DOCUMENT RESUME ED 262 131 UD 024 468 TITLE Hawaiian

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DOCUMENT RESUME

ED 262 131 UD 024 468

TITLE Hawaiian Studies Curriculum Guide. Grade 3. INSTITUTION Hawaii State Dept. of Education, Honolulu. Office of Instructional Services. PUB DATE Jan 85 NOTE 517p.; For the Curriculum Guides for Grades K-1, 2, and 4, see UD 024 466-467, and ED 255 597. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF02/PC21 Plus Postage. DESCRIPTORS *Cultural Awareness; *Cultural Education; Elementary Education; *Environmental Education; Geography; *Grade 3; *Hawaiian; Hawaiians; Instructional Materials; *Learning Activities; Pacific Americans IDENTIFIERS *Hawaii ABSTRACT This curriculum guide suggests activities and educational experiences within a Hawaiian cultural context for Grade 3 students in Hawaiian schools. First, an introduction discussesthe contents of the guide; the relationship of classroom teacher and the kupuna (Hawaiian-speaking elder); the identification and scheduling of Kupunas; and how to use the guide. The remainder of thetext is divided into two major units. Each is preceded byan overview which outlines the subject areas into which Hawaiian Studies instructionis integrated; the emphases or major lesson topics takenup within each subject area; the learning objectives addressed by the instructional activities; and a key to the unit's appendices, which provide cultural information to supplement the activities. Unit I focuseson the location of Hawaii as one of the many groups of islands in the Pacific Ocean. The learning activities suggestedare intended to teach children about place names, flora and fauna,songs, and historical facts about their community, so that they learnto formulate generalizations about location, adaptation, utilization, and conservation of their Hawaiian environment. Unit II presents activities which immerse children in the study of diverse urban and rural communities in Hawaii. The activities promote the study of factors that influence the start and growth of communities in Hawaii and elsewhere in the world, the ecosystem, environmental ethicsand economics, and the adaptation of animals and plants to the various environments found in Hawaii. General appendices includea basic Hawaiian vocabulary list, discussions of the concepts of self and "'ohana" (family-based community); a bibliography and discography; and a list of songs cited in the text. (KH).

*********************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. *********************************************************************** US. SIMPARTIIIIINT Of INIUCATION INSTITUTE OF EDUCATION "PERMISSION TO REPRODUCE THIS RESOURCES INFORMATION MATERIAL HAS BEEN GRANTED BY CENTER IERICI decurront has ban roprediocel as P.1-2.14-41c, mead from the moon or oeparsanion Ortrinirtirte rt. n.r Seta. 4yd" 1roitcc., C.1 Miner charges hove bun mods so improve - solu -tion quality. 144, 7/..Ltstrucki:uffuutiea Poises:4 view or opinions Mimi in this docu- TO THE EDUCATIONAL RESOURCES ment de not moan* moment oftialNEE INFORMATION CENTER (ERIC)." NOW elb...__..,,pli/ny. A t1a**4 BEST COPY AVAILABLE

The HonorableGeorge R. Arlyoshl Governor, State ofHawaii

BOARD OF EDUCATION

Rev. Darrow K, Alone.Chairperson Mako Araki, FirstVice-Chairperson Randal Yoshida. Second Vice-Chairperson Margaret K. Apo Charles Norwood Sherwood M. Hare John R. Penebacker Dr. Hatsuko F, Kawshara Akira Saklma Michael Matsuda Meyer M. Ueoke Ronald Nakano William A.K. Waters Francis M. Hatanaka. Superintendent of Education Dr. Margaret Y. Oda,Deputy Superintendent

Bartholomew A. Kane, StateLibrarian Claudia Chun. Assistant Superintendent Office of InstructionalServices Vernon H. Honda, Assistant Superintendent Office of BusinessServices

Albert Yoshii, AssistantSuperintendent Office of PersonnelServices

William Araki, DistrictSuperintendent Leeward District 'attics

Gordon Kuwada, DistrictSuperintendent Central District Office

Lokelani Lindsey. DistrictSuperintendent Maui District Office

Dr. Kiyoto Mizub DistrictSuperintendent Hawaii District Office

Dr Mitsugi Nakashima, District Superintendent Kauai District Office

Chiudio Suyat DistrictSuperintendent Honolulu District Office

Kongo Takata, DistrictSuperintendent Windward District Office 4 HAWAIIAN STUDIES CURRICULUM GUIDE, GRADE 3 Name (optional):

HAWAIIAN STUDIES PROGRAM School/Office: R. Lokomaika'iokalani Snakenberg EVALUATION FORM Grade/Subjects Taught: 189 Lunalilo Home Rd., 2nd Flr. Honolulu, Hawai'i 96825 Date: Telephone: 395-8782

Evaluation needed by June 30, 1985

Aloha kikou! As users of this Curriculum Guide or as persons interested in the direction which the Hawaiian Studies Program will take over the next few years, you are being asked to kokua state OIS Hawaiian Studies Program staff by taking the time to fill out this evaluation form and sending it back to us by June 30, 1985. Please send the completed evaluation to the address given above.

We as that you not make an evaluation of this guide until you have actually had a chance to use it as designed in conjunction with the kokua of a native speaker kupuna. In an effort such as this, it is inevitable that some aspect of the curriculum could be over- lookiaTTihether it be content details, techniques for presenting a lesson, proper references for something which seemed commonplace to the curriculum developers or a certain appendix which you might feel should be included. Please forgive the oversight and help us by calling it or them to our attention through this form.Mahalo nui loa for your kokua and your consideration!

A. In this section, please circle the rating number which is the most appropriate. Comments may be added in the margin. Rating should be made on a scale of 1to 5: 1-Strongly Agree, 2-Agree, 3-Undecided/No Opinion,4-Disagree and 5-Strongly Disagree.

SA A U D SD Comments

1. The open-page format displaying all subject areas through which

the Learner Objectives are to be integrated made it easy to use. 1 2 3 4 5

2. The size of the document is comfortable to use. 1 2 3 4 5

3. The overviews for the Grade levels/Units were helpful. 1 2 3 4 5

4. In general, the appendices provided most of the teacher information

that I needed to execute the plans successfully. 1 2 3 4 5

5. In general, the work planned for Grade 3 is too easy. 1 2 3 4 5

6. The Learner Objectives from the Hawaiian Studies Program Guide were easy to locate in the overviews of each unit. 1 2 3 4 5

(Continued next page)

a 6 HAWAIIAN STUDIES CURRICULUM GUIDE, GRADE 3

EVALUATION FORM

B. In this section, please feel free to expand upon your critique, comments and suggestions. Additional sheets may be attached. Unit I:

Unit II:

General Appendices:

Other Comments: FOREWORD

The Department of Education is pleased to present this Hawaiian Studies Curriculum Guide, Grade 3 to teachers, kiipuna and other interested parties who are working toward fulfilling the mandate of the State Constitution thata Hawaiian education program be established within the Department which provides for the study of Hawaiian culture, historyand language.

Whereas the fourth grade has long been the level at which study of the indigenous Hawaiian culturewas carried out, the Department wishes to integrate study about Hawai'i into our various subjectareas at all levels of the curriculum. In the lower elementary grades, teachers and kupuna are to provide our students with educational experiences and activities which help them to understand the self, the 'ohana (family) and the community withinour contemporary Hawai- ian environment. The educational activities incorporated guide were developed in accordance with the objectives of the Hawaiian Studies Program Guide for this grade. This guide includes certain revisions of the draft guide for grades K-3 which appeared in September 1981. That draft guide is now considered inappropriate and should not be used since work with new objectives in Primary Education Curriculum over the past severalyears has resulted in a restruct- uring of much of the material in the original draft document and the addition of muchnew material designed to integrate the focus of study of the community into a contemporary context applicable to all ofour students in the public elementary schools.

Many of the activities contained herein are designed for collaborative use by regular classroom teachers andour beloved kiipuna. These may deal with aspects of study concerning the Hawaiian language, stories or tales about peopleor events related to the students' immediate locale and environment, the use of Hawaiian cultural skills still practiced by members of our Hawaiian and general communities such as gathering limu or preparing various local foods, the singing of Hawaiian and hapa-Haole songs relating to the various communities an islands of Hawai'i nei, dance and other movement related to our Hawaiian environment and other physical and intellectual activities inteTifing Hawaiian studies into the regular lower elementary curriculum.

Teachers who do not currently enjoy the regular services of kipuna should be aware that this guide was designed with them in mind also since most of the Hawaiian studies activities can easily be presented by our professionals using the detailed lesson plans and supplementary materials contained in this guide. Training in the use of this guide and in the collaborative relationship between teacher and kupuna is available from district and state staff upon request bld at certain planned intervals during the year. Such training and the production of this guide are just a part of the effort being made by the Department to fulfill and support the mandate of the Constitution as it relates to a Hawaiian education program.

(-,,a4cAfe461) ',rands M. Hatana a Superintendent of Education 9 10 ACKNOWLEDGMENTS

The Department of Education is pleased to acknowledge the kiikua of a number of people, agencies and institutionsthat contributed to the development and final realization of thisHawaiian Studies Curriculum Guide, Grade 3.

Daryl-Jean Mihealani Pescaia, Hawaiian Studies CurriculumDeveloper, who wrote this guide and Leilani Oliveira, Kapalama Elementary School, who wrote the plans forthe original draft guide for grade 3 whichwas published in September 1981.

Edwina Noelani Kanoho Mahoe, Hawaiian Studies Staff Developer,who provided research and editorial support for the development of this curriculum guide.

The following Educational Specialists/State Office Teachersin the Office of Instructional Services who worked closely with the Curriculum Developer to help her plan theinstructional activities in their particular subject areas in order to insure that the lesson plans contained herein correspond withobjectives and instructional activities designed for grade 3 in the General Educationprogram areas:

Ms. Jane Kinoshita, Social Studies Ms. Katherine Yamane, Physical Education Ms. Ann Port, Language Arts Mr. John Hawkins, Environmental Education Ms. Lynda Asato, Health Ms. Deanna Helber, Nutrition Education Mr. Stanley Yamamoto, Art Mr. Miles Muraoka, Science

The Kamehameha Schools/Bernice P. Bishop Estate, the HonoluluAdvertiser, the Honolulu Star-Bulletin and the individual composers cited herein who graciously permitted theDepartment to reprint important references for teacher and student use.

Robert Lokomaika'iokalani Snakenberg, Educational Specialist, HawaiianStudies, who guided the development of this curriculum guide and who was responsible for quality control and editingof this document.

Dr. Mildred S. Higashi, Administrator, Sciences and Humanities,who provided invaluable assistance and advice to the developers and editor in final preparation of this documentfor printing.

Ms. Annette Dutdut, Hawaiian Studies Secretary, for typing and revisingseveral drafts of this document with unfailing patience, good humor and aloha.

All of the teachers, kiipuna and administrators who used the originaldraft document published in September 1981 and who shared their mana o (evaluations) with the developers.

f LA . 12 ii 11 INTRODUCTION

The Hawaiian Studies Program Guide was written in response to an ever-enlarging study of self, self within the immediate 'ohana the 1978 Constitutional Amendment which mandates that "the (family), the immediate 'ohana within the extended'ohana-type State shall promoti the study of Hawaiian culture, history lifestyle enjoyed by many of our students from differentethnic and language." (Article X, Section 4) The total elementary backgrounds, the 'ohana within the local community and,finally in school program is described in the program guide with learner Grade 3, the local community in comparison to communitiesthroughout objectives for each grade level, K-6. The Learner Objectives Hawaii and the world. were developed from Part I and Part II Performance Expecta- tions (PEs) which are found in Student Performance Expecta- The Department intends that children in the lowerelementary grades tions of the Foundation Program, RS 78-6054, August 1978, learn about Hawaiian culture as it has survived into thismodern Office of Instructional Services. age around us. Since many of these children in grades K-3cannot differentiate between events taking place ina time frame of two While elements of the Hawaiian Studies program apply to each hundred years ago and those of a year or twoago, it was decided of the eight Foundation Program Objectives (FP0s), those FPOs to delay the study ofdarly Hawaiian life until theirsense of most critically addressed by the program include: chronology and history reached a certain level of development. Therefore, it is not until the fourth grade that Hawaiian culture FPO II Develop positive self-concept of the pre-European contact era is studied in great detail. This FPO III Develop decision-making and problem-solving is consistent with the social studies curriculum for thatgrade skills level and serves to lessen any disruption to the established FPO V Develop physical and emotional health curriculum that the introduction of the integrated HawaiianStudies FPO VII Develop a continually growing philosophy curriculum might pose. that reflects responsibility to self as well as to others Students in the fifth and sixth grades study U.S. historyand world FPO VIII Develop creative potential and aesthetic cultures respectively in their social studies classes. In Hawaiian sensitivity Studies, students in the fifth grade havean opportunity to contrast their U.S. history study with a parallel study of Hawai'i duringthe This Hawaiian Studies Curriculum Guide, Grade 3 has been same era. The four units cover Migration; Comparative Culture; Out- designed to provide suggested activities and educational siders/Diseases/Immigration; and Hawaiian Poetry, Music and Dance. experiences within a Hawaiian cultural context which will Hawai'i is a part of the United States and has received muchAmerican help each student to become aware and to develop deeper influence from the early 19th century thus it is appropriateto in- understanding about the many types of communities that clude important Hawaiian-American historical events in the fifth make up the State of Hawai'i. grade study. In the sixth grade, students have an opportunity to study various cultures of the world in a Pan-Pacific perspective This study is part of an upward spiraling continuum devel and the relationship of these cultures to Hawaiian culture. The oped for the lower elementary component of the Hawaiian other two important units of study at this grade level focuson the Studies program. This continuum takes the child through important resources, ka wai (fresh water) and ka 'aina (the land).

iii 14 13 In this curriculum guide for grade 3, thefocus of Unit I is on ment. In the health component, the childrenstudy factors re- the location of Hawai'i as one of themany groups of islands lating to health and safety in the home, school,community and located in the Pacific Ocean. The children are actively invol- state. They are involved in an exploration offacts, issues and ved in the study of landforms, water forms, latitudeand longi- factors involved in the production of food in Hawai'iand on our tude, climate, wind currents and rainfall distribution. They dependency on overseas areas of production. study the place names in their community and learn The unit permits end to locate encourages teachers and students to do comparative studies of places using local directional *ems as well 4S geographical various types of communities in Hawai'i and of terms. similar communities Through language arts activities, the childrenare im- elsewhere as studied in the usual basal texts. mersed in activities that expand theirawareness of and appreciation for the environment. The classroom comes alive with Instruction is to be carried out bythe classroom teachers with the newspaper as the source of updated informationabout commu- the kokua (assistance) of Hawaiian-speakingkupuna (elders). nities in Hawai'i as well as in other parts of theworld. The These community resources have the expertisein Hawaiian culture, children learn to sing mele about various locationsthroughout including language, and theyare an essential element of the the islands, creating htili motions and learningto accompany program at the elementary level. They are to teach Hawaiian themselves on the 'ukulele. They engage in a variety of art language through an informal, culture-basedaural-oral method activities using natural materials from the environmentto proof teaching incorporating lessons, topics duce finished pieces of art. and plans developed The environment takes on new collaboratively with the classroom teachers. meanings for them as they classify flora andfauna on nature study excursions. Through these activities, the children devel- One major reason for hiring uncertificated op the ability to formulate generalizations about location, community resources to teach in the public school classrooms isthat these kupuna, adaptation, utilization and conservation of theirHawaiian en- possess expertise in Hawaiian language and other vironment. aspects of Hawaiian culture which complement the expertiseof the classroom teacher in presenting a well-rounded andintegrated program of Unit II immerses the children in the study of diverseurban and study. rural communities in Hawai'i. Through a variety of inquiry activities, the children identify factors that haveinfluenced During training sessions, it is stressed to the start and growth of communities in Hawai'i the kiipuna,that as well as in they should structure their lessons basedon ideas received other parts of the world. Through the science component of from the teachers in collaborative planningsessions or through the unit, the children study Hawai'i's ecosystem and its envi- written communications if face-to-face meetingsare difficult ronmental ethics and economics. They study the environmental to arrange because of time constraints. They have the same factors that affect the adaptation of eaimals andplants to curriculum guides used by the teachers andreference to specific the various environments in Hawai'i. The children use the lessons and activities will help themto plan effective lessons newspaper to study daily problems and concerns in their own which can be reinforced by the teacher duringother instructional communities in language arts. They are involved in reading, periods. Easy-to-use teacher-kupuna planning formsare available writing, discussing, comparing, researching and analyzing from most district Hawaiian Studies personneland also from the activities. They sing and compose songs and create dances state staff at OIS. inspired by Hawai'i's rich ethnic heritage. They create works of art utilizing the natural materials found in theenviron-

15 iv 16 The General Appendices section of this guide contains the There are many activities promoting these conceptsprovided to vocabulary lists for grades K-3 which were developed with the the teachers and Tuna though this curriculumguide. These input of a number of program personnel. It is desirable that are offered through an integrative, thematic approachso that teachers and kupunkstructure their lessons so that these the instructional activities can be carriedout through a Hawaiian words are learned by the students before moving up number of subject areas, addressing theconcerns and perform- to fourth grade. In general, active mastery of the words ance expectations of the particular subject area and Hawaiian listed is expected unless it is noted that exposure is suf- Studies at the same time. ficient at this grade level. These instructional activities have been reviewedand critiqued Student mastery of Hawaiian vocabulary is just one aspect of by the various educational specialistsin the General Education the learner outcomes expected in the Hawaiian Studies program. Branch of the Office of Instructional Serviceswhose valuable It is not necessarily a major aspect but it is one area in suggestions have strengthened the Hawaiian Studiescurriculum, which cognitive learning gains can be measured through vocab- presented here. ulary tests at various grade levels. Since the Hawaiian Studies curriculum developersare aware, Important affective domain aspects of the Hawaiian Studies having been classroom teachers themselves, of thelimited program to be addressed in grade 3 include: amount of time that classroom teachers have to do researchin unfamiliar curriculum areas such as Hawaiian Studies,every Unit I: attempt has been made to develop this guide with appendices which include pertinent readings and worksheets forteachers Hawaiian concepts of aloha (love/greetings); kiikua and students which are needed and helpful in presentinginter- (help, support); alu like (pulling together); lau- esting and thought-provoking lessons. Much information has lima (interdependiRiTTaloha 'iina (love for the been included to help the teacher with background invarious land and the people liviniTZIFTITTEahalo (appre- aspects of Hawaiian culture. ciation); ha'aheo (positive pride) It should be noted that every attempt has been madeto keep the Unit II: content of this curriculum guide as free of sex-role biasas possible. However, roles defined by sex were an important and Hawaiian concepts of aloha laina/milama laina (love acceptable part of the society of the early Hawaiians andthis and caring for the land and the people living on may be seen in some of the stories, pictures or teacher reference it); mo'olelo and mosokil'auhau (sense of history mate-ials. When appropriate, teachers may wish to pointout and giiTiMii); alaka'i (leadership); ho'oponopono such differences in early Hawaiian society and modernAmerican (ability to resolve no'ono'o (contempla- society. tion and planning capabilities)TERIFiga (responsibility, roles); kapu (understanding following rules and laws); pl'ahana. (industriousness); no'o- no'o hana (creativity and composition); olakino maika'i (sense of well being, good health); ltikahi sense of harmony and balance in living and dalTig with others); aloha (love, respect, friendship)

v 17 18 THE ROLE OF THE TEACHER IN THE HAWAIIA STUDIES PROGRAM THE ROLE OF THE KUPUNA IN THE HAWAIIAN STUDIESPROGRAM The classroom teacher has the most important role in the imple- The kupuna (grandparent) has an important rolein the Hawaiian mentation of the Hawaiian Studies Program in the classroom. Studies Program. Although a number of kupuna teaching in the Through the use of this guide and other resources, the teacher schools are over the state's mandatoryretirement age for plays the key role in the integration of Hawaiian Studies curri- teachers, they have been accepted to workas Part-Time Teachers cular materials and instruction. A teacher is free to choose (PTT) at the current rate ofcompensation in this program be- those activities in this guide that meet his/her expectations cause they represent within themselves the kinds of qualities and plan accordingly. The kupuna is an important part of this and knowledge to which we wantour students to have exposure. teacher planning because theone hour instruction per week per class, which most kupuna will be allotted, should be instruction Although some of the kupuna are not readersnor writers of that enriches the teacher's instructional activities. Hawaiian at a sophisticated level, andthe majority of them did not complete their own secondaryeducation, they nonethe- It is the responsibility of the teacher to: less speak Hawaiian and have an educationfor living which they have picked up in their many decadesof living in this provide instructional leadership to the kupuna in the Hawaiian environment. Most of them grew up in the households classroom; of their own kupuna, learning to speak Hawaiianas a native work cooperatively with the kupuna to develop short- and language and participating in the kinds of Hawaiianpractices long-range lesson plans based on the state's curriculum which are now only available toour teachers through written plans and the needs of the particular group of students; descriptions in books. monitor the instruction of the kupuna in order to give the kupuna the benefit of the teacher s experience in lesson Most of them have as part of theirown psychological and preparation, presentation and evaluation; cultural make-up the kinds of Hawaiian valueswhich are the participate in the instruction of the class in order to be subject matter of the Affective Strand of theHawaiian Studies able to follow up, review and reinforce those concepts, Program. Obviously, then, the selection of bonafide kupuna practices and vocabulary taught by the kupuna; for a school is a very important responsibilityof school/ assist the principal in the evaluation of the work of the district personnel. kupuna; include, in the teacher's own instruction, those aspects It is the responsibility of the kupuna in thisprogram to: of Hawaiian Studies as are presented in the curricular materials. teach the Hawaiian language component ofHawaiian Studies; work closely with the classroom teacher inplanning lessons which present Hawaiian language andculture to the students in accordance with the year-long plan ofinstruction of the teacher for the particular grade level; attend inservice training sessions in orderto learn some of the skills needed for teaching inthe public school classroom;

19 vi 20

L plan, carry out and evaluate the kupuna's own instruction; Hawaiian agricultural sites; established Hawaiian areas work with the other kupuna in the program to improve and versus newly developed subdivision areas; and, the interest expand cultural knowledge and Hawaiian language speaking of the school's faculty and administration in the program. ability on the part of all of the kupuna; work cooperatively with the district and state personnel In some areas, qualified kupuna may be abundantly available who are charged with managing the program. whereas in other areas administrators may not be sure where to begin looking. The following section is meant to provide COLLABORATION BETWEEN TEACHER AND KUPUNA some helpful suggestions on what to look for in a kupuna; where and how to identify and recruit kupuna; a recommended Teachers and kupuna are asked to draw upon their own experience interview and selection process; and, some points to consider and common deciding what elements of these curriculum when scheduling kupuna instruction. plans should be presented to the students of a particular school and classroom. Readiness is the key. Most of the activities in Criteria for Selection of Kupuna grade 3 are not oriented to reading and writing and should therefore be practical even for immigrants who have limited The criteria identified in the initial OIS/Hawaiian Studies English speaking abilities. "Training Plan - Kupuna" (October 1980) for the pilot year 1980-81 reflect the kind of person that should be identified, The Department's Hawaiian Studies Program seeks to give some recruited, interviewed and selected for the Hawaiian Studies validation and worth to the culture of the ancestors of many Program. Selected kupuna reflect the following characteris- of the children in our public school system. It is hoped that tics: the spark of motivation to learn through the academic szstem with the help of non-college trained teachers such as kupuna 1. is a native speaker and fluent or near-fluent in and other community persons, will grow in many of our sttideTits. the Hawaiian Language;

The program provides the opportunity -for children to learn from 2. is knowledgeable to some extent about Hawaiian culture kupuna and kumu (teachers) and the kupuna and kumu in turn to in general and has knowledge of local history and learn a great from one another and from fERF students and cultural practices in particular; the students' families. 3. is physically able to travel and to work on a regular HAWAIIAN STUDIES PROGRAM ADMINISTRATIVE INFORMATION basis in the classroom;

Different school districts and communities located throughout 4. is able to develop rapport with classroom teachers the State of Hawai'i have varying needs and expectations re- and students; lating to the Hawaiian Studies Program.Some of the factors affecting needs and expectations are the proportion of Hawaiians 5. is able to integrate Hawaiian language activities in the school population; the nature of the community, rural or into the classroom program; urban; location of the school relative to the sea or to 6. is able to relate other classroom activities into the Hawaiian language component of the program;

vii , 22 7. is willing and able to work collaboratively with the Interviewing and Selection of Kiipuna teacher(s) in order to planlessons and activities which address the learner objectives of the Hawaiian Many, but not all, older Hawaiians in Studies Program for the various strands their late fifties, in the parti- sixties and seventies can still speak the cular grade level(s) involved; Hawaiian language. It should not, however, be assumed thatevery older Hawaiian can speak the language. Merely asking in English whether 8. is willing and able to share expertisein Hawaiian a prospective kupyria speaks Hawaiian is not oriented activities within the school; a safe way of assuring selection of high quality Hawaiianspeaking kupuna. 9. is willing to participate in classroom activities within All candidates for the kupuna positions the school; and, should be interviewed by a board of three or four interviewers,one of whom should be an acknowledged fluent Hawaiian 10. is able to follow school procedures. speaker. Assistance is readily available from the state staff ifneeded for this. Identification of Kiipuna In the course of asking a set of preparedquestions during the interview, the Hawaiian speaking interviewer Hawaiian elders and those of other ethnic should ask a backgrounds who are question or series of questions dealing with fluent native speakers of Hawaiiancan be sought and identified the work of the prospective kupuna-teacher. in a number of ways. Some of these include: This should be done withina conversational context and the questions shouldnot be too technical in nature since the kupuna Contact the Hawaiian Civic Club, Senior Citizensgroup, may lack the technical or other such community organizations. vocabulary in Hawaiian needed to discuss academicor school- related topics. Discuss'the school's need with the kahu (pastor) of local Hawaiian churches. Questions could be centered around topics whichthe kupuna might ordinarily be expected to teach ina classroom situation- - songs, cultivating kalo, fishing, picking limu, preparing food, Ask for referrals from agencies suchas Alu Like, Hawaiian etc. How the prospective kupuna- teacher responds Homes Department, and Queen Lili'uokalani Children'sCenter. must be judged by the Hawaiian speaking interviewer and thatjudgment should play a large part in the selection of the Put an advertisement for Hawaiian speaking kupuna in kupuna since one daily newspapers and in the community newspapers. one of the major criteria for selection is fluencyor near- fluency as a native speaker of Hawaiian. Ask for recommendations from the school community--PTA, A test of reading or writing abilities in Hawaiian custodial and cafeteria staff, teachers, booster clubs, is not and others. warranted since the kupuna will be teaching inan aural-oral mode, however, all things being equal, kupuna whocan read Broach the subject with likely looking prospects whom and write Hawaiian should be selectedover those who do not one sees in stores, at the beach, in the school office since many optional learning materials for the kuprarelat- and elsewhere with the understanding that final selec- ing to Hawaiian culture are available in Hawaiianlanguage tion is based on the interviewingprocess. viii 24 23 versions. The ability to read these materials from the last Personal Services funds with the most cost effectiveness, it century and the ability to write lesson plans based on such is essential that a principal schedule a kupuna into classes materials will enhance the quality of the kupuna's instruction. somewhat tightly with a minimum of lost time between classes. If teachers do not wish to release time for Hawaiian Studies Interviewees whose Hawaiian language speaking abilities are instruction during the early morning hours when the children in question can be referred to state staff if desired and are fresh, the principal should then try to schedule the further interviewing in Hawaiian can take place in person or kiipuna into classes between morning recess and lunchor on the telephone. after lunch until the end of the school day.

Selection of kiipuna can either be made for a district pool, for The optimum contact time that leads to effective learning of specific schools or a combination of the two. Principals whose Hawaiian Studies seems to be approximately an hour a week. schools are involved in the program should be invited to take This can be divided into three 20-minute sessions for the part in the interviews, either personally or through questions lowest grades or two 30-minute sessions for the middle and which they have_submitted. The principals will presumably have upper elementary grades. Teachers are encouraged to cooper- referred some kupuna for consideration based on contacts which ate by having the students ready for the kupuna and the they are able to make within their school communities. kupuna are encouraged to have a well planned lesson which can be presented with a minimum of delays and wasted time. Experience has shown that using kiipuna from the school community can have both positive and negative aspects. They will usually Like teachers who work past 3:00 p.m. or devote their weekend know and often be related to a number of children in the school. time to their students' extracurricular activities, kupuna If they are natives or long-time residents of the area, they who get involved in the life of the school beyond the number probably know stories about the area, the school and the people of hours that they are scheduled, do so as volunteers. who have lived and worked in the area. They may be acquainted with legends, place names, important sites and other aspects of HOW TO USE THIS CURRICULUM GUIDE the area which would be helpful and interesting in making the Hawaiian Studies instruction more localized. Sometimes, kupuna Each of the two units in this guide is preceded by an over- and/or their families have had unpleasant associations with the view section which presents at a glance the subject areas school or certain teachers in the past. Principals must inform into which the Hawaiian Studies instruction is integrated; themselves of such situations so that adjustments can be made the emphases or major lesson topics taken up within each in the kiipuna selection or assignment processes or in the subject area; the Hawaiian Studies Learner Objectives (from scheduling process at the school level. the Hawaiian Studies Program Guide) addressed in the instructional activities; and, the appendices which have been Scheduling of Kiipuna included to make teacher/student reference materials more readily available. The state standard for employment of Part-time Teachers (PTT) limits them to a maximum 17-hour week. Because the kupuna The same Learner Objectives may be applicable and appear in the are PTT, there is no provision for them to work overtime or listed objectives for several subject areas. The number of to receive mileage or other benefits. In order to use the Learner Objectives listed for any particular subject area does not necessarily mean that that subject area is any more important in Hawaiian Studies instruction than another. ix 25 26 The body of each unit is made up of a series of columns labelled with the name of a General Education program area plus a column labelled "Recreational Activities." The subject areas involved may vary from unit to unit and from grade to grade. In Grade 3 the subject areas into which Hawaiian studies are integrated are as follows:social studies, language arts, science, environmental education, music, art, health and nutrition education.

The Hawaiian Studies curriculum is social-studies based with the social studies activities appearing in the far left column and setting the stage for the activities which can be carried out during other instructional periods all supporting the basic theme, topic or emphasis of the unit lesson.

The whole point of the integration of Hawaiian Studies into the general education curriculum is to use Hawai'i-oriented content in instructing the program area concepts which the Department desires to be taught in the various grade levels. When teachers address the Learner Objectives for Hawaiian Studies, they are generally attending to the Performance Expectations for the various subject areas upon which the Learner Objectives were based.

x CULTURE STUDY THROUGH DRAMATIC INQUIRY

What is the best way to study another culture? Anthropologists say that one must take oneself out of one's culture and into another culture in order to get an inside view.One way of experiencing. another culture is through theprocess of dramatic inquiry. This is a systematic approach to learning about another culture through dramatization. In this process, the students are encouraged to dramatize possible uses of cultural artifacts within an arranged environment and to explore ideas and inquire about the life processes of a culture. The following outline suggests the possible sequence of activities:

1. An Arranged Environment - An array of familiar as well as unfamiliar Hawaiian artifacts and equipment isdisplayed. Examples:

'umeke (bowls), kosi (adzes), 'upena (nets), liihese (octopus lure), '5'6 (digging stick),mea kaua (weapons) and mea hana (tools).

The children are invited to explore and handle the objects, to discuss and to hypothesize how the articleswere used. 2. Dramatization -

A. The children select one object each and think about how that object might have been used in ancientHawai'i. B. The classroom is divided into 3 areas:

1) Uka - the mountains/uplands 2) Kula - the midlands 3) Kai - the sea

C. The children decide in which area they would have used their object if theywere living in ancient Hawai'i.

D. They dramatize how the objects were used in their areas. A recording of a chant may be played to createan atmosphere that suggests ancient Hawaiian living.

E. The groups share their dramatizations with the entire class.

3. Expression of Needs -

A. The students discuss their experiences and questions are raised and recorded on charts. Record all of their questions without giving away the names of the objects. Example:

What is ? (Draw the object the child refers to; avoid giving thename of the object.) What was coi,'"*"° used for? B. The questions then become the basis for the year's program.

C. The questions can be grouped into workable research groups by the children. Example: Which questions seem to go together?

xi 28 29 4. Series of learning.Activities- The teacher and students plan activities for gathering information. They also plan which area of Hawaiian culture to study first based on the students' interestsand the dramatization. may include: The activities resource speakers research - individual and group field trips audio visual research experimentation 5. Further Inquiry - The children :,tiara_ the information learned through participationin learning activities. leads to further dramatizations This on a higher level of thinking and the entireprocess repeats itself.

Once the sequence of activities has'beencompleted, it leads back to the original should be established and the situation where an arranged environment cycle begun all over again dealingwith new questions which the students dramatize and research. needed to discuss, These cycles continue onmore complex and accurate levels which refine and skills. the students' knowledge

It is important to note that thisinquiry technique can be used in many ways. In the place of actual realiaor artifacts, teachers may choose touse photos, drawings, plants, foods, recorded of other kinds of audio-visual sounds, sheet music, dance instrumentsor any number instructional aids. The children do not always the silent dramatizations do have to dramatize the use of something,although provide opportunities for theother children to ask questions. The teacher or kupuna should tie careful to encourage questionsafter a dramatization or presentation. any other kind of performance or If the children provideanswers rather than ask questions, the follow-up get started. Through the use of the inquiry research activities cannot really technique, teachers can find outwhat is really important to the childrenand build lessons based on that interest. Supplementation can be made later of facts, skills and concepts which theteacher believes to be importantonce the children have been "hooked" into and inquiry. a lesson fashioned from their own expressionsof interest

31 30 xii TABLE OF CONTENTS

Foreword

Acknowledgments ii Introduction

The Role of the Teacher in the Hawaiian Studies Program vi

The Role of the Kupuna in the Hawaiian Studies Program vi

Collaboration Between Teacher and Kupuna vii

Hawaiian Studies Program Administrative Information vii

a. Criteria for Selection of Kupuna vii b. Identification of Kupuna viii

c. Interviewing and Selecting of Kupuna viii

d. Scheduling of Kupuna ix

How to Use This Curriculum Guide ix

Culture Study Through Dramatic Inquiry xi

UNIT I Community Awareness

This unit focuses on the location of Hawaii as one of themany groups of islands located in the Pacific Ocean.Through planned learning activities, the children study place names, flora and fauna, songs and historical facts about their community.Through these learning activities, the children develop the ability to formulate generalizations about location, adaptation,

utilization and conservation of their Hawaiian environment. 1

Appendix A. Map of the World 22 B. Map of the United States 23

C. Map of the Pacific Islands 24

xiii 32 D. Map of the Hawaiian Islands 25 E. Maps of each island 26-33 F. Mapping (Practice Sheet) 34 G. Profile of the Hawaiian Chain 35

H. Hawaiian Geology 36 I. Mountains Under the Sea 40 J1. Pacific Winds 41 J2. Understanding Our Weather 42 K. Translation for "N5 Lei o Hawai'i" 46

L. Song: "Hawai'i, the Beautiful" 47 M. Song: "Hawai'i Aloha" 48 N. Song: "If I Should Ever Travel" 50 O. Song: "Hawai'i Nei" 51 P. Worksheet: "Classifying Ni Mea Kanu (Plants)" 52 Q. The First Living Organisms in Hawai'i 53

R. Uses of the Coconut 54

UNIT II Diverse Communities In Hawai'i

This unit immerses the children in the study of diverse urban and rural communities in Hawai'i. The children identify the factors that influence the start and growth of communities in Hawai'i as well as in other parts of the world. They study the ecosystem, the environmental ethics and economics and the adaptation of animals and plants to the various environments found in Hawai'i.The unit promotes the study of the Hawai'i environment with the study of environments found elsewhere in the world. 55

Appendix A. Views of Honolulu 133-135 B. Worksheet: Cities: Similarities and Differences 136

xiv 33 C. Map of an Island 137

D. Visitor Questionnaire 138

E. Worksheet: Love a Tree 139

F. Map of the Pacific Basin Countries and Islands 140

G. Worksheet: Planning Sheet for a Trip to Hawai'i 141

H. Kukui 142

I. A Farming Community: LAULIMA 143 J. Worksheet: Data Gathering 144 K. News Articles: EDMP 145-148

L. Agricultural Summary: Table 490 149 M. Acreage in Crops: Table 494 150-153

N. Agricultural Data: Livestock 154

O. Books and Films on Farming Areas 155

P. Some Fishing Areas in the Islands 156

Q. Questions About Fishing 157

R. Fishing (Women's Role) 158 S. News Article: "Preserving an Era at Waiki'i Ranch" 159-161 T. Worksheet: Plant Usage 162-163 U. News Articles About Parker Ranch 164-168 V. The Beef Industry in Hawai'i 169-174

W. Interviewing: Tips for Interviewers 175

X. Interviewing: Steps to Follow 176

Y. Additional Verses for "Ni Moku 177 Z. Island Songs 178-183 "Aloha 'Ia Na '0 Maui" 178-179 "0 Beautiful 'Ilima/Aloha O'ahu" 180 "Moloka'i Nui A Hina" 181

)tV 34 "M3ikei Kauasi" 182 "Pupu o Niihau" 183 AA. Nutrition Games for Digestion 184-195 BB. Nutritional Values of Hawai'i's Foods 196-207 CC. Worksheet: Basic Foods 208 DD. News Articles: Farming in Hawai'i 209-217 EE. News Articles: Pesticides and Fertilizers 218-221 FF. Worksheet: "Keeping Healthy in School" 222 GG. Song: "'Opae E" 223 HH. Song: "Got To Get Away" 224-226 II. Song: "My Hawaiian Country" 227-228 JJ. Song: "Happy Hawaiian Music" 229-231 KK. Song: "Moloka'i Memories" 232 LL. Place Name Songs 233 MM. Song: "Beautiful Kauali" 234 NN. Song: "Paniolo Country" 235

General Appendices

Basic Vocabulary Lists, Grades K-3 237-246 Concepts of Self and 'Ghana 247-254 Ho'oponopono 265-267 Bibliography 268-270 Records/Video 271 Songs 212.475

35 xvi Grade 3

Unit I

COMMUNITY AWARENESS

This unit focuses on the location of Hai:-Pi as one of the many groups ofislands located in the Pacific Ocean. Through planned learning activities, the children study place names, flora and fauna, songs and historical facts abouttheir community. Through these learning activities the children develop the ability to formulate generalizations about location, adaptation, utilizationand conservation of their Hawaiian environment.

