7D Quick Quiz

On your answer sheet, write in or circle the correct letter for each question.

7Da 7Db
1 Variation is a word that describes: 1 Which of these features can not be
A the way that some leaves have white inherited?
areas on them. A eye colour B hair colour
B how sexual reproduction occurs. C scar D curly hair
C the differences between living things. 2 What does the word ‘environment’ mean?
D a group of things that are all exactly A a set of conditions around a living thing
7 the same. B a set of conditions that can only be
D 2 Variation occurs: made in a laboratory
A only between living things of the C a type of paper made by recycling
same type. D a disease caused by a virus
B only between different types of 3 A cress seedling was grown without any
living things. light. It grew tall, thin and yellow. What
C between living things of the same type environmental factor caused this to happen?
and of different types. A The seeds were yellow in the first place.
D only in things which are not living. B The seeds did not get enough water.
3 What relationship does this graph show? C The seeds were from tall, thin and
yellow cress plants.
Speed of different sized fish D The seeds had too little light.
Speed of fish swimming

4 Which of these is an example of

environmental variation?
(m/s)

A a woman with naturally blonde hair

B a man with an earring
C a girl with blue eyes
Length of fish (cm) D a boy with naturally curly hair

A The longer a fish is, the slower it swims.

7Dc
B The shorter a fish is, the slower it swims.
1 Look at the picture.
C All fish swim at the same speed.
D A fish with bigger fins swims faster.
4 A species is:
A a nasty disease.
B a set of organisms that can reproduce
giving more organisms of the same type.
C a way of telling how old an animal is. If you saw these two tigers in the wild,
D someone who wears glasses. one difference would be:
A they have different patterns of stripes.
B one is bigger than the other.
C one has a tail and the other does not.
D they have different numbers of legs.
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7D Quick Quiz (continued)

2 Look at these four fingerprints. 4 Amphibians are different from reptiles and
fish because:
A they do not have eyes.
B they do not have scaly skins.
C they cannot move.
D they can change colour.
1 2 3 4
7De
The two fingerprints that are the most
similar are: 1 An invertebrate is:
A 1 and 4. B 2 and 4. A any plant. 7
C 3 and 4. D 1 and 3. B any animal.
D
3 Grouping together organisms with similar C an animal without a backbone.
features is called: D an animal that does not grow.
A organising. B tissue culture.
2 Some of the invertebrate groups are:
C dividing. D classification.
A molluscs, echinoderms, arthropods.
4 Which of these is a useful way of telling B arthropods, insects, fish.
birds apart from other animals?
C plants, animals, bacteria.
A Birds can fly.
D fungi, arthropods, jellyfish.
B Birds live in the air habitat.
C Birds have legs. 3 All arthropods have:
D Birds have feathers. A four legs and two eyes.
B bodies divided into five sections.
7Dd C jointed legs.
D a ‘fleshy pad’.
1 Vertebrates are animals that have:
A blood. B a backbone. 4 Which of these is the name of one group
of arthropods?
C a fear of heights. D hair.
A echinoderms B molluscs
2 The five groups of vertebrates are: C fish D insects
A chickens, dolphins, eagles, turtles.
B mammals, reptiles, penguins, worms,
bacteria.
C amphibians, birds, reptiles, mammals,
fish.
D fish, amphibians, mammals, snakes,
insects.
3 The main difference between mammals
and birds is:
A mammals have legs, birds do not.
B mammals have hair, birds have
feathers.
C mammals cannot fly but all birds can.
D mammals talk, birds cannot make
sounds.

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 7D Target Sheet
Name Class

Topic Targets Before the unit I have learned this I have revised this
7Da 1 Know what variation is.

2 Know where variation occurs.

3 Know what a relationship between

features is.
4 Know what a species is.

7Db 1 Know some features that are

7 inherited.
D 2 Know what an environment is.

3 Know how environments can cause

variation.
4 Know how to spot an environmental
variation.
7Dc 1 Know how to spot differences
between organisms.
2 Know how to spot similarities
between organisms.
3 Know what grouping together similar
organisms is called.
4 Know which features are useful for
grouping organisms and which are not.
7Dd 1 Know what a ‘vertebrate’ is.

2 Know the names of the five groups

of vertebrates.
3 Know the features of mammals
and birds.
4 Know the features of amphibians,
fish and reptiles.
7De 1 Know the meaning of the word
‘invertebrate’.
2 Know the names of the main
invertebrate groups.
3 Know some features of the
main invertebrate groups.
4 Know that arthropods are divided
into other groups.

Exploring Science for QCA Copymaster File 7 156 © Pearson Education Limited 2002
7D Word Sheets
Word sheets that include new words from the ‘Focus on:’ pages are available on the
Exploring Science website.

7Da – Being different

Word Pronunciation Meaning
correlation Same as a relationship
offspring Any plant or animal formed by reproduction. Offspring are produced by their parents.
organism A living thing.
relationship A link between two things shown on a graph.
species spee-shees A group of organisms that can reproduce with each other to produce offspring that 7
will also be able to reproduce. D
variation The differences between things.

7Db – It’s your inheritance/A question of environment

Word Pronunciation Meaning
environment The surroundings of an organism.
environmental factors Things in an environment that can change something about an organism.
environmental Differences between organisms caused by environmental factors.
variation
inherited variation Differences between organisms passed to organisms by their parents in reproduction.

7Dc – Describing differences

Word Pronunciation Meaning
abdomen Rear or bottom end of an animal’s main body.
antenna Something sticking out of an animal’s head which is used to sense things. The plural is
antennae.
classification clas-if-ik-ay-shun Sorting things into groups.
head Front or top end of an animal’s body.
segment Some animals have bodies that are divided into obvious sections called segments.
thorax Middle part of an animal’s main body. In insects the legs are attached to the thorax.

