Student Material

Model Field Journal Pages

Scientists and naturalists in almost every discipline use field journals to record observations, data, questions, and thoughts through drawing and writing. Journaling in the tradition of field scientists and naturalists can help students maximize their learning and engagement with nature through participation in an authentic scientific task. When students draw and write in their journals, they deepen their ability to observe, think, and remember.
Many programs choose to print journals, partly for cost effectiveness and partly because a customized, printed journal can include information, resources, and structured activities for students. The resulting outcome, though, is often journals so full of printed information and worksheets that there is little or no space left for students’ own writing, drawing, reflections, and thoughts (actual journaling!).
Scientists write and draw in blank or minimally structured journals, and for maximum effectiveness, student journals should be largely or completely blank, too. Student journal pages should require original student thought and direct engagement with the environment. We recommend the Essential Pages below should be the bulk of a program’s journal. The Optional Pages are examples of structured or informational pages that can be used to meet certain goals, but should not be added to the exclusion of blank pages. In general, we suggest include at least 3 blank or minimally structured pages per day of instruction (or more!)

WHAT DO YOU DO WITH BLANK PAGES??
For productive student journaling, you need more than a great journal–you also need instructors who know how to effectively guide students in journaling. For best practices in using journals to support student learning, see- the BEETLES session Field Journaling With Students, the curriculum Opening the World Through Nature Journaling, and The Laws Guide To Nature Drawing and Journaling (especially the section “Projects to Focus Awareness”).

ESSENTIAL PAGES

Click to view and download PDFs without captions. Click arrows to scroll right and left.

[Carouesel of PDF’s, with thumbnail images for each: Table of Contents, Blank Page, Graph Paper, Zoom In, Zoom Out, Simple Frames, Large Grids]
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Blank Page: Blank Pages can be used for any activity. Include at least 3 per day of instruction.
Graph Paper: Grayscale graph paper gives students some structure to organize their writing or drawing, but is still functionally blank, and doesn’t restrict the composition of students’ pages. Include at least 3 per day of instruction.
Zoom In, Zoom Out: This is an example of a page with minimal structure that provides some lines to offer ideas for how students might structure their journal entry. Include at least 1-3 total, or more if it seems like students use them a lot!
** Simple Frames: This is an example of a page with minimal structure that provides some lines to offer ideas for how students might structure their journal entry. Include at least 1-3 total, or more if it seems like students use them a lot!
Large Grids: **This is an example of a page with minimal structure that provides some lines to offer ideas for how students might structure their journal entry. Include at least 1-3 total, or more if it seems like students use them a lot!]

Note: There are intentionally no word searches, crosswords, worksheets, or long blocks of text included here. Though such “time fillers” can be used to give students something to focus on during free moments, they distract students from the opportunity to engage with nature thoughtfully, or with each other. Instead, we suggest including pages with space for reflection (example below), which can be used with minimal directions from an instructor.

OPTIONAL PAGES

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[Carouesel of PDF’s, with thumbnail images for each: Program Logistics, Activity-Specific Support, Prompts for Reflection, Journal Expectations & Examples, Species List, Field Guide (images only), Field Guide (with text), Information for Future Use, What Scientists Do]

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Program Logistics: A blank trail map of hiking routes gives students a visual sense of where they’ve been. Include blank space on the map, and prompt students to write notes and add landmarks. (Some programs may choose to include other program logistics, like a daily schedule, a list of community agreements, or other information for students to reference).
Activity-Specific Support: If many instructors in your organization do an activity that involves recording data in a specific chart, consider including a chart in your program’s journal so students don’t have to draw it themselves. Limit the number of these pages and make sure they support student observation and thinking, and aren’t just fill-in-the-blank worksheets.
Prompts for Reflection: These prompts are an example of questions students could use if they have “down time,” or to prompt their reflection at the end of an experience. This page requires little introduction or support from an instructor or chaperone.
Journal Expectations & Example: It’s important that an instructor gives instructions on journaling expectations before students journal. This page can serve as a reference afterwards, offering students a visual example of how they might choose to record information and structure their journal entry.
Species List: A species list shows the kinds of organisms students might encounter in different ecosystems. Students can get excited about seeing those species, and could research them further after returning home.
Field Guide (images only): It’s a great experience for students to learn how to use a field guide, and including field guide pages in a journal entry can ensure every student has access to that experience. But, the images reproduced in journals can sometimes be small or lower in quality. Include large images where possible that are useful for identification.
Field Guide (with text): Including short informational blurbs with images gives students the opportunity to learn a bit about what they see, but formatting requires downsizing images. Students can use a page with many different kinds of organisms to construct a food web or interaction web.
Information for Future Use: Some programs choose to include one informational page students can refer to after they leave a program, like a map of regional parks, or a list of online resources.
What Scientists Do: Include and use this page to help students reflect on the field science practices they engage in throughout their experiences. See the BEETLES activity What Scientists Do for the full student activity that accompanies this diagram.