You will learn
- Describe solids.
- Say they keep their shape.
- Sort solids.
- Explain why powders are solids.
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
- Solids keep their own shape.
- Solids have a fixed volume.
- Solids do not flow.
- Powders are tiny solid pieces.
Words to know
matter with a fixed shape and volume
the form of something
the amount of space something takes up
tiny pieces of solid
1. Discover: The salt and the stone
Kwame pours salt into a cup. It takes the cup’s shape. “Is salt a liquid?” he asks. His teacher gives him a hand lens. “Look closely. Each grain is a tiny solid.”
Think: Why does the salt look like it flows?
2. Understand: Solids
Idea 1: Solid properties
A solid keeps its own shape and has a fixed volume. A stone stays a stone whatever container it is in.
Idea 2: Do solids flow?
Solids do not flow. A bag of rice or flour can be poured, but each tiny grain is still a solid. These are called powders or grains.
Idea 3: Hard and soft
Solids can be hard like iron or soft like sponge. Some are bendy and some are rigid.
3. Worked examples
Example 1 (I show you): Test
Stone shape.
- Keeps shape.
- Fixed volume.
- Solid.
Answer: A stone is a solid.
Example 2 (We do it together): Test
Sugar grains.
- Tiny pieces.
- Each is solid.
- Powder.
Answer: Sugar is made of solid grains.
Example 3 (You try): Compare
Hard and soft.
Show the steps and answer
- Iron hard.
- Sponge soft.
- Both solids.
Answer: Solids can be hard or soft.
Did you know?
Diamond is the hardest natural solid; graphite in a pencil is soft, though both are made only of carbon.
Why this matters
Solids give things their shape in buildings, tools and toys.
4. Explore: Solid or not?
Test several materials for shape.
- Collect stone, sugar, sand, flour.
- Put each in a cup.
- Look with a hand lens.
- Decide if each is a solid.
Think about it: what did you notice?
What did you notice? Powders looked like they flowed but were made of solid grains.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A solid keeps its own ___.
- A solid has a fixed ___.
- Sand is made of tiny ___.
- Powders are ___ pieces.
Guided practice
Question 1. What is a solid?
Fixed shape.
Question 2. Do solids flow?
No.
Question 3. Is sand a solid?
Yes.
Independent practice
Level 1: Start
- What is a solid?
- Do solids flow?
- Is sand a solid?
- What is volume?
- Name a hard solid.
Level 2: Grow
- Why are powders solids?
- Why does a stone keep shape?
- Why use a hand lens?
Level 3: Stretch
- Sort materials.
- Look at sand.
- Explain powders.
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Name five solids at home.
Show a sample answer
Chair, cup, pencil, book, spoon.
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 a solid.
Fix: Some do.
8. Lesson summary and revision card
- I can describe solids.
- I can say they keep their shape.
- I can sort solids.
- I can explain why powders are solids.
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
- Solids keep their own shape.
- Solids have a fixed volume.
- Solids do not flow.
- Powders are tiny solid pieces.
11. Next lesson
Next lesson: 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.
- What is a solid? [2 marks]
- Explain why powders are solids. [3 marks]
- Give three solids. [3 marks]
- Hard or soft? [1 mark]
- Safety rule? [1 mark]
Total: 10 marks.
Marking guide and model answers
- Fixed shape [1]; fixed volume [1]
- Tiny pieces [1]; each solid [1]; can be poured [1]
- 1 each
- Example [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 solid?
- Do solids flow?
- Is sand a solid?
- What is volume?
- Name a hard solid.
- Why are powders solids?
- Why does a stone keep shape?
- Why use a hand lens?
- Sort materials.
- Look at sand.
Homework
Find six solids at home and describe their shape.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a solid? | Fixed shape. | 1 |
| 2. Do solids flow? | No. | 1 |
| 3. Is sand a solid? | Yes. | 1 |
| 4. What is volume? | Space taken. | 1 |
| 5. Name a hard solid. | Iron. | 1 |
| 6. Why are powders solids? | Tiny solid pieces. | 1 |
| 7. Why does a stone keep shape? | It is solid. | 1 |
| 8. Why use a hand lens? | See grains. | 1 |
| 9. Sort materials. | Table. | 1 |
| 10. Look at sand. | Drawing. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Fixed shape.; 2 No.; 3 Yes.; 4 Space taken.; 5 Iron.. Level 2: 1 Tiny solid pieces.; 2 It is solid.; 3 See grains.. Level 3: 1 Table.; 2 Drawing.; 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 Describe 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 Say they keep their shape | 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 Sort 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 |
| O4 Explain why powders are 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 |
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: “Salt is a liquid.” It is a solid.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Describe solids and powders.
- 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 learns what makes a solid. You do not need to be an expert to help.
- Find solids together.
- Ask, “Does it keep its shape?”
- Do not taste unknown things.
- 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: describe solids; say they keep their shape; sort solids; explain why powders are solids.
Prerequisite knowledge. Grade 2 matter ideas: solids and liquids, air and water, and the properties of everyday materials.
Materials. Hand lenses, sand, salt, flour, stone. 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. Set out 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). Pour salt and ask, “Is it a liquid?”
Explanation (10 min). Teach solids.
Guided activity (10 min). Learners test.
Independent activity (10 min). Learners sort.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Does it keep its shape? Is it a powder?
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. “Salt is a liquid.” It is a solid.
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. Describe solids and powders. 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 2; 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.