Lesson Notes By Weeks and Term v3 - Primary 2
Water
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Water
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: Basic Science
Class: Primary 2
Term: 2nd Term
Week: 2
Theme: Learning About Our Environment
This page supports the lesson note with a companion video and a short classroom-ready summary.
For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.
Watch on YouTubeIdentify things that float or sink in water Demonstrate how to make objects float or sink in water
This topic introduces the concepts of "floating" and "sinking" as they relate to objects interacting with water.
Water: A liquid that is essential for life. It is usually clear, tasteless, and odourless. It fills buckets, rivers, and ponds.
Floating: When an object stays on top of the water or is partially submerged but does not go to the bottom. Objects that float are generally lighter than the amount of water they push away, or they have shapes that trap air, making them buoyant. For Primary 2, the simplified explanation is that "light" objects float.
Examples relevant to Nigeria:* A dry leaf, a piece of wood, an empty plastic bottle, a plastic bottle cap, a feather, an empty jerry can.
Sinking: When an object goes down through the water and rests at the bottom of the container or body of water. Objects that sink are generally heavier than the amount of water they push away, or they are very dense. For Primary 2, the simplified explanation is that "heavy" objects sink.
Examples relevant to Nigeria:* A small stone, a metal key, a coin (e.g., ₦10 or ₦20 coin), a metal spoon, a full bottle of water, a piece of yam/potato. How Objects Float or Sink (Simplified for P2): The primary factor is how "heavy" or "light" an object feels in relation to the water. Objects that float are often lightweight for their size or have air trapped inside them. Think of a small piece of wood – it feels light, and when placed in water, it stays on top. Objects that sink are usually heavy for their size. Think of a stone – it feels heavy, and when placed in water, it quickly goes to the bottom.
Demonstration Steps for the Teacher: Preparation: Gather various small objects (both natural and man-made) that are safe for students to handle.
Examples: a dry leaf, a small piece of wood, a plastic bottle cap, a stone, a coin, a key, a small metal spoon, a piece of sponge, a rubber band.
Container: Fill a transparent basin, bucket, or a large plastic bowl with clean water. This allows students to clearly observe what happens.
Procedure: Hold up an object and ask students to predict whether it will float or sink. Gently place the object on the surface of the water. Observe what happens (does it stay on top or go to the bottom?). Repeat with different objects, ensuring a mix of those that float and those that sink. Emphasise the terms "float" and "sink" as the observation is made.
Teacher Activities: Introduction (5 minutes): Begin by reviewing the previous lesson's topic (e.g., sources or uses of water).
Engage students with a question: "What happens when you put a stone into a bucket of water? What about a dry leaf?" Listen to their initial ideas. Introduce the terms "float" and "sink" as the focus for the day's lesson.
Concept Demonstration (10 minutes): Present a basin of water and a collection of objects (e.g., stone, leaf, key, plastic cap, wood piece).
Explain the process: "We are going to put these objects into the water and observe what happens. If an object stays on top, we say it floats. If it goes to the bottom, we say it sinks." Demonstrate with 2-3 objects (one clear floater, one clear sinker, and perhaps one that partially floats/sinks slowly) while verbally stating the outcome.
Guided Experimentation (15 minutes): Divide the class into small groups (e.g., 4-5 students per group). Provide each group with a small bowl of water and a set of assorted objects (duplicates of what the teacher demonstrated and a few new ones). Instruct each group to take turns placing objects in the water, observing, and discussing their findings. Circulate among groups, asking guiding questions: "What did you observe? Did the stone float or sink? Why do you think so?" Ensure safety (no splashing, gentle handling of objects).
Discussion and Consolidation (10 minutes): Bring the class together. Ask each group to share 2-3 objects they tested and what happened to them.
Create two lists on the board: "Things that Float" and "Things that Sink," filling them with student examples.
Reinforce the simplified explanation: "Things that are light for their size often float, and things that are heavy for their size often sink." Conclusion (5 minutes): Summarise the main learning points: identifying objects that float and sink, and demonstrating the actions. Encourage students to observe floating and sinking objects at home or in their environment.
Student Activities: Observation and Prediction: Students will observe the teacher's demonstration and predict outcomes for various objects.
