unit 1 a‘o hawai‘i - reciprocal teaching & · pdf fileka hana ‘imi...

Unit 1

A‘o Hawai‘i - Reciprocal Teaching & Learning

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Available at: www.cds.hawaii.edu/kahana

Ka Hana ‘Imi Na‘auao –

A Science Careers Curriculum Resource

was written and published by

the Center on Disability Studies,

College of Education, Univ. of Hawai‘i, USA.

Available at: www.hawaii.edu/kahana

2009

The authors permit any non-profit agency or

individual to use, copy &/or alter all materials,

in part or whole, for educational purposes

without obtaining further consent.

Note: This curriculum may be printed here in grayscale.

Color versions of all documents are available on the disk

found in the curriculum package, and can also be

accessed online (see above).

43

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Project Go to: www.cds.hawaii.edu/kahana

1

UNIT 1: A‘o Hawai‘i – Reciprocal Teaching & Learning

CONTENT: Hawaiian Science Careers & College

MATERIALS: Student Handout /Reading Teacher’s Notes Lesson

ACTIVITIES: Hands On Discussion Huaka`i (Explore) Web Video/Powerpt.

ASSESSMENT: Formative, ✍ Summative TYPE: Individual, Group

Part Content & Activity Assessment A.

pp.47-75

Students get … Introduction to A‘o (Reciprocal Teaching/Learning)

Teacher gets … Relates to

HCPS III

Pre-Test/Knowledge Survey (see test) Video & Questions for Discussion/Reflection Writing: A‘o

Hawai‘i - Reciprocal Teaching & Learning (see DVD) SC.2.1

SC.ENV.5.3 Reading: Mana of A‘o with Questions & Discussion SC.1 Posters & Handouts: A‘o Hawai‘i Teaching & Learning

(see Appendix on compact disk for Lesson) SC.1

Homework: ‘Ohana (Family) Surveys SC.2.1

Project (3 handouts): ‘Ohana Interview Follow-up, Science Interview A/V Project & JayCutGuide (see Unit 1 Appendix on compact disk for last item)

✍ SC.2.1

B.

pp.75-87

Students get … ‘Aha (Ahupua‘a/Watershed Resources Council)

Teacher gets …

Relates to HCPS III

Handout with Questions & Discussion: Who Do You Respect?

HE.6-8.5.2

Video: ‘Aha (Council) – 6 ½ min. (see DVD included in curriculum package)

SC.ENV.5.3

Reading: ‘Aha with Questions & Discussion SC.ENV.5.3

Lesson & Activity with Guest Speaker: ‘Aha Weaving SC.ENV.5.3

Optional Video: A Mau A Mau – 50 min. (see order information page in Part B of this unit). Additional option is “Moloka‘i: Return to Pono” at: http://www.youtube.com/watch?v=sjEk89h8rK4

SC.ENV.5.3

C.

pp.88-100

Students get … Kāhuna (Scientific Experts & Observation)

Teacher gets …

Relates to HCPS III

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource

44


2

Reading: Kahuna with Questions for Discussion SC.1

Lesson & Activity: Observation Exercise in the classroom SC.1

Optional Guest Speaker: Scientific Observation Protocols & Methods

SC.1

Optional Video: “Parallel Minds: Hawaiian & Science Protocols” (request at http://manoa.hawaii.edu/scihi or www.cds.hawaii.edu/kahana)

SC.1, SC.1.8, SC.2

Project: Bulletin Board Proposal, Research, Ho‘ike/ Presentation & Triangulated Assessment (6 pages)

✍

SC.1.6

D.

p.101-110

Students get … Lolo Po‘o (Your Brain & How It Works)

Teacher gets …

Reading w/ Discussion Questions: Lolo Po‘o/Dendrites, SC.HP.4.8-10 & 5.1

Reading w/ Discussion Questions: Kahikolu Lolo Po‘o - 3 Brains

SC.HP.4.8-10 & 5.1 SC.ENV.5.3

Post-Test/Knowledge Survey plus Conceptual Learning

& Alternate Assessment ✍ (see test)

X. Students

get … Appendix (see compact disk) Teacher gets …

Reading: Aloha Poem & Response Writing HE.6-8.5.2

Reading: Hawaii’s 1st Newspaper & Response Writing SC.1

Example Cornell Notes: Settling Hawai‘i, the 1st 200 yrs SC.1

Y. Students get …

Suggested Field Trip, Guest Speakers & Fundraiser

Teacher gets …

Any Island: Nearby ahupua‘a (watershed) viewpoint from mountains to sea

SC.1, SC.2

Guest Speaker – ‘Aha Weaving: family/community members who weave, make jewelry, or use boat cordage; Scientific Observation: local college staff or student in sciences; science trained professionals

SC.1

Z. Students get … Careers & College Resources Teacher

gets …

Career Cards: Unit 10 – Ka ‘Aha Mua (Future ‘Aha) natural resource management careers

CTE.9-12.2.2

45


3

This unit addresses the following: Standards/HCPS III addressed or related to this lesson: (All sciences) SC.1 - The Scientific Process: SCIENTIFIC INVESTIGATION—Discover, invent, and investigate using the skills necessary to engage in the scientific process; SC.1.6 - Engage in and explain the importance of peer review in science; SC.1.8 - Describe the importance of ethics and integrity in scientific investigation; SC.2 - The Scientific Process: NATURE OF SCIENCE: Understand that science, technology, and society are interrelated - Explain how scientific advancements and emerging technologies have influenced society; SC.2.1 - Compare the risks and benefits of potential solutions to technological issues; (Environmental Science) SC.ENV.5.3 - Understand the interdependence between environmental systems and human societies; (Human Physiology) SC.HP.4 ORGAN SYSTEMS—Understand the functions of various organ systems; SC.HP.5 INTERDEPENDENCE OF BODY SYSTEMS—Understand the interdependence of body systems and the hazards associated with system failure and aging. Source in Introduction section of binder or go to: http://standardstoolkit.k12.hi.us/index.html Technology, Literacy, Health & Career Skills: CTE.1 - Design, modify, and apply technology to effectively and efficiently solve problems; CTE.9-12.2.2 - CAREER PLANNING: Explore and understand educational and career options in order to develop and implement personal, educational, and career goals Evaluate potential career choices in relation to personal interests, strengths, and values L.A. 10.3 - Describe independently how a literary text is related to historical and cultural themes and issues; L.A. 11.3.3 – Analyze how a literary text is related to historical, cultural, and/or political themes and issues (e.g., women's place in society, sovereignty of native groups); HE.6-8.5.2 – Standard 5: INTERPERSONAL COMMUNICATION: Use interpersonal communication skills to enhance health Use effective behaviors that communicate care, consideration, and respect of self and others;

Ka ‘Aha ~ a symbol for Sustainability in Hawai‘i ~ Past, Present &Future

46

NAME: CLASS:

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Project Available at: www.cds.hawaii.edu/kahana

1

Unit 1 Pre-/Post-Test

A‘o (Teaching & Learning) Knowledge Survey Questions

1. The Hawaiian word “a‘o” is translated into English as ... a) Learn to weave b) Teach to weave c) Learn and teach each other d) None of the above

2. The Hawaiian word “ ‘aha” translates into English as ...

a) A woven cord or council of experts b) A single strand of cord c) Multiple strands of cord woven together d) A council of experts

3. The significance of the ‘aha symbol for Hawaii’s future is ... a) We all need to learn to weave b) We all need to work together to manage Hawai‘i sustainably c) We all need to manage ahupua‘a exactly as they did long ago d) We all need to live in ahupua‘a exactly as they did long ago

4. Science & Hawaiian protocols are similar because both require …

a) Observation, problem solving, and respect b) Carbon dioxide, hydrogen and oxygen c) Wise men to memorize knowledge and skills d) Permission to learn

5. The role dendrites play in learning is ... a) They consume the sulfur in our brains so we can think b) They control electrical brain impulses which allow us to learn c) Both (a) and (b) above d) None of the above

47

NAME: CLASS:

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Project Available at: www.cds.hawaii.edu/kahana

2

Unit 1 Post-Test

A‘o (Teaching & Learning) Conceptual Learning & Alternate Assessment

Page 2

DIRECTIONS: Write, speak or perform your answers as directed below. 6. Why is it important to involve families and the community in science learning?

Write your answer here: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

(2 points) 7. Give examples of ways in which students, community members and/or

scientists can work to protect Hawaii’s land and people? Tell your answer to the teacher when asked.

(2+ points) 8. Weave an ‘aha and describe the significance of this activity after or while

you are working. Consider: Why did we learn how to do this in class? Why would we teach others to do this? What might the field of environmental science gain through weaving

‘aha? (3+ points)

48

NAME: CLASS:

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana Retrieved 5/14/09 from: www.thefreedictionary.com

1

Video Activity Sheet: A‘o (Reciprocal Teaching & Learning)

This 18 minute video showcases the way Hawaiians on all islands learn and teach intergenerationally, using traditional ways to understand modern science, then using both to work together to protect our islands and people.

Before watching this video, scan all of these Hawaiian words (highlight or underline 5 that are new or interesting):

1. a’o (teaching/learning) 2. ‘ike (see); ‘ike moe

(dream/vision); ‘ike papa lua (2nd sight/intuition)

3. ea (independence, rule) 4. i‘ini (your desire, drive) 5. kupuna (elder) 6. hō‘io (large fern) 7. Kāne, Lono, Kanaloa, Laka,

Hi‘iaka (Hawaiian gods) 8. malama (care) 9. hana (work) 10. kamali‘i (children) 11. ‘opihi (limpet/mollusk) 12. ‘upena (net) 13. ali‘i (royalty)

14. kahuna (learned master) 15. ‘āina (land) 16. ha (breath) 17. kalo (taro); 18. poi (pounded taro) 19. pono (right, appropriate) 20. opio (youngster) 21. mauka (towards the mountains) 22. lo‘i (wet taro patch) 23. pu‘uone (berm/hill of sand) 24. loko (pond) 25. ahupua‘a (watershed) 26. kuleana (responsibility) 27. mahalo (thanks)

While watching the video, consider what the speakers say about the following (just listen, or jot down brief notes if it helps you remember):

How Hawaiians observe things

Who we can learn from

What kupuna (respected elders) teach us

Why we go on field trips

The importance of experience

51

NAME: CLASS:


2

After watching the video, discuss what you heard, learned and wonder about. Then after discussion …

Write a reflection about what you gained from today’s lesson.

BONUS OPTIONS: Explore this Web site for surprising science beliefs:

http://undsci.berkeley.edu/teaching/misconceptions.php

Discuss &/or research these scientific concepts: 1. atomism - The ancient theory which states simple, minute,

indivisible, and indestructible particles are the basic components of the entire universe.

2. quantum theory - A theory in physics, based on the principle that matter and energy have the properties of both particles and waves, which helps explain a wide range of phenomena and new principles in science

3. balance of ecology - The science of the relationships between organisms and their environments.

