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Plants and Water: If a plant doesn’t get water, then…

Rubbish and Animals: If people drop rubbish at the beach, then…

Sunlight and Growth: If the sun hides for many days, then…

Turning Off Taps: If we leave the tap running, then…

Birds and Food: If birds don’t find enough insects, then…

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Writing is therapeutic. Writing in nature - meditative.

Writing helps to give direction to our thoughts. From clouds of voluminous chatter in the mind, words drop on to paper like gentle rain, turning into streams of sentences. These streams follow their own path to uncover what is hidden and discover what is waiting to be discovered. It is a way to ignite creativity, curiosity and a deeper enquiry into the self.

It's about observing the nature outside and observing the nature within.

Writing about nature leads to an increased awareness of our surroundings. This simple activity is an exercise to enhance our attention and also become aware of our own state of being. Nature is a place where one can observe our outer and inner landscape. Every person has a unique way of perceiving life and things around them. You begin to discover this uniqueness when you channelise your memories and imagination in a creative way.

Writing in nature is also a way to reconnect to a calmer self. Putting words on paper brings us back into the present moment and by paying attention to our senses and breath we can reach a state of relaxed ease. When one is relaxed and calm, it is easier to get creative insights about the questions in our mind.

WRITING EXERCISES IN NATURE

Our mind is a forest of memories, ideas, and observations. Let us explore the power of words to rediscover the nature around us and the nature within us.

Given below is a list of simple writing games that can be incorporated into an engaging walk for all age groups. The aim of these games is to build your awareness and curiosity. We hope this practice leads you to calm, creativity and clarity.

Senses: Pick any one of your senses. Describe your surroundings keeping only the chosen sense in focus. You can turn this exercise into a letter to a friend. In the letter you are describing your nature walk to a close friend who is not present with you, but remember you can only use one sense to portray the scene.

Objects: Choose any object in nature, create a riddle around it. Let others in the group guess what object you picked. In the riddle the less you reveal, the more interesting it becomes. Just like the language of the forest which is full of riddles and mysteries.
Here's a riddle for you. The answer is given at the very end of the article.

You can see me, but you can't hear me.
You can feel me, but you can't smell me.
What am I?

Emotions: Take an emotion that you are feeling. Include it in a 3 line poem. These 3 line poems are a simplified version of Japanese Haikus. The aim of our poem is to capture an image from your nature walk and convey the emotion you are left with. It's not a test of your poetic skills and the lines do not have to rhyme. Here's an example:

Characters: Pick the oldest tree around or a tree that feels special to you. Spend time with it and write the story of its life. In this exercise allow your imagination to fly. You can compress time and write a biography for the tree or simply write about a day in the life of your tree.

EXTRAS: IDEAS FOR NATURE WRITING

Magical Creatures: Our forest stories have always been full of magical beings like elves, fairies, gnomes. If you could create your own magical creature what would it be? What magic will they have and what would you call them?

Game of Memories: When we recollect positive memories in nature it strengthens them and allows us to return to them when we need it the most. Write down your earliest happy memory. Write down your most peaceful nature memory.

Nature Song: This is a fun exercise that gives rest to the logical, thinking side of your brain. Pay attention to the sounds of nature and write a song in gibberish. Which means you cannot use any known words from your language. Just compose a song from the sounds around you: Krr Krr Krr Krr Krr, tok tok, Ku-oo

One Word Connections: This game serves as a warm-up to our next exercise, but is also fun on it's own. If you are in a group, form a small circle. The game starts by one person saying any word from nature. The next person says the first thing that comes to mind on hearing that word. You are not allowed to think and respond. If a participant takes too long to respond, then the chance automatically passes to the next person in the circle. Complete 2 to 3 rounds of the circle with this exercise and build your spontaneity.

Twisty Tale: This is a group exercise. Stand in a circle and create a story starting with 'I went for a walk into the forest....'. The conditions are that each person adds one line to the story, but alternate people add happy and sad twists to the story. So one set of people are trying to make the story positive and happy while the other set is giving it a dark or tragic turn. Once the story runs its course, switch the roles of the people.

Gratitude Note (Closing Exercise)

We usually end our nature walk by writing a note of gratitude. The note starts with gratitude for the gifts we have received from nature and grows to encompass other aspects of our life.

