"Aloha Aina" or "love of the land" is one of many expressions native Hawaiians have regarding the care of the islands. The school children of Hawaii will inherit an island state that is threatened by pollution, overpopulation, land development and other by-products of current society. As future custodians of the islands, students need to be sensitive to an involved with their environment. The primary goal of this project is to allow students at Nuuanu Elementary School to explore their own "aina" and to share their discoveries with each other and the community using multimedia and telecommunications.
Kids Saving Our Future (Revisited)
Revisiting the Native Hawaiian Plant garden in the back of our library.
The purpose was to beautify our campus and to preserve some of the Native Hawaiian plants on our island. It is almost 10 years since the project started.
Native Plants and Trees
Planting native plants and trees is one of the best ways to work with, rather than against, nature. By matching plant species to your particular area you will have plants and trees that take less care and energy and will be healthier than exotic species.
Another benefit is that native birds, insects, and other wildlife have evolved with native plant species and are able to use the fruits, nectars and habitat these plants and trees provide.
Can you recognize which plants are still there?
Task:
Students will create a multimedia project on HyperStudio to present to the class their information about their plant or flower. The HyperStudio projects will contain at least five cards.
Kaena Point - Native Hawaiian Plants / Animals
Protection: Fencing @ Kaena Point
Steps:
1. Log into Class folder on the server.
2. Create the first card - This is the title page.
3. The second, third and fourth cards contain information on a plant or flower and also a picture of it.
Each student will create a fancy title, draw pictures, and also find pictures on the Internet.
List the Hawaiian Name, Common Name, and Scientific Name.
Give a Description.
Follow these samples of Hawaiian Plants.
4. The fifth and sixth card is designated to inform others about how to protect our Native Hawaiian plants.
5. The last card will contain references, credits and thank you's. Each card has buttons. Some students will add sound and animations to their cards.
Students will save their projects in their class folder on the file server.
6. How did you do? Reflection / Rubrics
Big Idea(s)/Major Understanding(s): Students will understand that. .
.
¥ The pre-contact Hawaiian economy was based on the interdependence of man and his environment and on the assurance of access to resources within the ahupua'a.
HCPS III Benchmarks:
¥ SS.4.8.1: Describe the economic interdependence among those living in the ahupua'a
Big Idea(s)/Major Understanding(s): Students will understand that. . .
¥ Ancient Hawaiian class structure determined the roles, rights, responsibilities of its people and determined how issues were resolved.
HCPS III Benchmarks:
¥ SS.4.5.1: Describe the roles, rights, and responsibilities of each class in pre-contact Hawaii
¥ SS.4.6.2: Describe how individuals or groups deal with conflict, cooperation, and interdependence within the ahupua'a
Task:
Students will create a multimedia project on HyperStudio to present to the class their information about the the ahupua'a. The HyperStudio projects will contain at least five cards.
Purpose: Students can define an ahupua`a, identify the three main sections of an ahupua`a (kai, kula, and uka), identify some of the plants and animals found in each section and identify the activities that may occur in each section.
Focus Question: How did specific landforms determine the kinds of activities that occurred there?
Geographic Standards: The geographically informed person knows and understands . . .
1) How to Analyze the Spatial Organization of People, Places and Environments on Earth's Surface
2) That People Create Regions to Interpret Earth's Complexity
3) How culture and Experience Influence People's perceptions of Places and Regions
4) How Human Actions Modify the Physical Environment
Student Objectives: Students will be able to:
1) Define a region using physical criteria
2) Identify plants/animals found in each section of the ahupua`a
3) Identify the activities that could occur in each section
4) Make a model of an ahupua`a
5) Give an oral presentation, using their model as a visual, about the activities that can occur in each section of the ahupua`a as well as the plants and animals found in each