This is a team-based treasure hunt where children follow riddles, maps, and nature-linked observation tasks to find a series of hidden clue stations. At each station, teams solve a prompt connected to valuing nature and valuing people, then earn a puzzle piece. When all pieces are collected, teams assemble them into an A4 “final message” that reveals the location of the final treasure (a nature-connected reward).

Skill focus

Primary Skill Focus

• Valuing people and nature

Complementary/Secondary Skill Focus

• Connectedness
• Curiosity, sense of wonder and openness
• Problem-solving

Age group	Student number	Duration
6-10 years old	2-30 children (best is teams)	30-50 minutes (depending on number of stations)

How to play – brief game rules

1. Prepare 6–12 stations (indoors or outdoors). Each station has:

• one clue/riddle leading to the next location
• one short mini-task (people + nature connection)
• one puzzle piece (part of an A4 page per team)

2. Divide students into teams of 3–5. Give each team:

• Station 1 clue (or a starting map)
• A clipboard/folder
• A small envelope to store puzzle pieces

3. Teams solve the riddle, travel to the next station, and complete the mini-task.
4. When they complete the task, they collect the puzzle piece and move on using the next clue.
5. When teams collect all puzzle pieces, they assemble them into the A4 final message, which reveals the final treasure location.
6. The final treasure should be nature-linked (e.g., seed paper, a “nature protector” badge, a small plant, a recycled-material craft kit, or a “nature mission” certificate).

Outdoor (recommended): school yard, garden, park area, or playground with clear boundaries.

• Place stations under safe, visible landmarks: a tree, bench, fence corner, sign, etc.
• Set “nature rules” before starting: look with eyes first, touch gently, leave no litter.

Indoor option: hallways + classroom corners.

• Use “nature objects” inside: plant corner, window sunlight, water station, recycling bin.

Layout tip: Stagger teams (start Team A at Station 1, Team B at Station 2, etc.) to avoid crowding.

This treasure hunt builds Valuing People and Nature through lived experience: children move through real spaces and learn that nature is not “background”—it is a shared home that deserves respect.

Biodiversity and appreciation of nature: Many clues require noticing living and non-living parts of the environment (shade, leaves, soil, insects, water sources), helping children see that nature is made of many connected elements.

Curiosity and sense of wonder: The hunt format naturally creates excitement and attention to detail. Children look more closely, ask questions, and discover small things they often ignore (patterns on leaves, where shade comes from, how ants move).

Connectedness (people + nature): Teams succeed only by cooperating and by moving responsibly through shared space. Prompts link appreciation of teammates with appreciation of nature (“We need each other—just like living things in an ecosystem”).

Responsibility and coexistence: Clear “nature-respect rules” and station tasks convert values into actions: leave no trace, protect living things, use resources wisely, and treat the environment as something we belong to—not something we use.

After this game, students should be able to:

• Describe that nature includes many different living things and that biodiversity helps ecosystems stay healthy.
• Show more careful behaviour in natural spaces (gentle touch, no picking, no littering, staying on paths/boundaries).
• Demonstrate appreciation for teammates through respectful communication and shared decision-making.
• Use practical problem-solving strategies: testing ideas, rereading clues, dividing roles, staying calm when stuck.
• Show openness by listening to others’ ideas and trying different approaches (not insisting on one “right” answer).
• Express at least one way humans can coexist with nature (protect habitats, reduce waste, respect living beings).

You can design each station to include one nature focus + one people focus + one small action.

Example stations (quick, in-motion tasks):

1. Shade Station (Trees & gratitude)

• Clue: “Find something that gives shade without a roof.”
• Task: “Name one way trees help living beings.” + “Name one thing you appreciate about a teammate.”
• Puzzle piece earned.

2. Biodiversity Spot (Many living things)

• Clue: “Go where you can see at least three different kinds of plants.”
• Task: “Spot 3 different living things (plant/bug/bird). One teammate points, one teammate records, one teammate shares.”
• Puzzle piece earned.