Without gratitude, nothing is enough
~Julio Olalla

At the core of all emotions in life, this emotion of gratitude is the one that allows us to find contentment and make peace with ourselves. It shifts focus from what is missing within our life and moves our heart to appreciate what we have.

As with all writing, this exercise is effective only when the words flow from the heart and not the head. We hope that being in nature has enabled you to do so.

Please share this article with friends who may find it of interest. Here's a link to download some posters, in case you'd like to create an event for people in your city.

WORDS THAT HEAL

Fewer people are spending time in nature these days. This distance is affecting our health - as individuals, as a society and also as a planet. The intention of this idea is to bring nature back into conversations and inspire more people to connect with forests in creative ways. Let's do this as a collective.

When you create writing in nature and share it with other, it spreads the seeds of emotions you felt and the insights you learnt. Hopefully, it will grow the magic of nature and draw more people to it.

Do share your poems, puzzles, stories or reflections from the nature walk on our Facebook group. In case you post your writing on social media, add these tags: #healingforest / #forestlearning. It will make it easier for us to find them.

*This page is part of our learning program with nature arts, activities and meditations from around the world.

END NOTE:
Please subscribe to our free monthly blog posts here. We are a small group of friends trying to find new ways to reconnect people with nature. Our aim is simple. Helping people heal. Helping forests heal.

We'd love to hear your thoughts, experiences, and suggestions for more writing games. Please add them in the comments section below to grow our collective learning.

p.s: Our answer to the riddle is 'Sunlight'. But in nature, there can be more than one right answer!

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Words That Heal: Creative Nature Writing

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Writing is therapeutic. Writing in nature - meditative. Writing helps to give direction to our thoughts. From clouds of voluminous chatter in the mind, words drop on to paper like gentle rain, turning into streams of sentences. These streams follow their own path to uncover what is hidden and discover what is waiting to be discovered.

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Writing - Enviroschools Big Picture Quick Write

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Writing - Enviroschools Big Picture Quick Write

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Use the big picture to observe for a quick write narrative piece. Become a person or thing in the picture - take the reader on a journey, what do you see relating on one of the theme areas, how are things interlinked, etc.

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The Enviroschools website is full of case studies documenting cross curriculum inquiries.

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At Douglas Park School (DPS), a powerful inquiry into the world of mokomoko (lizards) has sparked curiosity, creativity, and a deepened sense of kaitiakitanga (guardianship) among Year 4-6 students. This Term 2 project, rooted in the school's Enviroschools kaupapa, exemplifies how authentic, place-based learning can empower tamariki and connect them meaningfully with their local environment.

How It All Began

The inquiry was inspired when DPS hosted an Enviroschools tracking and trapping workshop where teachers met Reino, a passionate advocate for native reptiles. Already engaged in environmental education through trips to Pūkaha, Hidden Lakes, the Solway reserve, the DPS Kahikatea teaching team saw an opportunity to deepen their students' understanding of ecosystems and endangered species.

"It was inspiring when Reino brought the mokomoko... I thought they were really cool and I want to actually take care of them." - student

The mokomoko inquiry was a shining example of integrated learning. It aligned perfectly with DPS's core beliefs: collaboration, creativity, learner agency, and critical thinking.
Students explored the topic through:
- Science: Water testing in the school's creek to understand habitat health
- Art: Creating clay mokomoko with artist Sam Ludden
- Literacy: Reading about mokomoko, writing persuasive letters to leaders like PM Christopher Luxon and Mayor Gary Caffell
- Digital Technology: Producing iMovies that showcased their learning and habitat designs to persuade others to vote for their habitat to be developed
- Social Studies: Exploring the impact of extinction and the importance of biodiversity

"We didn't even really understand what they were at the start... but now we know a lot more and we have this big idea about them." - student

The inquiry followed a rich progression:

1. Local Water Testing - Understanding the importance of clean water for all life

2. Clay Mokomoko Art - A tactile, creative way to connect with the species

3. Field Trip to Solway Reserve - Scouting potential mokomoko habitats

4. Expert Visit - Reino brought live geckos and skinks, deepening ecological understanding

5. Design and Advocacy - Students created habitat plans and persuasive letters

6. Digital Storytelling - iMovies combined facts, designs, and environmental messages

7. Community Sharing - At a Matariki evening, students presented their work to whānau

8. Next Steps - The winning habitat design will be built at Solway Reserve

"I think it was one of the best inquiries we've ever done because it was really fun, and I think we learned a lot of stuff from it." - student

"A lot of people were more engaged because we got to see the thing we were trying to protect." - student

Learning Beyond the Classroom

"Usually when we do inquiry, it's inside the class. You never go outside... this time we went to Solway and picked a spot for our mokomoko habitat."