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7D End of Unit Test
Name Class

1 Look at these drawings of animals.

7
D

a Circle the drawings of invertebrates.

[1 mark]
b Complete the sentences to give two differences between a chicken and a fish.
i Chickens have wings, fish have
ii Chickens have feathers, fish have
[1 mark]
c Describe one difference between the two fish shown in the drawings.

[1 mark]
2 Look at this graph. The heights of sunflowers grown
with different amounts of fertiliser
Height of sunflower (cm)

Amount of fertiliser added (g)

What relationship does the graph show?

[1 mark]

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 7D End of Unit Test (continued)

3 Sandra took cuttings from an African violet plant and put them into pots.
She had so many that she had to put them on different windowsills in her
house. She ran out of soil and so some plants were put in different types of soil.
She expected all the plants to be identical but some were taller and some had
more leaves than others.
a Give four environmental factors that might have affected the growth of her plants.
i
ii
7 iii
D iv
[2 marks]
4 Look at these pictures of invertebrates.
Write the name of the invertebrate
group that each animal is in.

[1 mark]
5 From the following lists of words, circle the words or phrases:
a that describe groups which insects belong to.
animal vertebrate plant invertebrate
mollusc arachnid arthropod
b that are features of all insects.
backbone jointed legs two body sections
six legs exoskeleton warm-blooded
[3 marks]

6 Look at these pictures of vertebrates. Write the name of the vertebrate group that
each animal is in. The first one has been done for you.

Mammal

[2 marks]

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7D End of Unit Test (continued)

7 Write down two ways in which mammals are different from all other vertebrates.
i
ii
[2 marks]
8 Here is a list of human variations. Fill in the table to show which are caused by
inherited factors, environmental factors or both.
being sunburnt natural eye colour weight
natural hair colour speaking French your accent
7
Caused only by Caused only by Caused by both inherited D
inherited factors environmental factors and environmental factors

9 Read the following extracts from field guides. For each extract write down what
kind of the five types of vertebrate is being described and why you think this.
a
The male adults are about 1·7 m tall and have a collar of longer red hair around
their necks. Mating is between September and October and usually takes

Kind of vertebrate
Why you think this
[1 mark]
b
Its sandy coloured, dry scaly skin provides it with camouflage against the
desert scenery. This allows it to lie in wait for small animals to pass and then
suddenly pounce. Once caught its prey has little chance of escape due to its

Kind of vertebrate
Why you think this
[1 mark]
c
It is well adapted to life in the trees and has four legs each of which ends in a
foot with toes ending in pads that act like suckers on the trees. However, the
animal’s jelly-coated eggs must be laid in water.

Kind of vertebrate
Why you think this
[1 mark]
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 7D End of Unit Test (continued)
10 Look at these drawings of tracks left by animals. Design a way of classifying them,
by completing the branching diagram below. There are two large groups, each of
which contains two smaller groups.

coyote grey wolf wolverine red fox

7
D cow red deer sheep goat not to scale

animal tracks

tracks with only two parts

tracks with each part

of equal size

[4 marks]

11 Look at this graph. Blood groups in Class 7A

Numbers of students in 7A

What sort of variation does this

graph show?

[1 mark]

A AB B O
Blood groups

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 7D Word sheets
7Dd – Classified information
Word Pronunciation Meaning
amphibian am-fib-ee-an Vertebrate with moist skin, e.g. a frog.
bird Vertebrate with feathers, e.g. an eagle.
fish Vertebrate with wet scales, fins and gills, e.g. a salmon.
invertebrate in-vert-eb-rate Animal with no backbone.
kingdom Largest groups that living things are sorted into. The two biggest are the plant
and animal kingdoms.
mammal Vertebrate with hair, which also produces milk, e.g. a human.
7 reptile Vertebrate with dry scales, e.g. a snake.
D vertebrate vert-eb-rate An animal with a backbone.

7De – No backbone!/The arthropods

Word Pronunciation Meaning
arachnid ar-ack-nid Type of arthropod with four pairs of legs, e.g. a spider.
arthropod arth-row-pod Invertebrate with jointed legs, e.g. a fly or spider.
centipede sent-ip-eed Type of arthropod with long thin body divided into sections. One pair of legs on each
body section.
crustacean crust-ay-shun Type of arthropod with a chalky shell and 5–7 pairs of legs, e.g. a lobster.
echinoderm ek-eye-no-derm Invertebrate with a body in five parts, e.g. a starfish.
exoskeleton ex-O-skel-e-ton Thick outer covering found on arthropods.
insect Type of arthropod with three pairs of legs, e.g. a fly.
millipede mill-ip-eed Arthropod with long, thin body divided into sections. Two pairs of legs on each
body section.
mollusc moll-usk Invertebrate that crawls on a fleshy pad, e.g. a snail.

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7D Summary Sheets
Variation and classification
Variation
A species is a group of organisms that can reproduce with one another to produce
offspring that will also be able to reproduce. The differences between organisms are
known as variation. There is variation between different species and between
members of the same species.

7
D
There is variation between different species. Lions and tigers are There is variation between members of the same species. All tigers
different species. Tigers have stripes, lions do not. have different patterns of stripes.

Sometimes there is a relationship or Lengths of middle fingers

correlation between two features. A and arms in Class 7B
Lengths of middle

relationship is normally best shown on a

fingers (cm)

line graph. The line will go steadily up or

steadily down.

Variation can have environmental or

inherited causes.
Length of arms (cm)

Relationship: people with longer arms have longer middle fingers.

