LEARNING EXPERIENCE
Expository Writing - Plant your Explanation
ENGAGE (10 min.)
 Review the expectations of working in the outdoor classroom (Be
safe, respect all living things, have fun, and learn something new).
 Ask students to record some quick weather observations in their
journal.
 Teacher leads class to a particular plant in the garden, and starts
to model expository journal recordings. Model observations
about the plant by sharing facts, and asking the six inquiry driven
questions (why, what, where, when, who, how) about the plant.
Model creating a diagram of the plant through inquiry driven
questions.
Grade
3rd - 5th
Timeframe
45 minutes
Materials
 Student journals/pencils
 “Drawn to Nature” by Clare
Walker Leslie
EXPLORE (15 min.)
 Students get 10 minutes to label, sketch, and write as much as they can about a plant, tree, or vine in
their journal.
EXPLAIN (15 min.)
 Call students using a classroom management tool (harmonica) to a gathering spot, and encourage class
to give you a definition of expository writing. Try to have them differentiate between descriptive
writing and expository writing.
 Teacher provides example by using plant field guide and “Keeping Nature Journal” to show examples of
expository journaling.
 Model writing a paragraph explaining your plant. (The milkweed plant is one of the tallest plants in the
garden. I noticed that butterflies were flying around this plant. There was no milk coming out of this
plant, so I wonder why they call it Milkweed.)
ELABORATE (10 min.)
 Students use the diagram and all of the information they have to write a paragraph explaining not just
the plant, but also the environment around the plant.
EVALUATE (10 min.)
 Students share their diagrams with a partner, and then teacher chooses student volunteers to present
their paragraph about their plant to the whole class.
 Remind students to present with correct eye contact, volume of speech, and communicate their work
effectively. The other students should be listening attentively to learn about their classmates
expository writing.
EXTENSION:
 Students research their questions during computer lab time, and read other expository field guide
writings about their plant or another classmate’s plant.
Copyright  2014 REAL School Gardens
www.realschoolgardens.org
OBJECTIVE(S)
Language Arts
3.20A Create brief expository compositions that include supporting sentences with simple facts, details,
and explanations.
4.18A Descriptive Expository Essay of a plant.
5.28 Students speak clearly and to the point, using the conventions of language. Students continue to apply
earlier standards with greater complexity. Students are expected to give organized presentations
employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language
to communicate ideas effectively.
Copyright  2014 REAL School Gardens
www.realschoolgardens.org