52

NAME: CLASS:


3

Teacher’s Notes for: A‘o (Reciprocal Teaching & Learning) Video Activity Sheet (Unit 1)

To begin, you may want to read the 1st paragraph aloud, then go over the vocabulary as a class. You might introduce the bonus science concepts on pg. 2 at this point also. As you watch the video (see green DVD included in curriculum) you may want to stop at 1 or 2 points to allow students to reflect &/or write on their handouts or in notebooks (see the “While watching” segment on pgs 1-2). Ask volunteers to share their responses when you stop, or wait until after the video is done. Discussion points taken from the video are in red below to assist you.

How Hawaiians observe things (dreams, intuition) Who we can learn from (elders, each other, ourselves) What kupuna (respected elders) teach us (take only what you need; respect elders & nature; malama pono i ka ‘āina …care righteously) Why we go on field trips (to see things differently; observe &

learn) Importance of experience (“ma ka hana ka ike” through

experience is knowledge gained; do things by hand/hands on; explore our kuleana/responsibilities; find our i‘ini or path/passion)

Discussion with pairs can occur before whole group (see page 2 “After watching”). Ask students what they liked/didn’t like about the video. Ask if the opinions presented could benefit non-Hawaiians also, and how (wisdom benefits everyone). You may also want them to research the bonus topics before having them write their reflection. The Berkeley Web site (see Bonus Options) gives numerous interesting topics for students to explore individually as they begin their science course – see full list below.

53

NAME: CLASS:


4

Website Exploration: (from: http://undsci.berkeley.edu/teaching/misconceptions.php)

Misinterpretations of the scientific process 1. Science is a collection of facts. 2. Science is complete. 3. There is a single Scientific Method that all scientists follow. 4. The process of science is purely analytic and does not involve creativity. 5. When scientists analyze a problem, they must use either inductive or

deductive reasoning. 6. Experiments are a necessary part of the scientific process. Without an

experiment, a study is not rigorous or scientific. 7. "Hard" sciences are more rigorous and scientific than "soft" sciences. 8. Scientific ideas are absolute and unchanging. 9. Because scientific ideas are tentative and subject to change, they can't be trusted. 10. Scientists' observations directly tell them how things work (i.e., knowledge is "read off" nature, not

built). 11. Science proves ideas. 12. Science can only disprove ideas. 13. If evidence supports a hypothesis, it is upgraded to a theory. If the theory then garners even more

support, it may be upgraded to a law. 14. Scientific ideas are judged democratically based on popularity. 15. The job of a scientist is to find support for his or her hypotheses. 16. Scientists are judged on the basis of how many correct hypotheses they propose (i.e., good

scientists are the ones who are "right" most often). 17. Investigations that don't reach a firm conclusion are useless and unpublishable. 18. Scientists are completely objective in their evaluation of scientific ideas and evidence. 19. Science is pure. Scientists work without considering the applications of their ideas.

Misunderstandings of the limits of science

20.Science contradicts the existence of God. 21.Science and technology can solve all our problems.

Misleading stereotypes of scientists

22. Science is a solitary pursuit. 23. Science is done by "old, white men." 24. Scientists are atheists.

Vocabulary mix-ups 25.Fact 26.Law 27.Observation 28.Hypothesis 29.Theory

30.Falsifiable 31.Uncertainty 32.Error 33.Prediction 34.Belief/believe

Roadblocks to learning science 35.Science is boring. 36.Science isn't important in my life.

37.I am not good at science.

54

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Project at: www.cds.hawaii.edu/kahana Retrieved 4/30/07 & adapted from: www.ncasi.com/about/new_from_newsrelease.aspx?id=222; www.friendlyisleswc.com/kane_b.jpg; www.honoluluadvertiser.com; www.nationalgeographic.com; http://kancrn.kckps.k12.ks.us/Harmon/breighm/pbguide.html; http://www.coffeetimes.com/words.html; & www.ccfi.educ.ubc.ca/publication/insights/archives/v04n01/elders.html

1

KEY CONCEPT:

Power

Ability to do or act; influence or authority; capacity to exert force

WHY I GOTTA LEARN DIS?! Do you feel apathetic about school? Is it hard to care about what you are supposed to learn? This is a common problem not just in Hawai‘i, but across America and other countries, too.

Researchers studied school boredom and found that 2 out of 3 students are bored in class at least once a day, and 17% are bored in every class. In response to why they are bored, 3 out of 4 students said “the material wasn’t interesting,” 39% said “the material wasn’t relevant to me,” and 31% cited “no interaction with the teacher.”

SO WHY BOTHER? In some places in the world, in the past and today, only a few people are selected to learn, while others must live in ignorance. In ancient times in Hawai‘i knowledge was for everyone and addressed their innate talents. Because all words and learning have mana (power), some education was kapu (forbidden) to some people when the ali‘i ruled. One had to be chosen to become a kahuna (an expert). The choice was based on a child’s mana.

Mana is said to be the invisible force that flows from the most senior spirits to energize everything in the universe, whether it be the wind, the growth of a plant, or the surge of an ocean wave. Mana becomes manifest in humans as outstanding talents, intelligence, strengths, and leadership charisma.

Bored Student

Gargoyle At Oxford University

Photo: by B Eighmey

Mauna Kea is a source of mana and a connecting

force to ancestors from the beginning of time.

POWERFUL WORDS:

APATHY – lack of interest; indifference

A‘O –

Hawaiian for teaching or learning

MANA –

Hawaiian for supernatural or divine power

CHARISMA

– power to inspire others; exceptional charm; divine talent

55


2

HOW POWERFUL IS MANA? Kūpuna teach us “Words may be sacred, may fly through the air, may cause life or death.” Imagine, as happened to a high chief in Hawai‘i long, long ago, that you flee from your island, end up in a shipwreck, and drift onto foreign shores. You would be considered an enemy and your death would be certain. Fortunately, one such chief remembered his genealogy chant, and the islanders he met recognized the names of his ancestors. His lineage traced all the way back to the gods, and so his life was spared. SO WHAT HAPPENED TO MY MANA? The great spirits are ancestors of the people and of all life. In this way people are related to all other living things. Now, in the time of the people, such spirits are invisible, appearing only through the many manifestations of their mana, such as your ‘aumakua (spiritual guardians). Some believe kanaka (people) who forgot their genealogy lost much of their mana. In ancient Hawai‘i words and names held power. (They still do, but this knowledge is kept very private.) Each name in a genealogy chant carried the mana of the ancestors. All names were linked by birth. The longer this link of names in the chant, the more mana. The accumulation of power, which was sacred, could lift a person to the ranks of the gods among mortals. CAN ANYONE GET MANA? Yup. The power of knowledge and words, and using them to have good thoughts and do good acts, can be anyone’s. Seeking knowledge is a good start, but looking within is also very important. Hawaiians say you are born with certain traits and abilities which give you great mana. Finding what these are is not boring, and it can happen anywhere – even school!

A 15 year old visitor from

New Jersey spent time at the Ulupo Heiau in Kailua. As the site is restored, more people are gathering to work there and to experience its power.

COOL WAYS TO HARNESS YOUR MANA:

VISIT SACRED PLACES – you can learn about & feel mana at a heiau (altar)

TRY LEARN –

Hawaiians value knowledge; honor your potential abilities

BE PONO – do

what is right …care for the ‘āina, others & yourself

SEEK KILO

‘UHANE – kūpuna say spirituality comes from articulation with the forces of the cosmos …the 1st element in knowledge is prayer & chant

56


3

NAME: ________________ CLASS: ______

MANA READING: QUESTIONS/ACTIVITY

Directions: Answer the questions below by writing &/or drawing with notes, or form groups and act out the answers like a radio show, improv theater or talk show. Be prepared to share with the class. 1. Think of a time when you saw someone say something really cool

or powerful. What did you see? What was said? Give details! 2. What is the most powerful thing you have ever said, done or

written? How do you know it was powerful? 3. What is the most powerful thing you have ever read? How did it

change you, your life or what you think? 4. How can school help you to have more mana? What good, or

bad, will you do with the mana you gain in school and elsewhere?

57

Ka H

ana ‘Imi N

a‘auao – A Science C

areers Curriculum

Resource G

o to: ww

w.cds.haw

aii.edu/kahana A

dapted from: A

‘o: Educational Traditions, Ka W

ana Series, by Malcolm

Nāea C

hun, CR

DG

at UH

-Mānoa, 2006.

A‘o H

awai‘i

Learning & Teaching ‘H

awaiian Style’

When kum

u shows you …

Nānā ka M

aka O

bserve with your Eyes

La‘ie students’ field trip, 2007

58

Ka H

ana ‘Imi N


areers Curriculum

Resource G

o to: ww

w.cds.haw

aii.edu/kahana A

dapted from: A



Nāea C

hun, CR

DG

at UH

-Mānoa, 2006.

A‘o H

awai‘i


awaiian Style’

When kum

u speaks …

Ho‘olohe ka Pepeiao

Listen with your Ears

M

anu Meyer, H

awaiian Professor

Haw

ai‘i Island Food Sum

mit 2007

Im

age retrieved 5/05/09 from:

feed://craigelevitch.smugm

ug.com/hack/feed.m

g?Type=gallery&

Data=

3617314_BTwmn&

form

at=rss200

59

Ka H

ana ‘Imi N


areers Curriculum

Resource G

o to: ww

w.cds.haw

aii.edu/kahana A

dapted from: A



Nāea C

hun, CR

DG

at UH

-Mānoa, 2006.

A‘o H

awai‘i


awaiian Style’

W

hen kumu asks you to

think …

Pa‘a ka Waha

Close your M

outh, Reflect

Nainoa Thom

pson, Haw

aiian Wayfinder

Im


http://ww

w.yokohama-seafes.com

/hokulea2007eng/nainoa.html

60

Ka H

ana ‘Imi N


areers Curriculum

Resource G

o to: ww

w.cds.haw

aii.edu/kahana A

dapted from: A



Nāea C

hun, CR

DG

at UH

-Mānoa, 2006.

A‘o H

awai‘i


awaiian Style’

When kum

u says practice …

Hana ka Lim

a D

o with your H

ands

La‘ie student field trip, 2007

61

Ka H

ana ‘Imi N


areers Curriculum

Resource G

o to: ww

w.cds.haw

aii.edu/kahana A

dapted from: A



Nāea C

hun, CR

DG

at UH

-Mānoa, 2006.

A‘o H

awai‘i


awaiian Style’

W

hen kumu asks if you

understand …

A Laila N

inau Then A

sk Questions

Im


http://ww

w.neglected-delinquent.org/nd/images/library/library_special.jpg

k

62

Ka H

ana ‘Imi N


areers Curriculum

Resource G

o to: ww

w.cds.haw

aii.edu/kahana A

dapted from: A



Nāea C

hun, CR

DG

at UH

-Mānoa, 2006.

A‘o H

awai‘i


awaiian Style’

If you are teaching, you can …

1. give learners som

ething to observe

2. tell learners what you w

ant them

to know

3. give learners time to think about

what they’ve seen and heard

4. let learners practice what they

are supposed to do 5. then tell learners to ask

questions about anything they still don’t understand

If you are learning, you can …

1. observe what is being taught

2. listen to what is being taught

3. take time to think about w

hat you see and hear

4. practice what you think you are

supposed to do 5. after all this, then ask questions

about anything you still don’t understand

63

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana Adapted from: A‘o: Educational Traditions, Ka Wana Series, by Malcolm Nāea Chun, CRDG at UH-Mānoa, 2006.

