Contents
- 1 STEAM Event Summary
- 2 Real-world STEAM Connection and Problem definition
- 3 Materials at a Glance
- 4 Indoor/Outdoor and Classroom layout
- 5 Notes on Research-based approach and integration
- 6 Lesson Flow Overview
- 7 Tips and Tricks for dealing with challenges (for the whole STEAM program)
- 8 Difficulty level tailoring notes
- 9 STEAM Program Debriefing and Reflection Questions
- 10 Appendix
-
STEAM Event Summary
Imagine turning a simple walk in the park into a magical “emotion hunt” where 1st graders discover feelings. This 2-hour outdoor STEAM project helps 1st-grade students connect their inner feelings with the natural world around them. Through 6 exciting stages, children go from learning about basic emotions to exploring the wild to find “sad” broken sticks or “joyful” bright petals. Working in pairs, children go on an “emotion hunt” to collect or draw natural objects like leaves and stones that represent feelings like joy or anger. Students use these materials to create “emotion maps” and “nature faces,” blending science observation with artistic expression. They become little scientists and artists, collecting natural treasures to build creative “emotion maps” and “nature faces.” The activity helps kids name their emotions and develop empathy by sharing their discoveries and listening to their classmates.
SPIRIT Skill Focus
- Connectedness
- Emotional awareness, regulation and communication
- Empathy
- Creativity
Basic Information Sheet
Age group Student number Duration Number of stages Subjects connection and relevance 1st grade students Whole class
(Pairs or small groups)2h 6 stages Science art Emotions in Nature is a 1.5-hour outdoor activity for children aged 6–8 that links emotions with elements found in nature. Working in pairs or small groups, kids go on an “emotion hunt,” collecting or drawing natural items that represent basic feelings. They then sort and present their finds, explaining the emotional connections. The activity encourages emotional expression, empathy, and observation skills in a natural setting.
National curriculum Link and Objectives
- Develop observation skills and environmental awareness (science).
- Use classification and comparison techniques.
-
Real-world STEAM Connection and Problem definition
Children often encounter emotions they struggle to name or understand. In daily life—whether at school, at home, or during play—they might feel sad, angry, or joyful without knowing how to express it. This activity links these emotional experiences to tangible, familiar elements in nature, encouraging children to externalize inner feelings through observation and metaphor. By identifying emotions in the environment, they practice emotional literacy while sharpening their scientific observation skills. The problem at the heart of this activity is: “How can I recognize and express my feelings using the world around me?” This encourages students to explore personal and shared emotions in connection with the natural world they live in every day.
-
Materials at a Glance
- Each child has a notebook or clipboard with paper, and coloured pencils or crayons.
- Optional: emotion word cards or a “feeling wheel” to help children identify and name emotions.
- Blank emotion-nature matching cards (prepared in advance or created by the students themselves during the activity).
-
Indoor/Outdoor and Classroom layout
Setting: Outdoor – preferably a natural environment such as a garden, school yard, park, or wooded area. The space should include a variety of natural elements like trees, flowers, stones, and open sky, offering diverse stimuli for emotional associations.
Layout and Materials:
- A starting circle where the teacher introduces the activity and gives instructions (can be marked with natural materials like logs or mats).
- Space to walk, observe, and sit quietly during individual reflection.
- A sharing area (e.g., logs or benches in a circle) for debriefing.
The teacher facilitates movement between moments of silent observation, note-taking or sketching, and small group or whole-class sharing. Children can work individually at first, then come together for collaborative reflection.
-
Notes on Research-based approach and integration
This activity encourages children to adopt an inquiry-based mindset as they explore their natural surroundings. Rather than being told what to feel, students are invited to observe, ask questions, and make connections between external elements and their internal emotional states.
Children engage in an active process of meaning-making:
- They notice details in the environment that evoke specific feelings.
- They formulate personal hypotheses (e.g., “Why does this tree make me feel calm?”).
- They test their assumptions by comparing with peers’ interpretations and by reflecting on different elements of nature.
