University of Scranton

Sarah Hayes, Kimberly Kispert, & Lindsey Cohen

Subject Area: Science
Essential Questions:
-

What is the difference between a chemical and physical reaction?

How does one classify a reaction as either chemical or physical after an experiment has
been performed?

Title of the Lesson: Mentos and Soda Experiment

Grade Level: 7
Estimated Time: 25 minutes
Summary of the Lesson: Students will perform an experiment involving various types of liquids
and Mentos to demonstrate a chemical reaction. Students will complete this lesson individually,
in pairs, and in a whole group setting.
Materials: Mentos, diet coke, regular coke, sprite, sparkling water, hypothesis worksheet, paper,
crayons
Academic Standards:
-

S7.C.1.1.1: Use characteristic physical or chemical properties of matter to distinguish

one substance from another
S7.C.1.2.1: Identify the reactants and products of simple chemical reactions

Language Standards:
-

CCSS.ELA-LITERACY.SL.7.1

Engage effectively in a range of collaborative discussions (one-on-one, in

groups, and teacher-led) with diverse partners on grade 7 topics, texts, and
issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.7.4

Present claims and findings, emphasizing salient points in a focused, coherent

manner with pertinent descriptions, facts, details, and examples; use
appropriate eye contact, adequate volume, and clear pronunciation.
-

CCSS.ELA-LITERACY.W.7.2

Write informative/explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis of
relevant content.
Objectives:

Level 1: State where they might have heard chemical or physical reaction in the past.
Level 2: Predict what will happen after the Mentos are dropped into the soda, and why.
Level 3: Compare a chemical reaction to a physical reaction verbally.
Level 4: Connect what was learned throughout the class to the real world.

Vocabulary: physical change, chemical change, atom

Procedure:
Before: Before the lesson begins the teacher will ask the students if they know anything about
physical or chemical reactions by showing pictures of each on a PowerPoint. During this time the
teacher will write and draw what the students know in the K part of a KWL chart. The teacher
will then show a YouTube video from Myth Busters.
https://www.youtube.com/watch?v=LjbJELjLgZg&feature=youtu.be
The teacher will ask the students if they are interested in anything from the video and if they
would like to learn anything after the experiment is over. The teacher will ask sample questions
and instruct the student to give a thumbs up or thumbs down response. For example, the
teacher may ask, did you like the explosion and will make an explosion gesture. The student
will then respond with a thumbs up or a thumbs down. These questions will be written in the
W part of the KWL chart.
During:
The teacher will first explain the difference between a physical and chemical reaction by using a
visual on the PowerPoint.
Chemical change is any change that results in the formation of new chemical substances. At the
molecular level, chemical change involves making or breaking of bonds between atoms. These
changes are chemical:
- gasoline burning (water vapor and carbon dioxide form)
- bread rising (yeast converts carbohydrates into carbon dioxide gas)
Physical change rearranges molecules but doesn't affect their internal structures. Some examples
of physical change are:
- whipping egg whites (air is forced into the fluid, but no new substance is produced)
The teacher will ask the students to draw their understanding of the presented information
The teacher will then go into further detail about the experiment they will be performing by
using visuals. The teacher will hand out a worksheet where the student will have to draw the type
of soda being experimented on, their prediction of what will happen, the outcome of what
actually happened, and the rank of height from lowest to highest of each liquid. Before the
experiment is performed they will write down the type of liquid using the label as a guide and
draw their prediction of what will happen after the Mentos are dropped in. The class will go
outside and perform the experiment with coke, diet coke, sprite, and seltzer water. The goal is to
observe what type of soda makes the most intense reaction. During the experiment the teacher
will ask questions using gestures to check for understanding:
- What would happen if the soda was flat?

- What would happen if you only used half a pack of Mentos?

- Describe what happened during the experiment
After:
The class will then go back inside to act out and discuss what they have seen. The teacher will
ask if a physical or chemical reaction had occurred during the experiment and why. Students will
be encouraged to use vocabulary and draw their findings on the white board. During the
discussion the students will work individually or in pairs to fill in the conclusion part of their
chart with drawing, and rank the liquids from lowest to highest. After they have completed their
worksheets they will look to the front of the room to fill in the L part of the KWL chart.
Assessment: The teacher will assess the students based on their observation at the end of the
lesson. The teacher will ask the students to draw pictures of reactions they observe on a daily
basis, such as ice melting.