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TITLE: The Human Senses
Grade: 2-4
I. RATIONALE: This is an introductory unit to the human Developing more knowledge about the five senses helps the construct a deeper understanding of the world around them. Students will become more aware of their own surroundings develop an appreciation for their senses. Sight, hearing, taste and touch are our outer senses. Theses senses tell is happening in the world outside of our body.
II. UNIT GOALS: 1) Students will acquire knowledge about the outer senses of the human body: sight, smell, touch, taste and hearing. 2) Students will develop stronger creative writing skills. 3) Students will express an appreciation of the world around them through their new awareness of their five senses. 4)Students will practice math skills.
III. INSTRUCTIONAL OBJECTIVBS:
1) Students will demonstrate the
ability to write creatively, using the information attained from the
lessons on the five senses.
2) Students will incorporate the
use of their five senses in the activities assigned.
3) 0, textured materials, magazines.
Students will acquire knowledge about the ears, eyes, nose, tastebuds and
skin sense organs.
4) Students will acquire knowledge
about patterns, shapes and sizes using the senses.
IV. CONCEPTS AND PROCESSES TO BE EMPHASIZED: The teacher will be presenting the students with different genres of writing. The students will write descriptive paragraphs, make lists of thoughts and ideas, create poems, and share a language experience activity. The five senses will be discussed and reemphasized with a number of activities. The uses and importance of the five senses will be reinforced. Math skills such as patterns in shape, size and texture will be practiced as well as graphing.
V. DAILY LESSON PLANS:
Some daily lesson plans are included in the packet as well as a calendar of events.
VI. RESOURCES AND MATERIALS:
Literature: Anna's Summer Songs by Mary Q. Steele, Your Senses: Touch by Wayne Jackman, Listening Walk by Paul Showers, Your Senses: Taste by Wayne Jackman, 175 Science Experiments to Amuse and Amaze Your Friends by Brenda Walpole, The Human Senses by Jeanne Bendick, It Looked Like Spilt Milk by Charles G. Shaw, The Town Mouse and The Country Mouse by Lorinda Bryan Cauley, The Little Red Hen by Paul Galdone, Brown Bear, Brown Bear, What Do You See? by B. Martin Jr.
TECHNOLOGY: Storybook Weaver (Learning Software/Reading & Writing), computer with overhead projection device, color printer, tape player.
RESOURCES:Internet, Five Senses by Teacher Created Material, Senses by Scholastic.
MATERIALS: Film tubes, various extracts, cotton, construction paper, markers, paints, crayons, pencils, big bags, mystery objects to put in bags, white paper, notebooks, blindfolds, lemon, candy, popcorn, popcorn popper, apple, potato, water, tongue, tongue worksheet, paper plates, paper cups, glue, scissors, Jellos setting: The class will have pictures of the organs involved with each sense. The pictures will have the name of the sense in English and Spanish underneath it. There will be "Senses Reading Corner" with pictures and literature dealing with the senses which may be uses during free time. There will be Sense centers located around the room where students can reinforce their learning.
INTRODUCTION TO UNIT: Tell the students we are going outside for a short walk. Tell them to talk to each other on the trip to share their experiences and help them remember. Ask questions during the walk relating to the senses without defining what they are.
When the class returns ask them to describe their walk while you write it down. If the discussion does not involve anything related to the senses, ask questions that will lead the discussion in that direction such as: Did you see the mountains? Did it feel hot or cold? Did you see cars? How many? What color were they?...Discuss how they learn from the five senses.
After the discussion they will go
to different centers. At the Art center they will cut out pictures from
magazines that show people using the five senses. At the Writing center
they will use what was discusses earlier to fill in "I see with my eyes,
I hear with my ears, "etc. At the Math center they will begin to sort different
objects by their color, size, texture, shape, etc.
(Introductory lesson to the first two senses covered in this Unit)
OBJECTIVES: The students will
learn about the five senses, with emphasis on the sense of touch and the
sense of sight.
