Interactive Science Notebooks (ISNB)
Interactive Science Notebooks (ISNB) will be
used in this class daily to help you stay
organized, learn and apply important
Biology concepts and terms.
WHY AN "INTERACTIVE NOTEBOOK?"
This notebook style uses both the right and left hemispheres
of the brain to help you sort, categorize, remember and
creatively interact with the new knowledge you are gaining.
The more you process information, the more you begin to
understand it. This leads to longer retention of the
information and ultimately, MICROBIOLOGY SUCCESS!
-------------------------------------------ISBN Student/Parent Contract
Student: I understand the purposes of the Interactive Science Notebook
and will try my best to keep my notebook up-to-date and complete. If I fall
behind, I will quickly seek out assistance from Ms. Stark-Houck either
before or after school in Room 124.
Student Name: ____________________________________ (print)
Signed: __________________________________________ (signature)
Date: _________________
Parents: I have read the above information. I understand the purposes of
the Interactive Science Notebook and will encourage and monitor my
student’s completion of notebook work. I will support make-up time before
and after school as necessary.
Parent Signature: ___________________________________
Date: ____________
Email contact information: _____________________________
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Table of Contents
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Table of Contents
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Microbiology Interactive Notebook (ISNB) Packet
Page Description
Tables of Contents
ISNB Cover & Unit Cover
Basic Rubrics & Guidelines
Set-up and Maintenance of
ISNB
Specific Student Out-Put
Section Details
In-Put Essentials
Out-Put Essentials
Microbiology Syllabus
ISNB Rubric
ISNB Student/Parent
Contract
Where it will go in your ISNB
Tape/Glue this to pages 1–2 of your ISNB
Tape/Glue this to page 3 of your ISNB
Tape/Glue this to page 4-5 of your ISNB
Tape/Glue this to page 6 of your ISNB
Tape/Glue this to page 7 of your ISNB
Tape/Glue this to page 8 and 9 of your
ISNB
Tape/Glue this to page 10 of your ISNB
Glue this on page 11 of your ISNB
Glue this on page 12 of your ISNB
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Biology ISNB Cover
On front of your ISBN, design the cover that reflects you and your
personal style. This is the first assignment and will be graded.
Basic Rubric & Guidelines for Cover (Each is worth 1 point)
1.
2.
3.
4.
4+ Colors: Be creative, include at least 4 images and/or photos
Neat: All words and designs must be legible
Name of Class and Period
Your Name: First & Last - If you want to, include a picture of
yourself!
5. The Words – “INTERACTIVE SCIENCE NOTEBOOK”
Biology ISNB Unit Cover Page
For each new Unit, you will be required to design a Unit Cover Page that
represents the theme of the unit. Use the Guidelines Below. This is a peerreviewed assignment.
Basic Rubric & Guidelines for Unit Cover Pages
(Each is worth 1 point)
1. 4+ Colors: Be creative! You must include at least one image that
reflects what the unit means to you (this is generally a way to
check for background knowledge before the unit begins).
2. Use of Space: The entire page must be filled
3. Neat: All text and graphics must be legible and appropriate
4. Unit-related theme: Must relate to the Unit topic. You may use
the internet and/or the Modern Biology textbook for reference.
5. Unit Title: Unit title must be included on the page
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Set-up and Maintenance of
Interactive Science Notebook (ISNB)
Materials Needed:
Most of the materials needed for this class will be used to support and
maintain your ISNB. I will have spare supplies, when needed, but part of
your grade will be based on class preparation and maintenance of your
notebook.
1. Marble notebook
(at least 8.5” X 11”)
2. Glue stick
3. Highlighters
4. Scissors
5. Metric ruler
6. Blue or black pen
(Notes may be in pencil)
7. Colored pencils
Setting up your ISNB:
We will do this together in class, but you may use this as a guideline. The
following list of ISNB sections will be set-up at the beginning of each Unit,
as you will have at least one Unit in your ISNB per marking period.