Environmental variation
An organism’s surroundings are known as its environment. The conditions in an
environment are called environmental factors. Plants are affected by environmental
factors like the amount of light, the amount of water, the amount of warmth and the
amount of mineral salts in the soil.

The cress seedlings on the left have not had enough light. The plant on the left has not had enough water. It has wilted.

Animals are also affected by environmental factors. Humans who get sunburnt or
have scars are examples.

Inherited variation
This is caused by features being passed from parents to their offspring.

In humans, natural eye colour and natural hair colour are both examples of
inherited variation.

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 7D Summary Sheets (continued)

Classification
There are so many species that we need to put them into groups. This is called
classification.

The first set of groups that organisms are divided into are called kingdoms. The two
largest kingdoms are the plant kingdom and the animal kingdom. The main
difference between these two kingdoms is that plants can make their own food and
animals cannot.

The animal kingdom is divided into other groups. The vertebrates are animals
that have a backbone. There are five sorts of vertebrate. There are another eight
7 groups which are all invertebrates. The most important groups to know about
D are in bold type.

ANIMAL KINGDOM

VERTEBRATES INVERTEBRATES

AMPHIBIANS BIRDS FISH

• moist skin • feathers • have wet scales
• lay eggs in water • eggs have a • have fins to move
• eggs coated hard shell • breathe using gills
in jelly
MAMMALS REPTILES
• hair • dry scales
• give birth to live young • eggs have a leathery shell
• produce milk

MOLLUSCS CNIDARIANS ROUNDWORMS ANNELIDS

• fleshy pad
ARTHROPODS for movement ECHINODERMS
• bodies in five parts FLATWORMS SPONGES
• jointed legs
• bodies in sections • spiny outer covering
• thick, hard exoskeleton

CRUSTACEANS INSECTS ARACHNIDS CENTIPEDES and MILLEPEDES

• 5-7 pairs of legs • 3 pairs of legs • 4 pairs of legs • many pairs of legs
• chalky shell • body in 3 sections • body in 2 sections • many body sections

The plant kingdom is also divided into groups.

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7D Mark schemes
7
Quick Quiz Matching End of Unit Test marks to NC levels
Question Answers Marks Level Marks Cumulative Suggested
Topic 1 2 3 4 available total threshold for
7Da C C A B 4 achieving level

7Db C A D B 4 3 2 2 2

7Dc A C D D 4 4 1 3 3

7Dd B C B B 4 5 12 15 11

7De C A C D 4 6 6 21 16
7 4 25 22

End of Unit Test marks 7

Question Level Answers Mark scheme D
1 5 a Earthworm and spider circled 1 mark –  mark for each
3 b i fins; ii scales. 1 mark –  mark for each
3 c number of spines 1 mark
2 4 The more fertiliser added, the taller the sunflowers 1 mark
3 6 Four from: light/water/warmth/mineral salts/ 2 marks –  mark for each one correct
fertilisers in soil.
4 5 scorpion – arthropod; fly – insect 1 mark –  mark for each one correct.
5 7 a animal, invertebrate, arthropod 3 marks –  mark for each one correct.
b jointed legs, six legs, exoskeleton
6 5 Amphibian; fish; mammal; reptile 2 marks –  mark for each one correct.
7 5 Any two of: has hair, gives birth to live young, 2 marks – 1 mark for each one correct.
produces milk
8 5 a Environmental: being sunburnt, your accent, 3 marks –  mark for each one correct
speaking French
Inherited: natural hair colour, natural eye colour
Both: weight
9 5 a mammal; has hair 1 mark –  mark for each part correct
5 b reptile; dry scaly skin 1 mark –  mark for each part correct
5 c amphibian; jelly-coated eggs laid in water 1 mark –  mark for each part correct
10 6 Groups: tracks with each part a different size; track 4 marks – 1 for each correct.
with more than two parts to them; track with
four toes; tracks with five toes
There are other possibilities which are also valid.
11 7 Discontinuous variation 1 mark

Exploring Science for QCA Teacher’s Guide 7 © Pearson Education 2002 101
7Da/1 Holly leaves
Name Class

P Method
Your teacher will give you some holly leaves. Measure each one and count the
number of prickles it has on it. Make sure you just measure the length of the
leaf – don’t include the stalk.

Apparatus
● Holly leaves 7
2
1
0
● Ruler D
5
4
3
a
7
8
9
10
11

Recording your results

Fill in the tables below.

Length of Number of Length of Number of Length of Number of

leaf (cm) prickles leaf (cm) prickles leaf (cm) prickles

Considering your results/conclusions

Draw a line graph to show the figures in your tables. Put the length on the bottom axis
(x-axis) and the number of prickles on the side axis (y-axis).

Tick one of these boxes to show what you have found out.

There is no relationship between the length of the leaf and the number of prickles.
The longer the leaf, the more prickles it has.
The longer the leaf, the fewer prickles it has.

S observing, considering

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 7Da/2 On the farm
Look at the picture of a farmyard below and answer the questions that follow.

Angus Longhorn
Australian
goat

English
sheepdog
Labrador
Angora goat

7
D
Highland Friesian
a
Balwen Welsh Bluefaced
Dalmatian Mountain Poodle
British alpine goat Leicester

? 1 A scientist has been making a study of the farm but a goat ate most of the
table he had made. His table showed which species each of the animals
belongs to and what the variations are. Make a new copy of the table and
fill it in, to help the scientist with his work.

Species Examples of that species Variations in the species

Cattle Friesian, Ang

2 Draw a bar chart to show how many animals of each species there are on
the farm.

S observing

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7Da/3 The bugs
head

thorax 2

abd 1
om 4
en

7
D
a

3
5
7

10

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 7Da/4 Bugs
Name Class

? Look carefully at the insects on Worksheet 7Da/3.