Teacher Procedure: Students Procedure:
| 1. Today you will learn about the five senses, and we will do activities with the sense of sight and taste. | 1) Students
listen and ask any questions they might have.
|
| 2) You need to know about the senses because they are an important part of who you are and you use them in every day life. Without them you would not be able to fully appreciate your surroundings. | 2) Students listen. |
| 3) We will begin by going over all the senses and the body parts associated with each sense. We will them play with the "touch bag", read the story It Looked Like Spilt Milk and do a little art project. | 3) Students
listen and ask any questions they might have.
|
| 4) Have the
students listen to you talk about the five senses and the importance of
each one. Ask for feedback on the importance of each sense. Ask students
to tell you what body part is associated to each sense and put the poster
boards up as they tell you the information. b) Next concentrate instruction
on the sense of touch. Introduce the bags and have kids come up to the
from of the room and pick out an item you describe using only the sense
of touch. Have them come up with descriptive words for the items they pick
out.
c) Have a student come up to the front the rest of the students describe an item you are holding. The student has been blindfolded and cannot see the item. Do this several times. Write some descriptive words on the board for the students to use. |
4) Students listen to directions, participate in the activities, ask questions |
| 5) Teacher
tells students to listen to a book and make pictures with blotches of paint
like the ones in the book
"It Looked Like Spilt Milk", they will be asked to tell what they think it looks like when they are finished. |
5) Students listen to book, make their projects and ask questions. |
| 6) Ask questions
throughout the lesson and give appropriate feedback
a) Check for understanding after
each activity and ask if they realize the importance of the senses.
|
6. Students
participate in discussions and ask questions.
|
| 7) Ask students if they realize the importance of the senses. Ask them to close their eyes and listen closely for five minutes during the next week so during the next lesson we can discuss Hearing. | 7)Student
listen and ask any questions.
|
MATERIALS- poster, paint, construction paper, book, touch bag and materials in it.
OSJECTIVES: 1) Students will learn about the different parts of the eye and gain an understanding of the process of sight (see attachments). 2) Students will learn about sight as one of the human body's senses. 3) Students will create their own images like those presented in the book It Looked like Spilt Milk by Charles G. Shaw, and write a descriptive paragraph explaining what they saw. They will also develop an understanding of different perceptions of objects and use of their imagination.
SET: The teacher will present six students with three different eye illusion exercises. The teacher will allow time for each student to view the illusion for about three minutes. The illusions will be collected and the students will write down what they saw happen in the picture.
LEARNING ACTIVITIES:
Teacher will:
1) Teach the students about their
seeing sense. 2) Explain to the students about the structure of the eye
and how it works. 3) Present an understanding of the process of sight and
what is involved 4) Ask the students to share what they experienced from
looking at the eye illusions S) Share an explanation with the students
of exactly what happened in the process of sight when concentrating on
the eye illusion exercises. 6) Introduce and read the book It Looked
Like Spilt Milk by Charles G. Shaw. 7) Explain the instructions of
creating their own paint splotches. 7b) Show the students the teachers
paint splotch, ask what they see in it, and graph the answers on the board.
Observe which answer was most common. 8) Distribute materials for activity.
9) Instruct the students to write a descriptive paragraph explaining what
image appears in their paint splotch. 10) Explain to the students about
the connection between sight and different perceptions, and the use of
ones imagination.
Students will:
1) Listen to a-lesson on the sense of sight and the structure of the eye. 2) Describe what they experienced in viewing the eye illusions. 3) Listen to explanation given for the eye illusion activity. 4) Listen to the book read. 4b) Tell and help graph what they think the teacher paint splotch looks like. 5) Participate in creating their own paint splotches. 6) Write a descriptive paragraph defining their images.
Materials; Three illusion exercises: The Disappearing Rabbit, Hole in the Hand and See the Ghost in the Castle (from the book 175 Science Experiments to Amuse and Amaze you Friends by Brenda Walpole). The book It Looked Like Spilt Milk by Charles G. Shaw. Blue construction paper, white liquid tempera paint, paper plates, paper, pencil.
ASSESMENT: The teacher will quickly review the parts of the eye with the students and the importance of sight ( see attached questions). She will also ask the students to share their paint splotches with the class and explain what the image reminds them of and why? They can share their story in Spanish or English depending on what they feel more comfortable with. Participation in putting together the graph on the board will also be monitored. The students progress from the activity will be recorded and charted for completion of the unit on the human senses.
CLOSURE : The teacher will explain the importance of appreciating the sense of sight. Sight is just one way of enjoying the world around us. The students will be instructed to write down seven things that they see on the way home from school that day. If they really look, they can see something new everyday of their lives.
