Wonder Walks: How Outdoor Literacy Sparks Curiosity and Critical Thinking

In Wonder Walkers by Micha Archer, two curious children explore the natural world by asking poetic questions like, “Are trees the sky’s legs?” and “Is dirt the world’s skin?” This mentor text serves as a powerful model for both students and teachers—it invites readers to slow down, observe, and wonder. The book can inspire an activity that not only takes students outdoors, but also encourages them to reflect on the different kinds of questions they are asking each day. The very place where we are standing can become a tool for learning if we’re willing to pause and look closely through a lens of inquiry.

This post offers a walkthrough of a lesson you can bring outside—as a StoryWalk or as an introduction to nature journaling. It’s also a great cross-curricular activity that can launch an inquiry or research unit, blending observation, curiosity, and writing in a meaningful way.

Step 1: Read the Mentor Text

Step 2: Ask Questions

Option 1: In the Classroom – Wondering Through the Book

Steps:

1. Read Aloud + Model Wondering:

   • Read Wonder Walkers aloud to the class. Pause after a few pages to model your own questions aloud, inspired by the book.

   • Example: “Are shadows the moon’s footprints?” or “Is wind the sky whispering?”

2. Group Discussion:

   • Ask students: What kinds of questions are these? (They’re poetic, imaginative, based on observations—not fact-based.) What questions would you ask instead?"

   • Record student responses and examples on chart paper to anchor their understanding.

3. Student Question Generation:

   • Give students 5–10 minutes to quietly re-read select pages or illustrations.

   • Ask them to write 3–5 poetic questions inspired by what they notice in the illustrations or the book’s language.

Option 2: In the Outdoors – Wondering Through the World

Steps:

1. Prep + Model Curiosity:

   • Gather students and explain the goal: to observe and ask poetic questions about the natural world around them.

   • Share a few modeled questions:
     “Are clouds the sky’s thoughts?”
     “Is the wind trying to tell us something?”
     “Are leaves nature’s notes?”

2. Quiet Observation Walk (5–10 minutes):

   • Students spread out with clipboards and simply observe. No writing at first—just look, listen, and notice.

   • Optional: Use prompts like “What do you see? What do you hear? What do you feel?”

3. Writing Time – Ask Your Wonders:

   • Students write at least 3–5 poetic, imaginative questions inspired by what they noticed.

   • Encourage them to zoom in on small details or big wonders—both are valuable.

4. Optional Extension:

   • Have students partner up and share their favorite question.

   • Turn this into a mini publishing project: display the questions on tree branches, hang them with string, or collect them into a classroom “Wonder Journal.”

Step 3: Analyzing Our Questions – What Kind of Wonder Is It?

After asking questions, students will review and categorize the questions they wrote during the Wonder Walkers activity using the following codes:

• A – Answered (I already know this.)

• BK – Background Knowledge (I made a connection to something I already know.)

• I – Inferred (I can figure this out using clues or logic.)

• D – Needs Discussion (This would be interesting to talk about with others.)

• RS – Needs Research (I don’t know this, and I want to find out.)

• C/HUH? – Confused or Unclear (I’m not sure what I meant or how to explain this question.)

Steps:

1. Introduce the Coding System:

   • Explain each type of question using examples from Wonder Walkers:

     • “Are trees the sky’s legs?” → D (This could spark a fun group discussion!)

     • “Is wind the sky whispering?” → I (Maybe they inferred based on how it moves.)

     • “Why are leaves green?” → RS (Definitely a research question.)

     • “Is dirt the world’s skin?” → BK or D depending on context.

2. Model Categorization:

   • Choose a few questions as a class and walk through how to decide which code fits best.

   • Emphasize: there is no “right” answer—students should reflect honestly on their thinking.

3. Student Self-Analysis:

   • Students read through their list of questions and label each one with one of the codes.

   • They can use initials (A, BK, I, etc.) or color-code if using highlighters.

4. Discussion (Optional Extension):

   • Students pair up or form small groups and choose 1–2 questions from their lists to:

     • Explain their categorization.

     • Discuss what makes a question worth exploring.

     • Choose one question to share with the class.

Why This Activity Works

The outdoors becomes more than a backdrop—it becomes a text. When students write about what they see, hear, and feel in nature, they’re not just journaling; they’re engaging with the world through literacy. Wonder fuels their thinking, and writing helps them make sense of it.

Integrating outdoor literacy through StoryWalks and mentor texts like Wonder Walkers allows students to:

• Build questioning and categorization skills

• Practice reflective and descriptive writing

• Deepen their content-area knowledge

• Feel joy and ownership in their learning

🌱 Ready to Try It? I Did (Hampton’s Example)

So, I went out into the outdoors with my notebook and I asked some questions. Using the coding system, I then applied the codes to my questions. Here is what I came up with:

1. What does sand look like up close?
   → RS (Needs Research – could explore with a microscope or magnifier)

2. Do humans need the change of seasons?
   → D (Needs Discussion – philosophical and scientific possibilities)

3. How much sun is enough for humans?
   → RS (Needs Research – science/health-based question)

4. Why do hummingbirds fly near the grass?
   → I (Inferred – students may guess based on what they know about nectar or safety)

5. What happens to our garbage?
   → RS (Needs Research – could lead to exploring recycling, waste systems)

6. What counts as an emergency?
   → D (Needs Discussion – subjective and context-based)

7. When do we learn to love the outdoors?
   → D (Needs Discussion – open-ended and reflective)

8. Do trees hear us when we speak?
   → C/HUH? (Confused or Unclear – poetic but not easily researched; could also be D depending on tone)

9. Who lives near to where I'm sitting?
   → RS (Needs Research – could explore nearby wildlife or insects)

10. Do book pages remember being trees?
    → C/HUH? (Confused or Unclear – metaphorical and playful)

11. What do animals call home? What defines home?
    → D (Needs Discussion – leads to ideas of habitat, belonging, possibly RS)

12. What makes me feel more connected to the world?
    → D (Needs Discussion – self-reflective)

13. Are all creatures caretakers? Do they understand motherhood?
    → RS/D (Could be both – research on animal behavior + philosophical discussion)

Now, if we analyze the types of questions I am asking, you could make some observations such as:

• 5/13 questions are Needs Research

• 5/13 questions are Discussion Questions

After making these two observations, I can now reflect on my thinking to explore why I might not be asking more questions related to confusion, inferences, or background knowledge.

The Wonder Walkers activity reminds us that curiosity is a powerful entry point into learning. Whether students are exploring a picture book in the classroom or stepping outside to observe the world around them, the act of wondering encourages deeper thinking, rich discussion, and meaningful connections. By guiding students to ask questions—and then reflect on the types of questions they’re asking—we help them develop critical thinking skills, an appreciation for inquiry, and a stronger connection to their environment. This activity is more than just a nature walk or a reading lesson—it’s a mindset shift toward noticing, questioning, and engaging with the world with a sense of wonder.