How I Show A‘o Hawai‘i – Learning & Teaching ‘Hawaiian Style’

Draw and write examples of how or when you

demonstrated learning the Hawaiian way. 1. How did you observe with your eyes? _________

__________________________________________

__________________________________________

2. How did you listen with your ears? _________

__________________________________________

__________________________________________

3. How did you close your mouth and reflect? _____

__________________________________________

__________________________________________

4. How did you practice with your hands? _________

__________________________________________

__________________________________________

5. How did you wait and then ask questions ______

__________________________________________

__________________________________________

Nānā ka Maka


Pa‘a ka Waha

Hana ka Lima

A Laila Ninau

64

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana Adapted from: A‘o: Educational Traditions, Ka Wana Series, by Malcolm Nāea Chun, CRDG at UH-Mānoa, 2006.

How I Show A‘o Hawai‘i – Learning & Teaching ‘Hawaiian Style’

Draw and write examples of how or when you

demonstrated teaching the Hawaiian way. 1. How did you help someone observe with their eyes? ____

__________________________________________

__________________________________________

2. What did tell others to listen to? _____________

__________________________________________

__________________________________________

3. How did give others time to reflect quietly? _____

__________________________________________

__________________________________________

4. How did you help others practice what you taught?

__________________________________________

__________________________________________

5. What did those you taught ask you about? ______

__________________________________________

__________________________________________

Nānā ka Maka


Pa‘a ka Waha

Hana ka Lima

A Laila Ninau

65

NAME: CLASS:

‘Ohana “Know-How” Survey (Culture)

What things do members of your ‘ohana (family) know about that our class is interested in? In Hawai‘i, many families know lots of things from many different cultures. Take this sheet home and ask your family how much they know about the topics below, then write their names in these boxes.

Hawaiian &/or Your Community History

Mo‘olelo (Story Telling)

Kalai Ki‘i (Carving)

Sacred Sites (Heiau)

Wa‘a (Canoes)

He‘e Nalu (Surfing)

Lua (Martial Arts)

Makahiki &/or Hawaiian Sports

Ukulele (Playing, Making, Songwriting)

Mele (Singing)

Oli (Chanting)

Hula or other Dance

Lei Making

Kapa (Cloth Making)

Lauhala Weaving

Hana Lau Niu (Coconut Weaving)

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana 1

66

NAME: CLASS:

‘Ohana “Know-How” Survey (Sciences)

Lawai‘a (Fishing)

Loko I‘a (Fishponds)

Hana Upena (Net Making)

Ho‘okele (Astronomy & Navigation)

Huli Honua (Geology)

Wai (Water &/or Hydrology)

Hawaiian Foods & Cooking

Other Cultural Foods & Cooking

Weather & Climate (Meteorology)

Ka‘a Ki‘i Hale (Architecture)

Wiliki (Engineering)

Mālama I Ka ‘Aina (Environmentalism)

Farming (Plants)

Farming (Animals)

La‘au Lapa‘au (Medicinal Plants)

Lomilomi (Massage)

Ho‘oponopono (Problem Solving)

Hawaiian Language

Languages other than English:

1. _____________ 2. _____________ 3. _____________

Other Cool Things


67

NAME: CLASS:

Kanaka “Know-How” Survey (Community) The best way to learn about careers in Hawai‘i in our class to invite people who work in them to visit us! Ask your ‘ohana (family), kūpuna (elders), neighbors and other kanaka (people) in your community if they are someone they know can talk to us about these career fields. If you’re shy, get people you know to introduce you. Most people love to help students! Then, ask for their names and contact information (tel. number or email) to write in these boxes:

Agriculture

Aquaculture

Architecture & Construction

Aircraft, Aerospace & Aviation

Defense

Biotechnology

Engineering

Forestry

Fisheries

Health –Administration

Health Practitioners

Health Technicians

Information Technology

Science Research

Pharmaceuticals

Other Science-related careers


68

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana NOT FULLY FIELD TESTED. Image retrieved April 23, 2009 from: http://pro.corbis.com/images/60145-33.jpg?size=67&uid=%7B577ED301-3104-4F56-8803-32C788337828%7D

1

‘Ohana “Know-How” Surveys: Follow-Up Interview A/V Project

Now that our class knows which of our ‘ohana (family), kūpuna (elders), neighbors and other kanaka (people) in our community have knowledge & skills related to science, we can invite them to help us learn what they know and then share that with others. 1st Invite a Guest Speaker to Come to Class!

Ask some of the people listed on our surveys if they can visit our class – even for 5 minutes – to share what they know about modern or traditional science practices in Hawai‘i that we are interested in. Guest speakers can tell us about their jobs, knowledge, skills, or just ‘talk story’ about:

o Building/Repairing … which relates to … Architecture, Engineering, Math o Carving/Rock building… which relates to … Geology, Minerals, Engineering o Car maintenance … which relates to … Engineering, Chemistry, Electronics o Fishing … which relates to … Aquaculture, Marine Science o Canoeing … which relates to … Navigation, Astronomy, Climate o Surfing … which relates to … Physics, Hydrology, Oceanography o Hiking … which relates to … Forestry, Environmental Sciences o Farming … which relates to … Botany, Agriculture, Animal Science o Cooking … which relates to … Food Science, Medicine, Botany o Healing …which relates to … Medicine, 1st Aid, Homeopathy o Computers … which relates to … Information Technologies & more!

2nd Interview People Who Can’t Come to Class!

Some people on your surveys may be ‘shy’ experts, or unable to come during class time – so you have to go to them! Whether they come to class or not, practice interviewing first! (Your kumu can help you role play with a peer). You can also ask ‘ohana, friends and school staff – or search the Internet – to get help finding interesting local people to interview. Ask to be introduced to someone if you’ve never met them before, and meet strangers in a public place with a friend to help you do your interview.

A‘o means we can teach & learn together!

69


2

It’s a good idea to use a video camera, audio tape recorder &/or take photos and a few notes as you interview your local ‘experts’. Here are some sample questions you can use and you can make up your own – also, do some background research on their expertise before you meet them. This will make it much more interesting for you and the person you interview! Sample Interview Questions: o What do you know about that you think may be related to science? o How long did it take you to learn this knowledge/skill? Was it difficult to

acquire? What was most enjoyable about learning this for you? o Why are you interested in this type of knowledge/skill? o Do you use this knowledge/skill at work? How? o Has this knowledge/skill changed you personally? How? o Do you think other people in our community could benefit by knowing what

you know? Please explain. o Do you know of any job or college opportunities related to your

knowledge/skill? o If I or another teenager wanted to learn what you know, what should we do? o Are you still learning more about this knowledge/skill? What do you want to

learn next? o Can you think of other questions I should ask you? Do you have any questions

for me/us?

3rd Organize What You Learned! You can make a great video from your notes, photos &/or audio and visual recordings if you do the following: 1) take out uninteresting information; 2) research & add interesting information; 3) sequence your information so it ‘flows’; 4) add pizzazz to your video presentation! (see ‘Science Interview A/V Project’ handout to create an online video, podcast, flyer &/or poster.)

4th Share What You Learned with Others!

Practice introducing & showing your Interview Project, then share it with the class and other school and community audiences (be sure to get permission from the local expert you interviewed). Have fun!

70


3

TEACHER’S NOTES: Suggested Sequence for ‘Ohana Surveys Follow-Up: Science Interview A/V Project

A. The following materials in Unit 1 are provided to help increase the links your

students see between the science learned at school and its use and relevance to people in your community: • Homework: ‘Ohana (Family) “Know-How” Surveys • ‘Ohana Interview Follow-up • Science Interview A/V Project • JayCutGuide See http://www.sonoma.edu/users/f/filp/ed415/moll.pdf for research supporting this approach.

B. The suggested sequence of class activities is: 1. Review the value of a‘o (reciprocal teaching & learning) 2. Ask students to complete the Homework Surveys (3 pages) to see who

we can learn from & with in our community. When done, review students surveys and compile a list of science topics & potential guest speakers to invite to class (as speaker, participant or even observer if shy at first)

3. Ask students to invite speakers the class is interested in meeting (can be for just 5 minutes, or longer). Prepare speaker and students in advance for the visit. See additional materials, “Tips for Guest Presenters” at: http://www.scihi.hawaii.edu/curriculum/introunit/teachersnotes/

4. If no speakers volunteer, and none can be found on your island despite class efforts to be introduced to people, give students the ‘Ohana Interview Follow-up handout to conduct interviews out of school and share what they learn in their presentation of their Science Interview A/V Project (can be done in pairs). Also, ask students to hand in a proposal of their project, including a “Storyboard” (if doing a video) & “Target Skills”

5. Optional: Allow 20-30 minutes to discuss project criteria & complete the “Rubric”. This increases their ownership of the project and understanding of expectations.

6. Students will likely need to see a demonstration of how to use JayCut.com to make their own online video. Teachers should preview the Web site themselves &/or ask a few students to preview this (for bonus points). Then, in a computer lab, give students the JayCutGuide handout &/or do a demonstration of how to begin an online video “mix”.

7. Allow students 2-4 weeks to complete their videos (can be 30 seconds to 5 minutes long), with at least one class lab time given after the demonstration lab, before they do their presentations.

71

NAME: CLASS:

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana NOT FULLY FIELD TESTED

1

Science Interview A/V Project (Video, Audio, or Poster) 1st Propose Your A/V Project & “Target Skill” Criteria to Your Kumu (Teacher):

• Submit a Proposal to your teacher identifying the skill(s) you plan to learn &/or improve. Be honest about your current level of skill (familiarity with programs like iMovie, Powerpoint, etc.; filming, recording sound & editing; researching; writing; graphic design; &/or public speaking) and set realistic goals to practice your skill and use it in your project.

• STUDENT’S EXAMPLE TARGET SKILL: I want to improve my public speaking, so I will do a combination of video interview and audio taped presentation to go with a handout about my science interview. I will also study the “Presentation Tips” at: www.scihi.hawaii.edu/curriculum/unit1/studenthandouts/ .

2nd Review the Copyright & Fair Use Fact Sheet (teachers see Unit 10): • This will help you make a video or audio project without breaking the law or DOE

school rules!

3rd CHOOSE ONE BELOW: To Make a JayCut Video go to:

• To begin online video-making go to: http://jaycut.com On the homepage click on “Quick Guide” then “See Demonstration” for a 6 minute video tutorial. Next, on the homepage click “Register” to open a new account, the click “Upload” to gather your photos, videos and music. Last, click the tabs to see your materials, drag them to the editing bars, and finesse them with effects & transitions you choose. Then save!

• Use the storyboard worksheet (next page) to plan your video clips in advance.