- They are encouraged to relate their findings to familiar experiences in their everyday lives (e.g., “This flower reminds me of my grandma’s garden”).
This approach aligns with the core of STEAM education by merging scientific observation, personal reflection, and creative expression to foster both emotional awareness and cognitive empathy.
-
Lesson Flow Overview
-
STAGE 1 – Emotion-Nature association introduction
Duration: 15 minutes
SPIRIT Skills:
- Emotional awareness, regulation and communication
- Empathy
Brief Description:
The teacher introduces the idea that emotions can be reflected in nature. Using a large visual chart, students explore how five basic emotions (joy, sadness, anger, fear, calm) can be represented by colours or weather (e.g., joy = sunshine, sadness = rain).
How does this develop particular SPIRIT skills
- Helps develop emotional awareness by inviting children to name emotions and relate them to sensory or natural experiences
- Encourages abstract thinking by associating internal states with external cues (e.g., moss = calm, storm = anger)
What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?
- Students will begin to recognize and describe emotions using metaphor and environment
- They will understand that emotions can be expressed and observed beyond words
Academic/Curriculum Objectives Connection
- Science: Observation of weather/nature patterns
- Language: Emotional vocabulary, use of metaphor
- Art: Visual interpretation of abstract concepts
Materials and tools needed for implementation
- Visual chart (printed or digital) with emotions, weather symbols, and colour metaphors
- Optional: real-life nature photos, emotion flashcards
Preparation notes
- Prepare visual materials in advance
- Be ready to guide conversation gently toward the five selected emotions.
Guided Questions
- What do you feel when it’s rainy/sunny/windy?
- What colour feels like “joy” to you?
- Can a tree or a stone have a feeling?
Stage Debriefing Questions (Optional)
- Did anything in nature ever remind you of how you were feeling?
Tips and Tricks for dealing with stage challenges
- Some students may struggle with metaphorical thinking—use concrete examples first
- Allow multiple associations for each emotion (e.g., calm = lake or soft grass.
-
STAGE 2 – Receiving instructions and motion cards
Duration: 10 minutes
SPIRIT Skills:
- Emotional awareness, regulation and communication
- Empathy
Brief Description:
After the introductory discussion, children receive their “Emotion Hunt” cards. These cards display 4–5 basic emotions through simple icons and colour codes (e.g., blue for sadness, yellow for joy). Each student or pair is invited to explore the natural environment and collect or draw items that feel emotionally connected to the listed feelings.
How does this develop particular SPIRIT skills
This stage supports:
- Emotional awareness – by encouraging children to observe and interpret emotions through sensory input.
- Empathy – as children begin to recognize how external cues may reflect internal feelings.
What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?
- Help children link abstract emotions with tangible items.
- Encourage mindfulness and observation.
- Strengthen symbolic thinking.
Academic/Curriculum Objective connection
- Natural sciences – classification of natural elements
- Arts – symbolic use of natural materials
- Civic education – emotional literacy
Materials and tools needed for implementation
- Printed emotion cards with symbols and colours
- Small pouches or paper bags for collection
Preparation notes
- Prepare enough cards for each pair or child
- Choose a safe and rich natural environment (e.g., school garden)
Guided Questions
- What kind of object could feel ‘angry’ or ‘sad’?
- Can colours or textures help you decide?
- What do you notice about nature when you’re feeling calm or joyful?
Stage Debriefing Questions (Optional)
- “Was it easy to find something for each emotion?”
- “Did any items surprise you?
Tips and Tricks for dealing with stage challenges
- Remind children there is no ‘wrong’ object – this is about perception.
- Support children who feel unsure by walking with them and offering examples.
- Have backup paper and pencils for children who prefer drawing to collecting.
-
STAGE 3 – Outdoor exploration and object collection
Duration: 25-30 minutes
SPIRIT Skills:
- Emotional awareness, regulation and communication
- Empathy
- Connectedness
Brief Description:
Children explore a structured outdoor environment (school garden, park, courtyard) with their “Emotion Hunt” cards and small pouches or bags. Their task is to collect or draw one natural item per listed emotion (e.g., a soft flower for joy, a broken stick for anger). The focus is on personal associations — there are no wrong answers.
