Open access: browse this world, read tasks, and explore builds without signing in. You only need an account when you start an investigation.
What are things made of?
Particle model · mixtures and safe reactions
Particle model · safe reactions
How does the invisible world of particles explain what we can see, touch, smell, and make?
Material World · Structure and properties
Ice melts, smells spread across the room, vinegar fizzes with baking soda. What is happening at the particle level — and how do you know something new formed?
Everything around you is made of particles you cannot see. Build the particle model, separate mixtures, test material properties, and spot real chemical change — then explain it in plain words to someone younger.
First step
Run one separation or reaction observation with before/after measurements.
Expected outcome
Materials claim with NZ sample evidence and bioplastic or pigment build.
Local place context
Which classroom reaction or material will you investigate — and what safety rules apply?
What to do, in order
Your steps for this unit
Work through one step at a time. Your teacher releases the next step when the class is ready — the overview above is always available so you know where the unit is heading.
Step 1 of 7 available now
Warm-up quiz· Lesson 1
VentureYour stepLearn the particle model· Lessons 1–2
VentureTest materials and mixtures· Lessons 3–4
ObserveLockedYour teacher will unlock this when the class finishes step 1.
Solubility and graphs· Lesson 5
ObserveLockedYour teacher will unlock this when the class finishes step 1.
Spot chemical change· Lessons 6–7
InferLockedYour teacher will unlock this when the class finishes step 1.
Build and explain· Lessons 7–8
CreateLockedYour teacher will unlock this when the class finishes step 1.
Look back and finish· Lessons 9–10
EvaluateLockedYour teacher will unlock this when the class finishes step 1.
How you think
VOICE across 8–10 lessons across one term (Term 4 anchor)
VOICE = thinking phases · Sequence above = what to do · Tabs = where materials live
Warm-up captures naive thinking (one idea per question). Look-back pairs Q1–8 for gain; Q9–10 from investigation. Teacher-led heating and reactions.
- Venture
Lessons 1–2
Particle model, states, mass conservation
Materials: Learn
- Observe
Lessons 3–5
Material tests, separation, solubility
Materials: Investigate
- Infer
Lessons 6–7
Chemical change evidence, claims
Materials: Investigate · Portfolio
- Create
Lessons 7–8
Communication product, FORGE rigs
Materials: Make
- Evaluate
Lessons 9–10
Revision, display, portfolio
Materials: Portfolio · Check understanding
- Year
- Year 7–8 combined
- Audience
- Year 5–6 class · School science display · Food technology class · School whānau
- Equipment
- Beakers, test tubes, scales (0.1 g), Thermometers and pH paper, Salt, sugar, sand, vinegar, baking soda, Filter paper, sieves, magnets, Safety goggles and aprons
Unit pages
Pick your next page
One page at a time — warm-up, reading, tasks, builds, and portfolio. Locked cards unlock when your teacher releases the next class step.
- 1Type & save
Warm-up quiz
Lesson 1, before we start. No marks — just your first thoughts.
Open page → - Locked
Background reading
Step 2 — follow your class sequence.
- Locked
Investigation tasks
Step 3 — follow your class sequence.
- Locked
Build something
Step 4 — follow your class sequence.
- Locked
Discussion questions
Step 5 — follow your class sequence.
- Locked
Your portfolio
Step 6 — follow your class sequence.
- Locked
Look-back quiz
Step 7 — follow your class sequence.
Unit materials
Open a tab when your teacher or the sequence above points you there — locked tabs unlock with each new step.
Formative only — no grades. Several post-check questions repeat the warm-up on purpose so you can show how your thinking grew. Your teacher uses the rubric for professional judgement, not a score.
Pre-check · Lesson 1 (before teaching)
Warm-up quiz — 15–20 minutes. No right or wrong answers.
Q1 ·
What do you think stuff is made of that you cannot see?
Q2 ·
Ice melts into water. Do you think anything is lost? Why?
Q3 ·
How is a solid different from a liquid in everyday words?
Q4 ·
Fruit salad vs salty water — which looks the same all through? Why?
Q5 ·
Sugar disappears in water. What do you think happened to it?
Q6 ·
What happens to things when you heat them up?
Q7 ·
How would you tell if mixing two things made something genuinely new?
Q8 ·
Rubber band vs paper clip — which stretches and springs back? Why might that be?
Q9 ·
What do you want to find out about matter or mixing?
Q10 ·
How confident are you about matter and reactions right now? What is one thing you think you know? What is one thing you are unsure about?
AI mentor (inside your investigation)
Support appears in your investigation workspace — gentle prompts about your context, data, and analysis. Your teacher can turn assistance off for unassisted checkpoints.
Three ways to engage with this topic
They share a theme but serve different purposes — your class unit is structured and teacher-guided; community platforms are open; class insights are patterns from other school groups.
Your class inquiry world
Teacher-guided VOICE sequence, portfolio artefacts, datasets, and step-by-step release — consent-gated for your cohort.
Open school unit →Class insights from other groups
Anonymised patterns from school investigations on this topic — ideas to test in your dataset, not answers to copy.
Browse insights hub →Ten STEM inquiry worlds with dual angles: scientific investigation and makerspace builds on the same curriculum context.