Science Year 7 Skills and Knowledge Checklists. Date MEG: A Tissues and Transplants. I can recall that the heart is an example of an organ

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Godwin Little
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1 A Tissues and Transplants I can recall that the heart is an example of an organ I can recognise organ transplants as a scientific development requiring experimentation I can present results as drawings, tables and charts I can use a microscope to see cells clearly I can make predictions I can recall the names and positions of the main organs in plants and humans I can describe how organ transplants can save lives I can state reasons why people carry donor cards I can identify some jobs that require a knowledge of cells and organs I can identify the variables that might affect an investigation, including some that are difficult to control I can identify the parts of a cell using a microscope I can prepare a cell safely I can recognise that some experiments do not involve fair tests I can describe how living things are made of cells, tissues and organs I can recall the functions of the main organs in plants and humans I can describe how evidence from microscopes has changed theories about what organisms are made from I can explain how scientists tell others about their work I can calculate microscope magnifications and draw observations to scale I can identify the variables in an investigation and plan how to control them I can recall all seven life processes I can describe the differences between animal and plant cells I can explain the functions of the parts of cells I can describe what happens in and the purpose of cell division

2 I can explain why some people may not want to have an organ transplant I can estimate the sizes of specimens viewed under the microscope I can explain how some cells are specialised to carry out certain functions B Sex and Science I can state that living things reproduce I can recognise how evidence has changed the ideas we have about how animals reproduce I can present data in tables and bar charts I can describe the main stages of the human life cycle I can name and identify the main reproductive organs in humans I can explain the basics of scientific method I can find information about reproduction from selected secondary sources I can recognise that scientific questions can be answered using a range of methods I can draw and interpret data from simple line graphs and bar charts I can explain what happens in fertilisation I can recognise that animals have different lengths of pregnancy and look after their young to different degrees I can recognise the changes that occur during puberty I can explain the role of the placenta in pregnancy I can explain the functions of the main reproductive organs in humans I can describe what happens in the menstrual cycle I can describe one way in which our understanding of animal reproduction has changed due to scientific observations I can describe ways in which modern science can care for pregnant women and animals, and their offspring I can recognise the need for a large sample size in investigations I can describe egg and sperm cells and some of their adaptations

3 I can explain why a pregnant women must avoid some substances I can describe what happens during birth I can describe some of the ways in which a young animal is cared for I can recognise the reasons behind using fertility treatment I can identify the many variables that are hard to control in a survey I can recognise how knowledge of the results of having sex is important in making lifestyle choices I can explain the adaptations of sperm and egg cells I can explain how sex cells contain the information required for new life I can explain how reproduction was thought to happen before sex cells were discovered I can recognise some of the benefits and drawbacks of cloning I can describe the role of chromosomes I can explain the adaptations of sperm and egg cells I can explain how sex cells contain the information required for new life cology Matters I can state an example of a habitat I can state some good and bad effects humans can have on a habitat I can make suggestions about suitable questions that can be investigated I can select suitable equipment to take samples from a habitat I can describe the environmental factors in a habitat I can explain how familiar organisms are adapted to their habitats I can draw a food chain I can describe ways in which science is used to prepare habitats I can recognise when a development is sustainable

4 I can measure an environmental factor in habitat I can use results to match changes in environmental conditions to animal and plant behaviour I can use a choice chamber to test behaviour I can describe differences between different habitats caused by environmental factors I can recall what a distribution is I can recall examples of adaptations to daily and seasonal changes I can describe some adaptations of animals for feeding I can describe how science can provide evidence for making laws I can measure a range of environmental factors in a habitat I can explain why a certain method of sampling is suitable for answering a certain scientific question I can recognise the need for a large sample size in investigations I can explain what the arrows in a food chain show I can use food chains to draw food webs I can identify ways in which organisms compete with one another I can recognise the benefits and drawbacks of different levels of technology in the fight against diseases and pests I can identify the strength of correlation between patterns in collected data I can explain the contributions of different organisms to a community I can recall examples of scavengers and parasites I can describe why different organisms in a community need slightly different environmental conditions (microhabitats) I can use food webs to predict both short and long term effects of changes in habitat D lassified Review I can sort living things into groups I can identify two major groups of living things