1 Which features vary? There are four.

i iii
ii iv
7 2 Fill in the table below to show the eye colours and number of stripes.
D
Number of Number of Number of Number of
a insects with black insects with black insects with white insects with white
eyes and more than eyes and less than eyes and more than eyes and less than
five stripes five stripes five stripes five stripes

3 On the grid below, draw a bar chart to show this information.

4 What is the relationship shown in the graph?

S observing, considering

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 7Da/5 Bugged

? Look carefully at the insects on Worksheet 7Da/3.

1 Which features vary?
2 These insects are all the same species. What does this mean?
3 There is a relationship between some of these variations. What do we mean
by the word ‘relationship’ in this case?
4 Draw a table of the data and a graph to show the relationship between the
length of the abdomen and the width of the head.
5 Write down one sentence saying what this relationship is.
7
6 Looking at the insects, find one more relationship. Write down the
relationship. D
7 Would you show this relationship using a line graph or a bar chart? Explain a
your reasoning.

S observing, presenting, considering

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7Da/5 Bugged

? Look carefully at the insects on Worksheet 7Da/3.

1 Which features vary?
2 These insects are all the same species. What does this mean?
3 There is a relationship between some of these variations. What do we mean
by the word ‘relationship’ in this case?
4 Draw a table of the data and a graph to show the relationship between the
length of the abdomen and the width of the head.
5 Write down one sentence saying what this relationship is.
6 Looking at the insects, find one more relationship. Write down the
relationship.
7 Would you show this relationship using a line graph or a bar chart? Explain
your reasoning.

S observing, presenting, considering

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 7Da/6 Heights
Name Class

Table 1 shows the heights of a class of students. In Table 2, the heights have been
divided into groups, 150–154 cm, 155–159 cm etc.

Heights of class 8b (cm) Height groups (cm) Number of pupils in each

160 161 169 183 152 height group
169 180 151 159 172 150–154 2
174 187 167 177 177 155–159
7 155 164 166 168 170
D 160
a Table 1

Table 2

? 1 Use the information in Table 1 to complete Table 2.

2 Draw a bar chart to show this information. Label the axes.
3 a What shape is your chart overall?
b What sort of distribution does your chart show?
4 a Which type of variation do the heights show; continuous or discontinuous?
b How can you tell this?
c Name one human feature which shows the other type of variation.
5 What do you think is responsible for how tall a person grows?

S knowledge, numeracy

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7Da/7 Gone fishing
Oxygen dissolves in water. Fish absorb this dissolved oxygen using gills. If you look
carefully at a fish you can see the gills moving. Look at the graphs below.

? 1 What relationship
do each of the

movements per minute

Oxygen dissolved in
graphs show?

Number of gill
1 litre (mg)
2 a What is the
relationship
between the
amount of
oxygen dissolved
and the number
of gill movements Water temperature (∞C) Water temperature (∞C) 7
per minute? D
b Sketch a graph for this relationship. a
Look at the pictures of the fish. Some of these fish are the same species and
others are different species.

5 7
1
10
3 4
8
2 9 6
3 What is a species?
4 Which fish are the same species?
5 What variations can you see between the different species?
6 What variations can you see between members of the same species?
7 a For the fish which are like Fish 3, what is the relationship between the
number of spots on the tail and the length of the body?
b Measure the lengths of the bodies and plot the relationship on a suitable
chart or graph.
c Do you think that you can safely say that this relationship will be true
for all fish of this type? Explain your answer.
8 For each of the other two species of fish find one further relationship and
one example of features that are not linked.
9 Very rarely members of different species can breed. The offspring are called
hybrids. Draw a picture of what a hybrid of Fish 1 and Fish 3 would look like.
10 Name one other hybrid animal and say what its parents are.
11 What can hybrids not do that their parents can?

S knowledge, observing, considering, evaluating

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 7Db/1 Fertilisers for
ponds 1
Name Class

Algae are tiny organisms that live in pond water. You can only see them using a
microscope but the more there are, the cloudier the water is. You are going to
investigate whether adding fertiliser to pond water makes the algae grow better.

P
7
Apparatus
●

●
Three beakers
Fertiliser
●

●
Pond water
Pipette

Wash your hands after
handling pond water.
D
b Method
1 Take three beakers of the same size.
2 Add the same amount of pond water to each beaker.
3 Add 1 drop of fertiliser to one beaker, and add 2 drops to another.
Do not add any fertiliser to the third beaker.
4 Leave your beakers in a well lit area.

Write down why this is a fair test.

Prediction
Which beaker do you think will get the most cloudy?

Why do you think this?

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7Db/1 Fertilisers for ponds 1 (continued)

Recording your results

How long did you leave your experiment for?
Which beaker became the most cloudy?
Which beaker became the least cloudy?

Considering your results/conclusions

Did your results match your prediction?
Explain what has happened in the beaker that became the most cloudy. 7
D
b

Evaluation
What do you think would happen if you left your experiment for longer?

What do you think would happen if you tried another beaker containing
3 drops of fertiliser?

What could you do to make this experiment better?

S knowledge, observing, considering, evaluating

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 7Db/2 Fertilisers for
ponds 2
Algae are tiny organisms that live in pond water. You can only see them using a
microscope but the more there are, the cloudier the water is.

Prediction
1 Do you think that algae will grow better if fertiliser is added to the pond water?


