42 Outdoor Journaling Activities for Building Strategic Readers and Writers
In all classrooms that thrive, students are not only readers and writers—they are thinkers. Stephanie Harvey and Anne Goudvis, in their foundational text Strategies That Work: Teaching Comprehension for Engagement, Understanding, and Building Knowledge, Grades K-8, remind us that comprehension is more than just decoding words; it’s about making meaning. The six key strategies they outline—monitoring comprehension, activating and building background knowledge, asking questions, visualizing and inferring, determining importance, and summarizing—are not only tools for deep reading, but also cornerstones of effective writing.
Strategic readers make intentional decisions as they interact with texts. The same is true for strategic writers. When students are invited to use writing as a thinking tool, especially through writing-to-learn strategies like outdoor journaling, they begin to connect ideas, process emotions, and synthesize information in authentic and meaningful ways. Outdoor journaling, in particular, provides a rich opportunity to activate background knowledge, ask curious questions, and synthesize observations—all while immersing students in the world around them.
In this post, we’ll explore how each of these six comprehension strategies can be found in journaling activities. Outdoor journaling can foster not just literacy growth, but confident, curious communicators. Let’s take literacy goals out of the classroom and into the fresh air—where thinking and writing grow together. Below, you'll find a list of 42 different journaling activities that align with literacy goals. Included is the activity name, a brief description, suggested resources, and example classroom applications.
Inspired by Nature
Many of these journaling activities need to be accredited to the work of John Muir Laws and Emilie Lygren. While some activities have been adapted, I always recommend starting with the book How to Teach Nature Journaling: Curiosity, Wonder, Attention when moving journaling into the outdoors. On the John Muir Laws website, half of the book is even offered for free for teachers, there are tons of videos you can use right away, and you will find more prompts than you will ever use at your fingertips.
How to Teach Nature Journaling: Curiosity, Wonder, Attention
The first-ever comprehensive book devoted to helping educators use nature journaling as an inspiring teaching tool to engage young people with wild places.
In their workshops, John Muir Laws and Emilie Lygren are often asked the how-tos of teaching nature journaling: how to manage student groups in the outdoors, teach drawing skills (especially from those who profess to have none), connect journaling to educational standards, and incorporate journaling into longer lessons. This book, expanding on the philosophy and methods of The Laws Guide to Nature Drawing and Journaling puts together curriculum plans, advice, and in-the-field experience so that educators of all stripes can leap into journaling with their students. The approaches are designed to work in a range of ecosystems and settings, and are suitable for classroom teachers, outdoor educators, camp counselors, and homeschooling parents.
Full-color illustrations and sample journal pages from notable naturalists show how to put each lesson into practice. Field-tested by over a hundred educators, this book includes dozens of activities that easily support the Common Core and the Next Generation Science Standards—and, just as important, it will show kids and mentors alike how to recognize the wonder and intrigue in their midst.
Example Journaling Project Ideas & Prompts
There is no one place to start on this list. You can choose the literacy goal that best aligns with your students needs or you can simply start in the top corner.
If you need a recommendation, I always go with:
Annotation in the Wild
Reading Journal
Create a Field Guide
1. Pattern Power
MONITORING COMPREHENSION
Description: Students explore their surroundings to find repeating patterns in nature or man-made environments—such as colors in flower beds, shapes of leaves, or designs in architecture. They can document these patterns through sketches, labeled diagrams, or photographs, and reflect on their significance through journal entries. Teachers can encourage students to make connections between these patterns and scientific or mathematical principles like symmetry, classification, or sequencing.
Resources: Camera or drawing tools, observation journal, clipboards.
Classroom Use: Ideal for science units on structure and function, art projects on visual design, or language arts reflections tied to metaphor and theme. This activity also supports the development of observational and analytical skills by requiring students to look closely, document consistently, and draw conclusions from what they see.
2. Map Making
ACTIVATING, CONNECTING TO AND BUILDING BACKGROUND KNOWLEDGE
Description: In this activity, students create hand-drawn maps of familiar environments such as the schoolyard, neighborhood, or even their own homes. They are encouraged to include key landmarks, directions, labels, and even artistic embellishments to reflect their perspective. This practice fosters spatial awareness and symbolic representation, while also integrating literacy and social studies concepts. Students can be prompted to write about their map-making choices, the significance of locations, or changes over time.