36 Grade 3, Unit I

CONTENT AREAS EMPHASES

SOCIAL STUDIES Locating places on maps and globes Continents Oceans North Pole South Pole Countries and islands in or bordering the Pacific Ocean The Hawaiian Islands Major city/town and major mountain on each island Latitude and longitude readings Directional terminology used in Hawai'i today

Studying Hawai'i's weather and climate

SCIENCE Constructing a magnetic compass

Learning the fourcardinal directions Using a magnetic compass Locating places using compasses, longitude and latitude

Mapping skills Locating natural features: lakes, mountains, bays, rivers, peninsulas, islets, harbors

Studying the geology of Hawai'i Volcanic formations of the Hawaiian Island Chain

37 2 Grade 3, Unit I

LEARNER OBJECTIVES APPENDICES

Locates the Hawaiian Islands as one of many groups of islands found in the Unit I- A Map of the World, p.22 Pacific Ocean. - B Map of the United States, p.23 Is able to locate the Hawaiian Island chain using longitude and latitude. - C Map of the Pacific Islands, p. 24 Identifies the four (4) major islands with their important mountains and locates them on a map. - D Map of the Hawaiian Islands, p. 25

Is able to locate places in the community using local directional terms - E Maps of each island, pp. 26-33 (eg., ma uka, ma kai, 'Ewa, etc.). - Jl Map: Pacific Winds, p. 41 Is aware that the terrain affects weather including wind currents and rainfall distribution. - J2 Understanding Our Weather, pp. 42-45

Uses a compass to locate places in the community and on the island. Unit I- F Mapping (Practice Sheet), p.34

Recognizes the natural features found on the islands and is able to identify - G Profile of the Hawaiian Chain, p.35 them through map symbols (rivers, mountains, canyons, cliffs, lakes, etc.). - H Hawaiian Geology, pp. 36-39 Is aware that the islands in the Hawaiian chain extend for a distance of more than 1,500 miles and that the volcanic formation of the islands began millions - I Mountains Under the Sea, p. 40 of years ago.

38 3 39 Grade 3, Unit I

CONTENT AREAS EMPHASES

LANGUAGE ARTS Giving directions on how to get from one place to another Verbal Written

Expressing feelings about the community Building awareness of the elements ina community Creating poems about significant landmarksor places

Using the newspaper as a source of informationabout communities in other parts of the world Reading articles Summarizing Expressing opinions Locating these communities on a map or globe

Learning the Hawaiian vocabulary for natural phenomenain Hawai'i

Exploring the community Researching Interviewing Writing letters to community leaders

MUSIC Singing_songs of the islands "Na Lei 0 Hawaii" "Hawai'i the Beautiful" "Hawai'i Ponoti" "Hawai'i Aloha" "If I Should Ever Travel" "Hawai'i Nei"

Learning the waiho'olu'u (color) and lei of each island

Creating/composing lyrics for songs

Learning chording on the 'ukulele and autoharp to accompany songs

Creating hula motions for songs 4O .t1 4 41 Grade 3, Unit I

LEARNER OBJECT IVES APPENDICES

Recounts some of the legends and stories relating to landmarks and locations within the student's community or neighboring area.

Initiates and engages in simple conversational exchanges using Hawaiian expressions and verb/verbless phrases.

Responds in Hawaiian to simple oral instructions and requests given inHawaiian.

Imitates with correct pronunciation the Hawaiian words, expressions and phrases modeled by the teacher or kupuna.

Describes some of the natural phenomena in Hawai'i and identifies them with their proper Hawaiian names.

Sings selected Hawaiian songs introduced by the teacher while playing rhythm Unit I- K Translation for "Ni Lei 0 Hawai'i," p. 46 instruments in time with the beat. - L "Hawai'i the Beautiful," p. 47 Coordinates motions and movements of hands and feet while performinga traditional hula kahiko or hula 'auana. - M "Hawai'i Aloha," p. 48

Expresses personal feelings about Hawai'i through the creation of lyrics for - N IfI Should Ever Travel," p. 50 songs. - 0 "Hawai'i Nei," p. 51 Sings songs about Hawaii using correct pronunciation of Hawaiian words.

Recognizes rhythmic patterns produced in Hawaiian songs.

42 5 43: Grade 3, Unit I

CONTENT AREAS EMPHASES

ART Experimenting with native materialsin crafting artistic works Lei making using a variety of materialsand techniques Creating a Hawaiian forest environmentin a terrarium Creating with pulu niu (coconut fiber) Polishing a Hawaiian seed Braiding using three strands

Illustrating, using a variety of techniques Drawing scenes for a movie roll to illustratestories

ENVIRONMENTAL EDUCATION Becoming aware of the flora and faunaof Hawai'i Seed dispersal methods Classifying seeds according to method ofdispersal Plant growth as it relates to temperatureand soil conditions and rainfall

44 6 45 Grade 3, Unit I LEARNER OBJECTIVES APPENDICES

Uses a variety of materials and techniques in crafting artistic works which reflect the student's feelings about Hawai'i's environment.

Classifies flora and fauna found during nature study excursions withina Unit I - P Worksheet: "Classifying Ni Mea Kanu Hawaiian, scientific, or some individual taxonomy. (Plants)", p.52 o Defines the terms "indigenous", "endemic" and "exotic/introduced" in relation - Q The FirstLiving Organisms in Hawai'i, to flora and fauna in Hawai'i. p. 53

Recognizes those plants that are indigenous and those that are exotic - R Uses of the Coconut, p. 54 (including Polynesian introductions).

46 7 47 Grade 3, Unit I

SOCIAL STUDIES SCIENCE LANGUAGE ARTS

The following activities involve the children The children will study the four cardinal The following activities allow the children to in a study of their island; its location and directions and will practice giving and write, speak, discuss, create, listen to its characteristics. following directional instructions. directions and express their feelings about Locating places - Materials needed: Hawai'i. A. Constructing a magnetic compass Four or five globes A. Giving directions Wall map of the world 1. Conduct some science experiments to enrich the children's understanding 1. Have the children think about how they See Appendices Unit I-A, -B, -C, pp.22-24. of directions. go to and from school. Have them Run off a copy of each map for the children. Materials needed: visualize the route they take starting from home all the way to school. A. Divi& the children into four or five A cork mini-'ohana. Hand each 'ohana a globe A glass or plastic bowl filled with 2. Give each student a sheet of and allow the children to observe the water sketching paper on which to draw a globe and be able to tell what kind of Bar magnet map of the route to school. As a information is available to people who Needle sample, have them help you sketch a use a globe. map of the route from school to some a. See the science resource teacher well known eating place or community E.g., for help in gathering the materials landmark. Include street names and so that groups of children can The globe tells us that the earth is significant buildings or landmarks. alu like (work together) to build round. We can locate oceans and bodies Draw the directional arrows marking a compass. of water by looking at the blue parts the route. b. Explain that a magnetic compass of the globe. points a few degrees away from 3. Using the map, have the children the north due to the magnetic field B. After three to four minutes of mini- practice telling each other how to created by the earth's rotation. 'ohana work, have the groups share what get to the chosen destination. Have This is called magnetic north. they learned. Write their learnings on a them use such phrases as turn right wall chart as they share them. This is a c Steps to follow: on Street, go three blocks and good way to find out how much they know 1) Stroke the needle against one turT7TTt on Street. While about the use of the globe. end of the bar magnet always one person is TiiiTiaTizing the directions, stroking in the same direction. the rest of the mini-'ohana members C. Based on the above activity, plan some map 2) Push the needle through the should be checking the map to see if skill building exercises: sides of the cork. the directions are correct. 3) Float the cork and needle in the bowl. The magnetized end 4. After each student has had a chance 1. Locate the seven continents; of the needle will point north to speak in a mini-group, have them 2. Locate the oceans; and the other end will point write the directions in clear 3. Point to the North Pole, the South Pole, sequential sentences. and the Equator; south. Have the children check to see that their needles all 4. Locate the United States. point to the north wall.

8 48. 49 Grade 3, Unit I

MUSIC ART ENVIRONMENTAL .EDUCATION

The following activities involve the children The children will participate in creative art The children will study the flora and fauna in learning some songs of the islands. activities using elements of the Hawaiian of the Hawaiian Islands and formulate some environment. generalizations about the successful adaptation Songs of the Islands of these plants and animals in the Hawaiian A. Island creations environment. 1. "Ni Lei 0 Hawai'i" Source: King. King's Book of Hawaiian As the children learn more about the A. Awareness of n5 meakanu (the plants) Melodies, pp. 6-7. islands in other subject areas, help them become acquainted with some of our island 1. Inquiry: crafts. a. This song describes the lei of each of See OIS/Art Education guide, Have the children think of various the main eight islands in the Hawaiian RS81-0719, Resource Units in Hawaiian Arts meakanu (plants) they have seen chain. As the children study the and Crafts for complete instructions and and list them on a class chart. islands in social studies, teach them diagrams on many Hawaiian art activities. the verse that goes along with each a. Hand out a sheet to them and island. This song describes particular 1. Lei making (pp. 101-104). When the have them predict in which column places on some of the islands. Point children have learned about their each plant belongs on the work- out these places on a map. state and island flowers in social sheet found on p. 52 of Appendix studies, plan a lei making session in Unit I-P. Discuss the terms E.g., art to acquaint Tfiiin with a few endemic, indigenous and exotic Haleakala on Maui techniques in fashioning a lei. with them using the worksheet. Lanikaula and Moa'ula on Moloka'i Pana'ewa on Hawai'i a. Discussion b. Have the children imagine Hawai'i 1) What is a lei? long ago with no plants, just b. Using Appendix Unit I-E, pp. 26-33 2) What kinds 7f lei have you hot masses of lava and barren introduce the lei of each island by seen? rock or landscape. referring to t1map. 3) Of what kinds of materials Ask: have you seen lei made? 1) How do you suppose the first c. Introduce the word "waiho'olu'u" (color). (List these on a chart) meakanu (plants) and holoholona Have them learn the color of each island 4) Which of these materials are lanimas) arrived on the islands? in Hawaiian. Have available for them natural and which are made or (wind, waves, stuck to the the lei or flower if such is available. processed by humans? (Put an feathers of birds, imbedded in Otherwise use pictures found in: asterisk next to those mud on the feet of birds, materials that are "natural.") contained in bird kukae/ . Alexander & Baldwin. Emblems of Our excrement) Islands, 1981. E.g., 2) What did these meakanu and . Kamehameha Schools. Explorations/ Crepe paper Holomikeikei, various years. *Flowers holoholona lookTR-P. spores, seeds, insects, . McDona d. Ka Lei. *Leaves birds, seals, whales) Yarn

9 50 51 Grade 3, Unit I

SOCIALSTUDIES SCIENCE LANGUAGE ARTS

Have the children use the globes as 2. An alternate activity may be to 5. well as the wall map to locate the named Have the children write the directions construct another compass using a to their homes. locations. Allow them to do needle, a card folded in half, homework.at home so they can check thread and an empty quart bottle. street names and sketch buildings and D. Hand out Appendix Unit I-A,p. 22. Steps to follow: landmarks that they pass on the way Have the children fill in the names of the to and from school. seven continents and the oceans. a. Magnetize the needle the same as described in #A.l.c.l) above. 6. After all of the students have E. Have them locate North America and find b. Push the needle through both sides the United States on that continent. completed their maps, draw a large of the folded card. map of the school community on a c. Suspend the card within the large chart. Have the children help 1. How many countries make up North bottle using a thin thread. The locate street names, well known land- America? (3) magnetized end of the needle 2. How many states make up the United marks, significant buildings, trees, should point to the north. and other points of interest. States ?(50) Include 3. Where is Alaska 7 the logos of such places as service 4. Where is Hawai'i ? stations and fast food locations.

a. Have each student draw a scaled F. Hand out Appendix Unit I-B, p. 23. Nrti picture of his/her house with the Have them locate Alaska and Hawai'i on the family name on it and place the map. B. Learning the four cardinal directions house on the correct street. using longitudinal and latitudinal lines. 1. Using an encyclopedia or the Kamehameha Materials needed: Schools Explorations book, have the b. Other community centers and places children draw the state tree, the Magnetic compasses of interest may be added to the state flower, state flag and the state Marking pens mural as the children become more bird for Hawai'i. Masking tape Several yardsticks observant of their environment. 2. For added practice in research have 1. Hand out compasses to the children. B. Expressing feelings about the community the children do the same for another Have them hold their compasses and state of their choice. find which way is magnetic NORTH. 1. Prepare a bulletin board with the Have them walk around the room and title "Our Wonderful Community." face in a variety of directions to Encourage the children to look in see if the needle still points to the magazines for pictures that represent G. Using Appendix Unit I-A, p. 22 same wall. Write a sign that says aspects of their community. Ask: NORTH and place it on the north wall. 2. Have the children arrance these 1. In what ocean do we live? pictures under the correct titles 2. What continents surround Hawai'i? on the bulletin board.

10 53 Grade 3, Unit I

MUSIC ART ENV I RONMENTAL. EDUCATION

d. As each verse is taught, interpret the b. After distinguishing the difference 3) How did the makani (wind) song for them. The English translation between natural and human made, help these meakanu and is written for some of the verses in show the children pictures of lei holoholona get here? (Have King's book. For all the translations from any readily available source. the children comment on the see Appendix Unit I-K, p. 46. An excellent resource with colored size these holoholona and photographs of lei made by local huakanu/plant seeds had to e. Encourage the children to learn a few artists and amateurs including be in order to be carried chords on the 'ukulele and to follow children is Marie McDonald's long distances by the along in accompanying you on the Ka Lei. If available, show the makani.) instrument. children the variety of flowers, ferns, seeds, leaves, stems, and 2. Use reference books to find pictures 2. "Hawai'i the Beautiful" other natural materials used by of these miniscule meakanu and holoholona. Suggested resources: See Appendix Unit I-L, p. 47. lei makers to fashion lei.

No one really knows who wrote the words to c. Use the school kupuna or another a. Carlquist. Hawai'i A Natural this song but the words express the composer's community resource person to History. sensitivity to the beauty of the islands. demonstrate some of the styles of b. Feher. Hawai'i: A Pictorial lei making found in Resource Units History. Teacher preparation: TEThawaiian Arts and Crafts. c. Lamoureux. Trailside Plants of Write the words for "America the Beautiful" Hawai'i National Parks. on one chart and those for "Hawai'i the d. Ask the children to look for Beautiful" on another chart. Have available flowers, leaves, and other plant 3. Encourage the children to look for an autoharp or an 'ukulele for accompaniment. parts that can be made into lei. huakanu (plant seeds) that travel Plan a lei making session wiW by air. a. Have the children express their feelings parents Helping mini-'chana of E.g., for Hawai'i. Ask: four or five children. Dandelions What is it about Hawai'i that makes you Milkweeds feel proud or happy to be living here? e. When the lei are finished have each lei Faker share his/her 4. Have the children look for tiny b. List their answers on a separate chart. creation and tell the names of insects. Skimming the surface of the materials used in the lei. pools and ponds with fine scoop c. To help the children become more aware of If parent helpers are knowTiageable nets will yield some miniscule the beauty of living in Hawai'i ask them: they can help by giving kokua, insects. Use magnifying glasses What do we have here that people living expecially with the HawalliTnames to have the children observe these in the middle of Africa may not have? of the flowers. insects and formulate generalizations on how these living things found f. Have the children take their lei their way to Hawai'i. See Appendix home for their parents with a Unit I-Q, p. 53 for information on message about the meaning of the these early arrivals on the Hawaiian lei. This message can be prepared -6ffead of time in language arts. islands.

.54 11 Grade 3, Unit I

SOCIAL STUDIES SCIENCE LANGUAGE ARTS 3. What are some of the countries that 2. Using the compasses, have the are located in or border on the Pacific E.g., children identify SOUTH, WEST and EAST Ocean? "Our Animals" in relation to magnetic NORTH and "Our Businesses" E.g., place the appropriate sign on the "Our Community People" correct wall. Australia Japan Peru "Our Recreation Facilitiet" Canada Korea Philippines "Our Transportation" Chile Mexico Tonga 3. Have the children study the wallmap. China New Zealand USSR Identify the lines that run NORTH and 3. Encourage the children to bring snap Vietnam SOUTH as longitude and those thatrun shots they may have or encourage Western Samoa EAST to WEST as latitude. Also, them to take pictures of significant identify the zero latitude lineas the places in their community. Use the globes and/or the wallmap equator. as references. 4. Creating poems about some significant 4. Create a grid on the floor of the landmark or place can be fun. Have 4. Have students identifyor point to an classroom with string, tapeor chalk the children select a place or landmark island and a continent. Then ask them using at least 10 lines each for they are particularly fond of and to define: What is a continent? degrees of latitude and longitude. encourage them to write poems about it. What is an island?Have them clarify Have them share their poems and mount the difference between a continent and them on the bulletin board on 5" x 7" a. an island. Measure the length of the room cards. and then the width of the room and decide, as a group, how H. Hand out Appendix Unit I-C,p. 24. many 5. Invite a community resource person inches will be between each line. Have the children note the large numberof to share legends and stories about b. Divide the length into an equal islands located in the PacificOcean. the landmarks and places in the community. Encourage them to: number of sections and do thesame with the width. The room should C. Using the newspaper to learn about other 1. Name some of the islands thatthey have resemble a checkerboard square. places in the world. heard of before. c. Identify the center line as the zero latitude line (the equator) 2. Identify five large islandgroups: 1. Have the children bring in their and assign north and south degree Indonesia Philippines newspapers from home. Melanesia Polynesia numbers to the other latitudinal lines. Use the middle perpendicular Micronesia 2. Have them locate places that are line as the zero degree of mentioned in the newspapers. Use longitude and assign east and west the globe and wall map. 3. Locate Hawai'i and decide in which of degree numbers to the other longitudinal lines. the above island groups it belongs. 3. Encourage the children to read a few d. The objective is to have the of the articles with a partner so children learn to locate by using they can be more aware of things degrees of latitude and longitude happening in the world. Have them as shown by the lines. Plan a exchange feelings and opinions. 56 12 57 Grade 3, Unit I

MUSIC ART ENVIRONMENTAL .EDUCATION

E.g., 2. Creating a Hawaiian environment in a 5. Environmental research: Cool ocean terrarium. Have the children collect huakanu Mild temperatures all year round from the school yard, the neighbor- Tradewinds a. Have the children pair off and hood, and other places. Ask them to White sandy beaches, etc. plan terraria that will reflect think of their own methods of a fern/lichen environment collecting huakanu. Have them d. Introduce the two charts. Talk about the similar to the one which could suggest some ways they have experienced: words and the feelings they express. have existed before western Dragging flannel cloth over a Discuss the similarities/differences and contact - i.e., using indigenous field of seed-bearing plants. have the children summarize their obser- and Polynesian-introduced plants. vation in one sentence. Walking through a field with Materials needed: knee socks and no shoes. Fertilizer E.g., *Note: remind the children about Fish tank or gallon bottle Both songs express the composers' aloha not harming the environment. love for their country/islands. with cover Soil, humus, black porous rock a. Ask the children to classify all Variety of ferns, mosses, etc. e. Have the children sing both songs using of their huakanu by the means Variety of rocks the autoharp as an accompaniment. of dispersal by the parent plants. Enrichment: b. Have available some pictures of Hawaiian forest areas. Two Have the children compose another verse for b. Introduce dispersal terms such sources are: "Hawai'i the Beautiful" using the thoughts as: 1) Carlquist. Hawai'i A and feelings on the class chart done above airborne Natural History. in activity 2.b., P. 11. clinging 2) Lamoureux. Trailside Plants dropped of Hawai'i's National Parks. 3. "Hawai'i Pono'i" propelled Source: Point out some of the familiar c. Encourage the children to form plants and suggest some familiar mini-'ohana and establish some locations in the community in Music, Zone , Book B, pp. 95- 7. systeFffDassification. i5Rigameha Schools. Explorations/ which these plants may be found. Remind them to practice good Ho'omaa'ika'i, various years. d. Discuss and share the results conservation techniques when King. King's Book of Hawaiian Melodies, of the group hana (work). p. 30. collecting plants. e. Ask: c. Encourage the children to set up Teacher preparation: 1) What do the seeds in each their terraria artistically so Write the words on a song chart so the category have that allow that there is no overcrowding; children can see all of the words. them to be dispersed stress a variety in height, color similarly? and texture of plants and rocks.

58 13 59 Grade 3, Unit I

SOCIALSTUDIES SCIENCE LANGUAGE ARTS

I. list of classroom locational Using a map of the Hawaiian Islands 4. Cut out newspaper articles and activities for the students using (Appendix Unit I-D, p. 25), conduct share the highlights. the following activities: the furniture and articles in the classroom as location points. 5. Read stories to them about children 1. Name the four larger islands. (Hawai'i E.g., from different countries.' These Maui, O'hu,sKaua'i). Locate the teacher's desk. can be found in the school libraries 2. Name the four smaller islands. Ans: 30° North latitude and in the World Book Childcraft (Molokei, L5na'i, Ni'ihau, Kaho'olawe) 20° East longitude Library of books. Have the children 3. Which islands are the most heavily Locate Kekai's school bag. listen for similarities and differences populated ? Why ? (See if theyare Ans: 5° North latitude in cultural patterns. able to relate population density to 15° West longitude economic activity/job availability.) e. This can be a more cooperative 6. Start a doll corner and have the See Atlas of Hawai'i, University effort by having children submit children bring dolls they may have Press of Hawai'i, p. 101. tasks. Encourage the children to at home that represent different brainstorm some tasks and add them 1973 1983 countries in the world. to the master list. O'ahu 030,497 -762,534 E.g., f. Alternate this activity by giving Hawai'i 63,468 92,053 American regions coordinates and having students Maui 38,691 62,823 China identify object located there. Kauei 29,524 38,856 Japan 4. Introduce and define the terms 5. Extend this activity to the school yard. Korea Mexico latitude and longitude. Locate the Sketch a diagram of the school grounds eight islands by latitude (19°N- 23°N) and draw in latitude and longitude Pacific Islands Philippines and by longitude (155°W- 161°W). lines. Have the children locate Build more map reading skills by fixed places on the diagram. South America locating each island by latitude and E.g., Vietnam longitude. Locate the school office. 5. Name the major city/town and major Place these dolls on a display table and have the children locate the mountain(s) on each island. Use the 6. Another extension is to diagram the Hawaiian studies Na Ki'i Ho'ona'auao neighborhood. The children should countries they represent on the charts or see Appendix Unit I-E, become very proficient in diagramming globe. pp. 26-33. by this time and could perhaps take a 6. Review the concept of direction and the certain section of the community and 7. Have available a set of encyclopedias terms north, south, east and west. diagram it. Have them write five to to which the children may refer to Write the symbols for the four cardinal ten locational activities to be used find more information about lifestyles points in the appropriate places on the with their diagrams; have each mini- in other countries. island maps, Appendix Unit I-D, p. 25. 'ohana exchange diagrams with another D. Describing the natural phenomena in 7. Review directional terms with the mini- ohana and do the activities. Hawai'i with the proper Hawaiian names. children. Explain that locally we find our way around not only by north, 7. See Appendix Unit 1-F, p. 34 for As the study of the geology of the islands south, east or west, but by ma uka, an extension activity using longitude proceeds in science, introduce the Hawaiian ma kai and by reference place names. and latitude lines. vocabulary for the natural phenomena. 14 60 61 Grade 3, Unit I

MUSIC ART ENVIRONMENTAL .EDUCATION a. Have available a picture of King d. Invite other classes to visit. 2) Why is it important that Kalakaua and share some excerpts of his Have the children share the seeds get dispersed? accomplishments other than being a Hawaiian names of plants. 3) How far can seeds be dispersed composer of songs. Two excellent in each of the methods we sources to use are: 3. Pulu niu (coconut fiber) craft. discovered or researched? A7TiTTity of shapes and figurescan Allen. Hawai'i's 'Iolani Palace. be made from the fiber of the coconut 6. Encourage the children to look for Mrantz. Hawaiian Monarchy. tree. Ask the children to bring in seeds that have unusual methods of large pieces of fiber. dispersal. b. Introduce the term "National Anthem." Other materials needed: Talk about what this term means. a. Present the niu (coconut) to Glue them. Have aim handle the niu Hawaiian print scraps (material) c. Have the children sing the National and feel its weight. Anthem of the United States, "Star Ni'au (coconut leaflet midribs) Scissors Spangled Banner." Listen to the words, b. Ask them to predict the weight String making sure that the words are correct. of niu and then tell how the niu Variety of dry materials got to Hawai'i. Write their Variety of seeds, e.g., kamani d. Have them sing " Hawai'i Pono'T" predictions on a wall chart. Wire without looking at the chart. Listen (Brought by Polynesians) for pronunciation and voice quality. See pp. 22-25, Resource Units in Work on those parts of the song that c. Research: Hawaiian Arts and Crafts for a few sound incorrect. Point out key Have the children research the suggestions. Allow the children to Hawaiian words like: dispersal method of the niu. use their imaginations inthe creation Encourage them to look for legends the - spear of dolls, figures, shapes and other about niu and to share them with ke ali'i - the chief things using the pulu niu. mo'i - king the class. 'Tar- look 4. Seed craft. Using the seeds the d. Show the children a film about the children brought to class, (see niu. See 16mm Film Catalog Explain that this song is Hawai'i's environmental education lesson A-5, Tg2 OIS/Multimedia. DOE, State Anthem. p. 13) plan a craft that can be done RS82-3T07, August 1982, "Legend by the children. Some suggestions are: of the Niu". e. Discuss the rhythmic patterns of both 1) Preparation: anthems. One suggested activity is to polish a Have the children create a Ask: kamani seed. The false kamani seed is round and is enclysed-M-fliod. legend of their own about 1) Are they similar? (no) Have the It is often polished by crafts how the niu became one of children clap the rhythm. people to decorate key chains and to the plants that reached 2) Are the meters of both songs the hang from neck chains. Hawai'i. same? (yes)

62 15 63 Grade 3, Unit I

SOCIALSTUDIES SCIENCE LANGUAGE ARTS

E.g., C. Becoming more skillful in mapping skills 1. Using the detailed map mentioned in Honolulu - 'Ewa, Waikiki science, introduce the Hawaiian Kaua'i - People might say "on the 1. Locate a detailed map of your island. language lesson using the following Kapa'a side of Wailua" as See Atlas of Hawai'i or tourist brochure pattern: He aha keia? /What is this? opposed to "on the Lihu'e Have the children read these maps for He (kahawai) kiia./ This is a (river). side of Wailua." information. Hawai'i - Kaumana is ma uka of Rainbow awa - harbor Falls and Hilo of the E.g., - bay Wailuku River. Identify the natural features kuahiwi - mountain 3. Make up more practice exercises for 1-6277-lake, pond a. Find all the rivers the children using your own islandarea TriTpele - volcano b. Locate the names of the mountains and place names. Have them locate well anemoku - peninsula c. Locate the bays and/or harbors, lakes known places in their community using d. Identify the peninsulas and/or local directional terms as wellas Refer to Pitiku'i's Hawaiian Dictionary off-shore islets. north, south, east, and west. for further translations of natural phenomena as needed. Also refer to E.g., See appendix Unit I-G, p. 35 for a the General Appendices of this guide Locate: Community center profile of the Hawaiian Chain. Pp.237-246under the "Nature" section Medical building of each grade level for more terms. Parks 2. Prepare a transparency of the Hawaiian Restaurants/snack shops Chain and conduct an inquiry lesson. E. Learning more about the community by Supermarkets/stores The children should understand that the exploring. chain extends for a distance of more J. Using a large wall map, have the children than 1,500 miles. 1 . Using the map the children contributed locate places in the news. Give them the to in social studies, have them think coordinates for latitude and longitude and 3. Have available: about things they want to learn about have them determine the name of the country Atlas of Hawai'i their community. List these things where the newsworthy place is located. Ballard. Exploring Our Living Planet, on a chart and plan how to accomplish pp. 108-109 them. K. Run off Appendix Unit I-J1, p. 41 for each Carlquist. Hawai'i A Natural History student. Locate the Hawaiian Islands and MacDonald. Volcanoes in the Sea E.g., have the children note the latitude or a. If there is a sugar mill operating location above the equator. See Appendix Unit I-H, pp. 36-39 for in your community, the entire information pertaining to Hawaiian class or a small group accompanied 1. Talk about the weather in Hawai'i. Have geology. by parents may go and visit it. the children describe the kind of climate we have in Hawai'i. a. Show the children some selected b. Another small group may visit a pictures of the Hawaiian volcanoes place where a parent works such E.g., from the above references. as a shoyu or tofu factory, a Constant temperatures cement quarry, a pig farm or a Dependable northeast trade winds hotel. High humidity Mild winters 16 Moderate'ocean temperatures 65 Grade 3, Unit I

MUSIC ART ENVIRONMENTAL EDUCATION

a) The pods need to be scraped off f. Motivate the children to listen to the 2) Ask the children to share chords that you play on the autoharp as and the seeds sanded with fine sandpper. their creative stories with they sing the song softly. Have them the class. raise their hand each time you change b) Use an electric drill to drill 3) Show the film to the children to another chord. a hole through the two opposite ends of each seed. and then have them discuss similarities and differences in 4. "Hawai'i Aloha" c) Ask the children to bring some ripe kukui nuts to school. Roast their legends as they compare See Appendix Unit I-M, p. 48. This song themini-300°F oven for hour to the film. Point out some is being sung by many groups in Hawai'i and then carefully dump them into cultural aspects of the early Hawaiians as depicted in the at the termination of their gatherings.A a bucket of cold water to crack film. recording of the song can be found in: open. Put pieces of the inner 4) Discuss the importance of the Hawai'i Aloha, LP, Waikiki Records kernels into cheesecloth and niu to the Hawaiians long Music of Hawai'i, Vol.I, LP, by Jack De Mello, squeeze to draw out the oil. ago and compare it with its d) Have the students oil their kamani importance to the people of a. This is a song that can be taught by a nuts two or three times. A Hawai'i today. kupuna. The interpretation of the song coating of lacquer may be sprayed 5) Discuss the many uses of the should be clearly explained to the child- over the oiled finish of the niu. See Appendix Unit I-R, ren so that the song is sung with the nut. aloha the words seek to express. p. 54.

e. b. Many of the children have probably heard Ask the children to look around 5. Braiding the song before and have learned some their homes for things made of the of the words. As the song is taught, different parts of the niu plant. Materials needed: introduce each line carefully being sure that the words are pronounced correctly. f. Engage a community resource Colored yarn person to talk to the children Hau (if available) or raffia Listen carefully to the first line of the about Hawaiian and other ethnic c. Scissors first verse and last line of the chorus group uses of the niu and plan as these two lines are often sung some demonstratioriTissons. The Hawaiians used native materials incorrectly. School kupuna are excellent from their environment to make cordage. resources for Hawaiian uses of E ku'u one hinau e The strongest rope was_made from the niu. (The tendency is to sing home.) inner bark of the olona plant. The fiber of this bark was stripped and Mau ke aloha no Hawai'i. Culmination: braided into cordage. (The tendency is to sing aloha e.) Have the children make some of the crafts discussed in earlier lessons. a. Cut lengths of colored yarn and d. Use the 'ukulele as an accompaniment. give each student three different Plan this activity with the district colors. resource teacher in art and/or Hawaiian studies. 66 17 67 Grade 3, Unit I

SOCIALSTUDIES SCIENCE LANGUAGE ARTS

2. Help them distinguishbetween weather Ask: 2. and climate. Have them describe the Plan the investigation with the 1) How many of you have seen a daily weather and recordit on a children and have them decide how the calendar so theycan be more aware volcano erupt? information can be shared with the of weather patterns. 2) Where do we have active volcanoes rest of the class. The sharing may be in the form of a: 3. Have them identify otherareas on the in our state of Hawai'i? 3) same latitude, e.g., Mexico. Ask: What causes these volcanoes to Movie roll erupt? a) Does Mexico have thesame climate? Let's predict. (Write Poem the children's predictions b) Is the daily weather similarto on Radio news broadcast a chart.) Hawai'i? Resource speaker c) Why ? Skit b. d) Why not ? Have the children ask questions about Slide show e) What are some other factorsthat volcanic eruptions they would like T.V. show to have answered. contribute to Hawai'i's climate? Write these Verbal report questions on a chart. (Have the children lookat the map and study the wind patterns. Have 3. Have the children compose a class c. Read from Dunford, , them note the direction of the The Hawaiians of letter requesting leaders and community Old, pp. 1-6 and show the children Northeast trade winds. Have them people, besides parents and relatives, pictures from other references predict what happens to the cold to contribute old snapshots and including Feher's Hawai'i: north winds as they blowacross the A information about life in the community Pictorial History. Have the expansive Pacific Ocean which acts many years ago. This activity may children discuss the readings and as a giant thermostat. See lead to personal audiences with offer answers to the questions Appendix Unit I-J2, pp. 42-45. on the community leaders. Encourage the chart. See also Atlas of Hawai'i,pp. 53-60.) children to listen for problems that 4. Continue this research about weather exist today due to the changes that d. Display the two page map on by having the children becomeweather pp. 108- have taken place in the community. watchers. Have them keep a daily 109 of Exploring Our Living Planet. Point out the innumerable mountains record of weather changes in their 4. Set up another bulletin board community. If they have relatives in the sea, especially the Hawaiian entitled "Our Community Long Ago" sea mountains. living on another side of the island, and arrange old snap shots brougPt have them contact them by phone tonote in by the students. the weather differences. e. Flash a transparency of Appendix Unit I-I, p. 40 on the screen so the 5. Discuss the changes with the Culmination: children can see the mountains with children: Pro or Con. Plan a field trip toa weather station. the tops of the eight Hawaiian Islands showing above sea level. 6. Have the children project into the future by asking: If you were to become Mayor of our community, what would you do to make our 68 community a better place. 18 69 Grade 3, Unit I

MUSIC ART ENVIRONMENTAL .EDUCATION

5. "If I Should Ever Travel" See Appendix b. There may be some children who Ask the students to gather the Unit I-N, p. 50. The composer of this number, know how to braid who can then be materials. Dorothy Kahananui, co -wrotemany songs about tutors. Source: Hawai'i for children. Her compositions can Resource Units in Hawaiian Arts and be found in: c. Teach the children how to braid Crafts, OIS/DOE, RS81-0719, pp. 20-59. using the colored yarn first. The Music Hour. Hawaiian Edition. Silver When they have had enough practice B. Plant growth and temperature Burdett and Company. This is the 1929 edition have them braid raffia and tse which is no longer available to schools this as the cord on which tr, unless it is already part of the library 1. Plan a field trip to a valley on string the kamani nut. collection. This can your island to study the plant and be worn around the neck or as a animal life in a forested area. wristlet. Introduce the Hawaiian a. Locate on a wall map the places named in the song. word hili (to braid). They may have 2. Plan another field trip to a beach learned how to braid in the lei area and observe the plants and b. Sing the song for the children and have making session mentioned earli&.. animals there. Record the average temperatures in both places and the them learn all the verses. Enrichment: availability of rain. This activity in braiding may motivate c. Using a wall map, have the children name the children to braid other native 3. Set up a retrieval chart to show other places they'd like to see. materials such as coconut sennit. See Resource Units in Hawaiian Arts and the similarities and/or differences d. Have them compose another verse for the Crafts. in the two locations. song. E.g., B. Drawing scenes for a movie roll Amount of rainfall (see Atlas of Hawai'i) 6. "Hawai'i Nei" Same source as above; see Materials needed: Elevation Appendix Unit I-0, p. 51. This is a simple Names of animals 81" x 11" drawing paper song telling of the beauty of Hawai'i. Names of plants Masking tape Temperature, etc. a. Go over the words in the song and have Pentels the children express what the words are 4. If feasible, select some plants that 1. Using the legends the children created describing. survive well by the kahakai (seashore) in environmental education, have them and plant them in a Cii6Wrested area). plan a series of pictures to illustrate b. Have them create hula motions for the Select some forest jias and plant their stories. Motivate them to two verses. them close to the ocean. include elements in the environment c. that will enhance the pictures. Sing the song for them and have them 5. Prediction: sing both verses. E.g., Have the children predict what will Birds happen to the plants. d. This simple song lends itself to creative Mountains composing by the children. Have them Plants think of other aspects of Hawai'i that Trees, etc. they love. 70 19 71 Grade 3, Unit I

SOCIAL STUDIES SCIENCE LANGUAGE ARTS

f. See TAC Guidelines and Video Holdings a. Have them prepare a short List, 1982, RS81-2903, p. 62 fora speech or, video on the Hawaiian Chain, #0392-1. This video presents a visual tour of b. Have them write a paper describing the chain of islands. their feelings.

g- Discuss the formation of these Hawaiian Islands using Appendix Unit I-H, pp. 36-39. On O'ahu coordinate a study unit with Lorin Gill of Moanalua Gardens Foundation (telephone 839-5334).The Foundation provides excellent talks for children on Hawaiian geology. On Hawai'i, Maui & Kaua'i contact the Geography/Geology departments in the community colleges for information. Further information on Hawaiian geology is available in: Atlas of Hawai'i, pp. 32-38. Mitchell. Resource Units in Hawaiian Culture, pp. 18-26.

h. Plan a field trip to a volcanic area, active or inactive, to study rock formations or geographical features formed by volcanic action.

20 73 Grade 3, Unit I

MUSIC ART ENVIRONMENTAL .EDUCATION

E.g., 2. When the pictures are completed, have Ask: Ocean surf the children join the pictures Tall, swaying coconut trees together in proper sequence. a. Will they all survive? Waterfalls 3. Have available a movie roll box and b. What changes, if any, can we e. Sing a translated version of verse one: expect? stage area for the presentations. Ask Ni inuenue ika lewa the children to share their legends c. Do plants take on different Moani mai ke 'ala using their movie rolls. After some characteristics when we change Na pua nani like 'ole practice they can be presenters to their environment? He mau moku nani other classes as well.

