Outdoor Learning Science: Outdoor Science Activities, Lessons and Ideas for Primary Schools

Science is everywhere outdoors.

It is in the puddle that disappears after the sun comes out. It is underneath the log where a woodlouse searches for shelter. It is in the shadow that moves across the playground, the seed beginning to germinate, the wind pushing against a homemade parachute and the different materials children find around their school grounds.

At The Muddy Puddle Teacher®, we believe some science concepts are easier for children to understand when they can see them, touch them, investigate them and experience them for themselves.

Outdoor learning science doesn’t mean taking an indoor worksheet outside.

It means using the outdoor environment as part of the learning.

Whether you are looking for outdoor science activities for EYFS, KS1 outdoor science, KS2 outdoor science, outdoor science experiments or ways to teach the Primary National Curriculum science outdoors, this guide will help you get started.

Looking for ready-to-use outdoor learning ideas?
Explore The Muddy Puddle Teacher® outdoor learning resources, training and membership and start taking more of your curriculum outdoors. You could also make a start by signing up to our FREE outdoor learning magazine. 

If you are completely new to taking learning outside, start with our Beginner’s Guide to Outdoor Learning and then return here for everything you need to develop outdoor learning across Key Stage 1.

Why teach science outdoors?

Children are naturally curious about the world around them.

Why are there worms here?

Where has the puddle gone?

Why is this leaf different?

Why can I see my breath when it is cold?

Why is the shadow over there now?

Those moments provide a powerful starting point for science.

Outdoor science lessons can give children opportunities to encounter scientific ideas in their real context rather than experiencing science only through photographs, demonstrations or worksheets.

Outdoor science encourages observation

Observation is fundamental to primary science.

Outside, things change.

Plants grow.

Temperatures rise and fall.

Weather changes.

Animals appear and disappear.

Shadows move.

Leaves decay.

Seeds germinate.

Children can return to the same places repeatedly and begin noticing patterns and changes over time.

Outdoor learning encourages children to ask questions

Instead of the teacher always providing the question, the environment can provoke it.

A child finding several snails underneath one log but none underneath another might ask:

Why do the snails like it here?

That can become the beginning of a scientific investigation.

Outdoor science creates memorable experiences

Rather than simply reading that plants require certain conditions to grow, children can plant, monitor, measure, compare and observe.

Rather than looking at a picture of a habitat, they can investigate one.

Rather than being told shadows change, they can mark one and return later.

This helps science become something children do, not simply something they remember.

Sign Up For Your FREE Science Outdoor Learning Magazine

Our free weekly Muddy Puddle Teacher Magazine is a brilliant starting point if you want regular outdoor learning ideas without feeling overwhelmed.

Each week, the magazine shares topical and seasonal inspiration for Early Years, KS1, KS2, SEND, Forest School and home settings. It is designed to give you simple ideas you can use in the week ahead, linked to what is happening in the season, the weather, special days, nature, school life and children’s interests.

The magazine is perfect for teachers who want quick outdoor learning ideas, childminders looking for fresh inspiration, parents wanting weekend and holiday activities, home educators planning nature-based learning and Forest School leaders wanting seasonal prompts. 

Sign up for the free magazine and start building outdoor learning into your week.

KS1 Outdoor Science

There are particularly strong links between outdoor learning and science in Key Stage 1.

Children can investigate plants, seasonal change, animals, habitats and materials through direct experience.

The National Curriculum science programmes of study for Years 1 and 2 include plants, animals including humans, everyday materials, seasonal changes, living things and their habitats and uses of everyday materials.

Outdoor Learning Science Year 1

Plants

Take children outside to identify and compare plants around the school grounds.

Try:

The Plant Detectives

Give groups a small area of the grounds to investigate.

Ask them to find:

• different leaves
• different flowers
• different stems
• similarities
• differences

Instead of immediately naming everything, encourage close observation first.

Can you find two plants that look similar?

What makes them different?

What features could help somebody identify this plant?

Make a start : Year 1 Outdoor Schemes of Work for Science. 

Seasonal Changes Outdoors

Seasonal changes are ideal for outdoor learning because children can observe them throughout the year.

Choose one observation spot within your school grounds.

Visit it every few weeks.

Record:

• temperature
• weather
• plants
• leaves
• flowers
• animals
• daylight
• shadows

By repeatedly returning to the same location, children can build a meaningful record of change.

Read our guide to Outdoor Learning KS1.

Everyday Materials Outdoors

Challenge children to become Material Detectives.

Explore the school grounds and identify objects made from:

• wood
• metal
• plastic
• glass
• brick
• stone
• fabric

Then move beyond identification.

Ask:

Why was this material chosen?

For example:

Why is the window made from glass?

Why is the drainpipe plastic or metal?

Why isn’t the playground surface made from paper?

Why might a bench be made from wood, metal or recycled plastic?

Now children are beginning to think scientifically about properties and purposes. Make a start and download KS1 Science Outdoor Lesson Pack for Materials. 

Make a Start Today, SENDCO- Created Interventions & Programmes 

Outdoor Learning Science Year 2

Living Things and Their Habitats

One of the easiest Year 2 science topics to take outside is habitats.

