Portfolio Exemplar Cover Sheet

First Name
UH Email
Semester/Year
Title of Exemplar

Shanice
sjcambra@hawaii.ed
u
Fall 2013
Terrarium

Portfolio ACEI Category

II

ACEI Standard:
ACEI Standard Element(s):

InTASC Standard

X III

Last Name
Cohort #

Cambra
402

Date

October 2, 2013

IV

Instruction
A3.1 Integrating and applying knowledge for
instruction
Candidates plan and implement instruction based on
knowledge of students, learning theory, connections
across the curriculum, curricular goals, and
community.
8(e) The teacher provides multiple models and
representations of concepts and skills with
opportunities for learners to demonstrate their
knowledge through a variety of products and
performances.

Hawaii Teacher Performance Standard(s):

Standard 7: Uses Active Student Learning

Strategies
Engages students in active, hands-on, creative,
open-ended, problem-based learning experiences.

NAEYC Professional Standard(s):

4c Using a broad repertoire of developmentally

appropriate teaching/learning approaches

Description of exemplar and how it demonstrates meeting the InTASC, ACEI Standard
and Element(s) and NAEYC Key Elements/Standards.
My students were studying the water cycle. They had multiple guest speakers come into
the classroom to discuss water and they also did different types of inquiry-based projects.
As a part of the water cycle unit I created a lesson that involved students creating their
very own terrarium. Each student brought in a jar and I provided the rest of the materials.
The students observed their terrariums for a week and recorded all of their findings in a
terrarium workbook that I created for all of the students. The students also posted
relevant questions about their terrariums on a sheet of paper posted in the classroom.
Throughout the week the students also posted their thoughts, reflections, and pictures
This lesson engaged my students with a hands-on learning opportunity. They were able to
create their very own terrarium and observe the water cycle throughout the week. The
students were able to use their iPads and terrarium booklets to track their ideas and
reflections. The students were also able to make connections with what they observed to

things about the water cycle we were already learning about in class.
Reflection on my professional growth in knowledge, skills, and dispositions related to the
InTASC, ACEI Standard and Element(s) and NAEYC Key Elements/Standards.
This lesson gave me the opportunity to use technology with my students. I was able to
have my students track their progress with iPads and desktop computers. The hands-on
aspect also helped with engaging my students and keeping them interested throughout the
lesson. Because my students were previously exposed to some of the material their
questions and feedback throughout the lesson were really thought out. They were not all
surface questions because they had previous knowledge their questions included some of
the things they already knew.
This lesson was very fun to teach and it taught me how valuable technology can be when
working with students. It also showed me that having a back up plan is also very
important because technology sometimes fails. Overall my students really enjoyed the
project and I enjoyed watching them learn through an engaging lesson.

Water Cycle Terrarium Lesson

Activity Time: 40 minute class, a few 10-minute checks thereafter.

Objectives
Students will:
create their own terrarium to demonstrate the water cycle
make connections between the concepts of precipitation, condensation, and
evaporation
develop inquiry skills by recording observations and collecting data in their terrarium
booklets

Introduction
First, I will review the water cycle with them. Once the students have refreshed their
memory I will begin to explain what a terrarium is. I will then quickly demonstrate how

create a terrarium. After I explain the procedure I will explain what their My Terrarium
Workbook is.

Materials

Glass jars with lids

Potting soil (in bins)

Small gravel (in Ziploc bags)

Paper cups

Water

Seeds

Newspaper

My Terrarium Workbook

Procedure
1.Set up materials on each table.
2.Revisit the water cycle with the students.
3.Explain what a terrarium is and how it works.
4.Demonstrate how to create a terrarium.
5.Explain the My Terrarium Workbook.
6.Have them go to their tables and work on their terrariums. Have them open to page 2 in
their workbooks (this is where the terrarium procedure is located).
7.After they have created their terrariums I will add the seeds and water to them.
8.I will have the table clean their area after I have put seeds and water into all of their
terrariums.

a. Students will put remaining materials in the soil bin.

b. Then they will roll up the newspaper and throw it away.
9.After the table is cleaned I will have them work on page 3 and 4 in their workbook.
10.When time is up I will have them put their terrariums in their designated area and their
workbooks in the front pocket of their binders.
11.If they are not finished I will ask them to work on it during their free time. On the
third day after they create their terrariums I would like them to check on their terrariums
and do pages 5-7. On the seventh day after they have created their terrariums I would like
them to do pages 8-10.
Checks should take 10-15 minutes at the most.

Debrief
When I return on Day 8 I would like to speak with the students and ask them questions
like:
1.

What happened in the terrarium? Why?

2.

What did changes did you observe over the week?

3.

How does this demonstrate how the water cycle works?

Throughout the week students were able to

post Burning Questions on a large piece
of butcher paper. Students were also able to
post pictures and reflect on what they
observed on their own personal blogs.