1. Numbered pages: Every page will have a number in the outer-most
bottom corner. As a reference, every right-hand side page will be an
odd number.
2. Table of Contents: The first few pages of your ISNB will serve as
your Table of Contents. It is here that you will record all entries.
3. ISNB Cover Page: Every Unit will have a Unit Cover page. This will
embody your creativity as well as identify the Unit Theme covered.
Each cover page is a peer-reviewed assignment.
4. ISNB Reference pages: The next several will include the types of
assignments you will include on the Student Side: Output Page, as well
as Teacher Side: Input Page and any additional pages (Syllabus,
Rubrics, etc.)
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Maintaining your ISNB:
The ISNB will be clearly divided between Out-Put and In-Put assignments.
The table below provides a brief overview of the types of assignments and
activities you should expect to place on the In and Out-Put sides of your
notebook.
Out-Put Page
Students Process New Ideas
 Unit Cover designs
 Warm-up exercises – *R.A.P.
 Handouts, graphic organizers,
foldables (student generated),
timelines and any other
student generated work
 Labs
 Critical Thinking
In-Put Page
Teacher Provides New Information
 Class notes
 Discussion notes
 Reading, book and video notes
 Handouts with new information
 PowerPoint slide print-outs
 Projects, Web-quests, Virtual
Labs,
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In-Put Essentials
In-Put Assignments
Here is where you will find all the information given to you in class. This is
the information that you will be learning. Some examples of input are notes
on: lectures, text or other sources, video and film notes, teacher questions,
readings, questions and answers, or sample problems; notes for labs and lab
instructions, procedures, and materials. Any other type of INPUT you get in
class.
Refer to “Maintaining Your ISNB” for additional In – Put examples.
Basic Guidelines for Teacher Generated In-Put Assignments
*(See ISBN Rubric for specific scoring guidelines)
1. Date – Always write the date in the top right-hand corner at the
beginning of each In-Put assignment.
2. Neatness: Write legibly.
3. Use highlighting – Highlight important information to make it stand out.
Cornell-style Notes
The following will serve as a guideline for setting up your Cornell notes.
1. Divide your page: On the right side of your ISNB, draw a vertical
line, dividing your page into one-third on the left and two-thirds on
the right.
2. On the right of the divide: Record your notes on the right side of
the vertical line. These include all terms and definitions as well as any
other emphasized material.
3. On the left of the divide: Write down the bigger concepts or
vocabulary terms that are listed on the right of the divide.
4. Summary: At the end of lecture-based lesson, you will write a threesentence summary of the big concepts in that lecture.
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Out-Put Essentials
Out-Put Assignments
These are typically student generated, creative assignment where students
will generate new ideas, connect concepts and think critically. This is the
information that you will demonstrate your learning. Typical things you will
find on out-put pages include Unit Cover designs, R.A.P. and Warm-up
exercises, W.I.T – Handouts, Graphic organizers, Foldables (student
generated), poems, timelines and any other student generated work; lab data
and summaries, reflection of concepts and activities, and Critical Thinking
assignments - T.A.R.
Basic Guidelines for Student Generated Out-Put Assignments
*(See ISBN Rubric for specific scoring guidelines)
1. 4+ Colors: Studies have shown that color is a helpful mnemonic
(memory) device. As such, out-put assignments are generally required to be
colorful.
2. Neatness: This is where the student will demonstrate enthusiasm,
creativity and pride in their work. For example, if the student was asked to
make a flowchart, the lines must be straight. The purpose of this
requirement is so that students spend time reflecting on the concept, rather
than hastily putting something together.
Examples of Out-Put Assignments
These will be modeled and described when they are assigned in class.
