Ice cream laboratory with salt

Ice cream laboratory with salt

Short description
Full description
Short description

Ice Cream Lab

Type of resource: Web page

Web address

Language: English


To make ice cream

Scientific concept introduced

Liquid, to freeze, solid, temperature, change of state.

Creative and critical thinking

To observe and discover.

Mathematical reasoning


Scientific thinking

To observe, to ask questions, - predicting, testing hypothesis, observing, experimenting.

Learning how to learn

Motivation to learn and engage.Think for oneself. Building self-confidence, feeling of selfefficacy in learning.


Listening with comprehension; hand-eye coordination; Sharing ideas - negotiating meanings, taking group decisions.

Full description

Ice Cream Lab

Overall aims

  • To improve STEAM skills through cooking. 
  • To formulate hypotheses to explain how the ice cream is made.

Vocabulary - keywords should be understood

Ice cream, ice, solidification, fusion, liquid state, solid state.

Expected learning outcomes (operational aims)

  • To discover how and why the ice cream has been produced with the ingredients that are used or why the salt helps to unfreeze (it is worked at the same time the concept of temperature through the heat transmission process). 
  • To calculate the proportions and the correct quantities to make the recipe. The art or their artistic qualities are seen in the final decoration that each group wants to give to their ice cream, and the cooking process itself which is an art. 
  • Think for oneself, through the realization of individual projects, taking group decisions, when the project is done in groups. The main characteristic is the practical “formation”, work in a real way through experience.

STEM skills - to which the learning unit is related to


  • Sciences: cold effects, ice structure, textures, changes of state
  • Arts: Colors 
  • To observe and discover



Teaching methodologies/activity outline

Each team will have a tablet, the students will introduce the code that will redirect them to the presentation, where they will be able to follow at their own rhythm, the videos that explain step by step the elaboration of the ice cream and they will also discover the explanation of the scientific method in which they will be working in and unconscious way. 

In conclusion, the teams and materials used in the learning unit are the same materials to make the experiment, the link for Nearpod and a tablet for each team in which they will be able to watch the videos. Also, a web page in which all the interactive materials has been created. The web is called “Kitchen Lab'':

Assessment of learning

Teachers and parents can share learning through Nearpod activity.

Equipment and materials to be used in learning unit (tools, ingredients etc)

  • Sugar (it is recommended to use brown sugar).
  • Salt (the big one).
  • Cream (it can be with or lactose free, having into account allergies and intolerances mentioned in point 5.2.). Another option is to use milk and food colorant.
  • Ice.
  • Vanilla extract (optional).
  • Seasonal fruit for the final decoration.
  • Two zip lock bags.
  • Measuring utensils (like a mug or a cup).
  • Glass jar with lid, or other material.
  • Gloves to protect hands. 


Moreover, the visualization of Nearpod via tablets is needed.

Kind of setting


References - source



Ice Cream Lab

1. Usefulness for STEM education - integrating content of different disciplines

Cross-curricular character of the resource 


The range of S-T-E-M subjects included 


The presentation of possibilities of including artistic activities (STEAM approach)


2. Expected learning outcomes

Consistency (links) with preschool core curriculum


Communicativeness of description


3. Methodology of teaching

Clarity, communicativeness of instructions for teachers


Meaningful learning - using practical life problems



Original idea 


The level of ease in implementing the methodology to preschool age children


The level of ease in preparing necessary ingredients, materials and equipment needed


4. Sustainability

Ecological characteristics of materials/ results


Supporting healthy eating habits 


Relation with local traditions of cooking (using local products)


Low ecological footprint


Possibilities of inclusion (respecting cultural diversity and food intolerances)


5. Class management

Using differentiated forms of work - individual, team work etc.


Individual work





Team work





Whole group




6. Time management


Short activity (10-15 minutes)




Medium activity (20-30 minutes)




Long activity (1 hour or more)




Very long activity (1 day or more)

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