6. Have the children observe the plants Culmination: as they grow and note any changes. Have the children perform the songs they have learned in a planned program involving all the Culmination: activities in this unit. Take the children to the Bishop Museum to see the exhibits showing the evolution of plants and animals in Hawai'i.

74 21 75 Grade 3, Appendix Unit I-A

MAP OF THE WORLD

1500 Ise 1200 90° 30° 60°

THE WORLD [(WORK KAU SIM US 0 SOO 10$ 1107 MO ZVI (.1t966'

H L. POSTF.H. 900 110° 110° 1 ° 150° 120° 90° CP 3e 30° fie 90°

orrtcc or SOCIAL MOUS MEM CST EDUCATION A STATE OS HAWAII

77 6 22 MAP OF THE UNITED STATES Grade 3, Appendix Unit I-B

170° 160° 150° 140° 130° 120° 110°100° 90° 80° 70°60°

70° A 1d . B. WA I WINUM MIRc;)A NI FE IA Min I la700

11# 60° -plir Alk 60° 7/TPIILPPrillviL rilk A I 500 _ 50° :iv 1..r...... r___..._ : ivell ...... L.., .,...... " 1--- 00 - ...... , .., Sttes I Ute 4 2 40° . M110"IM: IT i 1 1 W 1

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150° 140° 13 00 1200 1100 100° 90° 800

, Jr! % ',Fr) 1.11TN1ENT OF F.MIC1TION ST '.TE OF AAWAII I 0`1, C F., 79 78 23 Grade 3, Appendix Unit I-C MAP OF THE PACIFIC ISLANDS 105' 120° 135° 150° 165° 180° 165° 150' 135° 120° 105' 90° 75° ALASKA

60° 60*

ALEUTIANS 0:04. U.S.S.R. CANADA 44k 45° NORTH PACIFIC OCEAN 4 JAPAN UNITED STATES CHINA 30° MIDWAY Y RYUKYU IS. 30° 0 OKINAWA BONIN IS. I 1 IWO JIMA HAWAIIANSLANDS HAINAN t, PHILIPP INES MARIANAS IS. : SAIPAN LUZON JOHNSTON 15° --2L GUAM ONE MARSHALL IS 15° P %4,...sMINDANAOA. c'SIA MALAYA PALAU :. :* TRUK er ;PALMYR CELE ES CAROLINE IS. HOWLAND .. BORNEO CHRISTMAS 0 9f GILBERT IS.: BAKER 0° avezt,.. "CANTON MALDEN ---/r.... 0 NEW GUINEA " PHOENIX GALAPAGOS IS. SUMATRA --'''.0&i.E't. L.,%set 0, t SOLOMON IS... *, TOKELAU IS. % MAROUESAS IS "Zi P - ezNELEwLICE,IS:SAMOA /../%1D0174 /:' 101, .%wi POLYNESIA f 15° -..1Arr,1 HEBRIDES '- 1, .TUAMOTU r'''Stel:FIJI 15° :-.. NEW I :' .TIA1:1I14::ARCHIPELAGO . SOCIETY IS.'MANGAREVA CALEDONIR TONGA COOK IS... . LOYALTY IS. . AUSTRALIA t TUBUAI IS PITCAIRN NORFOLK . RAPA EASTER 30° 430°

SOUTH PACIFIC OCEAN NEW ZEALAN

105° 120° 135° 150' 165° 180' 165' 150° 135° 120' 105' 90° 75°

Source: Our Cultural Heritage, plate 3, DOE/OIS, TAC 72-4370, 1973 80 81 24 Grade 3, Appendix Unit I-D MAP OF THE HAWAIIAN ISLMDS

160° 159° 158° 157° 156° 155'

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C)1KAHOIOLAWE

50 0 50 100 MILES 20' 20°

1 1 THE HAWAIIANISLANDS Hi:11 HAWA2I

Kilauea ''

19° - 19° 160° 159° 158° 157° 156° 155° 4111.111011111.KOMNIMMII 4111.11=1,

Relief & Outline Maps of Hawaii. DOE/Office of Social Studies, 1966.

25 83 IMO 111111,

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85 Grade 3, Appendix Unit I-E

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KEKAHA WAIME

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WAIHO`OLU`U 'RANI LEI KAUNA` OA

89 I

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- I. I - a 1 . 1 a I I- I I 1

De I Grade 3, Appendix Unit I-G PROFILE OF THE HAWAIIAN CHAIN

Kure 175' 170' 165' '." 160' 155 ,.."..r..,.,.:',. 1-- ,...-.... - is;-. , ..- .-- ;,le -iiitA:,f-.t. :Nod and )5.. Midway ;..:...:z,.1:termes Reef . " Nero -_...... Bonk , .y:-:,- . r ,e1tt 1 "'": s, \CA& . !1%. ,- -- 1 Salmon ,. y Pioneer 1: $ :8 1 41.s.,,a Bonk -.: s. ' ' -- Laysan .1.7..,7'7' ` Bensoleux Lisianski ; ':-;.';-...';', _- Rai 10 ..-... f ..; :'..:--. - r ;Bork, : .. ., .. ,, . ;'.,,' r Reef ;:-;.-- . .-- -; t .. , . : . :-"; - - s.,\ ,... 6' . -. -:-- ,"-. Gardneri:,' '; ' CA .:...... r .4 . 25' Shoal -.-',...... 0/7 Ma rb-f;-. % ..) i ..a-.. ..1, 1;1 ::. - Reef '; 1,'' ,.: ' ,-Krinciales.:1 StacksBonk TWO , %.. : ...%:, '-, '., ' -."A Bisothers --, .:-::-'-;.. :-'''. ,,-;.-...- IS ,. '47,,,, "eel StRogaline Eatikz.:F ..:1-- .1:Necker a . ..t. t FrenchFrigote:-:.,,,,. :;:q.' ,..--:-2::;..,-;-- 0 :- :- .,-. -; r" 0-. Shoals. : ...... - - , -::',/:--.:- .... ,--....Thhoo :- , ,4.41.. ? , j t 7 .. .,e '''..s.....tt.Z....;;I '1.. .,... x kAUAV `O4".-0 .. ,.:;'' .4o . ....,;,' (V) 7 NAHAlf.7.0 Ka -: -' ... ,.....:. g r , :,... - Si . Koulci--_;" ':-1?!=tili: 8 (1 MOL01(# I 0. , s .1 /_.t) Honolulu-- czt, I $ ...." .." / , ...... 1,5V MAUI f 1 I I _ .... L I I I 8 s .. . ,20' t ...... s K A HObLAWE''' s - 1,, I... ":.... 7.: ;Hilo . .... '7'7) 'H .....II , ,---..iir -,...-...,, , I d ."., ___-,,- Seamounts....- 7. ".., -' is I, ... N , o'' ... di ...- "*.:: ...... , , sd, . 1, ..:.-,,,... -::., .... I H A W A ?I i ,`" 7. ,. 4% 0 100 -. I e I , ... 200 300 400 500 t Seamoants . ... :: 8-, - Statute Miles s ts .8 100fathoms(00feet)below sea level. I,000 6,000 " u Mode by PooliC Scsenttfic infoutxdonCentef ",I ; Johnston's", ---- 2,000 "12,000 " " * 1 :7 PROFILE OF THE HAWAIIAN CHAIN ...= C c6 y ::1 4 o D -- 4) 9 E -0 a o 4 4 6 53 04) U .c 3 1...R I __, 4 4 le 2 0 cf.' 0 0 -= .4 o x 171 z z lc z -c..) 2 1210007 !Val 175' 170' 165' 160' 155'

Bishop Museum/DOE Bulletin. "An Introduction to Hawaiian Geology," E.H.Bryan,Jr., undated. 94 35 BEST COPY AVAILABLE 95 Grade 3, Appendix Unit I-H

HAWAIIAN GEOLOGY

Our Hawaiian islands are the tips of giant oceanic today and is effecting the formation ofa new volcanic volcanoes that rise many thousands of feet from the bottom cone under the surface of the ocean to the Southeast of of the Pacific Ocean. All of the high islands of the Hawaiian the island of Hawai'i. island chain are relatively young in geologic age. There is no surface rock on the Big Island which is older than a In the past, the Pacific plate has movedover this million years. On O'ahu some rocks may be as old as two to hot spot creating a series of volcances insequence. As three million years; on Kaua'i some rocks may be five ormore the plate moves over the hot spot, a volcano is built until million years old. the plate eventually moves away, at which time the volcano becomes dormant, eventually goes extinct andno longer The northwest islands in the Hawaiian chain are low- erupts. The volcano gradually erodes and becomes sub- lying sandy islands. The tiny island of Nihoa which is 150 merged beneath the ocean. acres has rocks dating more than 7 million years in age. Farther up the chain is a still smaller island, only 41acres Scientists believe that the islands were built by in size, called Necker. The rocks there have been dated more a series of lava flows and fire fountains of ash and than 11 million years. cinder. These lava flows built up giant shield volcanoes that continued to grow with each eruption. Eventually Moving farther up the chain to the tiny pinnacles of part of the summit region collapses to forma caldera. The Gardner, we can see small tips of volcano rock. The islands volcano goes into a long period of dormancy while stream and wind have been almost completely eroded away. Beyond Gardner, erosion and wave action carve away or erode parts of the there are no volcanic islands, only low-lying sandy islands volcano above sea level. like Laysan, Lisianski, Midway and Kurelslands. These islands are formed by coral reefs which have built up and Meanwhile millions of tiny animals and plants build up coral covered the submerged tops and eroded parts of the former reefs that fringe the islands.The result of erosion and reef volcanic islands. Kure and Midway have been given tentative growth going on at the same time is the characteristic "flat" geologic dates of 20-25 million years. On the opposite end islands found in the northwestern part of the state. of the chain is the Big Island, 4,000 square miles, with rocks How Lava Forms New Land no older than a million years. It still has active volcanoes. Volcanic matter in a molten statecan spatter and spew ash Scientists believe that the earth's crust is made up of and cinder in explosive fire fountainsor ooze out as flows. a series of segments or plates which are moving into each These flows are classified into two types;one is called other, apart from each other or alongside each other. This eahoehoe. It is very hot and fluid and when it stops moving, theory helps explain volcanoes, earthquakes and mountain building it cools, solidifies and takes ofa ropey appearance. The as well as the creation of our own Hawaiian Islands. The other type of flow is called 'a'a. This type of flow loses Pacific Ocean lies upon a large segment of the earth's crust gas more quickly and has a coO temperature; therefore, called the Pacific Plate, which is moving towards the north- 'a'a has a dinky, jagged surface, making it west. difficult to As it moves, it is moving over a volcanic hot spot of walk on when it has cooled. activity in the middle of the Pacific. This hot spot is located underneath the Southeastern part of the Big Island When molten material reaches the surface and is spurted 96 ;r 97 h ) 36 %. Grade 3, Appendix Unit I-H

out through a constrictedvent, it pours out as ash and cinder, rather than lava, and is shot into the air, sometimes several hundred feet forming cinder cones when they fall. One example of a cinder cone is Koko Crater on O'ahu. It is an example of a late-stage eruption, just as Diamond Head and Punchbowl are. These land features were formed by giant fire fountains of ash and cinder that burst through the rock.

During the warm interglacial period, the sea '.7ose to submerge much of the coastline of O'ahu. Later, dining a glacial cold period, the sea level receded exposing much of the coastline again. Now during the present warm interglacial period, the sea level has again risen and we have the present coastlines of our islands.

Recently, scientists have been probing into the ocean and have found what they believe is an active volcano that has built up over several thousand feet from the bottom of the ocean, but is still a few thousand feet from the surface. Eventually more lava flows will build up on this submarine volcano until it too may reach the surface and become the next Hawaiian Island which has been named Lo'ihi (long or tall).

By Mihealani Pescaia

References:

Atlas of Hawai'i. Department of Geography, University of Hawai'i-Minoa, University Press of Hawai'i, Honolulu, 1973. Bryan, E.H. "An Introduction to Hawaiian Geology," Bishop Museum Bulletin, undated. Mitchell, Dr, Donald K. Resource Units in Hawaiian Culture, Unit 3, The Kamehameha Schools, 1982. Moanalua Gardens Foundation, Inc. "Understanding Our Geology," Lorin T. Gill, 1982, unpublished working papers.

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104 105 Grade 3, Appendix Unit I-J1 Pacific Winds

105 120' 135' 150* 1S5' 160" 165 150 135" 120' 1 75'

POLAR EASTERLIES

NORTH AMERICA

WESTERLY WINDS 45" 4

30' HORSE LATITUDES / NORTHEAST TRADE WINDS 15' 15'

DOLDRUM BELT 0

15' 15' SOUTHEAST TRADE WINDS AUSTRALIA \ HORSE LATITUDES

SOUTH PACIFIC OCEAN D\WESTERLY WINDS 105. 120' 1350 150' 165 110' 165' 1$0 135 120 105' SO' 75

Our Cultural Heritage/Hawai '1, plate 13, DOE/OIS, TAC 72-4370, 1973.

106 41 UNDERSTANDING OUR WEATHER

Hawai'i's weather is the result of the interaction of fourbasic factors: our latitude within the tropics, the surroundingocean, our location near the great Pacific or high pressure area that so frequently anticyclone occupies the eastern Pacific,and our mountainous terrain. The resultant weather may be described as having twoseasons: the kau, or dry season, is from about May to October; theho'oilo, or wet period, from through April. about November

LATITUDE affects us by providinga warm and relatively uniform year. temperature throughout the The sun passes directly overheadtwice a year on its Tropic of Cancer. way to and from the At noon, the sun isnever more than 45 degrees from the zenith, even on our shortest, day. There is only abouta two-and-a-half-hour difference in length between our longest and shortest days. The energy received from the therefore, is more constant sun, throughout the year than in thetemperate zone.

THE SURROUNDING OCEANexerts a moderating influence on our climate. The sea warms up and cools more slowly than the land. Consequently, our warmest timeof the year, September and October, is some two months later than when thesun is overhead in June and July;our coldest time of the year comes in February, some twomonths later than our shortest days inDecember. The ocean, with its temperature change, modifies greater resistance to to a more moderate temperaturethe warm and cold air masses that may approach Hawai'i.As an example, winter from Siberia cold fronts reachingus or the Polar seas have been considerablywarmed before they arrive here by the oceanover which they pass en route.

THE PACIFIC ANTICYCLONE is a large and relativelystable area of high barometric usually centered to the north pressure and east of the Islands. It moves somewhat northward during the kau and backtoward the south during the ho'oilo season. The air flowing "downhill" out of this highpressure area crosses Hawaii erly trade wind.* as our cooling northeast- If Maui had placedus much farther to the west than he would mc as frequently enjoy did, we this equable trade windweather from the Pacific Anticyclone.

STORM TRACKS. Low pressure areas movingeastward across the Pacific Ocean north of the Islands, pass to the farther away in summer, butsometimes near enough in winter to draw in winds fromthe south or southwest. The paths taken by thesemigratory "lows" are called thestorm tracks.

KONA STORMS are thosemigratory low pressure areas that form westor northwest of the Islands during the winterseason and which come clos2 enough tracks to give us spells along the storm of cloudy, rainy weatherand of south or southwest These winds may be quite winds. strong at times, especiallywhere enhanced by terrain effects. Only rarely, however, do such storms actuallypass over the Islands. KONA WINDSare winds which blow from directions opposite to those of the northeasterly trade winds. prevailing They are of two types: those associated with KONA STORMS and those thatoccur when the trade winds die winds are present. down and no other strong The latter situation givesrise to the light onshore and warm humid days usually breezes referred to in Hawai'ias KONA WEATHER. In the absence of the tradeor other dominant wind patterns, effects prevail. terrain takes over and diurnal During the day, the landwarms more rapidly than the sea and the heated air rises, drawing surrounding in air from alldirections and causing "sea breeze: that blowsonshore from the a ocean to the land. At night, the land cools more rapidlythan the sea and the wind reverses, producing a downslopeand offshore nocturnal "landbreeze". KONA STORMS, however, bring are large-scale and the kona winds they phenomena, not dependenton terrain, although local effects may occur. These conditions terrain are also sometimes referredto as "kona weather" When considering winds inPolynesia, there are really only the twodirections: ko'olau, or windward, andkona, or leeward. When we say "windward"in Hawai'i, we mean the ko'olau side of theisland which faces into "kona" applies to wind the trade wind. Therefore, coming onto the oppositeshore. northeasterly and kona In Hawai'i, ko'olau ismore more southwesterly. From Samoa in western Tokelau ( ko'olau) Islands Polynesia, the are to the north and Tonga (kona)is to the south.

* ['Oleo (whistling) isa wind of Moanalua. WIND SHADOW. The kona area of the Big Island sits in the wind shadow of Mauna Loa and Hualalai sheltered from the trade winds; therefore the diurnal/nocturnal wind regime of onshore winds during the day and offshore breezes at night prevails, day in and day out, except when interrupted by kona stormsor heavy kona winds. Wind shadow is a factor that should weigh heavily in the discussion of how an area is to be developed.*

TERRAIN is the "fine tuner" of our local weather because it is the groundforms which shape, lift, distribute, block, and add velocity to the normal trades blowingover us. This weather, called orographic or mountain-caused, is characterized by the normal line of clouds along the summit of the Ko'olau and Wai'anae Rangesor by the cloud zone, from 2-5,000 feet, on the major mountainson the higher islands. This is the weather which, for example, gives O'ahu its rainfall distribution: heaviest just to the lee of the summits and diminishing leewardat a rate reflecting the ascent of the moist trade winds as they approach the windwardcoast, climb over the mountain ranges which lie in their path and then descend to leeward. One example of O'ahu's average annual rainfall distribution followsthis pattern: at sea around our islands, the rainfall is about 25" per year; the beach at Kailua gets about 40"; Castle Junction at the foot of the Palion the windward side, about 70"; at the top of the Ko'olau, just on the leeward side, itmay reach 250"; at Hanaikamalama, Queen Emma'ssummer home in Nu'uanu, it's about 80"; and over downtown Honolulu, about 25-30". This distribution indicates that it's theupper forest zones on the leeward side ofour summits which are the principal receivers of rainfall, and which are the most importantareas contributing to the recharge of the ground water aquifer. These forest areas are still well-clothed with the shallow-rooted native forest which, with its attendantfern ground cover, has been demonstrated to be probably the most efficient aquifercover we have. Rainfall in the lower, kona reaches of the island, while significant,is not as important as this ma uka area of heavier precipitation.

HJRRICANES are the most dangerous of the weathersystems that affect Hawai'i, since they 44 combine the effects of violent winds, torrential rains and high (A) waves and storm tides. Fortunately, they are uncommon in the Hawaiianarea. In the past 50 years, only two have hit any ofour islands -- Hurricane Dot (1959) and'Iwa (1982). Kaua'i was the island hardest hit, although O'ahu sustained damage as well. 'Iwa was by far the most destructive storm to strike Hawai'i, causingmore than $250 million in damage. Hawai'i's hurricane season extends from June through November,although hurricanes could also occur in other months.

Most of the hurricanes that approach Hawai'i have originatedoff the coast of southern Mexico and Central America. Occasionally, however, as in 'Iwa's case, hurricanes originate to the far south of the islands. Hurricanes form over the warm waters of the tropical oceans at times when favorable atmospheric conditionsprevail.

The interplay of topography, elevation, wind, sun angle and distance from the sea is responsible for the existence of multitudinous micro-climates. These exist, typically, in the various valleys, on slopes and ridges, coasts and heights, and wherever a significant change in exposure occurs. Micro-climates are one of the main factors responsible for the high speciation of the Hawaiian flora. Since micro-climates are relatively stable, year in and year out, mutation- occuring randomly over the millions of years - has had a high rate of survival. Unlike on -s continents, the new life form doesn't have far to go to find a climate suitable for ca. it; adaptive radiation is enhanced. It is possible, in Hawai'i, to stand within a mile or two of all the known population of a certain species existing on the earth. C.A.)

(D * From the above, L.T. Gill concludes that this wind regime allows a buildup of pollutants a which could make that part of the Big Island more vulnerable to the development of a "Los V: Angeles-type" smog than anywhere else in the State. For example, a relatively unventi- lated international airport, with attendant support industries and increased auto emis- sions, could have serious consequences for the Kona District of the Big Island.

c_.

Reproduced with permission of Moanalua Gardens Foundationand authors: Saul Price Lorin T. Gill 109 As..* AVERAGESEA LIMPS, Alum r IN MILLIBARS 1.rg - r- w6ttet,

',tor e idiotiliteP?P"Itoett °PP 44 \ liridelo""r.sillifii 1siv@t-easeaan wirhimuSegzirm diadrasumengrit r imairats.- wilarn'i-IRCtieiredilt1.114Attimr. A II limb IIUlla

The average location and configuration of the Pacific anti- tence reflects that of the Pacific High itsel, and which con cyclone is shown for January and for July, the months in stitutes one of the outstanding Bea ures of Hawaii's clirs-ate which it attains its greatest and least magnitudes, respec- These winds reaching Hawaii are only moderately warm and tively,and its furthest north and south positions. Air stream humid since their approach lies over the cooler waters to the mg outward in a clockwise direction Irons the southern northeast of the islands. What is regarded as typical Ha- tions of this extensive region of high pressure moves across waiian weather is that associated with the trade winds. sun- the eastern and central Pacific Ocean as a broad current of ny days, breezy and warm, but not sultry, with clouds and northeasterly winds. This is the trade wind, whose persis- showers confined mainly to the mountain -771/.7477/77, /Ins 4 . -- SCHEMATIC KONA A .4' 04,1' I WINO PATTERNS

solar heating qr` tecklEtil: 1.:` :* T: tois,a difirrmaiasr, P. !NI ... WI WINE, eF3

SI:s Wand cools by redid*. 17rINMITTualtheHival gaillEMINI-4EMU Y!

Kona storms are low pressure (cyclones) Kona weather is warm and humid with light, vari- subtropical origin which usually develop northwest able winds; it occurs when trade winds or other of Hawaii in winter and move slowly eastward. ac- large-scale weather systems are absen from Hawaii. companied by southerly winds from whose direction It is less frequent in summer, but elm more sultry the storm derives its name (teas means leeward' in then, owing to the higher temperatures. Diurnal Hawaiian) and by the clouds and rain that have made heating and cooling of the islands relative to the sur- Kona storms synonymous with bad weather in Ha- rounding ocean generates sea breezes during the day waii. Kona storms vary in number from year to year. and land breezes at night. Afternoon heating often Some winters have had none, others five or more, leads to cloudiness and showers over mountains and Interiors.

tar COLD FRONTS

Between about Oc ober and April occasional surges Hurricanes (called typhoons west of HIV) are of sold as ins art the Hassauan area from the north The uncommon in Hawaii Hurricane Pints winds and rain in told trunts which/7%11k the leadirA edges of these, old air 1939 caused So million damage to property arid crops mass" are f respenPls assompaniol by widespread cloud chiefly on Kauai and Hurricane lwa's winds and surf in heavy rain and thunderstorms Selotre fronts may be pre. 119$ .? caused over 5200 million damage chiefly on NAN cereal 11 strong southwest weds and 1.4lowed by gusty Kauai and Oahu The humeanes and lesser tropical northerb winds As many as 215 tien! Ira,. reach Kauai in cyclones that affect Flats 411 usually originate off Mexico or a winter but only about lull progros as tar as Hawaii Central America, but almost always they dissipate before bland reaching the islands or pass west Wartlinthe south

From Science in Hawai'i Series (DOE): Videotapes available at ETV office located at Manoa Elementary School.

"Hawai'i's Climate" Shows how meteorologists forecast our weather; features Saul Price and other scientists.

"Hawai'i's Weather" Gives reasons for Hawai'i's usually fine weather and occasionally bad weather. Shows how to protect ourselves and property in severe weather. Very appealing film featuring Saul Price, elementary students, animation.

From Hawai'i Today and Yesterday Series (DOE): Videotape available at TAC office.

"Climate of the Hawaiian Islands" Featured is Professor Pirie of the UH Depart- ment of Geology. Professor Pirie discusses the major wind systems that affect our islands. The videotape was produced in black and white and is in lecture format. However the information is presented simply and concisely.

RECOMMENDED READINGS arranged in sequence from general, comprehensive explanations to certain specialized interests:

Armstrong, R. Warwick, ed. Atlas of Hawai'i. 2nd ed. Honolulu: University of Hawaii Press, 1983, pp. 59-68. Excellent diagrams of the Pacific Wind Systems on pp. 60-61. Information also found in first edition of Atlas (1973), pp. 53-62.

Blumenstock, David I. and Saul Price. "Climates of the States: Hawaii ". A Natural History of the Hawaiian Islands Selected Readings. Ed. E. Alison Kay. Honolulu: The Univer- cn sity Press of Hawai'i, 1972, pp. 155-204.

Carlquist, Sherwin. Hawai'i A Natural Histor . 2nd ed. Honolulu: Pacific Tropical

Botanical Garden, 1 0, pp. 3- .

Price, Saul, Paul T. Matsuo and Karl T.S. Howe, Study Element Report Climatology. Honolulu: Hawai'i Water Resources Regional Study, 1975. Limited distribution of this preliminary report; available at Moanalua Gardens Foundaiton. Mr. Price discusses weather and its effect on the human population. Teachers interested in problems such as drought areas, urban storm flooding areas, and the importance of rainfall to our water supply should read this report, especially pp. 26-120.

Price, Saul. "The Climates of O'ahu ". Bulletin of the Pacific Orchid Society of Hawai'i. Vol. 24, no.4. Honolulu: Pacific Orchid Society of Hawai'i (December, 1966), pp. 9-21. This article is available at Moanalua Gardens Foundation. The author has written several articles on climate in the Hawaiian Islands. "Climates" would be especially useful for teachers who would like to have students measure climatic variations. Mr. Price discusses climatic differences in a garden and explains how the same principles would apply to much larger climatic regions. GI

Fornander, Abraham. The Fornander Collection of Hawaiian Antiquities and Folklore. Vol. 2.ft Bishop Museum's Memoir Series, Vol. t. Honolulu: Bishop Museum Press, 1918-1919, pp. 72-77, 78-135. Legend of Pakea and Kuapaka'a, gives the names and powers of the winds of several of the islands.

Handy, E.S. Craighill and Elizabeth Green Handy. Native Planters in Old Hawai'i Their Life,g Lore, and Environment. Bernice P. Bishop Museum Bulletin 22. Honolulu: Bishop Museum Press, 1972, pp. 330-346. Description of the Makahiki Festival and the rainy :` season.

111 Translation for

"Na Lei 0 Hawai'i"

1. Beautiful Hawai'i, island of Keawe Cherished is the lei lehua and the maile of Pana'ewa.

2. Majestic Maui with Haleakal5 Sacred roselani, the only one for me.

3. Famous Moloka'i with the kukui grove of Lanikaula And the waterfall of Moa'ula (in Halawa Valley).

4. O'ahu is bedecked with 'ilima Which resembles the yellow feathers of the 'o'o bird of the mountain.

5. Kauail'slei is the mokihana Laua'e (Polypodium phymatodes) of Makana is my beloved (lei).

6. Ni'ihau, Kaho'olawe,_Linali Cherished with the pupu shell, hinahina (native heliotrope) and Kauna'oa (Cuscuta sandwichiana).

Hawaiian lyrics can be found in King, Charles E. K. King's Book of Hawaiian Melodies,pp. 6-7

112

46 .4 . Composer unknown; Traditionally used in schools HAWAI'I THE BEAUTIFUL

-*- Descant:2. 0 beau - ti - ful for pal seas, That stretch to

) tk,

Melody 1. 0 beau - ti ful for sun - set skies, For fields of " 2. 0 beau - ti - ful for o - pal seas, That stretch to

pur - pled deeps For boom - ing surf on shin - y sands with

)

-*- way - ing cane. For ver - dant moun-tain val -leys clothed in pur - pled deeps For boom -;.,;\ firg surf on shin- y sands with. i ti_ 0

(A(J ) in thegleam-ing reefs. Ha - wai

drift-ing veilsof rain. Ha - wai - Ha - in theglean-ing reefs (a Ha - wai - nei! Ha -

God gave thy won -drous birth A meet - ing

______,____

wai nei! God bless thy beau-ties rare And in His wai nei! God gave thy won -drousbirth A meet - ing

place for v'ry race A par - a -diseon earth.

hand e'er keep thy landas pure as it is fair. place for e - v'ryrace A par- a -dise on earth.

See also: Burton, L. and Thomson, W. Music: Comprehensive Musicianship Program, Grade 6, Lesson 49, pp. 167-168 for another version in the Key of G. 113 HAWAI'I ALOHA

Makua Laiana Makua Laiana ' i_iiornz Mrisimm, .- 1- E Ha- wai- 1 e ku- 'u

0- ne hanau e Ku- 'u C7 F U. I

home kula- i-wi nei, '0- li __Bb

.. _ no au i na pono lani F

-46------s.; ou." E Ha- wai- . a-

....."-- crCO lo- ha- e. E hau- Bb

0- 11 na '0- pi- o o Ha-wa- i- 'i

ne- i '0- li e,

e Mai na a- he- a- he ma-

11111111111111111111011111 -431-. mai nei Mau ke a-

Transcribed by Byron Yasui. 114

41.1....11111111111111111MmIllomomommumorrirro...... ____ _ HAWAI'I ALOHA BELOVED HAWAI'I

F Bb F E Hawai'i e ku'u one hanau e 0 Hawai'i, 0 sands ofmy birth C7 F Ku'u home kulaiwi nei, My native home Bb F F7 'Oli no au i na pono lani ou. (or: e) I rejoice in the blessings of heaven C7 F E Hawai'i, aloha e. 0 Hawai'i, aloha.

Ni ke Akua e milama mai i5 'oe God protects you,

Kou mau kualono aloha nei, Your beloved ridges,

Kou mau kahawai 'Olinolino mau Your ever glistening streams,

Kou mau mala pua nani e. Your beautiful flower gardens.

CHORUS: CHORUS:

Bb F E hau'oli na 'opio o Hawai'i nei Happy youth of Hawai'i C7 it 'Oli e! 'Oli e! Rejoice! Rejoice! F Bb F Mai na aheahe makani e pi mai nei Gentle breezes blow C7 F Mau ke aloha, no Hawaii. Love always for Hawai'i.

tr. Ni Mele 0 Hawai'i Nei, U ofH Press.

115 Grade 3, Appendix Unit I-N

X If I Should Ever Travel Rote Song

BERTA METZCER DOROTHY M. KAHANANUI

6 t .)

-...... / 1. If I should ev er tra vel 2. The Phil ip - pines I'd vi sit, 3.I'd go tocold A - las ka, 4. My home is the Pa cif -ic,

1 a a

To Chi na I would go, The Po ly ne - sian Isles, A mer - i ca I'd see, In fair Ha wa - i ' i Nei,

1 [ r e r Jl 1. 1,- -...._._7

Ja - pan andquaint Ko - re - a, Aus - tra - lia and New Zea -land Far down the miry - ing coast -line, And may our sea be peace -ful,

or r : I Those lands I'd like to know. I'd tray el miles and miles From pole to pole I'd be. For - ev er and for aye.

, ..4; :A4.

r .

yMM

111111111110.

Hawaii Nei Rote Song BERTA METZGER CHARLES KAIMANA

Rain-bows inthe sky,Per-fume 'nthe air, Rain-bows inthenight, Rain-bows allthe day,

Gai- ly col- or'd blos - soms, Love- ly isles so fair. Where is there a coun -try,Like Ha- wa- i 9 Nei?

Hi From THE MUSIC HOUR, Hawaiian Edition, First Book C) 1932, Silver Burdett Company. Reprinted with permission. 119 118 51 Grade 3, Appendix Unit I-P WORKSHEET: "Classifying Na Mea Kanu (Plants)"

Na Mea Kanu that were here Na Mea Kanu brought by the 1st settlers Na Mea Kanu brought by the foreigners (endemic) (Polynesian introduced) (exotic)

120 52 121 Grade 3, Appendix Unit I-Q

THE FIRST LIVING ORGANISMS IN HAWAI'I

Due to a wide range of favorable climatic conditions The land birds that have successfully landed in Hawaii in Hawaii, many plants and insects arrived and established have done so probably because of unusual storms that have themselves. They multiplied rapidly because there were few carried flocks of birds from other countries passingover plant and animal enemies. These plants and animals did not the islands and leaving them there to colonize. The water come to Hawaii via land bridges but rather by way of the birds that migrated were responsible for some of the plants ocean, wind currents, and birds. Two hundred fifty origi- that arrived. The seeds were imbedded in mud on their feet nal species have resulted in thousands of ENDEMIC species or other parts of their bodies such as their feathers. It known in Hawaii today. is estimated that 12.8 percent of the Hawaiian flora ancestors arrived by attaching themselves via barbs, hooks, bris- How did these plants get here? Due to the thousands tles, prongs, stiff hair and to the feathers of birds. of miles that exist between Hawaii and another land mass, some scientists doubt that the seeds were able to travel During the prehuman period, most of the flowering plants such long distances. It took millions of years for seed of Hawaii arrived via birds that ate seeds, carried them in- dispersals to take place but from the original 168 species ternally and excreted them on arrival. It has been estimat- have evolved over 1700 varieties and species of flowering ed that 39% of the 255 ancestral plants of Hawaii arrived plants in Hawaii. One means of dispersal was probably by via birds that ate seeds. These seeds remained in the birds' way of air travel. The organisms were probably very minis- systems until their arrival to Hawaii. They remained resis- cule and light like the spores of ferns, mosses, fungi, tant to the birds' digestion system. algae and lichens. Many of Hawaii's native ferns are endemic, meaning they cannot be found anywhere else. Another dispersal method was via flotation in seawater. About 14.3 percent of the original flowering plant immigrants Dispersal of seeds in the air accounts for 1.4 per arrived in Hawaii using this means. Some of these plants are cent of the 255 flowering plant immigrants to the islands. the hala (pandanus), (portulaca), pohuehue (ipomoea), and Orchid seeds are small enough to be carried by air currents wili (erythrina). but only three orchids are native to the Hawaiian Islands. Other flowering plants found native to the Hawaiian Islands Plants and animals that arrived in Hawaii faced a new en- are the OhTh lehua tree, kUpaoa (dubautia) and the p5wale vironment, one that was smaller in size, one that was cut off (rumex). from others of their species. They arrived in small numbers. The success of survival depended upon how able they were at Over 233 species of insects are believed to have been solving or coping with the environmental problems. They ap- wind-borne. These insects would have had to be small and parently survived well for from the original 255 ancestral very light in order to have greater floatability. From plants, we now have several thousand species. these original settlers have evolved over 4.000 snecies of insects.

Sources: Carlquist, Sherwin. Hawaii A Natural History. Feher. Hawail:A Pictorial History. 53 123 122 USES OF THECOCONUT La'au Niu

Used with permission of KamehamehaSchools, Explorations /Ho'omikeikei, 1981, p. 97.

124 Grade 3

Unit II

DIVE'kSE COMMUNITIES IN HAWAI'I

This unit immerses the children in the study of diverse urban and rural communities in Hawai'i. The children identify the factors that influence the start and growth of communities in Hawai'i as well as in other parts of the world. They study the ecosystem, the environmental ethics and economics, and the adaptation of animals and plants to the various environments found in Hawai'i. The unit promotes the study of the Hawai'i environment with the study of environments found elsewhere in the world.

55 1 Grade 3, Unit II

CONTENT AREAS EMPHASES

SOCIAL STUDIES Studying the diverse urban and rural communities of Hawai'i Understanding how communities develop Identifying factors that influence the start of communities and factors that influence the growth of communities Identifying the different kinds of communities that exist in Hawai'i and in different parts of the world

Identifying factors that influence the growth of cities, centers of tourism and industries Observing natural features of our islands that facilitated interaction with other countries Comparing Honolulu and cities in our state with those of other states, as well as other countries. Businesses/occupations Goods and services Government Industries Recreation facilities Transportation systems Studying Hawai'i's tourist industry

Identifying and studying the different types of communities found in Hawai'i today and comparing them with similar communities found in other countries Farming communities Fishing communities Ranching communities

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LEARNER OBJECT IVES APPENDICES

Identifies factors in the environment that contribute to the developmentof Grade 3 Appendix communities and cities. Unit II- A Views of Honolulu,pp. 133-135

Is aware that people change their ways of working and livingas communities grow. - B Worksheet: Cities: Similarities and Differences, p. 136 Cites examples of environmental problems in the community and theState. - CMap of an Island, p. 137 Practices behavior that illustrates respect for self, fellow schoolmates, teachers and community resource people. - DVisitor Questionnaire, p. 138

Develops ways of working together to solve community and schoolproblems. - G Plan Sheet: Trip to Hawai'i, p. 141

- I A Farming Community, p. 143 Observes changes in Hawaii as a direct result of the influence ofvarious cultural groups. - J Worksheet: Data Gathering, p. 144 - KNews articles EDB, pp. 145-148 Compares life in Hawai'i's cities and towns today with life in urbanareas in other parts of the United States and other countries. - LAgricultural Summary: Table 490, p. 149 Recognizes that Hawai'i's natural environment provides opportunities for development and poses limitations on the development of certain aspects of - M Acreage in Crops:Table 494, pp. 150-153 culture. - N Agricultural Data: Livestock, p. 154 Is aware of Hawai'i's largest industry- tourism- and the factors that have led to the development of this successful industry. - 0Books and Films on Farming Areas, p. 155 Is aware of Hawai'i's changing land use and its effect on the economy of the - P Some Fishing Areas in the Islands, p. 156 islands.

- Q Questions: Fishing, p. 157 Understands Hawai'i's changing farming situation and the role truck farming plays in food production. - R Ftshing (Women's Role),p. 158 Is aware of Hawai'i's fishing communities and understands the importance of this - S News article: "Preserving An Era at industry to Hawai'i's lifestyle. Waikisi Ranch", pp. 159-161

Recognizes ranching as one of Hawai'i's industries and discusses theimportance of this industry to the supply of meat for Hawai'i's population.