Resources: Plain paper, clipboards, colored pencils, example maps.
Classroom Use: Use in geography lessons on map skills, history projects exploring local community development, or mathematics units involving scale and measurement. This activity also enhances descriptive writing and personal narrative skills when students explain their mapping decisions.
3. What Is Home?
ASKING QUESTIONS
Description: Students reflect on the concept of "home" by observing natural habitats in their environment. They can study bird nests, ant hills, animal burrows, or human-designed shelters and then journal about what elements define a home. This could be extended with writing prompts like "What makes a place feel safe or welcoming?" or "What do humans and animals need in their homes?" The activity encourages empathy, critical thinking, and connections to personal and societal contexts.
Resources: Field notebooks, observation checklists, digital cameras.
Classroom Use: Useful in life science when discussing ecosystems and habitats, in social studies when exploring different cultures' housing, or in character education when discussing family and belonging. Can be extended with art projects or writing assignments on ideal or imagined homes.
4. Change Perspective
VISUALIZING AND INFERRING
Description: This creative journaling activity challenges students to shift their perspective (literally and figuratively). They might write from the point of view of a blade of grass, a bird overhead, or an inanimate object like a swing set. Alternatively, students can crouch low to the ground or climb to a higher spot to describe their environment from a new vantage point. This perspective-taking enhances descriptive detail and imaginative thinking.
Resources: Cameras or tablets, journal prompts, story starters.
Classroom Use: Excellent for teaching narrative point of view in ELA, for building empathy in SEL lessons, or for use in visual arts when capturing unusual angles. Helps students better understand perspective in both writing and visual representation.
5. Weather Journals
DETERMINING IMPORTANCE
Description: Students keep an ongoing weather log where they record temperature, wind, precipitation, and sky conditions daily or weekly. They can graph the changes over time and reflect on patterns or anomalies. Teachers can connect this with seasonal studies, climate data, and personal responses to weather changes. Students might write about how the weather affects their mood, outdoor experiences, or local events.
Resources: Weather tracking charts, thermometers, cloud ID cards, journals.
Classroom Use: Connects to Earth science lessons about weather systems and seasons, math data tracking (graphing), and journal writing in ELA or SEL contexts. Also a great warm-up routine for nature-based classrooms.
6. Create a Field Guide
SUMMARIZING AND SYNTHESIZING INFORMATION
Description: Students research, observe, and document information about a chosen topic (e.g., local birds, tree species, rocks, or insects) and then create a personalized field guide. Entries can include names, sketches or photos, distinguishing features, and habitat notes. Mentor texts like Peterson Field Guides can be used to model the structure and voice of scientific guides.
Resources: Sample field guides, clipboards, observation sheets, colored pencils.
Classroom Use: Combines nonfiction writing and scientific inquiry. Perfect for life science units, writing informational texts in ELA, or interdisciplinary STEAM activities. Students can publish their guides for class libraries or outdoor learning centers.
7. Collector’s Notebook
MONITORING COMPREHENSION
Description: Students choose an object or theme to "collect" in their journal—such as types of leaves, insects, pebbles, or bird feathers. Rather than gathering physical objects, students document them with detailed drawings, descriptions, measurements, or photographs. The goal is to look closely and practice categorization.
Resources: Notebook, tape or glue (if attaching real items), ruler, magnifying lens.
Classroom Use: Works well in science units on classification, art units on sketching detail, or language arts with descriptive writing. Can become a long-term project or culminate in a museum-style class exhibit.
8. Memory Journals
ACTIVATING, CONNECTING TO AND BUILDING BACKGROUND KNOWLEDGE
Description: Encourage students to capture meaningful memories from time spent outdoors. These can be big moments like a nature walk or small moments like noticing a bee on a flower. They can reflect on sights, sounds, smells, and feelings, using photos or sketches to bring the memory to life. Students can revisit these entries to notice seasonal changes or reflect on emotional connections to nature.
Resources: Journal, markers, photos (if available), sensory prompts.
