Writing is a way of expressing ideas and concepts that are within us. These concepts and ideas are based on prior experiences, imagination, and the willingness to let these ideas emerge. We have already shown that reading and writing are integrated processes. In real life experiences of reading and writing, this is known to be true. For example, if you ask a writer what is essential to writing, the answer invariably is read, read, read. Writing and reading are inseparable processes, and in the science classroom the teacher can help students by providing integrated experiences language experiences.
The science log is one such experience. It can become a place---a creative space---in which students organize their ideas from their reading of the science text, from science experiments and activities, and the day-to-day activities that are part of your teaching process. Here are some specific suggestions for using the science log.
1. As a note-taking device. Students should follow the K-W-L or the Survey-Read-Map-Check procedures and use the log as the place to write their results.
2. As a record of experiments and activities. Visual and verbal thinking should be encouraged as students record the results of experiments and hands-on activities. Figure 1 shows a form that is used to encourage students to use record the results of a science inquiry activity. Note that the students are involved in making predictions, collecting data, drawing a diagram or picture of the experience, and writing an explanation for the event or phenomenon they observed.
3. To prepare a daily log. Some teachers have students use their logs as a post-lesson review of the lesson. However, students are asked to make a map of the lesson by writing the main idea in the center of a page in the log, and then identifying the supporting ideas and concepts by connecting them to the main idea.
4. As a learning tool. Iris McClellan Tiedt suggests that the science log be conceptualized as a learning log. As a learning log, students express their findings or their questions, and it can be used to clarify concepts, ask questions of the teacher, or set goals for learning. Logs can be kept in spiral bound notebooks, loose leaf notebooks, in a folder, on on the computer. As we have outlined above, logs should help students summarize and clarify what they learned in a class session, a laboratory exercise, a class discussion, or a reading. Teachers should read logs to evaluate the effectiveness of lessons, as well as a way to identify students who need specific help. Here are two sample lessons to give you an idea of how to make the science log a learning tool.
Objectives: 1. to record
thoughts while reading the science textbook 2. to understand how
writing and reading can clarify science concepts Description This is a general
lesson showing how the science log can be used to help
students take
notes while reading the science textbook. Note that the
lesson focuses on finding key words---not writing everything
in the text. It helps students synthesize
what is
read. Procedure: 1. Stimulus: Assign
students a section of the science textbook or a magazine.
Tell them to use
their science log to take notes. 2. Activity: Read
aloud (yes, you, not a student) a section from the text that
has a heading.
After reading, put the main words of the heading on the
board or on chart paper,
for example: "Circulation." Under the main subject have the
students first list the key words related to the topic (e.g.
arteries, veins). Do this with the class as
they read. Next, ask
the students to add a phrase of clarification after the key
words. (Note: you can also use the four steps of the
Survey-Read-Map-Check procedure
instead of this process). 3. Follow-up: Give
the students a few more pages to read in class or for
homework. Have them follow the same procedure for each
section. Emphasize that
they are picking out key words and reading for a definite
purpose. 4. Evaluation: The
next day, have the students share their notes with a
partner. They should compare their choice of main ideas and
come to some conclusion.
Objectives: 1. to write in order
to clarify what they observed in a hands-on
activity 2. to ask questions
immediately after the hands-on activity 3. to write in
science class Description:
This lesson shows
you how the science log can and should be used
immediately following a
hands-on activity. It provides an opportunity for you
to have the
students express what they have learned from the
activity. Procedures: 1. Stimulus: Have
students observe an EEEP or inquiry demonstration.
Students should be
involved in the activity, not simply passive observers of
the event. 2. Activity:
Following the EEEP activity, the students record
their findings
in their science logs. Encourage the students to connect new
learning with
old, express discoveries, ask questions of the teacher, and
express any frustration
related to the activity. 3. Follow-up: Have
students exchange logs with their partner, or read the
logs yourself. 4. Evaluation: Have
the partner respond to the log in writing to the
individual. A
brief comment is all that is needed. Peers can answer
questions, and commenton the log.
In each of these lessons the log is used in an active way. Students not only write in their own logs, but exchange their logs with other students in the class, and have an opportunity to write in their classmates logs. Logs are also viewed as feedback mechanisms for the teacher. Logs can be an integral part of the science curriculum, and can foster critical and creative thinking.
Now lets examine some other types of writing formats appropriate for the science classroom.