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Worksheet

4.1b Observing variation


Date: .......................................................................................................
1. Look at the different pictures provided by your teacher.
For each picture, observe the variation in one characteristic.
Record your observations in the table below.
An example has been done for you, using this picture.

Picture Observation
The picture shows two male lions.
Example Characteristic: mane (fur around the neck)
Variation: one has a bigger mane.
The picture shows
Characteristic:
A
Variation:

The picture shows


Characteristic:
B
Variation:

The picture shows


Characteristic:
C
Variation:

The picture shows


Characteristic:
D
Variation:

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The picture shows
Characteristic:
E
Variation:

The picture shows


Characteristic:
F
Variation:

Worksheet
4.1c Species

Date: .......................................................................................................
Research one species, using the Student’s Book and the internet.
Start by answering the questions below, but also make a note of any other interesting facts
you discover.
When you have completed your research, present the information in the form of a poster or
presentation.
Present your information clearly and use images if you can.

1. Describe what is meant by the term species.

2. a. Which species are you going to

research?
b. Describe some of the characteristics of the species (such as fur, colour, size).

3. Find out the following about your species.


a. Which type of habitat can it be found in?

b. What food does it eat?

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c. Does it have any predators?

d. Is the species endangered or are there lots of them living in the wild?

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Worksheet
4.2b Classifying organisms
Date: .......................................................................................................
1. Read the descriptions of the kingdoms in the table below.
Complete the table by naming each kingdom described.
Choose from:
animals plants fungi prokaryotes
One has been done for you.
Kingdom Description
Fungi Feed on dead material. Make spores to reproduce.
Make their own food using energy from light.
Large organisms made of many cells that eat other
organisms.
Microorganisms with no nucleus in their cells.
2. Your teacher has provided you with some different pictures.
Look at each picture and decide which kingdom the organism belongs to.
Write down a reason for your choice.
Picture Kingdom Reason

Worksheet
4.2c(1) Vertebrates and invertebrates
Date: .......................................................................................................
1. Read the descriptions of the five groups of vertebrates.
a. Complete the table by naming each group described.

Group Description
have slimy scales, lay jelly-coated eggs in water

have thin, moist skin, lay jelly-coated eggs in water

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have dry scales, lay leathery eggs

have feathers, lay hard-shelled eggs.

have hair, give birth to live offspring, produce milk

b. Your teacher has provided you with some different pictures.


Look at each picture and decide which group of vertebrates it belongs to.
Write down a reason for your choice.
Record your observations in the table below.
Picture Group Reason

2. a. Explain the difference between vertebrates and invertebrates.

b. Arthropods are just one group of invertebrates.


Complete these sentences about arthropods.
Choose words from the list.
external insects internal joints sections spiders

There are many groups of arthropods, including myriapods, arachnids and ...........................
All arthropods have an ...........................................skeleton.

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Their bodies are split into ....................................... and their legs have .................................

c. Look at the picture of a snail.

Write down one reason why it is not an arthropod.

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Worksheet
4.2c(2) Grouping animals
Date: .......................................................................................................
Write in the names of the group each animal belongs to.
One has been done for you.

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Worksheet
4.3c(1) Variation in leaves
Date: .......................................................................................................

You will need:


30 cm ruler, leaves from a plant growing in the shade, leaves from a plant growing in full
light.

What to do:
Measure the length of all the leaves in the two samples. You should use mm as your units.
1. Record your results in the table below.
Length of leaf (mm)
Shade Light

2. a. Calculate the average length of the leaves in each group.


Average length of leaf (mm)
Shade Light

b. Which plant had the largest leaves?


Suggest a reason for the difference.

Challenge question
3. a. Complete the tally chart for your results. You should collect results from other groups so
that you have more data.

Length (mm) Shade Total Light Total


less than 20
21–30
31–40

8
41–50
51–60
61–70
greater than 70
b. Draw a chart using the data in your tally chart. The bars on the chart should represent
the total number of leaves in each height range.
Try to put both sets of data on the same bar chart.

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Worksheet
4.3c(2) Variation in humans
Date: .......................................................................................................

You will need:


30 cm ruler, 1 m ruler or tape measure, graph paper.

What to do:
A Ask your partner to measure your height in cm.
 Take off your shoes and stand against a wall or a board.
 Ask someone to put a pencil on top of your head and make a mark.
 Use a tape measure to measure the height of the mark. This is your height.

B Measure your hand span by spreading your hand out over the ruler, show in the diagram
above.
C Measure the length of your foot without your shoe on.

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1. Record your results in this table.
Length (cm)
height
hand span
foot length

2. a. Add your results to the class results.


b. Complete the tally chart for the class results on height.
Height (cm) Total

c. On a piece of graph paper, draw a bar chart using the data in your tally chart. The
bars on the chart should represent the total number of students in each height range.
d. Present the data for hand span and foot length in a similar way.
3. What conclusions can you make about the variation within your class?

Challenge question
4. Write a plan for how you could test the question: do taller people have bigger feet?
Decide what you should measure, how many people you should sample, and what controls
you might need (such as age group or gender).

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