5 I can recognise how evidence from observing animals can be used to identify them and how we could tell if a system of grouping things is wrong I can recognise different systems of classification used in our lives I can make suggestions about questions that can be investigated I can present data as tables and bar charts I can use a ruler to measure to the nearest millimetre I can use a branching key I can describe the differences between vertebrates and invertebrates I can describe differences and similarities between organisms of the same species I can recognise that variation is described in different ways, depending on audience I can recognise that developing a system of classification needs creative thought, to think up groupings I can use observations of variation to identify questions that can be investigated and suggest appropriate data to collect I can identify relationships in data I can explain why classifying things is important I can recognise that modern classification is based on work from many scientists and continues to be developed I can recognise the need for a large sample size in investigations I can describe the causes of variation between organisms I can classify invertebrates into their major groups I can define what a species is I can explain that inherited and environmental causes of variation cannot be separated completely I can identify other ways in which scientists classify organisms that are not based on what organisms look like or what they do I can evaluate the strengths of relationships in terms of sample size I can explain the difference between continuous and discontinuous variation I can recall what a normal distribution is

6 Acids and Alkalis I can name something that is an acid I can recognise that different people will have different views on the development of industrial site I can recognise that people who deal with acids or alkalis have strict safety rules I can carry out a fair test I can present results in tables and bar charts I can describe differences between acids and alkalis I can list some common uses of acids and alkalis I can describe some of the arguments for and against industrial development in a particular area I can work safely with dilute acids and alkalis I can use an indicator to work out if something is acidic, alkaline or neutral I can use a knowledge of acids and alkalis to identify questions that can be investigated and suggest appropriate data to collect I can identify relationships in data I am able to classify solutions as acidic, alkaline or neutral using indicator colours and ph values I can recognise that modern understanding of acids and alkalis is based on work many scientists, including Arabic scientists I can recognise hazard warning symbols and act accordingly (maybe using secondary sources to find out the dangers) I can describe how to lessen the risks of working with acids and alkalis I can explain how conclusions match evidence I can suggest how a method can be improved I can suggest what happens to ph during neutralisation I can list some common use of neutralisation I can evaluate the conflicting evidence for competing theories about acids I can give reasons for why you agree or disagree with others when discussing arguments for and against industrial development in an area I can evaluate your own work and that of others to see whether you can make valid comparisons between the different sets of results

7 I can link the ph of an acid or alkalis to its hazards F Bubbles, Bangs and Burning I can recall that some changes can be reversed and others cannot I can recognise some evidence that supports a theory I can use observations to tell if a chemical reaction has taken place I can carry out a fair test I can work safely with acids and when burning materials I can recall what a fuel is I can list some benefits and drawbacks of using fossil fuels and explosives I can tell others about ideas on how to stay safe when using acids or burning materials I can carry out a fair and safe investigations to collect accurate evidence I can present data as a line graph I can identify some products of chemical reactions I can state that oxygen or air is needed for burning I can say whether a change is reversible or irreversible, chemical or physical I can draw conclusions from observations using a theory about burning I can describe some of the arguments for and against the use of fossil fuels and explosives in modern society I can suggest a scientific question to be investigated and plan a fair investigation for that question I can explain that new materials are formed during a chemical reaction and give an example I can list the gases formed when acids react with metals and limestone I can describe how oxides form I can describe the tests for hydrogen, oxygen and carbon dioxide I can use word equations to represent burning reactions

8 I can describe how observations from a combustion experiment can provide evidence for and against differences theories of burning I can give reasons for why you agree or disagree with others when discussing the arguments for and against the use of fuels and explosives in modern society I can explain how well your conclusions match your evidence I can put together information from several different sources in order to develop an argument I can explain how the products of burning a hydrocarbon are formed I can explain why some reactions are explosives G What a Waste I can record observations neatly I can recall some properties of some materials and sort materials in to groups I can recognise that different wastes have different properties and so need to be treated in different ways I can measure volumes accurately I can make predictions I can recall that scientists publish their ideas I can classify materials as solid, liquid or gas I can explain what a theory is I can describe some of the problems caused by landfill I can identify images of solids, liquids and gases drawn according to the particle theory I can make predictions that are explained using scientific knowledge I can recall that materials are made out of particles and these cause the properties I can use the particle theory to explain the basic properties of solids, liquids and gases I can explain how theories are changed based on new evidence I try to give explanations for observations using the particle theory I can give an example of a convention that scientists use when publishing their ideas