To Make a Podcast (for an Audio Project) go to: • Get free Audacity software to create audio files at: http://audacity.sourceforge.net • Audacity Tutorial on the basics of audio recording – includes Digital Audio; Rules of

Audacity; Setup, Audio Import and Playback; Recording with Audacity – is at: http://audacity.sourceforge.net/manual-1.2/tutorial_basics_1.html

• Convert Audacity (save as .wav) to MP3: http://media-convert.com/convert/ (Follow these steps: 1. Choose file (find your .wav file on your computer); 2. Leave the "auto detect" in the file type box; 3. Choose MPEG 1/2 audio layer 3 (mp3) format in the Output box (scroll down the list in the pull down menu); 4. Choose OK to "accept terms"; 5. Wait for conversion (takes 2-3 minutes); 6. click OK for the default encoding rate after your file is converted; 7. Download your converted file

Other Options: • If you have access to other video equipment and computer software such as a

camcorder & iMovie, you may use them to create your project – just make sure you already have some skill or have the hours available to learn a lot

• If you have no access to technology or want to focus on speaking, writing &/or graphic art skills you may make a project for a newspaper, magazine or poster. See “Poster Key Visuals” at: www.scihi.hawaii.edu/curriculum/unit1/studenthandouts/

72

NAME: CLASS:


2

Storyboard Handout Retrieved 11/09/08 from: http://drake.marin.k12.ca.us/academics/apptech/compapps/compgraphics2/Storyboard%20Handout.doc Student Name(s) Teacher & Class Working Title Sketch Sketch Sketch

Scene: Scene: Scene: Actions: Actions: Actions: Location/Background: Location/Background: Location/Background: Sound Effects: Sound Effects: Sound Effects: Notes: Notes: Notes: Length: Length: Length: Sketch Sketch Sketch

Scene: Scene: Scene: Actions: Actions: Actions: location/background: location/background: Location/background: sound effects: sound effects: sound effects: notes: notes: notes: Length: Length: Length:

73

NAME: CLASS:


3

Science Interview A/V Project: Class Rubric Discussion - Let’s Choose the Criteria!

DIRECTIONS: To present your interview & research as a video, audio &/or poster project the class needs to decide which criteria you should meet, and how the quality of your efforts should be graded. The 1st criterion is suggested - do you agree with it? What would an ‘A’ look like?

Grading Rubric

Exceeds expectations 100% to 90%

Meets expectations 89% to 80%

Approaching expectations 79% to 60%

Doesn’t meet expectations 59% to 0%

Proposal includes interview subject, name & target skills of team members _____ points

_____ points

_____ points

_____ points

Points Possible:

Student’s Total:

DISCUSS RUBRIC ABOVE THEN WRITE FOLLOW-UP: Suggest any other changes you’d like your kumu (teacher) to make to the project criteria and points &/or use this space to write notes about changes your kumu agrees to: _________________________________________________________ _________________________________________________________ _________________________________________________________

_____

74

NAME: CLASS:


4

Science Career A/V Project: Teacher’s Grading Rubric

Your finished A/V Project should be ____ minutes long. Posters should be about 2x3 feet. Hand in all your preparatory materials (video storyboard, audio script &/or draft drawings). You will be graded on:

Grading Rubric

Exceeds expectations 100% to 90%

Meets expectations 89% to 80%

Approaching expectations 79% to 60%

Doesn’t meet expectations 59% to 0%

Proposal includes interview subject & team members’ target skills (appropriate to student motivation, interests, aptitude)

20 points

1 or more interview subject & name given; target skills are highly challenging for all team members

1 interview subject & name given; target skills are appropriately challenging for all team members

1 interview name given, subject unclear; target skills are somewhat challenging for all team members

Interview subject &/or name not given; target skills are not appropriately challenging

Internet, print back-ground info is cited, includes 4 or more sources (done pre- & post-interview)

30 points

Internet & print background info done pre- & post-interview is very thorough; 4+ sources, all cited

Sufficient print & Internet back-ground info is done pre- & post-interview; 4 sources cited

Some print &/or Internet back-ground info done pre- & post-interview; 2-3 sources cited

Pre- or post-interview background info, 1 source &/or cites are insufficient

Project links background research to in depth exploration of science in interview subject’s life

25 points

Background research makes many inspiring & relevant links to interview subject’s skills, knowledge, etc.

Background research makes sufficient & relevant links to interview subject’s skills, knowledge, etc.

Background research makes some links to interview subject’s skills, knowledge, etc.

Little/no links f/ background research to interview subject’s skills, etc. are made

Project is engaging & presented clearly without errors in print, spoken or visual info

25 points

The info is clearly presented, engaging & insightful; there are no more than 3 errors

Clear info is presented with no distractions & no more than 5 errors

The info is mostly clear & there are no more than 8 errors

The info is not presented clearly; errors exceed 8

Points Possible:

100

Total Given:

YOUR FINAL GRADE IS: A B C D F + -

COMMENTS: _______________________________________________________ ___________________________________________________ __________________________________________________

75

Name: Class:

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Project. Go to: www.cds.hawaii.edu/kahana Images retrieved April 9, 2009 from: http://www.morphthing.com/showimage/2/0/0/852/Britney-Spears.jpeg; http://www.jewsonfirst.org/images/obama8.jpg; http://archives.starbulletin.com/2001/07/18/news/arte.jpg; & http://wordincarnate.files.wordpress.com/2008/06/mother-teresa.jpg

1

Who Do You Respect?

What is respect, who deserves it and why?

1. Class brainstorm time! Do you respect these people? Not sure? Talk it over with a classmate, then with the whole class. Britney Spears Barack Obama Duke Kahanamoku Mother Teresa

2. Now list the character traits you respect – and don’t respect – in these people. Do this for 2 other people you know, 1 personally.

Person Traits I Respect Traits I Don’t Respect

Britney Spears

Barack Obama

Duke Kahanamoku

Mother Teresa

76

Name: Class:


2

3. Now think about yourself. Do you have any of the same character traits as the people in your list? Write these or other traits here:

Person Traits I Respect

in Myself Traits I Don’t Respect

in Myself

Me

4. Looking at your character traits above, do you think other people

should respect you? Should you respect yourself? 5. Next, write examples of the kinds of things people do to show respect. Others Me How People Show Respect to…

How I Show Respect to…

6. Now think about showing respect at school. Do you? How? Classmates Teachers & Staff Property How Other People Show Respect to…

How I Show Respect to…

7. Class Discussion: What are the benefits of showing respect? Is it

ever okay not to show respect? How can you tell & what should you do? How can respect make this class & school pono?

77

Name: Class:


3

Teacher’s Notes for: Who Do You Respect? Numbered notes are same as in handout. Bulleted notes are teaching suggestions. FIRST 10-20 MINUTES 1. Class brainstorm time! Do you respect these people? Not sure? Talk it over with a

classmate, then with the whole class. • Make sure the class knows at least 1 fact about each person pictured: Spears is a

singer & mother; Obama is a politician & father; Kahanamoku was Hawaiian royalty & an Olympic champion; Mother Teresa was a Catholic nun & advocate for the poor

• Give students 5 minutes to discuss with 1 or 2 peers which traits of each of these people they respect &/or don’t.

• In whole class discussion, lead students to generalize traits specific to individuals (e.g. Britney sings well > she has artistic talent)

2. Now list the character traits you respect – and don’t respect – in these people. Do this for 2 other people you know, 1 personally. • Students can start this activity when in pairs above &/or complete it on their own,

with or without peer discussion, after the whole class shares. • Ask a few volunteers to describe a trait they respect in someone they know.

Encourage others to be accepting and aware of cultural differences that cause us to admire certain traits more (e.g. some families expect teens will “speak when spoken to” while others want them to “speak up for yourself”)

NEXT 10 MINUTES 3. Now think about yourself. Do you have any of the same character traits as the

people in your list? Write these or other traits here. • Encourage students to be truthful & assure them they may keep their responses

private. If they “freeze” ask them to imagine what their friends/family would say about them.

4. Looking at your character traits above, do you think other people should respect you? Should you respect yourself?

• Ask for volunteers only to speak, esp. if anyone knows someone who didn’t appear to respect themselves but later changed for the better (e.g. substance abusers may fool themselves at first, then seek counseling & change their lives for the better).

• It may be important to discuss how and why we sometimes don’t respect ourselves (e.g. we “give up” on ourselves, we feel others don’t support us) and how we can change this (e.g. seek respected person to advise/counsel us). If this talk turns serious, you may want to bring in a cultural practitioner of problem solving (ho‘oponopono), other trained expert (psychologist) &/or respected person in the school or community

Continued on next page

78

Name: Class:


4

NEXT 10-20 MINUTES 5. Next, write examples of the kinds of things people do to show respect.

• We offer our kokua (help) by giving time, effort, gifts, money, advice when asked. 6. Now think about showing respect at school. Do you? How?

• We give others & ourselves time to learn & take part; we are supportive of each others’ efforts

• We keep the room and materials organized and in good condition to reduce frustration and not waste money

7. Class Discussion: What are the benefits of showing respect? How can you tell & what should you do?

• Refer to “Respect Rule” for extra materials on this at: http://www.scihi.hawaii.edu/downloads/IntroUnit/TeacherNotes/NotestoStart/pdf/Respect_Rule.pdf

• Is it ever okay not to show respect? e.g. Some cultures teach us to respect strangers, but other cultures teach us to approach strangers with caution. Discuss the consequences of both approaches (e.g. how aloha invites opportunity; being taken advantage of) and how to do both at the same time (e.g. be polite, take the time to let others show they deserve respect and are respectful themselves).

• How can respect make this class & school pono? People are happier and more confident when all respect each other and their environments, and behave in culturally appropriate ways.

79

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana Adapted from: Minton, N. & Kaimikaua, J. (2000). A Mau A Mau: To Continue Forever. Honolulu.

1

Key Science Idea:

Group Resource Management - a team of experts working together to

help nature & society flourish

Word Bank ‘Aha – council;

or woven cord

Aho – a single

strand of a cord

Ahupua‘a –

watershed

‘Āina - land

Kūpuna - elders

Moku – district

Mana‘o – thought

Nā ali‘i – chiefs

Pono – righteous,

correct

Practitioner – one who

practices or works in a

certain field of study

The ‘Aha

Before the arrival of the ali‘i, the people of Hawai‘i governed themselves with ‘Aha (councils). Each island was divided into moku. For example, on Moloka‘i, there were 4 moku: Kaluako‘i, Pala‘au, Kawela, and Ko‘olau. Each moku formed and set up their own ‘Aha to meet the needs of that particular moku. One practice which linked all of the 'Aha of each island involved choosing practitioners to sit on the councils. These ‘Aha of experts used their knowledge to preserve and manage the natural resources of the land. This helped the people produce more food for the living, and for the generations unborn. On Moloka‘i, it was said: There is no man familiar with fishing, least he fishes and becomes an expert. There is no man familiar with the soil, least he plants in the earth and becomes an expert. There is no man familiar with hō‘ola (giving life) least he is trained and becomes a kahuna and is an expert at it. This mana‘o was the standard the kūpuna went by in acknowledging which experts were needed to sit on the councils.

