SCIENCE

BOOKLET
UNIT 4: GROUPING AND IDENTIFYING ORGANISMS

GRADE 7
4.1 Characteristics of living organisms

2ND

NAME:
……………………………………….
CLASS: ……./……

ACADEMIC YEAR 2022/2023

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UNIT 4: GROUPING AND IDENTIFYING ORGANISMS

4.1 Characteristics of living organisms

Match the characteristic to its description:

Characteristic Description
Excretion The ability to acquire andprocess food
Movement A permanent increase in size through growth of cells
Respiration Process through which organism get rid of waste
from chemical processes
Growth The ability to respond tostimuli
Nutrition Ability to make more ofyour own kind
Reproduction The breakdown of glucoseto release energy
Sensitivity The ability to relocate orbend/sway

Instructions: Complete the passage below by choosing the words from the list: organism,
reproduction, respiration, excretion, growth, irritability, movement , nutrition

a. Living things are often called ________________________.

b. All living things release energy from their food in a process called
________________________ which happens inside their cells.
c. Some of the energy is used for _____________, which usually happens more quickly in
animals than in plants.
d. The food from which the energy is released is taken into the body in a process called
______________________.
e. All living things get bigger as they get older. This process is called
______________________.
f. The production of young is called ___________________.
g. Waste substances are removed from organisms by the process of _________________
h. The seventh characteristic shown by all living organisms is _____________________
which means that they are able to respond to changes in their surroundings.

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UNIT 4: GROUPING AND IDENTIFYING ORGANISMS

4.2 Viruses
Match the number to the suitable structure:

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UNIT 4: GROUPING AND IDENTIFYING ORGANISMS

4.2 Viruses

Which statement about viruses is correct?

Tick one box.
Viruses are made of cells.
Viruses can only reproduce when they are inside another cell.

Viruses excrete carbon dioxide.

Viruses can be grouped together to form tissues.

Read the information about the cold virus.

The virus that causes common colds is very small. It is not made of cells. It
cannot move itself, but it can get into the body through your nose if you
breathe it in from the air. It enters cells in the nose, or in the tubes leading
down to the lungs. Once it is inside a cell, it reproduces to produce more
viruses. This kills the cells and makes you feel ill.

a Write down one piece of information that could be a reason for classifying the cold
virus as a living thing.

b Write down one piece of information that suggests that the cold virus is not a living
thing.

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UNIT 4: GROUPING AND IDENTIFYING ORGANISMS

4.3 What is a species?

Directions: For each statement below, write either TRUE or FALSE.

1. All invasive species escaped from owners into the environment.

2. Invasive species can only be animals.

3. Invasive species succeed because they have lots of food and not many predators to eat them.

4. All invasive species are dangerous and violent.

5. All invasive species were intentionally released into their new environment.

6. To be an invasive species, the organism must affect the new environment in some way.
________

Directions: Label the pictures of the invasive species.

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UNIT 4: GROUPING AND IDENTIFYING ORGANISMS

4.4 Using keys

Use the key to identify the species of organism shown in the picture.

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UNIT 4: GROUPING AND IDENTIFYING ORGANISMS

4.4 Using keys

worm bird ant spider monkey bee

Does it have a backbone?

Yes No

Does it have feathers? Does it have legs?

Yes
Yes No No

Does it have wings?

Yes
No

Does it have 8 legs?

No
Yes

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UNIT 4: GROUPING AND IDENTIFYING ORGANISMS

4.5 Constructing keys

Liana and some of her friends collected the following five types of animals when
they conducted a sampling activity in the forest.

a) Complete the following dichotomous key based on the physical characteristics

of the animals collected by them.

More than three Body with Dragonfly, Q Thick,

Without
pairs of legs wings many hard
segments wings

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UNIT 7: MICROORGANISMS IN THE ENVIRONMENT

7.1- MICROOGANISMS

Name the type of microorganism (bacteria, fungi or virus) shown in thediagram

below.