9 I can explain how to classify difficult materials like foam and sand I can describe the arrangement and movement of particles in solids, liquids and gases I can identify some effects of gas pressure I can use the particle theory to explain dilution and diffusion I can use the particle theory to explain gas pressure, evaporation and expansion I can describe how scientific progress has changed the sorts of materials that we treat as waste I can explain the variables that affect the speed of diffusion of particles H Materials from the arth I can sort rocks into groups based on texture I can describe rock textures I can recognise that quarrying can affect the environment I can carry out a fair investigation I can recall that rocks are composed of grains of minerals I can recall the ways in which rocks are weathered I can identify whether rocks are permeable or impermeable I can recognise that people have not always explained features of landscapes in the way we do now I can recognise that geologists from different countries collaborate and exchange ideas I can recognise the sort of evidence that geologists look for in rocks to work out how they were formed I can describe how rock layers can be used to provide evidence for a sequence of events I can recall that layers of deposited sediments turn into layers of sedimentary rocks I can discuss the advantages and disadvantages of quarrying for materials I can use ideas about weathering, erosion, transport and deposition to explain the different sedimentary rocks I can recognise that geology relies heavily on observation rather than experiment, unlike many other areas of science

10 I can plan a safe and fair investigation to produce accurate measurements I can make simple statements about how sedimentary rocks were formed based on their texture I can explain why sedimentary rocks are often permeable I can explain how rocks are weathered by chemical and physical processes I can describe the different ways in which grains can be transported I can explain how sediments are turned into rocks I can make some detailed statements about how sedimentary rocks were formed based on their texture and other features such as cross-bedding I can make links between the weather in an area and the expected types of weathering I can explain how fossils can be formed I can explain how fossils can be used to date rocks I can describe how the features of limestone scenery were formed I nergy and Sustainable Living I can name some fuels used in transport I can state why it is good to reduce our use of fossils fuels I can describe how a test is fair I can present data using tables and bar charts I can get information from a secondary source I can name some fuels used in homes and industry I can suggest some ways to reduce our use of fossil fuels I can suggest how people can be persuaded to use less fossil fuels I can use a Bunsen burner safely I can identify the variables that might affect an investigation, including some that are difficult to control I can plan an investigation using apparatus correctly, with some help

11 I can obtain reliable evidence by repeating measurements I can explain what a fuel is and what a fossil fuel is I can recall the units that energy is measured in I can explain why different people need different amounts of food I can state some ways in which burning fossil fuels affects the environment I can describe how some renewable energy resources can be used to generate electricity and provide heat I can describe some of the advantages and disadvantages of renewable energy resources I can explain how our personal use of fossil fuels affects others I can evaluate the accuracy of results I can explain that fuels transfer energy when they burn I can compare the amounts of energy in different foods I can state what happens in photosynthesis I can state the law of conservation of energy I can explain some ways in which our use of fossil fuels can affect other people in this country and around the world I can suggest how technology could change the way we use energy resources I can plan an investigation without help I can search for and use suitable secondary sources of information I can calculate the amount of energy transferred using data I can describe the links between the Sun, energy resources and yourself J lectrical ircuits I can describe some uses of electricity I can describe what happens in simple circuits I can recall some materials that let electricity through them

12 I can use a model to describe an electric circuit I can state some examples of useful circuits I can construct simple electrical circuits I can identify patterns and trends in data I can use electricity safely I can recall why fuses are used I can list some dangers of electricity I can describe some of technological developments made possible by electricity I can tell others about your ideas on how to stay safe when doing investigations with electricity I can draw conclusions about what happens in different circuits I can draw circuit diagrams using standard symbols I can recall that current is the same everywhere in a series circuit I can describe the effect of adding more bulbs to a series circuit I can describe the effect of adding more bulbs to a parallel circuit I can use a model to show the difference between current and energy transfer in a circuit I can measure current accurately I can explain how fuses work I can describe how the current divides between the branches in a parallel circuit I can explain the advantages of series and parallel circuits I can explain how electrical current is a way of carrying energy and how that energy is transferred I can explain what resistance is I can explain how scientific ideas about electricity have changed I can wire a plug correctly I can explain the strengths and weaknesses of some of the models used to explain electricity

