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KINDER SURPRISE EXPLOSION

The sole responsibility for the content of this document lies with the authors. It does not necessarily reflect the opinion of the European Union.

General information

Title of the activity

Kinder Surprise Explosion

Subject

Maths, Physics, Chemistry

Keywords

Interactive, Versatile, Teamwork
Connected to/ nested with
The kinder surprise explosion experiment should follow the 3D Hologram experiment as that activity’s final step (number 5) steps into ratios.

Learning outcomes

Teacher learning outcomes:

  • Introduce the mathematical concept of ratios in an interactive way
  • Demonstrate the chemical reaction of two substances via a hands on STEM experiment
  • Will be able to integrate fun and interaction into the lesson and thus will be able to intrigue and motivate their students to learn
  • Assess the students’ understanding of the topic; their critical and reflective thinking skills as well as their ability to learn independently
  • Provide students with a task that will help them develop their teamwork and organisational skills
Student learning outcomes:

  • Motivated to learn about ratios
  • Will be able to analyse the explosive reaction of the experiments when using different ratios of baking powder to vinegar
  • Will be able to evaluate the ideal ratio between baking powder to vinegar
  • Will be able to re-create/reproduce the experiment in order to receive the ideal explosive reaction

Transversal skills (max 3 transversal skills)

Reflective thinking, Organisational skills, Ability to learn independently

Number of participants and target age group

1 student – 30 students per teacher

6 yrs old- 18 yrs old ( with respective supervision according to age group needs)

Duration
Approximately 75 min
Short activity description
The activity aims to introduce the mathematical concept of ratios in an interactive way. The importance of ratios will be demonstrated via an experiment that involves chemical reactions. At the same time it aims to place an importance on the scientific method of problem solving through experimentation, data collection and analysis. Through this STEM activity, students will be able to work on developing further their reflective and critical thinking; their organisational skills as well as their ability to learn independently.
Preparation
Materials
List of materials:

  • Kinder Surprise egg container ( 1 container for each team otherwise if online one container for each student)
  • Baking powder ( 1 container for each team otherwise if online one container for each student)
  • Vinegar ( one 500ml bottle for each team otherwise if online one container for each student)
  • Protective cover (optional)
  • Goggles (optional)
  • Lab coat (optional)
  • Clipboard (optional)
  • Piece of A4 paper
  • Pencil
  • Paper
Technical backline:

  • Outdoor area ( ideally) (e.g. school field, garage, balcony)
  • Otherwise the kitchen (sink) or bathroom ( bathtub)
Announcement
Announcement for teacher trainings:

In today’s lesson we will look at the mathematical concept of ratios in a chemical setting. We will put our scientist hats on; we will research this matter through a hands on activity; we will make things explode; take down data and analyse information so we can answer reach a conclusion regarding the ideal ratio in our chemical setting. We will do all this while having fun because learning is fun.

Announcement for students:

In today’s lesson we will look at the mathematical concept of ratios in a chemical setting. We will put our scientist hats on; we will research this matter through a hands on activity; we will make things explode; take down data and analyse information so we can answer reach a conclusion regarding the ideal ratio in our chemical setting. We will do all this while having fun because learning is fun.

Hook
Want to make something explode while learning at the same time?
Activity type/strategy
Lower order thinking Higher order thinking
Knowing / remembering Comprehending / understanding Applying Analyzing Synthesizing / evaluating Creating
  • Questions
  • Discussion
  • Review
  • Test
  • Reports
  • Exercises
  • Demonstrations
  • Problem solving
  • Discussion
  • Questioning
  • Test
  • Plan development
  • Complex case study
  • Design/ development
  • Product generation
  • Producing
This activity is a combination of lower and higher order thinking strategies.
Delivery sequence
Epidemiological suitability
Is the activity suitable for execution in stricter epidemiological restrictions?
☒ Yes ☐ No ☐ Partly
Is the activity suitable for execution in an online setting?
☒ Yes ☐ No ☐ Partly
Can the activity be sequenced? I. e. divided into smaller parts which could function as standalone parts which could maybe even be integrated into other activities.
☐ Yes ☐ No ☒ Partly
Step 1
Step type/strategy: Demonstration Step duration

(minutes):

10-15
Step title:

(if applicable)

Teacher drops a bomb
Keywords: Interactive; Demonstration
Subaims:

What teaching aims are you fulfilling with this part of the sequence?

•Introduce the mathematical concept of ratios in an interactive way

•Demonstrate the chemical reaction of two substances via a hands on STEM experiment

•Will be able to integrate fun and interaction into the lesson and thus will be able to intrigue and motivate their students to learn

Connected to: 3D HOLOGRAM PROJECTOR
Step by step description:
  • The teacher without providing students with a heads up or showing them how to do the experiment ( i.e. quantities) demonstrates the explosion and tells them they will have to replicate what happened once they have conducted that their own thorough research into what transpired at the beginning og the lesson.
  • In order for the teacher to be able to demonstrate the experiment successfully he/she will have to follow the steps below.
  • Gather the necessary material (i.e. kinder egg surprise container, baking poweder, vinegar)
  • Wear protective gear ( i.e goggles, lab coat)
  • Cover the execution area with a protective layer ( i.e some sort of cover)
  • Prior to going to class unwrap the kinder surprise chocolate egg and remove the chocolate
  • Open the kinder surprise container and remove the toy inside
  • Open the container and fill the bigger capsule with baking powder at half point
  • Fill up the smaller capsule with vinegar up to the top and be careful not to spill it inside the baking powder capsule as that would cause a premature reaction.
  • When ready close the kinder egg container. Make sure you have heard a click sound
  • Slightly shake the container so that the ingredients can mix well
  • Release the container further away from you and wait for the container to explode
  • At this point the teacher can inform the students that they will investigate the mathematical concept of ratios through experimentation
  • Before moving on to STEP 2 the teacher will remind them of the last time they looked into ratios via the 5th step of the 3D HOLOGRAM projector activity
  • Provide them with some theory on ratios.
  • Ask them how important they believe ratios are in chemistry.

