Year 7 Science Home Learning PackDear Parents This pack contains resources to support your child complete a total of 6 hours of work. The first part of the pack includes knowledge organisers to help your child learn and apply the content.  The middle section includes the activities and the last section includes answers so that you or your child can mark their work.  

Space ContextStudents have been taught the following:What can be seen in the night sky?Explain the difference between a comet, a meteor and a meteorite.Explain what is in the universe giving an indication of the size of each part and the names of the parts we live in.State the names of the planets in the solar system in order from the sun and name the terrestrial planets?Explain the difference between a planet and an asteroid.Describe the relationship between the distance of the planets from the Sun and the surface temperature. Explain why we have day and night.Explain why we have different seasons.Explain why some countries get a different amount of day light hours to others.List the phases of the moon starting with a new moon. Explain the difference between a solar and a lunar eclipse. Explain what people believed about the solar system before our current model and how the scale of the universe affects what we know about it. What is a scale model? Why do we use scale models in science? How does your scale model help you to understand the solar system?

Ecosystems ContextStudent have been taught the following:

Define and ecosystem, population and communityExplain why sampling techniques and quadrats are usedWrite food chainsDescribe and explain the interrelationships in a food web. Explain the impact when there is a change in one population on other organisms using a food webExplain the difference between producers, consumers (primary and secondary), predators, prey. Describe biotic and abiotic factors and give examplesDescribe how animals and plants compete for food.

Students will complete tasks based on these learning points. The following tasks will take them six hours of learning time and have been split into six lessons.

Lesson 1 Space This is a long-term nightly project looking the stars and helps relate to the idea that due to the earth spinning on its axis and orbiting the sun we get to see different constellations.

Lesson 2 Space Students will explore the concept of the solar system. They will decide on the three activities and work according to the information sheets.

Lesson 3 Space Students will use torches and balls to determine the phases of the moon and the eclipses. They will then answer questions.

Lesson 4 Ecosystem processes Students will complete a matching activity. They need to match the key word to it definition. Once done they need to invent a game, play and then review it.

Lesson 5 Ecosystem processes Student will complete an activity on food chains and food webs. They need to understand if one organism’s number fall another organisms number may increase for a reason.

Lesson 6 Ecosystem processes Scientists must weigh up the pros and cons before they decide about whether to use insects to control ragweed. They will use their understanding of how organisms affect each other to evaluate a solution to a problem.When Marking your answersFor each lesson you need to:

1. Mark each task2. Write down your strengths and weaknesses3. What helped you answer the questions4. What skills did you have to use and where else in science and in other subjects

have you used them5. For answers that you got wrong; ask yourself why you made mistakes, were they

silly, reading, knowledge or phrasing mistakes? How can learning from these mistakes help you in the future?

Knowledge Organisers

Lesson 1 Space Use the information below to see the night sky. Can you identify the constellations? Which ones? Teach someone at home what you can see in the night sky.Earth spins on its axis once every 24 hours (1 day)

The Earth also moves around the Sun (1 year)

As we move around the Sun, different patterns of stars become visible as others become impossible to observe

Spring

Summer

Write down a list of the ones you were able to spot. Explain here why you can’t see stars during the day:

Why do you think some people have an interest in astronomy and others don’t?How did this activity make you feel?

Lesson 2 Space Use the information sheets on the next 3 pages for this task. Use the Nando’s menu sheet below and choose a starter, main and desert activity. The hotter the activity the harder it is. So, impress us!

Starte Main Desse

Take Away Menu

Create a Venn diagram to compare and contrast the Planets and Dwarf Planets.

Design your own Solar System to show your deep understanding of this topic. Your Solar System should include a rocky, gaseous and dwarf planets. Include a brief description of each of the planets, a bar chart to show their mean surface temperatures and an explanation of their position within the Solar System. Which planet is most likely to support life?

Choose 4 skills that you have used in today’s lesson and give examples. Which of those skills were the most important and why?

Use your Information Sheet to find out which neighbouring planets are closest to each other and which are furthest apart. You will need your calculator.

Produce a fact sheet for the Space Museum that includes: graph to show the mean surface temperature of each planet, a detailed description of both the outer and inner planets as well as the asteroid belt.

Write a description of the Solar System and planets to the tune of “If you’re happy and you know it”. There should be three verses – 1 on what the inner and outer planets, 1 on Pluto and 1 on the asteroid belt or the Sun.

