Sit Back and Observe
By Mark Baldwin

Keeping observation journals allows your students to imagine themselves as scientists, artists and writers.

Real objects, places and happenings can make learning come alive. Show and tell and field trips are time-honored traditions. But how do you make show and tell relevant? And how do you create field experiences that aren't time-consuming and expensive?

Here's an approach to learning that takes advantage of accessible objects and places through observation journals, which are used to make salient connections to your curriculum.

An observation journal begins as a blank book, preferably without lines because it allows you to mix sketches with writing and record with the book held sideways. In addition to the journal, you need pencils, colored pencils, a pencil sharpener and erasers. These items make up the basic tool kit you'll need for developing your students' observation skills.

Pure contour sketching. Practice the following exercise yourself and model it for your students. Then let them give it a try. In addition to the aforementioned tool kit, each student will need a natural object such as a leaf, pinecone or seashell. Collect plenty of these, spread them out on a table and then invite each student to pick one – and pick one yourself.

Place the point of your pencil on a page. Holding the object in your other hand, focus your attention on one point on the surface of the object. Pretend the spot you are looking at is actually being touched by your pencil point. Then let your eye begin to wander slowly over the object, while your pencil point wanders in the same way across the page. Don't look at the page at all as you draw. Draw slowly as your eye explores all the ins and outs and nooks and crannies – be sure to keep you pencil in contact with the paper the whole time. Be patient and don't think you have to "finish" the sketch. After a few minutes, look at your paper. The results may surprise and amuse you. Did you notice some detail about the object or do you have a question about it as a result of observing it this way? If so, your observation journal is already helping you become a more competent observer.

Modified contour sketching. Once your students have practiced and feel confident with pure contour sketching, have them use it in a modified way to observe and sketch objects into their journal. Modified contour sketching means spending most of your time looking at your subject and not at your paper. For example, your students should spend 80% of their sketching time looking at the seashell being sketched and the other 20% should be spent occasionally orienting himself or herself on the page, checking proportions and so on. The important thing is that your students view the object while they are sketching, so that their result is a representation of what the object actually is rather than their preconceptions about it. Students should get into the habit of writing one discovery and one question he or she has about an object observed and record this observation in the observation journal along with the sketch.

Curriculum connections. The aforementioned observation skill-developing exercises let students emulate what scientists, artists and writers do. Like them, students can work their "raw" observations into an inquiry-based science investigation, work of art or piece of creative writing. Observation journals can also be a part of portfolio assessment, a clear record of how your students perceive and record what they observe and their progress over time.

Into the schoolyard. The observation journal can also be a powerful tool for using the outdoor environment for all kinds of learning but is not a curricular end in itself. Whether your lesson is about adjectives or geometric shapes, make sure you have a clear objective in mind and articulate your expectations to your students.

Take your students and their journals outdoors, and don't forget to bring your own. Model as you write the date, time of day, where you are and a note about the weather in your observation journal. Encourage students to do the same. If you'd like your students to focus on something particular, give special instructions. Allow them time to observe and record but keep it brief, especially at first. Some students may be easily distracted, while others may turn their attention inward in an attempt to make a "perfect" drawing. Keep them focused on 1) their own first-hand observations and 2) the lesson you are teaching.

Back in the classroom. When your observation/recording time is over, make sure you allow students to voluntarily share what they've done. Stress that their journal entries are their own individual records of what they've experienced; all are valid. If you feel you need to grade journal entries, focus on effort. A rubric constructed beforehand and shared with your students can be a big help.

Observation journals work best in an unlined notebook because it allows students to mix sketches with their writing.

Be observation friendly. Observation journals support a classroom environment that promotes science inquiry and literacy. Encourage your students to bring objects from outdoors such as leaves, pinecones, seed pods, mussel shells and fossils. Leave bird's nests and feathers where you find them, though – federal and state-issued permits are required to collect these items.

Designate one area of the classroom the "nature center" and along with many objects, include a set of hand lenses, posters and nature magazines. Easy-care classroom pets could find a home here as well as narcissus bulbs and plant seedlings. If possible, have your classroom nature center look out onto a bird feeder and include binoculars. Have bird field guides on hand so students can identify what they see and record in their journals.

Observation journals are an exceptional tool for connecting object lessons to your curriculum, but perhaps more importantly, they help to lay a foundation for your students to become lifelong learners.

Mark Baldwin is director of education at the Roger Tory Peterson Institute of Natural History.