Venn Diagrams are great to help students visualize the skill of comparing and contrasting. 
You can have students add the information in by hand.
A great way to accommodate is to have information typed out in strips and students place the information in the appropriate section.

Once you have a venn diagram set up in the journal, you can easily make it interactive by making it into a built-in foldable.

See how there's a cut down the middle of the page? Well, flip the flaps over and you now have a T-chart for students to list examples of mixtures and solutions. You can give them a list and have them decide where each goes based on the definitions provided in their notes. 
Or, you can make this an inquiry lab and use concept attainment for students to generate the 2 lists first, and then make the venn diagram. Concept attainment model idea: prepare a bunch of pictures of both solutions and mixtures. Have students write "no" above one column and "yes" above the other column. Show students one picture at a time and tell them if it goes with the "no" or "yes." After a few, ask students to guess what all the things in the "yes" column have in common.
Concept maps are great to help students see the big picture. These can be completed at the end of a unit, or you can have students add on information as they learn it. Don't feel like you need to limit everything to words (like in the picture above). Students can draw pictures, you can provide pictures for them to cut and paste, or they can write it out. 

Great for:
  • Physical properties
  • Forms of energy
  • Types of forces
  • Formation of Sedimentary rocks and fossil fuels
  • Formation of landforms
  • Alternative Energy sources
  • Weather vs. Climate
  • Sun and Ocean Interactions
  • Earth, Sun and Moon Movements
  • Physical Characteristics of Sun, Earth, Moon
  • Food web Niches
  • Incomplete v Complete metamorphosis
This hand drawn concept map was completed over many days. Day 1: Student listed everything he/she knew about Atoms. (even if they were incorrect) As the class learned more about the atom, students were given time at the end of each lesson to add on new info, cross off misconceptions, or change what they had previously written down. 

This is exactly how your brain works. We are just putting it on paper. 
Something like this is great to incorporate into the journals. This activity is great for categorizing objects. You can have the student draw the T chart in their journal and provide them with a sheet of things to cut out and organize. Have them put the objects in the correct category and if they are correct, give them a glue stick to  paste everything in its place. 

Great for:
  • Forms of energy
  • Forces
  • Simple Machines
  • Weathering, Erosion, Deposition
  • Landforms
  • Food chain niches
  • Biomes
  • Adaptations
  • States of Matter
  • Physical properties
  • Mixtures and Solutions
  • Reflection vs Refraction
  • Inherited vs Learned behaviors

Below is a picture of how you can use both pages of a journal to include the T-chart with a Frayer Model Chart