You will learn
- Name properties of liquids.
- Test mixing of liquids.
- Test dissolving.
- Describe a liquid.
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
Words to know
to mix into a liquid so it cannot be seen
to put together
easy to see through
mixed in so it cannot be seen
1. Discover: The sugar test
Patience stirs a spoon of sugar into water. After a minute it has vanished. She stirs a spoon of sand into another cup. The sand stays. “Sugar dissolves; sand does not,” says her teacher.
Think: What happened to the sugar?
2. Understand: Properties of liquids
Idea 1: Looks and flows
A liquid can be clear or coloured, thick or thin. Water is clear; juice is coloured; honey is thick.
Idea 2: Mixing
Some liquids mix, such as water and juice. Others do not, such as oil and water: oil floats on top.
Idea 3: Dissolving
Some solids dissolve in water, such as sugar and salt. We cannot see them, but they are still there. Sand does not dissolve.
3. Worked examples
Example 1 (I show you): Mix?
Water and juice.
- Stir.
- Looks the same.
- Mixes.
Answer: Water and juice mix.
Example 2 (We do it together): Not mix
Oil and water.
- Oil on top.
- Do not mix.
- Layers form.
Answer: Oil and water do not mix.
Example 3 (You try): Dissolve?
Sugar and sand in water.
Show the steps and answer
- Sugar vanishes.
- Sand stays.
- Sugar dissolves.
Answer: Sugar dissolves; sand does not.
Did you know?
Sea water has so much salt dissolved in it that you can taste it, and the salt can be left behind when the water dries up.
Why this matters
Mixing and dissolving help us make drinks, cook food and clean.
4. Explore: Dissolve or not
Test which solids dissolve in water.
- Fill three clear cups.
- Add sugar, salt, sand.
- Stir for the same time.
- Observe and record.
Think about it: what did you notice?
What did you notice? Sugar and salt dissolved; sand did not.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Sugar can ___ in water.
- Oil and water do not ___.
- Water is ___.
- Sand does not ___.
Guided practice
Question 1. Name a clear liquid.
Water.
Question 2. What dissolves in water?
Sugar or salt.
Question 3. What does not dissolve?
Sand.
Independent practice
Level 1: Start
- Name a clear liquid.
- What dissolves in water?
- What does not dissolve?
- Do oil and water mix?
- Where does oil sit?
Level 2: Grow
- Why stir the same time?
- Is dissolved sugar gone?
- What can we do to see layers?
Level 3: Stretch
- Test three solids in water.
- Explain dissolving.
- Plan a test of mixing liquids.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Which drinks have dissolved things?
Show a sample answer
Tea with sugar.
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: It is still there.
Fix: Oil and water do not.
8. Lesson summary and revision card
- I can name properties of liquids.
- I can test mixing of liquids.
- I can test dissolving.
- I can describe a liquid.
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
- Liquids can be thick or thin and clear or coloured.
- Some liquids mix; some do not.
- Some solids dissolve in water.
- We test and record properties.
11. Next lesson
Next lesson: Comparing solids and 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 two things that dissolve. [2 marks]
- Name one that does not. [1 mark]
- Do oil and water mix? Describe. [2 marks]
- Why is a test fair? [3 marks]
- What happens to dissolved sugar? [1 mark]
Total: 9 marks.
Marking guide and model answers
- Any two [1 each]
- Sand [1]
- No [1]; oil on top [1]
- Same cups [1]; same time [1]; same amount [1]
- Still there [1]
Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Name a clear liquid.
- What dissolves in water?
- What does not dissolve?
- Do oil and water mix?
- Where does oil sit?
- Why stir the same time?
- Is dissolved sugar gone?
- What can we do to see layers?
- Test three solids in water.
- Explain dissolving.
Homework
Test sugar, salt and sand in warm tap water with an adult. Record results.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Name a clear liquid. | Water. | 1 |
| 2. What dissolves in water? | Sugar or salt. | 1 |
| 3. What does not dissolve? | Sand. | 1 |
| 4. Do oil and water mix? | No. | 1 |
| 5. Where does oil sit? | On top. | 1 |
| 6. Why stir the same time? | Fair. | 1 |
| 7. Is dissolved sugar gone? | No, still there. | 1 |
| 8. What can we do to see layers? | Pour oil on water. | 1 |
| 9. Test three solids in water. | Table. | 1 |
| 10. Explain dissolving. | Mixed into water. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Water.; 2 Sugar or salt.; 3 Sand.; 4 No.; 5 On top.. Level 2: 1 Fair.; 2 No, still there.; 3 Pour oil on water.. Level 3: 1 Table.; 2 Mixed into water.; 3 Two liquids, same amounts..
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 liquids | 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 mixing of liquids | 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 dissolving | 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 Describe a liquid | 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: “Dissolved sugar disappears.” It is still there.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Test and explain dissolving.
- 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 which solids dissolve in water. You do not need to be an expert to help.
- Stir sugar into tea or water.
- Ask, “Is the sugar still there?”
- Compare with sand.
- 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 liquids; test mixing of liquids; test dissolving; describe a liquid.
Prerequisite knowledge. Grade 1 ideas: everyday materials, describing materials and sorting objects by properties.
Materials. Clear cups, spoons, sugar, salt, sand and 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. Prepare cups and samples. Cover tables. Prepare tables.
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 sugar in water and ask, “Where did it go?”
Explanation (10 min). Teach dissolving.
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. Does it dissolve? Still there?
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. “Dissolved sugar disappears.” It is still there.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 9-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 explain dissolving. 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 5; 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.