The Structure of the Eye
Cornea - a clear covering that protects
your eye
Pupil - the window of your eye (the
black dot in middle of eye)
Lens - clear (like a lens on a camera)
- turns the image upside down, and projects it into the retina
Iris - a muscle in pour eye - the
colored part of your eye
Retina - a screen on the rear wall
of your eyeball
Optic Nerve - sends messages to
the brain
Light and Sound
The Disappearing Rabbit
At the back of the eye is a large
nerve (the optic nerve) which leads to the brain. At This part of the retina
there are no rods or cones, so if light is focused here you cannot see
anything. You will see this effect if you tried this trick.
USING TWO EYES
Hole in the Hand
Your right eye sees inside the tube
and your left eye sees your open hand. The brain is confused because it
receives such different signals from each eye. So it combines the images
and you appear to see a hole in your hand.
Fool Your Eye
See the Ghost in the Castle
When you stared at the black ghost,
the part of the retina on which the image was formed did not receive and
bright light. But the surrounding area worked hard to send back messages
to your brain about the bright, white background around the ghost. When
you looked at the archway, the area that had formed an image of the background
was tired and did not respond fully to the white of the archway. This made
some of the archway appear slightly gray. But the area of the retina that
formed the image of the ghost did work properly and made some of the archway
(in the shape of the ghost) appear white. This is why you see a why, ghostly
image in the archway.
1) What part of the eye is found
behind the pupil?
2) Is the image upside down or right
side up when it is projected on the retina?
3) What part does the brain play
in seeing things?
4) What did your paint splotch remind
you of? Did you use your imagination when you figured it out?
5) What part of the eye is the colored
part? What does this part do?
OBJECTIVES: 1) Students will learn importance of the sense of touch. 2) Students will use creative writing in writing "Touch Poem" (See Attachment). 3) Students will use adjectives to describe objects they feel in the touch bag.
SET: Prepare touch bags by numbering them and placing them in a corner. Students will then receive a random number a pick up the bag, without looking inside of it, and take it to their desk. Teacher will explain how we feel things and the importance of touch in experiencing our surroundings. Teacher will pick one person to come to the front of the class and blindfold him/her. The students will be handed a mystery object. The class will be allowed to describe it to the student, let the student smell it, move it to see if it makes noise, but they can't touch it. This will go on until the student guesses the identity of the object.
Learning ACTIVITIES:
Teacher will: 1) Talk about the epidermis (outer skin layer) and dermis (skin layer containing nerves). 2) Talk about the role nerves play in touching. 3) Introduce "Touch Bag" (bag containing mystery objects that should be identified only by touching). 4) Hand out worksheet that is to be filled out with information about each object. 5) Help students describe mystery objects effectively. 6) Introduce "Touch Poem" (adjectives describing what the students felt, written in Spanish or English, in the shape of a hand). 7) Have students read their "Touch Poem" to a partner.
Students will: 1) Listen to teacher explain touch and subjects related to touch 2) Participate in set and activity by describing object in the touch bag. 3) Fill out worksheet 4) Write "Touch Poem". 5) Read "Touch Poem" to partner.
MATERIALS: Book Your Senses: Touch by Wayne Jackman, Mystery items n touch bag, touch bags, white paper, pencils and construction paper.
ASSESSMENT: Checklist that evaluates the students participation in activity an result of "Touch Poem". Teacher will also listen to the poem when read.
CLOSURE: Teacher will talk about touch being universal. Teacher will ask students to close their eyes, pretend they are blind and imagine if they would be able to identify something they had never seen before, through the sense of touch (exp. something from another country, culture, etc.) Teacher will ask if anyone thinks they know of an object that is not common that they would be able to describe to the class and have them guess at.
SET: Students will be blindfolded, plug their now and taste a piece of apple and raw potato.
LEARNING ACTIVITIES:
Teacher Will: Have the students do experience writing on what they think they tasted, if they could tell the difference between the items, and their favorite and unfavorite foods. Teacher will have students list their favorite foods and make a class graph of favorite foods in form of a bar graph. Teacher will explain to students about different kinds of tastebuds and have them touch their tongue to feel the different tastebuds. Teacher will have students taste lemon, candy and bitter chocolate to find sweet, sour and bitter tastebuds.
Students will: Taste items with their noses plugged. Write a paragraph. Feel tastebuds and guess what kinds of tastebuds their are. Help list their favorite foods on the blackboard and graph them. Touch lemon, candy and bitter chocolate to different parts of the tongue.
