designers
– costume designers
– textile art designers
non-apparel designers
HSC Dot Point Students learn about:
- undertake an investigation of at least ONE contemporary designer, analysing the influences that:
– the designer has on trends, and/or
– trends have on the designer.
Suggestions for use for stage 5 include displaying the textile designer and focus area posters around the classroom. The teacher is to explicitly explain each focus area, it’s definition and items it could include e.g. Textile Arts is defined as any art of craft that uses plant, animal or synthetic fibres to construct practical or decorative objects this includes wall hangings, fabric-based artworks, embroidery and wearable design.
Students then use the included worksheet and ‘scavenger hunt’ around the room identifying which focus area each textile designer is categorised as based on the five focus areas. Included in the worksheet is space for students to conduct their own research finding one other designer (not listed on the posters) that fits into each focus area category.
Suggestions for stage 6 include displaying the contemporary textile designer and focus area posters around the classroom aiding as inspiration towards the students Major Textiles Project. Additionally, these posters could act as a platform for investigation of at least ONE contemporary designer, whereby students investigate the influence the designer has on trends, and/or trends have on the designer.
This Textiles General Capabilities Game Pack includes 6 games and a worksheet directly linked to Textiles equipment to build students metalanguage and knowledge. These engaging games are designed around personal and social general capabilities, and critical and creative thinking general capabilities.
Physical pack includes:
- Charades
- Pictionary
- Guess Who
- Fire Brain
- Memory Game x 4
- Textiles Bingo
- Have you been paying attention?
Charades: Communicate effectively social capability game
Charades involves dividing your class into two or more teams where they act out words or phrases that are written on their chosen card.
The object is to get your team to guess the answer using only the gestures, therefore when a player is acting out the word or phrase they are not allowed to talk. The team that gets the most correct answers is the winner.
Pictionary: Imagine possibilities and connect ideas drawing practice game
Pictionary involves dividing your class into two or more teams. In each team students must select an illustrator for the first word.
The illustrator is the person who attempts to draw the word they select from the deck of cards using a pencil and paper, whilst everyone else on their team will try to guess the word that the illustrator has drawn/drawing. Each player on the team will take turns acting as the illustrator.
Guess Who: Work collaboratively social capability game
Guess who involves dividing your class into 6 groups. Each group then receives an envelope with three cryptic clues. As a team students must read each clue and collaborate to decide which textile item, tool or piece of equipment they are.
The first team to determine which textile item, tool or equipment they are wins.
*Guess who cards are numbered with 1, 2, 3, 4, 5 or 6 which corresponds to the correct envelope
Answers:
- Envelope 1: Bobbin
- Envelope 2: Presser Foot
- Envelope 3: Needle
- Envelope 4: Cotton Reel
- Envelope 5: Iron
- Envelope 6: Pins
Fire Brain: Pose questions, organise and process information critical thinking game
Fire brain based on the popular game celebrity heads involves dividing your class into three groups. As a team students select a person to be in, the teacher places a fire brain card above this student’s head (we like to blutak it to the whiteboard and have students stand in front of it). This person must then ask their team questions to discover which textile item, tool or piece of equipment they are.
Team players may only respond yes or no to the questions. If a team responds yes to a question, the player that is in may then ask another question. To win the game a player must be the first to guess the identity of their textile item, tool or equipment.
Memory: Apply logic and reasoning game critical thinking game
Memory involves dividing your class into four groups. Each group receives a deck of cards, students must mix up the cards laying them face down in rows. Within each group a player must turn over any two cards, if the two cards match the students keep them if they don’t they must turn them back over attempting to remember what was on each card and where it was.
Team players must watch and remember during the other player’s turn. The game is finished when all the cards have been matched. The player who matches the most correct cards is the winner.
Textiles Bingo:
Textiles Bingo and calling card includes 24 individual Bingo cards that you can play with your students. The calling card will assist you to engage students in visual literacy and definitions. Students can mark the bingo card with a texta or whiteboard maker and wipe the surface of the laminated bingo card clean after use.