P Apparatus
● Four beakers ● Pond water
Wash your hands after
7 ● Fertiliser ● Pipette
handling pond water.
● Piece of white paper ● Pencil
D ● Measuring cylinder
b
Method
1 Fill each beaker with the same amount of pond water.
2 Do not add any fertiliser to one beaker. Add a different number of drops to
each of the other beakers. Record how many drops you are adding to each one.
3 Place your beakers in a light, warm place.
4 On the piece of white paper, write an ‘X’ in thick pencil or marker pen.
5 After your algae have grown, put a measuring cylinder on top of your ‘X’. Slowly
fill up the measuring cylinder with water from one of the beakers until the ‘X’
just disappears. Write down how much water was needed to make the ‘X’
disappear. Repeat the measurement with water from the other beakers.

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7Db/2 Fertilisers for ponds 2 (continued)

2 How many drops of fertiliser did you add to each beaker?

3 How long did you leave your experiment for?

Recording your results

4 Why does the ‘X’ disappear as you add the pond water?
5 Draw a table to show how much of each pond water was needed to make the ‘X’
disappear.
6 Draw a bar chart to show your results. The vertical axis should have ‘volume of
pond water (cm3)’ on it.
7
Considering your results/conclusions D
7 What is the effect of adding fertiliser? b
8 Do your results match your prediction? If not, explain how they are different.

Evaluation
9 What do you think would happen if you left your experiment for longer?
10 What do you think would happen if you added even more fertiliser?
11 How would you improve this experiment?
12 Try to find out what things are in the fertiliser that cause the effects you have seen.

S knowledge, observing, presenting, considering, evaluating, research

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 7Db/3 Environmental
factors and variations
Name Class

? 1 Match the environmental variations in the left hand column to the factors that
caused them in the right hand column. The first one has been done for you.
Variation Factor

Person with a sun tan Woodpecker

7 Plant with holes in leaves Cold weather

D Person with a thick coat on Weightlifting

b
Wilted plant Sunny weather

Tree with a hole in it Rabbit

Person with big muscles Dry weather

2 Fill in the missing words in these sentences. Use the words in the box.
A living thing is called an . A living thing has
which can be changed by its surroundings. Its
surroundings are known as its . These changes are
called environmental and are caused by environmental
.

environment factors variation organism features

3 Circle any phrase which describes an environmental variation. Underline

phrases which are environmental factors.
Having an earring A strong wind A rainy day A scar
Wearing blue clothes Having a broken leg Sunshine A fire

S knowledge, literacy

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7Db/4 Is it inherited?
Name Class

? 1 Using the words in the box, complete the following sentences.

Humans are not exactly the same as each other. The differences between us
are known as . The features that we get from our
parents are known as variation. An example of a
feature like this is . Features that are caused by our
surroundings are called variation. An example of a 7
feature like this is . D
b
environmental eye colour hair length inherited variation

2 a Look at the picture of a family below. Complete the table to show which
features each child got from each parent.

straight curly hair straight

nose hair
unlobed
ears

lobed ears upturned

protruding receding nose
chin chin Samantha Jeffrey
Parents Children

Samantha Jeffrey
Features inherited Features inherited Features inherited Features inherited
from her mother from her father from his mother from his father

b Jeffrey has many fillings in his teeth. Samantha has none. What sort of
variation do you think this is, inherited or environmental?
c What do you think is the cause of Jeffrey’s fillings?

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 7Db/5 In the family
Name Class

? 1 a Draw in the following features

on the outline body.

curly hair

a scar on the face

7 blue eyes

D an earring
b fashionable clothes

lobes at the bottom

of the ears

large feet

b Label each feature that is inherited

on the left hand side.
2 Inherited features are passed on from parents to offspring. The drawing
below shows a family tree. The straight horizontal lines between the faces
show people who have had children together.
Look at the family tree below and then answer the questions.

curly hair
lobed ears

Sandra Simon Amit Asha

Gertrude Gordon Uzma Ursula

Bertha

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7Db/5 In the family (continued)

? a Who were Ursula’s parents?

b What relationship to each other are Gertrude and Gordon?

c Who has Uzma inherited her lobed ears from?

d Who has Gertrude inherited her curly hair from?
e Do you think Bertha has curly or straight hair?
f Explain your answer to part e. 7
D
b
g If Amit and Sandra had a child together, predict what hair and ears the
child would have.

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 7Db/6 Environmental
variations
? 1 Smoke from cigarettes is an environmental factor. Look at these two graphs
and then answer the questions.
60 120

Number of men in every 100 000

Percentage of men who smoke

suffering from lung cancer

50 100

40 80

30 60

20 40
7
10 20
D
b 0
1972 1977 1982 1987 1992 1997 2002
0
1972 1977 1982 1987 1992 1997 2002
Year Year

a Name one environmental variation that cigarette smoke can cause.

b Explain why the number of cases of lung cancer in men has fallen over
the last few decades.
c What percentage of men smoked in 1981?
d If there were 20 million men in the UK in 1981, how many were smokers?
e Estimate what percentage of men will be smokers in 2006. Explain
your working.
2 Look at this graph and answer the questions.
a In which year of the boys’ 190
lives was growth most rapid
in i) 1878 and ii) 1958? 180
Mean height of boys (cm)

b How can you explain the 170

greater height and earlier
growth of the 1958 boys? 160

3 The mean length of life for boys in 1958

150
somebody living in the United boys in 1878
Kingdom is 77.1 years. This is 140
called the ‘life expectancy’.
In Ethiopia, in Africa, the life 10 11 12 13 14 15 16 17 18 19 20 21
Age (years)
expectancy is 50.6 years.
a What do we mean by ‘life expectancy’?
b How would you work out the life expectancy for the people in a country?
c Explain why the life expectancies in the UK and Ethiopia are different.