Draw a table that shows which planets are inner and outer planets. How are inner and outer planets different?Use your information sheet to help you.

Pretend that humans can travel to different planets. Produce a travel brochure that will describe the length of the journey, what to pack, average temperatures, what sites they could see.

Choose 5 keywords from your information sheet and make a card sort of keywords and definitions.

Write a mnemonic to remember the order of the 8 planets.

Using your planet cards choose 2 planets. Now draw yourself and your surroundings Think about what you will be wearing, what the weather will be like and how many moons you will see?

Send 2 “Tweets” to friends telling them the 2 most important facts about our Solar System

The Solar SystemThere are 8 planets that go around our Sun and Earth is one of them. There are eight planets in the Solar System, some Dwarf Planets and thousands of asteroids (small lumps of rock). Most of the planets have moons (natural satellites) that orbit them. For example, Jupiter has more than 60 and we are still counting them!The four planets closest to the Sun are known as the inner planets. They are rocky planets, made of rocks and sand, ice etc. The other planets are called the outer planets and they are made from gas. The Earth is the only planet that has living things on it. The other planets are too hot or too cold. Living things need liquid water to live and none of the other planets have liquid water except Earth.The Sun is huge compared with planets and is a ball of burning gas. Pluto is no longer considered a planet because it does not follow the same orbiting pattern as the other planets. So, another class of planet was made called “Dwarf Planets”. Dwarf planets are rounded like other planets, but they do not have enough gravity to pull other pieces of rock, like asteroids, into their orbit. Here is some information about the planets that orbit our Sun and the space craft that have travelled to them.

Planet Distance from sun(km)

Mean surface temperature

⁰CMercury 58 000 000 170Venus 108 000 000 460Earth 150 000 000 15Mars 228 000 000 -50Jupiter 778 000 000 -143Saturn 1 427 000 000 -195Uranus 2 870 000 000 -201Neptune 4 497 000 000 -220Pluto 5 913 000 000 -205

Spacecraft Target How long it took to get there in Earth days

Apollo Moon 3 daysMagellan Venus 15 monthsPhoenix Mars 11 monthsGalileo Jupiter 6 yearsMessenger Mercury 6.5 yearsCassini Saturn 7 yearsVoyager 1 & 2

Jupiter; Saturn; Uranus; Neptune

13,23 months; 3,4 years; 8.5 years; 12 years

New Horizons Pluto 9.5 yearsMERCURY VENUS EARTH

Temperature: 427 °CDistance from Sun: 56.9 Million KmDiameter: 4878KmGravity Compared to Earth: 0.38Year of Discovery: 1885Rotation Time: 58.7 Earth DaysOrbit Time: 88.0 Earth DaysMoons: 0

Temperature: 482 °CDistance from Sun: 108.2 Million KmDiameter: 12104KmGravity Compared to Earth: 0.90Year of Discovery: unknownRotation Time: 243 Earth DaysOrbit Time: 224.7 Earth DaysMoons: 0

Temperature: 15 °CDistance from Sun: 149.6 Million KmDiameter: 12756KmGravity Compared to Earth: 1.0Year of Discovery: n/aRotation Time: 1 Earth DayOrbit Time: 365.25 Earth DaysMoons: 1

MARS

Temperature: -23 °CDistance from Sun: 227.9 Million KmDiameter: 6794KmGravity Compared to Earth: 0.38Year of Discovery: 1580Rotation Time: 24.6 HoursOrbit Time: 687.0 Earth DaysMoons: 2

JUPITER

Temperature: -150 °CDistance from Sun: 778 Million KmDiameter: 142,800KmGravity Compared to Earth: 2.3Year of Discovery: 1610Rotation Time: 9.84 HoursOrbit Time: 4332 Earth DaysMoons: 63

SATURN

Temperature: -180 °CDistance from Sun: 1427 Million KmDiameter: 120536KmGravity Compared to Earth: 1.16Year of Discovery: 700BCRotation Time: 10.2 HoursOrbit Time: 10760 Earth DaysMoons: 60

URANUS

Temperature: -214 °C

NEPTUNE

Temperature: -220 °C

PLUTO

Temperature: -230 °C

Distance from Sun: 2870 Million KmDiameter: 51118KmGravity Compared to Earth: 1.17Year of Discovery: 1781Rotation Time: 17.9 HoursOrbit Time: 30700 Earth DaysMoons: 27