MATERIALS: blindfold, lemon, candy, apple, potato, water, tongue, chart, pencil and paper.
ASSESMENT: Students will fill in taste areas in a chart of the tongue.
CLOSURE: The teacher will sum up the lesson by stating that, "the sense of taste makes eating a wonderful adventure and pleasure". The students will be provided with a journal to keep[ for the next few days, to write about ten things they tasted, and write a description of each food. Teacher will suggest that students try several different types of foods to expand their sense of taste. In addition each student will be assigned a country they have to research. Research is on the traditional foods of the country, special foods associated with holidays, and recipes.
GOALS: Students will develop creative writing skills. 2) Students will learn the five senses.
OBJECTIVES: Students will listen for the sounds in their environment. 2) Students will creatively write about the different sounds they heard around them. 3) Students will count the number of different sounds heard.
SET: Teacher will ask the students for a moment of silence when class begins. After two minutes, the teacher will ask the students to describe, the different sounds they heard. A collaboration of the student's responses will be recorded on the board. The teacher will then introduce the book Listening Walk by Paul Showers.
LEARNING ACTIVITIES: Teacher will:
Assemble the students at the door of the classroom. 2) Instruct students to walk to the main entrance of the building and wait for further instructions 3) Explain the general restrictions of a listening walk. 4) Lead the students on a twenty minute walk around the school. 5) Return the students back to the classroom. 6) Assign each students to write down the number of different sounds they heard, and to briefly describe each of them 7) Ask students for their different response to write up on the board.
8) demonstrate the differences in sounds within and outside the school environment. 9) Ask students to reflect on their experience.
Students will:
1 ) Meet outside the school building. 2) Follow the directions given by the teacher for the listening walk. 3) Take a twenty minute walk and record the different sounds heard. 4) Return to the class in conclusion of the walk. 5) Think about and describe the different sound heard on paper. 6) Volunteer their recorded writing for the class. 7) Reflect on the different sound heard in and outside the classroom.
MATERIALS: Parent permission slip (signed), notebook, pencil or pen.
ASSESSMENT: Students will
be asked to reflect on the differences of sounds in and outside the classroom.
Wheat were the differences? Were there extreme differences? Why or why
not? Could the differences be in the environment?
GOALS: Students will develop their writing skills 2) students will learn about the five senses
OBJECTIVES: 1) Students will use their senses of smell to distinguish between different smells. 2) Students will match pieces of cotton that are saturated with different smells to containers that have the same smell as the matching pieces of cotton. 3) Students will write a paragraph describing their favorite smell.
SET: The teacher will begin by having the students "Sing a Song of Senses". It is sung to the tune of "Did you Ever See a Lassie?". While singing the song, give the children a chance to respond to the questions of the song. Ask them to name the other things they have seen, touched, smelled, tasted, and heard. Ask them what part of the body they used.
LEARNING ACTIVITIES:
Teacher will:
1 ) Introduce and read the story Anna's Summer Song, by Mary O. Steele. 2) Introduce the activity of guess that smell. The children will match different film tubes to saturated cotton balls with various extracts. For example: vanilla, lemon, orange, peppermint, garlic, cinnamon, coffee grounds perfume or aftershave and cocoa. Introduce the game by asking a helper to smell one of the containers and try to identify it. Then have her find another container that has the same smell. After the children understand the process, they can play the game independently. 4) Discuss with the children the various smells they smelled. Where they think the different smells come from? If they have ever smelled the smells before and where? The teacher will talk about particles that are in the air. These particles are recognized by the brain, that is why smells are familiar. 5) Have students write a paragraph on their experience smelling and identifying the different smells 6) Have them identify their favorite smell and why it is their favorite.
Student will:
1 ) Listen to story. 2) Play the guess that smell game. 3) Discuss with the teacher their experience 4) Write a paragraph on their favorite smell and why it is their favorite smell.
MATERIALS: The book Anna's Summer Songs by Mary Q. Steele. Film tubes, nail to punch the top of containers, various extracts. paper and pencils.
ASSESSMENT: Teacher will make a chart on the objectives of the assignment and check off as each students completes the objective.
CLOSURE: ..teacher will close by summarizing the objectives that the students accomplished during the lesson. She will do this by restating the main points of why we use the sense of smell. She will do this by having the child write down a smell they smelled today, and write it in a poem form of: 'This is what I want to tell: is my favorite smell."