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SCIENCE/ENVIRONMENTAL ED. Understanding the ecosystem, environmental ethics andeconomics, population and environmental decisions of a community Building community awareness Laws Land utilization Beautification

Planning an 'ideal community

Studying and experimenting with vegetation from resort and urban areas

Identifying food plants Distinguishing between fruit and vegetable Planting a school garden of food plants Experimenting with environmental factors and theireffect on plant growth Monitoring plant growth and progress Classifying and studying seeds

Stimulating curiosity about the sea Studying the salinity of ocean water Studying shelled sea animals

Understanding and building anawareness of animal breeding Pure bred dogs vs. "poi" dogs Cattle breeding in Hawaii

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Describes environmental factors that affect the culture of a community. Grade 3 Appendix

Identifies problems in a community and decisions that need to be made to resolve Unit II - H Kukui, p. 142 these problems. - T Worksheet: Plant Usage, pp. 162-163

Explains how important to the proper conduct of family and community affairs were - V The Beef Industry in Hawaii, the ideas of cooperation, unity, pulling together, and strength in numbers. pp. 168-174

Identifies and describes the major roles and functions of different members of the community in Hawai'i.

Describes how community members are dependent upon one another in Hawai'i's society.

Lists some basic examples of how the natural Hawaiian environment provided opportunities for development and areas of limitation on elements of Hawai'i's culture--temperature, abundance of certain plants and animals and lack of others.

Identifies environmental factors that affect the adaptation of plants to various environments in Hawaii.

Identifies varieties of plants grown in Hawai'i and distinguishes fruit from vegetable, edible from poisonous.

Investigates the composition and contents of the sea.

Explains the need for and the process of animal breeding.

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LANGUAGE ARTS Expressing Value judgements about the community, itsappearance and general upkeep Creative solutions to problems and creativepoems and stories

Interviewing Community people about land use and maintenance Community kupuna who lived during an earlierera (oral history)

Listening to and reading Legends dealing with place names in the community Hawaiian words and phrases Stories about community life in other countries

Analyzing charts and advertisements

Writing Letters Creative stories and peoms of origination and experiencesin Hawaii Imaginative accounts of life in Hawai'i at an earlier time in history Descriptive accounts of life in the country News articles dealing with today's problems in agriculture Editorials dealing with today's community problems Headlines for the newspaper Simple Hawaiian sentences and phrases and words Creative tales about "monsters" of Hawaiian waters 'Olelo no'eau (wise sayings)

Comparing Activities of children today with those of earlierHawai'i Food prices across the nation Life in Hawai'i's communities with life in other countries

Publishing a brochure about Hawai'i

Researching and reading the newspaper asa source of information on Daily problems and concerns Scientific findings on agricultural practices, medicine, fishing,etc. Weather Global matters 134 Products and services (classified and unclassified ads) Memorizing 'Olelo no'eau (wise sayings) 135 60 Grade 3, Unit II

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Volunteers to lead or to help in individual or group projects in the family or Grade 3 Appendix in the school. Unit II - EWorksheet: Love a Tree, p.139

Expresses the student's feelings about Hawai'i, Hawaiian food, music, dance, and - FMap of the Pacific Basin Countries, p. 140 people in English prose or poetry, using Hawaiian words and expressions where appropriate. - UNews articles About Parker Ranch, pp. 164-168 Practices behavior that illustrates respect for self, fellow schoolmates, teachers and community resource people. - WTips for Interviewers, p. 175

Performs roles in simulation activities illustrating individual rights and - X Interview: Steps to Follow, p. 176 responsibilities in a group situation. - DD Pictures: Farming in Hawai'i, Listens to and accepts opinions of others in group discussions. pp. 209-217

Imitates with correct pronunciation the Hawaiian words, expressions and - EE News articles: Pesticides and phrases modeled by the teacher or kupuna. Fertilizers, pp. 218-221

Listens to and answers questions orally about a legend or story about Hawai'i told in English but containing Hawaiian expressions and simple phrases appropriate to the child's level of language development in Hawaiian.

Asks about and identifies objects or people in pictures with simple Hawaiian words or phrases.

Works with partners or groups on Hawaiian language oriented activities.

Describes how children in former Hawaiian times may have been alikeor different from children in school, at home and in the community today.

Reads a variety of material dealing with life in Hawai'i today,e.g., newspapers, magazines, brochures, books.

Studies and analyzes life in Hawai'i's communities today and projects solutions for problems.

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MUSIC Singing mele that describe the many communities throughoutHawai'i "Na-lIcTu 'Eha" "Hilo Hanakahi" "Aloha 'Ia NO '0 Maui" "Maika'i NO Kaua'i" "Moloka'i Nui A Hina" "'Aina '0 Lana'i" "Pupu 0 Nilihau" "Aloha Kaho'olawe"

Composing songs about Hawai'i's occupations

Learning songs and dances that have been favoritesof the past among malihini (visitors) and kama'5ina (residents) Hawai'i - "Little Grass Shack" Maui - "Maui Girl" - "Hasegawa General Store" Kaua'i - "Hele On to Kaua'i" - "Beautiful Kaua'i" O'ahu - "Hawaiian Hospitality" - "On the Beach at Wlikiki" Molokei - "The Cockeyed Manr of Kaunakakai" - "E Hihiwai" General - "Song of Old riawai'i"

Enjoying songs about country living "Hele on to Kaua'i" (use of 'ukulele) "Hawaiian Lullaby" (composingnew verses based on personal experiences) "Got to Get Away" (composing new verses about country living) "My Hawaiian Country" (key changes- 'ukulele) "Happy Hawaiian Music" (identifying instruments usedin the recording)

Singing and playing songs that describe a composer's love fora special place "Moloka'i Memories" "Across the Sea" "Na Pana Kaulana 0 Keaukaha" "Ke One Kaulana 0 Hawai'i"

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Sings selected Hawaiian songs introduced by the teacher while playing rhythm Grade 3 Appendix instruments in time with the beat. Unit II - Y Na Moku 'Ehi, p.177

Coordinates motions and movements of hands and feet while performing a traditional - Z Island Songs, pp. 178-183 hula 'auana. - GG 'Opae E, p.223 Illustrates the tonal-rhythmic patterns of Hawaiian songs through singing and performing interpretive dance patterns and body movements. - HH Got to Get Away, pp. 224-226

Creates motions for songs based on the student's interpretation of the meaning - II My Hawaiian Country, pp. 227-228 of the lyrics and performs dance creation. - JJ Happy Hawaiian Music, pp. 229-231 Expresses feelings for Hawai'i and its people through creative compositions. - KKMoloka'i Memories, p. 232 Uses Hawaiian rhythm instruments while singing Hawaiian songs, about Hawaiian islands and places, country living, the kai (ocean) and the plants and animals - LL Place Name Songs, pp. 233 that live in it and ranch life in Hawai'i. - MM Beautiful Kaua'i, p. 234

- NNPaniolo Country, p.235

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MUSIC (CONTINUED) Enjoying songs about the kai (sea) and the plantsand animals that live in it "Ka Uluwehi 0 Ke Kai" "'Ama'ama" "'Opae E" "Na 'Ai 'Ono"

Singing and listening to songs aboutrancd life in Hawai'i "Paniolo Country" "Waiomina" (Wyoming) "Hanohano Na Cowboy"

ART Using a variety of media to create works of art thatexpress feelings about community living. Drawings using cra-pas, pentels A Futuristic Community An Alternative Community A Ghetto Community Enhancing a Cement City My Favorite Kupuna (grandparent) Creative Cartoons My Moloka'i Memories The New Breed Collage `A Community Under the Sea Seed Composition Favorite Country Activity Watercolor painting The Kahakai (seaside) My Hawaiian Country Home on a Ranch Clay My Favorite Farm Animal Movie roll From Production to Consumption A Day on the Farm Posters The Nutri Sandwich 142 143 64 Grade 3, Unit II

LEARNER OBJECTIVES APPENDICES

Creates pictures and designs that reflect an awareness of the Hawaiian environment.

Experiments with materials found in Hawai'i's environment and uses them to create works of art that reflect an appreciation of the natural environment.

Expresses an awareness of and appreciation for the natural environment through a variety of media.

Expresses feelings and creativity through a variety of media.

Responds to and experiments with a variety of colors, textures, lines, forms and shapes.

Uses art tools to develop and refine gross and fine motor skills such as eye-hand coordination.

Communicates one's thoughts, feelings, ideas through various modes of expression.

Demonstrates the application of art skills and processes related to various modes of expression.

Develops sensory responses to a variety of stimuli in the environment through seeing, hearing, touching objects in nature and constructed objects.

Develops some comprehensive vocabulary through discussing, evaluating, describing, defining and through reinforcing visual and verbal concepts.

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ART (CONTINUED) Printing Leaf Designs Fern Prints Gyotaku - Fish Printing Creating booklets Identifying Trees in the Community Creating ,and designing Advertisements Anuenue (rainbows) Paper sculpture - 3-D Sea Life Limu (seaweed) Pressing

HEALTH/FOOD AND NUTRITION Becoming more aware of the health and nutritional needs within the family unit as wellas the community Cultural, social and psychological needsaffecting food choices Food choices and attitudes about food `Elements of digestion Festive and ethnic foods Field trip to a supermarket Foods from internationalsources Foods from local sources Foods eaten in early and modern Hawai'i Go foods Grew foods Glow foods Importing and exporting food products Local food plants used as medicine Fun food game Planning nutritious meals with familymembers Shopping for seasonal foods to cutcosts 146

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Explores and experiments with a variety of art materials and tools related to the various modes of expression.

Relates concepts of design to natural and constructed objects found in the environmental setting.

Participates in art activities which stimulate use of imaginative thinking and encourage intuitive problem solving.

Helps other classmates on an individual and a group basis to attain some goal. (kokua, laulima, alu like, lokahi)

Volunteers to help individuals or groups in school projects.

Gives examples of behavior that illustrate respect for self and others.

Explains the relationship between individual rights and responsibilities in a group situation. (kuleana)

Detects factors in the local environment of the home, school, community or Grade 3 Appendix State which affect health and safety and the selection of food. Unit II - AA Nutrition Games for Digestion, pp. 184-195

Understands that food choices have been influenced by the presence of many cultures - BB Nutritional Value of Hawai'i's existing in Hawaii. Foods, pp.196-207

Is aware that the diet of the early Hawaiians was a nutritious one. - CCBasic Foods Worksheet, p. 208

Is aware that food choices are affected :social and psychological needs; shares - FFWorksheet: "Keeping Healthy in feelings about why one likes or dislikes certain foods. School," p. 222

Understands the digestive process and how physical and mental well-being affect this important body function.

Is aware of the dependency of Hawai'i on other countries for its supply of some food products.

Understands how food products get from a far-away country across the ocean to Hawai'i. P49 67 148; Grade 3, Unit II

CONTENT AREAS EMPHASES

HEALTH/FOOD AND NUTRITION Learning more about producing and marketing Hawai'i's importantfood products (CONTINUED) Planting Harvesting Processing Packaging Marketing

GAMES AND RECREATION Building an awareness of fun things to do in Hawai'i'socean and land environments Fun activities at the beach Bombing the Niu (coconut) Burying the Kino (body) Standing -up --the Nalu (wave) Waterline Fun Creating games dealing with ranch life Lassoing Corn husking relay Early American western dances Rodeo in Hawai'i

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Understands the Basic 4 food groups and is able to categorize food eaten today as well as that eaten by the Hawaiians many years ago.

Is aware of Hawai'i's home grown products: the niu (coconut), mai'a (banana) kukui (candle nut), macadamia, halakahiki (pineiFFTe), kuawa (guava), etc.

Identifies and is able to name the uses of some of Hawai'i's plant foods.

Is aware of the "marketability" concept.

Understands the nutritional value of food and its importance to building good health.

Selects nutritious foods when preparing menus for self, classmates and/or 'ohana (family).

Expresses feelings about Hawai'i through creative activities.

Expresses and practices the Hawaiian values of kiikua, laulima, alu like, aloha, and ho'oponopono.

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SOCIALSTUDIES SCIENCE /ENVIRONMENTAL EDUCATION LANGUAGE ARTS The following activities allow the childrento The children will be involved in a number of The following activities involve the children study the diverse urban and rural communities activities that will help further their under-in reading, writing, speaking and creating. that make up Hawaii.' as a preliminary step in standing of the ecosystem, population, They are meant to motivate the children into studying how similar communities have developed environmental decisions, environmental learning more about communities here in Hawai'i elsewhere in the world. ethics and economics of the community in which as well as in other parts of the world. they live. A. Understanding how communities develop A. Community value judgments A. Community awareness 1. Have available pictures representing To enhance a sense of responsibility for several different kinds of communities 1. Have the children look at the school caring for the school community, take the throughout Hawaii. grounds as a mini-community. children on a brief walking trip with note- books. Have each student look for things E.g., Agricultural a. Have them discuss how the school that are beautiful and ugly in the school Dairy environment is similar to or community. After 15-20 minutes of observa- Fishing different from that of the tion, conduct a retrieval session in class. Resort, etc. community. 1. Compile a master list: one column of These pictures are available in: E.g. beautiful items and one of ugly items. Are there rules and regulations in Encourage every student to make Cameron. Above Hawai'i. school as there are in the contributions. If there are disagreements Feher: Hawai'i: A Pictorial History. community? about some items, place them in a third Scott. The Sage of the Sandwich Islands. Who makes the rules? column and discuss the reasons for the How would you go about changing differences. 2. Write the word "community" on the top the rules? of a chart and have the children answer 2. Discuss the relationship between ugly "What is a community?" Write their b. Look at how the land is being and beautiful. Ask: What can we do to answers on the chart. (Ans. A place used. Have the children decide keep beautiful things beautiful?What and the people who live there.) on whether or not the layout of can we do to change ugly things to the school is aesthetically beautiful ones? 3. Discuss attractive or not. Discuss whether it is too crowded with B. Conducting interviews a. How do communities begin? buildings or well balanced with trees and other greenery and Plan some interview questions that can b. Where do communities begin? Why? flowers or whether some changes be used when the children interview school need to be made. Have the children personnel about land use and maintenance. c. Where is our community located? discuss whether the buildings have Have the children practice interviewing (Locate it on a wall map of your been designed and situated to take by doing role play. Have them work in island.) advantage of cooling breezes, mini-'ohana so that every student has natural light and other aspects of a chance to be the interviewer and the d. What kind of community do we live in? Hawai'i's climate. interviewee. (Answers may vary... city, suburb, country, fishing, agricultural, etc.) 155 154 70 Grade 3, Unit II

Music ART HEALTH/FOOD AND NUTRITION The following songs and activities will introduce The following activities involve the childrenThe children will be involved in activities that the children to a sampling of mele from a vast in creative activities that allow them to will help them become more aware of their health collection of songs that describe different use their imagination in the creation of and nutritional needs within the family and the communities throughout Hawai'i. works of art. community in which they live.

A. Songs about island communities A. Drawing: A Futuristic Community A. Cultural, social and psychological needs influence food choices. The children will be studying songs about Materials needed: different places and communities on each 1. Pre-lesson assignment: island. Colored pens or cra-pas Drawing paper Ask the children to look in magazines Have available a map of the Hawaiian islands for colored pictures of their favorite and individual maps of each island found in 1. Have the children think about all the food. If they cannot find a picture, the 17" x 22" collection of charts, Na Ki'i films they have seen dealing with then ask them to draw one. Ho'ona'auao. (See Appendix Unit I-E, pp. 26-33). futuristic ideas, cities, various kinds of vehicles, etc. Based on 2. Place these pictures on a bulletin Begin this unit by teaching the children a what we have here in our island board and talk about the following: song that describes all of the islands. community, motivate them to create a city in an island community years a. Do we all like the same food? Why 1., Song: "Na Moku 'Eh5" from now. are there differences in our food choices? (List their answers Source: 2. Talk about those things that need to on a chart.) The reasons they Mahoe. E Himeni Hawai'i Kikou,pp. 60-61. be included so that the city reflects King. King's Book of Hawaiian Melodies, contribute should include: a liveable community. Encourage them p. 80. to think of means of transportation, 1) See also Appendix Unit II-Y, p.177 for We all come from different architectural designs of buildings, cultures. newly composed verses for Lana'i, house styles, automobiles, types of Moloka'i, Niihau and Kaho'olawe. materials used in construction, etc. 2) We live in an island community of diversified cultures. 3. These artistic creations could be Write the words on a wall chart. used as motivation for some descrip- 3) We all have different tastes tive prose about "Life in the Year for food. a. Island of Hawai'i 2034." 4) Our parents prepare different 1) Introduce the island of Hawai'i B. Drawing: An Alternative Community kinds of food. by mounting a map of the island on a bulletin board. Point out Materials needed: b. Can you tell which foods are the lei of the island, lei lehua, Japanese? Chinese?American? and the color of the is anas Colored pens or cra-pas Filipino?Hawaiian? 'ula'ula (red). Try to have Drawing paper available a real lehua for them

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e. Do you know anyone who lives in c. If the children plan to interview C. Writing thank you letters another community?What kind of some of the people who are in community is it? charge, have them plan a layout Ask the children to think about all the or a floor plan of what a new people who are trying to protect the 1) As the children name the town or school campus should look like. school and community environment. Make city; have them classify them. a list of these people and then plan d. Have the children plan to inter- thank you letters to be sent to them. E.g. view some of the people who are in Encourage all the children to become more Place Name Type of Community charge of the school grounds: aware of who these people are. Teach the Honolulu City children correct letter form and correct Kane'ohe Suburb custodians addressing of envelopes. Use some of the Kekaha Plantation principal Hawaiian words the children have already PTA representative learned in the letters that are written. 2) Encourage them to think in terms These words include: of the major activity in each Have them plan the types of aloha - love community. questions to ask to solicit some TETike- working together information on how they feel about E.g. the school grounds and upkeep. uuleana - responsibility Agriculture 1pineapple)- See language arts lesson NB, maha o - thank you Wahiawa, Lana'i, etc. p. 70. sup:. - Waipahu, Koloa, etc. D. Loving a tree Diversified agriculture- Kula, 2. Develop an action plan to improve the Kahuku, etc. (protea, corn) school environment. These actions To help children become more aware of Fishing - Miloli'i, Kailua-Kona, may include: their observation powers, to teach them etc. to keep accurate recordsand to motivate Hawaiian agriculture- taro a. Building clean-up them to create stories and poems, have growing - Hanalei, Ke'anae, etc them select one tree on the school grounds Plantation - Waialua, 'Ewa, b. Campus beautification as a favorite class tree. Honoka'a, etc. Tourist resort area - Waikiki, c. Litter pick-up 1. Give the tree a Hawaiian "pet" name. Lahaina, etc. 3. Develop a one week observation plan 2. Have the children do research and find 3) As the children continue this whereby the children will keep a list the scientific name for the tree. exercise, have them learn these of ways the community and school Some sources to consult are: terms by using them in their create pollution in all forms. classifications. Carlquist. Hawaii A Natural History. E.g. Clay, Trees o awai 1. 4) Encourage the children to think Litter Hargreaves. Tropical Trees of Hawaii. of places they have visited on Noise Lamoureux. Trailside Plants of their own islands as well as on Old, ugly street signs Hawai'i's National Parks. other islands. Have them recall Smoky buses the kind of town it was a d add Unattractive buildings it to the chart. Uncovered garbage, etc. 159 158 72 Grade 3, Unit II

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to see and tell them the folk 1. Have available some pictures of an 1) Ask the children to categorize tale about this flower: If you underground community of ants or their favorite foods by pluck this flower without asking termites. Encourage the children to cultural groups. Pele's permission it will rain share what they have learned about because it is Pele's flower. ants and how they live. See National 2) Have them suggest.other favorite Geographic, Vol. 165:6, June, MTEr foods in each cultural - 2) Ask the school kupuna to share an excellent illustrated article about category. some legends and kapu about the ant communities. lehua and about Pe e. c. How does a person get to like a 2. Read excerpts about ant communities certain food? 3) Go over the words of the first and how they work together to feed verse. Introduce the new Hawaiian everyone and help the community d. What food in our school lunch vocabulary to the children: survive. program do you enjoy the most? Why? hanohano - glorious 3. After studying the pollution of the el i ka lehua - garlanded with earth's atmosphere in science, e. Which food do you like the least? lehua blossoms motivate the children to create a Why? kuaFTWTnani - beautiful mountain drawing of an alternative community Mauna Kea - a mountain on Hawai'i underground. Have them create draw- f. What can you do to learn to like ings of apparatuses for supplying it? (Eat a little of it each 4) Locate Mauna Kea on the map. the underground community with thc time it's served. Lead the Have the children share what they basic needs of the people: discussion to the idea that know about Mauna Kea. (highest "attitude" plays an important part mountain on Hawai'i, snow capped E.g. in learning to like new things.) in winter, observatory, etc.) Air Motivate the children to look for Clothing 3. Talk about moods of people. Ask the all the information they can find Food children to list some of the moods regarding this island. Kinds of shelters they get into.Make a list of these Light moods and then ask the children to 5) Have the children say the words Water think of foods they like to eat when after you. they are in these different moods. 4. Encourage the children to imagine 6) Have them clap the rhythm as they this kind of living and create E.g.., Festive mood: hamburger, chant the words. Point out the drawings of means of transportation. French fries, soda, candy, etc. eighth notes, quarter notes and Depressed: chewing gum, etc. half notes. 5. Ask the children to think in terms of what they need in their daily lives: Ask: 7) Clap the 2/4 beat. a. Can you eat when you're angry and/or upset? 160 161 73 Grade 3, Unit II

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5 When a variety of types of a. Encourage them to survey their 3. Ask the students to find stories, communities has been listed, parents, relatives and community legends, poems and information have the children study the people to express their feelings about the tree. Have them use the list and draw some conclusions about the appearance of litter card catalog, the librarian's services, about the types of communities and pollution in the community. their parents, community resources, that'dominate the list. Have newspapers,_ magazines, and as many them make inferences as to why b. Ask the children to write a community kupuna figures as possible one type of community appears paragraph describing their feel- who may be able to share some special more often on the list than ings about pollution in school. stories and/or legends. other types. c. Hold a school-wide poster contest 4. See Appendix Unit II-E, p. 139 for a E.g., Tourist Resort Area as an anti-pollution project. Ask worksheet to use as the children Inference: Hawai'i is a the children to paint some posters endeavor to record information beautiful scenic state so the announcing the contest. The prize about the tree. four big islands depend upon the may be a monetary donation from tourist industry as one of their the PTA. The poster should have 5. Create stories and/or poems about the major sources of income. a theme and should meet some tree. basic criteria. Consult your B. Studying urban type communities district art resource teacher for a. Read some poems about trees that some elements in art that should express the poet's love for the 1. Have available pictures of Waikiki and be a part of the posters. Display tree. A good example of a poem Honolulu as they appear today. These the winning posters. such as this is "Trees" by are readily available in pamphlets and Joyce Kilmer. brochures in tourist areas such as B. Community environmental planning airports, tour agencies, HVB, hotels, b. Motivate the children to write and public tour stations. The children will be involved in planning stories about the tree dealing a community and decision making is akey with origination or how the tree Sources needed: function of each member of the group. came to Hawai'i. Cameron. Above Hawai'i. 1. Have the children imagine and sketch Ask: Carter. Sightseeing Historic Honolulu. a large community on the wall chart Feher. Hawai'i: A Pictorial Histor or bulletin board. 1) How did the tree become a part Morgan. Hono u u hen and ow. of Hawai'i? Scott. The Saga of the Sandwich Islands. 2. Have them make a list of all the Van Dyke. Hawaiian Yesterdays. people they want to live in the 2) Did the gods create it? community, such as: 2. Pass the pictures to the children and 3) Did the seeds float on the allow them to study and talk about the Babies ocean? Remind them pictures with each other. Bakers to practice mahalo (respect) for each Business people 4) Did the birds bring them? other's opinions. 163 112 74 Grade 3, Unit II

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8) Divide the class in half and E.g. b. What happens to you when you're Food supply let one side clap the beat while angry/upset? (Have the children Heat to cook food the other side claps the rhythm. share physical and emotional Sanitation facilities symptoms.) 9) Sing the verse for them. Have Schools for education Transportation them sing each line after you. c. Which body parts are involved in Ways to keep cool or warm the digestion of food? Starting 10) Use an 'ukulele to accompany the with the mouth, have the children 6. Have them create drawings of material song. If ipu are available in trace the food through the body necessities for underground living; your school, have the children until it enters the blood stream. beat an u - te, u - te - te beat. e.g., central ventilation, communications systems, recreation centers. el 1) Give each child a cookie or E.g. cracker to eat and have him/her 7. This art project may work out well Ha-no-ha-no Ha-wai'i la think about the process, noting u-te u-te u-tg-fie as a class project with everyone what each body part does as the giving input. Encourage the children Ju-te-te I( food is chewed and swallowed. 11) Ask the children: bo you know any to ask their parents to get involved songs about communities located on in their creations. This could lead lips - help grasp food to a school community involvement. the island of Hawai'i? teeth - chew food Share the final project with the tongue - moves food around a) Name some place names on entire school and PTA. jaw - moves the teeth, etc. Hawai'i that do not appear on 8. Plan a suitable narration for the the map such as: 2) Have the children think about project. There should be provision what's happening in their mouth Miloli'i for meeting all of the basic needs as they chew. Have them note Laupahoehoe of people living in the community the "water" that enters the Kona and communication with the surface mouth. Kohala, etc. ofthe earth. Ask: These may sound familiar to th . Drawing: A Ghetto Community children and cause them to What is the function of this recall songs they have heard- "water"? This is a good lesson for the Does it do anything more than school kupuna. Materials needed: moisten the food? (contains enzymes which ;tart digesting) b) Introduce some song titles to Drawing paper What is the "water" called? the children and locate the Colored pons or cra-pas (saliva) communities they describe on the map. If your map is laminated, write the names of these communities on your map.

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3. Ask: Coaches c. Encourage the children to create Construction workers some illustrations for their poems a. What type of community are we Dance teachers and stories. looking at? (city) Parents School children d. Have the children plan .a poem b. What is a city? (a large center Storekeepers sharing session. They can think where many people live and work) Etc. in terms of having some accompanying soft music as background to set the c. What can we expect to find by 3. Have the children volunteer to bea mood. The stories may be shared going to a city? member of a mini - 'ohana. Have each like a radio or TV program including 'ohana meet to decide on things commercials. Ask the children to d. What kinds of goods and services they Teel are important to have in use their imaginations in the are essential for a city to survive? the community. presentations and even make up a new product for their commercials. e. What do we see in Honolulu, our E.g. This product could very well be a capital city? (tall buildings, School children may want natural by product of the "pet" tree or a businesses, department stores, streams, playgrounds, animals and product used to care for the tree. condominiums, harbors, buses, cars) stores. e. Evaluate the activity. Talk about 4. Use pp.10-11 of Above Hawai'i and have Have each 'ohana write their what the children enjoyed doing the children study the coastline. Have suggestions on a chart. the most and why. Then discuss one of the children point out Honolulu what they want to improve. Harbor. 4. Have each group present its list to the total group and additions and E. Reading and listening to legends Ask: What is a harbor? (a sheltered deletions can be made so that the place where boats land) most important items are kept. There are many legends available that relate interesting values and beliefs of the early 5. Introduce the word awa to them. This 5. After the children have decided on Hawaiian people. Locate some of the legends is the Hawaiian worTThr harbor. Share the items to have in the community, that relate to places within your community the old name for the Honolulu Harbor have them now decide on the location especially as they deal with the topics area - Kou. This was the name for the for each item. When this location has studied in social studies and science. harbor and the immediate vicinity until been accepted, place the item or 1800. picture of the item on the bulletin 1. As the children locate significant 6. Ask the children to share personal board. Continue working with the landmarks in the city, look up the experiences they have had at a harbor. children on this community model Hawaiian names of the streets and Some may have gone on the Pearl Harbor adding streams, ponds, waterfalls, places in Pukuti 's Place Names of Hawaii. tour. If so, have them share what they etc., that the children think of as Share the information with the children. learned about the harbor, especially the project continues. its importance during the 1940's. a. Have the school kupuna share stories and legends about significant places in the city, town or rural 166 area. 76 167 - Grade 3, Unit II

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c) Gather brochures and pamphlets 1. Have available for the children a 3) Encourage the children to find that describe the different selection of pictures depicting books about the digestive system communities. A good source scenes from a ghetto area. Talk and to use the encyclopedia to are the tourist publications about the houses, the people and the find information about the available in hotels and other way they are clothed the condition function of some of the body tourist locations. of the buildings and streets, the parts in the digestion of food. pollution in the community, the 12) Song: "Hilo Hanakahi" expression on the faces of the 4) Talk about why people have people and the mood expressed in stomach pain. Is it really Preparation: Write the words on the pictures. pain in the stomach or perhaps a chart. some other organ? 2. Have the children transfer their Source: thoughts and feelings on their draw- 5) Encourage the children to share Elbert & Mahoe. Ni Mele o Hawai'i ing paper. Motivate them to use color reasons why people have stomach Nei, p. 50. to help express the mood of a ghetto pains. Relate food digestion Recording: community. to one's mental, emotional It's A Small World (Na Mele o Na and physical well-being. 1pio), LP, Pumehana Records, 3. When the drawings are completed, PS-4902. motivate the children to write a 6) Have them draw a diagram of the a) Introduce the song by sharing description of how a community digestive process, labeling the historical data written becomes a ghetto and what can be each body part and its function. on p. 50 of the reference done to improve it. listed. 7) Involve the children in a D. Collage: A Community under the Sea creative dramatization of b) On a map of Hawai'i, highlight "digestion." Divide the the districts being described Materials needed: class into mini-'ohana. Have in the song. Share the trans- them create a dramatic presenta- lation of each verse with the Mural size butcher paper tion of the digestive process children underlining key words Collage materials - pictures using "people" as organs. As in each verse that describe each mini-'ohana presents its the location. 1. Have the children share movies or dramatization, the audience educational films they may have seen may indicate the digestive steps c) Play the record for the depicting a city under the sea. taking place. See Appendix children; have them listen to Unit II-AA, pp. 184-195 for some the first verse. 2. Talk about Neptune - god of the sea. games on digestion. Motivate the children to create d) Say the words in rhythm and Neptune's city under the sea. Use 4. Ask the students to name some foods have them repeat the lines the chalkboard to plan this under- that they have eaten at parties or after you. water city where people could live some other social events such as free of pollution and extremes in picnics, school parties or football games. 168, weather. 77 169 Grade 3, Unit II

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7. Hand out copies of Appendix Unit II-A, 6. Discussion/evaluation questions b. Ask the children to talk with pp.133-135. Have the children identify kiipuna (elders) in the community the two pictures and locate themon the a. How did the children alu like and have them share information about map of the islands. Ask: (work together)? _Did they laulima "how it used to be when I vas growing (cooperate) and kokua (help) each up." a. What type of community do these other?Was there evidence of 2. Read or tell the legend of the shark pictures represent? lokahi (unity) and 'onipa'a god who lived in Pearl Harbor.See steadfastness)? Puku'i, Waters of Kane, pp. 153-157. b. How do you suppose such a large community developed in these two b. What kinds of similarities are areas? a. Before reading the story ask the there between their present children to listen for the Hawaiian community and the one they created words, beliefs and values. c. What are some of the natural features on the bulletin board? of our islands that attract so many b. After the legend is told or read, visitors to our islands? (beaches, c. Were there any conflicts between formulate a retrieval chart for beautiful mountains, green valleys, and within the mini - 'ohana? all the Hawaiian words and phrases colorful flowers, waterfalls, Are these the kind cic-c-Olicts the children remember hearing, rivers and streams, etc.) city planning boards have? the beliefs and the values the children remember. d. If you had a chance to build a hotel d. Did everyone in the groups have and had to find the "ideal spot," an equal voice in making decisions? c. Ask the students questions about what kinds of features would you the story. look for? Record responses ona chart e. Is the new model better planned then the community you live in? E.g. access 1) Where is Pearl Harbor? availability of land for the develop- f. Were the decisions made based Locate it on a map. ment of recreational facilities on good planning and thinking? 2) Who lived in the harbor? availability of public transportation, etc. 7. Consider the space in the community. 3) Of what importance is the availability of water and human Are the buildings close together or shark god? resources is there a great deal of space? contour of the land, proximity to Have the children look at the space in 4) What is an 'aumakua? (Look historical sites. the classroom. Have them judge the it up in thiElqraTiing scenic beauty air, heat, noise and peace within the references by Puku'i: weather (amount of rain fall, wind classroom. Then have them consider etc. the space in the community and in Hawaiian Dictionar'. their new community on the bulletin Nana I Ke Kumu, Vol. I.) 8. Hand out copies of Appendix Unit II-C, board. Have them make some decisions p. 137. Have the children study the about the importance of space in a 5) Do any of your 'ohana have map and discuss its contents, especially community. 'aumakua? the legend. Encourage them to find an "ideal spot" on the map and place a symbol 171 170 78 Grade 3, Unit II

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e) Using an 'ukulele, teach 3. Discuss some of the problems involved a. As the foods are named, have the them the verses, pointing to in living undersea and some of the children watch for common choices. the districts on the map as advantages. Involve the children in each new verse is sung. an imaginary earthly life under the Ask: sea, using the animals of the sea f) Have the children create hula for a variety of functions and uses 1) Do we all choose the same motions for the Verses:7a such as we use the land animals in foods to eat at social events? the school kupuna to kokua our communities today. with this endeavor. 2) What are some of the factors E.g., we use horses to ride on to do that influence our choice of g) Rhythm instruments may be used ranching. What can we use under sea food? to accompany the singing such to catch fish? as the ipu or the kala'au or b. Divide into mini-'ohana and have the 'ili'ili. 4. Have the children think of the each 'ohana plan a social gathering. animals that live in the sea and They need to select the purpose b. Island of Maui include some of them in the total of the gathering, the menu and the scenario. kinds of people who will be 1) Locate Maui on the wall map and attendingtheparty. Talk about study the lei and the waiho'olu'u 5. Motivate all of the children to the importance of an appropriate (color) of the island. contribute to the total mural menu. encouraging them to be creative in 2) Have the kupuna share some legends the use of collage materials. This c. After each' ohana has planned about the is and or share some is an excellent project for the its party, suggest that they exciting events that took place children to show how much they have perhaps prepare one item on historically on the island. learned about: their menu that they might use to help make their presentation 3) Introduce the 2nd verse of "Na alu like - working together to the total group more interest- Moku 'Eha". laulima - cooperating ing. Encourage the use of foods kokua - helping from different cultural groups. a) Go over the words, translating Ffige- sharing the key Hawaiian words: -117:4-1a- loving d. Discuss the impact of the different cultural groups on the life of the kilakila - majestic It is also & good means of motivating people in Hawaii. lei - rose wreath the children to become more aware of the kai (sea). 1) Have the children talk about b) Locate Haleakala on the map the kinds of eating places of Maui and have the children 6. As the work progresses, continuous available to visitors to tell some facts about this awareness should be made about the Hawai'i as well as kama'aina mountain that they may already total functioning of communities. (local persons). know. 172 79 173 Grade 3, Unit II

SOCIALSTUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS there that represents a hotel. Have 8. In studying a community, sewage 6) What did the people forget to them add the new symbol to the legend disposal is an important issue. Have do before building the dock? on the map. Have the children share the children inquire of their parents their maps with each other and compare and relatives as to where community 7) What do some people do today notes. Encourage them to share why sewage goes ... septic tanks or before building a uilding or they selected their spots. public treatment plants? house?

