You will learn
- Name properties of water.
- Test absorbency.
- Test floating and sinking.
- Explain dissolving.
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
- Water flows and takes the shape of its container.
- Some materials absorb water; some do not.
- Some objects float; some sink.
- Water can dissolve some solids.
Words to know
to soak up a liquid
not letting water through
to stay on top of water
to go down in water
1. Discover: The spilled water
A cup tips over on the classroom table. Zainab wipes it with a cloth that soaks the water up. Her friend tries plastic and the water just runs off. “Cloth absorbs; plastic does not,” says the teacher.
Think: Which material is waterproof?
2. Understand: Properties of water
Idea 1: Water flows
Water flows and takes the shape of its container. It has no shape of its own.
Idea 2: Absorb or not
A cloth or sponge absorbs water. Plastic or foil is waterproof: water cannot soak in.
Idea 3: Float or sink
Some objects float, like wood and plastic bottles. Others sink, like stones. Water can also dissolve salt and sugar.
3. Worked examples
Example 1 (I show you): Absorbent?
Sponge and plastic.
- Sponge soaks.
- Plastic does not.
- Sponge absorbs.
Answer: A sponge absorbs; plastic does not.
Example 2 (We do it together): Float or sink?
Cork, stone.
- Cork floats.
- Stone sinks.
- Compare.
Answer: Cork floats, stone sinks.
Example 3 (You try): Dissolve
Sugar in water.
Show the steps and answer
- Stirs in.
- Cannot be seen.
- Dissolves.
Answer: Sugar dissolves in water.
Did you know?
A sponge can hold up to ten times its own weight in water.
Why this matters
Knowing properties of water helps us choose materials for clothes, roofs and boats.
4. Explore: Which absorbs
Test materials with a drop of water.
- Collect materials.
- Drop water on each.
- Time how long it soaks in.
- Record in a table.
Think about it: what did you notice?
What did you notice? Some materials soak water; some repel it.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Water ___ in a container.
- A sponge ___ water.
- Plastic is ___.
- Sugar ___ in water.
Guided practice
Question 1. Does water flow?
Yes.
Question 2. What absorbs water?
A sponge.
Question 3. What is waterproof?
Plastic.
Independent practice
Level 1: Start
- Does water flow?
- What absorbs water?
- What is waterproof?
- What floats?
- What sinks?
Level 2: Grow
- Why use plastic for rain coats?
- Why use cloth to wipe?
- Why can boats float?
Level 3: Stretch
- Test five materials.
- Explain float and sink results.
- Choose a material for a raincoat.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Which materials do you use in rain?
Show a sample answer
Umbrella and plastic sheets.
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: Some repel it.
Fix: Not always.
8. Lesson summary and revision card
- I can name properties of water.
- I can test absorbency.
- I can test floating and sinking.
- I can explain dissolving.
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
- Water flows and takes the shape of its container.
- Some materials absorb water; some do not.
- Some objects float; some sink.
- Water can dissolve some solids.
11. Next lesson
Next lesson: Uses of water. 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]
- Absorbent vs waterproof. [2 marks]
- Float and sink examples. [2 marks]
- Describe an absorbency test. [2 marks]
- Safety rule? [1 mark]
Total: 10 marks.
Marking guide and model answers
- Any three [1 each]
- Absorbent [1]; waterproof [1]
- Float [1]; sink [1]
- Drop water [1]; time [1]
- Wipe spills [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
- Does water flow?
- What absorbs water?
- What is waterproof?
- What floats?
- What sinks?
- Why use plastic for rain coats?
- Why use cloth to wipe?
- Why can boats float?
- Test five materials.
- Explain float and sink results.
Homework
Test five materials at home with a drop of water. Record which absorb.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Does water flow? | Yes. | 1 |
| 2. What absorbs water? | A sponge. | 1 |
| 3. What is waterproof? | Plastic. | 1 |
| 4. What floats? | Cork. | 1 |
| 5. What sinks? | A stone. | 1 |
| 6. Why use plastic for rain coats? | Waterproof. | 1 |
| 7. Why use cloth to wipe? | Absorbs. | 1 |
| 8. Why can boats float? | Shape and material. | 1 |
| 9. Test five materials. | Table. | 1 |
| 10. Explain float and sink results. | Material and shape. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Yes.; 2 A sponge.; 3 Plastic.; 4 Cork.; 5 A stone.. Level 2: 1 Waterproof.; 2 Absorbs.; 3 Shape and material.. Level 3: 1 Table.; 2 Material and shape.; 3 Waterproof..
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 water | 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 absorbency | 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 floating and sinking | 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 Explain 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 |
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: “All materials soak water.” Some repel it.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Explain three water 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 water. You do not need to be an expert to help.
- Spill and wipe water together.
- Ask, “Why does the cloth work?”
- Test floating.
- 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 water; test absorbency; test floating and sinking; explain dissolving.
Prerequisite knowledge. Grade 1 ideas: weather and the sky, water around us and keeping our environment clean.
Materials. Droppers, cloth, foil, plastic, paper, sponge, trays and timers. 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 small 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). Spill water and ask, “What cleans it?”
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. Does it absorb? 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. “All materials soak water.” Some repel it.
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. Explain three water 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 2 Unit 7, topic 6; Next Generation Science Standards, structure and properties of matter and Earth systems (2-ESS2 water on Earth); Cambridge Primary Science Stage 2, materials and Earth; IB Primary Years Programme, how the world works. These sources informed the lesson.