Distance from Sun: 4497 Million KmDiameter: 50538KmGravity Compared to Earth: 1.77Year of Discovery: 1846Rotation Time: 19.1 HoursOrbit Time: 60200 Earth DaysMoons: 13

Distance from Sun: 5900 Million KmDiameter: 2324KMGravity Compared to Earth: 0.06Year of Discovery: 1930Rotation Time: 6.39 Earth DaysOrbit Time: 90600 Earth DaysMoons: 3

Name Distance from Sun Diameter at EquatorCeres 413,700,000 km 950 kmPluto 5,874,000,000 km 2,306 kmHaumea 6,452,000,000 km 1,739 kmMakemake 6,850,000,000 km 1,502 kmEris 10,120,000,000 km 2,326 km

Lesson 3 Space 

Setting the scene The Moon constantly orbits the Earth. Its appearance changes because different amounts of the lit side face the Earth. The changing appearance is called the phases of the Moon. Total eclipses of the Sun happen when the Moon blocks our view of the Sun. Total lunar eclipses happen when the Earth’s shadow falls on the Moon.

AimsIn this practical you will: Draw the different phases of the moon state the position of the Earth, Moon, and Sun during a solar eclipse use diagrams to explain why we see total lunar eclipses and total solar

eclipses.Put a 😀, 😐 or 😒 next to each objective. As you do the activity think how it is helping you to achieve this objective

You will be using enquiry processes to: Enquire: make predictions using scientific knowledge Communicate: present observations as diagrams.

Safety Do not look directly into the light from the lamp. Take care when lifting lamps. These may get hot. Take care if using mains electricity.

Equipment and materials Lamp/ torch(Sun) tennis ball (Earth) table tennis ball coloured black on one half, white on the other half

(Moon) If you don’t have these types of balls, you can use other balls or marbles

as long as the ball for the earth is the bigger one.

Method1 To see the phase of the moon, position the tennis ball in the middle. Place the

table tennis ball in different positions around it. Like the diagram below.

2. To see why we have total solar eclipses, move the Moon between the Sun and Earth.

3 The Moon can block out our view of the Sun: this is a total solar eclipse. 4 To see why we have total lunar eclipses, move the Moon so Earth is between the

Sun and Moon.5 Move the Earth so its shadow falls onto the Moon: this is a total lunar eclipse. 6Complete the diagram in the results section, showing why we have total solar

eclipses and total lunar eclipses.Results

Choose from these pictures to fill in the gaps!

Complete this diagram to show where the Moon is during a total solar eclipse. Use shading to show how the Moon blocks our view of the Sun.

Total solar eclipse

Complete this diagram to show where the Moon is during a total lunar eclipse. Use shading to show the Earth’s shadow on the Moon.

Total lunar eclipse

Questions1 State how we see the Moon. (Where does its light come from?)

2 Explain why we have total lunar eclipses.

3 Explain why we have total solar eclipses.

Extension 1 Explain why we can only have total lunar eclipses when there is a full moon.

2 Explain why we can only have total solar eclipses during the middle of the day.

Lesson 4 Ecosystem processes Match the key term to the definition

1. Check your definitions. 2. Using these definitions invent a game. Write down your rules and then try it

with your family.3. What were the good points of your game? What things would you improve? Did

you change any rules? Why did you change the rules?

food chain

Organism that breaks down dead plant

and animal material so nutrients can be recycled back to the soil or

producerA diagram that shows the transfer

of energy between organisms.

consumer

Green plant or algae that makes its own

food using sunlight by the process of photosynthesis.

decomposerThe build-up of toxic chemicals

inside organisms in a food chain.

food web Group of the same species living in an area.

bioaccumulation A diagram that shows how food

chains inan ecosystem are linked.

populationThe area in which an organism

lives.

habitatAnimal that eats other animals or

plants.

Lesson 5 Ecosystem processes Food chains and websSetting the scene Food chains are diagrams that show what an organism eats. They show the flow of energy between organisms. A food web is a set of linked food chains. Food webs show the feeding relationships of organisms more realistically than food chains.