How does this develop particular SPIRIT skills
- Emotional awareness – by recognizing how emotional states can be reflected in natural forms.
- Empathy – by considering how others might associate different objects with emotions
What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?
- Strengthen observation and reflection skills.
- Build emotional vocabulary through non-verbal symbols.
- Encourage self-awareness in natural surroundings.
Academic/Curriculum Objective connection
- Natural sciences – exploring textures, forms, and materials in nature
- Art – symbolic representation of emotions
- Civic education – mindfulness and emotional intelligence.
Materials and tools needed for implementation
- Emotion Hunt cards
- Bags or pouches for collecting objects
- Optional: drawing paper and pencils for children who prefer to sketch.
Preparation notes
- Ensure the area is safe and has a diversity of natural elements
- Remind students to respect nature — no picking live plants unless permitted.
Guided Questions
- What does this object make you feel?
- Do you think someone else might choose something different for the same emotion?
- Can one object represent more than one feeling?
Stage Debriefing Questions (Optional)
- Was it easier to find some emotions than others?
- Which emotion was hardest to ‘see’ in nature?
Tips and Tricks for dealing with stage challenges
- Pair less confident children with a buddy.
- Offer extra time if students are engaged and focused.
- Allow drawing or describing when a child can’t find a matching object.
-
STAGE 4 – Creative expression through nature materials
Duration: 20 minutes
SPIRIT Skills:
- Emotional awareness, regulation and communication
- Empathy
- Creativity
Brief Description:
After the exploration, children return to a central area. They use their collected natural objects to create “emotion maps” or “emotion faces” on a large sheet of paper. Leaves, stones, twigs, petals, etc., are arranged to represent emotions visually — for example, a smiling face for joy made with yellow leaves, or a tangled spiral of sticks for confusion.
How does this develop particular SPIRIT skills
- Emotional awareness – by transforming abstract feelings into concrete visual representations
- Creativity – by using found objects symbolically to communicate inner states.
What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?
- Strengthen symbolic thinking and self-expression
- Develop emotional articulation through non-verbal mediums
- Promote ownership and reflection of emotional experiences.
Academic/Curriculum Objective connection
- Art – composition, colour, shape and symbolism
- Science – natural material identification and categorization
- Social-emotional learning – emotional vocabulary and self-expression
Materials and tools needed for implementation
- Large paper sheets (one per child or pair)
- Natural materials collected by students
- Optional: glue, markers or pencils for drawing additional elements.
Preparation notes
- Provide space for students to spread out and work without crowding
- Encourage multiple interpretations — no right or wrong creations
Guided Questions
- Why did you choose this object for that emotion?
- If your face/map had a story, what would it be?
- Does your creation show only your emotions, or could it reflect someone else’s too?
Stage Debriefing Questions (Optional)
- What emotion was the easiest to represent visually?
- Did you learn something new about your feelings while creating this?
Tips and Tricks for dealing with stage challenges
- Offer prompts or examples for students who feel stuck
- Allow combinations of drawing and natural objects for more flexibility
- Celebrate all creations equally to promote confidence
-
STAGE 5 – Verbal expression and peer listening
Duration: 25 minutes
SPIRIT Skills:
- Emotional awareness, regulation and communication
- Empathy
Brief Description:
Children sit in a circle with their emotion creations (maps or faces) in front of them. One at a time, they present their work to the group, explaining why they chose specific items for each emotion. The rest of the group listens and may ask respectful questions or share if they’ve had similar feelings or associations.
How does this develop particular SPIRIT skills
- Empathy – by listening to others’ emotional perspectives and experiences
- Emotional awareness – by articulating personal emotional connections
- Communication – by using descriptive language and explaining abstract feelings.
What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?