"It gives you a feel of nature... instead of just staying inside on your devices, you remember that nature's like... it's just a beautiful thing."

Empowered Tamariki, Lasting Impact

The inquiry left a lasting impression on students. They became more aware of the threats to mokomoko, the complexity of ecosystems, and their own power to make a difference.

"We should help protect them instead of just sitting around... we could start a thing to make more habitats for them."
"If we don't speak up now, future generations aren't going to know...they're just going to destroy." student reflections
"I'm currently making a really good one [habitat] in my backyard. I've been going around and collecting stuff." - DPS student

The Role of Enviroschools and Community Partnerships

This inquiry was made possible through strong relationships with environmental educators and community groups. Sam Ludden and Reino, both familiar faces through previous Enviroschools initiatives, responded quickly and enthusiastically. The Friends of Solway Reserve, already working with DPS on stream care and planting, provided a real-world context for action.

Support from the Board of Trustees and student-led fundraising (a bake sale!) helped cover costs, showing how shared responsibility and community support can enable rich learning experiences.

Conclusion: Learning That Lives On

The mokomoko inquiry at Douglas park school is more than a long-term project - it's a model of how schools can nurture empowered, environmentally conscious learners. Through hands-on experiences, cross-curricular integration, and strong community ties, tamariki are not just learning about the world - they're shaping it.

As the Enviroschools facilitator Gill Stewart observed:

"Strong, ongoing relationships are key enablers. This inquiry highlights the transformative potential of schools and communities working together to foster meaningful learning, action for nature, and the cultivating of hope for a more sustainable future."

"I am a firm believer that you can't expect people to care about or value something that they have never experienced in person. Sharing Mokomoko with tamariki brings these amazing reptiles to life for the kids. It makes a real and long-lasting impact. Watch out world, a bunch of energised eco activists are coming your way!!" Reino Grundling

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Guardians of the Mokomoko: student inquiry leads to action

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At Douglas Park School (DPS), a powerful inquiry into the world of mokomoko (lizards) has sparked curiosity, creativity, and a deepened sense of kaitiakitanga (guardianship) among Year 4-6 students. This Term 2 project, rooted in the school's Enviroschools kaupapa, exemplifies how authentic, place-based learning can...

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Nature journaling "No one will protect what they don't care about, and no one will care about what they have never experienced." - David Attenborough https://youtu.be/iQ-rcg50SkM What is nature journaling? Nature journaling is the act of creatively recording your relationship with nature. A nature journal is a personal expression of your relationship to nature and [...]

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Writing - Sharing your Sustainability or Enviromental Education Journey

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Writing - Sharing your Sustainability or Enviromental Education Journey

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The audience could be school newsletter, read aloud at assembly, social media post, local newspaper etc

News and Events article shared on the website is:

a short celebratory piece that

talks about what happened, what people did and said about it (quotes/feedback)

is engaging

explains what the purpose, outcomes and flow on affects could be (launching the group towards the next….) (feedback/next steps from participants)

clearly reinforces the value of this sort of event/action for the Enviroschools programme

has quality, engaging photos/images

has appropriate use of te reo Māori

can include videos

For Enviroschools more information can be found here Enviroschools | An Invitation to Share your Enviroschools Story

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Connecting with the local environment, observing changes, recording data, using adjectives to describe,

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If this link works, it has a download of the pages for my weather journal. (Not that they’d be hard to recreate, but why do it if it has a…

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Senior Primary (Years 7–8, ages 11–12)

Focus: deeper systems thinking, linking human activity and natural systems.

