Introduction of Mo‘olelo (i.e. Kū‘ula or other shared mo‘olelo
appropriate to student's community).
Introduction of traditional stories (ies) from other cultures:
(significance on individual, community environment).
Students to learn, understand, and practice the processes
of conducting Mo‘okalaleo .
Students develop a set of appropriate objectives and cultural
guidelines to follow.
Students collaboratively identify individuals (Kupuna,
makua), their areas of expertise (i.e. fishponds, net making,
professionals, DLNR, limu picking, food preparation) from
within the community for possible interviews.
Student makes choice on 2 or 3 possible candidates with
whom he/she may have an interest in doing an oral history
interview with.
Students will make contact with chosen Kupuna/makua.
When a candidate consents to an interview, student will
conduct a mini research project that will include:
speaker's area of expertise
speaker's area of origin (i.e. moku, ahupua‘a)
Students will collaboratively “role play” as interviewer/interviewee.
Student will conduct interview with individual.
Student will transcribe questions and answers, without
editing.
S udent will meet with Kupuna/makua and review transcripts.
Upon approval of Kupuna/makua, student will edit work,
create an appropriate presentation folder.
Student will do an oral presentation to the class, turn
in project for teacher review.
7
Life Science
The students will be introduced
to marine flora and fauna by identifying the common marine
organisms found in their community and studying the habitats
and behaviors of those organisms.
Students will visit the various tidepools
and reefs to study the biology and ecology of these organisms
in their natural habitat.
Students will study ocean and shoreline stratification
to better understand how environmental factors influence
the biology and ecology of marine organisms.
Students
will complete a science fair project that focuses on
a marine topic of their choosing. They will work through
the process of scientific inquiry to complete their research
projects and present their finding in a symposium-like
presentation.
8
Life Science
Students will expand on the
knowledge gained in the 7 th grade by studying organisms
and habitats found in the deeper regions of the ocean
and learning how these regions influence habitats that are
closer to shore.
The effect of global phenomenon such as El
Nino and annual alga blooms to coastal ecosystems will
also be studied.
Students will study and observe common marine
mammals found in their community.
Students will participate annually in whale
counts sponsored by local marine Mammal Research Institutions.
Students will again complete and preset a science fair
project that focuses on a marine topic of their choosing.
They may choose to expand on their previous project or to
choose a new topic that relates to what they learned during
the year.
9
Chemistry
The focus of the science curriculum during
this year is to establish an efficient culturally based repropagation
method for fish. They will start the year by studying traditional
types of fishponds (loko i'a); learning how the walls are
constructed and maintained and how prime water quality conditions
are maintained through the monitoring of dissolved oxygen
levels, salinity, water flow, etc. Students will also learn
how the moon cycle affects the tides and how tides affect
the fishponds.
Throughout the remainder of the year, students will build a
model of their loko i'a by utilizing computer simulation programs
to test their models.
10
Biology
Students will research various Hawaiian seaweed
(limu) by creating a limu identification book. Books will
contain pressed limu as well as drawings or pictures to accompany
general and specific information on each limu. General information
will include the life cycle of limu and a map identifying
areas where each limu was once abundant. Specific information
will include scientific, common and
Hawaiian name, preferred ocean conditions and uses for each
limu.
Students will participate in a yearly coastal
monitoring survey of their area. The survey will incorporate
marine monitoring techniques that require students to measure
water quality (dissolved oxygen, temperature, salinity, turbidity,
etc.) and to determine the abundance of organisms for each
area that is studied. In addition to the marine aspect of
the survey, students will analyze the effect (if any) that
public use of these areas has on the marine ecosystem studied.
Surveys will be compared on a yearly basis to monitor changes
that are occurring in an area.
In their senior year, students will complete a senior
thesis; an individual year-long research project. The topic
of their project should be in the area of marine science that
interests the student the most (i.e., ecology, chemistry, biology,
oceanography, etc.) They will present their findings in a formal
symposium.
9-12
Language Arts/ Social
Studies
Oral History Relating to Ocean Traditions
and Practices
Students will plan, conduct, transcribe,
and analyze information through an oral history of a community
member focusing on accounts, events, and traditional
practices with the ocean.
To comprehend and interpret oral messages
on a variety of topics by listening, observing, reading,
and discussing.
To use language, literature, and personal
experiences to gain insight into their own and other's
lives, and to build understanding of the oc4ean culture
that includes values, language, traditions, and individual
perspectives.
To use social, interpersonal, and communication
skills in discussing and understanding varied opinions
and opposing viewpoints.
To appreciate their own ocean place of setting.
Gather primary and secondary literature
in validating oral historical events of ocean practices
in the particular ocean community.
Find literary and verbal connections to
the Kumulipo
Oral History Relating to Ocean Careers
Students will plan, conduct, transcribe,
and analyze information through an oral history of
a community member focusing a specific ocean career and
understanding the necessary skills needed.
To comprehend and interpret oral messages
on a variety of topics by listening, observing, reading
and discussing career info.
To use language, literature, and personal
experiences to gain insight into their own and other's
lives, and to build understanding of the ocean culture
that includes values, language, traditions, and individual
perspectives.
To use social, interpersonal, and communication
skills in discussing and understanding varied opinions
and opposing viewpoints.
To appreciate their own ocean place of setting.
Gather primary and secondary literature
in validating oral historical events of ocean careers
To research the background of career.
Language Arts
Reading and Literature
Read a range of literary and informative
texts for a variety of purposes.