‘Aha council experts met regularly. Retr’d 10/15/07 from: www.hawaii.gov/

dbedt/czm/wec/html/stories/

80


2

Timeline of Ancient Hawaiians Governing

100

a.d.

400

a.d.

800

a.d. 1300

a.d.

1810 .a.d.

Life Under The ‘Aha

The people governed themselves under the ‘Aha for 700 years before the arrival of the ali‘i during the ending of the 9th century. After the first 7 generations under the ‘Aha, war was unheard of amongst all families – peace was established. After 16 generations passed from the time the first ‘Aha were established, there was no manufacture of weapons, no knowledge of war. Under the ‘Aha society was so proficient the needs of all the people were provided for – there were no rich, no poor, everyone had enough food and materials for housing, and everyone lived upon the land in peace. Because of the ‘Aha, the people were able to progress, expanding their knowledge and abilities in farming and fishing and connecting spiritually with the things of the ‘āina. They traveled and visited each other's ‘Aha for religious, spiritual, and educational exchanges. In this way they gained knowledge and learned from each other in order to help the people of their moku better. Ideas and knowledge were exchanged many times, all of it through speaking, listening, practice

and remembering. The land and people flourished greatly. After the first 300 years or so, the population of all islands grew immensely. This affected the guidance of the ‘Aha in each moku, of course. So, all the ‘Aha gathered together again in Moloka‘i to devise a plan to

better provide for the people. They decided that each moku should be divided into ahupua‘a, each having its own ‘Aha of practitioners who lived in that ahupua‘a. In this way, total control of each ahupua‘a was decided upon by the people living there. The only time moku ‘Aha were called upon was when a decision affected all the ahupua'a in that moku.

Island of Molokai. Retrieved 7/12/06 from:

http://away.com/gifs/gorp/location/states/hi/kalaupapa.jpg

‘Aha govern each

moku in peace

Ahupua‘a are

created & peace continues

The Ali‘i begin to govern

Separate island

kingdomsbattle

The islands are

united

81


3

QUESTION

TIME

1. Think of a group of people you know of who are like an ‘Aha. 2. Think of a time when your own expertise helped a group do something better. 3. Think of a time when your expertise was not enough, & working with others like the ‘Aha would’ve helped.

Share your thoughts with a partner.

SHARE WITH THE WHOLE

CLASS!

Concept of the ‘Aha

‘Aha is also the word used for a type of woven cord. The ancients chose the woven cord as a symbol of the ‘Aha because it teaches all of us the pono (appropriate) way and the function of the ancient ‘Aha. When Hawaiians take the bark of the ‘olonā, prepare it, and weave it into a single cord, that single cord is called an aho. When they take the single cord and join it with other aho and begin to weave a stronger cord, that cord that is woven of many aho is called an ‘aha. This is highly significant in the mana‘o of our kūpuna because the aho used in the ‘aha cord represent each expert sitting on the ‘Aha Council. An expert of fishing, with his expertise, is like a single strand of aho. A healer is like a single strand of aho. One who studies the land is a single strand of aho. One who researches water preservation, forest preservation, architecture, astronomy - each of these people, all these experts – are like individual aho. When each expert is brought into an ‘aha they weave their expertise together. This combining of expertise together has one purpose: to help to preserve the lands and those things which sustain life for the community. This prepares the way spiritually for the land to flourish physically. In this way, the resources on the land, and the land, become pono (righteous). When both the land and the people flourish – when there is abundant food and many descendants – then the concept of ‘Aha has been understood. Today, experts are sometimes called together to manage resources, but this is usually done through government and/or private or business groups. Which system is better? Can we improve ours?

Woven Hawaiian ‘Aha

(Cord)

82

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana

1 of 2

Objectives: 1) to learn the concept of ‘aha (ancient Hawaiian group resource management)

Minutes:

10-15

10-15

10

20-30

20-25

5

Suggested Sequence: 1. INTRO READING: show students an ‘aha rope, then give them The ‘Aha to read

silently or as a class (may want to preview vocabulary in left column) 2. TALK STORY: ask students to discuss the 3 questions on p.3 of the reading in

pairs or small groups; ask pairs/groups to respond to the reading in a whole group discussion

3. VIDEO: preview this vocabulary for the 6 ½ minute Unit 1 video, ‘Aha –

Ahupua‘a Council & Weaving, which should be mostly familiar to students:

‘aho (strand), ‘aha (woven cord), manao (knowledge), kupuna (elder), ke akua (God), aumakua (spirit guardian), pono (doing what’s right), malama (caring), ‘āina (land)

4. WEAVING & GUEST SPEAKER: invite a guest to teach students how to weave

an ‘aha rope (can do Hwn style, watching without questioning); speaker can also talk about Hawaiian values, traditions, local history, etc.

5. BRAINSTORMING ACTIVITIES: FORMING AN ‘AHA

a. Tell students they will be forming their own ‘Aha for their moku (your school district area). Explain the moku boundaries are from coast to mountaintop and include several ahupua‘a (watersheds)

b. Make 2 groups – a Needs group and a Resources group. The Needs group will discuss things needed to survive and flourish in their moku. The Resources group will discuss the resources available to them in this moku.

c. Groups present their information, Needs then Resources. Whole group adds anything overlooked (may need to define ‘need’ vs. ‘want’). This can be done on the board, in 2 columns.

d. Based on the needs and resources of the moku, ask students to brainstorm the kinds of experts needed to sit on their ‘Aha. Add a 3rd column with this info. Optional: students write reflection on lesson.

6. SUMMARIZE KEY POINTS: an ‘Aha is strong in the same way the ‘aha rope is,

because it weaves together good supports (experts) to make a super support (council of experts)

NOAA Hawai‘i

LESSON: The ‘Aha (Ahupua‘a/Watershed Council) UNIT 1: A‘o Hawai‘i (Intro to Hawaiian Learning/Teaching)

‘Aha Weaving

83


2 of 2

Total = 75+ min

7. PREVIEW NEXT LESSONS: The Kāhuna science disciplines masters of old &/or Field Trip to view local ahupua‘a or moku (district) & natural resources from sea to mountain (no resources provided)

Materials: • For teacher: ‘aha rope example (see pg.3 of reading); visuals of ancient Hawai‘i; map of

school district moku; GUEST will need twine & key rings for each student • For students: 1 handout each: The ‘Aha • Safety: n/a Assessment/Performance Indicators: • Informal assessment: students read, share &/or listen as

directed; ‘aha weaving is attempted • Formal assessment: none

Suggested Points: 10 pts. for full participation 6 pts = D; 7 = C; 8 = B; 9 = A

Exceeds Expectations: • read entire handout • offered insightful comments;

fully focused during weaving; listened attentively in partner & group activities throughout

Meets Expectations: • read entire handout • offered comments &/or

listened in partner & group activities at least 60% of the time

Needs Improvement: • read only part of the

handout • did not offer comments

&/or listen in activities less than 60% of the time

Learning Styles:

Left Brain Right Brain Auditory Visual Kinesthetic/Tactile Spatial

Keywords: ‘aha, aho, rope, natural resources, management, moku, needs, weaving

Enrichment/Extension: Watch 50 minute video “A Mau A Mau” (see Unit 1 teacher resource) to further explore the

past traditions of our Islands that we need to understand and use today in order to protect our future (order in advance, $30)

Study the traditional ahupua‘a system in Hawai‘i with this poster and teacher’s manual: Life in Early Hawai‘i: The Ahupua’a, available at Kamehameha Schools Press for $15.95 (poster) and $13.95 (book). Go to: http://kspress.ksbe.edu (click “KS Press Online Store” on right hand side of the homepage to search for the products). The poster depicts an traditional ahupua‘a, and the companion book describes the 63 activities shown.

Go to: http://manoa.hawaii.edu/scihi for hands-on activity “Make a Human Lōkahi Wheel” in the Introductory Unit, Folder B (Student Handouts & Teacher Notes file). This activity ties the science concepts of compression & tension to interdependence in physical and non-physical systems.

Image retr’d 7/27/07 from: http://sanctuaries.noaa.gov/maritime/images/kure5.jpg

84

Name: Class:


How to Weave ‘Aha

‘Aha – 1. rope woven from many cords Aho – a single strand of a rope

- 2. a council of experts

Be sure to pull the cords tight as you weave each step so the ‘aha will be strong!

1. Loop 2 strings of equal length through a key ring & lay them flat as 8 aho or cords (4 on each side)

3. Take the same aho under the 1st two aho on the opposite side …

4. Pull this aho over the inside 2 cords on the opposite side, then lay this aho on the inside row on the same side it started from.

2. Take the outside aho under the other 3 aho on that side …

85

Name: Class:


TIPS: Using different colors may help you Try to keep 4 aho in each hand keep the aho organized, and it will to prevent making errors. create a unique pattern!

Ask a friend to hold your key ring as you work, or loop it around your toe or other object that will stay in place. Bonus Question: Why do you think Hawaiians used the same word for a rope and a council? What is important about this metaphor?

5. Repeat steps 1-4 for the outside aho on the other side. Work from one side to the other repeating these steps.

6. As you weave, a box-like pattern will emerge in the ‘aha. When you are done, simply tie off the ends (you may want to burn them or dip them in wax to prevent unwinding).

86


Video Resource

DVD Description: This inspiring 50 minute video features John Kaimikaua, Hawaiian culture expert from Molokai, “talking story” about the past traditions of our Islands that we need to understand and use today in order to protect our future. This video can be shown with any culturally responsive curricula, and is particularly useful to show, in part or whole, in Units 1 and 10 (note: one segment of this film is found in the Unit 1 video ‘Aha (Council). Cost: $30 Send check, payable to Ka‘oi Kaimikaua, to:

Halau Hula O Kukunaokala PO Box 30273 Honolulu, HI 96820

Call: 808-956-5688 or 808- 389-6560

87

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Project Available at: www.cds.hawaii.edu/kahana Adapted from: McBride, L. R. (1972). Who were the Kahuna? The Kahuna: Versatile Masters of Old Hawaii. Hilo: Petroglyph Press Ltd.

1

Key Science Ideas:

Scientific Observation - learning through careful study

(using all senses)

Word Bank

Kahuna – expert in any field

Kuleana - responsibility

Ali’i - royalty

Maka’ainana - commoner

Order – field of study

Puhi Okaoka - expert of all

knowledge

From THE KAHUNA, Versatile Masters of Old Hawaii by L. R. McBride www.basicallybooks.com

The Kāhuna

In ancient Hawai‘i, the kāhuna were far more than priests, a common misconception now. The kāhuna were doctors, architects, scientists, educators, and agriculturists of their time. Their kuleana (responsibility) was conserving the resources and advancing their knowledge. They were persons of real ability. They achieved the status of being a kahuna only after training for more than 20 years in a strict discipline.