Timelines
Venn Diagrams
Concept maps
Writing prompts
Collage or Mosaic
Flow Chart
Drawings
Tables
Charts and Graphs
Warm-up Exercises
and Reflections
Brainstorming ideas
Pictures and
Diagrams
Acrostic Poems
Foldables
Cartoons
Magazine covers
Discovery Headline /
News Articles
Song Lyrics
Cartoons
Riddle Fact Fold
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Interactive Science Notebook Grading Rubric
(*BASIC GUIDELINES are found in your reference pages)
Your notebook will be graded and/or collected about
once a month according to the following rubric:
5
4
3
2
1
0
Notebook contents are neatly completed; all pages are numbered, titled and
dated. *Basic Guidelines are followed.
 In-Put/Out-Put topics are correct and contents are organized according to
class guidelines.
 Table of Contents reflects ALL entries to date.
 In-Put notes go BEYOND basic requirements.
 Out-Put shows IMPRESSIVE, IN-DEPTH scientific thought and effort.
 Notebook contents are MOSTLY NEAT and complete (at least 90%), pages
numbered, titled and dated. *Basic Guidelines are followed.
 In-Put/Out-Put topics are correct and organized with no more than 2
assignments incorrectly placed.
 Table of Contents reflects 90% of all entries up to date.
 In-Put notes meet requirements.
 Out-Put shows a basic understanding of content topics; shows thought and
effort.
 Notebook contents are legible, complete (at least 80%), pages numbered,
titled and dated. *Basic Guidelines are mostly followed.
 Right-side/left-side topics are correct and organized with no more than 4
assignments incorrectly placed.
 Table of contents reflects at least 80% of all entries to date.
 Right side notes nearly meet minimum requirements.
 Left side shows a limited understanding of content topics, limited thought
and effort.
Notebook contents are sloppy or incomplete (50%), many pages are not
numbered, titled or dated. *Basic Guidelines are somewhat followed.
Right-side/left-side is inconsistent and contents are unorganized with more
than 5 assignments incorrectly placed.
Table of contents shows limited attempts at keeping entries up to date.
Right side contents incomplete.
Left side shows only a superficial understanding and/or some inaccuracies,
little thought or effort.
 Notebook turned in but too incomplete to score well. *Basic Guidelines are
not followed.
 Majority of pages are missing or incomplete.
 Dating and labeling of pages is inconsistent.
 In Put contents incomplete and missing.
 Out Put shows minimal understanding, not neatly written, minimal effort.
 Notebook not turned in. No evidence of work done.
 Notebook has inappropriate content or words written on the cover or
pages.

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Special Assignments (Out - Put Sides)
*Grasping a Concept - Imagine a hand. The palm holds the main concept or term.
Each finger is one aspect of the concept, event, figure or topic.
1. Trace your non-writing hand.
2. In the palm area write the concept or term then make a simple sketch (4
colors) representing it.
3. On each digit, write a vocabulary term, minor concept, figure, event or
equation related to the term on the palm.
4. At the end of each digit include a simple sketch (4 colors) representing what
is on the digit.
5. The thumb opposes the other digits, so the thumb term or concept should
have a related but somewhat opposite or different slant than the other
digits.
6. A two paragraph explanation must be written. One paragraph must explain
the sketch in the palm of the hand. The other paragraph must explain how
the information on the digits relates to the term on the palm.
7. The final paragraph must explain how the thumb information is related but is
opposed to the other digits’ information.
*Lost or Found - Make a Lost or Found poster about the assigned concept.
1. The poster must have a large (at least 4 colors) diagram representing the
concept.
2. There must be a one to two paragraph description of the lost or found
concept using the assigned vocabulary terms (underline the terms in your
work).
3. Use one or two paragraphs explaining how the poster and description relate
to the assigned concept.
*Single Frame Cartoon Project - The cartoon does NOT have to be funny…
The Front of the Paper
1. Single Frame cartoon (like a ‘Farside’)
2. 4 colors minimum (Black and White DO NOT COUNT)
3. Maximum 2 lines for a caption (speaking bubbles are okay, but not
encouraged)
The Back of the Paper
1. The Science concept being shown is stated
2. A paragraph explaining why or how the cartoon shows or addresses the
concept stated is written
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*Haiku Assignment - It has 3 lines and 17 syllables distributed in a 5, 7 and 5
syllable pattern.
