Science – Year 7 – Exemplars

LOLearning OutcomeCategory/Subject FocusExemplar
7.1I can recall important laboratory safety rules.AT WORK – Focus: WHAT DO SCIENTISTS DO?Students can be asked to record a short video describing some important laboratory safety rules. Educators can create a Teams assignment through Flip (https://info.flip.com/). Students can learn from each other by viewing and commenting on each other’s video.
7.1I can light the Bunsen burner safely.AT WORK – Focus: WHAT DO SCIENTISTS DO?Educators can show a video demonstration to the class on the IFP (https://youtu.be/VLpClJHT9bQ or similar) and share the video with their students via Microsoft Teams.
7.1I can perform simple experimental tasks within my group.AT WORK – Focus: WHAT DO SCIENTISTS DO?Use digital devices’ cameras to record step by step procedure as part of developing skill at documenting experimental procedure. Images can be included in printed report or used to create an online presentation. A possible presentation tool is Microsoft Sway (https://support.microsoft.com/en-us/office/getting-started-with-sway-2076c468-63f4-4a89-ae5f-424796714a8a), since all students have a free licence included as part of their Office 365 subscription.
7.2I can differentiate between vertebrates, invertebrates and the five groups of vertebrates.LIVING THINGS AND THE ENVIRONMENT – Focus: LIFE ON EARTHUsing containers in ActiveInspire to sort different organisms into the different groups
Tutorial: https://support.prometheanworld.com/s/article/1443?language=en_US
Video: https://youtu.be/PkyjfJ31v8w
7.2I can identify examples of local habitats and some locally occurring plants and animals.LIVING THINGS AND THE ENVIRONMENT – Focus: LIFE ON EARTHEducator can set up Matching Pairs Activity on Learning Apps (https://learningapps.org/), in which students pair different habitat descriptions with images showing the habitat, as well as example of local plants and animals matched with their names.
7.3I can use the particle model to explain the properties of solids, liquids and gases.UNDERSTANDING MATTER – Focus: CHEMICAL SCIENCEUse the Class VR Headset to explore changing states of matter in a VR environment. Play the Changing States track located in the ClassVR library on http://portal.classvr.com/. Here students can see the particles in a solid block of ice and observe their movement as heat is added.
7.4I can identify different forms of energy such as stored, movement, heat, electrical, light and sound.WHAT IS ENERGY? – Focus: ENERGYEducators can create a digital worksheet to identify different forms of energy. This worksheet can be created by using Office 365 Forms (https://forms.office.com/) which is a tool that enables educators to create graded quizzes. Froms quizzes can be sent to the students through a Microsoft Teams assignment.
7.4I can ask simple scientific questions which I can investigate in practice.WHAT IS ENERGY? – Focus: ENERGYCarbon Footprint PBL Game: Students can use digital devices, if available, to research information about Energy and its link to the Carbon Footprint, and then use this information to set up a board game, using resources (images etc) downloaded from the Web. They can use templates from Twinkl (https://www.twinkl.com.mt/) for setting up their board game
7.5I can construct basic electrical circuits and describe the characteristics of series and parallel circuits.ELECTRICITY – Focus: ENERGYUse Online Circuit Builder (https://sciencedemos.org.uk/electronics.php) to simulate various circuits online, as well as set up and experiment with different layouts safely.
7.5I can link conductors and insulators with examples of everyday use.ELECTRICITY – Focus: ENERGYStudents can create a conductivity tester using Micro:Bit microcontroller to test the electrical conductivity of materials. An example can be accessed here: https://microbit.org/teach/lessons/electrical-conductors-making-tester/
7.7I can recall the basic parts of the light microscope.CELLS AND REPRODUCTION – Focus: CELLS AND BODY SYSTEMSEducators can search for ready made RLO (Reusable Learning Object) such as this Labelling the Microscope activity here: https://www.sciencelearn.org.nz/labelling_interactives/6-label-the-microscope. Similar activities can be created using tools such as Educaplay (https://www.educaplay.com) and Learning Apps (https://learningapps.org). These interactive activities can be used in class on the IFP (Interactive Flat Panel) or sent to the students using a Microsoft Teams.