9. Have the children imagine this ideal spot a. What are some of the community 8) What do you see at some building without any homes and buildings, just the problems, if any? sites that remind you of early way it might have been when the first Hawai'i and beliefs? (01 humans arrived on the island. b. Do we have laws concerning leaves tied to posts, etc.) sewage disposal? Encourage the Ig141reic:?lshare a. Using pentels and 8f" x 11" drawing some kapu paper, have them depict a scene c. What kinds of problems do we about their own 'ohana and that might have greeted a canoe have with sewage disposal in rituals they go IFFOrish now filled with weary voyagers many Hawai'i? centuries ago. rain Torthl:teejl(t)14an11:7s. d. How do rural areas take care of b. Have them look at the factors and sewage? Does the city area have 9) What should you do when you features listed on the charts in the same kind of sewage disposal hear people talk about their activity #7 above and incorporate system as the rural areas? beliefs? Should you laugh and some of those into their sketches. criticize or should you show Follow -up: Visit a sewage treatment plant. respect? c. When the sketches are completed, have the children share their C. Vegetation in resort areas 10) What is the Hawaiian word for sketches with each other. Encourage respect? (mahalo) Introduce them to share feelings and ideas As the children study resort areas on the word to them. Ask them and reasons why they included their island, have them also engage in if they are familiar with certain things in their sketches. a study of the vegetation of the areas. another meaning of this word. (thanks) Tell them that words 10. Organize the children into mini-'ohana 1. Plan a walking trip to a resort area. in other languages frequently (small groups) to plan a dramatic Have available a plastic bag in which have several meanings. presentation of the early voyagers sample leaves can be placed. Have the arriving on this land area to settle children closely observe the variety 11) Look for 'Oleic, no'eau (wise and start a community. of plants that grow along the kahakai sayings) that deal with this (sea shore) and those that grow concept of mahalo (respect). a. Have them dramatize the decision further inland. Have them note the See Puku'i, 'Olelo No'eau. to land, the selection of a spot to following features: Encourage the children to work use for shelter and the rationale for with a partner and learn one these decisions. 'olelo no'eau well and to ire it with members of their 'ohana. Have them write this 174 80 175 Grade 3, Unit II

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c) Sing the verse; use the ipu E.g. 2) Ask the children to note all for rhythm. Business opportunities the different kinds of cultural Fresh water foods available on the shelves d) Continue with the same kind Governance in supermarkets, grocery of activities as listed under Law and order stores and farmers' markets. "Hawai'i." Parks and Recreation Have them write notes on where Sanitation facilities these products come from by 4) Song for Maui: "Aloha 'Ia NO 'o Schools reading the labels or asking the Maui" Transportation vendor. 3) Retrieval Chart Source: The children will depict these Appendix Unit II-Z, pp. 178-179. systems that can function in an Set up a chart showing the under-the-sea-community. dWerent ethnic groups Recording: represented by the foods on

Kahaiali'i Maui Style, LP . Watercolor painting: The Kahakai the shelves of our markets Naupaka Records, NPC-0001, Manu (seashore area). and the products available. Kahaiali'i. If there are ethnic groups not Materials needed: represented, find some outlet Rhythm of the Islands, LP, Kaleo- for the food products. lani Records, Stereo 50002, Brushes Karen Keawehawai'i. Can for water E.g. Cardboard or clipboard Chinese herbs - sold in special a) Write the words and translation Drawing Paper stores in Chinatown and in See if the on a wall chart. Water paint tins private homes of Chinese children are able to pick out doctors. key words they may have heard 1. This activity goes hand in hand with before. the science lesson on this page. e. Plan a field trip to a local super- See lesson C, activity 1, p. 80. market. Ask the children to prepare b) Locate place names on the wall a list of questions they may have map. 2. After studying the coastal plants about how food products from other and talking about the characteristics countries get to our local super- c) Sing the first verse for the of the plants and the kahakai environ- markets. childre: 4r play the recording. ment, have the children choose a site to paint. Encourage them to include 1) Have the children work in d) Go over the words in rhythm as many of the plants as possible groups. They will select a and have the children say the but not to forget the other product from a foreign country lines and then sing them. characteristics of the environment. and predict the steps involved in transporting the product to 3. Remind the children about foreground Hawai'i. As they discuss this and background relative to size of process, they will have many objects. Point out shadows and sun- questions. Have them write light peeking through the leaves. their questions in their groups 176,E on large chart paper. 81 17'7 Grade 3, Unit II

SOCIALSTUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

b. Dramatic presentation Defense mechanisms one no'eau on a display Heightof maximum growth card to be mounted on a bulletin Allow each mini-'ohana to present Method of moisture absorption board. Ask the children to read its dramatic impression of the first Root system the bulletin board daily so they landing. Note the reasons dramatize Texture of the leaves can acquaint themselves with for the landing at this particular Type of seed and possible method more than one 'olelo no'eau. site and the selection of a site for of dispersal settlement. Have the children name 12) Have them write an original factors in the environment that make a. Discuss the following questions: 'olelo no'eau. it a favorable landing site. 1) What are some of the natural F. Imaginative writing E.g., availability of fresh water hazards to the plants that close to a food source grow on beach sites? 1. Have the children choose to be one of a natural harbor (salt spray, strongocean the plants growing on the beach. (See flat land breezes, blowing sand, etc.) science lesson on this page.) Ask them to imagine themselves at the time when 11. Predicting: Have the children make 2) What are some of the charac- the huakanu (seed) first arrived in predictions on how Honolulu developed teristics of the plants that Hawaiibefore the presence of humans. into a help them survive in this They will write a story of their existence kind of environment? in Hawaii.' and describe some of the a. Write the predictions on a chart. children who arrived over the years. 3) Since the plants grow so They can also tell about all the holoholona b. Read excerpts from Carter's, Historic close to the ocean, what kind (animals) that came to visit them, the Honolulu and show them pictureiF--- of root system do you think exciting events that took place on the the historical development of the they have? beach or around the area and all the city. See also Feher's, Hawaii: changes that took place until the present; A Pictorial History for pictures of 4) How do these plants get their changes in population/ethnic mix; and, Honolulu taken at different periods water? Do they depend on geographical features of the land. in the city's history. As the fresh wateror are they able These writings should be done in the children study the pictures and to survive on brackish water? first person (use of I). listen to historical excerpts have them add to or delete itemson the 5) How high does most of the 2. Have the children think of themselves prediction chart, if applicable. coastal vegetation grow? as a huakanu (seed). They may choose (Have the children estimate to be a huakanu (seed) that is distributed 12. Study other cities throughout the world the height by standing close by: floatation; air currents; or, by looking at basal social studies texts to some of the plants.) Why sticking to things. and other books in the library. Compare do you suppose these coastal Honolulu with other cities: plants are low, shrubby plants a. Encourage them to think about all (most of the plantsare about the places they could visit from airport three feet tall such as the: their origination point. businesses/industries 179 178 82 Grade 3, Unit II

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e) Encourage the children to sing 4. Prepare paper frames for the paintings 2) Have each mini-'ohana share it with lots of spirit. This using construction paper when the their predictions. Use the song is a good number to sing children return to the classroom. questions as a basis for the with the dancing ipu. It Ask the children to select a comple- field trip. describes the composer's great mentary color, one that will enhance love for the island: the looks of the picture. 3) Send a copy of the questions Maui is indeed beloved to the manager of the super- With the bays of Pi'ilani 5. Share these on a school bulletin market so he/she can be prepared Decorated with the roses board. with answers. Sweetly scented. F. Movie roll: Production to Consumer 4) Talk with the school librarian See Appendix Unit II-Z,pp. 178 and have available some 179 for the song and a completd Materials needed: reference books for the children translation of the verses. to use in a book corner. Cra-pas f) Encourage the children to Be x 11" drawilig paper 5) After the field trip, conduct create hula motions for the Masking tape a retrieval session and have verses using their hands only. the children plan a movie roll This song lends itself to a This lesson relates to lesson A.4.e. in report on how the consumer graceful hula noho (sitting food and nutrition on page 81. in a community gets a food hula). product from another country. 1. After the children have studied the The project can be done in g) Ask the students to think of steps involved in getting a food other beautiful features of art class. product from the producer to the Maui and to compose simple consumer, have them divide into verses in English that can be 6) Share this movie roll mini-'ohana of about 5 people each. presentation with other translated to Hawaiian. Use your school kupuna or Hawaiian classes in the school to build 2. Using the retrieval chart prepared in Studies District Resource more awareness of the food Food and Nutrition, ask the children industry in the community. Teacher. to plan a movie roll that expresses the steps involved in getting a f. Have the children think about the c. Continue with the other islands using product from another country like the similar steps as listed above. foods that we eat that come from Japan, into this country and on the Bring in rh)nm and hula instruments our local sources such as: shelves. and encourage the creation of hula fish - i'a motions by the children. Original 3. Encourage the children to alu like seaweed - limu chants and songs can be composed and and laulima so that the movie roll sweet potato - 'uala sung by the children. Consult with can be completed. your District Resource Teachers in banana - mai'a music and Hawaiian studies. Have the coconut - niu 4. Ask each mini-'ohana to present its children accompany themselves on the movie roll to the class. 'ukulele. Grade 3, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

governance 'akoko or euphorbia degeneri b. Display a world map showing the harbors EUTUTEllu or cotton Pacific rim countries and islands. land 111ahi or coastal sandlewood Have them think abcut and imagine population koko'olau or bidens a possible travel route they may size molokaiensis (beach type) take as a huakanu and then commence transportation system naupaka or scaevo1a tacada to describe their travels. types of buildings wild 'ilima or sida fallax c. The children may write their travels a. See Appendix Unit II-B, p.136 See Carlquist, Hawai'i A as a daily journal, or they may for a worksheet to use in retrieving Natural History, pp. 269- write it as a descriptive story. information about different cities 274 for pictures of these Ask them to include descriptions throughout the world. mea kanu (plants). of what they might see in each stopover point. b. Encourage the children to borrow b. Have the children look at the some books about life in other huakanu (seeds) of these shrubby d. Refer to Appendix Unit II-F, p.140 cities that may be available in the mea kanu (plants) and predict how for a map of the Pacific Basin school library. these huakanu (seeds) travel. countries and islands. Give each student a copy of the map and have c. Introduce them to the Readers' Guide 1) Did they get to Hawaii by them mark the route of their travels to Periodical Literature and the floating on the ocean? by using a colored felt pen. variety of encyclopedias in the library. Arrange with the librarian 2) What characteristics do they e. Have the students share their to have a series of lessons on have that may lead you to a stories and maps. research skills. conclusion on how the huakanu travel? Do they have sticky G. Reading stories about city life in d. Have each student select one city to features?How then do they different countries. study and write a report using the travel? worksheet mentioned in activity #12a Have the children visit the school library above. Also encourage each student 3) Do the huakanu have feathery to select books dealing with life in cities to find pictures to share. features? If so, how do they around the world. Have them look for travel? stories of children who live in these e. Retrieval chart: when the children cities. There are a number of activities are done with their reports, have c. Have the children experiment with that can be done with this project. them share theirfindings and some of the huakanu to see if their record these on a large scale predictions are correct. Have them 1. Have the students prepare a book report. chart of Appendix Unit II-B, p. 136. categorize the huakanu ire.o the following groups: 2. Motivate them to look for cultural artifacts dealing with the country 1) travel by sea in which their city is located. 2) travel by wind currents 3) travel by attaching themselves 182 to birds or humans. 183 84 Grade 3, Unit II

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The following songs and their sources G. Collage: Seeds in Art (3-D composition) 1) Have the children make can be used for the six islands not inferences about the diet yet described. Materials needed: of the early Hawaiians based on the kinds of foods that 1) O'ahu A variety of seeds collected in science they had available. Talk about (field trips) how the Hawaiians gathered their Song: "Aloha Olahu" 8k" x 11" tagboard food and compare it with today's "Beautiful 'Ilima" White glue methods of acquiring food. Source: Appendix Unit II-Z, p. 180. 1. Ask the children to collect a 2) Bring in a few of the previously variety of seeds from their environ- mentioned foods and have the Record: ment. Collect these seeds in plastic children answer the following The Islands - Hawai'i the 50th containers and label each container questions: State, LP, Hula Records, HS -555. with the English or scientific as well as the Hawaiian plant name. Where can we find this food? 2) Kaua'i Why is this food important to us? 2. Have the children create an original What nutrients are available Song: "Maika'i Kaua'i" picture using only na huakanu (seeds). to us if we eat this food The size of their picture may vary, product? Source: according to their own choice. Elbert/Mahoe. Ni Mele 0 Hawai'i (See Appendix Unit II-BB, pp.196-207 Nei, p. 75. See Appendix Unit 3. These pictures may be sprayed with for some graphs on the nutri- II-Z, p. 182. a preservative spray. tional value of the foods listed above. For more Recording: M. Printing: Leaf Prints information contact the UH It's A Small World (Ni Mele o Curriculum Research and Ni LP, Pumehana Records Materials needed: Development Group, 948-7842.) PS-4902. Drawing paper - variety of sizes Have you seen this food in the 3) Moloka'i Leaves of different sizes and shapes supermarket? Paint brushes How is it packaged? (plastic Song: "Moloka'i Nui A Hina" Tempera paint bags, bottled, loose, etc.) Does this food need special Source: This art activity is an outgrowth of the handling and packaging? Mahoe. E Himeni Hawai'i akou, activities in science. Why/why not? pp. 54-55. 1. Ask the children to start looking for 3) Have the children make some interestingly shaped leaves as they Recording: generalizations about the food walk to and from school. Point out Use accompanying tapes for the eaten by the early Hawaiians. the variety of beautiful ferns that above source. Aloha Moloka'i, LP, grow in shady places. Hula Records, HS-529, Moloka'i Trio. 185 184 85 Grade 3, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

13. Enrichment d. Divide the children into mini- E.g., Tokyo- the children may bring Take the children on a field trip toa 'ohana and have them test their in a Japanese doll, kimono, koto, major "city" on your island so theycan predictions. samisen, geta, chopsticks, obi, sushi, see the kinds of businesses, industries, etc. transportation systems, and governmental E.g. buildings that are located there. Some One mini-'ohana may test all 3. Ask the students to encourage their of the things to note are: those huakanu that are categorized parents to share their knowledge about in #1) above by setting each one life in another city. They may a. The kinds of goods and/or services in the water. If it floats, the contribute slides, snapshots, records, available. prediction could be correct. etc. Further investigative research b. The various occupations, especially in botanical references can 4. Start pen pal letters to another city those unique to Hawai'i. confirm or deny the prediction. and share cultural knowledge.

E.g., Hula teachers e. Encourage the mini-'ohana to 5. Set up a cultural sharing corner Lei makers keep all the huakanu that belong called "Life in City Communities." Poi producers to their 'ohana in a plastic bag and pass the seeds that don't 6. Consult the TAC guide for available c. The municipal buildings. belong to them to the correct video cassettes and filmstrips on life mini- 'ohana. in other cities. Some titles available d. The library, parks and recreation in video cassettes and filmstrips are: facilities. f. Do the same kind of activity with the kumula'au (trees) that #1321-1 People's Republic of China e. Main seat of government. grow in the coastal area. Have (video) them identify the kumula'au #915 0 Manila, Hong Kong and f. Modes of transportation. How (trees) and then study the Singapore (fs) people get from one place to another, huakanu, root system, lau (leaves), #301.3 C (fs) one city to another and from one etc. Have them make Factions A City is Buildings island to another. on how the kumula'au become a part A City is People at Leisure of Hawai'i's environment and then A City is People at Work 14. Retrieval have them test their predictions. A City is Services Discuss the field trip with the children A City is Transportation when you return to the classroom. On a g. When the children return to the large chart draw a rough sketch of what classroom, evaluate the experience. These titles are available in TAC the children remember seeing and what Have them contribute to a Materials Holdings List. mini, they learned. Sketch the stores, retrieval chart stating what they RS79-7647. buildings, roads, trees, freeways. have learned. If the children Motivate them to construct a table model have any questions, write their H. Planning a brochure of their "city" or to draw a class mural questions on a chart and plan some using a variety of art materials. activities for finding answers to After having studied, in social studies their questions. Two excellent lesson B, the city and other locations on sources are: 186 86 187 Grade 3, Unit II

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See also Appendix Unit II-Z, 2. Compile a booklet of leaves. Use E.g., They had to eat basically p. 181. scotch tape to completely cover the a fresh food diet supplemented leaf as you mount it on a page. This with salted and preserved foods. 4) Linei retards drying, shriveling, and They had no refrigerators so cracking. Have the children label they had to prepare their food Song: "'Aina 'o Linei" each page with the English or fresh daily. They prepared scientific as well as the Hawaiian only what they needed daily. Source: name of the plant. They had a diet high in Jacket of Genoa Keawe Hulas of nutritional value. Hawaii-I, LP, Genoa Keawe Records. 3. Show the children pictures of the vast variety of quilts sewn using 4) Set up a table display labeled Recording: Hawaiian leaf prints. See: with the following categories: Peter Sings, LP, Genoa Keawe Akana. Hawaiian Quilting: A Fine Records, GK-105, Peter Ahia. Starch/Fruit/Vegetable/Dairy Art. Product/Meat/Beverage/Sweets Inns. How to Make Your Hawaiian 5) Ni'ihau Quilt. Have the children bring in a Kakalia. Song: "P5p5 0 Ni'ihau" Hawaiian Quilting As An food product that was probably Art. eaten in early Hawai'i and Jones. Source: Hawaiian Quilts. place it in the correct Singietury. Hawaiian Quilting Kamehameha Schools, Explorations/ category on the table. If Ho'omaka'ika'i, 1983, p. 41 or Made Easy. the food product is not see Appendix Unit II-Z, p. 183. available, have them bring 4. If one is available, show the children in a picture or write the a quilt so they can see the work and Recording: name of the product on a card. skill involved in quilting. "Puou 0 Ni'ihau," 45 RPM, 49th State Records, #254, Genoa Keawe. 5) To help the children become 5. Encourage the children to select a more acquainted with the pattern of their own using leaves. 6) Kaho'olawe classification of foods, have Have them design a quilt pattern of them do the worksheet in their own. Song: "Aloha Kaho'olawe" Appendix Unit II-CC, p. 208.

6. Using the leaves they have chosen, Source: 6) Reclassify the early Hawaiian have them use the leaves to produce foods into the three food Right On Keia, LP, Hula Records, leaf prints. LP, HS-550. groups: a. The children may decide to do Go (energy foods) Recording:_ notes, wall hanging, place mats, Right on Keia, LP, Hula Records Glow (protective foods) or stationery. HS-550, Mei Brown Trio. Grow (body building foods) b. Have the paper sizes prepared for the children. Do the same with today's foods. 188 87 189 Grade 3, Unit II

SOCIALSTUDIES SCIENCE /ENVIRONMENTAL EDUCATION LANGUAGE ARTS 15. To increase the children's awareness of Carlquist. Hawai'i A Natural their island, have the children plana Hawai'i's largest industry, tourism, Historl. brochure that could be used to inform tourists have them engage in some of the follow- Neal. In Gardens of Hawai'i. of what to wear, what to buy, where to shop, ing activities: and what to see and do in Hawai'i. They h. Have the children take some of may want to look at some sample brochures a. Plan a trip to a nearby hotel to the meakanu home and plant them before planning their own brochure. These talk with the public relations in an environment away from the are available in hotels and resort locations. officer about some of the following coastal area to see if the plants Have them plan a brochure for their own topics: will survive in an environment island. other than the coastal area. 1) Jobs performed in a hotel. 1. Discuss some of the items that should i. To do further experiments, plant be included in the brochure.For 2) Number of tourists who visit the one huakanu in a pot and water it example: hotel per year. with fresh water. Plant another huakanu in another pot and a. Hawaiian words such as: 3) Number of people who depend on water it with water from the the hotel for an occupation. ocean. Have the children watch Aloha kakahiaka - good mornino the results and record them on a Aloha awakea - good day 4) Where the people come from. chart. Aloha 'auinali- good afternoon Aloha ahiahi - good evening 5) Why they choose to come to j. Take some of the meakanu and Mahalo - thank you Hawai'i. have someone who 1171eTTn an 17-01.71olu 'oe- please urban area plant them. Follow up b. Arrange with the PR officer to allow on the results of this experiment b. Brief history of the island. the children to talk with some of and have the children formulate the tourists around the swimming some generalizations. c. The island's English nickname. pool or lounging in the lobby area so that they might be able to ask D. Vegetation in the city d. Historical sites. them questions. See Appendix Unit II-D, p.138 for a sample sheet of When the children go on the field trip 2. Provide several resources for them questions. to the city (see social studies activity to use: 13, p. 86),have them note the kinds of c. After returning to the classroom, meakanu (plants) and kumula'au (trees) Cameron. Above Hawai'i. have the children indicate on a world that are available and where they are Feher. Hawai'i: A Pictorial HistorY. map the places of origin for many of growing. Encourage the children to note Puku'i. Place Names of Hawai'i. the tourists to Hawai'i with whom the the kinds of compensations people in the Sterling. Sites of O'ahu. children spoke. Mark the places city have to make in order to have Van Dyke. Hawai'i's Yesterdays. with colored adhesive circles. meakanu growing around the building. 1They iiave to plant them in potsor a 3. These brochures may be individual or variety of planter boxes.) the combined efforts of several children working as an 'ohana. 190 88 191 Grade 3, Unit II

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2. If there are other songs of your island c. Give the children some practice 7) Demonstrate how to open a that you are familiar with, do introduce paper before they do their final niu (coconut) like the them to the children to increase their printing. Have them experiment TiTiaiians did. (Ask the knowledge of their island. Good sources with the amount of paint to kupuna, school custodian or of more songs are: apply to the leaves in order to a community person to help get the best print. you get a resource person to do parents (mikua) this. If there are Samoan kupuna 7. If the interest is high, do some or Tongan children in the musicians silk screening on tee shirts using class perhaps one cf the family hula teachers these leaf prints. members could he invited.) resource teachers

. Drawing: Enhancing a Cement Environment Talk about the uses of the B. Songs that describe occupations of people: coconut flesh or meat. Have Materials needed: the children name some foods 1. Ask the children to think about an made from the inside of a occupation that they are especially Cra-pas coconut by Hawaiians and other interested in. Have them write four to Drawing paper cultural groups. eight lines describing the occupation. 1. Have the children select a building E.g. E.g. in the neighborhood, community or haupia - coconut pudding w /arrow root I gather flowers at the break of day nearby city that they feel needs kDlolo - coconut pudding w/kalo To string a lei for you to be enhanced by plants because it - squid lu'au It makes me feel so happy and gay it too stark or naked. They may l'u'au moa - chicken 1D'au To see you happy too even choose to select a shopping coconut candy center or someone's home. palusami - Samoan lij'au dish 2. After their lines are written, encourage Etc. them to make up a tune for the composition 2. Have them create a drawing of their using their parents, grandparents or music selected site, adding flora (and Give the children an opportunity resource teacher in your district. fauna if appropriate) to enhance to help open a niu (coconut) the aesthetic appeal of the building(s) so they can appreciate the 3. Help them write the musical notes. or shopping center. amount of work involved in food preparation many years 4. Have them share their compositions by 3. Invite a speaker to talk to the ago in Hawai'i and still going playing them on the bells, piano, children about how to improve the on in many parts of Polynesia. 'ukulele or by singing them. appearance of public places, including public parks and recreation centers. 8) Discuss the ease of preparing 5. Plan a musical presentation with the Send the children's drawings to the meals today. children using their compositions to tell city council, appropriately labeled a story about the workers they observe and accompanied by a letter of in their communities. introduction.

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1) Ask the students to work in mini- Activities I. Writing a job description 'ohana and plan a trip to Hawal ifrom one of the places 1. There are many tall buildings in the 1. After naming the industries involved marked on the map. city. Have the children talk about in working with tourists [see social how these buildings affect the studies lesson #4) on this page], have the 2) Each.mini-lohana will plan the growth of meakanu. (Shade, wind children think about the different mode of transportation, people breaks or wind funnels, rain blocks, kinds of jobs available in each industry. involved in providing services etc.) and the sights to see. They will E.g., the restaurant industry would have: brainstorm in their 'ohana and 2. Ask the children: then write their decisions on a An accountant chart similar to the one in a. What do meakanu need to grow? Buspersons Appendix Unit II-G, p. 141. (Children should remember the Cashier(s) answers from Unit I science Cooks 3) Have each 'ohana share their lessons.) Dishwashers work with others in the classroom Host or hostess enough li (sun) Manager(s) 4) Have the children list the enough wai (water) Waiters/waitresses industries in a city that provide right lepo. (soil) A bartender/bartendress & musicians (maybe) jobs for people who work with manua (fertilizer) tourists. 2. Have the children select a job that they b. What will happen to a meakanu may someday be interested in. Have E.g., Automobile rentals if it is in the shadoW5T7i-- them find out as much as they can about Garment factories building all day? the job and then write a description Gift shops of how their jobs provide service. Restaurants c. Can some meakanu grow well without Encourage them to illustrate their Taxis and tour buses direct sunlight? description or cut out pictures that show what the job entails. 5) Have the children contribute to 3. Have the children look for some of the a chart containing information meakanu that survive well without 3. Share these descriptions and mount on: TFeRsun. Have them perform some them on a bulletin board. experiments with potted plants to see a) Reasons for coming to Hawai'i if plants are capable of adapting to 4. Have the children generalize why the changed environments. tourist industry is important in Hawai'i. b) What people enjoy most in Hawai'i. 4. Have the children write the names of J. Life in the country the meakanu they saw in their city c) What they enjoy least. visit on a chart and compare the list 1. Writing experiences with the coastal plants. Discuss the d) Why people keep coming back differences and/or similarities in the a. Ask the children to recall some to Hawai'i. plants found in the two environments. of the most exciting experiences they have had "in the country." 195 (ma kill to ma uka) 194 90 Grade 3, Unit II

Music ART HEALTH/FOOD AND. NUTRITION Ask: 6. Compile the compositions into a booklet. 4. Take the children on a field trip to the Mayor's office. Arrange If you were a cook and wanted C. Songs of the islands that have been favorites to have someone from the county or to make haupia, where would of visitors to the islands and residents. city department of planning and development talk to the children about you get the coconut milk? (frozen can of coconut milk The following songs have been long time favor- how decisions are made for new in the supermarket, ground ites of malihini (tourists or newcomers) developments. coconut packaged and available as well iikiiTaina (island folks). They in the store, etc.) were composed as early as the 1930's and as J. Creating Booklets: Identifying Trees late as the 1970's. Many community persons, 9) With the tourist industry parents and music resource persons have 1. As the children study the variety of being the largest industry access to the words and know the melodies so trees in the environment, collect today, many food products they would be excellent artists to call in pictures (photos or drawings) of need to be available for to teach the children. The following hapa, the trees and set up a booklet. tourists. Ask the children haole songs lend themselves to hula so to name some of Hawai'i's motivate the children to create hula motions 2. Have the children distinguish between products that are favorite and foot work for the songs. those that are indigenous and those "take home" foods for tourists. that are introduced. Use community 1. Hawai'i persons to help identify the trees E.g. that abound in the childrens' fresh pineapple Song: "Little Grass Shack" immediate environment. macadamia nuts coconut candy Source: 3. Plan with the children a format for Hawaiian jellies United Artists Music, Songs of Hawai'i, labeling each tree in the booklet. teriyaki mix pp. 8-11. Use the Hawaiian dictionary and other haupia mix resources to locate the Hawaiian, sweet-sour mix Recording: English and Latin (scientific) names. kim Ghee mix Easy Hulas, LP, Mahalo Records, MS-4001, The label could contain the following: Charles Kaipo. Name of tree: Hawaiian - 10) Discuss the shipment of fruits English - from Hawai'i to the mainland 2. Maui Scientific - and from the mainland to Hawaii. a. Song: "Maui Girl" Where found:

Source: . Can a person take fresh Note: Not all trees in Hawai'i have Criterion Music Corp., Authentic Songs fruits and vegetables to Hawaiian names. of Polynesia from Hawai'i, Tahiti and and from the mainland?

Maori, Bk. 2, p. 62. . What are some of the state Resources: laws regarding the shipment Recording: Hargreaves, Dorothy and Bob. or transportating of plants? Hawai'i A Musical Portrait, Vol. 2, LP, Hawaiian. Blossoms . Why are these state laws Tropical Trees of Hawai'i Music of Polynesia Records, MOP-4600, important? Jack DeMello and NinA. Iroplcal Imes of the Pacific 1U6 91 19'7 Grade 3, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

Culmination: Compare the lau (leaves), the b. Using a chart, record some huakanu (segiT, the root systems, descriptive words they use to Have the children generalize on what they can the height. Formulate some describe their experiences: do to help Hawai'i continue to be an attraction generalizations. to tourists. Write these on a chart and post E.g. it on a school wide bulletin board. 5. Invite someone from the county planning Exciting office who is in charge of the Fantastic C. Studying rural type communities community'skumula'au (trees) to Funny visit your class. Have the children Great Bulletin board display prepare a list of questions to ask Good fun, etc. him/her so that they can learn some Locate some pictures showing rural lifestyles criteria for selecting and maintain- c. Have the children share some other E.g., pictures showing people farming, ing kumula'au suitable for the words that express the same fishing or taking care of dairy animals or urban environmental conditions. Some feelings as those listed on the chart by using the Roget's farm animals. See Appendix Unit II-I, p. 143. sample questions may be: Thesaurus or the dictionary. 1. Have the children study the pictures on a. Where did you get the trees? the bulletin board and discuss the d. Expand the list even more by asking following: b. Who decides which trees will the school kuouna to share the survive best in the city? Hawaiian equivalent to some of the words. Also, have the children a. What kind of community do the pictures represent? (farming, c. What criteria do you use when use Piiku'i-Elbert, Hawaiian Dictionary. fishing, dairy, ranching, etc.) The selecting trees? answers may vary and be very specific E.g., resistant to pollution. e. After introducing the Hawaiian words but the discussion should lead to the for the feelings expressed on the concept of "rurality" - characteris- d. Who determines where and when the chart, motivate the children to tic of the country. Introduce the trees will be planted? write a descriptive account of one term rural and give them the of their experiences in the country. They should use as many of the words Hawaiian translation, kua'aina. e. Who is responsible for maintaining on the chart as possible. Place both of these words on the the trees - watering, pruning, bulletin board as a title for the doctoring, etc.? f. Have them share their descriptions display. with each other. Motivate them f. If a group of school children to think of an illustration of their b. What kinds of jobs do you see being wanted to plant a tree in the favorite activity in the country done by the people in the pictures? city, how would they go about doing this? and to sketch it in preparation for art activity #L, p. 93. c. Name some communities on our island that are "rural" communities. Tell 6. The state tree is the kukui tree Talk about children today and their why you think they are rural. (candle nut). The children should 2. learn as much as they can about the activities and how they may be similar significance of this tree. to or different from those of an 198 earlier Hawai'i. 92 199 Grade 3. Unit II

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b. Song: "Hasegawa General Store" Rock. The Indigenous Trees of the . Have you read or heard about Recording: Hawaiian islands. other states limiting inter- George Paoa Live At the Maui Hilton, state transport of fruits? LP, Hula Records, HS-539. K. Creating and Designing: Commercial (California and Florida are Advertisements especially concerned about 3. Kaua'i fruit flies and citrus cancre.) 1. Have the children imagine themselves Song: "Hele on To Kaua'i" as owners of some commercial food 11) Plan a field trip to a macadamia product. Based on what they have nut or candy factory. Have the Recording: learned in Food and Nutrition children observe the process Melveen Leed's Grand 'Ole Hawaiian Music activities, p. 93 RA.4.f.11) and 12), involved in the production of Nashville Style, LP, Lehua Records, encourage them to use the beauty of canned nuts or of candy. SL-7053. Hawai'i to attract people to read . about the product they are selling. 12) Have available some advertise- Song: "Beautiful Kaua'i" ments from magazines and news- Source: See Appendix Unit II-MM, p. 234 2. Encourage them to select a variety of papers about some Hawaiian Recording: styles in creating their brochures. food product such as macadamia Beautiful Kaua'i, LP, Hula Records, HS -541, E.g., cross-over, tri-fold, bi-fold. nuts, guava, pineapple, Kawai Cockett and the Lei Kukui Serenaders. Kona coffee, etc. 3. Display all of the brochures and

4. O'ahu have each of the children select one . Encourage the children to brochure that they especially like select one Hawaiian food a. Song: "Hawaiian Hospitality" and write why they like it. food piEct and plan an advertisement or commercial Recording: L. Mural (collage): Favorite Country that can be used to "sell" Easy Hulas, LP, Mahalo Records, MS-400 Activity the product to visitors. Charles Kaipo. Have them complete these Materials: brochures in art class and b. Song: "On the Beach at Waikiki" share them with ot)er classes Brushes in school. Source: Glue United Artists, Songs of Hawai'i, Pentels g. Ask the children to name a pp. 44-45. Sand, shells, earth, and a variety of Hawaiian food product that was other materials for collage used as food as well as a Recording: Scissors medication. Some of them may be Hawai'i's Sunset Melodies, LP, Waikiki Tempera paint able to name some of the following: Records, ST-332; Various Artists. 3' x 8' butcher paper 1) Niu - eaten as food and the milk Procedure: was squeezed and used in haupia. Coconut water was drunk to flush a person's kidneys. 230 93 201 Grade 3, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

E.g. a. Read a legend to the children a. Compose a chart showing two Waialua: much of the land is that tells about the significance columns: planted in sugar cane and the people of the silvery leaves of the tree. Activities work for the plantation. See Puku'i, Tales of the Menehune, Early Hawai'i Hawai'i today p. 68. Hanalei, Kauai:much of the land body surfing bdogie board surfing is planted in kalo, etc. playing kimo playing jacks b. Ask the children to share what they know about the tree, 2. Have the children name the food products b. Ask the children to make contributions especially why the tree was that are raised in Hawai'i today by big to the chart. They will see that probably selected to be the or small farms. the activities are similar with state tree. only slight differences. Sample list: c. Have them bring different parts corn macadamia 3. Oral Histories banana onion of the kukui tree. E.g., nuts, bark, flowers, leaves, papaya sugar Introduce a mini-unit on oral histories. green fruit, orange pineapple The community kupuna (grandparents) Using Appendix Unit II-H, p. 142 guava watercress have a wealth of information on a life- coffee cabbage (Chinese) prepare some of the items shown style that was of an earlier era. there. tomato taro Conduct some nature study activi- lettuce cabbage (head) d. a. Ask the children to identify kupuna ties with the children to create ginger in the community who are familiar a greater interest in the environ- with the lifestyle in the community ment and in learning through a. Do Hawai'i's farmers raise enough at the time they were growing up discovery. food to support everyone who lives as children. Compile a list of these E. Identifying food plants in Hawai'i? (no) How do we know names and their phone numbers. this? (We still ship in our food.) 1. Take the children on a walk on the b. Have the children identify the school grounds and have them identify b. Do we farm as much land as we did kinds of questions they need to plants that can be used for food. As many ye--- ago? (no) How can we ask in order to record descriptions they name them, write the names on tell? ...tures, books, what people of the community as it existed many 5" x 7" cards. (E.g.: banana, tell us, years ago. See Appendix Unit II-W, guava, sugar cane, ti, etc.) p.175 for a sample questionnaire c. What are some of the changes in land and biographical data sheet. a. In the classroom have the children use that have taken place in Hawai'i? share what they know about the c. Discuss the uniqueness of individuals food plants they found on the 1) Landowners have sold land to in different cultural groups. Talk school ground. developers who have built hotels, about the respect and courtesies subdivisions, shopping centers, that elders of the community deserve. etc. This reflects a change from agricultural to urban use.

94 203 202. Grade 3, Unit II

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5. Moloka'i 1. Have the children prepare sketches 2) Kukui nut - eaten as a relish of their favorite country activity. called 'inamona. Taken a. Song: "The Cockeyed Mayor of (See language arts activity J.l.f., medicinally as a laxative. Kaunakakai" p.92.) h. Engage the children in some fun Source: 2. Mount the 3' x 8' chart on the food games to help them become more R. Alex Anderson's Famous Songs of bulletin board and have the children acquainted with the food plants of Hawai'i, p. 12. plan a picture that will illustrate Hawai'i. Using the classification activities from the kai (sea) to the worksheet mentioned in activity Recording: uka (upland) areas. A.4.f.5. on p.87,have the Hilo Hattie At the Hawaiian Village children select a plant or animal Hotel, LP, Paradise Records, HH-100. 3. Have the children decide where their food that was eaten in early Hawai'i. activity belongs in the picture; talk Have them write a description of the b. Song: "E HThiwai" about having the entire picture be a food product without revealing bird's eye view of an ahupua'a (land what it is. Source: division) with no sky...just land. Sheet Music available at music stores. E.g. 4. After they have determined the I am important at a Hawaiian feast, Recording: perfect spot for their drawing, Without me, Hawaiian food would Melveen Leed's Grand Ole Hawaiian Music have them sketch their activity. not be at its best. Nashville Style, LP, Lehua, SL-7053. Ask them to use a variety of collage I am made from an underground stem. materials. Encourage them to 6. General song about Hawai'i alu like (work together) so that the 1) Encourage the children to give mural represents a coordinated only enough information, not Song: "Song of Old Hawai'i" picture. too much.

Source: 5. Evaluate the project: 2) Divide the class into two United Artists Music, Songs of Hawai'i, teams and have each of the pp. 5-7. a) use of materials children present his/her Recording: b) coordination of colors description. Eas, Hulas, LP, Mahalo Records, Charles c) placement of activities Kapio. d) overall effect of the mural 3) The correct name must be given e) the working climate; in Hawaiian as well as in D. Songs about country living E.g. English. For each correct alu like - working together answer, a team scores 1point. 1. "Hele on to Kaua'i" laulima - cooperation k6kua - helping Recording: Melveen Leed's Grand Ole Hawaiian Music 6. Share the mural with others in the Nashville Style, Lehua Records, SL-7053. school. (Cafeteria bulletin board This country style album has songs that or the library.) describe country type places in Hawai'i. 204 95 205 Grade 3, Unit II

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2) There has been an increase in E.g. A. Write a class list of do's when production per acre so the Banana: the fruit is eaten relating with a kupuna. amount of acreage in cultivation when ripe. It is used in has decreased. Also some cooking like banana pies and E.g. major plantations have closed cakes. Filipinos and Samoans Do listen carefully without down. (as well as other ethnic groups) interrupting. like to cook the green bananas. Do show that you're interested in d. Encourage the children to look at what your interviewee is saying. pictures to find other kinds of b. List the food plants ne.med by the changes in land use. Some excellent children in one coluran on a wall See Appendix Unit II-W, P. 175. sources are: chart. Ask the children to share other names for the food plant e. Allow the children to practice Cameron. Above Hawai'i. such as: interviewing each other. Morgen. Honolulu Then and Now. Van Dyke. Hawaiian Yesterdays. Hawaiian Ilokano Samoan 1) Have them practice the necessary mai'a sabg fa'i 'ohana concepts as explained in the General Appendices 1) Ask the children to talk to their c. Encourage the children to think section of this guide, pp.247-264. parents about the past and the about the plants they have at home things they recall about land or in their neighborhood that are 2) Have them use a tape recorder usage. Have them look through food plants. Continue the list in these sessions so they can family photo albums for snap- and have the children bring in master the buttons and the shots of landscapes. samples of these food plants volume control of the machine. especially those that are not so 2) Check the TAC Guidelines and familiar to other children such 3) Ask the children to listen to Video Holdinos List (State Guide) as the: their practice recordings and for video programs dealing with bitter melon evaluate their voice quality, land use. Two suggested titles pomelo their clarity of questions and are: sour sop the overall effect of the interview. 0179-2 Agriculture and 0 Have the children set up an Manufacturing in Hawai'i interesting corner to exhibit f. When they all feel comfortable and R069-1 Land Use and Population all of these food plants. ready, have them follow the steps listed in Appendix Unit II-X, p. 176. 3) Compose a chart that reflects 2) Attach lengths of yarn to the results of all these acti- each item on the food chart and g. Plan a sharing schedule. Have the vities. The children should have the children attach the children select a portion of the be able to list several reasons other end to the correct food' taped interview that they would why farming has changed from plant on the display table. like to share with the entire one or two crop farming to class. Have them prepare an diversified farming. introduction and a conclusion for 206 the sharing. 96 207 Grade 3, Unit II

Mum ART HEALTH/FOOD AND. NUTRITION Use the album as a listening source of . Creating and Designing: Anuenue B. Studying the basic food groups can help songs as well as a resource for teaching (rainbows) families plan more healthful meals. songs of Hawai'i.

