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Year 7 Biology

Sorting the living world into groups and identifying organisms with dichotomous keys, then food webs, the energy that flows through them, and what happens when a species disappears. Concept tutorials with an interactive key and food web.

Start1. Why sort living things?

Classification

Kingdoms and dichotomous keys: grouping and identifying organisms by observable features (AC9S7U01).

1Why sort living things?Not started

Scientists classify living things to identify them, to talk about them clearly (one name the whole world understands), and to see how they are related. A classification is built for a purpose, and different systems can suit different purposes.

  1. Engage: a new beetle
  2. Explore: identify with a key
  3. Explain: what classification is for › Reasons
  4. Explain: what classification is for › Classification or a list
  5. Explain: what classification is for › Everyday classification
  6. Explain: what classification is for › In your own words
  7. Evaluate: look back
Start lesson
2Plant, animal or something else?Not started
3Who is it? Using a keyNot started

A dichotomous key identifies an organism by a series of yes-or-no questions about features you can observe. Following each choice carefully leads to the right name; one wrong choice leads to the wrong one.

  1. Engage: how does a key work?
  2. Explore: identify the specimens
  3. Explain: how keys work › Two ways
  4. Explain: how keys work › Wrong turns
  5. Explain: how keys work › Good questions
  6. Explain: how keys work › In your own words
  7. Mix it up
  8. Evaluate: look back
Start lesson
7Quick check: keys and changing classification OptionalNot started

Food webs and ecosystems

Who eats whom, where the energy goes, and how a change ripples through a web (AC9S7U02).

4Who eats whom?Not started

A food web joins all the food chains in an ecosystem. Arrows point the way energy flows, from the food to the eater. Every organism is a producer, a consumer or a decomposer, and decomposers include microorganisms.

  1. Engage: which way do arrows go?
  2. Explore: build a bush food web
  3. Explain: roles in the web › Roles
  4. Explain: roles in the web › More than one level
  5. Explain: roles in the web › Decomposers
  6. Explain: roles in the web › In your own words
  7. Mix it up
  8. Evaluate: look back
Start lesson
5Where does the energy go?Not started

Energy enters a food web as sunlight captured by producers and flows one way along the arrows. At each step only about 10% is passed on; the rest is used for living or lost as heat. Matter is different: decomposers return it to be used again.

  1. Engage: how much gets through?
  2. Explore: follow the energy
  3. Explain: flow, loss and cycling › Down the levels
  4. Explain: flow, loss and cycling › Where it goes
  5. Explain: flow, loss and cycling › Energy and matter
  6. Explain: flow, loss and cycling › In your own words
  7. Mix it up
  8. Evaluate: look back
Start lesson
6What if the dingo disappeared?Not started

A biotic factor is a living part of an ecosystem. When one population changes, the effect ripples along the food web, beyond the species directly linked to it. Tracing the links lets you predict the cascade.

  1. Engage: remove the dingo
  2. Explore: predict, then check
  3. Explain: tracing a cascade › Biotic factors
  4. Explain: tracing a cascade › The chain of effects
  5. Explain: tracing a cascade › Either way
  6. Explain: tracing a cascade › In your own words
  7. Mix it up
  8. Evaluate: look back
Start lesson
8Quick check: abiotic factors and food web limits OptionalNot started

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For teachers: Teacher guide (notes, answers, solutions, slides and worksheets)