OBJECTIVES: 1) Students will practice their skills with patterns, sequencing and shapes 2) Students will review their senses.
SET: Teacher will introduce the class to the cut outs of the body part used with each sense. The class will review what body part is associated with each sense.
LEARNING ACTIVITIES: Teacher will:
1 ) Teacher will introduce the class to figures in different shapes, sizes, texture, colors, etc. There will also be pictures of the body parts that are associated with each sense. 2) The teacher will do an example of the board such as eye, nose, ear, eye, nose, ear, ...and then ask the class what follows. 3) After a few examples with the body parts, shapes, sizes, color, the teacher will let the kids practice different sequences that are shown at the math station. 4) After twenty minutes of practice the teacher will ask the students what senses they used in solving the patterns, she will explain that sight was important in the color patterns, Touch was important in the patterns involving different textures, and they were both important in the other combinations.
Students will:
1 ) Listen to the teacher introduce the lesson 2) Look at the example 3) Ask any questions before going to the math station 4) practice the skills for twenty minutes 5) Participate in the discussion on senses 6) reflect in their journal about the activity.
MATERIALS:
Construction paper, colors, sand paper, felt, tissue paper, scissors, work sheet, tape, tacks, journals, pencil.
ASSESSMENT: Teacher will evaluate performance on the work sheet, observe work at the math station, and evaluate participation in discussion.
OBJECTIVES: 1 ) Students will put together all their senses to finish a day packet which they will be issued 2) Student will practice team work and cooperation skills.
SET: Teacher will describe the schedule for the field trip on the prior day. During the bus trip, the teacher will give each group of kids a packet and will assign them to one of the parent volunteers.
LEARNING ACTIVITIES: Teacher will:
1 ) teacher will assign groups and issue them packets 2) the packets contain activities they students have to do during their field trip some of the questions in the packet are: What is the temperature of the water when you feel it? What is the actual temperature? (measure it with material provided) Find four different shapes of leaves in different shades of color? Find a pleasant smelling flower and put it in the packet? Find a unique object that is smooth and round? Find and object that is small and rough? etc. 3) teacher will supervise the groups and will wait for the first group that finishes 4) teacher will designate the eating area 5) teacher will supervise children while they play after lunch 6) teacher will make sure everyone gets back on bus in their groups. 6) teacher will make sure everyone is picked up at school.
Students will:
1 ) Students will sit with their group and look at their packets 2) students will come up with a group plan to begin the activity 3) groups will go over rules such as working together, staying with the group, compromising, etc. 4) students will go on the hunt for the material in their packet 5) students will meet with teacher when done 6) students will eat 7) students will pick up their trash 8) students will play carefully 9) students will load on to the bus.
MATERIALS: Permission slips, packets including all material, first aid kit, paper, pencil, towels, food, trash bags.
ASSESSMENT: Teacher will use input from parents as to cooperation in the groups, teacher will make sure packets are completed and will observe behavior on trip.
OBJECTIVES: Students will understand the sense of feeling (touching) 2) student will go over feelings (good feelings/ bad feelings) and how to respect peoples feelings. SET: Teacher will have pictures of different emotions displayed around the room. There will be to centers set up one with different things to feel and one with pictures of different emotions, books about different types of feelings, etc.
LEARNING ACTIVITIES: Teacher will:
Teacher will introduce the different types of feeling to the class 2) the class will review the sense of feeling by stating different words that can be used to describe things you feel. 3) the teacher will display the cards with pictures of different feelings (emotions) on them 4) teacher will ask the class to describe times they remember feeling those emotions and how they dealt with them. 5) teacher will ask students to write in their journals about a time when they have felt the emotion stated on a card they randomly pick out of a bag 6) teacher asks students to write what they did to make themselves feel better if the emotion was bad.
Students will:
Listen to teacher talk about the sense of touch and emotions 2) state descriptive words that describe stuff we touch 3) participate in discussion on emotions and discuss how to respect other peoples feelings 4) write in the journal about the emotion they picked out of the bag.
MATERIALS: Journal, pencil, objects, pictures.
ASSESSMENT: Teacher will evaluate performance of students on activities and read the journal entries.
OBJECTIVES 1) Students will create a story involving the five senses in some way 2) Students will become familiar with story formatting, parts of a story and story sequencing.