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7Db/7 Learning
Animals are usually born with the ability to do certain things. Young birds open their
beaks and chirp when they hear a parent bird approaching the nest. This behaviour
does not have to be learned. It is said to be instinctive.

The instinctive behaviour of an animal changes as it gets older. The animal learns
certain things. Young chicks instinctively peck at things on the ground. They soon
learn that some of the things that they try to eat do not taste very nice. They learn to
recognise these things and avoid them in the future. This is called learned behaviour.

There are different types of learning, but all learning is caused by environmental
factors. Some learning is caused by trial and error. When a scarecrow is put in a field,
birds avoid it. Soon, however, they learn that it is not dangerous and ignore it. 7
Other types of learning need to be taught. Adult birds often have to teach their D
offspring how to fly. A bird that needs to be able to fly will not survive very long if it b
is not taught how to do this.

Animals need to learn about their surroundings to be able to survive well. Learning is
another example of environmental variation.

? 1 What is the difference between instinctive and learned behaviour?

2 Write down whether each of the statements below describes instinctive or
learned behaviour.
a a chick pecking at the ground
b a baby crying
c answering these questions
d swallowing food
e riding a bicycle
3 List two more examples of instinctive behaviour in humans.
4 List two more example of learned behaviour in humans.
5 Which statements describe learning that has to be taught?
a saying the alphabet
b birds ignoring a scarecrow
c liking the taste of Brussels sprouts
d speaking a new language
e mice finding food in a maze
6 Why is it important for animals to learn some things?

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 7Dc/1 Animal drawings

7
D
c

drawings not to scale

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7Dc/1 Animal drawings (continued)

7
D
c

drawings not to scale

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 c
7
D
Use this table to record some of the features of the animals that you observe.

S
Name
Name of animal What is the outer Does it have How many legs Is its body Does it have Anything else
covering of its any markings does it have? divided into antennae? you notice?
7Dc/2

body like? on its body? segments?

observing
(e.g. feathers) (e.g. stripes)

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184
Class
Observing animals

© Pearson Education Limited 2002

7Dc/3 Fingerprints
This sheet shows 30 fingerprints taken from different people’s right index finger (the
one next to the thumb).
1 Identify some of the common patterns in the fingerprints and divide them into
groups.
2 Think up a name for each of your groups.
3 A mnemonic is a silly phrase or a word used to remember a list of things. For
example the colours of the rainbow are remembered using Richard Of York Gave
Battle In Vain. Think up a mnemonic for remembering your group names.

7
D
c

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 7Dc/4 What’s it called?

? 1 a Here is a poem about a type of plant. It is by A. E. Housman (1859–1936).

The name of the plant has been left blank. What is the name of this plant?

The ___________________ only

Will still be found to stand:
The numberless, the lonely,
The thronger of the land,
7
The leaf that hurts the hand.
D
c
That thrives, come sun, come showers;
Blow east, blow west, it springs;
It peoples towns, and towers
Above the courts of Kings,
And touch it and it stings.

b A field guide is a book that describes a plant or animal so that you can
find out its name. Write two or three sentences describing the plant in the
poem for use in a field guide.
c A novel tells a story. Write two or three lines for part of a novel about a
small child who picks this plant.

S literacy

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7Dc/5 Using a
branching key
Name Class

? 1 Use this branching key to identify these two

breeds of cow.
Cow 1
Is the body more than one colour?

Cow 2
7
No Yes
D
Does the body have Does the animal c
long or short hair? have a black or white face?

Short Long Black White

Angus Highland Russian Friesian

black pied

Cow 1 is . Cow 2 is .
2 Use this branching key to identify these two dinosaurs.

Dinosaur 1
Does it have a long neck?

Dinosaur 2 Yes No

Are its front legs longer Does it have triangular

than its back legs? 'plates' on its back?

Yes No Yes No

Brachiosaurus Gallimimus Stegosaurus Tyrannosaurus rex

Dinosaur 1 is . Dinosaur 2 is .
3 Make your own branching key to identify four people in your class.

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 7Dc/6 Statement keys 1
Name Class

? 1 Use this statement key to identify the birds below.

Write the names on the lines underneath each picture.

Feet are webbed go to 2

1
Feet are not webbed go to 5

7 Neck feathers are all white go to 3

2
D Neck feathers are not all white go to 4
c
Bird 1 is Hooked beak great black-backed gull
3
Straight beak whooper swan

Long, slender beak avocet

4
Short beak brent goose

Underside feathers mostly white go to 6

Bird 2 is
5
Few or no white underside feathers go to 8

Long, thin beak oyster catcher

6
Short beak go to 7

Some sticking up feathers on head lapwing

7
Bird 3 is All head feathers are flat ringed plover

Head feathers all one colour go to 9

8
Head feathers have different colours go to 10

Hooked beak and sharp talons golden eagle

9
Straight beak and no sharp talons carrion crow

All feathers on back are black coot

10
Feathers on back are speckled grey plover
Bird 4 is

2 Make your own statement key to identify four members of your class.

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7Dc/7 Alien invasion
Name Class

On a recent expedition to the North Pole, Professor Trafrase and his team discovered
the frozen bodies of some very strange creatures. It is suspected that they might be
aliens. They do not wish to move the bodies and so have drawn some pictures of
what they looked like. The Professor has asked other scientists to name the creatures
and to design a key to classify them.

? Look carefully at Professor Trafrase’s drawings and on the line below each one
write down a suitable name for each creature. Next, in the space below the 7
drawings, design either a branching key or a statement key which would allow D
another scientist to discover the names you have given to each creature.
c

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 7Dd/1 Animal crossword
Name Class

? Fill in the crossword using the clues below.