17 syllables
5 syllables in the first line
7 syllables in the second line
5 syllables in the third line.
1. It must follow the pattern and deal with any aspect of topic covered in class.
2. The section must have a border and artwork reflecting the topic - you pick
the aspect you with to emphasis in the haiku and artwork (Minimum of four
colors).
3. There must be a short 3 to 5 sentence explanation telling how the Haiku
shows an understanding of the assigned topic.
*Limerick - This form or pattern of a limerick writing must be followed:
1. The limerick must be original and not copied from somewhere.
2. The limerick must be G or PG-13 rated. Anything else gets you into trouble.
3. The Science topic or concept assigned must be addressed in the limerick
4. An illustration about the topic must follow the limerick (4 colors).
5. A 3 to 5 sentence explanation of how the limerick and the illustration are
related to the topic must be written after the illustration.
**The Limerick has FIVE Lines. The last words of the first, second and fifth lines
rhyme with each other. The first, second and fifth lines are longer than the third
and fourth lines. The last words of the third and fourth lines rhyme with each
other. The pattern of sounds follows the pattern: Da DUM da da DUM da da DUM
*Acrostic Poem - An acrostic poem, sometimes called a name poem, uses a word for
its subject. Then each line of the poem begins with a letter from the subject word.
This type of poetry doesn't have to rhyme.
1. The assigned term or word is written vertically (up and down)
2. Words, terms and concepts related to the term are written horizontally
(back and forth) off the letter in the vertical term.
3. An illustration representing the term or word must follow the acrostic poem.
4. A 3 to 5 sentences explaining how the horizontal words and terms AND the
illustration fit the vertical term or word must follows the illustration.
*Song or Rap
1. The song must use the assigned vocabulary or concepts. Remember: when
presenting the song, be prepared to sing/play it out loud
2. There must be an illustration (4 color minimum) showing an understanding of
the assigned topic and concepts.
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3. There must be a 1 to 2 paragraph explanation after the song and illustration
to explain how each covers and demonstrates the assigned concept and
vocabulary.
*Box of Colors - As part of a campaign to make science more color conscious,
colored markers are given names describing both the color and a VARIABLE or
CONCEPT.
1. Four basic colors must be used: Blue, Red, Green and Yellow
2. At least two additional colors must be added to the basic four.
3. Draw each marker with the name of the color and variable/concept on the
label.
4. Write a 3 to 5 sentence description explaining how the color and the
variable/concept make a natural fit.
5. Draw the outside of the box with a slogan to entice people to purchase this
mix of colors and concept. A warning label must be included across the
bottom of the box.
*Tee Shirt Art - Design artwork for a tee shirt representing one of the assigned
CONCEPTS, VARIABLES or TERMS.
1. Front of Shirt must have artwork (minimum of 4 colors) showing the
concept, or term.
2. Back of the shirt must have a 1 or 2 line ‘cute or clever (but CLEAN)’ saying
using the concept, variable or term
3. A paragraph explaining how the artwork and saying get the science idea
across must be written.
*Tattoo or Body Art - You are in charge of developing a tattoo to allow the world
to know about one of the assigned TOPICS or EQUATIONS.
1. The centerpiece of the tattoo must be a slogan representing the concept or
equation.
2. The surrounding artwork (4 colors) must demonstrate the equation’s concept
in a real-life situation.
3. The artwork must be suitable for all ages and appropriate for viewing in all
social situations.
4. A 2 to 3 paragraph explanation of how the artwork represents the equation or
concept and the best location for the tattoo on the body must be written
underneath the tattoo.
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*Clothing Line - Your love of SCIENCE and startling fashion sense has you as the
owner of a company offering a clothing line named after one of the assigned
SCIENCE CONCEPTS.
