You will learn
- Name material properties.
- Test hardness and flexibility.
- Test waterproofness.
- Record results in a table.
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 how materials behave.
- We test properties with fair tests.
- Different properties suit different uses.
- Results go in a table.
Words to know
a quality of a material
letting light pass through
able to bend without breaking
not letting water through
1. Discover: The raincoat test
Akosua wants to find the best material for a raincoat. She drops water on cloth, plastic and paper. The cloth soaks it up, the paper goes soggy and the plastic keeps it out. “Plastic is waterproof,” she says.
Think: Why did she test all three the same way?
2. Understand: Properties
Idea 1: What is a property?
A property is a quality that tells us how a material behaves. Examples: hard or soft, flexible or stiff, transparent or opaque, waterproof or absorbent.
Idea 2: Testing
To test a property, use a fair test: same size, same amount of water, same force. Record results in a table.
Idea 3: Choosing
Properties tell us which material to use. Glass is transparent so it is used for windows. Rubber is flexible so it is used for bands.
3. Worked examples
Example 1 (I show you): Test
Waterproof.
- Drop water.
- See if it passes.
- Waterproof.
Answer: Plastic is waterproof.
Example 2 (We do it together): Test
Flexible.
- Bend gently.
- Does it return?
- Flexible.
Answer: Rubber is flexible.
Example 3 (You try): Use
Window.
Show the steps and answer
- Transparent.
- Let light in.
- Glass.
Answer: Glass suits windows.
Did you know?
Spider silk is stronger than steel of the same thickness.
Why this matters
Knowing properties helps us choose the right material for the job.
4. Explore: Material tester
Test three properties of four materials.
- Choose four materials.
- Test waterproofness.
- Test flexibility.
- Record in a table.
Think about it: what did you notice?
What did you notice? No material was best at everything.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A ___ describes a material.
- Glass is ___.
- Rubber is ___.
- Plastic is ___.
Guided practice
Question 1. What is a property?
A quality.
Question 2. What does flexible mean?
Bends.
Question 3. What does transparent mean?
Light passes.
Independent practice
Level 1: Start
- What is a property?
- What does flexible mean?
- What does transparent mean?
- What does waterproof mean?
- Name a flexible material.
Level 2: Grow
- Why test fairly?
- Why use glass for windows?
- Why use rubber for bands?
Level 3: Stretch
- Test four materials.
- Match properties to uses.
- Explain a fair test.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Name a waterproof material.
Show a sample answer
Plastic.
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: Different uses need different properties.
Fix: Not always.
8. Lesson summary and revision card
- I can name material properties.
- I can test hardness and flexibility.
- I can test waterproofness.
- I can record results in a table.
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 how materials behave.
- We test properties with fair tests.
- Different properties suit different uses.
- Results go in a table.
11. Next lesson
Next lesson: Heating and cooling. 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]
- Describe a waterproof test. [3 marks]
- Match property to use. [2 marks]
- Why test fairly? [1 mark]
- Safety rule? [1 mark]
Total: 10 marks.
Marking guide and model answers
- 1 each
- Drop water [1]; observe [1]; record [1]
- Property [1]; use [1]
- Trust results [1]
- Any [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a property?
- What does flexible mean?
- What does transparent mean?
- What does waterproof mean?
- Name a flexible material.
- Why test fairly?
- Why use glass for windows?
- Why use rubber for bands?
- Test four materials.
- Match properties to uses.
Homework
Test two materials at home for waterproofness and record the result.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a property? | A quality. | 1 |
| 2. What does flexible mean? | Bends. | 1 |
| 3. What does transparent mean? | Light passes. | 1 |
| 4. What does waterproof mean? | No water through. | 1 |
| 5. Name a flexible material. | Rubber. | 1 |
| 6. Why test fairly? | Trust results. | 1 |
| 7. Why use glass for windows? | Transparent. | 1 |
| 8. Why use rubber for bands? | Flexible. | 1 |
| 9. Test four materials. | Table. | 1 |
| 10. Match properties to uses. | Table. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 A quality.; 2 Bends.; 3 Light passes.; 4 No water through.; 5 Rubber.. Level 2: 1 Trust results.; 2 Transparent.; 3 Flexible.. Level 3: 1 Table.; 2 Table.; 3 Paragraph..
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 material properties | 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 flexibility | 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 Test waterproofness | 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 Record results in a table | 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: “One material is best for everything.” Different uses need different properties.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Test and describe material properties.
- 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 materials. You do not need to be an expert to help.
- Look for materials at home.
- Ask, “What property?”
- Wipe spills.
- 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 material properties; test hardness and flexibility; test waterproofness; record results in a table.
Prerequisite knowledge. Grade 2 matter ideas: solids and liquids, air and water, and the properties of everyday materials.
Materials. Cloth, paper, plastic, droppers, water. 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. Cut samples.
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 materials and ask, “Which is best for rain?”
Explanation (10 min). Teach properties.
Guided activity (10 min). Learners test.
Independent activity (10 min). Learners compare.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What property? How was it tested?
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. “One material is best for everything.” Different uses need different properties.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-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 material properties. 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 3 Unit 5, topic 6; Next Generation Science Standards, structure and properties of matter; Cambridge Primary Science Stage 3, materials; IB Primary Years Programme, how the world works. These sources informed the lesson.