Autumn Senses Exploration

Overview

This 60-minute session is designed for a preschool group of 8 children in New Zealand transitioning to school. The theme is to explore and identify signs of autumn by engaging with the natural environment and then reflecting creatively indoors. The lesson closely aligns with the New Zealand Curriculum Refresh framework, emphasizing active learning, oral language development, scientific exploration, and fostering curiosity in environments rich in literacy and science.

Learning Objectives

Aligned with the New Zealand Curriculum Refresh Phase 1 (Years 0-3) Science and Key Competencies:

Understand the concept of seasonal change, observing natural signs of autumn in the local bush environment.
Know ways to use the senses (listening, looking) to gather and record observations about the environment.
Do engage in inquiry and exploration, communicate observations using language, and express ideas creatively.
Develop key competencies in Participating and Contributing, Thinking, and Using Language, Symbols and Texts through collaborative and individual activities.

(These objectives relate to the broad progress outcomes for early years in science and learning area structure in the NZ Curriculum Phase 1, which stress exploring environments, using senses, reasoning, and communicating findings .)

Materials Needed

Autumn-themed picture book (see suggestion below)
Clipboards or small notebooks and pencils for recording
Bags or containers for collecting natural materials (leaves, small twigs, bark pieces)
Variety of art supplies (paints, crayons, glue, paper, natural materials)
Magnifying glasses
Sound recorders or a quiet space for listening

Lesson Outline

1. Introduction & Story (10 minutes)

Book Suggestion: “Autumn Leaves” by Kenard Pak (or a similar NZ context autumn-themed picture book) — simple, visually rich, and allows children to notice autumn changes naturally.

Gather children in a circle and read the book slowly, pointing out the autumn leaves, animals, and colours.
Pause to invite children to imagine the sounds and sights of autumn.

(Purpose: Support engagement, vocabulary development, and context for outdoor exploration aligned with literacy and oral language learning goals.)

2. Outdoor Bush Exploration (15 minutes)

Activity:

Walk as a group to the nearby bush area.
Use senses to explore: listen carefully for sounds (rustling leaves, birds), look for signs such as colour changes in leaves, fallen leaves, cooler air, changes in light.
Encourage children to talk about what they notice, ask questions like “What colours do you see?” “What sounds are different?” “Why do you think this leaf is on the ground?”
Collect a few small natural items for indoor activities.

(This fosters direct experiential learning and observation — key in early science practices in NZ Curriculum Phase 1.)

3. Returning to Classroom - Choice Activities (30 minutes)

Offer the following five different activities based on children’s interests and developmental readiness:

Activity A: Leaf and Nature Collage

Using collected natural materials and art supplies, create collages representing autumn scenes.

Activity B: Autumn Sound Map

Children sit quietly and listen carefully; then draw or dictate the different sounds they remember from the bush.

Activity C: Leaf Colour Sorting and Counting

Sort leaves by colour, size, or shape, and count them, developing early maths alongside science.

Activity D: Autumn Storytelling Circle

Children use their observations to share simple stories or sentences about autumn signs they noticed outdoors.

Activity E: Magnifying Glass Exploration

Examine leaves, bark, and other materials closely and describe what they see.

(Each activity encourages different skills: artistic expression, listening, early numeracy, oral language, and scientific inquiry.)

4. Reflection and Sharing (5 minutes)

Bring the children back together to share something they enjoyed or learned.
Use guiding questions: “What did you see or hear that tells us it’s autumn?” “Can you show your favourite thing from outdoors?”
Emphasise learning language to describe nature and connections to the season.

Assessment & Documentation

Formative assessment through teacher observation of children’s participation, language use, and ability to identify signs of autumn.
Use anecdotal notes or photos as evidence of engagement in activities and children’s communication about their observations.
Note children’s use of vocabulary (e.g., leaf colours, “falling,” “cold,” “rustling”) and their ability to listen and share ideas.
Inform next teaching steps by identifying who may need more support or enrichment in observing and describing the natural environment.

(Assessment aligns with ongoing responsive strategies recommended in NZ Curriculum Refresh for early learners, focusing on communication and concept engagement rather than formal testing) .

Teacher Tips

Use language rich with Māori terms where possible (e.g., * ngā rau* - leaves, te ngahere - forest), supporting bicultural learning goals.
Keep the outdoor experience relaxed and child-centred; allow spontaneous wonder and questions.
Offer prompts to extend thinking gently but be attentive to group energy and interest levels.
Adapt materials and complexity of activities to the developmental stage of your children.

This lesson plan thoughtfully integrates the early learning strand of science from the New Zealand Curriculum Refresh, promotes active and playful inquiry, and honours the unique context of New Zealand’s autumn season for young learners transitioning into school.

If you would like, I can also provide a printable version or guidance on supporting diverse learners within this plan. Just let me know!