ALEX Classroom Resource


Hot and Cold Colors

  Classroom Resource Information  


Hot and Cold Colors


Content Source:

Science NetLinks
Type: Lesson/Unit Plan


The primary purpose of this experiment is to engage students in an activity that will allow them to observe that hotter conditions can speed up changes in materials. Students will predict whether food coloring disperses more quickly in hot, cold, or room temperature water, and then carry out a short activity to explore their predictions.

Content Standard(s):
SC2015 (2015)
Grade: 5
2 ) Investigate matter to provide mathematical evidence, including graphs, to show that regardless of the type of reaction (e.g., new substance forming due to dissolving or mixing) or change (e.g., phase change) that occurs when heating, cooling, or mixing substances, the total weight of the matter is conserved.

Insight Unpacked Content
Scientific And Engineering Practices:
Using Mathematics and Computational Thinking
Crosscutting Concepts: Scale, Proportion, and Quantity
Disciplinary Core Idea: Matter and Its Interactions
Evidence Of Student Attainment:
  • Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
Teacher Vocabulary:
  • Quantitative measurements (mass, weight, standard unit)
  • Physical quantities (weight, time, temperature, volume)
  • Property changes
  • Matter
  • Reaction
  • Heating
  • Cooling
  • Mixing
  • Physical properties
  • Conservation of matter
  • Graphing
Students know:
  • The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish.
  • No matter what reaction or change in properties occurs, the total weight of the substances does not change. (Boundary: Mass and weight are not distinguished at this grade level.)
Students are able to:
  • Measure and graph the given quantities using standard units, including: the weight of substances before they are heated, cooled, or mixed and the weight of substances, including any new substances produced by a reaction, after they are heated, cooled, or mixed.
  • Measure and/or calculate the difference between the total weight of the substances (using standard units) before and after they are heated, cooled, and/or mixed.
  • Describe the changes in properties they observe during and/or after heating, cooling, or mixing substances.
  • Use their measurements and calculations to describe that the total weights of the substances did not change, regardless of the reaction or changes in properties that were observed.
  • Use measurements and descriptions of weight, as well as the assumption of consistent patterns in natural systems, to describe evidence to address scientific questions about the conservation of the amount of matter, including the idea that the total weight of matter is conserved after heating, cooling, or mixing substances.
Students understand that:
  • Standard units are used to measure and describe physical quantities such as weight and can be used to demonstrate the conservation of the total weight of matter.
AMSTI Resources:
AMSTI Module:
Matter and Interactions

NAEP Framework
NAEP Statement:
P4.1: Objects and substances have properties. Weight (mass) and volume are properties that can be measured using appropriate tools.*

NAEP Statement:
P4.3: Matter exists in several different states; the most common states are solid, liquid, and gas. Each state of matter has unique properties. For instance, gases are easily compressed while solids and liquids are not. The shape of a solid is independent of its container; liquids and gases take the shape of their containers.

NAEP Statement:
P4.6: One way to change matter from one state to another and back again is by heating and cooling.

Tags: cooling, heating, matter, substance
License Type: Custom Permission Type
See Terms:
For full descriptions of license types and a guide to usage, visit :
  This resource provided by:  
Author: Stephanie Carver