3. Leave No Trace Station (Responsibility)

• Clue: “Find the place where we keep our area clean.” (recycling bin / designated clean spot)
• Task: “Sort 3 example items (paper/plastic/organic) OR answer: ‘What do we do with rubbish in nature?’”
• Puzzle piece earned.

4. Water Station (Life connection)

• Clue: “Find something that living beings need every day.”
• Task: “Say one way to save water at school/home.”
• Puzzle piece earned.

5. Openness Station (Different ideas)

• Clue: “Go to a place where you can hear more than one sound.”
• Task: Each teammate shares one guess for the next clue before choosing. Team must choose together.”

• Clue cards or printed riddles/envelopes
• A simple map (optional)
• Small “treasure” items (stickers, tokens, treats)
• Containers or envelopes to hide prizes in
• Clipboards or folders for teams to carry their clues
• (Optional) Stickers or stamps to mark off each found station
• A4 paper × number of teams (to become the final assembled message)
• Scissors
• Sticky tape
• (Optional) Props (magnifying glasses, binoculars, “nature detective” badges.

(These are designed to be “micro-prompts” that don’t break the flow—one short answer, then move on.)

• Did your team notice more than one kind of living thing here?
• What is one small way to show respect to this place (right now)?
• Are we acting like guests in nature—gentle and careful?
• Did everyone’s idea get heard before choosing the next step?
• Can we solve this faster if we share roles (reader / finder / recorder)?
• What do we know for sure from the clue?
• What’s one new idea we haven’t tried yet?
• What is something surprising or beautiful you noticed?

• Challenge: Teams rushing and missing tasks:
  Tip: Make the rule: “No puzzle piece until the task is completed.” Keep tasks short and clear.
• Challenge: Crowding at stations:
  Tip: Stagger team starting points or create two parallel routes that merge at the end.
• Challenge: Over-excitement outdoors (running, touching plants):
  Tip: Set 3 simple rules:

1. walk fast, don’t run
2. look first, touch gently only if allowed
3. leave no trace

• Challenge: Some children dominating decisions:
  Tip: Assign rotating roles at each station: clue reader, navigator, recorder, checker.
• Challenge: Children getting stuck on a riddle:
  Tip: Offer a “nature hint” system: one hint allowed per team per hunt (teaches responsibility + strategy.

Beginners (6-7 years old): The game is played in smaller groups with 6–8 stations. Use picture clues, arrows, and very concrete tasks, e.g., “Find a leaf!”, “Find shade!”, “Find something rough!”. Children explore nature and teammates in a safe, guided environment while practicing teamwork. They notice small details, ask questions, and experience wonder at their discoveries. The goal is to observe how their own movements and choices affect the team and the natural environment.

Advanced learners (8-9 years old): The game includes 8–10 stations, with simple riddles and observation challenges, e.g., “Find two different leaf shapes.” Teams work more independently, coordinating movements and decisions, reflecting on each other’s ideas, and experimenting with multiple solutions. Children actively observe how choices influence outcomes, test different strategies, and strengthen curiosity, sense of wonder, and openness toward nature and their peers.

Experts (9–10 years old): A larger number of stations, logic steps, and decision points are introduced, e.g., “Two possible locations – use the clue to decide!”, along with mini “trade-off” tasks, e.g., “Which choice protects nature more?” Teams face multiple challenges simultaneously, balancing the value of nature and teamwork while independently shaping strategies. Children continuously test hypotheses, notice unexpected outcomes, experiment with new solutions, and intensively develop curiosity, sense of wonder, openness, and responsibility toward nature and their peers.

• What did you notice today that you usually don’t notice outside/in the school yard?
• Where did you see biodiversity (different living things)? Why is that important?
• How did your team solve problems when you got stuck? What worked best?
• Did anyone change their mind after hearing someone else’s idea? What happened?
• What made you feel a sense of wonder or curiosity today?
• What is one way humans can live that shows respect for nature?
• What is one small action you will take this week to care for nature and the people around you?