Year 7 Biology — May Lesson Plan
| Week | 1 Day/Week | 2 Day/Week | 3 Day/Week | 4 Day/Week |
|---|---|---|---|---|
| May 3rd week (Biology) | — | — | — | — |
| May 4th week (Biology) | — | — | — | — |
The biological sciences unit from our Year 7 Australian Curriculum (v9.0) science lesson plan: classification and ecosystems. Week-by-week lessons for 1, 2, 3 or 4 lessons a week, showing when each pace covers this unit; a dash means that pace is on a different science unit that week. For the full year, see the Year 7 Science lesson plan.
Choose a term, then compare a lighter weekly plan with a more intensive schedule.
| Week | 1 Day/Week | 2 Day/Week | 3 Day/Week | 4 Day/Week |
|---|---|---|---|---|
| May 3rd week (Biology) | — | — | — | — |
| May 4th week (Biology) | — | — | — | — |
| Week | 1 Day/Week | 2 Day/Week | 3 Day/Week | 4 Day/Week |
|---|---|---|---|---|
| June 1st week (Biology) | — | — | — | — |
| June 2nd week (Biology) | — | — | — | Why We Classify Living Things 1. The purpose of classifying living things (ordering and organising diversity) 2. Overview of major classification groups 3. Practice: sorting a set of organisms into broad groups Dichotomous Keys — Using Them 1. What a dichotomous key is and how it works |
| June 3rd week (Biology) | — | — | — | Dichotomous Keys — Using Them 1. Practice: using a dichotomous key to identify 5 organisms Dichotomous Keys — Developing Them 1. Choosing distinguishing features to build a key 2. Practice: developing your own dichotomous key for a set of organisms Food Chains & Food Webs 1. Constructing a food chain |
| June 4th week (Biology) | — | — | — | Food Chains & Food Webs 1. Constructing a food web from multiple food chains 2. Practice: building a food web for a real ecosystem Matter & Energy Flow in Ecosystems 1. How matter flows through an ecosystem 2. How energy flows through an ecosystem (and is lost at each level) |
| Week | 1 Day/Week | 2 Day/Week | 3 Day/Week | 4 Day/Week |
|---|---|---|---|---|
| July 1st week (Biology) | — | — | — | Matter & Energy Flow in Ecosystems 1. Practice: tracing matter and energy flow through a food web Abiotic & Biotic Factors 1. What abiotic factors are (e.g. temperature, water, sunlight) 2. What biotic factors are (e.g. predators, competitors, food availability) 3. Practice: identifying abiotic and biotic factors in a real ecosystem |
| July 2nd week (Biology) | — | — | — | Predicting the Impact of Environmental Change 1. How a change in an abiotic factor can affect a population 2. How a change in a biotic factor can affect a population 3. Practice: predicting the impact of a described environmental change on a food web Renewable & Non-Renewable Resources 1. What makes a resource renewable or non-renewable |
Each session moves from a clear focus to guided practice and a quick check for understanding.
10 minutes
Open with retrieval questions that link the week’s topic to earlier learning and a real Australian context.
25 minutes
Work through the science with diagrams, models and worked examples, then plan, carry out or analyse a short investigation.
10 minutes
Close with assessment-style questions that show what is secure and what to revisit next lesson.
Clear, visual lessons on each Australian Curriculum biology topic.
Short questions and checks matched to each week’s focus.
Investigation, observation and recording skills built into each unit.
A clear record of what your child has mastered and what comes next.
Tell us how your child is getting on with science at school and we will shape the first lesson around the biology topics they find hardest.