You don’t need a nature reserve.

Investigate microhabitats within the school grounds.

Children might investigate:

• beneath leaves
• underneath logs
• around trees
• inside hedges
• on walls
• beside plants
• in soil

Ask:

Why might an animal choose this habitat?

Encourage children to consider:

• shelter
• moisture
• temperature
• food
• protection

Plants in Year 2

Turn part of your grounds into a long-term plant investigation.

Children might compare plants grown under different conditions.

Ask:

What do plants need to grow well?

Children can make predictions, observe growth and record results.

. Make a start : Year 2 Plants Scheme of Work. 

Year 3 Outdoor Science Activities

Plants

Take plant investigations beyond identification.

Children could investigate:

Does the location of a plant affect how well it grows?

Compare plants growing:

• in full sunlight
• in partial shade
• near buildings
• underneath trees

Children could measure plant height, count leaves or observe other differences.

Discuss the limitations of the investigation and other factors that might affect results. Use this Leaf Identifier to help make these outdoor science sessions fun and engaging. 

Rocks and Soils

The school grounds can become a geology laboratory.

Collect examples of suitable stones from different areas or provide samples outside.

Children can:

• classify rocks
• compare textures
• test permeability
• examine soil
• compare soils from different locations

Outdoor soil investigation

Take small soil samples from two or three different areas.

Compare:

• colour
• texture
• moisture
• particles
• organic material

Ask:

Why might soils from different areas be different?

Forces and Magnets

Create an outdoor push and pull investigation.

Children can explore how the same object moves across:

• grass
• playground
• soil
• gravel
• other appropriate surfaces

Ask:

Which surface creates the greatest resistance to movement?

This can lead into discussion around friction.

Year 5 Outdoor Science Activities

Forces

Outdoor space gives children room to investigate forces at a larger scale.

Parachute investigation

Create simple parachutes and investigate:

Does the size of a parachute affect how quickly it falls?

Children can:

1. make a prediction
2. identify variables
3. carry out repeated tests
4. measure falling time
5. record results
6. discuss patterns

Earth and Space: Shadow Investigation

Mark the position of a shadow at different times throughout the school day.

Children could measure:

• direction
• length
• time

Ask:

What pattern do you notice?

Use observations as evidence when discussing the apparent movement of the Sun across the sky and Earth’s rotation.

Remember that pupils should never look directly at the Sun. The DfE’s science guidance specifically warns against direct observation of the Sun.

Living Things

Take children outdoors to examine plant life cycles wherever suitable examples are available.

Look for:

• flowers
• seeds
• fruits
• seedlings

Create a photographic record throughout the year. Download the full scheme of work:  Year 5 Living Things & Their Habitats

10 Simple Outdoor Science Activities for Primary Schools

Need an outdoor science lesson tomorrow?

Start here or try these Easy Ways to Take Science Outdoors for Primary Children.

1. Shadow Clock

Mark a child’s shadow using chalk.

Return every hour.

What changed?

2. Puddle Watch

Measure a puddle after rain.

Return throughout the day.

What happens to it?

Why?

3. Tree Study

Choose one tree.

Observe it throughout the year.

Record changes through drawings, photographs and measurements.

4. Microhabitat Investigation

Compare the creatures found in two different areas.

What differences do children notice?

5. Surface Temperature Investigation

Compare temperatures in sunny and shaded locations using suitable equipment.

6. Wind Investigation

Make simple streamers or windsocks.

Explore whether wind direction appears the same in different areas of the grounds.

7. Seed Dispersal Hunt

Look for examples of seeds.

How might they travel?

Children could design their own wind-dispersed seed models afterwards.

8. Material Hunt

Find examples of different materials around school and investigate why each material may have been chosen.

9. Biodiversity Survey

How many different living things can children identify within a defined area?

Repeat the investigation in another location.

Compare.

10. Sound Walk

Walk quietly around the grounds.

Record sounds.

Can children classify them as natural or human-made?

Where is the school quietest?

Where is it loudest?

Using Natural Resources for Outdoor Science

Outdoor science does not require expensive resources.

Nature already provides many of them.

Depending on your setting and what can be collected responsibly, you might use:

• sticks, stones, leaves, seeds, soil, water, flowers, shadows, trees, weather, mud

Add a few reusable pieces of equipment such as:

• magnifying glasses, rulers, measuring tapes, thermometers, timers, tubs, clipboards, chalk, identification guides

and you have the beginnings of an outdoor science kit that can be used repeatedly.

This sits at the heart of The Muddy Puddle Teacher® approach: outdoor learning doesn’t need to be expensive, complicated or dependent on large quantities of single-use resources.

Outdoor Science for SEND Learners

Outdoor learning can provide additional ways for children to engage with scientific concepts.

Instead of relying entirely on written recording, children can demonstrate understanding by:

• showing
• sorting
• matching
• photographing
• discussing
• pointing
• collecting
• measuring
• building
• demonstrating

Keep outdoor science accessible by considering:

Reduce unnecessary recording

The science is the learning.

A child’s ability to complete a lengthy worksheet does not necessarily show how well they understand the scientific concept being explored.