13 I can explain the hazards of electricity and how the risks of using it are identified and controlled as part of an investigation plan I can predict what the currents will be in different parts of series and parallel circuits I can apply the idea that nerves are electrical conductors to explain dangers of electricity K Forces and their ffects I can recognise that a force is a push or a pull I can recognise some pieces of equipment that make use of forces I can use force meters to measure forces accurately using the correct units I can make and test predictions I can name and identify some different forces I can identify contact and non-contact forces I can recognise some pieces of equipment that makes use of forces I can recognise that ideas about forces have changed as scientists have carried out more experiments I can make predictions that are explained using scientific knowledge I can describe what friction, upthrust and gravity do I can identify the different sorts of friction and say how they can useful or not I can describe how forces acting on an object can work with or against each other I can describe examples of how using equipment to control forces lets us do things that we would not be able to do I can explain why safety standards are needed for sporting equipment I can use ideas about causes of friction to suggest one or more variables that may affect the amount of friction I can plan to control variables in an investigation, explaining why they need to be controlled I can make careful observations and repeat them where necessary I can draw conclusions and match them to predictions I can draw diagrams to show the directions in which forces act and their sizes

14 I can identify balanced and unbalanced forces I can explain how friction can be reduced I can describe the differences between mass and weight I can recall examples of how and why ideas about forces have changed I can use secondary sources to identify a range of variables that may affect the amount of friction, and plan an investigation to investigate them I can present data as a line graph with a line of best fit I can explain what is meant by speed and be able to calculate speeds I can explain what is meant by density and be able to calculate density I can explain why weights change when objects are taken to other planets I can recall what a resultant force is and calculate resultant forces L The Solar System and Beyond I can name some planets I can explain how we get day and night using a model of the arth and Sun I can recall ways in which technology helps us to find out more about the planets and stars I can describe how the Sun appears to move across the sky I can identify some differences between the arth and the other planets I can give examples of luminous and non-luminous sources I can state that the Sun and the other stars are sources of light I can explain how we get years and seasons using a model of the arth orbiting the Sun I can recognise that astronomers from different countries collaborate and exchange ideas I can recognise that modern astronomy is based on the work of scientists from many cultures and different civilisations I can recall one way in which our Solar System model has changed I can describe some patterns in the changes that happen during a year (eg changes in day length)

15 I can describe some ways in which scientists collect evidence to support theories about the Solar System and the Universe I can explain how we see the Moon I can use a model of the Sun, arth and Moon to explain how eclipses and the phases of the Moon occur I can recognise that astronomy relies heavily on observation rather than experiment, unlike many other areas of science I can find, select and use information from secondary sources to investigate an idea or to compile a report I can describe how the planets are arranged in the Solar System and compare them to arth I can give reasons why you agree or disagree with others when discussing the arguments for and against governments spending money on astronomy and space research I can use models to explain patterns in Solar System data (eg the relationship between the distance from Sun and length of year) I can use information from a range of secondary sources to describe and explain observations about stars and planets, and how the explanations have changed I can explain how modern technology has helped us to find out about other planets in the Solar System I can obtain information from secondary sources to investigate the relationships in astronomical data (eg between day length and latitude at different times of the year) I can use calculations to turn data into a form where it can be compared with other data and present the data to draw conclusions I can describe some ways in which the features of planets and moons are formed Writing I can write in Standard nglish I can spell subject specific words correctly I can organise my written work so that the meaning is clear Reading I am able to identify relevant information from the texts I have read I am able to use a range of strategies to access and understand the texts I have read

The Science Department Academic Year Year 7 Science Curriculum Overview

The Science Department Academic Year 2012-2013 Year 7 Science Curriculum Overview Subject: Science Term 1 Year Level: 7 Week Starting date Unit Learning Outcomes In this unit we will. Curriculum links