You will learn
- Name properties of solids.
- Test hardness and strength.
- Describe texture.
- Test float and sink.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Properties describe materials.
- Solids can be hard, strong, rough or smooth.
- Some solids float; some sink.
- We test properties fairly.
Words to know
a feature that describes a material
how something feels
not easily broken
not smooth
1. Discover: The stone and the cork
Hawa drops a stone and a cork into a bowl of water. The stone sinks, the cork floats. “Both are solids,” her teacher says. “But they have different properties.”
Think: Which property did you just test?
2. Understand: Properties of solids
Idea 1: Describing solids
We describe a solid by its properties: hard or soft, strong or weak, rough or smooth, flexible or stiff. Texture is how it feels.
Idea 2: Floating and sinking
Some solids float on water, like cork and wood. Others sink, like stones and metal coins. Floating depends on the material and the shape.
Idea 3: Fair testing
To test a property we use the same size, the same amount and the same method for each material. We record results in a table.
3. Worked examples
Example 1 (I show you): Describe
A brick.
- Hard.
- Rough.
- Strong.
Answer: A brick is hard, rough and strong.
Example 2 (We do it together): Float or sink?
Cork, stone.
- Cork floats.
- Stone sinks.
- Different.
Answer: Cork floats; stone sinks.
Example 3 (You try): Fair test
Strength of papers.
Show the steps and answer
- Same size.
- Same weights.
- Compare.
Answer: Use the same size and method.
Did you know?
Some wood, like balsa, floats so well that it was used to build rafts across the Pacific Ocean.
Why this matters
Knowing properties helps us pick materials for building, boats and tools.
4. Explore: Float or sink
Test items in a bowl of water.
- Predict float or sink.
- Drop each item gently.
- Record results.
- Compare predictions.
Think about it: what did you notice?
What did you notice? Heavy things do not always sink.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A property describes a ___.
- Texture is how it ___.
- Cork ___ on water.
- A stone ___.
Guided practice
Question 1. What is a property?
A feature of a material.
Question 2. What is texture?
How it feels.
Question 3. Does cork float?
Yes.
Independent practice
Level 1: Start
- What is a property?
- What is texture?
- Does cork float?
- Does a stone sink?
- What is rough?
Level 2: Grow
- Why predict first?
- Why same size items?
- Does shape matter for floating?
Level 3: Stretch
- Test five objects.
- Explain float and sink results.
- Describe a material.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Which solids float near you?
Show a sample answer
Wood, plastic bottles.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Not always.
Fix: Some are smooth.
8. Lesson summary and revision card
- I can name properties of solids.
- I can test hardness and strength.
- I can describe texture.
- I can test float and sink.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Properties describe materials.
- Solids can be hard, strong, rough or smooth.
- Some solids float; some sink.
- We test properties fairly.
11. Next lesson
Next lesson: Properties of liquids. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Name three properties. [3 marks]
- What floats and what sinks? [2 marks]
- Explain a fair test. [3 marks]
- Describe a brick. [2 marks]
- Predict and test: why? [2 marks]
Total: 12 marks.
Marking guide and model answers
- Any three [1 each]
- Float [1]; sink [1]
- Same size [1]; same method [1]; record [1]
- Two properties [1 each]
- Compare [1]; learn [1]
Score guide: 11 to 12 = secure. 8 to 10 = nearly there, revise the parts you missed. Under 8 = work through the lesson again with a grown-up.
Printable worksheet
- What is a property?
- What is texture?
- Does cork float?
- Does a stone sink?
- What is rough?
- Why predict first?
- Why same size items?
- Does shape matter for floating?
- Test five objects.
- Explain float and sink results.
Homework
Test five objects at home to see if they float or sink. Draw a table.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a property? | A feature of a material. | 1 |
| 2. What is texture? | How it feels. | 1 |
| 3. Does cork float? | Yes. | 1 |
| 4. Does a stone sink? | Yes. | 1 |
| 5. What is rough? | Not smooth. | 1 |
| 6. Why predict first? | To compare. | 1 |
| 7. Why same size items? | Fair test. | 1 |
| 8. Does shape matter for floating? | Yes. | 1 |
| 9. Test five objects. | Table. | 1 |
| 10. Explain float and sink results. | Material and shape. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 A feature of a material.; 2 How it feels.; 3 Yes.; 4 Yes.; 5 Not smooth.. Level 2: 1 To compare.; 2 Fair test.; 3 Yes.. Level 3: 1 Table.; 2 Material and shape.; 3 Three properties..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Name properties of solids | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Test hardness and strength | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Describe texture | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Test float and sink | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Heavy things always sink.” Not always.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Test and describe five solids.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child tests properties of solids. You do not need to be an expert to help.
- Test objects in a bowl of water.
- Ask, “Why do you think it floats?”
- Describe materials together.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: name properties of solids; test hardness and strength; describe texture; test float and sink.
Prerequisite knowledge. Grade 1 ideas: everyday materials, describing materials and sorting objects by properties.
Materials. Bowl of water, objects, trays and tables. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Gather safe small objects. Cover tables. Prepare record sheets.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Show a cork and a stone and ask, “Which floats?”
Explanation (10 min). Teach properties.
Guided activity (10 min). Learners test.
Independent activity (10 min). Learners record.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Which property? Float or sink?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Heavy things always sink.” Not always.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 12-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Test and describe five solids. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 2 Unit 5, topic 4; Next Generation Science Standards, structure and properties of matter (2-PS1); Cambridge Primary Science Stage 2, materials and their properties; IB Primary Years Programme, how the world works. These sources informed the lesson.