Students investigate: What causes the Mentos and Coca-Cola reaction, and how can we use scientific evidence to explain what happens? Teams design and revise a controlled investigation, using observations, measurements, research, and scientific vocabulary to examine matter, dissolved gas release, pressure, and whether the phenomenon is a chemical reaction. They create an illustrated explanation board and present an evidence-based argument, connecting carbon dioxide to photosynthesis and the cycling of matter while exchanging respectful critiques. Students conclude with individual self-assessment and group reflection on how feedback and evidence strengthened their explanation over time.

Students will investigate what causes the Mentos and Coca-Cola phenomenon by collecting observations and data about matter, dissolved carbon dioxide, nucleation, gas release, and pressure, then determine whether a chemical reaction occurred. They will design or revise a controlled investigation and use short research from multiple sources to connect carbon dioxide to photosynthesis, matter cycling, and energy flow in organisms. Teams will construct, critique, and refine an evidence-based explanation using scientific vocabulary, then communicate it through an illustrated explanation board and oral presentation. Students will complete individual and group reflections describing how evidence, peer feedback, and collaboration improved their explanation over time.

Teams will create a testable-question plan, safe investigation procedure, observation log, and data display comparing variables in the Coca-Cola and Mentos phenomenon. They will use research and peer critique to revise a written claim explaining that dissolved carbon dioxide rapidly escapes at Mentos nucleation sites, distinguishing this physical change from a chemical reaction and connecting carbon dioxide to photosynthesis and matter cycling. Each team will produce a short illustrated explanation board and final presentation that answer the essential question using observations, data, scientific vocabulary, and reasoning about matter, gas, and pressure. Students will complete a self-assessment and group reflection showing how feedback and evidence improved their explanation over time.

Begin with a teacher-led outdoor Coca-Cola and Mentos demonstration using safety goggles and a marked exclusion zone; teams observe, sketch, measure fountain height, and record evidence. Students discuss: “What causes the Mentos and Coca-Cola reaction, and how can scientific evidence explain what happens?” Teams generate questions about matter, gas release, pressure, and whether a chemical reaction occurred, then select one variable for a safe investigation. Introduce the illustrated explanation board and final team presentation, and have students save an initial explanation to revisit during peer critique, self-assessment, and group reflection.

Host a “Fizz Science Expo” where teams display illustrated explanation boards tracing observations and data to conclusions about gas release, pressure, properties of matter, and whether the event is a chemical or physical change. Each team gives a brief presentation answering the essential question with empirical evidence and precise scientific vocabulary, then responds to audience questions. Visitors leave evidence-based feedback, and teams use it to complete a self-assessment and group reflection describing how their investigation and explanation improved over time.