Materials needed: Preparation: a. Have available the map of Kaua'i. (See Na Ki'i Ho'ona'auao charts.) Oaktag - 24" x 36" or After the children have studied the food Have the children locate the different Cardboard 24" x 36" or larger plants and animals of early Hawai'i places named in the song: Crepe paper (rainbow of colors) (see activities A.4.f.1-7, pp. 85-89). Glue use the foods classification chart to E.g. Rulers develop more awareness of good nutrition. Hanalei Scissors Waialua Set up two large bulletin boards showing Waimea Canyon Preparation: the three basic groups:

b. Have available also some pictures of A week ahead of time, ask the children Kaua'i showing some of the scenic to bring in cardboard sheets. This spots of the "Garden Isle." See art lesson should follow the lesson in Today Early tourist brochures or books. music dealing with rainbows. Ask the Hawai'i children to look for rainbows through- E.g. out the week and to note the colors Cameron. Above Hawai'i. and the sequence of how they appear Van Dyke. Hawai'i's Yesterday's. One bulletin board will deal with foods from top to bottom. Wenkam. Hawai'i's Garden Island: the children eat today. The second bulletin Kauai. board will deal with foods the early Encourage the children to read about Hawaiians ate. rainbows in poems, stories and c. Play the record for the children and science or reference books. Have have them listen as they follow the 1. Ask the children to write what they them share stickers, stuffed rainbows, words on the song chart. ate for breakfast on a sheet of paper. or rainbow clothing they may have at home. d. Ask them to say the words in rhythm as a. Have them check to see if their the record plays once again. breakfast consisted of foods Have the children compose a poem about from all three groups. a rainbow; it may be about a rainbow e. Have them sing the song. Introduce itself or about what a rainbow the 'ukulele when they know the song b. Discuss the three categories to represents in the student's life. comfortably well. be sure the children understand the terms. E.g. 2. "Hawaiian Lullaby" "My Rainbow of Loves" c. Start with the "Go" category. "A Rainbow of Activities" Source:Music sheet available at music Ask the children to identify the "My Special Rainbow of Flowers" stores. breakfast food on their menu Etc. Recording: Melveen Leed's Grand Ole that is a "go" food. Write Hawaiian Music Nashville Style., LP, Lehua Records, SL-7053. 97 209 208 -, Grade 3, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS 3. Study some of the small farming going 3) Talk about fruit vs. 4. Using the newspapers as a source of on today (as opposed to large agri- vegetable. Discuss the business like sugar and pineapple). current findings in agriculture and differences and then commence as a textbook to teach consumer to have the children classify education a. Visit a small farm nearby if the food plants into these available and talk to the owner two categories. about the following: Because of the importance of diversified agriculture today, there are frequent 2. Have the children think about their 1) Natural resources needed to have articles written in the newspapers trips to the supermarket. Have them a successful farm. dealing with pesticides, aquaculture, name as many vegetables and fruits fertilizers and crop success stories. as they can remember seeing in the 2) Machinery, tools, equipment supermarket. Add these to the wall The Hawai'i Newspaper Agency (Advertiser/ and raw goods needed in order to chart or write them on two separate run a successful farm. Star Bulletin) has available to all charts: one for fruits and one for teachers, the daily newspaper, teacher vegetables. See General Appendix guides containing praCtical ideas on 3) Money needed to keep the farm section p.2381or the Hawaiian equi- operating - yearly profit. the use of the newspaper as a reference valent for some of the more common and source of current information fruits and vegetables. Start a fruit 4) Marketing practices. and filmstrips dealing with a multiplicity and/or vegetable garden at school. of topics that can be borrowed. Call the Working with the school custodian can 5) Pests and insecticides. Education-Community Relations Officer at be an exciting experience for the 525-7600 (605 Kapi'olani Blvd., Honolulu children as well as for the custodian. 6) Weed control (herbicides). 96813). The University of Hawai'i, College of Preparation: Tropical Agriculture and Human Call the Hawai'i Newspaper Agency and 7) Size of the farm and amount of Resources has many circulars production. make arrangements for ordering the news- available on how to plant and care paper for the classroom. If funds are for plants that grow well in Hawai'i. not available, encourage the children 8) Length of time for growth before Contact the nearest University to bring a newspaper from home. harvest. Extension Office on your island. a. Encourage the children to read the b. Compose a worksheet that could be 3. Encourage the children to start their newspaper every day before initiating used for data gathering. See own farming at home by planting at this unit. Appendix Unit II-J, p.144 for a least one fruit or vegetable plant. sample that could be used. Ask: a. Have them discuss with their c. Encourage the children to visit the parents their plan to become a 1) If you wanted to find some library to borrow some books on mini-farmer/mahi'ai li'ili'i. information about an event that small truck farming or on farming happened two weeks ago, like in Hawai'i. Some sample book titles a volcanic eruption, where would are: you get the information?

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Preparation: Write the words on a chart. Procedure: these contributions on the black- board and discuss each one so the a. Have the children recall the lesson After the above activities, the children children are more aware of "go" foods. in language arts on country living. should be well motivated to produce a Do the same for the other two groups Have them share some beautiful things rainbow of their own. Have them do a of food. they enjoy seeing and doing in the rough sketch of the colors they choose country. List these on the board. to use in their rainbow. d. Ask the students to look for pictures of these goods in b. Show them the words written on the 1. Draw your rainbow on your cardboard. magazines to place in the food song chart. The rainbow width should be no less circles on the bulletin board. than 10 in.; the expanse it covers They will also be categorizing c. Ask: will depend upon the size of the food onto the Early Hawaiian cardboard. Food Chart. Some of these Hawaiian 1) Do you see any similarities foods may have to be drawn by the between your suggestions and the 2. After the rainbow is cut out, use children. words in our new song? Allow the ruler to measure even bands the children to point out similar- across the front of the rainbow and 2. Have available copies of the school ities. draw them in. lunch menu. Ask the children to'form mini-'ohana of about 3-4 children. 2) Since we live in an island Hand out copies of Appendix Unit II-FF, environment, which of the items p..222 to each 'ohana. Have the on the list can apply to city children select a Wil-r-cs menu from living also? the school lunch chart. They will take each day's lunch and place E.g. the food items in the right category. Rainbows They will then decide as an 'ohana Starry nights if each day's menu has food from Sunsets 3. Select the colors you needAfor your each basic food category. If so they anuenue and collect the crepe paper will check "yes". Encourage the d. Have the children read the words on c--from the art table. children to have fun with this activity. the chart and then listen to the song This is a good opportunity for them to on the record. 4. Starting at the top, brush glue onto practice their 'ohana concepts. the 1st band, one small section at e. Encourage them to sing the song along a time and, crinkling the crepe paper, 3. Have the children plan an 'ohana menu with the record. begin to attach it to the cardboard with their parents and faniTTTilimbers or oaktag. based on the three food categories. f. When they have learned the song, have The menu should be for one week. them substitute some of their own 5. Have the children continue this suggestions from the board and process until the entire band is a. Have the children share their menus compose a new verse for the song. finished and then move on to the in class by collecting all of them next band and the next color. and compiling them into a typical school lunch Irmat. 99 13 Grade 3, Unit II

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Johnson. About Truck Farming. b. When they have chosen a plant to 2) What kinds of information can Philipp. Diversified Agriculture. work with, have them keep a daily you find in a newspaper? (List Roth. The Farm Book. journal of their activities which the children's contribution Watson. Plants are for People in may include: on a chart.) Hawaii. 1) size of plot b. Ask the children to scrutinize the Ask them to read the books for papers for articles dealing with information and share the information 2) tools used farming, agriculture, pesticides, with others. fertilizers, farm problems, water 3) amount of seeds or seedlings shortages. d. Have the children seek out a person planted doing truck-farming or other small c. Have them share these articles in scale farming in the community. 4) daily growth of the plant class. Talk about the content of Using the worksheet mentioned in the articles and have the children activity #3b above, ask the children 5) names of people who help share main ideas they gathered from to gather some information on the (Qua) the articles. farm. 6) fertilizer used d. Ask the students to pin their articles e. Set up a master classroom retrieval to the bulletin board. Decide on chart. Have the children share their 7) problems encountered, etc. categories that these articles can information and record the information be placed in. on the master chart. Study the c. Encourage the children to have similarities and/or differences. discussions with each other E.g., water needs Discuss why these varieties in so that they can learn from one farm problems farming exist. another. e. Encourage the children to engage in f. Study the present problems of farmers: d. When a common problem occurs discussions of controversial topics. they can do research in books and Record questions they may have about distribution of produce pamphlets as to how to best solve the issues and plan activities that long hours of work the problem. will enable them to find the answers. market competition natural phenomena (storms, hurricanes, e. This will also lead to a bigger f. Have the children staple their news- winds, drought) interest in the effects of papers along the left side so that pests pesticides. it makes for easier handling. poor soil Encourage the children to sit on the water availability and distribution 4. Create a curiosity in the students floor and spend time looking through by having them do the following the newspapers, discussing things 1) Have the children determine activities: that interest them. Observe and whether or not the problems can note the sections of the paper that be remedied. If so, how? interest them and use these popular sections as motivation to read the daily paper. 214 100 215 . Grade 3, Unit II

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g. Have them share their new compositions. 6. When they are completely done, their b. Encourage the children to share Some of them may be willing to sing rainbows should be mounted on a how they worked with their families. their compositions. bulletin board along with their poems. This could be an effective way to get c. Point out the variety of cultural foods and those foods.that are 3. "Got to Get Away" children to be more aware of each other and to have more respect for mentioned most frequently by the Source: one another. children See Appendix Unit II-HH, pp. 224-226. 7. Have each student share his/her d. Encourage the children to motivate Recording: poem and rainbow with the class. their parents to use some of the Cecilio and Kapono, LP, Columbia Records, class menus at home. KC-32928. N. Drawing: "My Favorite Kupuna" 4. Compose a letter to the parents Preparation: Materials needed: informing them of your activities in Write the words on a chart and have the classroom and enlist their kokua available another wall chart. Cover the Cra-pas in this effort to improve nutrition chart with the words with a cover sheet. Drawing paper - 12" x 18" in the school and home.

Procedure: Procedure: a. Ask the parents to plan the shopping list for a week based a. Have the children read the words and 1. After the children have selected the on one week's menu. talk about the feelings of the kupuna to interview in language composer. arts, ask them to observe the kupuna b. Have them take their children to ...the need to get away from the closely, especially their manner of the supermarket to help with the busy life of the city. dress, their mannerisms, the color shopping. Encourage the ...the desire to raise a family of their hair, eyes, and skin and children to look for high nutrition in the country. their favorite activity. foods and snacks.

5. Encourage the children to look for b. Ask the children to share reasons why 2. Have the children draw a picture of people like to go to the country. their favorite kupuna engaged in newspaper articles dealing with his/her favorite activity. Save nutrition and health. c. Introduce Cecilio and Kapono to the these pictures and share them on children by reading the back cover of kupuna day in your school. 6. Talk about the number of fast food the record album. Then play the song restaurants in the community. for them as they follow the words on O. Watercolor Painting: "My Hawaiian Country' a chart. Encourage them to feel the a. Ask the children to study the music. Materials needed: contents of the food products sold at these outlets. E.g., Brushes What are we eating when we bite Butcher paper - 24" x 36" into a typical commercial Tempera paint hamburger? 217

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a. E.g., Pests: Consult the Have available one each of the g. Select a picture from the paper State Dept. of Agriculture to following fruits or vegetables: dealing with agriculture and have determine the best pesticide to cucumber, tomato, citrus fruits, the children write a story. This use to eliminate a particular papaya, melon, guava, string bean, can be a class story or an indivi- problem. peanut, sunflower seed. dual one. Compose a headline for it.

2) Study the recent discoveries made b. Have the children predict what h. Encourage the children to note the about some of the chemicals that they will see when you cut each comics and cartoons. Have them are being used to control pests. fruit or vegetable open. create cartoons that go along with These are available in the news- their studies in social studies papers and in printouts from the c. As each is cut open, pass and science. Department of Agriculture. samples of the inside to all of See Appendix Unit II-K, pp.145-148 them so they can observe the i. Study the editorial section of the for some news articles dealing seeds carefully using hand newspaper. Ask the children to bring with EDB. magnifying glasses. Have them in the editorial sections of their make comments about: newspapers. 9. Ask the children to think of differences between farming in 1) How many seeds are inside 1) Have them scan the editorial. Hawai'i and farming in places like each fruit or vegetable? Ask them to share what they find Wisconsin, Idaho or Washington. different about the topics and Lead them to a discussion of the 2) What is its shape? the nature of the written seasonal changes in most of the material. states. 4) How does it feel (texture)? 2) Have them select one editorial 1) How does this affect the selection 5) What color is it? to read carefully and then share of crops? with the rest of the class. d. Have the children draw their 2) What do farmers do when the land conclusions on where seeds come 3) Have them close their sharing is covered with snow? from. If necessary, read an by stating their opinion. excerpt from a reference book 3) Does Hawai'i have a no-crop like an encyclopedia or a science 3. Ask the students to think about season? What advantages do we book. things and events in the community have because we have moderate that need to be brought to the weather all year long? e. On the bulletin board write the attention of the public. title, "What is a seed?" h. Look at some recent data on farming E.g. in Hawai'i. See Appendix Unit II-L, 1) Have the children write their Not enough water for kalo farmers. p. 149. Conduct a lesson on reading answers on 3" x 5" cards. Insufficient drainage in some a table of information. Have the Have them pin their card on farm areas. children scan the table to see what the board after they read them kind of information is being displayed. aloud to the class. Ask them a seriebyguestions. 102 219 Grade 3, Unit II

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d. Play the song again and encourage the Procedure: . Ask the students to itemize each children to sing along. Some of them food item in such a hamburger. may already know the song. This is 1. Using the thoughts and feelings not a simple song to learn but the expressed in music, ask the children E.g. children will enjoy the rock beat. to paint their favorite Hawaiian 1 T.mayonnaise country whether it be an ocean or 1 slice processed American cheese

e. As the song becomes more familiar to mountain or forest or midland scene. 1 i lb. hamburger

them, have them compose another verse Have the children include all those 1 tomato slice, etc. for the song using their own thoughts things that make them happy and about country living. relaxed. c. Try to find out how many grams of fat, milligrams of sodium and f. Encourage the children to share their 2. Remind them about filling up the calories a hamburger contains. verses with the class and with others. entire sheet with interesting things in the environment. d. Determine if a commercial hamburger 4. "My Hawaiian Country" contains the Basic 3 foods - Go, 3. Demonstrate, the use of brush strokes Glow, Grow. foods. Source: to create texture in the painting. See Appendix Unit II-II, pp. 227-228. e. Encourage the children to create 4. Enceurage the addition of some 3-D a sandwich that contains the Basic 3 Record: material to add interest to the paint- foods. Have them prepare it at My Hawaiian Country, Melveen Leed, LP, ing. E.g., Real sand on the beach. home and bring it to school for Lehua Records, SL-7022. lunch with a nutritious drink. 5. Have each student share his/her Plan that day when everyone will Preparation: finished painting and tell about the bring to school a nutrition rich Write the words of the song on a chart. place it describes. If there is a sandwich which they created. Have available pictures of country scenes song that describes the place, ask of your island. the student to find the source or f. Ask each student to give their recording or someone who can sing it. newly created sandwich a name Procedure: The song should be taped and shared and write a ditty 'bout it that in class or the community resource can be used in advertising. a. Talk about the country scenes on the person may be brought to school to Have them design a special bill bulletin board and have the children sing for the class and to teach the board for the newly created add more to the scenario by describing song. sandwich. See art activity some interesting scenes they themselves #0 on this page.

have seen and enjoyed. . Poster: "The Nutri-Sandwich"

. Planning meals around seasonal foods can b. Mount the song cnart and commence to Materials needed: help cut down on the cost of food. discuss the composer's impressions of his/her Hawaiian country. Pentels 1. Ask the children to name some of the Poster paper foods in the market that seem to be plentiful during one season and not 220 another. 103 221 c 1 Grade 3, Unit II

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E.g. 2) Have all of the children look 1) Have them talk to farmers 1) What time span does this up "seed" in a dictionary. (see social studies lesson f agricultural summary cover? Write the definition on the on p. 100) to find out some chalk board and see if any of their concerns. 2) How many farms were there in prediction came anywhere 1978 compared to 1964? close to it. Place a marker 2) Encourage them to explore their or sticker on those cards. neighborhood and community for 3) How many acres of land were problems. farmed in 1964 compared to 1978? f. Ask the children: What can we do with seeds? Have them think 3) List the problems on a chart. 4) What was the average value of the of the many things we do with Discuss the problems and have land and buildings in 1964 seeds today. them suggest some solutions. compared to 1978? E.g. k. Have the students decide upon one 5) What are some generalizations Eat them problem or concern about which to we can make about farming based Plant them write a letter to the editor. on this data sheet? Etc. Sew them into lei Appendix Unit II-M, pp.150-153 Use them as fe-erfor chickens and 1) Have them write a letter to the editor stating their concern. contains more data on agriculture other birds. in Hawai'i. Conduct more study Make artful decorations sessions on these sheets and Use them as counters in a game 2) In the letter, have them see how much information the Etc. express their feelings about Hawai'i and possible solutions children are able to obtain from the sheets. 1) Have the children bring in a to the stated problem. variety of seeds in separate j. Elicit some generalizations from the sandwich bags labeled 3) Send the letters to one or both children based on the information correctly. Those that they of the daily newspapers. contained in the tables in Appendix do not know should be in a Unit II-M. Have the children bag with no label. 1. Introduce the children to other contribute statements like: sections of the newspaper to increase 2) Encourage the children to their awareness of the kinds of information available to the reader. (Based on the informationon Table 494 compare their seeds with each of Appendix Unit II-M) other. Have them lay their seeds on their desk and 1) Classified "ad section for those people interested in buying 1) The acreage of sugar and pineapple commence to classify them has been decreasing since 1972 into edible/non-edible farm land or selling farm land. while the acreage in diversified categories. 2) Satellite weather map section products has been increasing. indicating weather, tides, moon phase and temperatures of interest to farmers.

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Ask: c. Preparation: E.g. Apples 1) What kind of country is the A few days before this activity, have Plums composer describing? the children cut out advertisements from Grapes the newspaper for MacDonalds, Burger Watermelon 2) Are you familiar with Kamuela? King, Jack in the Box and other fast Strawberries, etc. food places. Ask them to watch TV 3) What is a paniolo? commercials and observe the techniques 2. Ask: Identify a paniolo for the they use to sell the sandwiches. children. Show them pictures of How can one tell when a certain food Hawaiian paniolo. Some references This activity goes along with Health/ is out of season? (higher cost, to use are: Food and Nutrition lesson #6 on p. 101. available in smaller amounts, more inferior quality) Procedure: Feher. Hawai'i: A Pictorial 3. Plan a list of foods that the 1. Have available samples of effective children can find in the supermarket. advertisements. Ask the children to Ask each student to find the cost of d. Locate the places named in the song share the collection of ads they cut each of the items listed. Have them on the wall maps. Have the children out of newspapers and magazines. also write the name of the store or share their experiences in those Talk about the "effective" ones and the supermarket. places. discuss why they are effective. a. Prepare a retrieval chart of their Play the song for the children as the e. 2. Mount the "choicest" ads on the findings. children keep their eyes on the words. bulletin board and have the children Have them raise their hands when they tell what specific feature pleases b. Have the children state some hear a familiar repeat in the song. them or attracts them to the ad. generalizations about shopping Write a list of features that they at large supermarket chains vs. f. Have them say the words in rhythm and contribute ac being effective or shopping in country stores. then sing the song with the record. attracting. c. Have them determine which Sing the song using the 'ukulele g. 3. Have the children compose a poster foods are out-of-season or at as an accompaniment. Teach the type advertisement for the sandwich the beginning of the season. children the 'ukulele chords for the they created in Health, activity Note the prices. Check with song. Have them accompany themselves 6.e., p. 103. Ask them to pay the sales clerk about prices as they sing the song. Have them special attention to the list of during in-season vs. prices listen for key changes in the song characteristics for the "choicest" during off-season. and determine where changes need to be ads. made. 4. Introduce some simulated situations 4. Have each student compose an original like the one explained on the next h. Encourage them to practice by setting slogan for her/his poster, which may page and have the children discuss up a practice corner to which they can be super imposed on the poster using the best solutions. go during recess and other free periods. 224 105 225 Grade 3, Unit II

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2) The number of crop farms in 3) Have them help each other 3) Global Report section that sugar and pineapple has been identify their "unknown" relates news from all over the decreasing while those of package of seeds. U.S. and the world dealing with diversified products has shown a multiplicity of topics. increases. 4) Have available some references that they can 4) Advertisements that publicize 3) The value of crop sales of most refer to for verification. products, goods and services, diversified products and of interest rates for banks and loan sugar and pineapple has been E.g. companies, current prices and increasing since 1972. Etc. Carlquist. Hawai'i a Natural quality of goods and services. History. k. Study other tables of agricultural Neal. In Gardens of Hawai'i. m. Conduct some consumer education interest found in Appendix Unit II-N, activities: p.154. 5) Have the children determine Table 499-500 Livestock which seeds are poisonous. 1) Have the students select a food 501-502Flowers and Nursery Some of them may have already item from the advertisements by Products labeled some poisonous supermarkets. Have them note 507-509Fresh Water Prawns seeds. the brand and size and quality and and Aquaculture follow the price of the item for E.g. a month. Compare the price of 1) Encourage the children to comment Coral plant the item as advertised by on what they have learned from the Castor Bean (pa'aila) different supermarkets or stores. tables. Apple of Sodom (p5polo kikania) Ask: 2) Have them share generalizations about the agricultural picture See Common Poisonous Plants a) Why do the prices differ? in Hawaii over the past ten of Hawai'i, a brochure in all years. school libraries prepared by b) Are weekend prices different? the Health Education Office, 3) Encourage them to make some Department of Health. c) What is the difference in statements about Hawai'i's future price of a food item on in diversified farming based on 6) Give each student an 18" x 24" special as opposes to its the statistics they've studied oaktag sheet. Have the child- regular price? on the tables. ren organize their seeds on the chart in a way that is 2) Have the children write a 1. Plan a field trip to a nearby farm in meaningful to them. Have shopping list of groceries. your community. Have the children them use clear sandwich bags Using their newspaper ads, have prepare a list of concerns or questions or scotch tape. The labels them compare the prices of they would like to have answered such may be printed on or they may 2-3 supermarkets. as: be typed on gum labels and applied. Encourage them to 226 106 227 Grade 3, Unit II

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5. "Happy Hawaiian Music" cut letters, or written using block E.g. letter stencils. An unexpected hurricane hits the Source: Hawaiian islands and damages much See Appendix Unit II-JJ, pp. 229-231. 5. When the posters are completed, mount of the banana fields. As the them in a location visible to other director of a large chain.of super- Recording: school children. E.g., the school markets throughout Hawai'i, what would Melveen Leed's Grand Ole Hawaiian Music cafetorium. you do to supply Hawai'i with bananas? Nashville Style. What would happen to the price? P. Drawing: Creative Cartoons What would be a good fruit to eat Teacher preparation: as a substitute until the price of Write the words on a wall chart. Materials needed: bananas stabilizes?

Procedure: Drawing paper - 12" x 18" O. Hawai'i produces a number of food products. Pentels a. Have the children read the words Food products come in a variety of silently as one child reads them out Preparation: "packages." Select one food product loud. of Hawai'i and have the children learn As the children study the newspaper, as much as possible about its processing b. Talk about the meaning of the words have them cut out some of their favorite and marketability.: Pineapple is used as cartoon strips and compose a booklet of the sample food product in this lesson c. Ask the children: "Favorite cartoons." but teachers can substitute other products such as sugar, macadamia nuts, 1) How many of you enjoy listening Procedure: fruit juices, Kona coffee, tuna, candies, to Hawaiian music? etc. 1. Talk to the children about cartoons 2) How many of you listen to a and what they are supposed to do. 1. Ask the children to think of the Hawaiian music station? What Have the children look up this word many ways they have eaten pineapple stations play a lot of Hawaiian in a dictionary. E.g., "a drawing and list these on a wall chart. music? (KCCN on O'ahu) Encourage depicting persons, political events, the children to listen to KCCN on etc., in an amusing way." E.g. O'ahu or a similar station on the fresh neighbor islands for at least 2. Ask: "What do you call a person who canned chunks 20 minutes a day. This will help draws cartoons?" (cartoonist) canned, crushed expose them to more Hawaiian frozen music. 3. Explain that they are all going to cakes be cartoonists and will be drawing muffins d. Play the recording for them. Encourage cartoons or comic strips about breads them to respond to the music by people or events. sherbet clapping, stamping their feet, or sauce swaying their bodies.

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1) How many acres of land do you talk about their arrangement 3) Compare the price of local milk and eggs with those from have planted in . and justify their classification system. the mainland. Discuss the 2) How many workers do you have to differences in price and the help with the farm? 5. Ask the children to bring in the tops reasons for it. of pineapple that their parents may 3) Do you use pesticides to control have bought trom the supermarket. 4) Compare the price of other farm the pests that infest your If not available, call a pineapple products that are shipped to crop(s)? company office on your island and ask Hawai'i from the mainland: for some pineapple tops. 4) To whom do you sell your product? meats plums What is the marketability of a. Have a community resource person apples grapes your product? who is affiliated with the pine- oranges apple industry come in to talk 5) Is your product profitable for about how pineapple can be Ask: you and your family? planted in a home garden. Plan for a question and answer session Are local fruits (e.g., pineapple) 6) Do you plan to continue being a so the children can ask questions. less expensive than mainland farmer in the future? Etc. fruits? Why or why not? E.g. If it is impossible to have the class 1) Where should we plant the 5) Ask the students to select one visit a farm, invite a farmer to come pineapple? (half day sun or advertisement that appeals to speak to the children. full sun area?) them. Have them share reasons why they selected the ad. m. Plan some post-field trip activities. 2) What is the best fertilizer E.g. to use? a) Ask them to share the kind of data available in the ad. 1) Have the children write thank E.g., cost, brand, description, you letters to the farmer. 3) What kinds of problems can we expect? etc. 2) Ask the children to draw a b) Have them think of a product picture of the farm. 4) How often should we water the plant? they would like to advertise. Ask them to sketch a draft 3) Set up a retrieval chart showing and have it ready for art the facts and concepts the child- 5) How can the top of a pineapple ren learned on the field trip. produce a new plant? class.

c) Conduct a show and tell 4) Encourage the children to write a b. Plan for the planting of the session and post the finished letter to the governor to pineapple with the custodian. sketches. Encourage the encourage state support for small children to present a TV farmers. commercial style of sharing.

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e. Play the recording once more and have 4. Have the children select their 2. Have them share the many ways they them sing along. favorite comic strip and draw a have seen pineapple marketed in the strip of their own using another store. f. Have the children identify the episode in the lives of the instruments they hear in the song. characters, or draw a continuing 3. Have available some sample packaging Ask them to listen to the recording event for the strip. They may choose of pineapple once more and identify as many of the to create cartoon characters of their instruments as they can. own. E.g. canned in 4 oz. cans E. Songs describing the love of composers for 5. Some may choose to do a cartoon canned in 12 oz. cans their home island and/or a particular home- caricature of some political entity fresh in boxes town. or of a friend or community person. frozen in boxes juice in paper containers 1. "Moloka'i Memories" 6. Encourage the children to keep etc. practicing drawing the cartoons Source: until they are ready to do a Ask the students to look for varieties See Appendix Unit II-KK, p. 232. finished product. of pineapple products sold in the supermarket and jot down the size of Recording: 7. Have all of the comic strios drawn the packaging, the cost and the Melveen Leed's Grand Ole Hawaiian Music in 4" x 6" boxes, four boxes per nature of the content. Nashville Style, Lehua Records, SL-7053. strip. When the strips are done, have them cut out and displayed on the 4. Reflect on the seasonal concept. Teacher preparation: bulletin board. Does the price of pineapple reflect Have available the wall chart map of the on or off season of the fruit? Moloka'i and some scenic photographs of 8. Set up a cartoonist corner to which Moloka'i, especially those sites named in the children may go during free 5. If you have children with mainland the song. time to sketch more cartoons. connections, have them find out the Collect these contributions and cost of the Hawai'i-produced food Procedure: compile a class booklet of cartoons. (pineapple, sugar, etc.) in various places on the mainland. Have them a. The children have already become Q. Drawing: "My Moloka'i Memories" speculate on reasons for higher or familiar with Melveen through her lower prices than here. record introduced earlier. Another Materials: interesting fact to present is her 6. Plan a trip to the pineapple field lovr for Moloka'i, her home island. Cra-pas or cannery to learn more about the Jay Larrin, a well known singer and Drawing paper - 24" x 36" processing of pineapple. Ask for composer in Hawai'i today, composed available data on the processing of this song for her. Preparation: the fruit.

b. Go over the words of the song and talk This activity should take place after the about the feelings expressed in the children have learned " Moloka'i Memories" song. in music. 233 232 109 Grade 3, Unit II

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5) Start a mini-farm in school. c. Set up a schedule of workers that n. Ask the students to cut out (See Science lesson in the next will take care of the garden pictures from the newspapers dealing column.) each week. with farming. Remove all the captions. Give the children n. Study farming in other countries by d. Keep a weekly progress report on practice in writing headlines for reading about it in books and in the pineapple noting the number the pictures. See Appendix Unit II -DD, encyclopedias. E.g., the children of days before new leaves appear. pp. 209-217 for some samples. can learn about the plight of farmers in Mexico by reading Sam and Beryl 6. Have the children experiment with o. Ask the students to look for unusual Epstein's book Mexico., pp. 34-37. plants to discover the effect of headlines. Have them exchange They can read aboutlife as a truck environmental conditions on the growth headlines with someone else and farmer by reading Irma Johnson's of plants. write newstories for the selected About Truck Trucking. They can read headline. Remind them to answer about farming in different countries Teacher Preparation: the questions WHO, WHAT, WHEN, throughout the world by reading Several weeks before this experiment WHERE, WHY and HOW! Louise Floethe's Farming Around the plant a number of seeds of the same World. species of plant in several trays p. Encourage the children to look for so that seedlings will be available news articles dealing with scientific 1) Encourage the children to visit to the children by the time of this research, especially in the area of the school and regional libraries experiment. fertilizers and pesticides. to find more books on farming in different countries. As the a. Ask the children: 1) Have them read about the effects books become available, of these chemicals on plants comparisons can be made. Also, 1) What environmental condWuns and presence of some of the similarities and/or differences are necessary for plant chemicals in the by-products. can be charted on a wall chart. growth?As the children See Appendix Unit II-0, p. 155 share their predictions, list 2) Start a class scrapbook of for more book titles. them on a wall chart. Some science articles and encourage sample answers may include: the children to write their opinions about the use of 2) Set up a book corner so that the children can read during their types of soil chemicals on plants. free time and study time. amount of sunlight amount of water 3) Motivate the students to do 3) On a wall map, place mini-flags types of fertilizers research on some of the chemicals of those countries about which the type of climate used by the farmers. Ask them children find information. fluctuations in temperature to share their findings through share-and-tell time and/or a special TV news broadcast. See 4) Call community persons to share 2) How can we go about testing their knowledge about farming with how these conditions affect Appendix Unit II-EE, pp. 218-221 the children. the growth of plants? List for some sample news articles. their suggestions on a chart labeled "Experimental 235 Activities." 234 110 Grade 3, Unit II

Music ART HEALTH/FOOD AND. NUTRITION c. Play the recording and have the Procedure: 7. Encourage the children to become well children follow the words on the acquainted with the nutritional value chart. 1. Have available the song chart with the of pineapple and with its uses in the words to the song "Moloka'i home as well as in the community. d. Have the children read the words in Memories." rhythm and then sing along with the a. Ask the children to look for record. 2. Underline with a red pen all the favorite recipes using pineapple. lines that the children feel express Plan a class recipe book. e. Play the record again and have the a description of a scene. Talk about children identify the instruments. these scenes and have the children b. Involve the parents in sharing Talk about the country style music think of places on their island that some favorite preparations using and the change in rhythm that takes represent the description. pineapple as a main ingredient place in the song. and have a class luncheon planned 3. Have the children do their sketches around the multiple uses of 2. "Across the Sea" of the "Moloka'i" they see in their pineapple. minds based, on the words on the chart. Recording: same as song #1 above. E.g. 4. Play the record for them as they do fruit cocktail Source: their art work. Encourage them to sour spare ribs United Artists Music, Songs of Hawai'i, use the entire sheet for scenery and main(sweetbaked ham pp. 27-29. action; avoid large spaces of sky. dishes sweet sour pork cole slaw Preparation: 5. Encourage the children to do other saladsRay Kinney and Johnny expand their sensitivity to their pineapple sherbet Noble. Have the children listen to the environment. desserts pineapple upside-down cake recording and write the words as they hear chinese candied pineapple them. Allow the class to hear the words . Movie roll: A Day on the Farm pineapple nut bread \pp more than once. After they have written ineapple cup cakes the words, review the lyrics and write Materials: them on a chart. 8. Study the uses of the by-products. E.g., Craypas a. Play the song for the children and have Drawing paper - 81" x 11" a. The outside shell is ground up and them relate to the feeling of the Masking tape sold as cattle feed. music. Ask them: Why do you think (He the composer wrote this song? Preparation: b. Other parts are used for fiber was probably away from Hawai'i and for making cloth in the Philippines. wanted to go back home.) This lesson should follow the social studies field trip to a farm. See c. Juice is made from the cores. activity #1in social studies on p. 106. 236 237 111 Grade 3, Unit II

SOCIALSTUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS 5) Encourage the children to consult b. Initiate the first experiment q. Use the sports section to motivate encyclopedias for current informa- with the children. Have them the children's interest in fishing. tion about each of the countries test for the effects of soil and studied. water on plant growth. 1) Have the children look for pictures of fish in the news- 6) Compile a list of modern farm 1) Set up a series of 12 pots paper that were caught by sport machinery used on farms. Have or milk cartons, four in each fisherpersons.Ask them to the children consult books, of three rows. Fill each cut out the news articles and encyclopedias, basal texts. Set carton in column 1 with sand, select exciting parts to read up a bulletin board display of column 2 with sand and soil, to the class. Mount the picture these machines. Have the children column 3 with good garden on a bulletin board entitled: write a few lines on a card that soil and column 4 with hard "My First Catch." describe the function of each clay soil. See diagram machine. below: 2) Ask the children to ask their parents for pictures of fishing 7) Check the TAC Video Guide for Col.l Co1.2Co1.3 Co1.4 expeditions they may have gone some video programs that can be Row 1 110 on with their parents. Have them used to increase the children's Row 2 compose a show-and-tell chart awareness of agriculture in with the pictures.Ask them Hawai'i as well as in other Row 3 0 to be sure they know the names countries. See Appendix Unit II- 0 0 of the fish in their pictures. 0 0 0 p.155 for a list of some video >.; 0 ,1 holdings available through TAC 3) Begin a list of the fish and/or (Technical Assistance Center). seafood the children mention in Neighbor island teachers should 2) Have the children transplant the talks. Have the English as contact their district office a seedling in each of the well as the Hawaiian words for to see which of these video twelve pots. them. cassettes are available. 3) Set up a watering plan with 4) Creative writing: 4. Study a local fishing community or area the children. Have them on your island. decide how to test for the Ask the children to select a water variable. An example fishing picture from the newspaper a. Discuss the following questions: schedule of watering could or from the bulletin board. be: Motivate them to write a creative 1) When the first Polynesians arrived and imaginative fishing experience Water row 1 every day in Hawai'i, they needed a ready written in the first person. Have Water row 2 three times a week source of food. What do you them include other people in the Water row 3 once a week think was available for them to story, date of the experience, eat? Allow the children to method of fishing used, name of 4) After several weeks of this predict. Accept all of their the fish caught, where caught activity, assess the results. answers; write them on a chart. (deep sea, mid-ocean, or reef), and what they did with the fish. 238 112 239 Grade 3, Unit II

MUSIC ART HEALTH/FOOD AND. UTRITION b. Play the recording again and have them Procedure: Conduct an inquiry into the pineapple listen to Melveen's style of singing cultivation process. the song. Talk about the way she 1. Ask the children to list the most uses her voice to suggest longing and exciting events in the life of the Ask: love for Hawai'i. farmer they visited. a. What kind of soil conditions are c. Have them sing the song.. 2. From this list have them select 5-6 necessary for growing pineapple? of the most impressionable activities 3. "Ni Pana Kaulana o Keaukaha" and sketch them, one on each page. b. How much water does it need? This song describes the famous places of 3. After the sketches are completed, have c. What fertilizers and pesticides a beloved area in Hilo caller Keaukaha. the children tape them in proper are necessary to keep the plant It was written by Edith Kanaka'ole, a sequence using masking tape. healthy? truly remarkable Hawaiian kupuna.