Below are examples of microorganisms. Write the name of the category of microbes
that each organism belongs (Hint: You cangoogle the names)

(i) HIV

(ii) mushroom

(iii) E. coli ________________

(iv) COVID – 19 ___________

(v) Rhizobium ________________

(vi) yeast

(vii) lactobacillus _____________

(viii) influenza

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UNIT 7: MICROORGANISMS IN THE ENVIRONMENT

7.1- MICROOGANISMS
Indicate whether the statement is true or false by selecting thecorrect option.
(i) Ringworm is caused by a worm.
(ii) Bacteria are smaller than viruses.
(iii) Fungi never cause disease.
(iv) Yeast is a type of fungus.
(v) There are bacteria in yoghurt
(vi) Antibiotics such as penicillin are produced byviruses.
(vii) Viruses need other living cells to reproduce.
Herpes is a disease caused by a virus.
(viii)
Choose the correct microorganism which is used in the following process
(i) wine making
(ii) decomposing of dead matter
(iii) making of yoghurt
(iv) making of penicillin
(v) making of cheese
(vi) bread making
(vii) digestion of cellulose, found in green plant)eaten by herbivores
Choose the microorganism which causes the following diseases:
(i) athlete’s foot
(ii) tuberculosis
(iii) pneumonia
(iv) ebola
(v) yeast infection
(vi) AIDS
(viii) chicken pox

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UNIT 7: MICROORGANISMS IN THE ENVIRONMENT

7.1- MICROOGANISMS
Classification of Microorganisms

 Bacteria


 Algae

 Protozoa


 Virus


 Fungi

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UNIT 7: MICROORGANISMS IN THE ENVIRONMENT

7.2- FOOD CHAINS AND WEBS

Look at this food chain.

lettuce greenfly ladybird thrush cat

A. What does the arrow mean in a food chain?
B. Name the producer in the food chain
C. Name an herbivore in the food chain
D. Name the secondary consumer in the food chain.
E. Name the tertiary consumer in the food chain.

Look at these food chains.

Use the food web to help you answer
these questions.

A. Name the producer in this food web.

B. What do the jackal and the lion

fighting over?
_________

C. What eats rabbits?

__________________

D. What does a kite eat?

_________________

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UNIT 7: MICROORGANISMS IN THE ENVIRONMENT

7.3- MICROORGANISMS AND DECAY

Table 1 shows the result of investigation that have been carried by a group of pupils. Bread Q
have been sprayed with water while bread P is left untouched.

Bread The condition of bread

P Have Moulds
Q Have no Moulds
a) Based on Table 1, state the reason why bread P is spoiled.

b) State two factors that affect the growth of Moulds on the bread.

a) What is the harmful effect of Microorganisms on human body?

b) Gives two uses of microorganisms to the other living things.

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UNIT 7: MICROORGANISMS IN THE ENVIRONMENT

7.4- MICROORGANISMS IN FOOD WEBS

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UNIT 7: MICROORGANISMS IN THE ENVIRONMENT

7.4- MICROORGANISMS IN FOOD WEBS

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UNIT 5: REACTIVITY

5.1- REACTIVITY AND DISPLACEMENT REACTIONS

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UNIT 5: REACTIVITY
5.2- USING THE REACTIVITY SERIES AND DISPLACEMENT REACTIONS

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UNIT 5: REACTIVITY

5.3- SALTS

1. When an acid reacts with a base, neutralization reaction occurs, producing a salt.
Using the following equation, name the salts that are produced in the acid –base
reactions.

Acid + base -------> salt

a) hydrochloric acid + ammonia ----> ………………………….
b) Nitric acid + sodium hydroxide ----> ………………………
c) Phosphoric acid + potassium hydroxide -------> ……………………….

2. There are three other ways of making salts from acids. Complete the following
equation s to illustrate them.

a) Acid + metal -------> salt + …………….

b) Acid + …………… ------------> salt + water
c) Acid + carbonate -------------> salt + ……………+ water

3. Use the above information to complete the following reactions that form soluble
salts using acids.
a) Iron oxide + sulfuric acid ----------> ………………………… + water
b) …………………… + hydrochloric acid -----------> magnesium chloride +H2O
+CO2
c) Zinc + ……………………… -------------------> zinc nitrate + hydrogen.