Deforestation and Climate: If rainforests are destroyed, then CO₂ increases, affecting climate, which then impacts…

Marine Food Webs: If krill numbers drop, then fish and whales…

Energy Choices: If society invests in renewable energy instead of fossil fuels, then…

Water Shortages: If people waste water during droughts, then farming, wildlife, and communities…

Biodiversity Loss: If a keystone species (like bees) disappears, then pollination drops, crops decline, and…

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Middle Primary (Years 3–4, ages 7–8)

Focus: sequencing cause and effect (chains of events).

Pollution: If plastic goes into the ocean, then turtles might eat it, and then…

Tree Cutting: If people cut down too many trees, then birds lose homes, and then…

Energy Use: If everyone leaves lights on, then more electricity is used, and then…

Water Saving: If families collect rainwater, then…

Pest Animals: If possums eat leaves and fruit, then native birds…

Upper Primary (Years 5–6, ages 9–10)

Focus: more complex reasoning, multiple causes and effects.

Climate Change: If the Earth keeps warming, then ice melts, sea levels rise, and coastal towns…

Overfishing: If too many fish are caught, then marine food chains…

Renewable Energy: If more people use solar/wind power, then…

Wetlands: If wetlands are drained, then water quality changes, and bird habitats…

Recycling: If a school starts recycling, then less rubbish goes to landfill, which means…

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Create an Environmental Educational Poster

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Share your knowledge and encourage community action Young Eco Leaders learn about the environment AND take action to help protect the planet. One important action is to share your knowledge with others because the more people who know about an issue, the more people who will take action to make change. Learn and Create 1. Think of questions that you have about the environment Examples:

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Letter writing is a common way to teach persuasive writing. Inquiry learning leads to genuine and purposeful letter writing. Some ideas included below;

Write to local council about an environmental issue - rubbish bins, water leak, weed spraying, public transport.

Write to businesses asking for financial support for items such as garden tools, mulch, seeds.

Write to tradespeople asking for support with a project.

Write to your school principal with an idea for a new garden/space/initiative or solution ie Trash Free Tuesday's, alternative to paper towels for hand drying, skink and gecko garden.

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Stop Polluting the Ocean Persuasive Letter

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If you’re teaching your students about climate change, the state of the planet, and pollution in the ocean, there’s a strong chance they’re very passionate. Not only is that passion important when it comes to helping that planet, but they can use it in their work, too. This Stop Polluting the Ocean Persuasive Text is the perfect outlet.This resource includes an example letter, a planning scaffold, and three different templates they can use. Each template is more difficult than the last, so you can decide how challenging you would like the task to be. So, why not give it a try? Help your children to express their own thoughts and feelings about ocean pollution, all while developing their Literacy skills. They’ll learn how to argue their points and back them up with evidence, which is a skill they’ll use frequently later in life.You can also relax knowing our Stop Polluting the Ocean Persuasive Text resource supports your teaching of the Australian HAAS curriculum. To get started with this activity, just click ‘download now’ and print whichever pages you’d like.

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Reading - Lighting the Way with Solar Energy (Energy Theme) Teacher Notes, Connected Series

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Reading - Lighting the Way with Solar Energy (Energy Theme) Teacher Notes, Connected Series

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This article can be found in the following journal;

CONNECTED, LEVEL 4 2015, Is That So?

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Reading - Over the Rainbow (Energy Theme) Teacher Notes, Connected Series

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Reading - Over the Rainbow (Energy Theme) Teacher Notes, Connected Series

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This article can be found in the following journal;

Connected 2016 Level 3 – Picture This

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Teacher notes (TSM) can also be found on the MOE resource site Tahurangi : Solar Power in Tokelau

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Reading - Power from the Sun (Energy Theme) School Journal

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Reading - Power from the Sun (Energy Theme) School Journal

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Teacher notes can be found here Power from the Sun

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Reading - Trees and Us (Living Landscapes) Junior Journal 64 Level 2 2022

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Reading - Trees and Us (Living Landscapes) Junior Journal 64 Level 2 2022

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More information including teacher notes can be found here Trees and Us

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Reading - Kuaka (Living Landscapes) Teacher Notes, School Journal Level 3 September 2011

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Reading - Kuaka (Living Landscapes) Teacher Notes, School Journal Level 3 September 2011

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Reading - Why do our muscles get tired? (Energy Theme) Teacher Notes, Connected Series

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Reading - Why do our muscles get tired? (Energy Theme) Teacher Notes, Connected Series

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Connected 2015 Level 2 – Have You Checked?