Classroom Use: Supports memoir writing in ELA, personal reflections in SEL, and sensory description practice in poetry. Use it to create a class anthology of outdoor moments.
9. Wonder Walks
ASKING QUESTIONS
Description: As students walk around the schoolyard or another environment, they record questions that arise about what they observe. Afterward, they review their lists and categorize their questions (e.g., science-based, philosophical, personal). Teachers can use these wonderings to launch research projects or classroom inquiries.
Resources: Clipboards, journal pages with question stems, post-it notes.
Classroom Use: Great for launching science units, inquiry-based learning, or genius hour projects. Helps students practice curiosity, question-asking, and recognizing gaps in their understanding.
10. Colors of the Day
VISUALIZING AND INFERRING
Description: Students observe their environment and document the most prominent or surprising colors they see. They can track how these colors shift with the seasons, time of day, or weather patterns. This encourages visual literacy and fosters mindfulness. Journals may include drawings, color swatches, or words associated with each hue.
Resources: Color pencils, color wheel references, journals.
Classroom Use: Use to support discussions in art (color theory), science (weather and seasons), or ELA (symbolism and tone). Can also be linked to SEL activities about emotions and colors.
11. Ecosystem Adventures
DETERMINING IMPORTANCE
Description: Students explore the ecosystem around their school or neighborhood and compare it to other ecosystems using field guides, maps, or online resources. They can look at types of plants, animals, soil, and climate, and note similarities or differences. Students might also journal predictions about how environmental changes could affect these ecosystems.
Resources: Local field guides, observation charts, comparison Venn diagrams.
Classroom Use: Great for biology or ecology units when studying biodiversity, food webs, or climate zones. Students can create ecosystem reports or presentations using their journal notes.
12. Summarization Scrapbooks or Collages
SUMMARIZING AND SYNTHESIZING INFORMATION
Description: After reading or researching a topic, students create a scrapbook or collage using visuals and short text to represent the main ideas and key supporting details. This process helps students synthesize information and express understanding creatively. They can also write reflective captions to explain each image choice.
Resources: Magazines, scissors, glue, printed quotes or keywords.
Classroom Use: Use to reinforce summarizing skills in ELA, or to visualize big ideas in history or science topics. Great for visual learners and group projects.
13. Annotation in the Wild
MONITORING COMPREHENSION
Description: Students take nonfiction or informational texts outdoors and annotate while reading, drawing connections between the content and their surroundings. For example, while reading about ecosystems, they might annotate how a nearby pond reflects the text. This grounding in real-world observation enhances comprehension.
Resources: Sticky notes, clipboards, pens, annotated example texts.
Classroom Use: Perfect for developing annotation and metacognitive strategies in ELA and science. Can be used before writing argumentative or informational pieces.
14. Found Poems
ACTIVATING, CONNECTING TO AND BUILDING BACKGROUND KNOWLEDGE
Description: Students collect words or phrases from signs, overheard conversations, nature labels, or magazines to create poetic compositions. They arrange these snippets into meaningful or abstract verses that reflect a mood, theme, or setting. Found poems offer a low-pressure entry point into poetry writing.
Resources: Magazines, scissors, glue, pens, word banks.
Classroom Use: Ideal for poetry units or introducing figurative language. Can also be used in social studies or science to create content-themed poems.
15. Thick & Thin Questions
ASKING QUESTIONS
Description: Students practice crafting and categorizing questions based on their depth. "Thick" questions are open-ended and promote discussion (e.g., Why do ecosystems change?), while "thin" questions seek specific facts (e.g., What is photosynthesis?). Journaling these encourages higher-order thinking.
Resources: Question stems, sample questions, sorting charts.
Classroom Use: Use in reading comprehension strategies, inquiry-based learning, or to support Socratic Seminars and research planning.
16. Shadow Tracing
VISUALIZING AND INFERRING
Description: Students trace the shadows of objects (trees, playground equipment, themselves) at various times of day to explore how light and angle change. They can annotate or illustrate shadow shapes in their journals and write reflections on their observations.
Resources: Sidewalk chalk, paper, journals, rulers.
