I’ve got a sneaking suspicion that marking science is not at the top of every primary school teacher’s agenda. And here’s a thing (I’ll only whisper) it’s pointless to mark the children’s work if:
1) The children will never see that piece of paper again.
2) You don’t plan to address any of the science misconceptions you find in their work. (Are you happy with that?)
3) The children are not given the opportunity to address their errors or build on new knowledge using the marking.
Therefore, you need to decide why you are marking science recording. You need to avoid marking work to please parents or even ‘the management’ if it is no benefit to the children’s learning. (You’d be more effective spending that time planning an interesting investigation instead!)
If you are really swamped, whizz through what the children have recorded, note any misconceptions, and then use the start of your next lesson to discuss and clarify. Or better still, build five minutes into each lesson for the children to read your responses to their work and edit and improve.
Never bother writing a comment they won’t use, let alone see! If you don’t have time to mark science, then what is the recording really for? Is it good enough to record just for evidence of teaching?