AimsIn this activity you will: make your own food web answer some questions using your food web.Put a 😀, 😐 or 😒 next to each objective. As you do the activity think how it is helping you to achieve this objective

You will be using enquiry processes to: Analyse: discuss the limitations of food chains compared with food

webs.

Task Cut out the cards. Each card contains information about the feeding links. Use the cards to construct a food web. Then answer the questions.

Kestrel

Eats: rabbit, mouse, thrush

Eaten by: no natural predators

Grass

Eats: nothingEaten by: mouse, earthworm, rabbit

Fox

Eats: earthworm, mouse, rabbit

Eaten by: no natural predators

Rabbit

Eats: grassEaten by: kestrel, fox

Earthworm

Eats: mountain ash, grassEaten by: mouse, fox

Mouse

Eats: earthworm, grass, mountain ash

Eaten by: kestrel, fox

Thrush

Eats: mountain ash, caterpillar

Eaten by: kestrel

Caterpillar

Eats: mountain ashEaten by: thrush

Mountain ash

Eats: nothingEaten by: caterpillar, earthworm, thrush,

mouse

Questions1 State what is meant by a producer.

2 From the food web you have made, name a producer.

3 Name the type of organism that feeds on producers.

4 From the food web you have made, write out a food chain with four organisms.

5 From this chain, name the carnivore that is also the top predator.

6 Describe the similarities and differences between food chains and food webs. Use the definitions of food chains and food webs, as well as examples from the food web you have constructed, to support your answer.

Extension 1 Suggest why food webs are more useful to biologists than food chains.

2 Explain how energy is transferred between organisms and to the surroundings as you move along the food chain.

3 Approximately 10 % of the energy contained in an organism is transferred from one level of the food chain to the next. If 7 kJ of energy are transferred to the lion, estimate the energy available in grass for the following food chain:

grass → impala → leopard → lion

Show your working.

AnswersLesson 1 Space Our sun is a very bright star. The sun's bright light blocks out other stars. It blocks out stars that are not as bright. When evening comes, we cannot see the sun.Lesson 2 Space There are no answers for this lesson. Lesson 3 Space 

Diagrams of eclipses should resemble those in the corresponding student book spread.1 The Moon reflects the Sun’s light.2 The Earth’s shadow falls on the Moon because the Earth is between the Moon and

Sun.3 The Moon is between the Earth and the Sun and blocks our view of the Sun.

Extension1 Lunar eclipses happen when the Earth lines up with the Sun and blocks the

sunlight to the Moon. This can only happen when the Earth is between the Moon and the Sun, and this is when full moons occur.

2 A solar eclipse is when the Moon blocks the sunlight to the Earth. Only the part of the Earth in daylight receives sunlight, so a solar eclipse can only happen during the day.

Lesson 4 Ecosystem processes 

food chain

producer

consumer

decomposer

food web

bioaccumulation

population

habitatAnimal that eats other animals or

plants.

The area in which an organism lives.

A diagram that shows how food chains in

an ecosystem is linked.

Group of the same species living in an area.

The build-up of toxic chemicalsinside organisms in a food chain.

Green plant or algae that makes its own

food using sunlight by the process of photosynthesis.

A diagram that shows the transfer of energy between organisms.

Organism that breaks down dead plant

and animal material so nutrients can be recycled back to the soil or

Lesson 5 Ecosystem processes 

Answers

Task

Questions1 An organism that makes its own food.2 grass/mountain ash3 herbivores (allow primary consumers)4 mountain ash → caterpillar → thrush → kestrel

grass → earthworm → mouse → kestrel/fox5 kestrel/fox6 Similarities: both show how energy is transferred through organisms; both show

which organisms eat other organisms.Differences: food chains only show one organism that an organism will eat; food webs show many different food chains; food webs are more complex.

Extension 1 Food webs show more organisms and more feeding relationships, providing more

information about what organisms eat.2 When an organism eats another organism, the consumed organism is digested,

and the energy transferred into the organism that ate it. This energy is transferred into the cells/bodies and some is transferred to the surroundings and the environment. Therefore, when this organism is in turn eaten, not all of the original organism’s energy is transferred to this new organism.

3 leopard: 7 kJ × 10 = 70 kJimpala: 70 kJ × 10 = 700 kJgrass: 700 kJ × 10 = 7 000 kJ

Lesson 6 Ecosystem processes There is no right or wrong answer to this lesson. Make sure you discuss your answers with an adult.