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Genes – Variation and Human ReproductionWatch this video as an introduction to the topic: https://www.youtube.com/watch?v=sNU30T2EmQ8
Year 7 Science Home LearningActivity pack
BiologyPart 1
Instructions: You normally have four hours of Science lessons every week.This activity pack has been divided up into 8 lessons. Try and complete one lesson on each day when you would have had a Science lesson on your timetable. Don’t worry if you can’t complete all the tasks. Choose things that are at a level you feel confident at. The relevant Year 7 textbook pages have been included at the start of every lesson. Read through them to familiarise yourself with the content and remember to look up any unfamiliar words and write out definitions for any that you come across.There are also some extension activities at the end of the pack to have a go at.After each lesson you should mark your work using the answer booklet.
Lesson 1 – Looking at VariationLesson 2 – Causes of variationLesson 3 – Importance of variationLesson 4 – Female reproductive system and fertilityLesson 5 – Male reproductive system and fertilisationLesson 6 – How a foetus developsLesson 7 – Factors affecting a developing foetusLesson 8 – Communicating ideas about smoking in pregnancy
AQA KS3 Science Student Book: Genes
Lesson 1 – Looking at Variation
Lesson 1 – Looking at Variation
1. Read through the textbook pages2. Answer questions 1-4 from the textbook pages (extension: Q5 –
plotting graphs)3. Complete the word search (continuous or discontinuous variation)4. Answer the questions about snails and peaches5. Complete the 2 worksheets to check your understanding.
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OPTIONAL INVESTIGATION: Do tall people have big feet?(can you plan and carry out this investigation using people who live in your house?)
Differences between you and other humans are called variation.In this activity you are going to write a plan to investigate the variations between the people in your house.You will be investigating this question:Is there any relationship between height and length of foot?
Equipment● pieces of paper to stand on● 30 cm ruler ● tape measure
Planning
A Aim: The question we want to answer is..........................................................................................................................................................................................................................................................B Input variable: height. We will measure the heights of different people.We will measure them by .............................................................................................................................C Outcome variable: length of foot. We will measure the length of peoples’ feet. We will measure them by..........................................................................................................................................................................................................................................................(Hint: you might decide to draw round the feet on a piece of paper, and then measure the length.)
D Reliable results: The number of people we will measure is .........................E Fair test: We will keep these variables the same (make a list):..........................................................................................................................................................................................................................................................(Hint: For example: you will have to make sure that everyone is standing flat without shoes when you measure their height.)
F Predicting: What do you think the result of the investigation will be?Do you think that tall people will have big feet? Write your prediction here...........................................................................................................................................................................................................................................................
Investigate: Do tall people have big feet?In this activity you are going to carry out the investigation you have planned. You are going to collect some measurements for the variations between people in your house and analyse the data.
Obtaining evidence1 Carry out your plan. You will need to fill in this table.
First name Last name Height (cm) Foot length (cm)
Presenting the resultsDraw a scatter graph to display your results. Put height on the X axis, and foot length on the Y axis. Use a cross for each person’s results. Can you see a pattern? Is there a positive or negative correlation?
Considering the evidenceDo you think there is a relationship between height and foot length?
Go back to your prediction. Write a sentence to say whether these results agree with your prediction or not.
EvaluatingDid you have enough results to make a reliable conclusion, or would the results be more reliable if you had a larger sample size?
How could you have improved what you did?
Lesson 2 – Causes of Variation
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Lesson 2 – Causes of Variation
1. Read through the textbook pages2. Answer questions 1-5 from the textbook pages (extension: Q6)3. Complete the activities on the following worksheets
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Circle the features that have been passed on in the sex cells. These are inherited features.
Differences in the environment can cause variations in a species.In this activity, you are provided with some leaves from a shady place and some from a sunny one. You will measure their areas and investigate the variation between them.
OPTIONAL: Practical Investigation - Life in the shade
Planning1 How many leaves from each area will you need to measure to get reliable results?
Choose 1, 10 or 100 leaves. ......................................
2 Look at these ideas about choosing the leaves. Underline the best one.A The leaves can come from lots of different types of plant.B The leaves come from the same plant.C The leaves come from similar plants of the same species.
Obtaining evidence3 Collect your leaves from the shady area.4 Measure the length and width of each leaf. Record the measurements in the table below.
