Sensory Nature Hunt

Overview

This lesson engages Year 1 pupils in a multi-sensory exploration of natural materials found within the classroom or school grounds, encouraging descriptive language and early scientific observation skills. It supports key aspects of both the English and Science programmes of study from the National Curriculum for England (2014).

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Learning Objectives

By the end of this lesson, pupils will:

• Science: Use their senses of touch, smell, and hearing to explore and identify natural materials (NC Science KS1 - Plants and Animals, and Working Scientifically).
• English: Use descriptive vocabulary orally and in writing to describe natural objects based on sensory experiences (NC English KS1 - Spoken language and Writing).
• Develop observation skills by noting characteristics of objects without relying on sight, enhancing attention to detail (NC Science KS1 - Working Scientifically - asking simple questions and noticing changes).

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National Curriculum Links

Science (Year 1)

• Working Scientifically: Pupils should use their senses to observe closely and identify features.
• Plants and Animals: Pupils should identify and name a variety of common wild and garden plants and animals, using simple features.

English (Year 1)

• Spoken Language: Pupils should participate in discussions, asking relevant questions and expressing ideas clearly.
• Writing: Pupils should use the vocabulary and grammar taught to develop simple sentences describing experiences.

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Resources

• Collection baskets or bags
• Natural materials (leaves, bark, pinecones, flowers, grass, stones, herbs such as rosemary or mint for smell) placed discreetly around the classroom or school grounds
• Blindfolds or scarves for safe, guided sensory exploration
• Worksheets with simple grids for drawing and describing objects (with prompts for touch, smell, sound)
• Clipboards, pencils, crayons

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Lesson Structure (30 minutes)

1. Introduction (5 minutes)

• Gather pupils and explain the activity as a ‘Sensory Nature Hunt’. Emphasise the use of touch, smell, and sound only—no sight to be used when identifying objects for this part.
• Discuss how scientists use senses to explore the natural world. Show examples of descriptive words for texture (rough, smooth), smell (fresh, spicy), and sound (rustle, crackle).
• Establish safety rules, especially about handling natural objects gently and moving carefully while blindfolded.

2. Sensory Scavenger Hunt (15 minutes)

• Pupils paired or in small groups, with one pupil blindfolded and guided by a partner.
• Groups visit different ‘stations’ containing natural items. The blindfolded pupil reaches in and explores the object by touch, smell, or listening to natural sounds (e.g., rustling leaves when shaken gently).
• Use prompt questions at each station:
  • "What does it feel like?" (rough, prickly, smooth)
  • "Can you smell anything?" (fresh, sweet, earthy)
  • "Does it sound different when you shake or tap it?" (crackly, hollow)
• Partners help the blindfolded pupil describe what they experience.

3. Sharing and Recording Observations (8 minutes)

• Pupils remove blindfolds and sit in a circle. Each pair shares one or two objects explored, describing them aloud using sensory adjectives. Encourage use of full sentences (e.g., “The leaf feels rough and bumpy”).
• Give pupils simple worksheets to draw one object they explored and write two or three descriptive words about it, encouraging use of their own vocabulary.
• Support emergent writing by modelling sentence starters like "It is…" or "It feels…".

4. Conclusion and Reflection (2 minutes)

• Recap how using our senses helps us learn about nature and become good observers and writers.
• Praise careful listening, kind teamwork, and thoughtful describing.
• Explain how these observations help scientists understand plants and animals around us.

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Assessment

• Formative: Observe participation during the hunt, noting pupils’ use of sensory language and cooperation.
• Written: Collect worksheets to assess use of descriptive vocabulary and sentence structure appropriate to Year 1 writing standards (NC English Writing Age Related Expectations).
• Oral: Note confidence and clarity in spoken descriptions during sharing time.

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Differentiation

• Provide vocabulary cards with pictures for pupils needing support with descriptive words.
• For pupils with sensory impairments, adapt the hunt to focus on accessible senses (e.g., if smelling is limited, emphasise touch and sound).
• Challenge more able pupils to use compound sentences or similes (“It feels like tiny spikes”).

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Extension Ideas

• Create a class sensory word bank wall display with pupil-generated adjectives.
• Link with Art by using collected natural materials for texture rubbings or prints.
• Integrate with Science by planting seeds and observing their tactile changes over time.

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This innovative sensory scavenger hunt immerses pupils in hands-on discovery, fulfilling National Curriculum expectations for Science and English while developing essential early skills in observation and descriptive language.