Sensory Exploration: Touch

Year Group

Year 1

Duration

30 minutes

Unit

Nature Explorers: Material Discovery (Lesson 2 of 5)

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National Curriculum Links

• Science (Year 1, Properties of Everyday Materials)
  • Pupils should explore and compare the suitability of a variety of everyday materials, including wood, metal, plastic, glass, brick, rock, paper and cardboard for particular uses.
  • Pupils should identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock.
• Working Scientifically
  • Observe closely, using simple equipment.
  • Perform simple tests.
  • Use their observations and ideas to suggest answers to questions.

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WALT (We Are Learning To)

• Use our sense of touch to explore and describe different materials.
• Use descriptive words to explain how materials feel and their hardness.
• Develop observation skills by comparing textures.

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Success Criteria

• I can use my hands to feel different materials safely.
• I can use words like smooth, rough, hard, soft, wet, dry to describe materials.
• I can listen and talk about how materials feel.
• I can compare materials by their texture and hardness.

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Resources

• Sensory bins with:
  • Dry sand
  • Water (in sealed containers or splash trays)
  • Different fabrics (e.g., silk, velvet, cotton, burlap)
  • Other natural items (e.g., small pebbles, leaves)
• Visual cards with texture vocabulary and pictures
• Large tactile mats for dyslexia-friendly reading (bold print, high contrast)
• Wet wipes and towels
• Name tags for materials

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Lesson Structure

1. Introduction (5 minutes)

• Gather children in a circle and introduce the lesson through a simple story or puppet that talks about discovering different feelings in nature (e.g., “Today, we will be nature explorers using our hands to find out about materials!”).
• Show vocabulary cards with words and pictures: smooth, rough, hard, soft, wet, dry.
• Use dyslexia-friendly reading: clear fonts and tactile word cards for children to touch.

2. Sensory Exploration Activity (15 minutes)

• Divide children into small groups (3-4 children) around sensory bins.
• Each bin contains one material to explore with hands.
• Encourage touch and talk: Ask guided questions:
  • How does this feel?
  • Is it soft or hard?
  • Can you describe it using one of our special words?
• Teacher models description using vocabulary.
• Children record their feelings by choosing from picture-vocabulary cards or simple drawings (for non-writers).
• Rotate groups every 4-5 minutes so all children experience all bins.

3. Group Sharing & Discussion (7 minutes)

• Bring children back to the circle and invite volunteers to describe their favourite material and why.
• Use a simple chart on the board with columns: Material | Texture | Hardness.
• Children contribute ideas, reinforcing vocabulary and observation skills.

4. Assessment & Reflection (3 minutes)

• Use thumbs up/down or smiley face cards to assess if children feel confident using texture words.
• Ask simple questions: “Can you tell me one new word you learnt today?” or “What was the hardest material to touch?”
• Teacher notes observations of vocabulary use and confidence for formative assessment.

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Differentiation Strategies

Learner Type	Adaptation
EAL / Speech Development	Use visual aids and real objects for vocabulary support; simplify sentences.
SEN (e.g., sensory processing difficulties)	Provide gloves or allow looking only for those who find touch overwhelming; offer one-to-one support.
Dyslexic Learners	Provide dyslexia-friendly vocabulary cards, high contrast visuals, and allow drawing instead of writing.
Lower Ability	Offer extra modelling of vocabulary; shorter touch periods; use yes/no or choice questions.
Advanced Learners	Encourage these children to compare materials using new or more complex adjectives; introduce comparative language (e.g. softer, rougher).

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Extension Activities

• Invite children to find and bring one textured item from home or playground to share in the next lesson.
• Create a “Texture Treasure Map” where children draw paths between objects by their texture types.
• Set up a simple sorting activity using collected classroom objects, extending observational vocabulary.

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Teacher’s Notes

• Emphasise safety and hygiene during water and sand exploration.
• Promote turn-taking and respectful handling of materials.
• Encourage children to use full sentences wherever possible to develop speaking skills.
• Reinforce learning by linking to everyday experiences (“What else feels soft like this fabric?”)

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This lesson will cultivate curiosity and fundamental scientific observation skills in line with the England National Curriculum, by combining sensory, linguistic, and social learning in an inclusive and engaging environment.