4. Have them prepare a title page for d. What part of the pineapple do Source: the movie roll and practice presenting you plant? Jacket of the record album listed below. it to the other children. e. How long does it take to grow Recording: _ 5. Allow time for each student to to maturity? Hi'ipoi i Ka 'Aira Aloha, LP, Hula Records present his/her movie roll to the Edith Kanaka'ole, HS-568. class. f. How many fruit does one plant produce? This record album reflects aloha 'iina, S. Clay: "My Favorite Farm Animal" love for the land. The songs describe the g. How are the fruits picked and relationship of people to the 'aina and Materials: taken to market? the beautiful plants that flourish the land and in the sea. Clay (ceramic) Elicit more questions from the children. Clay boards Write all of the questions on charts a. Introduce the children to Edith Clay molding tools and commence to plan activities with Kanaka'ole by telling them about her Ice cream sticks the children for finding answers. life style and great accomplishments. Newspapers (See the inner cover of the record 10. Invite community resource persons to album.) Write her Hawaiian name on Preparation: come to the classroom to share their Encourage the child- the chalk board. knowledge: ren to sound out her name. Have the children cover their desks with newspapers and place a clayboard on each E.g. b. Ask the children to locate Keaukaha desk. Cut the clay into desired pieces Cannery workers on the map of Hawaii. Have available and place one on each clayboard covered Field workers brochures from the Hawai'i Visitors with a damp cloth. Machine operators Bureau that contain detailed maps of Warehouse workers the island of Hawai'i. Find as much information about this town as is available. 241 240 113 Grade 3, Unit II

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a) Read from Betty Dunford, a) Which plants look the Remind them to use Hawaiian The Hawaiians of Old, pp. 26- healthiest? Have vocabulary in their stories; 27. These pages describe available for the children e.g., kokua, alu like, laulima. some of the plants that were a duplicated copy of a Refer to the General Appendix found in Hawai'i by the chart of all the plants Section pp. 247-264 for informa- early settlers. As the in the rows with the types tion on these concepts. plants are named, have the of soil and the watering children check the prediction schedule. As they observe 5) Plan a language lesson with the chart to see if the plants the plants, have them school kupuna or a community appear there. If they do, circle those plants that resource person. Work on building underline the name of the appear to be the health- some Hawaiian vocabulary for the plant. iest. sea by using them as teachers.

b) Through this activity the b) Have the children compare Kumu (teacher) children will see that there their choices. Divide "He aha keia? (What is this?) were only a few plants grow- them into mini-'ohana Haumana (student)_ ing in Hawai'i that were and have them analyze "He 'ama'ama keni." (That is edible. Based on this their findings. a mullet.) reaaing, have them further Kumu: "He aha keia ?" predict which plants and E.g. Haumana: "He limu kohu kena." animals were brought in by Which soil is the best these early settlers. for this particular plant? Which watering plan Pictures of seafoods or real sea c) Read pp. 23-25 from Dunford's produced the best plants? foods may be used for this book. As the plants and Which combination worked lesson. animals are named, underline the best? the least? those that appear on the 6) Have the children practice reading the Hawaiian names chart. c) Have each mini-'ohana come up with some generali- of the fish on the wall chart d) Add to the chart those plants zations based on their done inactivity 13. and animals that were not findings. named by the children. 7) Say the Hawaiian names of seafoods and have the children If the children are not d) Hold a reporting session familiar with any of them, wherein each minWohana practice repeating and reading circle them as a clue to what reports its findings iFa them. (Use the school kupuna should be researched in the explanations. Compile in this lesson.) next few days. this information on a class retrieval chart. 8) Use the following reference to 2) What animal food was here long teach the children some wise before any human beings arrived sayings dealing with the sea. in Hawai'i? (fish and other sea animals) 243 242 114 .11, Grade 3, Unit II Music ART HEALTH/FOOD AND. NUTRITION

c. Have available the translation of the 1. After initiating the social studies 11. Encourage the children to go to the song written on a wall chart. Read the unit on farming, plan a farm of your library to look for resources and translation to the children so they own in a corner of the classroom. read about pineapple in reference can learn about each place name books. mentioned in the song. 2. Have the children name the animals they have seen on a farm or in 12. Learn about the status of the pineapple d. Play the recording for the children. pictures of farms. List these animals industry as one of Hawai'i's main Encourage them to listen carefully to on a chart. Talk briefly about industries. Check the latest State the language as spoken by a language where animals are kept (in a barn, in Statistics Index,newsarticlesFir expert, Auntie Edith Kanaka'ole her- a coop, in a fenced area, on a University of Hawai'i data brochures. self, to the place names mentioned in grassy knoll, etc.). the song, to the instruments being 13. Set up a bulletin board showing the many used and to familiar words that are 3. Have each student select one animal uses of pineapple. used in the song such as: to fashion out of clay. Encourage them to show action in their models. 14. Plan some creative sessions. kai - sea Feiau - place of worship a. Motivate the children to write kupuna - ancestors E.g. Horse - running position poems about this tropical plant. aloha no - beloved Cow - grazing b. Plan some stories of origin. Have them listen to the song again, Rooster - crowing e. Allow the children to create a refining their listening and discover- Etc. story of how the pineapple got to ing other highlights in the presenta- 4. Have available cardboard, colored Hawai'i. tion of the song. construction paper, glue, scissors and a variety of other art materials c. Scientists are always experimenting f. If the children respond well to the that can be used to prepare the to discover new hybrids of pineapple. song, have them learn one to two scenery for the animal figures when Motivate the children to create verses of the song. Ask the school they have been glazed and fired. a picture of a "pineapple of the kupuna to kokua with the pronunciation Encourage the children to be creative, future." of the words. Write the words on a resourceful and to use references if wall chart and have the children necessary. d. O'ahu students can visit the listen to the recording once again, pineapple site in Wahiawa where they this time following the words. T. Printing: Fern Prints (see science can view many varieties of pineapple. Encourage them to sing along. lesson # p. 106) Have the children select two varieties for breeding and imagine 4. "Ke One Kaulana o Hawai'i" Materials needed: the offspring. Draw these offspring and give them a new name. Source: same as the above song. Brushes Ferns collected in science activity Recording: same as above. Note paper - 8I" x 11" Tempera paint

244 115 245 Grade 3, Unit II

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3) How do you suppose the early c. Similar experiments can be POku'i. 'Olelo No'eau. Hawaiians obtained their food conducted to test for the effects E.g., "Mai huli ke kua i ke kai" from the sea? Encourage the of light, pesticides and which means, "Don't turn your children to make inferences fertilizers on plant growth. back to the sea." based on their own experiences. See Plants: Hawai'i Nature a) Talk about each 'Olelo no'eau. 4) Do we use the same methods today? Study Program by Sister Edna L. Have the children share why Compile a list of ways people Demanche. Curriculum Research and each saying was important. catch fish today. Development Group, University of Hawai'i, 1980 for a resource of b) Ask the children to memorize 5) Where on this island can we go activities dealing with plants. one of the sayings. Motivate to see fish being caught and/or them to read more 'olelo brought to shore? d. Encourage the children to start no'eau and ask their own an experimental garden of their kupuna for wise sayings 6) Do any of your parents fish? own at home, using as many of the from their own cultural Have you tried fishing?Allow findings at school to help make groups. the children to share their their experiments meaningful at experiences. home. Motivate them to share 5. Creative Writing - "Monsters of the Sea" their experiments, especially 7) What do fisherpersons do after if they find some interesting a. Give the children a sheet of drawing the catch is brought in? Do results. paper on which they can draw their they eat all that they catch, perception of a sea monster. Have do they share it freely or do e. Stimulate further interest in them imagine a gigantic creature they market some of it? If so, plants by suggesting some indivi- of the sea that may have lived in where do they market the fish? dual projects that can be under- the sea in some time of pre-history. taken by interested students. b. Plan some activities that fit into b. Motivate them to write a story your schedule and community that 1) Collect a variety of ferns. about an encounter with the sea will allow the children to have Identify each fern by name, monster describing the events that first hand experiences with the sea. Hawaiian as well as English. took place, the power and size of Some suggestions are: Study the spores using hand the creature and the escape from the lens. Set up an exhibit to monster's wrath. 1) Visit a fishing area in your share with others. community or on your island. Plan c. Have the children plan a series of the trip so that the children are 2) Grow some mold using bread or pictures to be done in art class there when the fishing boats come an orange. Observe them under as a movie roll. in with their catch. If anyone a microscope or hand lens. knows a fisherperson in the Describe the color, shape, d. Encouage them to borrow books from community, arrangements could be texture and the object it the library dealing with this made to have him/her meet the grew on. Set up a display. subject. Have them share their children at the harbor or bay. findings.

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Teacher preparation: Preparation: 15. Ask the pineapple company authorities Have available some maps of Hawai'i from on your island for some slips, crowns the Hawai'i Visitors Bureau. (Found in Wash the ferns beforehand and have them or shoots for planting. Start a pine- hotels, visitor centers, resort areas dry and ready for printing. apple mini-garden in your school. and airports.)The maps found in This Have the children take care of the Week, a visitor magazine, are excellent 1. Introduce the activity by identifying preparation of the ground, the for they describe many of the places named the ferns that are available. planting and the nurturing of the in the songs. plant. 2. Ask each student to decide on a fern Write the translation of the verses on a they would like to print and on a 16. Conduct a similar study of another chart for the children to read.As each color paint they would like to use. plant on your island and do comparisons verse is read, have the children locate Have those students using the same in nutrition, availability and the places named on their maps.Following color paint work together at one big marketing. similar procedures as mentioned before, table. continue to expose the children to the mele of Hawai'i and to one of Hawai'i's 3. Ask each student to begin by taking composers. 5 sheets of 81" x 11" paper and folding them in half and in half See Appendix Unit II-LL, p.233 for a once again so that the notes are list of songs for each of the other 41" x 51". The children will do their islands. prints on the face of the note.

F. Songs about the kai (sea) and the plants and animals that it.

1. "Ka Uluwehi o Ke Kai"

Source: 4. Give the children a chance to practice

Hi'ipoi i Ka 'Aina Aloha, LP, Edith on scrap paper before printing on the Kanaka'ole, Hula Records, HS-568. five note papers. The steps are:

Recording: same as above. a. Lightly brush a minimum of paint on the top side or under side Teacher preparation: of the chosen fern. Have available some pictures or samples of limu (seaweed) especially the ones b. Turn the painted surface carefully named in the song such as pahe'e, on the face of the note card. lipoa, 'ele'ele, kohu. Write these words on the board. c. Press gently with light taps of Write the Hawaiian words as well as the your finger tips making sure that translation on,a wall chart. the paint does not smudge. 249 117 248 Grade 3, Unit II

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See Appendix Unit II-P, p.156. 3) Begin a scrapbook of vegeta- e. Have the school kupuna or a community bles. Collect pictures of resource person share stories about a) Plan the kinds of questions vegetables from magazines, Hawai'i's "sea creature," the Mo'o. to ask the fisherperson. newspapers, and advertisements See Appendix Unit II-Q, p.157. Arrange the pictures into Source: categories according to which Puku'i. The Water of Kane, b) Prepare the children by having part is eaten. "Kau'ilani and the Sea Monster," them watch at least one TV pp. 123-132. episode of "Let's Go Fishing." E.g. Pau'i. Tales of the Menehune, Leaves Roots Stems Fruits "The Girl who Lived with the c) Take the children to a fish kalo sweet kalo tomato Mo'o," pp. 70-72. market to see the variety of potato fish and sea foods that come lettuce turnip celery avocado 1) Motivate the children to draw from the sea. some illustrations showing 4) Select a food plant to study. their concept of a mo'o monster, d) Take the children on a trip E.g., sweet potato. Learn mo'o pilikua. to an ocean site to see sea everything you can about this life, especially life among plant, its uses, its Hawaiian 2) Have the children make inquiries the coral reefs and splash and scientific names, its about mo'o legends on their zones. See Appendix Unit nutritional value, how to island. Share these legends for a look II -R, p. 158 plant it and how to care for with other classes using a at an exhibit at the Waikiki it. See Appendix Unit 1I-T, variety of illustrative materials: Aquarium. This facility p.162 for a sample worksheet. displays Hawai'i's life in the Some excellent references are: film strips sea in large glass tanks movie rolls through which the children Hargreaves. Tropical Trees pictures can view living plants and of the Pacific. 6. Reading books and presenting reports animals in their natural Krauss. Ethnobotany of habitat. Hawai'i. a. Have the children name the animals Lucas. -Frants of Old Hawaii. in she sea that are bigger or taller There are two guides that Rock. The Indigenous Trees of than they are. Write them on a should be available in every the Hawaiian Islands. wall chart. school library:

5) Study the relationship between b. Encourage the children to go to Campsites and One-Day a bud, flower, fruit, and seed. the library, school and regional, VisitationSites in the . Pick a plant to study that to borrow books on these animals. State of Hawai'i is easily visible such as Coastal Field Sites in the the hibiscus, puakenikeni, c. Allow them to select one animal State of Hawai'i plumeria or koa haole. to study thoroughly and present a written report using pictures. 250 118 251 Grade 3, Unit II

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Procedure: d. Lift the fern off carefully. a. After discussing the food plants that e. Repeat; use another type of fern were available to the early settlers or use the same fern to do all (see social studies column), talk 5 notes. If you prefer 5 about the plants of the kai. Ask the different colors, move to other children to name some of7i5e plants work centers as space becomes that grow in the the kai. available. b. Introduce the limu names on the 5. Display the prints on a table display. chalk board and share pictures and/or samples of the limu.Ask the . Creating and Designing: Paper sculpture -The 15ina (land) and the kai (sea) have children to share their experiences 3 -D sealife long been a source of recreation for the with limu: the gathering, the clean- people of Hawai'i. The following activities ing, tie taste, and whatever other Involve the children in a series of allow the children to become more aware of kinds of experiences they have had. activities that will stimulate them to their ocean and land environments. be more aware of the colors, shapes, Talk about the availability of limu c. sizes and designs of those creatures A. Building an awareness of what children today. Ask: of the living sea. can do to have fun will give the children a greater sense of caring for the ocean 1), What has happened.to the supply Materials needed: .environment. of limu?

Chalk 1. Ask the children to share all the kinds 2) What has caused the disappearance Colors of fun things they do at the beach. of so many limu beds? Construction paper of various colors List these on a chart. If an activity Paints is named that is unfamiliar to the 3) What can we do to preserve what is Pentels majority of the students, circle it. left? Scissors Shells, buttons and other objects to 2. Have the school kupuna share recreational d. Prepare them for listening and then enhance the designs. activities of another time. Talk about play the record. the similarities and/or differences. Procedure: e. By this time they should be able to 3. Plan a brainstorming session. Have identify Auntie Edith's voice and L Have available pictures and books the children meet in mini-'ohana to style of singing. showing sea life. Have the children design new games that can E-6775Yed :go to the library to collect informa- on the beach. Encourage the mini- f. After hearing the words sung, have tion and borrow books and pictures 'ohana to create as many as they can the children study the word chart and dealing with sea life, especially using the elements and characteristics point out the words that are familiar Jacques Cousteau books. of the water and the wave action, the to them. Underline them with a colored sand and the reef, the contents of the pen. Motivate them to learn more ocean and people's ability to be creative. 252 119 253 Grade 3, Unit II

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These two state environmental . Compile a data table show- d. Measure the average size of some education guides describe in ing a daily accounting of of these giants of the sea on the detail field trip sites what happens to a special floor of the classroom. available on Hawai'i, Maui, plant part. Kaua'i, Molokai, Lana'i E.g. e. Encourage the children to go to whale and O'ahu. Name of Plant viewing sites to watch their behavior. Day 1 Day 2 Day 3 longer, e) As the children express Bud smallgreen bud 7. Listening to biographies of two of is longerbigger interest in certain kinds of Hawai'i's great ranchers. sea life, have them find out Fruit Flower' how it is obtained, whether a. Read the biography of John Palmer Seed it be by nets, line and hook, Parker found in Rizzuto's Hawai'i's hand, traps, pole and lures, Pathfinders. Have available a . Analyze the data and deter- etc. mine the steps involved in picture of Captain Vancouver, a this relationship between map of Hawai'i (see Ni Ki'i Ho'ona'auao) f) Set up a bulletin board with bud, flower seed and fruit. and pictures of Parker Ranch as it is a large sheet of butcher They should end up with the today. See Feher, Hawai'i: A paper. Have the children following sequence: Bud- Pictorial History and Scott, Saga plan a mural depicting the flower-fruit (containing of the Sandwich Islands. sea. As the different sea seeds). animals and plants are 1) Explain to the children that discovered, have them draw F. Stimulate the children's observational land ownership in early Hawai'i them on the mural' which can be skills by offering them a series of was unheard of. Read pp. 40-41 of sectioned into three areas activities dealing with life in the sea. Dunford, The Hawaiians of Old. of the sea: reef and shore, mid-ocean, and deep sea. 1. The smell and taste of the sea. 2) Discuss the following questions:

a. Have available two samples of a) John Parker could not own 2) Find a fisherperson in your water. land so how did he survive community who is knowledgeable in Waimea? about net fishing. Invite him/ Sample 1 - distilled water her into the classroom to talk Sample 2 - salt water b) What were some of the with the children about personal exciting events taking experiences, demonstrate net b. Have the children smell the water place in Hawai'i at the throwing, patching, caring of the in both samples. time? nets, and to share any customs, rituals, or kapu he/she is aware c. Have them answer the following c) Who was the king of Hawai'i? of as was handid down through the questions: years. d) Why was he reluctant to 1) What does each sample smell let the land become privately like? owned? 254 120 255 Grade 3, Unit II

Music ART GAMES AND RECREATION

Hawaiian vocabulary by guessing the 2. Have them select a fish or animal a. Bombing the Niu meaning of some of the words. Using of the sea that they want to work on. the school kupuna in this lesson Materials needed: would provide an especially enriching 3. The children will decide which color lesson for the children. paper to use and how to design their 8-10 coconuts painted. different colors fish. They will draw an outline of sand balls g. Talk about the meaning of the song. their fish on the paper. Have some of the children read the Procedure: English translation of each verse 4. After the animal is drawn, clip as each verse is taught. another sheet of paper behind the 1) Divide the children into drawing and make an identical cutout equal teams. h. Teach the song to the children. so that two sides can be obtained. 2) Each team will sit and form i. Have the children cooperate to create 5. Decorate, add to and fill in the balls made of wet sand and hula motions for each verse or have a features such as fins, scales, gill covered with dry sand. The community resource person teach the flaps, tail, shape, etc. team should have 25 sand balls. children the dance. 6. Staple the two sides of the animal 3) At the signal "155!", the 2. "'Ama'ama" by S. Alama together leaving an opening so the captain of each team will children can stuff it with crumpled throw the team coconut into Source: paper. the water as far as he/she Johnny Noble Collection of Ancient and can. Each team member will Modern Hulas, p.24. 7. Have each student sew twine through take turns throwing sand balls two places on the animal so it can be at the team coconut to get it Recording: hung from the c iling. to move further out. When Music of Old Hawai'i, LP, Sons of Hawai'i, time is called, the team Hula Records, H-506. whose coconut is furthest out, wins. This song describes the 'ono mullet and explains the variety of ways to prepare When a conflict arises between 'ama'ama for eating. teams or between individuals, 8. Organize the classroom so that it the children should be equipped 3. "'Opae E" represents the various habitats of with skills in solving the the ocean: conflict. See the General Source: reef and shore Appendix Section of this guide, This is Eddie Kamae and the Sons of mid ocean pp.265-267 and introduce the Hawai'i. See Appendix Unit II-GG, p.223 deep sea Hawaiian process of solving for the words. conflicts, called ho'oponopono.

Recording: Same as above, Hula Records, H-513. 257 256 121 Grade 3, Unit II

SOCIAL STUDIES SCIENCE /ENVIRONMENTAL EDUCATION LANGUAGE ARTS

3) Use your school kupuna as a 2) What gives water its odor? e) What is a kapu? resource person on fishing. Have her/him share legends, 3) Does the salt water sample f) What kapu had been put on stories, experiences and know- smell like the ocean? the killing of cattle? ledge about living off the Explain your answer. bounty of the sea. Ask the g) Why was this a good kapu? kupuna to especially address 4) Why does the ocean smell the subject of conservation of different from the sample h) What is the Hawaiian cowboy sea life - how to pick limu of salt water? (This is only called? (210J110 correctly, what sizes OTsh to a small amount of water, not take, seasons for various fish, enough to carry some of the i) Do we have Hawaiian paniolo etc. smell present in oceans filled today? with seaweed, pollutants, and 4) Invite the adult family members other debris.) j) Who taught the Hawaiians of your students of various the business of cattle ethnic backgrounds to discuss 5) Do all oceans smell alike? ranching? (The Mexican and demonstrate their uses of Explain your answer. (Ocean cowboys.) the sea and sea life. smells will differ according to locality. The determinants k) Who owns Parker Ranch Culmination: of ocean smell are those today? See Appendix elements that are fed into Unit II-U, pp. 164-168 for Plan a poi lunch consisting of food from the ocean and those that live some news articles about Parker Ranch and Richard the ocean and taro/pot. Introduce this in the ocean such as types of possibility early in the study so that seaweed, reef animals, and Smart. parents can get involved. Activities other animals of the sea.) may include limu picking and preparation, b. Read another biography from fish cleaning and preparation, crab 6) What makes water smell bad? Rizzuto's Hawai'i's Pathfinders, catching and preparation and many other pp. 77-84, "Anna Lindsey Perry- This biography describes kinds of ocean activities. 7) What can you do to change the Fiske." smell of water? (E.g., good - the life of a successful female rancher on the Big Island who single- 5. Study a local ranch community or area on avoid polluting the water handedly runs one of Hawai'i's your island. Some example sites are: with garbage and sewer run off. Clean up limu that has successful ranches today. O'ahu Kahui Ranch washed up on the seashore, Campos Ranch keeps animals away from the c. Have the children identify a Kualoa Ranch beaches.) cattle ranch on their island. Hawaii Hu'ehu'e Ranch Parker Ranch d. Have the children taste the E.g. O'ahu Kualoa Ranch Maui Hana Ranch distilled water. Then have them Maui Nina Ranch 'Ulupalakua Ranch taste a sample of sea water. Moloka'i Pu'u 0 Hoku Kaua'i Kip5 Ranch Robinson Ranch Robinson Ranch Kaua'i Niihau Robinson Ranch 258 122 259 Grade 3, Unit II

Music ART GAMES AND RECREATION See science lesson #2 on p. 124 for Then have the children determine b. Burying the Kino (body). some activities dealing with shell where their animals belong. Have animals of the sea. each student write a name tag for The children need to choose a their fish. Write the English as partner. This is a relay so a. Introduce the legend behind this well as the Hawaiian name. Attach speed is important. . song (as written on the jacket of the label to the string. Allow the the record album). children to tell the class about 1) The children will start on the their fish: where it lives, how to sand with their partners. At b. Display the chart with the words catch it, the best way to eat it, etc. the signal "Pa!", both partners written in Hawaiian. Have the children will commence to dig a hole read the words and note those words V. Printing: Gyotaku - Fish Printing big enough so that one person that name shellfish. can get into it. The object Materials needed: is to cover the entire body c. Play the recording and motivate them of the partner with sand with to listen to the words as well as the India ink only the head showing. The styles of singing and of playing the Paint brushes (.1") burial must be level with musical instruments. Paper towels the sand, it cannot be above Printing paper (newsprint) surface level. d. Read the English translation to the Tempera paint thickened with soap children. Variety of dead fish, flatter ones 2) The buried partner can be lying preferred for easy printing down with his/her head propped e. Have them learn some simple hula up above the sand level. (See the motions for the song. Procedure: school kupuna.) Or use the English sand translation to create hula motions. 1. Wash the dead fish with soap and level 55E4ceff Encourage the children to choreograph water and place them on newspaper their own dance motions. on cork board or clay. 3) The 1st couple to achieve complete burial wins. 4. "Na 'Ai 'Ono" Clarence Kinney 2. Have the children observe the color patterns on the fish. They may want c. Standing-up-to-the-Nalu (wave) Source: to add color to their finished Same as previous song. prints. The children will stand knee deep in water that has some wave Recording: 3. Spread the fins apart with pins action. As the waves break at Same as previous song. tacked into cork board or clay. knee height, they strive not to lose their balance; they have to This is a fun song for the children to 4. Have the children brush ink across maintain 'In upright position. listen to as Eddie Kamae sings about the the fish specimen moving from front Anyone who loses his/her balance mouth watering food at a pa'ina or a to back. Have them put a heavier must leave the area and sit on the luau. It describes the 'ono nature of coating on the edges of the fish. sand. i'a 15walu and i'a pulehu. Caution them to paint around the eye and not over it. 261 260 123 Grade 3, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

Moloka'i Moloka'i Ranch 1) Describe the taste of distill- d. Write letters to a rancher Lanai No Ranch ed water and sea water. Why inquiring as to the kinds of (Ko'ele Ranch went out of is the sea salty? activities available to the business) public, e.g.: (See Yellow Pages Directory) 2) Why does sea water taste the way it does? horseback riding rodeo show a. Set up an interest corner with 3) tour of the ranch pictures of ranching life in Hawaii'. Does sea water and salt Some of these pictures are available water taste the same?Why or Plan a field trip to see some of in the following resources: why not? e. the activities of a ranch. (See 4) Do all oceans taste the same? social studies plan.) After a day Brennan. Paniolo. Explain. at the ranch, have the children Feher. Hawaii- A Pictorial History. do some of the following activities: Scott. Saga of the Sandwich Islands. 5) Can we make fresh water out VanDyke. Hawaiian Yesterdays. of sea water? (Demonstrate 1) Write a description of the best this process if the equipment activity you observed and draw b. Plan some activities for the is available in your school an illustration for it. children based on their experiencial or district. ) background and availability of Write a poem about the life of ranching facilities in your community. 2) 6) Leave two sample dishes of a rancher. water on the lanai in the sun. 1) Have the children share what they Use different kinds of water - 3) Imagine yourself as a young girl know about life on a ranch. tap, stream, brackish, pond, or boy growing up on a ranch. sea, etc. Allow the water to Write a story about an exciting 2) Plan a field trip to a ranch and evaporate. Have the children event that took place on a ranch. have the children learn about a observe the contents of each Think of some illustrations rancher's life today. Some dish under a microscope to that can be drawn to make your aspects may include: see the minerals that remain. story more interesting. Breeding Slaughtering 2. The animals of the sea with shells. 4) Write letters of thank you to Feeding Herding the ranchers. Include some Branding Shipping a. Have the children share why some pictures showing the most Handling animals of the sea wear shells. exciting thing you enjoyed.

3) If a ranch visit is not feasible, E.g. 5) Write a letter to the governor read excerpts from Brennan's Protection from enemies. telling him/her how much you Paniolo, especially pp. 83-86. Protection from environmental enjoyed the trip and what you Share the pictures with them so conditions. think about preserving the they can see pictures of today's ranching industry. cowboys. The above pages describe b. Have them share what they know the life of Hawaiian cowboys about shell animals. (paniolo). 263 2P2 124 Grade 3, Unit II

Music ART GAMES AND RECREATION

d. This is a listening exercise. Talk about 5. Cover the fish with the print paper, Water-line Fun the food at a typical country lu'au and pressing evenly over the surface the variety of ways the food is prepared. with the fingers. Watch the tide calendar and If the children are unfamiliar with lawalu pick a time when the tide is (broiling in ki leaves over hot coaliT 6. Peel the print off carefully from low. Take the children to the and pulehu (broiling), have the school head to tail. Add a dot for the beach equipped with garbage kupuna or a community resource person come eye and any needed colors for special bags, gloves, rakes and plastic in to demonstrate these processes. effects. collection bags.

1) The object of this game is a. Read the translation to the children, 7. After the prints have dried, mount pointing out familiar words like: them on colored construction paper to Iearn as much as you can and display them on a bulletin board. by studying the content of 'ono - delicious They may be used as a cover for a the water line. Have the 'ai - food booklet on life in the sea. children study objects kuke - cook(ed) washed ashore by the wave action. Have them use chop- poi_ - pounded kalo W. Creating and Designing: Limu (seaweed) i'a - fish Pressing sticks to push things aside; there may be pieces of glass.

b. Encourage the children to listen for Materials needed: familiar words and to the style of 2) Encourage them to keep singing. Have fun with the song. Oaktag cards - 4" x 5" interesting bits and pieces Several large bowls or cake pans of they find, e.g., small coral, water worn colored pieces G. Singing and listening to songs about ranch water life in Hawai'i Several 12" x 18" pieces of old bed of smooth glass, dried limu, seashells, crab shells. When sheets. they have found several things 1. "Paniolo Country" Stacks of newspaper Variety of limu they want to keep, have them Recording: rake the beach litter into Paniolo Country, Gabe Kila and The Nani- Procedure: trash bags to help keep the kuli Sons, J-san Records, JSR-1974. beach clean. Source: See Appendix Unit II-NN, p. 235. 1. Set up a work area in the classroom This LP reflects the lifestyle of Hawaiian with large tables. Place the water 3) Use the collected goodies to ranching. It describes the smells, land- containers, limu and cards at several create a collage. scape, climate, the people and the life stations so that at least two students of the paniolo. The narrations written can work at each station. B. Creating games dealing with ranch life in the jacket of the album are well worth can build more awareness of whatlife on a ranch is like. sharing with the children. Also, the 2. Set up another area with the stacks jacket cover is a panoramic color shot of newspaper and sheets. of the Schutte Ranch in Waimea, Hawaii. 1. After studying ranch life in social studies, have the children meet in mini- 'ohana to create games based on .264 125 265 Grade 3, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

Pp. 87-92 describe the "Seagoing Some shell animals are small, Paniolos" of an earlier Hawai'i. some are large When the cattle were ready to be Some shell animals have two shipped, the paniolo had to be shells extra hardy and clever in order Some shell animals are eaten raw, to load the cattle on ships. etc. Today the process is different, and is vividly described on c. Encourage them to look for shells pp. 93-96. they may have in their homes and bring them to school to share. 4) See Appendix Unit II -S,pp. 159-161 Have them look up the scientific, for a news article on what's English, and Hawaiian names for being done today, 1984, to each shell. Place these on a preserve ranch style living. Ask display table tagged correctly. the children: d. Take the children on a field trip What can we do as private to the sea shore. Have them citizens to help preserve ranch collect different kinds of shells style living? (Write letters to and shell fragments. Have books our legislators and to ranchers. and/or charts available so they Learn more about livestock farm- can classify and identify their ing and become concerned enough shells. to do something about increasing livestock farming, etc.) e. Set up an aquarium with some salt water sea life. Include some Culmination: shell animals. Have the children observe why shell animals need Visit a meat packing company and have the their shells. speaker show the children the various cuts of beef available from a single cow. 1) Have the children feel the Encourage the children to learn the animal of a shell creature and process of preparing the fresh beef for have them explain why they marketing. Then visit a supermarket to think the animal requires a see the various packages of beef. Have shell. the children take notes on the many kinds of packages of beef. Collate 2) Have the children observe the this information when they return to the eating habits of shell animals. classroom and have the children tally which kinds of packages are bought by the 3) Have available books on shell majority of the students' parents. Have animals to which the children can refer to increase their knowledge of shell animals. 267

266 126 Grade 3, Unit II

Music: ART GAMES AND RECREATION a. Use the cover of the album to create 3. The children will go to the pans what they learned on the field trip an atmosphere of ranching in the containing a layer of limu floating or through books. Encourage them to class. on the surface of the water. think of an outdoor game and then an indoor game. b. Talk about what they see on the cover. 4. Have each child place a card under Have them share their impressions and the limu and commence to shape the 2. An example of an outdoor game is: feelings about ranch life. floating limu into a design on the card. When they are satisfied, have a. Lassoing c. Locate Waimea on the map of Hawai'i. them lift the card carefully out of (See Na Ki'i Ho'ona'auao posters.) the pan so as not to disturb the 1) Set up some JP0 traffic design. cones five feet apart in a d. Read some excerpts of the article row. written by George Kanahele. The 5. Have them place the completed designs article describes the beautiful on a stack of newspapers. When a 2) Divide the children into country of Waimea and sets the mood layer of newspapers has about six teams. for this beautiful lifestyle. cards, cover the cards with one of the 12" x 18" bed sheet sections, 3) Give each team a length of rope e. Play some of the songs on the LP and place another stack of newspapers on 15 feet long with a running ask the children to listen for infor- it (2-3" high) and lay another layer noose on it. mation about Hawaiian ranching. Have of cards. them feel the music and then discuss 4) Have the children practice their feelings and impressions. 6. When the entire class has completed a lassoing the cones, just card, place some heavy books, bricks, as they see cowboys lassoing f. Play "Paniolo Country" for them and or cement blocks on the stack and cattle. have them look at the words on the let it stand several days to dry. song chart as it is being sung. 5) After several practice sessions, 7. Laminate the finished products and have a contest to see which Have the children say the words in g. encourage the children to place them team can have the most successes rhythm. in a frame for their bedrooms. within a given time.

h. Play the record again and have the . Watercolor Painting: "Home on a Ranch" b. Corn husking relay children sing along with the recording. Encourage them to move with their Materials needed: 1) Ask each child to bring in bodies and express their feelings one ear of corn or ask a using hand claps or feet tapping. Paint brushes farmer for a donation of Poster paper - 18" x 36" fresh corn. i. When the children have learned the Tins of watercolor song, have them suggest the 'ukulele 2) Place the corn in 4-5 equal key changes for the song. P ace piles. these on the song chart and have them practice playing the song on the 'ukulele. 268 127 269 Grade 3, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

Some suggested references are: the children write a list of reasons why the ranching industry is important to their Epstein. Junior Science Book Compile these on a class families. of Seashells. retrieval chart. Goudey, Alice. Houses from the Sea. Padendorf. Pebbles and Shells.

For more activities, see Demanche. Hawai'i Nature Study Program, Reef and Shore, UH 1980.

G. Introduce the children to some of the understandings involved in the process of breeding cattle. See Appen4ix Unit II-V, pp. 169-174. Teacher preparation: Have available some pictures of pure bred dogs. Place these pictures on the bulletin board and number them. Make a worksheet so that the children will be able to write their guesses.

1. Allow the children to write the names of each of the dogs pictured on the bulletin board.

2. Check the answers as a group so they can learn as they check their answers.

3. Have the children circle the ones they have seen and put a star by the dog breed which they own.

4. Give each student a sheet of drawing paper and have them use their pentels or crayons. 27o 271 128 Grade 3, Unit II

Music ART GAMES AND RECREATION

j. Add this song chart to the practice Procedure: 3) Divide the children into corner where the children can mini-'ohana and have them stand practice during quiet play time. 1. Have the children think about what ten feet away from the piles they have seen, read and heard about of corn. Place a stool and 2. "Waiomina" (Wyoming) life on a ranch. a bucket next to each pile of corn. Source: 2. Put on some paniolo music by the Sons The words of this song appear on the of Hawai'i OFRFNM Leed and have the 4) On a signal, have the first jacket of the LP record listed below. children paint a picture of a ranch husker run to the pile, pick on which they'd like to live. Have up an ear of corn, sit on the Recording: them include the animals, the ranch stool and husk the ear of corn. Drinking Champagne, LP, Hula Records, house, the ranch hands and any other HS-542, Myra English. objects or people they may have seen 5) When the corn is completely on a ranch. husked, the player must put Preparation: the corn in the bucket, run Write the words and the interpretation on 3. Remind them, to fill up all the spaces back to the team, and touch a wall chart. Have available a and to use action in their figures. the next person in line who reference book telling about the great runs to do the same thing. paniolo of Hawai'i, especially Ikuwa Purdy 4. After the paintings dry, encourage and Archie Ka'aua of Parker Ranch. Some the children to share their paintings 6) The first team to complete resource books are: and tell a story of their lives on a its pile of corn wins the ranch. husking bee. Brennan. The Parker Ranch of Hawai'i. Rizutto. The Pathfinders of Hawai'i. 5. Mount these paintings in an all- 7) Clean the husked ears of corn school location like the school and ask the cafeteria manager Procedure: cafetorium. to boil them for the children to eat. a. Show the children pictures of Ikuwa Y. Drawing: "The New Breed" and other paniolo. Read excerpts 3. Introduce the children to the about the trip to Cheyenne, Wyoming Materials: dancing of the early western days. where the World's Rodeo was held in They have seen many westerns on 1908. These two cowboys won 1st and Drawing paper - 12" x 18" television and have been exposed 3rd place. Pentels to ranch life so that they can Pictures of a variety of cattle (see appreciate the music of the west. b. Have the children read the translation social studies plan, lesson G-5, p.124) of the verses. Ask them pick out a. Find a resource person in your the place names in the verses and Procedure: school or community who knows a locate the places on the map of square dance or a reel dance like Hawai'i. 1. After listening to the reports about the "Virginia Reel." the various breeds of cattle in social studies, motivate the children to

272 129 273 trade 3, Jnit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

a. Ask the children:

. What is a poi dog?

. How do we get a poi dog?

. Why do you suppose this name was given to this kind of dog?

b. Once the idea of breeding is mentioned, have the children discuss their concept of breeding.

c. Have them look up this word in the dictionary.

d. When they have established an understanding that breeding is done for the selection of the best characteristics of two animals for a special purpose, have them select two pure breed dogs and draw a picture of a "poi" dog that has the best characteristics of the two dogs selected. Encourage them to do research if necessary. Have them loot-' at characteristics other than physical appearance.

E.g. Keen sense of smell Ability to learn obedience, etc.

e. Have them mount their finished pictures on one half of a 12" x 18" construction paper and write a brief description of their "poi" dog on the other half. Have them share their creations. 274 275 130 Grade 3, Unit II

Music ART GAMESANDRECREATION Play the song for them as they follow c. select two breeds of cattle that b. Check your school library record the words on the song chart. would probably produce the kind of collection for early American cattle they would find ideal for dances and directions. d. Ask them to say the words after you. their purposes. When they have learned the words to c. Talk to the 5th grade teachers verse ue fairly well, go on to the 2. Have them create this "new breed" in your school since they may be second verse until they have learned using pentels. Ask them to think familiar with the dances. all three verses. of a new name for their creation. d. See the TAC Video guide for 3. "Hanchano Ni Cowboy" (the cowboys are 3. Encourage them to keep their drawings videos or check the 16mm Film glorious) big and to use colors as close to Catalogue for some films on the natural colors as possible. dances of western America. Source: The words are written on the jacket of 4. Motivate them to write a creative C. Plan a springtime "Rodeo in Hawai'i." the record album listed below. story about their new animal. Have the children plan the kinds of Recording: paniolo outfits (palaka material, cowboy Meet Palani Vaughn and the Sunday Manoa, hats, lei wili, bandanas, etc.) they can LP, Hula Records, HS-524. wear; the kinds of foods they can prepare; the kinds of games they can This is an enjoyable tune to listen to. play; the kinds of dances they can do and It describes the glorious cowboys of the songs they can sing. Try to get the Waimea, especially John Kawananakoa parents involved in the planning and Lindsey of Parker Ranch. Teach the carrying out of this project. children the first, sixth, and last verses. Encourage the children to look for other songs that describe ranching in Hawaii.