- Increase confidence in expressing emotions to others
- Strengthen respectful listening and emotional validation
- Develop curiosity and openness toward others’ experiences.
Academic/Curriculum Objective connection
- Language Arts – speaking, listening, vocabulary building
Materials and tools needed for implementation
- Emotion creations (from Stage 4)
- Optional: a talking object (stone, leaf, etc.) to take turns speaking.
Preparation notes
- Set group expectations for respectful listening and no judgment
- Model a short example first if needed
- Encourage curiosity over correction.
Guided Questions
- What does this item represent to you?
- Have you felt this way recently?
- Did anyone choose a similar object for a different emotion?
Stage Debriefing Questions (Optional)
- How did it feel to share your emotions with the group?
- What surprised you about your classmates’ presentations?
Tips and Tricks for dealing with stage challenges
- Help shy children by offering to co-present or summarize for them
- Reinforce group norms if students interrupt or laugh inappropriately
- Validate all emotional expressions, even if they seem “small” or surprising.
-
STAGE 6 – Final reflection and motional integration
Duration: 15 minutes
SPIRIT Skills:
- Emotional awareness, regulation and communication
- Empathy
Brief Description:
At the end of the activity, children sit together in a circle in the natural setting or back in class. The teacher facilitates a short reflective moment, asking students to connect their inner emotions with the natural elements they explored. This moment helps consolidate emotional awareness and encourages shared reflection.
How does this develop particular SPIRIT skills
- Emotional awareness – by recognizing how emotions manifest in personal experiences and nature
- Empathy – by listening to how others felt during the experience
- Self-regulation – by slowing down and reflecting calmly.
What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?
- Deepen the connection between emotional states and external symbols
- Reinforce shared emotional vocabulary
- Foster group cohesion through calm closure.
Academic/Curriculum Objective connection
- Science – understanding nature through sensory/emotional interpretation
- Language Arts – reflective speaking and listening
Materials and tools needed for implementation
- Natural elements collected during the hunt
- Optional: emotion cards or images for visual support.
Preparation notes
- Choose a quiet spot for the circle
- Ensure everyone has a chance to speak or be heard
- Encourage non-verbal participation (e.g., showing an item to represent a feeling.
Guided Questions
- Was there a moment in nature today that surprised you?
- Which object helped you understand an emotion better?
- Did you learn something new about your own feelings?
Stage Debriefing Questions (Optional)
- How does nature help you connect with your emotions?
- Would you like to do this kind of activity again? Why?
Tips and Tricks for dealing with stage challenges
- Accept all levels of participation, including silence or gestures
- Keep the tone calm and reassuring
- Rephrase questions if needed using simpler language or emotional icons.
-
-
Tips and Tricks for dealing with challenges (for the whole STEAM program)
- Be prepared for children to become distracted outdoors—use it as an opportunity. If an insect or animal grabs their attention, ask, “How does seeing this make you feel?”
- Encourage quiet observation and let moments of silence be part of the emotional exploration.
- If some children struggle to name their emotions, suggest a few options or associate feelings with colours or weather (e.g., “Is it a stormy or a sunny feeling?”).
- Make group sharing optional to create a safe, low-pressure environment.
-
Difficulty level tailoring notes
- Beginner learners: if you have younger or less emotionally expressive students, air them with an empathetic peer or adult; allow drawing instead of verbal sharing; accept simpler associations (“This is happy because it’s yellow”).
- Advanced learners: For more mature students, ask for metaphorical interpretations (e.g., “This dry leaf feels like my tiredness after school”). They can also create short stories about the emotions found.
- Expert learners: Use more subtle and sophisticated emotions (e.g. jealousy). Try to think of situations in which several emotions coexist at the same time or one emotion follows another (e.g. I’m getting angry, and then I feel sorry for getting angry).
-
STEAM Program Debriefing and Reflection Questions
- Which emotion was easiest to find in nature? Why?
- How did your body feel when you were looking for these emotions?
- Did you find that others chose similar or different objects?
- What did nature teach you about your feelings?
-
Appendix