Teaching the five senses with smell jars and mystery boxes
Smell jars and mystery boxes turn a familiar science topic into an active investigation. Children can sniff, touch, listen, look closely and, when appropriate, taste safe foods while building vocabulary and learning how their senses help them understand the world.
For Australian classrooms, this approach suits play-based learning in the early years and inquiry learning across primary settings. A collection of eucalyptus leaves, lemon myrtle, damp soil or sunscreen can connect the lesson to local environments, while everyday objects make the activity affordable for schools, families and homeschoolers.
Why sensory investigation works
The five senses—sight, hearing, smell, taste and touch—help children gather information and make predictions. When a student describes a jar as “sharp”, “sweet”, “musty” or “like oranges”, they are practising observation, comparison and oral language rather than simply guessing an answer.
Mystery boxes add a useful layer of challenge because children cannot rely on sight. They might identify a pine cone by its rough scales, a set of keys by its metallic sound or a sponge by its soft texture. This encourages careful questioning and helps students understand that different senses provide different kinds of evidence.
The activity also supports early science skills. Children can sort objects into groups, record results, explain their reasoning and revise a prediction when new evidence appears. These habits connect naturally with the Australian Curriculum’s focus on questioning, exploring and communicating observations.
Preparing smell jars and mystery boxes
Use small, clean containers with secure lids for scent investigations. Cotton balls, paper strips or small fabric squares can hold a scent without allowing children to handle the source directly. Suitable options include cinnamon, coffee, vanilla, orange peel, mint, soap, lavender and native-inspired choices such as eucalyptus or lemon myrtle.
Label jars with symbols or numbers rather than answers. Prepare duplicate jars when possible so children can match scents in pairs. Avoid strong irritants, essential oils in concentrated form and anything that may trigger an allergy. Children should sniff gently from a distance, and tasting should only occur as a separate, closely supervised activity using clearly identified, food-safe items.
A mystery box can be made from a sturdy carton with a fabric-covered opening, or from a commercially designed sensory container. Add objects with contrasting textures, weights and shapes: a feather, wooden block, rubber ball, shell, foil, fabric square and building brick. Children should be able to reach inside without seeing the contents, then describe what they notice before making a guess.
Running a five-senses lesson
Begin with a short discussion about how scientists use their senses. Model language such as “I notice”, “I predict” and “My evidence is”. Demonstrate safe smelling and explain that students never place an unknown object in their mouth, even if it resembles food.
Set up rotating stations for each sense. At the smell station, students match jars or rank scents from mild to strong. At the mystery box, they describe texture and shape. A sound station might include shakers or sealed containers, while a sight station can use magnifiers, colour cards or Light Cube accessories to examine translucent materials.
A taste station is optional and should use familiar, allergy-checked foods such as apple, cracker or raisin, with permission and strict hygiene. Ask children to record one observation and one question at every station. For younger learners, drawing and pointing can replace writing; older students can create a results chart and explain which sense gave them the strongest clue.
Making the activity inclusive and local
Sensory experiences need to be predictable and flexible. Some children may be sensitive to odours, textures, noise or bright light, while others may need extra time to respond. Offer a no-touch alternative, allow students to observe a partner, keep scents mild and provide a quiet space. Picture cards and descriptive word banks can support children developing English or communication skills.
Local materials make the investigation meaningful. A class near the coast might compare sand, shell and seaweed smells, while a group in regional New South Wales or Victoria could explore gum leaves, dry grass and red soil. In Brisbane, Perth or Darwin, children may notice how heat changes the smell of outdoor materials. Use the language children hear locally—“rubber”, “bathers”, “bikkie” or “esky”—when discussing familiar objects, while also introducing formal science vocabulary.
For families, the activity works well during a rainy afternoon or home-education session. Australian parents can gather safe items from the kitchen, garden or a local op shop, then reuse jars and boxes rather than buying a complete set. Teachers can also connect the lesson with NAIDOC Week or local community knowledge by discussing plants respectfully and avoiding claims about cultural uses without reliable guidance.
Choosing resources and extending learning
A thoughtfully selected resource can save preparation time while leaving room for teacher-made additions. Roylco’s range is designed around practical, hands-on learning, and its company background explains the manufacturer’s focus on educational materials for classrooms and home learning. Combine purpose-made equipment with objects that reflect the children’s own environment.
After the first lesson, extend the investigation into literacy, mathematics and design. Students can write a mystery description, graph favourite scents, measure how long a smell remains noticeable or invent a sensory guessing game for another class. A “sense detective” booklet can include a prediction, evidence, drawing and final conclusion for each station.
| Activity | Main sense | Useful learning focus | Simple Australian connection |
|---|---|---|---|
| Scent matching jars | Smell | Describing, comparing and predicting | Eucalyptus, lemon, coffee or wet soil |
| Mystery box | Touch | Texture, shape and evidence | Shells, wool, bark or classroom objects |
| Sound containers | Hearing | Volume, rhythm and identification | Rain sounds, seed pods or recycled materials |
| Observation tray | Sight | Colour, detail and classification | Gum leaves, shells, stones or flowers |
| Safe tasting station | Taste | Vocabulary, similarities and differences | Apple, cracker, raisin or seasonal fruit |
- Use numbered jars and a recording sheet so guessing becomes a structured investigation.
- Include familiar and unfamiliar materials to encourage precise sensory language.
- Check allergies, cultural considerations and sensory needs before the session.
- Rotate small groups through stations to reduce noise, waiting and cross-contamination.
- Invite children to justify each answer with evidence rather than rewarding fast guesses.
- Photograph student sorting or recording work for a follow-up science display.
- Reuse containers and add new local materials as the seasons change.