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Learn about different types of fish, their nutritive value, and how to buy, store, and cook fish. Discover the health benefits and various cooking methods for this nutritious and versatile food.
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What I Will Learn • To classify fish and give examples of each type • To outline the nutritive and dietetic value of fish and fish products • To compile a set of guidelines for buying, storing and cooking fish • To outline the effects of cooking and processing on fish
Fish • Fish is a very nutritious and healthy substitute for meat. There are many different types of fish and it can be cooked in a variety of ways. As it cooks quickly, it saves fuel. • In Ireland, we have fresh water, sea water and farmed fish. • Fish farming is popular as a method for producing oysters, mussels, salmon and trout. It is known as aquaculture.
Classification of Fish Fish can be classified according to its nutritive value. The fish in each group are similar in structure and food value.
Classification of Fish (continued) Fish also differ in terms of shape: • Round (Can you name any round fish?) • Flat (Can you name any flat fish?) • Now do the classification of fish activity sheet. See Activity 15.8 in the TRB
Nutritive Value of Fish • Fish is a good source of HBV protein (16–18%), which is needed for growth and repair of cells. • There is no fat in white fish because the fat is stored in the fish’s liver, which is removed during preparation. The fat in oily fish (15%) is unsaturated and is rich in omega-3 fatty acids. Shellfish contains a small amount of fat (2.5%). • Fish lacks carbohydrates so serve with starchy foods like rice, potatoes and pasta. • All fish contains the B-group vitamins for a healthy nervous system. Oily and shellfish fish provide vitamins A and D. See Activity 15.8 in the TRB
Nutritive Value of Fish (continued) • Seawater fish contains iodine and fluoride. Most types of fish are a good source of phosphorus, potassium and zinc. Canned fish contains calcium because the bones are eaten, e.g. sardines and salmon. Shellfish and sardines have a high iron content too. • White fish and shellfish contain water (up to 80%) so are low in calories. Oily fish has less water (63%) because it contains more fat. Find out what happens to the liver oils that are removed from white fish.
Dietetic Value of Fish • Fish is an important source of HBV protein for growth. It is a good alternative to meat. Include at least two portions a week, as it is important in the diet of children, teenagers and older people. • Fish is easily digested and is ideal for children, older people and invalids. • White fish contains practically no fat, making it ideal for those on a low-calorie diet. Oily fish is suitable for a low-cholesterol diet. • There is a wide variety of fish available and many different cooking methods can be used.
Dietetic Value of Fish (continued) • Some fish is inexpensive but nutritious, e.g. mackerel and herring. As fish is tender it cooks quickly and saves money, time and fuel. • There are many different varieties of fish available but it is also available processed, e.g. canned and frozen, when not in season. • It can be used in many different ways.
Uses of Fish • Breakfast: Kippers, smoked salmon and kedgeree • Starter: Prawn cocktail, muscles, smoked salmon and crab claws • Soups: Seafood chowder, lobster bisque • Main course dishes: Baked salmon, cod and tomato bake, fish pie, prawn stir-fry, seafood linguine • Lunch: Crab salad, seafood pasta salad • Sandwiches: Open prawn, salmon and cucumber, tuna and sweetcorn • Snacks: Smoked salmon blinis, prawn crackers, sushi
Buying Fresh Fish • Some fish is expensive, e.g. wild salmon and lobster. Other fish is cheaper, e.g. herring and mackerel. • Farmed fish is usually less expensive than wild fish. It is also important to consider the amount of waste (heads, bones and insides are discarded) as there can be up to 70% waste in fish.
Buying Fresh Fish (continued) Fish should be absolutely fresh, it goes stale quickly (can you find out why?) • Look for: • Bright red/pink gills • A seaweedy, fresh smell, no unpleasant odour • Skin that is moist and unbroken with plenty of scales • Eyes that are bright and bulging • Flesh that is firm, moist and unbruised, with a close grain.
Buying Fresh Fish (continued) • Buy from a clean, reliable source: fish should be stored on ice in a chilled unit in a hygienic shop with well trained, knowledgeable, staff and a good turnover. • Buy fish in season. • Medium-sized fish usually have the most flavour. • Fish are sold in a variety of cuts: as whole fish, fillets, steaks or cutlets. • Shellfish should be heavy for their size. Crustaceans should be alive and molluscs shells should be closed or should close when touched.
Buying Fresh Fish (continued) Small and medium-sized fish, e.g. herring, are usually sold whole and ready to cook, which means that the head, tail, scales and insides have been removed. A larger fish, e.g. salmon, can be cut into pieces, depending on the shape and size of the fish. • Fillets are cut along the length of the fish. • Cutlets are cut across the fish in the section where the gut has been removed. • Steaks are cut across the fish and are whole pieces. • Tailpieces come from large fish. They are usually sold and cooked in one piece.
Buying Frozen Fish Frozen fish should: • Be frozen solid • Have unbroken packets • Be used within the expiry date • Be placed in the freezer quickly • Never be refrozen
Storing Fish Fresh fish: • Remove the wrapping • Rinse in cold water • Put on a clean place, preferably surrounded by ice, and cover loosely • Refrigerate as quickly as possible • Use as quickly as possible (within 24 hours) • Frozen fish: • Put in the freezer as soon as possible • If fish has started to thaw do not refreeze • Use within recommended time (check use-by date)
Processing Fish Fish is a perishable food so a variety of processing methods can be used to make fish more readily available. Fish can be frozen, canned or smoked.
Class Activities • Using a selection of recipes online or in recipe books, find three suitable recipes for: breakfast; starter; main course meal; lunch; sandwiches; snacks. • Go to your local supermarket to do some research on fish. Find three frozen and three tinned products. • Compare a fish that has been processed by two different methods, e.g. it could be smoked, tinned, frozen, pickled, etc. • In your opinion, which is the better method of processing? Give reasons why. • Compare it to fresh fish. Do you notice any differences in colour, texture and flavour? See Activity 15.8 in the TRB
Preparing Fish for Cooking To learn more about skinning fish, preparing lobster and opening oysters, visit the BordBia website. The BBC Good Food website also has a range of excellent technique videos for preparing, cooking and serving fish, like this one on how to fillet a round fish.
Effects of Cooking on Fish • Protein coagulates (sets) so fish shrinks slightly and the flesh becomes opaque. • Connective tissue dissolves so fish breaks apart easily. • Bacteria and parasites are destroyed. • Some loss of B-group vitamins. • If the fish is cooked in liquid, as in poaching, some of the water-soluble minerals and vitamins leach into the cooking water. This water should be used if making a sauce. • Overcooking results in the flesh becoming dry and rubbery.
Cooking Fish Coating Protects the fish flesh during cooking. Examples include: • Seasoned flour, egg and breadcrumbs • Batter • Oatmeal • Sauces • Fish can be cooked in a sauce, or sauce can be served as an accompaniment. Examples include: • Hollandaise, parsley, cheese, tartare, tomato, and white wine sauces
Cooking Fish (continued) Garnishes Make the dish look attractive. Examples include: • Lemon or lime slices, wedges or twists • Parsley chopped or in sprigs • Cucumber twists • Grated cheese • Tomato slices, roses or twists
Practical Class Briefs • Prepare, cook and serve a healthy snack using a fish product. • Design a two-course menu where fish in the main course. Prepare, cook and serve themain course dish.
Fish: Quick Revision • Classify fish and give three examples of each type. • Outline the nutritive and dietetic value of fish and fish products in the diet. • Compile a set of guidelines for buying, storing and cooking fish. • Outline the effects of cooking and processing on fish.