WHO WERE THEY? After the arrival of the ali‘i about 1000 years ago, most of the members of a kahuna order were chosen from the ranks of the ali‘i. As children, they were selected based on their intelligence, interest, and willingness to learn. Occasionally a child from the maka‘ainana class who had an exceptional ability might be accepted, but he or she often had some royal blood. Although girls were admitted to some orders, they were banned from some places and ceremonies and confined during menstruation. HOW DID THEY LEARN? The classes of kāhuna were divided into many orders just like college nowadays has many different fields of study. Similar to attending college, each kahuna trained in a specific school, but there was also a general course of instruction for all. Students were required to observe with the eyes, listen with the ears, close the mouth (to reflect on what one has observed), do with the hands, and then question (only if the answer has not already presented itself in the previous steps). This is how they learned and gained their knowledge.

Ret’d 7/26/06 from: www.taufaasau.com/postcard/kahuna.jpg

88


2

Sounds like Science?

1. Make a list of

the things kāhuna did that are just like the things modern scientists do.

2. Make a Venn

diagram to compare how ancient Hawaiian youth were trained & you are trained today.

…continue on next page…

Instruction began at dawn and continued as long as the sun was up. As small children, students learned 3 different types of rules: laws of the gods; lesser regulations; the restrictions of the school A student was taught to experiment with certain limits. In time, he could use his knowledge of human nature to make predictions, accomplish desired ends and strengthen the order to which he belonged. He learned to employ skills like: hypnosis auto-suggestion mimicry ventriloquism He was taught that these skills were direct manifestations of the gods and were only granted to a certain few. WHO TAUGHT THEM? Schools and teachers differed and their abilities varied. When kāhuna in the same order from

different places met, the common question was, "Who taught you?" A kahuna never forgot his

instructor and always mentioned him in his prayers. SPIRITUAL LEARNING Each priestly order had its own god. A kahuna truly believed in the power of prayer and the spirituality of his education. A kahuna had faith in his gods and in his ability to communicate with them as family. Much of the training of a kahuna consisted of memorizing long chants and rituals and being able to perform them with the correct protocol. He was taught that by successfully doing so he would earn the respect of the gods and they would protect and guide him on his path of learning.

"Let that which is unknown become known."

This ancient prayer of the kāhuna guided the training period so each student would quickly gain the knowledge, patience, and understanding needed to become a lover of wisdom & knowledge.

Retr’d 7/26/07 from:

www.hawaii.edu/powerkills/GAL3.KAN.SUNRISE.HTM

Retr’d 7/26/06 from: www.mauimagazine.net/10_1_treeoflight.html

89


3

Kahuna, early

1900s. Retr’d 7/26/06 from: www.legendaryhawaii. com/research/kahuna. gif

Kāhuna Today

3. a) Are there kāhuna today? b) What has happened to all of their wisdom?

c) Who is similar to a kahuna today?

4. If you were chosen to be a kahuna, what field would you

want to study most? Why?

GRADUATION At the graduation ceremony, a member of the class who had surpassed all of the rest in learning was chosen by his peers and honored with the choice part of the commencement pig in the final ritual, an honor much like that of a valedictorian today. HIGHER LEARNING Kāhuna who had become proficient in two professional skills had a greater status than any person who only excelled in one profession, no matter how deep his knowledge was in that field. Only a kahuna who had become adept in many fields could be called a high priest, and only one who had mastered all learning was given the highest title puhi okaoka. It was difficult to become such a priest because the Hawaiian teacher rarely passed on all of his wisdom before taking to his deathbed, in case one of his students surpass him. A favored student was generally called just before the teacher's dying to wipe the lips of the master and gain the final knowledge. The Hawaiian kāhuna have accomplished so many things in many endeavors and only now are some of us realizing the amazing things they achieved and investigating further those things which may prove to be of value to our society. Some medical men of today have no doubt that doctors of ancient Hawai‘i were able to arrest cancer, heart trouble, and other illnesses. Their findings in the fields of agriculture, fishing, and conservation may prove to be of great benefit also. According to an old Hawaiian proverb:

Ua lehulehu a manomano ka ‘ikena a ka Hawai‘i.

Great and numerous is the knowledge of the Hawaiians.

Unfortunately, we will never know the true extent of their knowledge and their accomplishments because so much has been lost or concealed. What little we know and comprehend will nevertheless stand as a testimony to the knowledge and wisdom of Hawaiians, especially those who were kāhuna.

90

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Project. Go to: www.cds.hawaii.edu/kahana Image retr’d from: http://www.cfht.hawaii.edu/HawaiianStarlight/JCC-Photography/MaunaKea-Light/Photos/CFHT-DomeNightNorth-Cuillandre-1999.jpg

1 of 3

Objectives: 1) to practice scientific observation using the senses; 2) to compare a Hawaiian learning method to scientific observation; and 3) to compare these two methods of gathering information; 4) to understand how the brain learns

Minutes:

5-10

10-15

5-10

5-10

20-?

25-45

Total = 70 + min

Suggested Sequence: 1. READING: preview vocab in left column, pg.1 of “The Kāhuna” handout & read

parag. 1 aloud (optional); ask students to read the rest alone or as a class (pg.3 can be skipped to save time)

2. RESPOND to READING: questions 1-4 (in sidebar on pgs. 2-3) can be

answered in writing or considered before sharing in pairs, small groups or as a class (see Teacher’s Notes below for additional info & example answers); discuss &/or grade when done

3. OBSERVATION ACTIVITY: LEARN IN THE HAWAIIAN WAY

Review the “Hawaiian Learning Styles” poster(s) in Lesson 1, then explain the objective of this activity: to learn as much as students can about this class (the course, the teacher, and their peers) using the Hawaiian method; ask students either walk around the room or sit at their chairs observing and listening for 1-5 minutes (without speaking)

4. RESPOND TO OBSERVATION ACTIVITY: Tell students first to ask themselves

any questions that arose about the observations they’ve made; then direct them to ask these questions of the class; finally, ask students to share what they learned by this method and compare this way of learning to the way they normally try to learn.

5. FILM OR GUEST SPEAKER: invite a scientist, college science student, &/or

kupuna to talk story about how they use observation, protocols and the scientific method in their work OR show the film “Parallel Minds: Hawaiian & Science Protocols” (see below) with optional worksheet

6. READING & TALK STORY: give students the Lolo Po‘o & Dendrite handout to

preview vocabulary (right column, page 1) then read as a group. Continue with discussion and writing options on pages 3-5.

7. SUMMARY: review key points & preview next lesson

Materials: • For teacher: “Hwn. Learning Styles” poster(s); optional film “Parallel Minds: Hawaiian &

Science Protocols” (available at www.scihi.hawaii.edu; worksheet is in Curriculum Files, Unit

3

Maui

LESSON: The Kāhuna (Scientific Observation & Experts)

UNIT 1: A‘o Hawai‘i (Intro to Hawaiian Learning/Teaching) The Kāhuna

91


2 of 3

I-Kai, Student Handouts to Start) • For students: handout of “The Kāhuna” reading & Lolo Po‘o & Dendrites • Safety: n/a Assessment/Performance Indicators: • Informal assessment: students read, write answers,

discuss/grade answers, observe/walk &/or listen as directed • Formal assessment: correct & complete answers to Kahuna

handout questions

Suggested Points: 5 points for full participation A = 5; B = 4; C = 3.5; D = 3 10 pts. for handout answers: A = 9; B = 8; C = 7; D = 6

Exceeds Expectations: • read handout & did questions • offered insightful comments

& listened attentively in solo & group activities throughout the lesson

Meets Expectations: • read entire handout • offered comments &/or

attended to solo & group activities at least 60% of the time

Needs Improvement: • read only part of handout

or did not do all questions • did not offer comments

&/or attended to activities less than 60% of the time

Learning Styles:

Left Brain Right Brain Auditory Visual Kinesthetic/Tactile � Spatial

Enrichment/Extension: Read Kahuna Masters Stories & do student question sheets (available in Unit 1, Lesson 15

Powerpoint & guide at: http://www.kukulu.hawaii.edu/Educators/ Note: intended for gr. 6)

92


3 of 3

Teacher’s Notes for The Kāhuna Handout KAHUNA TODAY can be experts in many Hawaiian disciplines, but real kāhuna are unlikely to self-proclaim this title, and there are frauds who pose as kāhuna. Hawaiian cultural experts believe true kāhuna keep their expertise secret, and only worthy students will find their way to them in order to pass on their knowledge. Many experts of Hawaiian learning are publicly recognized as kumu (teachers), and they practice and share the wisdom of an array of disciplines, such as healing, navigation, hula, fishing, agriculture, etc. Such people doubtlessly live in your community, and may be willing to share some of what they know with your students. Use the class surveys so students can help you find these experts in your town, and ask your Hawaiian Studies teacher and other Hawaiian organizations such as local civics clubs, hula clubs, paddling clubs, as well as Alu Like, Inc. in your area.

EXAMPLE ANSWERS TO QUESTIONS 1-4 (Grading example given:

Total Points: 10) 1. Professions: doctors, architects, scientists, educators (p.1), hypnotists, ventriloquists (p.2), agriculturists, fishermen, conservationists (p.3) Activities/behaviors: studied hard, did specialized & general studies, used Hawaiian learning method (p.1), experimented, observed carefully, made predictions, memorized stuff, used protocols, loved learning & wisdom (p.2)

(½ point each up to 3) 2. Youth training differences & similarities are…

(½ point each up to 4) 3.a) Yes there are kāhuna today. (see above) b) Some has been lost, other wisdom is kept secret, and some grows. c) Doctors of Philosophy (PhD) and spiritual leaders (e.g. Dalai Lama) are similar to kāhuna today.

(½ point each up to 1½ ) 4. Answers will vary.

(½ point for subject, 1 pt. for why, up to 1½ )

Ancient youth (different) same Youth today (different) - kahuna chosen due to skill or blood - only a few girls become experts - Hwn. learning style - dawn to dusk training - learning is spiritual

- all children are trained by family caregivers - training is in specific discipline (field, order) - graduated with a ceremony

- experts chosen by skill & finances - all girls may become experts (more today) -various learning styles - 8am to 2pm classes - learning isn’t spiritual

93


Objectives: 1) conduct basic research using the Internet & other local sources to become aware of local science-related news, issues & careers; 2) invite family & community involvement in class learning; and 3) to create, present and evaluate a Bulletin Board Project (this lesson should be spread out over several class periods) Minutes:

15-30

30 -?

30 -?

30 -?

5-15

5-15 Total =

115+ min

Suggested Sequence:

1. INTRO PROJECT – see handout below “Bulletin Board Project” and allow groups time to discuss options and write out their plans; Optional: discuss assessment with the class such as weighting of certain criteria (see Teacher’s Notes below).

2. RESEARCH &/or HOMEWORK – this can be done partly in class if students

have Internet access, but should also include students looking in school & community libraries, community centers or other locations for various print, online & face-to-face resources needed for the project

3. PROJECT PREPARATION – student will need class time to create portions

of their bulletin boards and their invitations, and plan their presentation

4. GROUP PRESENTATIONS & HO‘IKE – presentation and celebration of students’ projects can happen on one day or several. Students whose bulletin boards are off campus may want to present outside of class time and take photos or videotape the event, and present that at the ho‘ike.