5 Calculate the area for each leaf and fill in the right-hand column.6 Add up all the areas and divide the total by 10. This is the average area for the shady leaves.
7 Now collect leaves from the sunny area. Follow steps 4 to 6 again.Use the table below.
Considering the evidenceComplete the sentences.
The average leaf area of the shady leaves is .............................................The average leaf area of the sunny leaves is .............................................
Underline the correct word.
The average leaf area of the sunny leaves is larger/smaller than that of the shady leaves.
Underline the correct word to make a conclusion for the investigation.
The sunny/shady environment has larger leaves because there is more/less sunlight there, and plants need sunlight to grow.
Lesson 3 – The importance of Variation
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Lesson 3 – Importance of Variation
1. Read through the textbook pages2. Answer questions 1-3 from the textbook pages (extension: Q4-5)3. Complete the activities on the following worksheets
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The importance of variation1.The need for variationComplete the paragraph below using some of the words in the box:Individuals within any population have differences; we say they ___________. Some of these differences can provide a _____________ advantage in some conditions. For example, variation in colour means that some living things are better ____________ than others and are ___________ likely to survive. Without variation, with a change in an environment, a whole population could become ________________. An example of this happening is the ____________.
2.The peppered moth storyThe peppered moth varies in colour, with some moths appearing very light in colour and others appearing very dark in colour. Prior to the industrial revolution, there were many more pale moths than dark moths. Following the industrial revolution In the 19th century, the dark moth became more common in industrial areas such as Manchester and Birmingham.The data shows the numbers of each type of moth captured in an industrial area over a period of time.
Plot a graph to show the number of each type of moth during 10 years.3 Explaining the peppered moth dataa) Describe the pattern in numbers of mothsb) Explain what could have caused the change in the number of each type of moth during the industrial revolutionc) Suggest what would be different about the graphs in a less industrial area. Explain your answer. d) A student describes the story of the peppered moth to a friend and says, ‘the moths changed colour and more became black during the industrial revolution’. State what is wrong with this explanation and suggest how you would explain to this students more accurately.
more less extinct survival vary dodo giraffe camouflaged
Time (years) 2 3 4 5 6 7 8 9 10
Light-coloured moths 537 484 392 246 225 193 147 84 56
Dark-coloured moths 112 198 210 281 337 412 503 550 599
Lesson 4 – Female Reproductive System and Fertility
Lesson 4 – Female Reproductive System and Fertility
1. Read through the textbook pages2. Answer questions 1-3 from the textbook pages (extension: Q4)3. Complete the activities on the following worksheets
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A = _____________
B = ______________
C = ______________
D = ______________
E = ______________
Strengths and weaknesses of the female reproductive system
Describe what each part of the female reproductive system does. (Extension: explain how the part is adapted to carry out its role).
Ovary -
Uterus -
Oviduct -
Cervix -
Vagina -
State how problems with different parts of the female reproductive system can lead to infertility.………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Lesson 5 – Male Reproductive System and Fertilisation
Lesson 5 – Male Reproductive System and Fertilisation
1. Read through the textbook pages2. Answer questions 1-4 from the textbook pages (extension: Q5-6)3. Complete the activities on the following worksheets
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Complete the table to show the names of the male and female sex cells and where they are made.
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Lesson 6 – How a foetus develops
Lesson 6 – How a foetus develops
1. Read through the textbook pages2. Answer questions 1-5 from the textbook pages (extension: Q6)3. Complete the activities on the following worksheets
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b) Complete the following passage using the words from this list: protect, uterus, reproducing, amniotic fluid, placenta, oxygen,
nutrients, umbilical cord
Growth means that the cells are .................................... The foetus
attaches to the wall of the .........................................; this connection
develops into the ......................................... The foetus connects to the
placenta through the ………………………… This provides glucose,
………………………… and ....…………………… from the mother. As it gets
bigger, a sac filled with ………………………… grows around the developing
foetus. Its job is to ………………………… the foetus from bumps.
How does the foetus change with time?Describe the job of the following parts of the pregnant uterus:
a) placenta
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b) umbilical cord
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c) amniotic fluid
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d) Uterus
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Extension: Animals without a placentaTadpoles and birds are examples of animals that develop without a placenta that links them to the mother’s blood supply.Do some research and, with the aid of drawings, explain how these organisms develop.
