Entries should have the following information:
Title (or Focus Question)
Explorations (What did I do?)
Evidence of process skills: observing, classifying, inferring, recording data, comparing and contrasting, measuring, communicating, predicting and designing investigation. (You may only have one or two of the listed process skills in a given lesson)
Recording of Data: lists, charts, diagrams, pictures, descriptions, graphic organizers or foldables
Conclusion: Concepts articulated
And for my students, who are pre-service teachers: Teacher Tips
Here are some student pages following a lesson on animal adaptations. Note how the students have put their own flare and creativity in expressing their understanding. This particular lesson used a concept development format to list, group and label types of animals and then identify what types of adaptations these animals that are suited to their particular habitat.
In a related lesson, student learned about Camouflage and Mimicry. This lesson started with a concept attainment activity including pictures of animals with camouflage, mimicry or neither. The students defined camouflage and provided examples of it. Students then read about pale and dark moths before during and after the Industrial Revolution.
A piece of newspaper was used to make a small square. A moth, also from newspaper was cut out and glued on top. This provided a great example of camouflage.
SeMore Ideas for Interactive Notebooksie
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Please take a look at my new STEM Package: Lessons plus interactive notebooks pagesSTEM Activities
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