Give clear boundaries

Define where children will work before the activity begins.

Use visual instructions

Photographs, symbols or short instruction cards can help children understand what they need to do.

Build familiarity

Repeated routines can help.

For example:

Question → Explore → Gather evidence → Talk → Conclude.

Consider sensory needs

Outdoor spaces contain sounds, smells, textures, weather and movement.

Allow reasonable adjustments and different ways to participate.

Give children roles

Try:

• photographer
• measurer
• recorder
• collector
• equipment manager
• observer

Outdoor learning should never simply mean opening the door and expecting every child to access the environment in the same way.

Explore our SEND Outdoor Learning resources and training.

Outdoor Science Throughout the Year

One of the greatest strengths of outdoor science is that the environment keeps changing.

Autumn Science

Explore:

• leaves
• seeds
• weather
• decomposition
• changing temperatures
• daylight
• migration
• plant change

Winter Science

Investigate:

• ice
• frost
• temperature
• melting
• shadows
• evergreen and deciduous plants
• winter habitats

Spring Science

Observe:

• germination
• buds
• flowers
• pollinators
• nests from an appropriate distance
• changing daylight
• new plant growth

Summer Science

Explore:

• plant growth
• seeds
• insects
• shadows
• evaporation
• temperature
• biodiversity

This means outdoor science should not be a one-off summer term activity.

The changes occurring throughout autumn, winter, spring and summer are part of the science.

How to Plan an Outdoor Science Lesson

Outdoor learning does not need a completely different lesson-planning system. For more specific guidance head to the Outdoor Lesson Planning Hub. 

Start with the science objective.

Step 1: Identify the science

What do children actually need to know or understand?

Step 2: Identify the enquiry skill

Will children be:

• observing?
• identifying?
• classifying?
• measuring?
• comparing?
• pattern seeking?
• carrying out a fair test?
• gathering data?

Step 3: Ask why outdoors is better

Don’t take a lesson outside simply because you can.

Ask:

What does being outside add to this learning?

Maybe children need a real habitat.

Maybe they need greater space.

Maybe the weather itself is the resource.

Maybe they need different surfaces.

Maybe they need repeated observations of something changing naturally.

Step 4: Strip back the equipment

What do you genuinely need?

Often it will be considerably less than you expect.

Step 5: Plan the boundaries

Decide:

• where children can go
• what they can touch
• which equipment they need
• how you will call everyone back
• how observations will be recorded

Step 6: Finish with scientific thinking

Bring children together and ask:

What did we find out?

What evidence do we have?

Did anything surprise us?

What do we still want to know?

This final conversation is incredibly valuable.

Frequently Asked Questions About Outdoor Learning Science

What is outdoor learning science?

Outdoor learning science involves teaching scientific knowledge and enquiry skills through experiences within outdoor environments. Children might observe plants, investigate habitats, measure weather, explore materials or conduct scientific investigations outside.

What science can you teach outdoors?

Almost every area of primary science can have an outdoor element. Particularly strong opportunities include plants, living things and habitats, seasonal changes, materials, rocks and soils, forces, sound, light, weather, biodiversity and environmental science.

What are some easy outdoor science activities?

Simple activities include shadow investigations, minibeast surveys, puddle observations, plant hunts, material hunts, sound walks, weather recording and comparing different microhabitats.

Can you teach the National Curriculum science outdoors?

Yes. Many Primary National Curriculum science objectives lend themselves naturally to practical outdoor investigation, particularly plants, seasonal change, living things and habitats, materials and elements of Working Scientifically.

Do you need a forest for outdoor science?

No. A school playground, courtyard or small outdoor area can be used to investigate materials, forces, shadows, sound, weather, plants and much more.

Is outdoor science the same as Forest School?

No. Outdoor curriculum teaching and Forest School are not interchangeable terms. A teacher can take a curriculum science objective outside for a lesson without delivering a Forest School programme.

At The Muddy Puddle Teacher®, our focus is on helping educators use outdoor environments to teach and enrich curriculum learning through practical, accessible experiences.

What equipment do I need for outdoor science?

Start simply. Magnifying glasses, measuring tapes, rulers, chalk, tubs, thermometers, timers and clipboards can support a huge range of investigations. Often the environment itself provides most of what you need.

How do you record outdoor science?

Children can use photographs, drawings, tables, graphs, notes, annotated images, videos, floor books and verbal explanations alongside more traditional written recording.

Is outdoor science suitable for SEND pupils?

Outdoor science can provide multiple ways to participate and demonstrate understanding. Teachers should make appropriate adjustments according to individual needs and should consider communication, sensory needs, mobility, boundaries and predictability when planning.

Take Your Primary Science Curriculum Outdoors

Outdoor science doesn’t have to mean a huge project.

Start with one objective.

One question.

One part of your playground.

You could begin tomorrow by asking your class:

What science can we find outside our classroom?

Then follow their curiosity.

Because the natural world is already changing, moving and providing questions.

Our job is to help children notice.

At The Muddy Puddle Teacher®, we help Early Years and primary educators deliver purposeful, curriculum-connected learning outdoors without needing expensive equipment or complicated setups.