Exploring Touch Sensations

Overview

In this 40-minute session, Year 2 pupils will investigate the sense of touch by engaging in hands-on exploration of varied textures and materials. This lesson supports their developing descriptive vocabulary and understanding of sensory language, aligning with the National Curriculum objectives for English: developing speaking and listening skills, and using descriptive language in poetry and prose.

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National Curriculum Links

English - Year 2 Programmes of Study

• Speaking & Listening:
  Pupils should participate in discussions, expressing their ideas clearly and listening to others (NC English, Spoken Language).
• Reading - Comprehension:
  Pupils should discuss word meanings, linking new meanings to those already known.
• Writing - Composition:
  Pupils should write sentences by combining vocabulary and grammar to describe settings, characters, and atmosphere.

Relevant Attainment Targets:

• Use expanded noun phrases to describe and specify.
• Develop positive attitudes towards and stamina for writing by composing poetry using senses.

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Learning Objectives

By the end of this session, pupils will be able to:

1. Identify and describe different textures using precise vocabulary related to touch (e.g., rough, smooth, soft, prickly).
2. Express how different textures make them feel physically and emotionally.
3. Begin to use sensory language in oral descriptions and simple poetry lines.

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Resources Needed

• Touch sensory bags or boxes containing a variety of items with distinct textures, e.g., velvet fabric, sandpaper, cotton wool, bubble wrap, pine cones, feathers, rubber balls.
• Blank paper and colouring pencils.
• A feelings chart with simple emotion words and faces.
• “I feel…” sentence starters on sentence strips.
• Whiteboard and markers.

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Lesson Structure

1. Introduction (5 minutes)

• Greet the class and link the lesson to previous poetry about senses (brief recap).
• Discuss: “What is the sense of touch?” (Encourage pupils to name parts of the body used to touch – mainly hands and fingers).
• Share a short, engaging poem or rhyme involving the sense of touch, e.g., “Soft and smooth, rough and tough, touch helps us feel all stuff!”

Teacher Tip: Use enthusiastic voice and gestures to engage pupils immediately.

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2. Main Activity – Sensory Exploration (20 minutes)

Step 1: Group Activity (10 minutes)

• Divide pupils into pairs or small groups (3-4 pupils) for tactile stations. Each group explores 3-4 different materials inside touch bags or boxes without looking at the contents.
• Pupils take turns describing how the object feels using their hands only, using vocabulary prompts from the teacher (e.g., cold, sticky, fluffy, sharp).
• Assist where necessary, modelling descriptive language, e.g., “The sandpaper is rough and scratchy.”

Step 2: Emotional Response Discussion (5 minutes)

• Reconvene as a whole class. Ask: “How did these textures make you feel? Did any feel nice or unpleasant?”
• Use the feelings chart to help pupils link physical sensation to emotions (e.g., soft = happy, prickly = uncomfortable).

Step 3: Oral Language Practice (5 minutes)

• Use “I feel…” sentence starters. Pupils complete sentences orally: “I feel ___ when I touch ___.”
• Model a couple of examples and invite volunteers to share their sentences aloud.

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3. Creative Expression (10 minutes)

• Pupils independently write 2-3 sentences or short descriptive phrases inspired by the textures they explored. Encourage use of descriptive adjectives and feelings vocabulary.
• For example, “The cotton wool is soft and fluffy. It makes me feel calm.”
• Pupils can also draw a small picture illustrating the texture they like best.

Support: Provide word mats with adjectives and feelings vocabulary to scaffold writing.

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4. Plenary and Assessment (5 minutes)

• Invite 3-4 pupils to share their sentences and drawings with the class.
• Teacher provides immediate, specific praise focusing on use of descriptive language and emotional expression.
• Formative assessment: Observe pupils’ participation, vocabulary use, and sentence construction. Make brief notes on progress towards learning objectives.
• Recap the importance of describing senses to make writing more interesting.

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Differentiation

• For pupils needing support: Pair with confident peers during sensory exploration; provide sentence starters and word banks.
• For more able pupils: Challenge to use similes or metaphors in their sentences (e.g., “The bubble wrap feels like tiny clouds popping.”).
• Use questioning to deepen understanding and encourage expanded vocabulary.

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Cross-Curricular Links

• Science: Reinforce knowledge of the five senses.
• PSHE: Discuss feelings linked to sensory experiences to develop emotional literacy.

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Extension Ideas

• Create a “Touch Touch Poem” collection as a class anthology, building on each lesson’s sense exploration.
• Incorporate a sensory walk outside, describing natural textures.

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Teacher Reflection Notes (Post-Lesson)

• Were pupils able to use specific vocabulary to describe textures accurately?
• Did pupils link texture to emotional response effectively?
• How well did pupils translate sensory experience into written description?
• Plan to review any vocabulary or sentence structure gaps in the next lesson.

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By carefully integrating sensory experiences with descriptive language practice, this lesson will deepen pupils’ understanding of touch and enhance their use of poetry-related vocabulary in an engaging, multi-sensory way, fully aligned with the National Curriculum for England.