Activity 3.3 - Evidence-Based Arguments for Soda Water Fizzing (45 min)

Target Student Performance

Students (a) use data from their investigations to develop evidence-based arguments about matter movements and matter changes when soda water fizzes, and (b) identify unanswered questions about matter movement and matter change that the data are insufficient to address.

Resources You Provide

Resources Provided

Recurring Resources


Print one copy of 3.3 Evidence-Based Arguments Tool for Soda Water Fizzing for each student. Make sure that the 3.2 Soda Water Fizzing Class Results 11 x 17 Poster (or spreadsheet) from the previous activity is available.


1. Use the instructional model to show students where they are in the course of the unit.


During the class discussion, listen for students making connections to the investigation and their arguments. Are they drawing on observations from the investigation, or from other sources of knowledge and experience? Use the 3.3 Assessing the Evidence-Based Arguments Tool for Soda Water Fizzing to compare your students’ answers with patterns in student thinking from other classrooms.



  • Have the students store their 3.3 Evidence-Based Arguments Tool for Soda Water Fizzing in the same place as their Expressing Ideas and Questions and Predictions and Planning tools so they can be easily revisited.
  • Because this is the first time students will use the Evidence-Based Arguments Process Tool, review the questions ahead of time so they understand the purpose and structure of the tool.
Extending the Learning
  • Students can return to a discussion of other situations where bubbles form and leave liquids, such as the bubbles that form when water is boiled, when baking powder or Alka-Seltzer are dissolved in water, or when vinegar and baking soda are mixed. How does what they have learned about soda water affect their ideas and questions about those situations?
  • Use cobalt chloride indicator paper to test for the presence of water after soda water fizzing activity.