Introduction There are many of us among us making faces by the name of studies. It might be the most boring work for most of us still we continue to do this work as we get scolding by our parents and teachers. Studying helps in making ourselves shine in different fields of life. Nothing else can replace the importance of studies in our life. What does it mean by Studies? The study is referred to as the process of learning. This is a period that is dedicated to attaining knowledge by means of books. It is completed by the skills involving reading, writing, memorizing, and practicing. Since our birth, after growing up we have been performing different tasks daily. It is not that the capability of doing different tasks is inherited by birth. We learn all these by practicing. The same principle applies in studies. We have to practice things regularly to bring them into our practice and memorize the facts. Studies help in understanding the aim of our life and provide us great satisfaction and happiness. Study - A Continuous Process The study is a concentrated and continuous process. Students are required to follow effective ways of studying. Every lesson related to different subjects taught in the class cannot be prepared by study during the limited number of days during the exams. It is most essential for the students to study regularly whatever is taught in the classes. Attentiveness in class helps us in grabbing most of the things at that time only. The doubts or questions need to be cleared as soon as it arises in our minds. Home works and assignments must be completed on time. This way of planning our study will make our minds sharper and helps in getting prepared for the exams. Hence we need to study daily as studying is a regular process. Importance of Studies The study is something that requires extensive effort and sincerity. There are numerous benefits that we get as a result of our study. Some of them are enlisted below: Make us capable to read and write - Study helps in developing the capability to read and write. It is the basic thing that each child needs to learn for stepping to higher studies. This will enable us with the potential of writing and reading different books. Helps in understanding and achieving our aim - We all have some aim in our life. The study is the tool that helps us in learning and fulfilling our aim. Makes us skilled - Development of skills is the most important aspect of studies. Get good scores in exams - Good scores in the exams requires good knowledge of every subject. Good knowledge of each subject requires devoting our time to studies. If we are not attentive in our studies and do not study regularly we can never score good marks. Makes us a good student - Studying integrates discipline and moral values in us. The student requires these qualities to be stated as a good student. It is only possible by studying regularly and following the instructions of our elders. Helps us to know the world around us

1. Duration: 75 min Elementary School Grade: 4 CCSS, NGSS
How do animals perceive
the world?
Life Science, Animal Biology
Click on the model to interact

2. Lesson overview
The animal kingdom is very diverse. Each animal has a unique appearance, body structure, and senses, all adapted to the environment where it lives. Their environment is also reflected
in the structure of their nervous systems. In this lesson, students will receive a brief overview of the nervous systems of all the types of living animals and observe them on an
interactive model.
•Learn about the function of the nervous system and senses.
•Compare nervous systems of various types of animals.
•Discover the interior of animal bodies thanks to 3D interactive models and
a practical experiment.
Nervous system, Senses, Animals
Learning objectives Keywords
Standards
Common Core
RI.4.7
W.4.2
SL.4.1
SL.4.3
Determine the meaning of general academic and domain-specific words or phrases
in a text relevant to a grade 4 topic or subject area.
Interpret information presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements on Web pages)
and explain how the information contributes to an understanding of the text in which
it appears.
Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher led) with diverse partners on grade 4 topics and texts, building on others’
ideas and expressing their own clearly.
Identify the reasons and evidence a speaker provides to support particular points
NGSS
Use a model to describe that animals receive different types of
information through their senses, process the information in their
brain, and respond to the information in different ways.
CCSS ELA-Lit.
RI.4.4
4-LS1-2

3. 1. Introduction 10
min
This lesson will be dedicated to a description of the nervous systems and sensory
organs of vertebrate animals. To begin the lesson, you can do a little brainstorming
with your students to find out what knowledge they already have about the topic.
Certainly they will know something about the human nervous system, which is
considered to be the most complex of all known living organisms’. Ask students
about its functioning; you can help them by showing Lifeliqe models such as
“Nervous system” or “Brain” (for older students you may also use those requiring
more advanced knowledge, such as “Parts of a Nerve”, “Synapse (Connection)”,
“Cranial Nerves” and “Spinal Nerves”, “Brain – Medial Section”, “Brain – Coronal
Section”, etc.).
Here are some basic warm-up questions:
• Which parts of the human nervous system can you name?
• What do you know about the brain?
• Which senses do we have? Where they are located?
Click to open in Lifeliqe

4. 2. Animal nervous systems 5
min
Animal nervous systems are based on a similar principle to the human one, just with a great difference between human mental abilities and those of animals, and in the simpler animals
also in the complexity of the nervous system. With the help of the Lifeliqe app and other resources, explore with your students the nervous systems of all the existing animal phyla. For
each of them, you will have at your disposal models with the external and internal anatomy of at least one representative species. Invite students to observe the models carefully, looking
for some additional information, if necessary, and taking notes. While observing, you can consider three basic questions about each phylum:
• What kind of sensory input are these animals able to perceive?
We can distinguish several types of external stimuli: light, perceived by photoreceptors or any type of light detectors (eyes, ommatidia, etc.); chemicals, as in smell, when animals are
looking for food or a mate, or taste (in less complex animals these receptors are dispersed on the surface of their body); sound, dispersed by waves; and touch, felt by physical contact. Can
e.g. birds/crayfish/bees see/smell/hear? Etc.
• Where is the sensory information processed?
Find out what the structure of the nervous system of each animal phylum is like. Do they have a central or disperse nervous system? Name their parts.
• How do the animals respond to stimuli?
Which types of reactions of animals can we classify (flight, mating, fighting, etc.)?