MATERIALS: computer with overhead projection device, Storybook Weaver software, computer lab, cardboard, glue, construction paper, overhead, masking tape, color printer.
PRIOR KNOWLEDGE: Students have been studying the parts of a story. They have been introduced to different type of literature. They know that stories must have some type of sequence and format. In addition, the students are familiar with work processing on the computer and have had experience writing letters, papers and using different software.
MOTIVATION: Do a "Round Robin" as a class. Teacher will start it out with the sentence "I was walking to the park on day when..." and will end it with "It tripped over the museum piece and I ran away." Al1 students will have a sentence in the story and the teacher will be writing it on the overhead as the class tells the story.
PROCEDURE : After the "Round Robin" story, the class will discuss a little about the fieldtrip to the zoo on the previous day. They will discuss how they used their senses, and how the experience would have been different if they had not been able to see, hear, taste, smell and touch. After the discussion, the class will go over proper sequencing of a story and they will edit the class story so that it will make more sense. They will add any information they want to the story as well. The teacher will explain the process of webbing to collect and organize ideas. Students will practice doing a web of the steps involved in writing a story. The teacher will talk about first drafts, peer editing, final drafts and publishing.
Students will be told that they will be expected to write, edit, illustrate, and publish a story. Class time will be given for planning. Students will brainstorm and come up with a web that will help them organize their ideas for the story. The story has to be set at the zoo and mention each of the five senses in some way but what happens at the zoo is up to the student.
After enough class time is given for the brainstorming process, the teacher will introduce the software. She will use the sample the software provides, "Three Billy Goats" to show the many uses of the software. Students can set the scene for their
story, pick form many characters, pick many sounds, illustrations, etc. The teacher will go over all the software has to offer and answer any-.questions the students have before they start writing. Students will have time in class for the next week to write their story. After the week, students will trade stories and edit each others work. The final step will be to make hard back books and publish their stories within our classroom.
CLOSURE : Students will participate in an author's corner. I will bring an "author's chair" to class, bring snacks, and invite parents to a literacy event. Students will share their completed stories with the class and parents.
FOLLOW UP: Students can save their work and continue to edit and rewrite as the year progresses and they learn more. Students can add to other students' stories or edit other stories with their own ideas.
EVALUATION: Teacher will observe the writing process. Students will be evaluated on the quality of their work, the improvement on their work, and on the time spent on their work. Teacher will look for proper sequencing of story as well.
MATHEMATICS: I Will be using a lot of graphing during my unit. I will graph what students think different material looks like during sight lesson plans and I will graph my students favorite tastes and foods during the taste unit. During my introduction, I will also have laminated body parts (associated to the senses). I will use these as manipulatives for my math classes when learning addition, subtraction, multiplication, etc. I will also have word problems dealing with the senses that these manipulatives can be used on.
SOCIAL STUDIES: This subject will come in during the research of eating habits and traditional dishes around the world in the lesson on taste. I will also have a small lesson on feelings during the touch part of the unit. This is a different kind of feeling and it will deal with interactions with peers and how to act with fellow students. Using the book The Town Mouse and the Country Mouse by Lorinda Bryan Cauley, we will study the differences between the country and the city. We will bring in the senses when talking about the different noises we hear in different environments, different smells that might be presents and different things that we might see.
SCIENCE: There is a lot of science in the unit. Experiments will be done with the tongue and they will learn the functions of the body parts dealing with each sense. We will study a little about animals before going to the zoo. We will go over mammals and talk about their senses and how they differ from humans. Before going to Sedona, we will talk about the environment, how it changes and how humans pollute it.
LANGUAGE ARTS: The whole unit has a lot of integrated writing in it. Examples are the "touch poem", a journal they will keep about experiences with the senses, language experience stories etc. We will have a lesson on sequencing before the ending lesson of the unit. I will use the book The Little Red Hen by Paul Galdone. I will go through the steps the hen went through when baking the bread. I will have pictures of the process and have a discussion on how the order would affect the result. We will bake bread in class as an ending to this activity.
Internet. http://www. ncbe.gwu.edu. (Nov. 10, 1996).
Aliki. (1962). My Five Senses. Crowell Pub.
Berry, Ray. (1986). Teach Me About Tasting. Grolier Pub. NY.
Friday, Beverly. Eyes, Ears, Nose, and Mouth. Standard Pub. Mass.