5. EVALUATION – see handout below for directions to teacher and students to

triangulate assessment

6. POST-TEST – unit 1 content (see Lesson 1 test, pg. 2)

Materials: • For teacher: sources for re-useable, recycled or cheap bulletin board materials • For students: 1 handout each “Bulletin Board Project & Assessment” • Safety: n/a Assessment/Performance Indicators: • Informal assessment: regular & positive participation • Formal assessment: self-evaluation, peer and 2 adult

evaluations (student collects & hands in)

Suggested Points: See Assessment handout below

3

Bulletin Board

LESSON: The Science Today & Bulletin Board Ho‘ike UNIT 1: A‘o Hawai‘i (Intro to Hawaiian Learning/Teaching)

Conch blower

94


Exceeds Expectations: • Project exceeds goals (i.e.

serves purpose for broader audience &/or longer duration than required)

Meets Expectations: • Project is planned

efficiently, presented well & cleaned up as directed

Needs Improvement: • Project isn’t completed, is

more than 1 week late, is not on topic or clear &/or is not cleaned up as directed

Learning Styles:

Left Brain Right Brain Auditory Visual Kinesthetic/Tactile Spatial

Enrichment/Extension: • Students can update their bulletin boards over the term, semester or year for extra credit. • Students can update the class on their project topic area (or new topics) each month or week

in a verbal presentation in class. • Students can volunteer for ongoing community awareness activities for extra credit, reporting

their activities in a journal, verbally to the class or in a resumé they compile through the year. Keywords: awareness; activism; advocacy; bulletin board; community; design; evaluation; family; resumé

Images retrieved 5/15/05 from: www.hawaiiantrading.com/herb-kane/images/conch-blow.gif; http://hcdaweb.org/kakaako/projects/community-bulletin-boards-available-at-kaka-ako-waterfront-kewalo-basin-parks/2007-07-30.8891862421/image

95


NAME: CLASS: BULLETIN BOARD PROJECT

Science in Hawai‘i, past and present, is all about awareness, and bulletin boards are one of the best ways to increase people’s awareness about important news. Your project is to select a topic and location for a group bulletin board, then research the information you want to share and present it to a public audience in your community on this date: ______________________

Retrieved 5/15/08 from: http://hcdaweb.org/kakaako/projects/community-bulletin-boards-available-at-kaka-ako-waterfront-kewalo-

basin-parks/2007-07-30.8891862421/image My team is me and: ______________________________________ Where should our bulletin board be placed? Many already exist at schools, community centers, shopping malls & parks. Pick one, decide if you want to use it for a month or longer, & get permission!

• Our 1st choice location is: • We will ask permission to use this board from this date ____/____/____ to this date ____/____/____. • Our 2nd choice is:

What makes a good bulletin board? A good bulletin board is easy to view & interesting! Research all the options around town & on the Internet. Ask an art teacher or artist for help!

• We will use the Internet & look at example bulletin board at schools & in town by this date: ____/____/___

• We will submit our bulletin board design sketch, by this date: ____/____/____

Dude … I feel soooo naked, so alone … I need

someone to communicate with

me!

Tell me about it! Ever since cell phones …

96


What science-related information do we want to share? Choose 1 or more science-related topic of interest to our community, local &/or global, such as: • current science events • important science issues • science career opportunities • college science opportunities • local people who use science • local science history info • vision for our science class

this year • science vision for our future • Other? (Talk to your kumu!)

• Our topic is: • We will research this topic this way:

1. Online search for: 2. Personal interview(s) with:

3. Printed material search (library, magazines, books, etc.) for:

• We will complete our research by

this date: ___/___/____

What materials will we need? Environmentally good choices include what you can borrow, re-use, recycle or gather from nature (if it will last). Kumu may be able to buy items if asked in advance.

• We will get our bulletin board from: • We want kumu to purchase: • We will gather our materials by this

date: ___/___/____

Who will we invite to see us present our bulletin board? Who do you want to share your info with? Why? When? Where?

Your audience is very important! They may be: • Elementary school keiki (kids) • High school peers • ‘Ohana (family) members • Community members

(neighbors, business people, activists, employers, college staff or students, or ???)

• We plan to invite: • We will make invitations & deliver

them by this date: ___/___/____ • We will do a ____ minute

presentation of our bulletin board on this date: ___/___/____

• Our presentation will also include

(food? music? flyers?): • We will clean up our bulletin board

on this date: ___/___/____ Assessment: Your grade for this project will be triangulated – you will give yourself a grade, another group will grade your group, and 2 audience members will grade you using kumu’s evaluation sheet.

97


BULLETIN BOARD PROJECT: ASSESSMENT After your presentation, pass around (or cut up) this sheet to help others evaluate your group’s effort on this project. Evaluate just yourself (not your group) honestly then hand in!

Evaluation by: ________________

(name of adult at presentation)

Write Yes, No or letter grade

Evaluation by: _____________

(name of adult at presentation)

Write Yes, No or letter grade

I liked the written invitation I got I liked the written invitation I got Location of bulletin board is good Location of bulletin board is good Bulletin board is attractive Bulletin board is attractive Bulletin board is easy to read Bulletin board is easy to read Bulletin board info is useful to me Bulletin board info is useful to me I liked the Presentation I liked the Presentation Overall I give this group a A B C D

Overall I give this group a A B C D

Comments:

Comments:

Evaluation by: ________________

(name of peer in other group)

Write letter

grades only!

Self-Evaluation: ____________

(your name)

Write letter

grades only!

Planning was on time & efficient

Planning was on time & efficient

Topic is science related Topic is science related Topic is useful to audience invited Topic is useful to audience invited Location is good for topic & audience

Location is good for topic & audience

Bulletin board is attractive & sustainable materials were used

Bulletin board is attractive & sustainable materials were used

Bulletin board is easy to read Bulletin board is easy to read Bulletin board has lots of useful info & no incorrect or incomplete info

Bulletin board has lots of useful info & no incorrect or incomplete info

Presentation was well planned, imaginative, effective & presented clearly (logical, audible, engaging)

Presentation was well planned, imaginative, effective & presented clearly (logical, audible, engaging)

Overall I give this group a A B C D

Overall I give myself a A B C D

Comments:

Comments:

98


Teacher’s Notes for BULLETIN BOARD PROJECT Introduction: You may want to have the class work together on an example

Bulletin Board Project in your classroom. A suggestion is for students to explore volunteerism by going to this website: http://serve.gov (see handout below). By typing in different keywords, they should discover interesting opportunities which they can take part in now or the near future. Groups can discuss which information to put on the class bulletin board, what to leave out, where else to find related information, and how best to present it – then the class can use the rubric above to evaluate the example project they created together.

Planning & due date: allow at least 3 weeks for students to begin this project.

More time is recommended while they do other work in class, as it may take a while to get permission to use bulletin boards off campus. Allow another 3 weeks minimum for bulletin boards to be viewed then taken down. Alternately, students may want to update their bulletin boards over the term, semester or year for extra credit.

Teams: 3 students per team is ideal, but 1-4 can do it successfully Assessment: Give each student the evaluation sheet below to share with 2 adults and 1 classmate, then to complete the self-evaluation and hand in. You may want to discuss how their scores will be weighted beforehand. Options include: Points Suggested

• Adult evaluations – 40% 20 • Peer evaluation – 30% 15 • Self-evaluation – 30% 15

Total: 50 And/or: • Planning (1st criteria on handout) – 35% 17.5 • Bulletin Board (middle criteria on handout) – 35% 17.5 • Presentation (last criteria on handout) – 30% 15

Total: 50 It may also a good idea to discuss with groups in advance deducting up to 10

points or one letter grade for bulletin boards that are not cleaned up appropriately on the date groups give.

99


Website: http://serve.gov/ Homepage Welcome: On April 21, 2009, President Obama signed the Edward M. Kennedy Serve America Act, a bold expansion of opportunities for all Americans to serve their communities and our country. During a time of almost unprecedented challenges it is critical that we all work together, the government alone cannot fix everything. Working together in a sustained, collaborative effort, we can harness our greatest resource, our people, and change the course of history. This website is a new portal for you and all Americans to find your own ways to serve in your own communities. Just choose your keyword - "education," "environment," or whatever interests you - and type in your zip code to see what opportunities our partner organizations have in your area. Americans are putting their own country back on the right track, be a part of it. Explore: Enter your zip code and

keyword(s) for local opportunities to serve in your community (see right) … this will take you to the Network for Good website

Click on the results that look

most interesting and useful Go to the International tab

near the top for very cool opportunities worldwide, listed as suitable for various ages, individuals and groups.

100

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Project. Go to: www.cds.hawaii.edu/kahana Retrieved & adapted 5/20/08 from: www.wiredtowinthemovie.com/mindtrip_xml.html;

1

KEY CONCEPT:

Dendrites

Branches of neurons in the brain which allow mammals to learn

WHAT IS GOING ON IN MY HEAD, BRAH?! Your lolo po‘o (brain, in English) controls all your thoughts, actions, and emotions. It even controls your body in ways that you don't think about, such as your breathing and digestion. Deep in the gray matter of your noggin, electrical and chemical processes are happening all the time, and scientists are studying them up close! They already know a lot about how we learn … stuff that could make learning easier for you!

SYNAPSES ARE A SNAP! How your brain learns is like this: 1. You do something new & your brain’s neurons say - Wow! 2. Your neurons want to share this “wow” as an electrical

“message” with other neurons, but some neurons need it translated into chemicals called neurotransmitters

3. The neurotransmitters flow across a tiny gap called a synapse (see diagram above on left)

4. Then these chemicals bind with receptors on the other side of the synapse & set off another electrical impulse that travels down the dendrites of the next neuron.

All of this happens as fast as a computer … or not at all! Huh?

Synapse Diagram

Retr’d 5/20/08 from:

www.wiredtowinthemovie.com /mindtrip_xml.html

SMART KINE WORDS:

CORTEX – large area in the brain where most major functions take place

INHIBIT – to stop from doing something

NEURON – nerve cell in the brain

RECEPTOR – cell that receives stimuli

SYNAPSE – point where an impulse passes between neurons

Synapse Image Close-up

Retr’d 5/20/08 from: www.wiredtowinthemovie.com

101


2

WHAT GOES WRONG WHEN YOU DON’T LEARN

To learn anything at any age, we have to connect it to something we already know. In our mind, we try to make a conscious connection: e.g. if you know what a tree is, you can link the same word in Greek which is “dendron” to both the picture at right, and the new science word dendrites.

Meanwhile, in our brain sometimes neurotransmitters might not be able to make the connection right away. Some neurotransmitters will inhibit electrical impulses, leading to less or

no electrical impulses going down the dendrites of a receiving neuron. Synpatic Pruning is the process of “cutting back” the connections between neurons that aren’t used. Individual neurons form thousands more connections than are needed. Over time, those that are used become stronger, and those that aren’t, disappear! Synaptic sprouting is the process of increasing the connections among neurons that are being used. These changes depend entirely on the actions and experiences you choose in life. YOUR BRAIN CAN CHANGE! Neuroplasticity refers to the brain’s natural ability to change or adapt. These changes occur in the complex network of neurons that make up your brain. Many experiences, thoughts, or memories create new or stronger connections among neurons. Even in the adult brain, some new neurons are born and migrate out into the cortex, looking for new roles. At the same time, neural connections and neurons that aren’t used or are ineffective wither away and die. This means … Use or lose it, dude!