1. Describe one item from the clothing line and how it represents the SCIENCE
CONCEPT.
2. Make an illustration (minimum of 4 colors) of the article of clothing with the
logo advertising the SCIENCE CONCEPT. One portion of the logo must use
or apply the concept as part of the illustration.
3. Use at least 3 paragraphs to describe how the name of the clothing line will
help it sell, how the illustration shows the SCIENCE CONCEPT and how
wearing the clothing would help a student learn the Science behind the
concept.
*Vehicle Name - As part of design team for a new model vehicle, you must select a
name for the model. The name must reflect the vehicle’s abilities and one of the
SCIENCE CONCEPTS covered.
1. What is the model name of the vehicle?
2. Explain how the model name of the vehicle fits its abilities.
3. Write the advertising slogan to be used to represent and show the vehicle.
4. Create a magazine advertisement (minimum 4 colors) showing the vehicle and
emphasizing its abilities and name.
5. Explain in at least 2 paragraphs how the slogan and magazine advertisement
represent the SCIENCE CONCEPT.
*Toy Design - Apply your knowledge of fun and SCIENCE to design the hottest and
best-selling toy of the season. It must be able to fit into a standard backpack. The
toy must apply one of the assigned SCIENCE CONCEPTS and not cause serious
bodily injury as part of normal use. As part of the campaign to promote sales, the
following information must be provided:
1.
2.
3.
4.
5.
6.
What is the name of the toy?
What is the basic SCIENCE CONCEPT used when playing with the toy?
What are the most fun features of the toy?
What age group is the toy designed to reach?
How will playing with the toy help teach SCIENCE?
Make an illustration of the toy being used (minimum of 4 colors) by a happy
consumer.
7. Use at least 2 paragraphs to describe the slogan to sell the toy. Part of the
slogan must contain an everyday application applying the toy’s SCIENCE
CONCEPT.
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Notebook Scoring Rubrics
THREE POINT SCORING RUBRIC
(Notebook Check)
FIVE POINT SCORING RUBRIC
(Special Assignments)
3 Points - (a WOW product)
 all of the requirements are evident and
EXCEEDED
 the product is VERY neatly done and
EXTREMELY well organized
 the product shows LOTS of creativity
and is colorfully illustrated
 completed on time
5 Points - (a WOW product)
 all of the requirements are evident and
EXCEEDED
 the product is VERY neatly done and
EXTREMELY well organized
 the product shows LOTS of creativity and
is colorfully illustrated
 completed on time
2 Points - (What is EXPECTED)
 the requirements are evident
 the product is neatly done and
organized
 the product shows some creativity and
is illustrated
 completed on time
4 Points - (What is EXPECTED)
 all of the requirements are evident
 the product is neatly done and well
organized
 the product shows creativity and is
colorfully illustrated
 completed on time
1 Point – (One or More parts are missing)
 few of the requirements are evident
 the product is fairly neatly done and
partly organized
 the product shows little creativity and
few illustrations
 completed on time
3 Points – (Almost What is EXPECTED)
 the requirements are evident (maybe 1 or
2 are missing)
 the product is neatly done and organized
 the product shows some creativity and is
illustrated
 completed on time
0 Points - (Does not meet Standards)
 Not able to score.
 No effort.
2 Points – (Sort of What is EXPECTED)
 the requirements are evident (maybe 3 or
4 are missing)
 the product is done and sort of organized
 the product shows little creativity and is
illustrated
 completed on time
WOW: Works Of Wonder must be an
extremely superior product. Upon viewing by
the class or teacher, a WOW that is NOT a
WOW will cause the score to be dropped to a
1 for the person and the collaborative group.
1 Point – (Two or More parts are missing)
 MANY of the requirements are NOT
PRESENT
 the product is VERY POORLY done and
POORLY organized
 the product shows little TO NO creativity
and THE illustrations IS POORLY DONE
0 Points - (Does not meet Standards)
 Not able to score.
 No effort.
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