Sensory Community Map

Overview

This 45-minute lesson is the final session in the "Sensing Our World" unit for Year 2 students. Pupils will collaboratively create a large sensory map of their local community, applying their knowledge of geography while incorporating sensory materials representing sight, sound, smell, touch, and taste. This experiential activity underpins the National Curriculum’s aim to develop locational and place knowledge, as well as geographical skills such as observation, description, and simple mapping.

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National Curriculum Links

Geography – Key Stage 1

• Pupils should be taught to:
  • locational knowledge: name, locate and identify characteristics of the four countries and capital cities of the UK and its surrounding seas
  • place knowledge: understand geographical similarities and differences through studying the human and physical geography of a small area of the UK, and of a small area in a contrasting non-European country
  • human and physical geography: identify seasonal and daily weather patterns in the UK and understand how time affects these patterns
  • geographical skills and fieldwork: use basic geographical vocabulary to refer to key physical and human features; use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of the surrounding environment

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Learning Objectives

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

• Collaboratively create a sensory map of their community using materials representing different senses.
• Use geographical vocabulary to describe human and physical features on the map.
• Demonstrate an understanding of how sensory experiences relate to geographical locations.
• Develop teamwork and communication skills through collaborative work.

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Resources Needed

• Large roll of paper (for the community map)
• Coloured pencils and scented markers (e.g., citrus, lavender scents)
• Textured papers (sandpaper, cotton wool, foil to represent different textures)
• Small containers with safe, identifiable scents (e.g., mint leaves, vanilla pods)
• Items to represent sounds (e.g., small bells, paper with crinkly texture) – these can be glued or illustrated
• Sticky notes or labels for vocabulary
• Glue sticks, scissors, tape
• Digital camera or tablet (optional, for recording the finished map)

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Lesson Structure

1. Introduction (5 minutes)

• Recap the previous lessons in the unit briefly by asking: “What senses did we use to explore the world around us?”
• Explain: “Today, we will work together to create a big map of our community. We will use different materials that show what we can see, hear, feel, smell, and taste in our area.”
• Visual prompt: Show a sample sensory map or a picture illustrating sensory features on a map.

2. Review of Sensory Geography Vocabulary (5 minutes)

• Display key geographical words: river, park, shop, road, school, garden, playground.
• Link each word briefly to sensory experiences (e.g., “The river feels wet and cool,” “The shop smells of bread and fruit”).
• Encourage pupils to suggest other human and physical features they want to include.

3. Sensory Map Creation (25 minutes)

• Lay out the large paper on the floor or tables.
• Assign roles/tasks (e.g., some pupils place physical features, others choose sensory materials).
• Guide pupils to sketch the main community landmarks and features.
• Use scented markers to draw flowers or bakeries; textured paper to represent grass or pavements; glue scents to areas like shops or gardens.
• Encourage pupils to place labels with vocabulary words next to features.
• Circulate to scaffold language use, encourage descriptive talk and ensure equitable participation.

4. Gallery Walk and Discussion (7 minutes)

• Pupils walk around the created map in small groups.
• Each group discusses what senses they experience from the map and which places stood out.
• Use prompts: “Can you find a place that smells nice?” “Which part feels rough or smooth?” “What sound would you hear here?”

5. Plenary and Assessment (3 minutes)

• Recap objectives and ask reflective questions: “How did the different senses help us understand our community?”
• Oral assessment: Ask individual pupils to name a feature on the map and describe a sensory experience linked to it.
• Celebrate teamwork and creativity.

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Assessment

• Formative assessment through observation: participation, use of geographical vocabulary, collaboration.
• Pupil ability to link senses to places on the map, communicated during gallery walk and plenary discussion.
• Teacher notes on individual contributions during map creation and discussions.

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Differentiation

• Support: Pair less confident children with others to encourage verbal contributions and help with fine motor tasks. Provide vocabulary cards with pictures.
• Challenge: Encourage more able pupils to add more precise descriptive language, consider directionality on the map, or suggest how senses might change at different times/seasons.

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Cross-Curricular Links

• Art and Design: Applying textures, colours, and creative materials.
• English: Using descriptive language and vocabulary related to senses and geography.
• Science: Understanding human sensory experiences and seasonal changes in their environment.

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WOW Factor / Teacher Tips

• Use scent jars hidden under the table and have pupils “discover” the smells before mapping them.
• Play ambient local sounds quietly during the activity to immerse pupils in sensory geography (e.g., birdsong, water sounds, market noises).
• Invite pupils to suggest sensory features not only from their observations but also imagined experiences (e.g., what a nearby forest might sound like in the wind).
• Photograph the final map and display it in the classroom or school entrance to showcase creative learning.

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This lesson consolidates pupils’ understanding of their local environment from a multi-sensory perspective, linking concrete experiences with geographical knowledge in line with the National Curriculum for Year 2.