5. 3. Taxonomy 5
min
Basically, we can distinguish nine “traditional” taxonomic phyla:
1. Porifera: sponges
2. Cnidaria: jellyfish
3. Platyhelminthes: flatworms
4. Nematoda: roundworms
5. Annelida: segmented worms
6. Arthropoda: crustaceans, arachnids, insects
7. Mollusca: squids, snails, mussels
8. Echinodermata: starfish, sea urchins
9. Chordata: includes vertebrates (the majority of the phylum) but also other animals, like ascidians
In this lesson plan (with the continuation in the second part), you will try to analyze with your students the nervous system of each of these mentioned phyla, according to the
main points proposed in the previous section. You can begin with the chordate, because of their familiarity and proximity to humans, about whom you summarized some basic
knowledge in the introduction to this lesson.

6. 4. Phylum: Chordata 50
min
Instructions:
While working with each of the animal phyla (or class in case of the vertebrates), first try to make a short description of each one, inviting students to participate, if possible. Then
show them the model(s) which serve as representative for each phylum or class. When showing it, first ask the students to have a look at the external anatomy of the animal and,
based on observation or previous knowledge, to try to respond to the questions posed at the beginning of the lesson to determine which sensory organs the animals have, where
they are located on the body, and what the nervous system is like.
Put emphasis on reasoning and justifying their opinions. You can also make a list of sentence starters and other phrases which the students can use while defending their point
of view (e.g., “My idea builds upon…” or “I (dis)agree, because…” or “The observation suggests that…” or “Based on…I think that….”, etc.). When students have finished observing
the external anatomy, switch to the model showing the internal anatomy of the same animal, focusing on the nervous system and commenting on it, also looking for some
additional information.
The goal of the activity is to make an overview of the nervous systems of all the animal phyla. However, really doing a complete overview could be exhausting or overwhelming, so
it’s up to you which animals you consider important and will choose for the activity. According to your choice, you can intersperse the activity with some interesting videos,
pictures, or articles, depending on your choice.
The Lifeliqe interactive 3D models make it possible to immerse students in the internal anatomy of animals without having to do dissections. The application offers a wide range
of models of animal internal anatomy; however it’s up to you if you want to make the lesson more varied by actually conducting the dissections or other related activities.

7. Class: Mammalia (mammals)
External observation: “Rat” Internal anatomy: “Rat – Anatomy”
Click to open in Lifeliqe Click to open in Lifeliqe

8. Class: Mammalia (mammals)
External observation: “Dog” Internal anatomy: “Dog – Anatomy”
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9. Class: Mammalia (mammals)
External observation: “Horse” Internal anatomy: “Horse – Anatomy”
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10. Class: Aves (Birds)
External observation: “Pigeon”
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11. Class: Reptilia (Reptiles)
External observation: “Red-Eared Slider” Internal anatomy: “Red-Eared Slider – Anatomy”
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Click to open in Lifeliqe

12. Class: Reptilia (Reptiles)
External observation: “Cobra” Internal anatomy: “Cobra– Anatomy”
Click to open in Lifeliqe
Click to open in Lifeliqe

13. Class: : Amphibia (amphibians)
External observation: “Fire Salamander” Internal anatomy: “Fire Salamander– Anatomy”
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Click to open in Lifeliqe

14. Class: : Amphibia (amphibians)
External observation: “Toad” Internal anatomy: “Toad– Anatomy”
Click to open in Lifeliqe Click on the model to interact

15. Class: : : Chondrichthyes (cartilaginous
fishes)
External observation: “Great White Shark”
Internal anatomy: “Great White Shark – Anatomy”
Click to open in Lifeliqe
Click to open in Lifeliqe

16. Class: Agnatha (jawless fishes)
External observation: “Lamprey”
Besides the vertebrates, to the class chordate there belong also other animals, such as
Ascidians. You can find the model “Ascidiacea” in the Lifeliqe app Animal Biology library.
External observation: click on “Epithelium and Tunic” description item. Internal anatomy: basic model overview
Click to open in Lifeliqe
Click to open in Lifeliqe
Click to open in Lifeliqe

17. 5. Summary 5
min
In the first part of this lesson plan, students were introduced to the topic of the nervous system, and learned some basic information about the nervous systems of the phylum
chordate, which is the most similar to human anatomy.
At the end of this part of the lesson, you can conduct a short summary of the results of the observations made. The second part of this lesson plan will be dedicated to the rest of the
animal kingdom, generally animals with simpler bodies and so also less complex nervous systems.

18. Thanks for using Lifeliqe's lesson plan!
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