    • Notes:
    • Tips & tricks: Practise at home before demonstrating to students
    • Online environment adaptation: A teacher can follow the same instructions when teaching online as long at the teacher’s camera is on and the students can see a full range of motions while the teacher is conducting this experiment and introducing the theory on ratios.
    • In regards to the theory on ratios students could have access to such a video that provides a theoretical background prior to coming to class where the theory is offered in a way that allows for self-paced, learner-owned experience that allows students to watch the video as many times as necessary in order to start feeling more comfortable and confident prior to coming to class in order to show their understanding of the concept. (Flipped Classroom)
Step 2
Step type/strategy: Comprehending/Understanding – Discussion Step duration

(minutes):

5
Step title:

(if applicable)

Breakout groups
Keywords: Task delegation, teamwork, coordination, responsibility
Subaims:

What teaching aims are you fulfilling with this part of the sequence?

Provide students with a task that will help them develop their teamwork and organisational skills
Step by step description:
  • The teacher instructs the students to break out into groups where they will discuss what they have witnessed and start to theorise on how they can replicate the experiment succesfully.
  • Students themselves get to delegate tasks and responsibilities to each other
  • The teacher should supervise this process to make sure that all students actively participate during this lesson
  • The teacher informs them that their efforts in the lesson will be informally graded ( i.e they can receive bonus points) but that 50% of those points will be awarded depending on how well they work as a team and how encouraging and supportive they are towards each other’s efforts.

    • Online environment adaptation: The teacher can follow the same instructions when teaching online and at this stage the students can be taken to their breakout rooms on zoom or another software or LMS platform used by the school.
Step 3
Step type/strategy: Analyzing ; Synthesizing /evaluating; Creating Step duration

(minutes):

20
Step title:

(if applicable)

Experimentation & Data capture
Keywords: Trial and error; data capture
Subaims:

What teaching aims are you fulfilling with this part of the sequence?

  • Teach them how to take down and tabulate data
  • Observe and assess student communication skills
  • Observe and assess student Teamwork & Collaboration skills
  • Observe and assess student Sociability & collegiality skills
  • Observe and assess student Application skills
  • Facilitate development of above skills when necessary
Step by step description:
  • Teacher explains to students how to tabulate data
  • At this point the students start experimenting with different ratios
  • The trial and error data capture process goes as follows
  • Decide on a quantity ratio of baking powder to vinegar
  • Tabulate the ratio data
  • Trial the experiment with that specific ratio
  • Write down notes regarding the reaction (i.e reaction speed, intensity and any other noticable occurance)
  • Repeat this process two more times by adjusting the ratios as they see fit

    • Notes: A document that will assist in tabulating data will be attached to this activity and teachers can tailor it accordingly ( i.e language changes etc)
    • Tips & tricks:
    • Online environment adaptation: The teacher can follow the same instructions when teaching online
Step 4
Step type/strategy: Ideal ratio conclusion report Step duration

(minutes):

10
Subaims:

What teaching aims are you fulfilling with this part of the sequence?

  • Assess the students’ understanding of the topic; their critical and reflective thinking skills as well as their ability to learn independently
  • Assist students in developing reasoned decision making
Step by step description:
  • Based on the lessons derived by the previous 3 trials they discuss and agree what the ideal ratio of baking powder to vinegar would be in order to try it.
  • Idea ratio trialed through experimentation
  • Final tweaking based on observations
  • Final trial
  • Conlusions drawn and written in report

    • Online environment adaptation: The teacher can follow the same instructions when teaching online
Step 5
Step type/strategy: Applying Step duration

(minutes):

15
Step title:

(if applicable)

Class discussion
Keywords:
Subaims:

What teaching aims are you fulfilling with this part of the sequence?

  • Practice and development of communication skills
Step by step description:
  • Each group takes turn revealing their ideal ratio conclusion.
  • Class discussion led by teacher’s questions in order to help students develop their critical thinking skills further.
  • Class discussion led by teacher’s questions in order to helo students develop their teamwork capacity further.
  • Closing up with a discussion on the importance of reusing materials, recycling and their link to sustainability and climate change/environmental sustainability.

    • Online environment adaptation: The teacher and students can follow the same instructions online
Step 6
Step type/strategy: Applying Step duration

(minutes):

10
Step title:

(if applicable)

Packing up & Cleaning
Subaims:

What teaching aims are you fulfilling with this part of the sequence?

  • Respect for the Environment
  • Development of organisational skills
Step by step description:
  • Packing up & cleaning tasks assigned to students within group by the group itself
  • Cleaning/Washing and drying the kinder surprise containers
  • Cleaning the surface areas affected by kinder egg explosion
  • Packing up experiment materials neatly so that future students can use

    • Online environment adaptation: The teacher can follow the same instructions when teaching online
Evaluation/assesment
Please write an assesment or evaluation method that could be used for your activity.
Evaluation Techniques:Oral Examination ,Written Examination , Delphi Method, Observation of Behaviour and application of knowledge ,Video Recording of Presentations.
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