Classroom Use: Helps students understand concepts like light sources, time of day, and spatial awareness. Great cross-curricular project for science and art.
17. Historical Nature Journaling
DETERMINING IMPORTANCE
Description: Students research the history of a local nature space or landmark and journal about its past. They might study old maps, newspaper articles, or indigenous stories to understand how people have interacted with the space over time.
Resources: Historical photos, local archives, field trip logs.
Classroom Use: Use in history or geography classes to promote place-based learning. Also ties in well with narrative nonfiction or primary source analysis.
18. Concept Webs
SUMMARIZING AND SYNTHESIZING INFORMATION
Description: Students organize information visually using webs that connect concepts. They can use them to plan writing, organize notes, or demonstrate understanding of complex ideas.
Resources: Concept map templates, colored pencils, sticky notes.
Classroom Use: Great for brainstorming in writing workshops, reviewing content in science or social studies, or building background knowledge before reading.
19. Reading Journal Outdoors
MONITORING COMPREHENSION
Description: Students take their reading outside and reflect on text while immersed in a natural environment. They may sketch images, write summaries, or connect text themes to what they see around them. This can increase focus and enjoyment.
Resources: Books, journals, clipboards, colored pencils.
Classroom Use: Supports independent reading, text-to-world connections, and reflective writing. Ideal for poetry, nature writing, or outdoor ELA classes.
20. Text Connections Logs
ACTIVATING, CONNECTING TO AND BUILDING BACKGROUND KNOWLEDGE
Description: As students read, they document their personal connections to the text—linking what they read to their own experiences (text-to-self), other readings (text-to-text), or current events (text-to-world). This enhances engagement and comprehension.
Resources: Reading logs, sticky notes, connection anchor charts.
Classroom Use: Use in guided reading, literature circles, or independent reading programs. Great for discussions and building deeper understanding of text.
21. Research Questions
ASKING QUESTIONS
Description: Students develop their own questions about a topic of interest, then use journals to plan, investigate, and reflect on their research process. They can record sources, observations, and notes over time, supporting critical thinking and self-directed learning.
Resources: Research graphic organizers, internet/library access, sticky notes.
Classroom Use: Excellent for launching inquiry-based learning, genius hour projects, or science investigations. Journals become a tool for planning, revising, and summarizing findings.
22. Music Inference Walks
VISUALIZING AND INFERRING
Description: Students listen to different genres of music while walking or sitting outdoors and then journal how the music influences their perception of their surroundings. They reflect on mood, emotion, setting, and tone—key elements in both music and writing.
Resources: Music player, headphones, playlist of varied genres, sensory checklist.
Classroom Use: Combine with SEL lessons on emotions or ELA lessons on tone and mood. Useful for building voice in narrative writing or poetic interpretation.
23. Listacles
DETERMINING IMPORTANCE
Description: Students write list-based articles (e.g., "Top 5 Weirdest Insects in Our Schoolyard") inspired by online formats like Buzzfeed. These creative lists can include humor, facts, illustrations, and personal voice, while reinforcing research and organization.
Resources: Online examples of listicles, writing templates.
Classroom Use: Use for creative nonfiction writing, end-of-unit reflections, or student-led journalism projects. Helps with organizing information and developing engaging introductions and conclusions.
24. Team Observations
SUMMARIZING AND SYNTHESIZING INFORMATION
Description: Students work in small groups to observe the environment based on a theme (e.g., shapes in nature, insects, textures). Each member takes notes and then independently reflects or analyzes the group findings in their journal.
Resources: Observation charts, shared data tables, journals.
Classroom Use: Encourages collaboration, observation, and synthesis. Use in science when collecting environmental data or in art for drawing and texture studies.
25. Identify & Describe
MONITORING COMPREHENSION
Description: Students select an object (like a leaf, bug, or rock) and write a detailed description using sensory language, comparisons, and precise vocabulary. They can include labeled diagrams and reflect on how close observation can change perception.
Resources: Magnifying glasses, clipboards, field guides.
Classroom Use: Ideal for building vocabulary in science or ELA, and for descriptive writing practice. Can also support observation skills in art.