4. Name two ways in which salt is used by humans in everyday life.

……………………………………………………………………………………………

……………………………………………………………………………………………

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UNIT 5: REACTIVITY

5.4- OTHER WAYS OF MAKING SALTS

Mix and Match to make salts by dragging the molecules to where they belong.
Let the colours help you!

Na H
O H Cl

1. Sodium hydroxide reacting with hydrochloric acid:

The products would be:

The word equation would be:

Sodium hydroxide + Hydrochloric acid =_______________+ ___________________
1) Potassium hydroxide reacting with sulfuric acid:

K O H H SO4

The products would be:

The word equation would be:

Potassium hydroxide + Sulfuric acid = +

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UNIT 5: REACTIVITY

5.4- OTHER WAYS OF MAKING SALTS

CaOH HNO3
2) Calcium hydroxide reacting with nitric acid:

Ca O H H NO3

The products would be:

Salt Water

The word equation would be:

1) Calcium hydroxide + Nitric acid = +

2) Calcium hydroxide + Sulfuric acid = + Water

3) Iron oxide + Nitric acid = + Water

4) Magnesium oxide + Hydrochlroc acid = + Water

5) Potassium hydroxide + Nitric acid = + Water

6) Copper oxide + Hydrochloric acid = + Water

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UNIT 5: REACTIVITY

5.5- REARRANGING ATOMS

1 Write the word equation for the reaction between zinc and copper sulfate. [1]

b Complete the symbol equation for the reaction in part a. [1]

+ CuSO4 → +

c Write the word equation for the reaction between magnesium and iron sulfate. [1]

d Write the symbol equation for the reaction in part c. [1]

2 In an investigation, an unknown metal was tested to try to

identify it. The metal was heated in air; it reacted slowly to
form an oxide.
The metal was placed in water; there was no reaction.
The metal was placed in dilute acid; there was a reaction with bubbles of gas being given
off slowly. Write down which of the following metals it could be. [1]

lithium magnesium zinc copper silver

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UNIT 6: EARTH PHYSICS

6.1- SOUND WAVES

INSTRUCTIONS long short vibration high low
Use the words from the word bank and complete the following statements.
1. In the sound waves virtual experiments, we learned that low soundshave frequency.
2. In the sound waves virtual experiments, we learned that high soundshave frequency.
3. The wavelength of a low frequency wave is .
4. The wavelength of a high frequency wave is .
5. Sound is cause by a .
INSTRUCTIONS
Identify if it is a quieter or louder sound. Write quieter or louder.

6.

7.

high frequency low frequency high amplitude

INSTRUCTIONS

Identify which characteristics describes each wave.

8.

9.

10.

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UNIT 6: EARTH PHYSICS

6.2- REFLECTIONS OF SOUND

How is sound produced?

A. By the vibration of a body.
B. By the dispersion of sound in all directions.
C. By sound travelling through the air.
D. By the reflection of sound off walls.

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UNIT 6: EARTH PHYSICS

6.3- STRUCTURE OF THE EARTH

Label the diagram below:

U
V
W

1. What is the name of the hot, molten liquid found in theEarth’s core?

2. On which layer would you find mountains, lakes, and animallife?

3. Minerals are found within the earth’s crust. Give the name of
ONE mineral found in the earth’s crust.

4. The outer layer of the earth is made up mainly of rocks, the rocks are
classified into three categories.
Name the THREE categories.

A. ____________ B. ____________ C. ____________

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UNIT 6: EARTH PHYSICS

6.3- STRUCTURE OF THE EARTH

color the Earth and label it :

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UNIT 6: EARTH PHYSICS

6.4- CHANGES IN THE EARTH

Fill in the blanks

earthquake flood Weathering

volcanoes droughts Erosion

1. happens when wind and water breakdown rocks

intosmaller pieces.
2. _happens when wind and water moved rocks and soil .

3.An _is a shaking of earth surface.

4. _ happens when streams, rivers, or lakes

over flow.

5. A is a long time with very little rain.

6. A _ is it place where hot melted rock comes

out of the ground.

