Exploring Smell

Overview

In this 40-minute lesson, Year 2 students will actively explore different scents to develop descriptive vocabulary and deepen their understanding of how sense-based experiences can inspire poetic language. Through sensory exploration and reflection, students will learn to connect smells with emotions and memories, supporting their progress within the Year 2 English curriculum on speaking, listening, and poetry.

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Curriculum Links

National Curriculum for England – Key Stage 1 (Year 2)
English – Spoken Language

• Pupils should participate in discussions, presentations, performances, role play, improvisations and debate.
• They should express themselves effectively, showing awareness of listeners’ needs.
• Develop vocabulary and use language to imagine and recreate roles and experiences.

English – Reading: Comprehension

• Discuss word meanings, linking new meanings to those already known.

English – Writing: Composition

• Create small poems and recognise the importance of structure, including rhythm and rhyme.

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Learning Objectives

By the end of the lesson, pupils will be able to:

• Use sensory language to describe smells clearly and imaginatively.
• Express personal feelings and memories associated with different scents.
• Listen attentively and respond to others’ descriptions during group discussion.
• Begin to use descriptive vocabulary to write simple poetic sentences inspired by scent.

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Resources

• Small sealed containers or fabric bags containing a variety of safe, distinct scents (e.g., lemon zest, mint leaves, lavender, cinnamon sticks, coffee beans, orange peel, pine needles, vanilla essence on cotton wool)
• Paper and pencils
• Whiteboard and markers
• Visual vocabulary cards with adjectives focused on smell (e.g., sweet, sharp, fresh, spicy, sour, fresh, musty)
• Timer or stopwatch

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Lesson Structure

1. Introduction (5 minutes)

• Gather students in a circle and review briefly the senses explored so far in the poetry unit (sight, sound, touch, taste).
• Explain today’s focus: exploring smell and how it can inspire poetry and storytelling.
• Introduce key vocabulary from the word cards – read and discuss each word, modelling how they might describe a scent.

2. Sensory Exploration Activity (15 minutes)

• Explain that students will take turns smelling different containers/bags passed around the circle. Remind them to be respectful and only sniff briefly.
• For each scent, ask students to raise their hand and share:
  1. What do they think the smell is?
  2. How does it make them feel?
  3. Does it remind them of a time, place, or memory?
• As students respond, write their descriptive words and phrases on the whiteboard, grouping similar ideas together to create a "smell word bank."
• Encourage use of expressive vocabulary and feelings (e.g., “This smell is sharp and wakes me up.” “The cinnamon reminds me of Christmas with my grandma.”)

3. Group Discussion & Vocabulary Development (10 minutes)

• Use the whiteboard word bank to highlight sensory adjectives and feelings associated with smells.
• Model creating a simple descriptive sentence or two about one of the smells, demonstrating how to make it poetic (e.g., "The fresh mint tickles my nose like a cool breeze on a summer day.")
• Invite pupils to suggest their own short sentences, using words from the bank. Celebrate creativity and expression.

4. Independent Writing Task (7 minutes)

• Ask pupils to choose one smell that they liked or found interesting.
• Using their vocabulary bank and ideas from discussion, they write (or dictate for support) 2-3 simple sentences or a very short poem describing the smell, its impact on their feelings, and any related memory.
• Provide sentence starters if needed, e.g.:
  • "When I smell _______, I feel _______."
  • "_______ smells like _______."
  • "This smell reminds me of _______."

5. Sharing and Plenary (3 minutes)

• Invite 3-4 volunteers to share their scent poem or description aloud with the class.
• Reinforce listening skills by asking the rest of the class to listen carefully and say what they liked about each description.
• Conclude with a brief recap of how smells can inspire writing and evoke powerful feelings and memories.

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Assessment & Differentiation

• Formative assessment through observation of participation in discussion and expressive use of vocabulary.
• Collect written work to assess ability to use descriptive language and link feelings/memories to sensory experience.
• Support lower-attaining pupils with sentence starters and 1:1 adult support if needed.
• Extend more able pupils by encouraging use of metaphor or simile in their descriptions.

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Reflection & Next Steps

• Reflect on how the sensory word bank can be expanded across other senses in upcoming lessons.
• Encourage pupils to notice smells in their environment and bring new ideas to the next lesson discussing poetry inspired by the sense of taste.
• As a cross-curricular link, consider inviting families to share favourite smells from home or cultural traditions, enriching vocabulary and personal connections.

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This lesson enriches Year 2 pupils' expressive language skills by anchoring poetry writing in authentic sensory experience, closely linked to the statutory English curriculum requirements for spoken language, vocabulary development, and composition.