Have you been paying attention? Reflect on processes and transfer knowledge into new contexts.
After playing sewing machine memory you can have students complete the ‘Have you been paying attention?’ sheet. Students need to decide whether the part belongs to a sewing machine or a car and write them on the correct side of the Venn diagram.
Please feel free to photocopy as many of these sheets as you need for your classes.
We hope you and your students have a great time getting comfortable with Textiles equipment and metalanguage whilst meeting general capabilities learning continuum sub-elements at the same time.
Resource Type: Classroom activity, Games
Digital Downloadable File Type: PDF (Acrobat) Document File ZIP
Size File Type: 5.4 MB | 56 pages
* Disclaimer: If you have attended Technology Mandatory Material Technologies: Textiles Focus this resource is included in your Professional Development resource pack as a digital version.
*Please be aware that any company content, resources and materials purchased from Teacher Professional Development is permitted to one (1) user licence.
A variety of colour posters aimed at breaking down key aspects of the HSC Food Technology Syllabus.
Use as a visual guide for your students by placing these posters around your classroom.
Some of the posters cover; function of food additives, unit operations, preservation processes, food deterioration and spoilage, malnutrition and diet-related disorders.
These posters are broken down into a clear, simple and visual structure increasing student identification and understanding of these concepts in the classroom.
Includes:
- 31 A4 laminated colourful posters
Place an order today and have them shipped to you ready to place around your classroom.
Please note: This is the same product as the ‘HSC Food Technology Resource Posters – Digital’ resource.
This product design was updated in September 2019
Colour your world with Chibitronics MegaPack of 30 tropical LED circuit stickers.
This 30 pack includes 10 pink, 10 orange, and 10 green LED circuit stickers that offers a conductive adhesive backing that can be attached to just about any surface and powered by a simple coin cell battery. That’s right, no soldering, no sewing, and no coding. Just peel, stick, and you’ll have a set of glowing LEDs in no time!
As these are stickers, you can expect them to be thin, light in weight, and particularly flexible. Each Circuit Sticker can be connected to each other and their power source via copper tape, conductive ink, and conductive paint.
4 in stock
Fantastic pack to start 2021! Get your school year off on the right track with this General Capabilities and Icebreaker Activity Pack.
All activities are mapped to the Quality Teaching Framework, NESA Glossary of Key Terms and The Australian Curriculum General Capabilities.
Pack includes:
- 40 formative assessment slips (one for each week of school)
- Human Bingo icebreaker
- 84 Share bear cards
40 Formative Assessment Slips
Engage your students in quick and easy formative assessment of learning and for learning. Designed to get their neurons firing, or check for understanding whilst meeting the general capabilities. The general capabilities as outlined by the Australian curriculum ‘encompasses knowledge, skills, behaviours and dispositions that will assist students to live and work successfully in the 21st century’.
Additionally, all the glossary keywords as outlined by the NSW Education Standards Authority (NESA) have been implemented throughout this activity pack in the aim to familiarise and engage students with these terms. Furthermore, this pack is closely aligned to the revised Bloom’s Taxonomy for Teaching, Learning and Assessment (2001) which explores the verbs describing the cognitive processes by which thinkers (students) encounter and work with knowledge’.
Human Bingo Icebreaker
This hands-on fun activity is aimed at breaking the ice in the classroom to allow students to familiarise themselves with fellow class members.
Students, using the worksheet are to find a different class member through verbal conversation for each statement such as ‘Has a dog’, ‘Wears glasses’, ‘Has a sibling at this school’ etc. The student to first find a class member for each statement is the winner.
Share BearÂ
This hands-on communication activity is aimed at breaking the ice in the classroom through active communication skills both verbal and non-verbal it involves students selecting a card and asking a number of class members the response to the question on the card, this involves students both listening and contributing to the conversation.
ZIP File Type: PDF (Acrobat) Document File
Resource Type: Activities
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