I see this strategy being used so much in a Chemistry classroom. As someone is learning about Rutherford's gold foil experiment, for instance they could pair up and take turns answering 3 questions:
"What happened in the experiment? Why did it happen?" and "What did they learn about the structure of the Atom?"
You could even have a graphic organizer there so they could jot down their thoughts to have a writing component to it. Then at the end of the day after going through several of the different experiments in this way, they could turn in a graphic organizer that evening with the answers to those questions on any one of the experiments discussed in that day's lesson.
Research is showing us these days that there is a 10 minute rule. Students can pay attention for 10 minutes before their attention gets diverted somewhere else, but if we can give them an applicable question about the subject or an activity to solidify the subject, like work with a partner to try to think of as many exothermic reactions as you can for the next 3 minutes.
I enjoy the differentiation aspect of this strategy. After they discover a concept through doing or reading about at experiment they could write a short headline as if it had just been discovered for the first time. This not only allows the brain to remember it better, but depending of the student's proficiency with English, the phrase can be simple, or the student can work on using nuance, attention grabbing vocabulary, rhythm, rhyming, or word play.
Science has a ton of vocabulary and it has some complicated roots and possible alternate origins. I like how this suggestion incorporates where the vocab was found. This will be helpful when words are used in Cross-Curricular situations, so they know to to talk to if they are needing further definitions or examples.
Students can be put in groups of 4 for their lab groups and each has a role: Time keeper, scribe, spokes person, and QA. each role has it's value, but they don't all require the same skills. The teacher can move the ELL students to different roles as they are ready.
At times it is hard to tell if everyone is getting a concept. I think this could be a simple exit ticket for class. Make sure you have set the stage so they know that the exit tickets are simple to know if things need to be clarified more and will not be graded. Once I teach the concept of potential versus kinetic energy they have a piece of paper and write a 3 for "got it!" "2" for almost there, and "1" I still have quite a few questions.
Science has so much terminology. I like how easily this is to read at a glance, quickly review the basics, and it adds a visual element. Science is telling us that the brain remembers visual so utilize it as much as possible.
I see this strategy used as an overview of a broader subject rather than a vocabulary term. For example they could be doing an organic chemistry unit and the teacher gives them the topic and questions that will be answered in the lesson and they could add to their concept map each day.
This is a great way to order your thoughts and make sure you know what you are looking for when you go to gather data. Like the explanation above states, this is great to do before you form hypotheses. I like the question, "What do you notice?" It brings a very casual instinctual aspect to things. The student can simply notice things, whatever caught their interest. This is very different from the question, "What do you see?" That question begs the reply, "What should I be seeing?!" By allowing the students to "notice" things it makes the conversation and the question very open.