Living World, Year 7 and 8

Living World Year 7: Cells are a part of living things

Year 7 term 3

LW2: Cells are the basic units of living things and have specialised structures and functions.

onion cell.jpg
onion skin cell

What are all living things made up of?

1. Identify that living things are made out of cells

2. Distinguish between unicellular and multicellular organisms

How do the parts of a cell help an organism function?

3. What are some structures in cells that how do they help cells function? Include the nucleus, cytoplasm, cell membrane, cell wall and chloroplast

Observing cells- skills 

4. Identify that different types of cells make up the tissues, organs and organ systems of multicellular organisms.

5.Outline the role of respiration in providing energy for the activities of cells

image source 

How do cells make new cells? 

6. Identify that new cells are made by cell division

 General Resources  

  • Cells the essence of life a click view video. Cells are the smallest unit of life. All living organisms are composed of one or millions of these tiny cells. In this video, students will explore the inside of a cell to discover what it´s made of and how it works. They will learn about the different cellular functions and how they bring life to all living things.
  • Kids biology a site that covers many aspects of the living world course for stage 4. This link takes you to the cell page.
  • From little things, big things grow– a link to the science by doing interactive lessons based on this whole topic. It is made by the CSIRO.


BBC bitesize Cells to systems

Living World Year 7: Classification of living things

Year 7 term 3 

 LW1: There are differences within and between groups of organisms; classification helps organise this diversity.

An example of a diagram showing evolutionary relationships that arise from the classification of living things.

The circle of life part 3 

An excellent resource from the CSIRO called science by doing that will help you understand many aspects of this topic. Part 3 is particularly relevant for this topic.

How do we classify life?

  1. Why do we need to classify living things?
  2. Classify a variety of living things based on similarities and differences in structural features

What are the general features used to classify living things into groups?

  1. Identify some examples of groups of micro-organisms
  2. What are the general structural features used to group living things, including plants, animals, fungi, and bacteria?

What methods help scientists classify living things? 

  1. What are keys and how are they used in classification? You should be able to use simple keys to identify a range of plants and animals


Additional content is not prerequisite knowledge for the following stages, but may be used to broaden and deepen students’ skills, knowledge and understanding in Stage 4.

  • design and construct simple keys to identify a range of living things
  • classify, using a hierarchical system, a range of selected plants and animals to species level
  • identify, using an example of an organism or group of organisms, where the classification has changed as a result of new evidence from technological developments, scientific discoveries and/or advances in scientific understanding

 Living World Year 8: How do multicellular organisms survive?

Year 8 term 3

LW3: Multicellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce.

Image source

From little things big things grow 

An excellent resource from the CSIRO called science by doing that will help you understand many aspects of this topic. Part 4 and part 5 are particularly relevant for this topic. The previous chapters relate to the cell topic above.

Plants as multicellular organisms

  • How do the flowers, roots, stems, and leaves help to maintain flowering plant s as functioning organisms?


Humans as multicellular organisms

  • How does the digestive, circulatory, excretory, skeletal/muscular and respiratory system maintain a human as a functioning multicellular organism?
  • What is the role of the reproductive system in humans?


  • Cells specialise to form tissues, organs and organ systems. This resource will show you microscope images of various cells and tissues. This link will show you examples from animals and plants.
  • Organs and systems activity. You will be learning about the digestive, circulatory and excretory systems. You will require access to scootle to use this.

Click view videos- sign-in required.

  • click view video in the digestive system. This video describes the process of digestion and absorption in the small intestine in humans and explains the role of the liver and pancreas in the digestion of food.
  • click view video on the skeletal system to help you understand the different types of skeleton and parts of the human skeleton.
  • Click View video about the muscular system. This video introduces students to the different types of muscles, including voluntary, involuntary, and cardiac muscles.
  • click view video on the heart that will help students will learn about the different functions of the various blood vessels that make up the human heart. Another video ( more advanced) about the cardiac cycle that explores the different phases in a heartbeat.
  • click view video regarding gaseous exchange covers how carbon dioxide gas and oxygen gas are exchanged in our lungs and tissues due to the process of diffusion.

How do multicellular organisms grow and reproduce?

1. What do multicellular organisms need for the processes of respiration and photosynthesis?

2. How do systems in multicellular organisms work together to provide cell requirements? Include gases, nutrients, and water, and removal of cell wastes

  • A good summary about the various body wate produced by our cells and body.