Apply knowledge of the conventions of language
and texts to construct meaning.
Interact thoughtfully and respectfully with
texts that represent diversity in language, perspective,
and/or culture.
Writing
Write using various forms to communicate
for a variety of purposes and audiences.
Use writing processes and strategies appropriately
and as needed to construct meaning and communicate effectively.
Apply knowledge and understanding the conventions
of language and research when writing.
Oral Communications
Use strategies within speaking and listening
processes to construct and communicate meaning.
Adapt messages appropriate to audience,
purpose, and situation.
Understand diversity in language, perspective,
and/or culture and use speaking and listening to foster
understanding.
Social Studies
Employ chronology to understand change and/or
continuity and cause and/or effect in history.
Learn to judge the past on its own terms
and use that knowledge to understand present-day issues,
problems, and decision-making.
Understand culture as a system of beliefs,
knowledge, and practices shared by a group.
Use geographic representations to organize,
analyze, and present information on people, places, and
environments.
Language Arts
Reading and Literature
Read a range of literary and informative
texts for a variety of purposes.
Apply knowledge of the conventions of language
and texts to construct meaning.
Interact thoughtfully and respectfully with
texts that represent diversity in language, perspective,
and/or culture.
Writing
Write using various forms to communicate
for a variety of purposes and audiences.
Use writing processes and strategies appropriately
and as needed to construct meaning and communicate effectively.
Apply knowledge and understanding the conventions
of language and research when writing.
Oral Communications
Use strategies within speaking and listening
processes to construct and communicate meaning.
Adapt messages appropriate to audience,
purpose and situation.
Understand diversity in language, perspective,
and/or culture and use speaking and listening to foster
understanding.
Social Studies
Learn to judge the past on its own terms
and use that knowledge to understand present-day issues,
problems, and decision-making.
Understand and respect the myriad of ways
that society addresses human needs and wants.
Career and Life Skills
Students develop knowledge and understanding
of how individuals grow and develop over the life span
within the context of various family and community systems.
Gain a degree of understanding of simple
and complex organizations engage in analysis or application
of organizational concepts.
Evaluate how the government influences the
wellbeing of people and institution.
Understand how distinct phy7sical and human
characteristics shape places and regions.
Analyze how people organize their activities
on earth through their analysis of human populations,
cultural mosaic, economic interdependence, settlement,
and conflict and cooperation.
Understand and respect the myriad of ways that society
addresses human needs and wants.
9-12
Social Studies
International, National, Local Laws Relating
to the Ocean
Know the significance of international,
national, and local laws relating to the ocean.
Research historical events of human err
in relationship to the ocean (i.e. oil spills, over catching,
depletion of resources).
Gather, research information on government
and private agencies established to protect the ocean.
Comparing and contrasting ethical and unethical
uses of the ocean in different cultures and communities.
Research and establish a mock proposal for
a bill that focuses on ocean safety, protection.
Familiarize students in the steps on how
a bill becomes a law.
Know business law in relationship to fishing
and ocean activities as well as commercial fisheries,
aquaculture.
Conduct a shoreline/ocean protection campaign
in own ocean community.
9
Science (Physical
Science)
A yearlong project based science course.
This class will focus on traditional ocean conservation practices
and knowledge of our kupuna, and how we can adapt and continue
these practices.
--Areas of study
Traditional fishponds
Structure and architecture (mapping, constructing
stone walls, design and implementation plan)
These areas of study will be open for students to conduct research.
Projects will be inquiry driven and directed towards a broad-based
learning experience. Students will be able to research topics
for one and a half quarters of the school year. The other half-quarter
will be used constructing a virtual model using computer and
simulation software relative to the project. The rest of the
school year will be used implementing the results, which will
be subjected to testing and retesting. All projects may be
one year or continued into the following school year.
10
Science (Biology)
Biology of Fishponds
-- Life
Cells (cell division, structure, characteristics)
Taxonomy (category, order, identification)
Kumulipo (hierarchy, identification)
Through observation and data plotting using the restored
fishpond, students will be able to differentiate organisms
through their characteristics, cell structure and taxonomy.
Valuable skills such as sample taking, microscope use and
slide making will be taught.
-- Microbiology
Students will learn how to take swabs, and test waters for
bacteria counts. Students will learn about gram negative
and positive bacteria and the effect microorganisms have
on the macro environment in and out of the fishponds.
-- Complex organisms (animal and plant kingdoms).
Students will start with reproduction and develop a hatchery
to produce brewed stock. Students will identify and classify
algae growing in and around the fishponds. Students will
then study cells, tissues and/or organs of various marine
organisms within the fishpond. This knowledge will be used
to enhance the quality of stock within the fishpond.
Our kupuna understood the delicate balance of their environment.
Water was a most important resource. The resources for all
life, water, will be better understood and appreciated through
the chemical analysis of waters in and around the fishpond.
--Biochemistry
The students will learn how to detect and identify nutrients
and toxins in water using analytical techniques. The students
will also learn the correlation between salinity, density
and temperature and the effects they have in an open water
system.
-- Aquaculture
Student will experiment and observe marine growth in a closed
system, using fish tanks and aquariums. Students will chart
and plot data of a controlled environment system against an
open ocean system (fishponds).
9-12
Biology, Marine Science
The following activities to be conducted
at these coastline sections: Puhi Bay; Awili, Choks, Doc
Hills; Browns, Onekahakaha; Kamokuna, Laehala; 4 Miles; Kokoiki;
Leleiwi; Waiuli.