1 2 3

7
D 5 6
d 7 8

10

11

Across Down
2 The body of a fish is covered 1 These animals move using fins.
in these. 2 The backbone is part of this.
4 Mammals feed their young 3 A frog is one.
on this.
5 These animals have hair
7 An animal with a backbone
6 A lizard is one.
10 Fish breathe using these.
8 Many animals lay these.
11 All animals are in a group called
the animal ________. 9 An animal with feathers.

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7Dd/2 Fact or fiction?
Name Class

? 1 Write the word ‘True’ or the word ‘False’ next to each of these sentences.
a Blackbirds feed their young on milk
b All fish live in water
c Frogs have moist skin
d Humans are reptiles 7
e Parrots lay eggs D
d
f Fish can breathe under water using gills
g Lizards have dry scales on their skin
h Toads lay eggs with hard shells
i Dogs have hair
j Fish have backbones

2 Which is which?
Draw a line from the correct word to the correct picture:
amphibian mammal reptile bird fish

S knowledge

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 7Dd/3 Vertebrate search
Name Class

You will need three different coloured pens or pencils. Fill in the colours here.

This colour < > shows an amphibian.

This colour < > shows a mammal.

This colour < > shows a reptile.

7
D ? 1 These words are hidden in the grid below: bat, crocodile, elephant, frog,
d horse, human, lizard, newt, sheep, snake, toad, turtle. The words may be
in any direction (even diagonally and backwards). Once you have found
a word, draw a line through it using the correct colour.

H P U T T S H E E P
I U N G T U R T L E
S I M M I L A R I T
L I Z A R D H I D N
E G S I N N T O O G
S N A K E G R O C O
R U P S W O R S O R
O E B T T O A D R F
H S A I S C A L C L
E D T N A H P E L E

2 The letters that do not form part of an animal name make up

a sentence. In the space below, write out the hidden sentence
and complete it using one word.

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7Dd/4 Vertebrate groups
Name Class

7
D
d

1 On the lines underneath each drawing write the name of the animal and
the name of the vertebrate group it is in. Use the words in the box for the
animal names.

cobra elephant field mouse frog giraffe human

lizard magpie parrot perch swordfish tortoise

2 On this drawing of a fish, label the

features that show it is a fish.

3 List two differences between this fish

and the fish at the top of the page.
i
ii

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 7Dd/5 Cold blooded
Iguanas can often be Graph to show body temperatures of a seal and an iguana over the course of a day
40
seen basking in the Sun 39
38
on rocky shores. Unlike 37
36
mammals they cannot 35
34
produce their own body Body 33
32

heat. Instead they have temperature 31

30

to rely on the heat of the (˚C) 29

28
27
Sun and the heat from 26
25 iguana body temperature
the hot rocks to warm 24
23 seal body temperature
themselves up. In the 22
21
20
mornings they cannot 04:00 05:00 06:00 07:00 08:00 09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00

Time of day
move very fast because
7 they are cold. Mammals
D like seals, on the other
hand, can produce their
d own body heat and so
can keep themselves at a
constant temperature.

At the start of the day, seals can go into the sea and catch fish straight away. The
iguanas need to warm up before going into the sea to eat seaweed. However, seals use
up food in making body heat and therefore the seals have to eat more.

Iguanas are often described as being cold blooded and seals as warm blooded.
These terms are widely used and people know what they mean. However, the blood
of an iguana often reaches a temperature of 37 °C or above – which is hardly cold.
Scientists, therefore, describe cold blooded animals as ectotherms – they rely on heat
from their surroundings.

? 1 a To which group of vertebrates do iguanas belong?

b Why do you think this?
2 Look at the graph carefully.
a What temperature does a seal keep its body at?
b What do you think was the outside temperature on the shore overnight?
c At about what time do you think the iguana crawled onto the rocks?
d The iguana went into the sea twice during the day. At what times?
e At the end of the day the iguana's body temperature drops. Why do you
think this is?
3 What name do scientists give to animals that cannot make their own body heat?
4 See if you can find out the name that scientists give to animals that make
their own body heat. Hint: it's not 'warm-blooded'!
5 Name the five vertebrate groups and say whether each is warm blooded or
cold blooded.

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7Dd/6 Name dropping
With over 1.5 million different types of living thing on Earth, scientists find it
convenient to divide things into groups. The largest of these groups are called
kingdoms. All living things belong to one of five different kingdoms: plants,
animals, bacteria, fungi and protoctists. The two largest kingdoms are the
plant kingdom and the animal kingdom.

Each kingdom is split into more groups called phyla (singular = phylum). The
animal kingdom is divided into seven phyla. Humans are in the vertebrate
phylum. All the animals in the vertebrate phylum have skeletons and a
backbone, and are known as vertebrates. The animals in the other six phyla do
not have backbones and are called invertebrates.
7
The vertebrate phylum is divided into five classes: amphibians, birds, fish, mammals D
and reptiles. The classes are divided into even more groups!
d
The two smallest groups are the genus and the species. Lions belong to the
genus Panthera which is a group containing only big cats. The species that lions
belong to is called leo. Only lions are in the species leo. Scientists give lions a
name in Latin, Panthera leo. This name is the same all over the world, whereas the
word ‘lion’ is different in different languages. The Latin name avoids confusion.

This way of naming things, with two Latin words, was originally developed in
1735 by Carl Linnaeus (1707–1778). He used Latin because all the scientists of
his day wrote in Latin!

? 1 What are the names of the five different kingdoms?