26. Interactive Vocabulary Journals
ACTIVATING, CONNECTING TO AND BUILDING BACKGROUND KNOWLEDGE
Description: Students keep a journal where they define new vocabulary words, illustrate them, and connect them to their lives or surroundings. This reinforces both content knowledge and ownership over language learning.
Resources: Vocabulary word banks, drawing supplies, journal templates.
Classroom Use: Use in any content area to deepen word understanding. For example, students could illustrate math terms, sketch science concepts, or reflect on word use in social studies.
27. WonderWall Journal
ASKING QUESTIONS
Description: Students record open-ended questions that arise during reading, class discussions, or exploration. These questions go into a "WonderWall" journal section and can also be displayed in the classroom to revisit.
Resources: Sticky notes, journals, large chart paper or digital wall.
Classroom Use: Perfect for inquiry-based learning and project launches. Promotes curiosity, critical thinking, and long-term investigations.
28. Visual Inference Scavenger Hunt
VISUALIZING AND INFERRING
Description: Students gather visual clues from nature or images (e.g., a trail of ants, paw prints) and make inferences about what happened or what might be nearby. They write or sketch their evidence and reasoning in their journals.
Resources: Digital cameras, photo cards, inference sentence stems.
Classroom Use: Strengthen inference and argumentation in ELA or science. Can be extended into creative writing prompts or mystery stories.
29. Timelines
DETERMINING IMPORTANCE
Description: Students create visual timelines in their journals to track the sequence of events, personal growth, historical developments, or scientific processes. They can add drawings, dates, and reflections at each point.
Resources: Timeline templates, rulers, colored markers.
Classroom Use: Use in social studies for historical context, science for life cycles or experiments, or ELA to track story events or writing growth.
30. Nature Blueprints
SUMMARIZING AND SYNTHESIZING INFORMATION
Description: Students choose a complex natural object (like a pinecone, flower, or leaf) and draw a precise, labeled blueprint. They break down its structure into parts, revealing patterns like symmetry, repetition, and function.
Resources: Rulers, colored pencils, real-life samples.
Classroom Use: Supports biology or art units by combining observation with scientific labeling. Can be used in engineering discussions about design in nature.
31. Soundscapes
MONITORING COMPREHENSION
Description: Students find a quiet "sit spot" outdoors and listen carefully to all the sounds around them. They then map these sounds in relation to their location, describe their qualities (volume, rhythm, pitch), and reflect on how the sounds affect their experience of the place.
Resources: Journals, clipboards, drawing tools, sound symbol guides.
Classroom Use: Connects beautifully with poetry and descriptive writing in ELA, sound exploration in music, or sensory integration activities in SEL.
32. Inside Out Objects
ACTIVATING, CONNECTING TO AND BUILDING BACKGROUND KNOWLEDGE
Description: Students examine familiar natural objects like mushrooms, seeds, or flowers and then sketch or write what they imagine the inside might look like. They can label imagined components and compare with researched or dissected diagrams. Resources: Natural objects, reference diagrams, journals.
Classroom Use: Use for inference and hypothesis practice in science, as well as spatial awareness and visualization in art or geometry.
33. Socratic Seminars Reflections
ASKING QUESTIONS
Description: After participating in a class discussion or Socratic Seminar, students use their journals to reflect on the conversation. They can revisit questions that sparked thought, write about what they agreed or disagreed with, and set goals for future discussions.
Resources: Seminar rubrics, reflective prompts, journals.
Classroom Use: Supports metacognition and deeper engagement in ELA, social studies, or philosophy courses. Promotes listening, analysis, and written response.
34. Predictive Visuals
VISUALIZING AND INFERRING
Description: Before reading a text or starting a new topic, students draw their predictions about what they will learn or see. This helps activate prior knowledge and supports the development of inference skills through visual thinking.
Resources: Drawing paper, colored pencils, anticipation guides.
Classroom Use: Use in reading workshops, science inquiry, or social studies introductions to boost engagement and curiosity.
35. String Safari
DETERMINING IMPORTANCE
Description: Students place a string or loop on the ground and closely observe everything within the circle. They record types of plants, insects, textures, and count quantities. This practice fosters careful observation and can be used to model systems.