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UNIT 6: EARTH PHYSICS

6.5- SOLAR AND LUNAR ECLIPSES

Label the diagram below

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UNIT 6: SOUND AND SPACE

6.1- LOUDNESS AND PITCH OF SOUND

I. Choose words from the box and fill in the blanks.

1.Hertz 2.Vibrations 3.Frequency 4.Amplitude

5.High 6.Low 7. Oscillation

1. is the unit of frequency.

2. Sound is caused by ----------- --.

3. The number of vibrations per second is

4. determines the pitch of a sound wave.

5. If a sound has high pitch then it also has frequency.

II. Choose the correct option.

6. If the distance represented by the letter A (the amplitude) were increased, will it
affect the loudness of the sound?

a. Yes b. No c. Can’t tell. d. None.

7. Diagram shows three types of sound waves generated from speaker. Which of the
following statements is true?

a) P has a higher pitch than Q

b) Q has a higher pitch than R

c) R has the highest pitch

d) P, Q and R have the same pitch

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UNIT 6: SOUND AND SPACE

6.2- INTERFERENCE OF SOUND

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UNIT 6: SOUND AND SPACE

6.3- FORMATION OF THE MOON

Choose the correct answer:

1. The Giant Impact theory states that _____.

A. the Earth was hit by something huge and a piece of the Earth was ejected into space.
B. the Earth and Moon formed at the same time from a nebula.
C. when the Earth was young, it spun so fast that a piece of it broke off and was flung into
space where it became the Moon.
D. the Moon was formed elsewhere in the universe and was captured by the Earth's
gravitational field when it came too close.

2. Which theory states that the Earth and the Moon formed at the same time from the
nebula?

A. Fission Theory
B. Giant Impact Theory
C. Condensation Theory
D. Capture Theory

3. Which one of the following theories proposes that the Moon was formed from part of the
Earth?
A. Capture theory
B. Fission theory
C. Condensation theory
D. All of the answers are correct.

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UNIT 6: SOUND AND SPACE

6.4- NEBULAE

Choose the correct answer:

1. In what environment do new stars form?

A. A nebula/stellar nursery.
B. An empty part of space.
C. Right next to other stars.
D. Only at the start of the universe.

2. Which of the following stars does NOT have fusion happening in its core?
A. Main sequence star.
B. Red giant star.
C. Wolf-Rayet star.
D. White dwarf.

3. A star that started out with a mass 14 times that of the Sun is currently a red supergiant.
What is the next stage in its life cycle?

A. A supernova, with a white dwarf left behind.

B. A planetary nebula, with a white dwarf left behind.
C. A supernova, with a neutron star left behind.
D. A main sequence star.

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UNIT 6: SOUND AND SPACE

6.5- TECTONICS

1. What type of plate boundary would cause mountains to form?

2. The Himalayas in Asia are an example of what type of
plate boundary?
3. Transform boundaries are most likely to produce what
phenomenon?
4. When an oceanic plate and a continental plate collide, which one will subduct?
5. What is the area where two tectonic plates meet?
6. A mid-ocean ridge occurs at a plate boundary.
7. What is the name of the plate boundary that slides past each
other?
8. Where do volcanoes and earthquakes occur?
9. Scientists think that the continents once formed a giant
landmass that broke apart, and then slowly drifted apart. What is the name given
to this hypothesis?
10. What is the name of the super continent that existed
about 250 million years ago?

Word bank
Convergent oceanic Transform Along plate
continental
drift boundaries
earthquakes divergent continent-
plate
to- continent boundary Pangaea
convergent

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UNIT 6: SOUND AND SPACE

6.5- TECTONICS

Match the hypothesis in column A to the evidence that supports it in column B

1. Most tectonic plates have both A. joined as one large land

oceanic and continental crust. How are they mass due to fossil evidences
different?
2. Fossils of the Mesosaurus were found on the B. He could not explain how
continents of South America and Africa the land masses moved.
within the same layers of rock. This provides
evidence that the two continents were once
3. Most scientists did not believe Alfred C remnants in rocks
Wegener's hypothesis about drifting land
masses.
4. S America and African are two land masses D. complementary coastline
did Wegener think fit the best
together like puzzle pieces
5. mountain ranges; and the locations of E. Continental is thicker and
ancient climatic zones less dense than oceanic.

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