Download Primary 7 Science Parent Guide - Wester Cleddens Primary School

As part of the ongoing work of the class your child will cover a wide range of science outcomes. These include:
Space
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Properties of Light
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Air Resistance and Friction
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Changing State of Water
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Inheritance
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Micro Organisms
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Magnetic Forces
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Properties of Water
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Chemical Reactions
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The experiences and outcomes in science provide opportunities for children to develop a range
of inquiry and investigative skills, scientific analytical thinking skills and develop attitudes and
attributes of a scientifically literate citizen. These skills are:
Ask questions or hypothesis
Explore
Fair test
Observe
Think critically and creatively
Make links
Plan, design and carry out experiments
Develop reasoning skills
Classify and identify
Predict and draw conclusions
Select appropriate resources
Present and report on findings
This leaflet is designed to provide you with information on the various science units and advice
on how you can support your child at home.
SPACE
By observing and researching features of our solar system, I
can use simple models to communicate my understanding of
size, scale, time and relative motion within it.
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By the end of our science unit on ‘Space’ your child
should know:
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There are 8 planets and 3 dwarf planets in the Solar
System.
The planets all have different diameters; Jupiter is the
largest planet.
The planets are at different distances from the sun;
Mercury is the closest planet to the sun and Pluto the
farthest away.
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Earth is the 3 planet in our Solar system.
Planets occur in the following order from the sun: Mercury,
Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and
Pluto.
In size they come in the following order: Mercury, Pluto,
Mars, Venus, Earth, Uranus and Neptune, Saturn, Jupiter.
The Sun is star and provides our planet with heat and
light.
Gravity is the force which keeps us all on Earth.
The planets all orbit the sun on different paths due to
gravitational forces.
The 24hour day elates to the length of time it takes the
Earth to complete one turn on its axis.
Each month represents the length of time it takes the
moon to orbit the Earth.
The length of a year is the time it takes the earth to orbit
the sun: extra day in a leap year is due to the 0.25 day
each year.
Key Words:
Planets, Earth, Moon, Sun, Mercury, Venus, Mars, Jupiter,
Saturn, Uranus, Neptune, Pluto orbit, gravity, revolves, rotates,
lunar, Solar System, attraction, distance, diameters, axis.
AIR RESISTANCE AND FRICTION
By investigating how friction, including air resistance, affects
motion, I can suggest ways to improve efficiency in moving
objects.
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By the end of our science unit on ‘Air Resistance and
Friction’ your child should know:
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Moving objects slow down because of friction/air
resistance
Friction is a force that opposes the movement of one
surface across another (or through a liquid or gas).
A moving object has to push through air particles and as
they rub against us they cause friction.
An object that is stationary or moving at a steady speed in
a straight line is being acted on by balanced forces.
If there were no friction/air resistance the object will keep
moving in the same direction and at the same speed.
Gravity is the main force acting on any falling object and
maintains its downward motion.
Key Words:
Pushing, pulling, floating, sinking, surface area, direction,
speed, friction, rate of descent, time of descent, air resistance,
streamlining
characteristics, features.
MAGNETIC FORCES
PROPERTIES OF LIGHT
I have collaborated in investigations to compare magnetic,
electrostatic and gravitational forces and have explored their
practical applications.
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By the end of our science unit on ‘Magnetic Forces’ your
child should know:
By exploring reflections, the formation of shadows and the
mixing of coloured lights, I can use my knowledge of the
properties of light to show how it can be used in a creative way.
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By the end of our science unit on ‘Properties of Light’ your
child should know:
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Unlike magnetic poles attract one another
Like magnetic poles repel
Static electricity can be demonstrated experimentally
Magnetic, electrostatic and gravitational forces are evident
in everyday life.
Gravity is a force which exists between lumps of matter.
Gravity is the pull force that keeps us on earth
Magnetic and electrostatic forces can attract and repel.
Gravitational forces always attract.
Key Words:
Attraction, effects, magnet, pole, repulsion, acceleration, force,
gravity, matter, pull, charge, static electricity, positive, negative,
electrons.
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We see things when light from a source enters our eyes.
Light bounces off some materials better that others
When light from a source is blocked you get a shadow
Mirrors reflect light back at the same angle
Primary and secondary colours of light differ from primary
and secondary colours of paint.
Lenses change the direction of a light ray
An image formed by a convex lens might be upside down
and turned left to right
Convex and concave lenses are used to improve long
sighted and short sighted eye sight problems.
Key Words:
Eye, focus, lens, shadow, cast, reflection, sight, seeing,
concave, convex, source of light, light beam/ray, shiny objects,
bounces off, straight lines, invert, mirrors, angles, transparent,
opaque, translucent, cyan, magenta,
PROPERTIES OF WATER
CHANGING STATE OF WATER
I can apply my knowledge of how water changes state to help
me understand the processes involved in the water cycle in
nature over time.
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By the end of our science unit on the ‘Changing State of
Water’ your child should know:
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Materials exist in 3 different states, solid, liquid and gas.
Water changes state as a result of heating or cooling.
The changing states of water are ICE (solid), WATER
(liquid) and STEAM (gas)
When a liquid evaporates it changes into a gas
Condensation is when a gas changes into a liquid.
