In Ideas and evidence, students must be able to talk about the importance of questions, evidence and explanations. To plan investigative work, students are to suggest ideas that may be tested, outline plans to carry out investigations, considering the variables to control, change or observe, make predictions referring to previous scientific knowledge and understanding, identify appropriate evidence to collect and suitable methods of collection and choose appropriate apparatus and use it correctly. While, to obtain and present evidence, students are to make careful observations including measurements, present results in the form of tables, bar charts and line graphs and use information from secondary sources. To consider evidence and approach, students are to make conclusions from collected data, including those presented in a graph, chart or spreadsheet, recognize results and observations that do not fit into a pattern, including those presented in a graph, chart or spreadsheet, consider explanations for predictions using scientific knowledge and understanding and communicate these and present conclusions using different methods.
There are some topics discussed in Grade 7, such as plants, humans as organisms, cells and organisms, living things in their environment and variation and classification. For plants topic, students are recognise the positions, and know the functions of the major organs of flowering plants, e.g. root, stem, leaf. While, in humans as organisms’ area, students explore the role of the skeleton and joints and the principle of antagonistic muscles, recognise the positions and know the functions of the major organ systems of the human body, research the work of scientists studying the human body.
For cells and organisms, students identify the seven characteristics of living things and relate these to a wide range of organisms in the local and wider environment, know about the role of micro-organisms in the breakdown of organic matter, food production and disease, including the work of Louis Pasteur, identify the structures present in plant and animal cells as seen with a simple light microscope and/or a computer microscope, compare the structure of plant and animal cells, relate the structure of some common cells to their function, understand that cells can be grouped together to form tissues, organs and organisms.
Furthermore, students describe how organisms are adapted to their habitat, drawing on locally occurring examples, draw and model simple food chains, discuss positive and negative influence of humans on the environment, e.g. the effect on food chains, pollution and ozone depletion, discuss a range of energy sources and distinguish between renewable and non-renewable resources.
Lastly, for variation and classification topics, students understand what is meant by a species, investigate variation within a species, classify animals and plants into major groups, using some locally occurring examples.
There are four big topics covered in chemistry Grade 7, those are States of matter, Material properties, Material changes and The Earth. For States of matter, students show in outline how the particle theory of matter can be used to explain the properties of solids, liquids and gases, including changes of state. Besides, they have to able to distinguish between metals and non-metals, describe everyday materials and their physical properties, use a pH scale, understand neutralization and some of its applications, use indicators to distinguish acid and alkaline solutions. To understand more about The Earth, students observe and classify different types of rocks and soils, research simple models of the internal structure of the Earth, examine fossils and research the fossil record, discuss the fossil record as a guide to estimating the age of the Earth, and learn about most recent estimates of the age of the Earth.
Students are able to describe the effects of forces on motion, including friction and air resistance, describe the effect of gravity on objects, understand that energy cannot be created or destroyed and that energy is always conserved, recognize different energy types and energy transfers, describe how the movement of the earth causes the apparent daily and annual movement of the sun and the stars, describe the relative position and movement of the planets and the sun in the solar system, discuss the impact of the ideas and discoveries of Copernicus, Galileo and more recent scientist, understand that the sun and other stars are sources of light and that planets and other bodies are seen by reflected light.