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Reading - Driving us into the future (Energy Theme) Teacher Notes, Connected Series 

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Reading - Driving us into the future (Energy Theme) Teacher Notes, Connected Series 

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Connected 2016 Level 4 – Getting the Message

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Reading - What now for the Rena? (Living Landscapes Theme) Teacher Notes, Connected Series

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Reading - What now for the Rena? (Living Landscapes Theme) Teacher Notes, Connected Series

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Connected 2016 Level 4 – Getting the Message What Now For The Rena?

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Reading - The House that Dan Built (Ecological Building Theme) Teacher Notes, Connected

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Reading - The House that Dan Built (Ecological Building Theme) Teacher Notes, Connected

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Connected 2019 Level 2 – Wild Discoveries

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School Journal Level 4 May 2021

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Reading - Talking to the River (Water of Life Theme) School Journal 

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Reading - Talking to the River (Water of Life Theme) School Journal 

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School Journal Level 3 June 2018

Teacher notes can be found here Talking to the River

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Reading - Building a Wharenui (Ecological Building Theme) Teacher Notes, Connected 

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Reading - Building a Wharenui (Ecological Building Theme) Teacher Notes, Connected 

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Connected 2011 Level 2 – Structure

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Reading - Building for the Future (Ecological Building Theme) Teacher Notes, Connected Series 

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Reading - Building for the Future (Ecological Building Theme) Teacher Notes, Connected Series 

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Connected 2017 Level 3 - Mahi Tahi

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Reading - Marine Reserves (Living Landscapes Theme) School Journal Level 3 June 2023

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Reading - Marine Reserves (Living Landscapes Theme) School Journal Level 3 June 2023

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More information including teacher notes can be found on the MOE resources site Tahurangi Marine Reserves - Protecting Our Big Blue Backyard

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Note Taking - Recycling (Zero Waste Theme) 

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Note Taking - Recycling (Zero Waste Theme) 

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Reading - Grandmas Vase (Zero Waste Theme) 

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Reading - Grandmas Vase (Zero Waste Theme) 

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Teacher notes can be found here Grandma’s Vase

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Reading - Hannahs Bike (Zero Waste Theme) Teacher Notes

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Reading - Hannahs Bike (Zero Waste Theme) Teacher Notes

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More information can be found here Hannah's Bike

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Reading - Tim's Costume (Zero Waste Theme) Teacher Notes

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Reading - Tim's Costume (Zero Waste Theme) Teacher Notes

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More information can be found here Tim’s Costume

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Reading - The Garage Sale (Zero Waste Theme) 

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Reading - The Garage Sale (Zero Waste Theme) 

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More information, including teacher notes can be found The Garage Sale

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Reading - Extraordinary Earthworms  (Living Landscapes / Zero Waste Theme) 

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Reading - Extraordinary Earthworms  (Living Landscapes / Zero Waste Theme) 

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Reading - Pā Tūwatawata and the New Zealand Wars (Ecological Buildings Theme) Teacher Notes, Connected 

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Reading - Pā Tūwatawata and the New Zealand Wars (Ecological Buildings Theme) Teacher Notes, Connected 

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Connected 2020 Level 4 – Feeling the Heat

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Reading - The jungle in my garden (Living Landscape Theme) 

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Reading - The jungle in my garden (Living Landscape Theme) 

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Junior Journal 52 Level 2 2016

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Reading - Blue Eggs (Living Landscape Theme)

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Reading - Blue Eggs (Living Landscape Theme)

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More information can be found on the MOE Tahurangi site here Blue Eggs

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Reading - Worms are Wonderful (Living Landscape Theme) School Journal Level 3 November 2024

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Reading - Worms are Wonderful (Living Landscape Theme) School Journal Level 3 November 2024

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More information can be found here Worms Are Wonderful

School Journal Level 3 November 2024

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Reading - Ruaumoko Rages (Energy Theme) Teacher Notes, Connected Series

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Reading - Ruaumoko Rages (Energy Theme) Teacher Notes, Connected Series

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More information can be found on the MOE resource site Tahurangi Rūaumoko Rages