Hands-on Experimentation: In groups, students will actively place objects into water and observe whether they float or sink.
Discussion: Students will discuss their observations and findings within their groups and with the whole class.
Classification: Students will help create lists of objects that float and objects that sink.
Verbalisation: Students will describe what they see using the terms "float" and "sink." Objective: To reinforce the identification of objects that float or sink and the demonstration of these actions.
Question 1: Look at these objects: a dry leaf, a small stone, an empty plastic bottle. Which of these objects do you think will float in water? Which of them will sink in water?
Solution 1: Dry leaf: Will float.
Small stone: Will sink.
Empty plastic bottle: Will float.
Commentary: This question directly targets the first objective by asking students to identify objects based on their properties. It uses common, easily visualised Nigerian objects.
Question 2: Imagine you have a metal key and a piece of wood. If you put the metal key in water, what will happen? (Float or Sink?) If you put the piece of wood in water, what will happen? (Float or Sink?)
Solution 2: The metal key will sink in water. The piece of wood will float in water.
Commentary: This question requires students to recall properties of materials and predict outcomes, further solidifying their understanding of floating and sinking.
Question 3: The teacher provides a small basin of water, a plastic spoon, and a coin. a) Demonstrate what happens when you put the plastic spoon in the water. b) Demonstrate what happens when you put the coin in the water. c) Describe your observations using the words "float" and "sink." Solution 3: a) The student will gently place the plastic spoon in the water, observing that it floats. b) The student will gently place the coin in the water, observing that it sinks to the bottom. c)
Observation description:* "The plastic spoon floated on the water. The coin sank to the bottom of the water."
Commentary: This question assesses the second objective, requiring a practical demonstration and clear verbalisation of the results, simulating a classroom activity.
Question 4: You are given a small bowl of water and two objects: a feather and a small ripe tomato. a) Which of these objects would likely float? b) Which would likely sink? c) If you place the feather in the water, how would you describe what it does?
Solution 4: a) The feather would likely float. b) The small ripe tomato would likely sink (or partially sink/float, but typically sinks for a small ripe one). c) When placed in water, the feather would float on top.
Commentary: This question introduces new, common objects, requiring students to apply their understanding. The tomato might present a slight challenge as some fruits can float, but generally, small ripe ones are denser than water. This prompts observation over absolute memorization.
Differentiation: For Struggling Learners (Remediation): Provide more direct, one-on-one guided practice with the teacher. Limit the number of objects to be tested at one time (e.g., start with just one floater and one sinker). Use highly contrasting objects (very light feather vs. very heavy stone) for clear distinction. Use visual aids and simple gestures to reinforce the meaning of "float" and "sink." Allow students to repeat the demonstration multiple times until the concept is grasped. Focus on verbal identification rather than written tasks.
For High-Achieving Learners (Extension): Challenge them to investigate why an object that normally sinks (e.g., a piece of clay) can be made to float by changing its shape (e.g., moulding it into a boat shape). This introduces the concept of displacement in a simple, practical way. Encourage them to design and draw a "floating device" for a small item (e.g., how to make a pebble float using other materials).
Ask them to explore more complex items: "Why does a big ship made of steel float, even though steel is heavy and a small nail made of steel sinks?" (This opens up discussion on air inside the ship). Research local traditional items that float (e.g., calabashes, specific types of wood used for canoes) and explain why they float.
Boat and Canoe Construction/Use: In many riverine communities across Nigeria (e.g., Niger Delta, Lagos, River Benue areas), understanding why a wooden canoe or a metal boat floats is critical. Local fishermen and transporters use this principle daily. Students can connect this lesson to how people travel or transport goods on water without sinking.
Water Safety and Rescue: Knowing that certain materials like empty plastic bottles or certain types of wood can float can be important in emergencies. For instance, in flood-prone areas, objects that float might be used as temporary supports or noticed as indicators of flood levels. Understanding that dense objects sink helps explain why a person might go under if they cannot swim.
Agriculture and Fishing: Farmers might observe leaves and debris floating in irrigation channels or ponds. Fishermen understand that their nets need floats to stay at the surface and weights to sink to the bottom to catch fish effectively. This demonstrates the practical application of floating and sinking in local livelihoods.