The curriculum of public systems of education should include opportunities for fostering a deeper relationship with the places in which learners live. In this paper I work through a ecopoetic inquiry lens to investigate how poetic writing can become a space for investigating ecoliteracy and ecojustice education. My research includes visiting and living at multiple locations as I develop a closer relationship with the plants that promote our health. Becoming part of the process of growing, gathering, and harvesting plants, learners can examine these experiences from their field notes and further transform these into poetic writing. Cultural traditions like gardening are explored to imagine a renewal of activities that can connect learners with intact ecosystems. From this perspective, writing poetry is used to investigate how engaging with the plant world, through activities like gardening and berry picking, can lead toward a research space for learners to engage with thinking about changes in the climate as they consider their relationships with the Earth.