Condensation is the reverse of evaporation.
The changes that take place are reversible
These changes of state can be used to explain the water
cycle
The water cycle is when water evaporates from lakes and
oceans, condenses into clouds and eventually falls as rain
or snow.
Key Words:
Condense, precipitation, rainfall, water cycle, water vapour,
evaporation, condensation, drought, melting, boiling, freezing,
solidifying, gas, liquid, solid
I have investigated different water samples from the
environment and explored methods that can be used to clean
and conserve water and I am aware of the properties and uses
of water.
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By the end of our science unit on ‘Properties of Water’
your child should know:
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Solids that do not dissolve in water can be separated by
filtering
When solids dissolve a clear solution is formed.
When the liquid evaporates from a solution the solid is left
behind
Some types of water contain dissolved materials
Developing countries do not have easy access to clean
water.
The pH scale is an indication of acidity/alkalinity.
A pH value of less than 7 is said to be acidic
A pH value of greater that 7 is said to be alkaline.
A pH value of 7 is said to be neutral.
Strong acids turn Universal Indicator red and strong alkalis
turn it blue.
Acids and alkalis can both be corrosive.
Key Words:
Conservation, sample, distilled, minerals, mineral water,
solution, evaporates, crystals, dissolved, filtered, residue,
undissolved, separated, purify, filter paper, ph value, acidic,
alkali, corrosive, universal indicator paper (litmus paper).
INHERITANCE
By exploring the characteristics offspring inherit when living things reproduce, I can distinguish between inherited and non inherited
characteristics.
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By the end of our science unit on ‘Inheritance’ your child should know:
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Variation between different members of the same species of living things can be caused by either inheritance or environmental
factors.
Changes in DNA is what happens in evolution e.g. evolution has dictated the development of a specific type of beak in birds to
allow them to survive in their environment e.g. pelican, humming bird, eagle.
The study of inherited characteristics is known as genetics.
Each species exists because of the code (DNA) which is handed down from one generation to the next.
A gene is the unit of inheritance passed on from one generation to the next.
A gene is part of a chromosome which carries a specific message.
In most living things genes are donated from each of two parents; half from the mother, half from the father, giving two copies of
gene in the new cell.
Only one gene is expressed giving rise to the characteristics e.g. tongue rolling, eye colour etc.
The gene which is expressed is known as the DOMINANT gene and the gene which is not expressed is known as the
RECESSIVE gene.
Although the recessive gene is not expressed it remains viable and may be passed on to a future generation.
Environmental factors can have an effect on how the gene is expressed e.g. weight, height, intelligence. These are referred to
as non inherited characteristics or CONTINUOUS VARIATION.
DISCONTINUOUS VARIATION is when the characteristic is under tight genetic control e.g. eye colour, right/left handedness.
Key Words:
Evolution, species, adaptation, variation, inherited, environmental, generations, genetics, DNA, genes, chromosomes, dominant,
recessive, continuous variation, discontinuous variation, genetic modification, ethics,
CHEMICAL REACTIONS
I have collaborated in activities which safely demonstrate
simple chemical reactions using everyday chemicals. I can
show an appreciation of a chemical reaction as being a change
in which different materials are made.
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By the end of our science unit on ‘Chemical Reactions’
your child should know:
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Insoluble materials can be separated by filtering.
Dissolved solids (soluble) can be recovered by
evaporation.
Sometimes when we mix materials we cannot easily get
the original materials back.
New materials are created during a chemical reaction, one
is usually a gas.
Chemical Reactions are irreversible
Burning is an example of irreversible change
When a candle burns, oxygen and wax gas change into
carbon dioxide and water vapour.
Changes can be sorted into two categories: reversible and
irreversible.
Key Words:
Chemical reaction, gas, water vapour, carbon dioxide,
reversible, irreversible, evaporation, filtering, burning,
condensing, dissolving, freezing, hazard, mass, material,
melting, solidifying
MICRO ORGANISMS
I have contributed to investigations into the role of micro
organisms in producing and breaking down some materials.
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By the end of our science unit on ‘Micro organisms’ your
child should know:
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Micro-organisms are very small living things
Some micro-organisms can cause common illnesses
Micro-organisms bring about decay
Food needs to be handled and stored with care
Micro-organisms feed and grow
Micro-organisms are useful in food production
Key Words:
Micro-organisms, microbes, germs, viruses, bacteria, fungi,
microscope, vaccine, vaccination, antibody, immunisation, pus,
decay, hygiene, mould.
How You Can Help Your Child
Talk to your child about the science topics they are investigating in school.
Encourage your child to watch news items or programmes related to the world of science
Read and discuss newspaper articles with your child, encourage him/her to take these into class
Further explore the ideas they are learning– there are lots of fantastic websites out there that are being constantly
updated.
Assist them with any science homework they may have
Allow them to recreate with your supervision experiments they may have carried out in school
How You Can Help Wester Cleddens
If you have any science skills, knowledge or experience and feel that you can help enhance the science
learning experiences of our pupils please contact the school office.
All our science parent information leaflets are available to view on our school website. Have a look at
them all as you may be able to offer your help within other classes.