2 A kingdom is divided into more groups. What are these called?
3 What are animals that do not have a backbone called?
4 Write down a which kingdom, b which phylum and c which class humans
belong to.
5 Why is classification so useful?
6 Humans are called Homo sapiens by scientists. Which one of these words is the
genus name for humans?
7 Who developed this way of naming things?
8 What do you notice about the way that the genus and species names are written
in the text above? Hint: there is more than one thing that you should notice!
9 Using a dictionary or science book, try to find out what the words ‘Homo’ and
‘sapiens’ mean.

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 7De/1 Looking for
invertebrates
Name Class

You are going to look for some invertebrates. Good places to look are in flower beds,
under hedges and in piles of dead leaves.

P You must handle invertebrates carefully.

You could use a pooter.
If you suck on the tube with the
7 covered end, small animals end up in
the container. Invertebrates
D Only suck on the tube with the covered end.
tube with
covered end
enter
container
e Do not try to suck up animals that will not through
this tube.
easily fit though the tube. container

Do not put your hands near your mouth

while doing this work. Wash your hands
after doing the experiment.

Results
Choose a place to look for invertebrates. Try to identify them. Fill in the table below.
Name of area you looked for invertebrates:

Name of invertebrate What invertebrate group they are in

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7De/2 Find the
invertebrate
Name Class

? Look carefully at the pictures below.

1 Circle all the animals that are invertebrates.

2 There is one bird in these pictures. Find it and draw
in the position of the backbone.

7
leech D
butterfly cow e
chicken

spider
housefly millipede
frog

crocodile
toad snail
starfish

bear scorpion tiger earthworm

3 Count the number of invertebrates and

vertebrates and fill in the table below.

Type of animal Number found

Number
Vertebrates found
Invertebrates

4 Fill in the numbers from the table on

the bar chart. Above the word
‘vertebrates’ colour in the right number
invertebrates
vertebrates

of boxes to show how many you

counted. Do the same for the number
of invertebrates that you counted.

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 7De/3 Classifying
invertebrates
Name Class

? For Questions 1, 2 and 3, write one of the words from the

box on each line provided. Each word may be used more annelids
than once or not at all.
arthropods
1 Invertebrates are animals that do not
backbones
have .
cnidarians
7 2 Identify these main groups of invertebrates:
echinoderms
D a These all have jointed legs.
e b These crawl on a single fleshy pad.
flatworms

molluscs
c These have bodies divided into five parts.
d These have round worm-like bodies divided into
segments.
3 On the line underneath each picture, write down which group of
invertebrates the animal is in.

4 On the diagram below, label two features that

show that this animal is an arthropod.

S literacy, knowledge

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7De/4 The arthropods
Name Class

Arthropods are split into four groups: crustaceans, insects, arachnids, and centipedes
and millipedes. Crustaceans have chalky shells and 10–14 legs (although one pair of
legs might be pincers). Insects have six legs and bodies divided into three parts.
Arachnids have eight legs and bodies in two parts. Centipedes and millipedes are
long and thin and have many legs.

? 1 Look at the pictures below. On the line underneath each one, write the
word crustacean, insect, arachnid or centipede/millipede.
7
D
e

Lithobius spider ant lobster

ladybird beetle harvestman crab

2 Fill in the bar chart to show the

different numbers of each group
in the pictures above.
Number
found

3 Where do most crustaceans live?

4 Look at the pictures below. Write crustaceans insects arachnids centipedes/

millipedes
down the differences between a
centipede and a millipede.

centipede
e

millipede

S literacy, numeracy, knowledge

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 7De/5 The story of silk
Silk is a widely used material that is used to make fine fabrics for clothes. Silk is
produced by the caterpillars of a moth called the silkworm moth.
The female moths do not survive very long and die soon after laying their eggs. Each
one lays about 400 pale blue eggs. The eggs take about 10 days to hatch. The larvae
(silkworm caterpillars) are then fed on leaves from the mulberry tree. After about six
weeks, the caterpillars start to produce silk which they use to form a cocoon. Inside its
cocoon, the caterpillar changes into a pupa. The body of the caterpillar is broken apart
and the adult moth develops. This process is called pupation. After about two weeks
the adult moth emerges from its cocoon. This cycle of changes is called metamorphosis.

7 Unfortunately for the moth, if the adult is allowed to break out of its cocoon it
damages the silk so much that it is no longer useful for fabric. Therefore, the cocoons
D are plunged into boiling water to kill the moths. The long strands of silk are then
e unwound. Each strand can be up to 1 km long.
Silk production was started in China in about 2600 BC. According to legend the wife of
Emperor Huang-ti was the first person to unravel a cocoon to make silk. Silk
production came to Europe in the sixth century AD. It was a very important industry
in France in the nineteenth century. In 1865 the whole of the French silk industry
was threatened by a disease of the silkworms. The famous French scientist Louis
Pasteur discovered that the disease was caused by microscopic organisms – living
things too small to see with the human eye. He trained the farmers to use microscopes
to identify which silkworms had the disease. The unhealthy silkworms were destroyed
and the disease was stopped.
Pasteur was the first person to prove that many diseases are caused by microscopic
organisms. This discovery led to many human diseases being prevented.

? 1 What group of arthropods does the silkworm moth belong to?

2 What is the larva of a silkworm moth called?
3 What are silkworm larvae fed on?
4 Where do silk strands come from?
5 What is the time when the silkworms are turning from larvae into adults called?
6 Why are the silkworms killed in the production of silk?
7 Using the information in the passage, draw a diagram showing the life-cycle
of the silkworm moth.
8 What is this cycle of changes called?
9 What did Louis Pasteur find was causing the disease in the French silkworms?
10 Try to find out more about Louis Pasteur.

S literacy, knowledge, research

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