TABLE OF CONTENTS - Lindbergh School District

into the blood stream, and exits the body)
g. Explain the interactions between the nervous and
muscular systems when an organism responds to a
stimulus
g. Students will perform stimulus-response tests
on students. (1.2; 1.3; 1.6; 4.6)
g. Students will identify a response to a stimulus
as either voluntary or involuntary.
Strand 3: Characteristic and Interactions of Living Organisms
2. Living organisms carry out life processes in order to survive
Major Objectives IS Suggested Activities
These samples activities offer ideas and are not
Concept D: Cells carry out chemical
transformations that use energy for the synthesis or
breakdown of organic compound.
meant to limit teacher or student resourcefulness.
Not assessed at this grade level
Suggested Assessments
These samples assessments offer ideas and are not
meant to limit teacher or student resourcefulness
Concept E: Protein structure and function are
coded by the DNA (Deoxyribonucleic acid) molecule
Concept F: Cellular activities and responses can
maintain stability internally while external
conditions are changing (homeostasis)
Scope and Sequence – Cells and Body Systems
Not assessed at this grade level
a. Predict the response the body may take to maintain
internal balance during an environmental change
(e.g., shivering when cold, slowing metabolism
when food supply decreases or when dehydrated,
adrenaline rush when frightened)
Concept G: Life processes can be disrupted by
disease (intrinsic failures of the organ systems or by
infection due to other organisms)
D a. Students will discuss events in the process of
illnesses experienced by the children of your
class. How might these compare with the
everyday experiences of a disabled
individual (C2, C5, 4.7)
Grade 7
a. Students will accurately identify those
symptoms indicative of an oncoming illness.
Make comparisons with those experienced
daily by the disabled. (C2, C5)
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