3. What is the role of cell division in growth, repair, and reproduction in multicellular organisms?


How has scientific enquiry and technologies supported research and development in terms of human health?

LW4: Scientific knowledge changes as new evidence become available, and some scientific discoveries have significantly changed people’s understanding of the world

#D printed organs and tissue may help solve the world shortage of donors. Click here to go to the source of this image to find out more.

How have new discoveries lead to improved health outcomes for living things?

1. How changes in scientific knowledge have contributed to finding a solution to a human health issue? Research a human health issue.

The work of Louis Pasteur

He is often quoted as being the father of microbiology.  Few people have saved more lives than Louis Pasteur. The vaccines he developed have protected millions. His insight that germs cause disease revolutionised healthcare. He found new ways to make our food safe to eat. From Louis Pasteur: The man who led the fight against germs

More links below;

2. How has evidence from a scientific discovery changed our understanding and contributed to solving a real-world problem? Some examples include;

  • animal or plant disease,
  • hygiene,
  • food preservation,
  • sewage treatment
  • biotechnology

Some general links

How have some technological innovations have improved the way we study human health and diseases?

Describe, using examples, how developments in technology have contributed to finding solutions to a contemporary issue, for example;

  • organ transplantation,
  • artificial joints/limbs,
  • treatment for diabetes,
  • asthma,
  • kidney or heart disease

Some good general website links that have current information include

  • Catalyst A science show produced by the ABC  that discusses current science issues including health.
  • ABC health news – a page from the ABC dedicated to technologies and health.
  • BBC health news contains current issues relating to health and technologies to improve health.

What are some ethical considerations regarding health issues?

Give examples to show that groups of people in society may use or weight criteria differently in making decisions about the application of a solution to a contemporary issue, For example;

  • organ transplantation,
  • control and prevention of diseases
  • dietary deficiencies

some general resources

  • Donate for life-teacher and student resources ragarding organ transplants

 Living World Year 8: Managing our environment requires an ecological understanding.

Year 8 term 4 

LW5: Science and technology contribute to finding solutions to conserving and managing sustainable ecosystems.


The circle of life parts 1,2,4 and 5.Part 3 refers to classification topic above.

An excellent resource from the CSIRO called science by doing that will help you understand many aspects of this topic.

What food chains and food webs?

Construct and interpret food chains and food webs, including examples from Australian ecosystems.

What factors contribute to the survival or organisms in the environment? 

 What are some interactions between organisms in food chains and food webs? For example

What are some beneficial and harmful effects that micro-organisms can have on living things and the environment?

How do the features of some Australian plants and animals allow them to adapt so they can survive and reproduce in their environment?

  • What are adaptations, and what are the three types of adaptation? This is an educational resource aimed at both junior and senior students.
  • Teacher and student resources about plant adaptations from the Australian Botanic gardens.
  • Adaptations resources from year 5-6 from Science web Australia contains many plant and animal examples.

Predict how human activities can affect interactions in food chains and food webs, including examples from Australian land or marine ecosystems.

  • Invasive species were introduced by humans either deliberately or accidentally. These organisms have and continue to have profound effects on food webs and the environment. 
  • Overfishing also can create imbalances in marine and freshwater food webs.

Additional content is not prerequisite knowledge for the following stages, but may be used to broaden and deepen students’ skills, knowledge and understanding in Stage 4.

  • research the contributions of Australian scientists to the study of human impact on environments and to local environmental management projects
  • discuss how the observations and understanding of the structure, function and life cycles of native plants are used by Aboriginal and Torres Strait Islander peoples.


How does scientific enquiry and technologies help us better understand and manage our environment?

Explain, using examples, how scientific evidence and/or technological developments contribute to developing solutions to manage the impact of natural events on Australian ecosystems

Information from the CSIRO about different projects and research undertaken by scientists to undertstand and improve the environment.

Describe how scientific knowledge has influenced the development of practices in agriculture, eg animal husbandry or crop cultivation to improve yields and sustainability, or the effect of plant-cloning techniques in horticulture

Additional content is not prerequisite knowledge for the following stages, but may be used to broaden and deepen students’ skills, knowledge and understanding in Stage 4.

  • describe how people in occupations that involve the biological sciences use understanding and skills from across the disciplines of Science
  • debate why society should support biological research