WHY IT’S AKAMAI TO KEEP LEARNING 4-EVAH! The more you try learn, the easier it gets. The more you resist, the harder it gets. Kinda like when you do sports … ya gotta practice! In fact, champion athletes train their brains to win as much as they train their bodies. Check out the website!

Dendron means “tree” in Greek. It’s named this

because of the branching shape of dendrites.

Metallic dendrite

Retr’d 5/20/08 from: www.rpi.edu/locker/56/ 000756/dendrite.html

FIRE YOUR SYNAPSES

HERE:

• Go to: www. wiredtowin

themovie.com & check out Brain Force, Mind Trip, & Century Tour, plus peak at a movie trailer about how cyclists’ brain power helps them win the Tour de France - a 3 week bike race!

Yo – Dendrite! Were you

callin’ me?

Yah, T-cell … I t’ink I stay sick.

Can you immune guys

attack it for me?

102


3

NAME: ________________ CLASS: ______

LOLO PO‘O READING: QUESTIONS/ACTIVITY A. Directions: Work in pairs on these questions. (5 points) 1. Talk story with a classmate about a time when you learned

something new that was really cool for you (last week, last year or when you were very young). Listen to each other’s stories, then try remember what knowledge you already had that you must have connected this new learning to. Share connections with the class.

2. Beat the clock. Read the terms below, then write them (or their

letters) on this diagram of a neuron where 8 lines point to each part. Compare your answers with others after 10 minutes.

a) Axon – a long, slender fiber a nerve cell (neuron) that conducts

electrical impulses away from the neuron's cell body (soma) b) Axon Terminal – the end of an axon c) Dendrite – branches of a neuron that conduct the electrical stimulation

received from other neural cells to the cell body, or soma, of the neuron d) Myelin Sheath – an electrically-insulating layer that surrounds the

axons of many neurons e) Node of Ranvier – the gaps (about 1 micrometer in diameter) formed

between myelin sheath cells along axons (nerve fibers) f) Nucleus – a membrane-enclosed organelle found in most cells and

containing most of the cell's genetic material (DNA) g) Schwann Cell – a cell that mainly provides myelin insulation to axons h) Soma - the bulbous end of a neuron, containing the cell nucleus

103


4

Part B 3. BONUS OPTION. Talk story with the class. Check out the data

on a study of London cab drivers who, in just a few months, had to memorize the name of every street and building in England’s capital city (population 7½ million … nearly 20 times more than Honolulu!!). Discuss with the class what these data on the handout mean. Did Hawaiians ever have to do anything like this? How about you? Can anyone do this?

IMAGE OF DENDRITES Retrieved 5/20/08 from: www.dendrite.org/Site/About_us.html 4. Set a learning goal. Write down something challenging you’d like

to learn and in the space below explain how your brain is going to help you do that in 4 steps or more. (5 points)

104


5

Navigation-Related Structural Change in the Hippocampi of Taxi Drivers

MRIs and Scatter Plots for Taxi Drivers & “Control Subjects” (not taxi drivers) The hippocampi (posterior & anterior) are twin areas of the brain responsible for navigating and understanding spatial relationships. a. The images at the top are MRIs (magnetic resonance images) of the brains of humans with extensive navigation experience: licensed London taxi drivers. These images were analyzed and compared with those of control subjects who did not drive taxis. Which picture highlights a larger hippocampi? That’s the cabbies! b & c. Voxel-based morphometry

(VBM) identifies differences in gray matter density in MRI brain scans. These charts show how the posterior hippocampi of taxi drivers were much larger relative to those of control subjects. These data support the idea that the hippocampi store a spatial representation of the environment (i.e. a map of London) in the mind, and expand in people with a high dependence on navigational skills. It seems there is a capacity for change in the structure of the healthy adult human brain in response to environmental demands. Retrieved & adapted 5/20/08 from: www.pubmedcentral.nih.gov/articlerender.fcgi?artid=18253; & www.37signals.com/svn/images/spacetube.jpg

At left is a night-time image of London, England, with main roads superimposed on it. In the brightest area, 10,000 people live in each square kilometer. In comparison, the population density of Honolulu is about 1,600 people per square kilometer. Think you could memorize all the streets and building names of this city in a few months? You could!! Just ask your dendrites!

105

Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana NOT FIELD TESTED. Retrieved & adapted 9/17/08 from: http://www.yesmagazine.org/article.asp?ID=2848; & www.dailygalaxy.com/my_weblog/2008/03/does-the-human.html

1

KEY CONCEPT:

Latent neurological ability

Traits found in all human brains but inaccessible to most people

DISABLED OR SUPER-ABLED?!

Brain researchers have noted how many “disabled” individuals are simultaneously “super-abled” through little understood phenomenon of the brain. While the average person may not have vast memory resources, it appears this is an evolutionary trade-off that allows the majority of us to focus on only the most relevant facts while some people – by birth or injury – have amazing powers. WHY CAN’T WE ALL DO THAT?

It is believed that damage to the brain – seizures, malformations or accidental blows – somehow disrupts normal functioning & therefore allows the brain to perform with these incredible skills and abilities. So, if all of us have latent super-abilities, is it possible to activate them permanently? Maybe!

Australian scientists used transcranial magnetic stimulation to temporarily switch off the frontal temporal lobe of volunteers, who afterwards showed immediate improvement in calendar calculating, naming the day of the week of any recent history event, and in their artistic abilities.

BRAIN-IAC ATTACK! 1. Alonzo Clemons, who injured

his head as a child, can glimpse a 2-D image & sculpt a 3-D wax replica in 20 minutes with exactly correct small details.

2. Orlando Serrell was hit by a baseball at 10 & thereafter could recall minute details of every day of his life, plus do very complex calendar calculations in his head

3. Autistic savant Stephen Wiltshire can draw exact replicas of any intricate structure he sees after just a single look.

4. Prodigious Savant Daniel Tammet learned to speak Icelandic, a very difficult language, in just 7 days & he has “synesthesia” – to him numbers have texture, shape & color. But he suffered severe seizures as a child & has slight Asperger’s syndrome.

Go to YouTube to see them in action! (see handout)!

107


2

WE ARE HARD-WIRED TO CARE

Scientists who use advanced imaging technology to study brain function report that the human brain is wired to reward caring, cooperation, and service. According to this research, merely thinking about another person experiencing harm triggers the same reaction in our brain as when a mother sees distress in her baby’s face. Conversely, the act of helping someone triggers the brain’s pleasure center and benefits our health by boosting our immune system, reducing our heart rate, and preparing us to approach and soothe. Positive emotions like compassion produce similar benefits. By contrast, negative emotions suppress our immune system, increase heart rate, and prepare us to fight or flee.

IS MODERN SOCIETY FIGHTING THE NATURAL EVOLUTION OF OUR BRAINS?

If the properly functioning human brain is wired for caring, cooperation, and service, what causes the outrageous greed and violence that threaten our collective survival today? Our 3 part brain has the ability to suppress or to develop the higher order functions that are essential to responsible adult citizenship. We each simply choose to evolve or de-evolve whenever we want something at the expense of other people’s well-being.

Diagram of Parts of the Human Brain

Retr’d 9/17/08 from: www.howstuffworks.com at

http://bionoid.net/index.php?c=blog&f=itemview&i=3

We Have 3 Brains in 1! The Brain Stem

or “reptilian” brain coordinates basic functions, such as breathing (medulla), hunting and eating, reproducing, protecting territory, and engaging the fight-or-flight response (cerebellum)

The Limbic or “mammalian” brain is the center of emotional intelligence & long term memory (hippocampus & amygdala), that allow mammals to feel emotions, read other mammals’ emotional state, bond socially, care for our young, and form cooperative communities (hypothalamus)

The Neocortical

or “human” brain is the center of our cognitive reasoning, symbolic thought, empathy, awareness, & voluntary actions of all parts of the brain & body (cerebrum)

Eh, I feel like evolving … how ‘bout you coz?!

108


3

NAME: ________________ CLASS: ______

KAHIKOLU LOLO PO‘O (3 BRAINS IN 1): READING ACTIVITY

Directions: Work in pairs or threes on items 1-3 below, then present 3 of your most interesting questions or comments to the class. ( __ points) 1. Re-Read: The last line on page 2, bottom left. Ask your partner then discuss his/her answer: Is it our own fault or our

brain’s that some of us choose to help others while some choose to hurt others?

2. Read This: “Realizing the fullness of our humanity depends on the balanced development of the ‘feeling’ (limbic) and ‘thinking’ (neocortical) parts of our brains. These parts must assert their dominance over the primitive unsocialized instincts of the reptilian brain. Tragically, most modern societies neglect or even suppress this development.” Ask your partner then discuss his/her answer: Is it society’s fault that some people ignore others’ suffering, or is it simply evolution of natural human traits of competition and individuality?

3. Read This: “Societies today are conducting an unintended evolutionary

experiment in producing a line of highly intelligent but emotionally challenged reptiles wielding technologies capable of disrupting or even terminating the entire evolutionary enterprise.”

Ask your partner then discuss his/her answer: What does this statement mean and do you think this is true? Why or why not?

(Quotes above from David Korten’s “We are Hard-Wired to Care and Connect” in Yes! Magazine)

Directions: Do this activity together

4. Read as a class: Will getting rich make you happy? A life-satisfaction survey shows 3 groups of people share the same score of 5.8 as America’s richest people. The groups who are equally happy are the Amish, the Masai in Africa (see photos) and the Inuit in Northern Greenland. All these groups live very modest lives with few material things, but they enjoy close relationships with community members just like traditional Hawaiians.

Consider then discuss this question: Which is the best road to your own happiness? To pursue great wealth or to do caring things with your family and community?

109


4

BONUS OPTIONS

1. Explore these website video links & tell the class what you found out about extraordinary human minds!

• Stephen Wiltshire draws Rome & Tokyo

www.youtube.com/watch?v=QV7ZBGZ-J8g www.youtube.com/watch?v=95L-zmIBGd4

• David Tammet Video: Tammet demonstrates his mathematical genius

www.youtube.com/watch?v=AbASOcqc1Ss&mode=related&search=

• David Tammet interview with David Letterman www.youtube.com/watch?v=AbASOcqc1Ss&mode=related&search=

2. Scan the reading and list the vocabulary that is new to you, plus definitions for each word. Then use it in a sentence that shows you know the meaning.

a) New Word Definition

________________ - ____________________________________________

Sentence

___________________________________________________________

b) New Word Definition

________________ - ____________________________________________

Sentence

___________________________________________________________

c) New Word Definition

________________ - ____________________________________________

Sentence

___________________________________________________________

110

unit 1 a‘o hawai‘i - reciprocal teaching & · pdf fileka hana ‘imi...

Documents