Resources: Yarn loops, field data charts, magnifying tools.
Classroom Use: Great for studying biodiversity, ecosystem sampling, or pattern recognition in science. Can lead to system modeling or bar graph creation in math.
36. Infographic Journals
SUMMARIZING AND SYNTHESIZING INFORMATION
Description: Students combine visuals, text, data, and icons to create infographics summarizing what they’ve learned on a topic. This format encourages synthesis and communication of complex information in a visually engaging way.
Resources: Infographic templates, art supplies, examples of infographics.
Classroom Use: Ideal for end-of-unit wrap-ups, science data presentations, or ELA theme summaries. Integrates visual literacy and content knowledge.
37. Event Comic/Storyboard
MONITORING COMPREHENSION
Description: Students break down an experience, event, or story into key moments and illustrate them in comic strip or storyboard format. They may include dialogue, narration, and time markers to help sequence ideas.
Resources: Comic strip templates, colored pencils, sticky notes.
Classroom Use: Reinforces sequencing and storytelling in ELA, captures lab procedures in science, or documents historical events in social studies.
38. Found Object Collage
ACTIVATING, CONNECTING TO AND BUILDING BACKGROUND KNOWLEDGE
Description: Students gather natural items or images and assemble them into collages that tell a story or represent a theme. This tactile activity blends artistic expression with observation and reflection.
Resources: Natural items, glue sticks, construction paper.
Classroom Use: Combine with lessons on ecosystems, environmental awareness, or character symbolism. Encourages creativity and hands-on learning.
39. Unanswerable Question of the Day
ASKING QUESTIONS
Description: Present students with a big question (e.g., "What are dreams?" or "Do animals have emotions?") and allow them to explore thoughts, ideas, and multiple perspectives in their journals. These prompts foster critical and creative thinking.
Resources: Prompt list, reflection journal, discussion stems.
Classroom Use: Use in morning meetings, philosophy units, or creativity blocks to build voice and reflective thought.
40. Visualizing Math Concepts
VISUALIZING AND INFERRING
Description: Students represent mathematical ideas visually using models, graphs, charts, or drawings. They might draw arrays for multiplication, bar models for fractions, or number lines for operations.
Resources: Graph paper, rulers, colored pencils.
Classroom Use: Strengthens conceptual understanding in math through visual learning. Useful for journals, exit tickets, or math reflection tasks.
41. Hidden Figures
DETERMINING IMPORTANCE
Description: Students gather quantitative data from their environment—such as counting insects, measuring leaf lengths, or timing cloud movement—and then analyze the data to uncover patterns and trends.
Resources: Stopwatches, measuring tools, data charts.
Classroom Use: Supports integration of math (data collection, graphing) with science (observation and analysis). Excellent for STEAM-based inquiry.
42. Biodiversity Inventory
SUMMARIZING AND SYNTHESIZING INFORMATION
Description: Students visit two or more nearby locations and record all species (plants, insects, animals) observed. They compare findings using charts or biodiversity indices and reflect on factors that influence species diversity.
Resources: Field guides, tally charts, observation tools.
Classroom Use: Connects to ecology, biodiversity, and data interpretation lessons. A strong fit for fieldwork, science fair projects, or Earth Day explorations.
Final Thoughts
When beginning to teach outside with a focus on nature journaling, it's helpful to start small, intentional, and consistent. Nature journaling invites students to slow down, observe, and reflect, helping them connect with their surroundings and develop their writing in meaningful ways. The first step is building a routine and a sense of safety and purpose in the outdoor space. Whether you have access to a school garden, playground, or even a nearby patch of grass, nature journaling can flourish with just a little preparation.
Here are a few recommendations to get started:
Establish consistent “sit spots” where students can return weekly to observe changes and develop a deeper connection with a specific place.
Provide simple journaling tools like clipboards, sketchbooks, and pencils to reduce barriers to writing outside.
Model observation techniques using the five senses and encourage sketching as a way to notice more deeply.
Start with short, focused journaling sessions—even 10–15 minutes can be impactful for building habits.
Create calm entry routines such as deep breaths, silence, or a sensory scavenger hunt to help students settle into outdoor learning.