277 276 131 Grade 3, Unit II

SOCIAL STUDIES SCIENCE/ENVIRONMENTAL EDUCATION LANGUAGE ARTS

5. Have available some pictures of different breeds of cattle. Refer to encyclopedias or books on cattle.

a. Ask the children to study the pictures of the different kinds of cattle and name the ones that they have seen in Hawai'i.

b. Have the children select a breed of cattle they would like to know about and have them do research in mini 'ohana. Have them find books, magazines, and pictures that they can use in their research.

c. Encourage them to write about those characteristics that make them the choice pick by cattle ranchers for:

1) milk 2) beef

d. Have them also read out the kinds of food the cattle eat and the care involved in raising them.

e. Encourage the children to talk to a rancher if one is available.

f. Read from Art Halloran's, The Hawaiian Longhorn Story. This brief book tells the story of the development of cattle ranching in Hawai'i.

g. Have the children share their research and pictures. 27d 132 279

, '1 f Grade 3, Appendix Unit II-A

VIEWS OF HONOLULU

0. ." tow rR

Used with permission of the Hawai'i Visitors Bureau. 281 28 0 133 Grade 3, Appendix Unit II-A VIEWS OF OLD HONOLULU

If 411111111.

0410117"--;,44ese, W101014

282 Honolulu from Punchbowl in the 1890's. 134 283 Grade 3, Appendix Unit II-A VIEWS OF OLD HONOLULU

...W te 9.0 prat

N. $t "e5 - tea eml

it I. a

Reprinted with permission of Bishop Museum. 284' 135 285 Grade 3, Apendix Unit II-B

CITIES: SIMILARITIES AND DIFFERENCES

Name of City Land Size Population Leader Industries Businesses Transportation Natural Resources Points of Interest

Eg. Honolulu Mayor Clothing Banking Cars, buses, Water, climate, Punchbowl, Diamond intra-state air-beaches, ocean, Head, Honolulu lines, inter- seafood Harbor, Waikiki, island ships, etc. intemaiional airlines

286 136 287 Grade 3, Appendix Unit II-C MAP OF AN ISLAND

111111 r 1 111 rt" cv.,;c", I/ III I A17-,/P'^ 111114,1111111 1 111111" tr/-4; -.^ 1 11 II I I I Al ,..,..." .,...... , 1 1 1 11 r ,, ,-,N,N"...... di ,,14 /), I i` ',N.C."' Ill ,r."\A 1,11 ,11 I3 "NI Iels,00 e,"%"")%e."-Vrl-ii/si?-.'4\4%T /. 11 , `NA%/te,c,.."..o&". .% I "Vi,, .00/-../.114/1 - 'r,c -?,..11111 '';' ' //'it I I/ ...... N.01 - A ,,N." ^.0...... , I -4,01 II/ nn / I) //ii -)f / tic'es^/2n te,rCrfc"" ilt /.% >. " -47 °1.0X:;:\ et it A ,>4:-.1t *** I / C 4 1. INN'A.416- Ji_L/V/Ne e 11 II/ >e e-n z.11--- 0- A4 ft-3 t. .1.1/ 1I P- _si 11/11i / I 10 e ,,% t. 1 'till%)II I ..17. , not, 1,11,4/, <,4"."AkAr.m.44 I' A /),\Ntrrr Jvcoz!iltri 'Hon / tet 101,1111, I '1 -^ t. ItI, .^C wtu,4t govibill /I 11 I; is #`1% %/%. 44 40 4/ *St Vsj/Millilii I Eekir- :4C 7 . 1 ril 7,c3v -;<.st -4,Nrt 7N5j(%4 /III I //I 11 1 11514' pn A I I asap4#4/ Pr 44.,<:(- 1t 1111/1"/. II Ili ,-//10"4 A 7 'eV4k7 % 1, Ej..tr,4 ./vvl i'VN ../c; I IMMO! 11111 i" I '11111i101/11,11 60 ". /%/N.',"").,4\1-NAVN.; jk 4,7 .1k ?I it 114 ."-",>-"t7 NJ, yftiac. I1111e.ill 1/./%^ " ill,/ 0 /\'7 it/sst.,- i/// .r^ /1eittf /..^,ptv 0N. 04/. " 1.%. ./:\,,,N2st14,14 ;1/414, ,I'll( /N -Ntt .1/t 1/4-7 11f. 4 ".! eir lc> Jo sy 1%111011111st Oh it ;%,/\,'`. )111111 ,Ili1 tttr,^, lilt 111,1I I as olt!),,,riz/i"'N-...&1\irit- ./t. ix. I 0147 11 I "I' 11101 Ili' 1 III I;NA 10 II) /II .. /.' 4e,;It7''ICJ'1 /AI'll/II111,I xtilti11 I ../..-1.%/ /No.-%'`'N /N.." , .4* 1,1 1 . .1 ^110.111111 1 I KEY 1\ 111111111 I 111'1 I -% 111111 1111 II 1 1/ 1 'ft.' Mountains Swamp 11111. III 11111 I lilt , 1i 1 i i 1111 i ,-,,. 1 1 1 1 I 1I it I 1,101,1, II: lit 1 'i 1111111111 1 101 i1 11IICI I1 I :. Volcano .0 Reef 111 ,Nt'.... ' / I I t 1 it 1 r111 .111....:'-,. 1 I II 1 .;.:: Beach Grassland ..- Forest Reprinted with permission of the Visitor Indust2 Education Council. 89 288 137 VISITOR QUESTIONNAIRE

1. Are you a visitor?

2. Where is your home?

3. Why did you choose to come to Hawaili?

4. What are you enjoying most about HawaVi?

5. Is there anything that you don't like about Hmmili?

6. Would you like to come back to IlawaVifor another visit?

7. Which islands did you visit or plan to visit?

8. Do you have any other comments about Hawaili as a vacation

land?

Interviewed by:

Location:

Date:

Reprinted with permission of the Visitor Industry Education Council.

2 3 0 Grade 3, Appendix Unit II-E

LOVE A TREE

Name of tree Hawaiian: Scientific: Pet name:

Height of tree

Location

Condition

Method of seed dispersal

Flower description

Description of its environment (shade tree, full sun?)

Life in or on the tree

Leaves

Bark

Importance

292 291 139 Grade 3, ADoendix Unit I I-F MAP OF THE PACIFIC BASIN COUNTRIES AND ISLANDS

105° 120° 135° 150° 165° 180° 165° 150 135° 120° 105° 90° 7 5 0

60° 60°

A L E UT I A14%4,0411" U.S. S.R. A. .0 .00

50 t:?r NORTH PACIFIC OCEAN JAPAN 62) UNITED STATES CHINA D MIDWAY o° p RYUKYU .IS O. sOKINAW/V BONIN IS. :. ;1WOJIMA .. HAWAIIAN ISLANDS atA INAN . ;MARIANAS Is.WAKE LUZON PHILIPPINES aAiPAN MEX I 15 .f. JOHNSTON CR4AM M A RSH...h LyS. A..INA I N OANAO MALAYA CENTRAL CELESESt.;cAROCINE IS.RUK %PALMYRA k-IOWLAND BORNEO .cHRISTMAS AMERICA 0 NEW DUINSA GILBERT IS . ;BAKER CAL APAGO:.t Sjo MARQUESASiS. .0.o .. . ELICE:i sAcsA0AayiVESIA EW 4°. 15 TUAMOTU 49.4/\FIJ.11*: ARcHiPELAGO SOUTH 15 .;.- 1 :.. TAHITI 1... CALEDON I A' o 17.-roN a fr% cocil(IS.39C!E-rf 1..,,:MANOAREVA AMERICA LOYALTY IS .. 3: TUBUAI %S. .RAPA PITCA1RN 30° NORPOLVi'l EASTER SOUTH PACIFIC OCEAN NEW ZEALAND

233 I 1 11H 105° 120° 135° 150° 165° 180° 165° 150° 135° 120° 105° 90° 710 140 OFFICE OF SOCIAL STUDIES DEPARTMENT OF EDUCATION STATE OF HAWAII' 294 Grade 3, Appendix Unit II-G PLANNING SHEET FOR A TRIP TO HAWAI'I

Point of departure Destination Mode of Transportation People involved in providing services

Home/California Airport Family car Relatives . Airport, etc. Honolulu airport Jet Porter, ticket clerk, baggage workers, stewards/stewardesses, cooks, pilot, co-pilot, navigator, ground crew, tower crew, etc.

141 296 295 DYE OR STAIN Green husk OTITuit pounded with water for Kuku i FOOD pale gray dye. Nuts roasted, shelled, and Soot from burned nuts pounded to make relish for black dye for called linamona. Raw tatooing, for painting kernels can make one ill. hulls of canoes, for kapa. Inner bark pounded with water makes stain for fish nets and reddish- brown dye for kapa. Dressing of oil from kernels applied as finishing process on surfboards.

MEDICINE

Sap from green fruit rubbed in child's mouth for thrush ('ea). Sap put on skin wounds hastenshealing. Mixture FISHING of flowers and sweet Roasted kernels chewed by etCV potatoes eaten for 'ea. LEI fishermen and then spat over / Leaves used as poultice the water to make it smooth for'swellings and Hard shells of nuts and clear. Wooden floats for infections. polished and strung fish nets made of kukui wood into lei. if hau wood was not available.

ILLUMINATION Kernels of nuts were important because of quality & quantity of oil.

IHOIHO KUKUI Candle formed by stringing LAMA KU roasted or dried kernels on Large torch made of short coconut midrib or kernels strung on several splinter of bamboo and midribs which were placed in sand in stone bowl. wrapped in dried ti leaves Each kernel burned 2 to 3 and placed at tips of minutes. bamboo handles.

POHO KUKUI LAMA StaiTramp filled Small torch made with kukui nut oil by stuffing hollow using twisted strip of bamboo with of tapa as wick. roasted kernels.

1111.

Explorations/Ho'omika'ika'i 1983,p. 113. Reprinted with permission of Kamehameha Schools/Bernice P. Bishop Estate.

297 Grade 3, Appendix Unit II-I I 1 143 Grade 3, Appendix Unit II-J

WORKSHEET FOR DATA GATHERING

Papaya Banana Taro Areca Orchid

Size of farm 4 acres

Natural Resources Needed Good soil, sun, Water

Reproduction By seeds

Length of Growing Time 9-10 months

Problems weeds, fungus and nematodes need to use herbicides and insecticides for extermin- ation Machinery, tools Plow, ladder, spray, machines Marketing Practices Sold to supermarkets island-wide; sold in farmers' markets; exported Yearly Profit

293 144 Grade 3, Appendix Unit II-K

Internal investigationonmilk August 12, 1982 Probe blamessomehealth personnel By BarbaraHastings The report ..ame to light yes- cials for waiting more tnan Whenthe terday at the same time health Departmentof more or less.died down in terms of and PerryBurTis three months to test a sample Health finally did test the milk recall actions, implementing Adcertiser Staff Writers officials were preparing for a that could have shed light on found in the consumer's freezer. the meetingthismorningwith how long the milk had been milk action plan and coordinating representatives of two federal milkithat was producedin July and various agencies' efforts.. . Koizu- While the state Department contaminated. August last year, its results showed of Health has been publicly de-agencies. That meeting isto The milk was found by a con- mi could look at this." fending how it dealt with thehash out whose milk tests are sumer cleaning out her freezer.heptachlor was not detectable He added that the dataKing that is, under 0.05 parts per million. ..=Pleased, which Horio called"con- contamination of Oahu's milk byaccurate and to discuss a feder- Cayetano said she told his com-However, when the Environmental the pesticide heptachlor. anal plan to lower the allowed mittee about it in late March or flicting information," and EPA's internal investigation has con-level of heptachlor. Protection Agency tested thesame tests results added impetusto test early April. milk, it found levels of 0.15 and 0.16 the frozen milk. cluded that several department The pesticideis believed to "The fact they (the Depart- ppm. employees should be punished. have gotten into the milk by ment of Health) didn't do it Horio said the departmentcannot Results of the investigation, Another EPA test on milk ob- explain why its tests of thefrozen wayofchoppedpineapple until July 23, the day the lieu-tained last summer for radiation milk found only a third which was completed in May,plants used as cattle feed. The tenent governor decided totesting as much were not made public. TheDepartment of Health discover- make this a campaign issue, found levels much, much pesticide as did tests conductedby probe was conducted by a six-ed the contamination in January bothers me. There's an infer-higher. The state Department of the FDA. member Department of Healthand issued the first of a series ence made that if the issue hadHealth questions the validity of An independent lab will behired those EPA samples and the testing to do yet another teston that milk, team headed by deputy directorof milk recalls in March. not been raised, they might methods. Abelina Madrid Shaw. The department has come never have tested this stuff." Horio added. There is no suggestion in theunder fire because of the delay said Cayetano, who heads a Cayetano said that if there'sa Andin anothermilk-related report of a deliberate cover-upin recalling the milk and be- Senate committee investigatingchance heptachlor was in the milk development, IndependentDemo- or willful misconduct. Rather, itcause it declared milk safe the milk contamination. supply on Oahu a yearago, the crat Frank Fasi says thestate was a matter of the staff notseveral times, only to order it state should be informing people should provide free testingfor all doing a good job. pulled from grocery shelves Cayetano's committee willwhat this could mean. EPA officials pregnant women to detect the level The report reprimands someagain meet with the federal officialssay one possible concern is sub- of heptachlor in their systems. tomorrow. chronic liver damage or liver en- Fasi, a gubernatorial candidate, departmentpersonneland Yesterday, state Sen. Ben largement. heavilycriticizeslower-level Cayetano said the state should Lt. Gov. Jean King, who is said the testing would be doneonly employees in the food and drugstop focusing on who's right running against Gov. George Department of Health spokesman on those who want it. and laboratory sections. Job Horio said there reallywas no Fasi said a lot of women can't about the amount of pesticide in Ariyoshi in the primary elec-delay in testing that consumer's afford to have this testing sanctions. including suspensionsthe milk and start getting tion, announced July 23ithat afrozen milk, because "it done without pay and at least onesome adequate medir:i advice group ofuniversity scientists was not themselves. He saidsome may as- and is still not regardedas an offi- sume itis unsafe to nurse their demotion, are recommended. out to the public. were concerned the milk hadcial sample." Some management personnel Cayetano said he is concerned been contaminated at least since babies and will put themon bottles. are named for job actions as April 1981. Health officials have Deputy health director Mel Koizu- "Thisistragic,sincemany about the "attitude" of the De- women well. partment of Health. He said the questioned that information.asmi knew about the frozen milk, prefertonursetheir Department spokesman Dondepartment hasn't been doing well as test results by theHorio said, "and after things had babies," he said. Horio said there would be no"everything it could to deter- federal Environmental Protec- official comment on the internalmine the length of exposure" of tion Agency which indicate report. He said copies wereOahu consumers to the pesti- high levels of the pesticide in turnedovertothepeople cide. last summer's milk. named in it for their responses. He criticized department offi-

Reprinted with permission of the HonoluluAdvertiser.

301 145 BEST COPYAVAILABLE 302 Grade 3, Appendix Unit II-K BEST COPY AVAILABLE 1,000 lbs. confiscated, recalled October 16, 1982 Morewatercresscontaminated By Barbara Hastings "In acute doses. it may cause hyper-ex- Endosulfan is used to control the dia- Endosulfan is registered for use on a wide Advertiser Science Writes citability and ccnvulsions," the depart- mondback moth on watercress. The moth's variety of foods; and although -watercress More than 1,000 pounds of watercress ment's statement said, but the levels found larval or wormlike stage thrives on thecannot be harvested until seven days after have been confiscated or recalled by thein this watercress "should not cause any watercress leaf, leaving holes and discol- the last application, tomatoes, eggplants and state Department of Health because sam- alarm, based on laboratory experiments ored blotches on it. peppers can be harvested a day after spray- ples contained a pesticide almost 21/2 times with animals." Wong said the Kobashigawa farm had ing. Cucumbers, squash and peas can be the acceptable level. This is the third . time watercress has applied the pesticide at the right rate and harvested the same day. Yesterday the state confiscated 660 been found to contain high levels of pesti- observed the seven-day layoff before har- These other vegetables have not been pounds of the watercress harvested Thurs- cides. This summer the state found high vesting, yet the test samples contained 4.98 tested for pesticide residues by the Health day by the Seijun Kobashigawa farm in levels of endosulfan and diazonon in water- parts per million of the endosulfan "when it Department for at least a year, according to Pearl City after laboratory analysis showedcress, but no recall or public announcement should not have exceeded 2" parts per mil- Maurice Tamura of the food and drug divi- excessive levels of the pesticide endosulfan. was made at the time because the Health lion. sion. (The Agriculture Department regu- Another batch, about 400 pounds, whichDepartment determined that all of the The 2 parts per million level is the toler- lates pesticide. use on the plants, but the had been harvested earlier in the week by watercress had been sold before the testing ance set by the federal government for Health Department is in charge of 'monitor' Kobashigawa, was recalled from supermar- was completed. residues of endosulfan on watercress and a ing residues on the end product.) ket shelves. Inspectors "have a strong Then, two weeks ago; another grower, host of other vegetables. If applied proper- suspicion it is contaminated because itis Koizumi Farm, was found to have levels ofly, the pesticide is not supposed to leave Tamura said the Health Department "is from the same field," said Don Horio, endosulfan six times the acceptable level,any more than 2 parts per million residue going to have to look into other crops Health Department spokesman. and about 90 pounds were recalled fromon the produce. soon," not just for endosulfan residues, "but pesticides in general as soon as we get The product is marketed with the label markets. The watercress industry, already strap- The high levels of endosulfan found in the watercress squared away." "Pearl Harbor Springs Watercress" on the ped, is taking this latest pesticide incident Usually, vegetables are checked quarter- wrap tie, but other growers, who are not the Kobashigawa watercress have farmers"pretty hard," Wong said. The diamond- and the state Department of Agriculture ly, health spokesman .11orio said, but not affected by the recall, also use that label. back moth population isincreasing andevery vegetable gets teats four times a Watercress was pulled from Star Super- baffled and frustrated, according to Lyle sales are down. Wong, pesticides chief. year. The last time tomatoes were sampled market shelves in Kahala Mall, Kamehame- Agriculture officials are 'studying another for pesticides was in August 1980, and no ha Shopping Center, Moiliili and Pearl He said there was no indication the pesti-pesticide mevinphos in hopes that it cide was misused by the grower. If that's pesticide residues were found, Horio said. Ridge shopping centers. And watercress can be cleared for emergency use on water- But no tests were conducted on vegeta- was recalled from retailers supplied by the case, the presence of the endosulfan in cress to save the industry, but field trials the watercress may mean the pesticide was bles this year, Tamura said, because the wholesalers Paradise Shippers and Oahu on that don't start until next week. A wasplabs have been tied up with sampling and Farmers. These stores and eateries arebuilt up in the vegetable which it is not that thrives on the moth has been released supposed to do. in one area, but so far no significant reduc-testing milk after unacceptable levels of the Oahu Farmers outlet on Kapahulu Avenue, Wong said agriculture officials would pesticide heptachlor were found in several Kalihi Queen's Market, Kit's Market in tion ii. the moth population has occurred. Oahu dairy products. HaleiwaIGASupermarket, start treating a test plot Monday, sample it Haleiwa. every day and see if the endosulfan accu- More than the watercress industry could Young's Chop Suey and Hung Nien Restau- be affected if the investigation into endosul- rant. mulates. Federal regulations governing endosulfanfan residues finds too much of the pesticide The Department of Health has urged con- is being left on produce. sumers not to eat watercress if they bought use (which the state of Hawaii follows) it this week from those outlets. But stateallow for repeat applications of endosulfan officials added that endosulfan deteriorates on watercress every seven to 10 days, but fairly rapidly "and is not stored, to anynone can be applied for seven days before appreciable extent, in the body." harvest.

Reprinted with permission of the Honolulu Advertiser. 146 303 304 Grade 3, Appendix Unit II-K EDB Ban Threatens Pine, A-4Honolulu Star-BulletinSaturday, October 1, 1983' Growers Warn BEST COPY AVAILABLL

procedure established for EPAride on pineapple was in fact the ey Jeanne Ambrose decision." Smith said, becausecause of the contamination in a Star-Bulletin Writer that decision "is at variance withfew wells in Hawaii, we must the evidence developed throughnow abide by the decision of the If a suitable alternative to the extensive soil testing by the state EPA.- he said. pesticide ethylene dibromide Department of Agriculture." 'EDB) cannot be developed, the BECAUSE pineappleindustry pineapple industry in Hawaii will EVIDENCE that the chemical isofficials say alternatives to EDB feel "a multimillion-dollar im- contaminating ground-water sup-are less efficient and more costly, pact." said the president of the plies in Hawaii. as well as in Cali-the economic impact on the Pineapple Growers Association of fornia. Florida and Georgia. led industry"isquite substantial." Hawaii yesterday. to the emergency suspension. Smith said. After hearing of the Environ- Four wellsin Waipahu have Although Del Monte spokesman mental Protection Agency's deci- been closed since the July discov-Mark Gutsche said he is "not in a sion yesterday suspending the ery of small amounts of EDB inposition to comment about the fu- sale and distribution of EDB for the water there. The EPA hasture." using alternatives to EDB soilfumigation, Dole Co. called said exposure to such amountscould mean the company will "an immediate halt" to its use of over a lifetime poses a slight in-have to raise its pineapple prices. the chemical. said Wes Smith. crease in cancer risk. However, Del Monte plans to S,e4f who heads the association and is The chemical has been showncontinue using its fields here for ,15 vice president and general man- inlaboratoryteststo producegrowing the fruit, he said yester- ager of Dole. cancer,reproductive disordersday ina telephone interview Under the EPA action, all EDB and mutations in test animals. from his San Francisco office. in storage by the industry may The Pineapple Growers Associa- At the same time the EPA is- iion's appeal will be based on the t777-77-"k be used through Sept.1. 1984, sued the suspension order, it an- but, Smith said. Dole will not use "fact" that the industry's use ofnounced plans to cancel and Wes Smith EDB does not resultin publicphase out all other major pesti- whatithas until the company 1:uokinit,fur EDB alternatives, reviews the matter and considers exposure to the chemical. Smithcide uses of the chemical, which the alternatives. said. includes its use as a fumigant on On Oahu, Dole and Del Monte Although EDB was foundin quarantined papaya. SOUZA SAID the papaya com Corp. both use EDB as their pri- the Waipahu wells. "we do not The EDB cancellation and mittee will request an EPA hear- mary method of controlling the believe we are the source of the phaseout becomes effective Sept.ing to "look over the situation" to reniforni nematode, a worm that ground-watercontamination." I, 1984. find a substitute for EDB and to destroys the roots of the pine- Smith said. Robert Souza. manager of thesee if the use of the pesticide on 'apple plant. Gov. George Ariyoshiin a let-Papaya Administrative Commit- papayas in Hawaii can be extend- Now that EDB will not be avail- ter to the EPA earlier this monthtee, said the foremost problem ed to September 1985. able. the pineapple industry faces supporting EDB use inHawaii.facing that industry is finding an The immediate ban applies to "a serious problem," said Lyle also pointed out that ground.alternative to EDB in response toall sales and distribution of EDB Wong. chief of the pesticides water studies in Hawaii did not the ban. as a soil fumigant for citrus and hranch of the state Department implicate agricultural use of EDB For Hawaii papaya growers. thefruit trees, soybeans. pineapples, of Agriculture. in the water contamination. ban will have a major impactcotton, tobacco, peanuts and 30 The Pineapple Growers Associa- Yesterday, the governor saidsince a good percentage of Ha-other fruit and vegetable crops. tion "will follow the appeals the EPA decision "may have awaii's papayas are shipped to About 90 percent of,the '20 mil- serious economic impact on somemarkets in Japan and California, lion pounds of EDB used annual- of Hawaii's agricultural prod-Souza said. Without protection ly in U.S. agriculture is subject to ucts." againstfruitflies, the papaya the imniediate ban, the EPA said. "While we had raised the clues-shipments to the markets would The use of EDB as a gasoline Lion whether the use of this pesti- be -blocked additive will be allowed, however. 306 305 Reprinted with permission of the Honolulu Star-Bulletin. 147 Grade 3, Appendix Unit II-K

4t* The Honolulu Advertiser Saturday. March 31, 1984 B.3 Tests show grain products well within EDB guidelines The state Health Department corn: Jiffy Pop butter-flavor and Dromedary pound cake mix. corn has tested more rice, corn, grain natural-flavorpopcorn:Orville bread mix and corn muffin mix: and flour products and found all Redenbacher's gourmet popping corn: Betty Crocker supermoist apple samples to be well below federal- Cracker Jack extra-fresh popping cinnamon cake mix and chocolate corn: Arrowhead Mills popcorn. chip cake mix: Gold Medal Wondra ly recommended levels for EDB Grain and grainproducts: Pour 'n Shake quick-mixing enriched contamination. Fearn Naturfresh raw wheat germ: flour: Betty Crocker buttermilk pan- The latest tests werefor: Ener -G pure rice bran; K&L brand cake mix: Aunt Jemima Easy-Mix natural foods hi-protein cereal: Las- corn bread: Duncan Hines yellow Rice and corn products: Hinode sen's original frunola with mixed cake mix, bran muffin mix. banana California extra-fancy calrose rice; fruit and nuts; Stone-Buhr 4-grain ce- nut muffin mix, deluxe orange su- Kokeshi AA premium calmest rice: real mates; Stone-Buhr long-grain preme cake mix and deluxe carrot Hinode California extra-fancy brown brown rice; El Mo lino gluten flour. cake mix; HFM Enriched Brominated rice; Jolly Time white hull-less pop- Flour and flour =bus: Nabisco Thin & Crispie Bleached Pizza Flour.

Reprinted with permission of the Honolulu Advertiser.

307 148 308 Table 490.-- AGRICULTURAL SUMMARY: 1964 TO 1978

Subject 1964 1969 1974 1978

Number of farms by size

Total 4,864 3,896 3,020 4,310

Less than 10 acres 2,603 2,024 1,633 2,527 10 to 49 acres 1,594 1,281 872 1,211 50 to 179 acres 359 336 271 296 180 to 499 acres 168 140 127 146 500 to 999 acres 38 28 23 24 1,000 to 1,999 acres 22 17 24 32 2,000 or more acres 80 70 70 74

Farm acreage

Total acreage (1,000) 2,354 2,058 2,119 1,988 Per farm (acres) 484 528 702 461 Total cropland (1,000) 370.9 379.8 351.6 333.3 Harvested cropland (1,000) 167.5 178.7 151.4 158.6 Irrigated land (1,000) 143.9 145.6 141.7 159.3

Other characteristics

Average age of farm operators (years) . 51.0 53.1 55.4 52.7 Tenant operators (percent of total) 41.1 38.1 36.6 34.5 Regular hired workers 1/ 12,375 13,200 11,497 11,380 Average value of land and buildings: Per farm ($1,000) 98.9 156.8 340.6 413.9 485 897 Per acre (dollars) ' 205 297 Market value of agricultural products sold: Total ($1,000,000) 187.5 285.6 609.8 419.3 Per farm ($1,000) 38.5 73.3 201.9 97.3 Percent of farms over $2,500 . 46.5 55.6 67.4 67.6

1/ Working 150 days or more on all farms. 7/ 1978 data exclude sales of forest products. Source: U.S. Bureau of the Census, 1974 Census of Agriculture, Vol. I, Part 11 (1977), pp. 1, 2, and 16, and 1978 Census of Agriculture, Vol, I, Part 11 (1981), pp. 1, 2, 5,and 6:

309 Table 494.-- ACREAGE IN CROP, NUMBER OF CROP FARMS, VOLUME OF CROP MARKETINGS, AND VALUE OF CROP SALES: 1972 TO 1982

Subject 1972 1981 1982

Acreage in crop (1,000 acres): Sugarcane 229.6 216.1 204.8 Pineapples (land used for pineapple) 58.1 41.0 36.0 Vegetables and melons (harvested acreage) 3.0 4.2 4.1 Fruits, excluding pineapples 3.6 5.4 5.6 Coffee 2.9 1.8 2.0 Macadamia nuts 9.3 13.8 14.7 Miscellaneous crops 3.2 8.0 11.3

Number of crop farms: Sugar 577 360 285 Pineapples 36 18 18 Vegetables and melons 412 583 620 Fruits (excluding pineapples) 417 657 700 Coffee 770 625 620 Macadamia nuts 326 490 520 Taro 123 123 117 Flowers and nursery products 446 680 650

Volume of crop marketings: Sugar, unprocessed cane (1,000 tons) 9,929 8,831 8,808 Pineapples, fresh equivalent (1,000 tons) 947 636 670 Vegetables and melons (1,000 lb.) 50,903 73,330 72,740 Fruits, excluding pineapples (1,000 lb.) 38,119 83,010 70,810 Coffee, parchment (1,000 lb.) 3,640 2,210 1,050 Macadamia nuts, in shell (1,000 lb.) 13,110 33,360 36,720 Taro (1,000 lb.) 9,020 6,100 6,460

Value of crop sales ($1,000): Sugar (unprocessed cane) 117,300 207,500 230,800 Pineapples (fresh equivalent) 43,900 89,745 99,484 Vegetables and melons 7,688 21,669 23,016 Fruits (excluding pineapples) 4,687 15,516 14,846 Coffee (parchment) 1,835 4,420 2,205 Macadamia nuts (in shell) 3,055 26,454 27,136 Taro 758 1,305 1,447 Field crops (not estimated separately) 1,608 5,107 4,651 Flowers and nursery products 5,244 29,482 30,559

Source: Hawaii Agricultural Reporting Service, Statistics of Hawaiian Agriculture (annual). Table 501.-- FLOWERS AND NURSERY PRODUCTS, 1980 TO 1982, AND BY ISLANDS, 1982

Area

Artificial Green- shade Natural Whole- Number house structure shade Open sale of Total (1,000 (1,000 area field value Island and year farms (acres) sq. ft.) sq. ft.) (acres) (acres) ($1,000)

State total: 1980 640 1,477 1,753 19,567 130 858 27,688 1981 680 1,610 2,295 23,068 133 895 29,482 1982 650 1,628 2,399 25,126 119 877 30,559

Islands, 1982: Hawaii 310 912 1,270 19,425 104 333 13,559 Kauai 25 46 20 182 3 38 299 Maui 80 262 191 648 - 243 3,925 Oahu 235 408 918 4,871 12 263 12,776

Source: Hawaii Agricultural Reporting Service, "Flower and Nursery Products Number One Diversified Industry After Record Year," Hawaii Flowers and Nursery Products, Annual Summary (July 7, 1983).

Table 5C2.-- FLOWERS AND NURSERY PRODUCTS,*BY KIND OF FLOWER: 1982

[Shown for commodities with value of sales over $500,000.)

Number Number of flowers soldValue of

of , sales Kind of flower farms Unit Number ($1,000)

Cut flowers: Anthuriums 225 1,000 dozens 1,984 5,633 Roses 6 1,000 dozens 478 1,381 Chrysanthemums, pompon 17 1,000 bunches 439 546

Lei flowers: Carnations 29 Million flowers 33.7 1,206 Vanda, Miss Joaquim 31 Million flowers 79.7 1,185

Potted plants: Chrysanthemums 11 1,000 pots 214 681 Dendrobium orchids 91 1,000 pots 183 767 Other orchids 66 1,000 pots 312 1,415 Potted foliage 90 ... (NA) 8,820

Unfinished flower and foliage stock 42 ... (NA) 1,355

NA Not available. Source: Hawaii Agricultural Reporting Service, "Flowers and Nursery Products Number One Diversified Industry After Record Year," Hawaii Flowers and Nursery Products, Annual Summary (July 7, 1983).

311 Table 507.-- FRESHWATER PRAWN FARMS, BY TYPE OF OPERATION AND ISLAND: DECEMBER 31, 1979 TO 1982

Operation and island 1979 1980 1981 1982

All prawn farms 19 24 21 22

Type of operation: 8 8 Full-time . 7 8 Part time 12 16 13 14

Island: Hawaii - 4 4 4 Molokai 1 1 1 1 Oahu 17 16 13 13 Kauai 1 3 3 4

Source follows next table.

ttlCs4 Table 508.-- FRESHWATER PRAWN ACREAGE, PRODUCTION, ANDVALUE: r- 1972 TO 1982

Acres Wholesale of price per prawn Production Value pound Year ponds 1/ (1,000 lb.) ($1,000) (dollars)

1972 1.5 4.3 15.0 3.50 1973 1.5 4.4 15.3 3.50 1974 5 11.0 38.5 3.50 1975 26 40.3 140.9 3.50 1976 26 43.3 151.6 3.50 1977 33 54.9 206.0 3.75 1978 107 110.2 420.0 3.82 1979 275 205.0 787.3 3.84 1980 310 300.0 1,125.0 3.75 1981 260 240.0 1,031.0 4.30 1982 306 316.6 1,553.0 4.90

1/ As of December 31. 'ource: Hawaii State Department of Land and Natural Resources, Aquaculture Development Program, records.

312 Table 509.-- AQUACULTURE ACREAGE, PRODUCTION, AND VALUE, BY TYPE: 1976 TO 1982

Fresh- Hawaiian All water fish- Post- Other Subject andyear types prawns ponds larvae 1/ species 2/

Acreage: 1976 235 26 192 17 1977 246 33 192 31 1978 320 107 192 31 1979 493 275 192 1 25 1980. 575 310 205 2 58 1981 547 260 199 2 86 1982 643 306 242 2 93

Production (1,000 lbs.): 3/ 1976 94.0 43.3 19.7 ... 31.0 1977 122.6 54.9 20.1 ... 47.6 1978 178.51 110.2 23.3 ... 45.0 1979 246.4 205.0 20.0 ... 16.4 1980 320.0 300.0 20.0 ... 31.0 1981 338.5' 240.0 23.1 ... 75.4 1982 551.2 316.6 33.8 ... 200.8

Value ($1,000): 1976 210.0 151.6 18.5 39.9 1977 280.6 206.0 24.7 49.9 1978 524.7 420.0 32.7 72.0 1979 4/ 1,531.3 787.3 22.0 500.0 222.0 1980 1,655.0 1,125.0 20.0 450.0 60.0 1981 1,868.5 1,031.0. 23.0 610.0 204.5 1982 2,624.9 1,553.0 74.8 162.0 835.1

1/ Juvenile freshwater prawns and marine shrimp. 7/ Oysters, brine shrimp, carp and Chinese catfish, catfish, koi, tilaja, tropical fish and aquarium plants, and trout. 3/ Excludes items not sold by_weight: post-larvae, brine shrimp, koi, tropical fish, and aquarium plants. Post-larvae individuals produced in 1982 numbered 14 million. 4/ Value of post-larvae estimated. source: Hawaii State Department of Land and Natural Resources, Aquaculture Development Program, information submitted July 16, 1982 and September 30, 1983.

313 AGRICULTURAL DATA

Table 499.-- NUMBER OF LIVESTOCK OPERATIONS, VOLUME OF LIVESTOCK MARKETINGS, AND VALUE OF LIVESTOCK SALES: 1972 TO 1982

Subject 1972 1981 1982

Number of livestock operations, Dec. 31: Cattle 1/ 970 750 750 Hogs 540 650 650 Milk 100 70 70 Eggs 90 55 55 Broilers 16 10 10 Honey 20 28 28

Volume of livestock marketings: Beef (dressed weight; 1,000 lb.) 2/ 32,183 28,666 29,048 Pork (dressed wei 't; 1,000 lb.) 8,357 8,708 8,557 Milk (million lb.) 134.6 147.9 106.4 Eggs (million) 204 221.3 202.2 Broilers and chickens (1,000 lb.) 3/ 6,359 9,046 8,571 Honey (1,000 lb.) 300 875 840

Value of livestock sales ($1,000): Cattle 4/ 16,557 28,405 27,619 Hogs 4/ 4,524 8,382 8,465 21,908 Milk 14,494 30,320 14,542 Eggs 7,990 15,159 5,307 5,240 Broilers and chickens _ 2,540 574 Other 137 581

1/ Includes beef, dairy, and dairy replacementfarms. 7/ Includes slaughter cattle, but excludescalves shipped outofState. 1r/ Readytocook weight. 7f Excludes interfarm sales; includes outofStatesales of slaughter cattle and feeder calves. Source: Hawaii Agricultural Reporting System,Statistics of Hawaiian Agriculture (annual).

314 Grade 3, Appendix UnitII-0

BOOKS AND FILMS ON FARMING AREAS

Fergusson, Erma.Life in America: Hawai'i, Fideler Co., Brand Rapids, Michigan, 1960.

Jackson, W. A. Douglas. Soviet Union, Fideler Co., Grand Rapids, Michigan, 1962.

Keliher, Alice V. Farm Workers, Harper & Brothers Publishers, New York, 1944.

Lineaweaver, Charles and Marion.The First Book of Canada, Franklin Watts, Inc., New York, 1955.

Malmstrom, Vincent and Ruth. Life in Europe: Norway, Fideler Co., Grand Rapids, Michigan, 1962.

Pitts, Forrest R. Japan, Fideler Co., Grand Rapids, Michigan, 1962.

Rifkin, Lillian. When I Grow Up I'll Be a Farmer, E. M. Hale & Co., Eau Claire, Wisconsin, 1944.

Tompkins, Stuart R. Life in America: Alaska, Fideler Co., Grand Rapids, Michigan, 1960.

Wiens, Harold J. China, Fideler Co., Grand Rapids, Michigan, 1962.

TAC GUIDELINES & VIDEO HOLDINGS LIST OIS/TAC/DOE, State of Hawai'i. RS 81-2093 (Rev. of RS 78-8244), January 1982.

0179-2, "Agriculture and Manufacturing in Hawai'i (diversified)" 1100-1, "Diversified Agriculture" 1060-2, "Farming in Kula" R040-2, "Food and Fuel: What Animals Eat" R041-2, "Food and Fuel: Growing and Processing" 1080-2, "Growing Concerns" 0186-1, "Moloka'i Potato Farm" 1350-1, "Profile of Hawai'i's Diversified Agricultural Industry"

315 155 316 Grade 3, Appendix Unit II-P

SOME FISHING AREAS IN THE ISLANDS

Hawai'i O'ahu

Kailua, Kona He'eia-Kea Kalae (South Point) H&lona Miloli'i Honolulu Harbor Ka'a'awa Maunalua Bay Poka'i Bay Kaua'i

Hanalei Nawiliwili

L'inei

Kaumalapa'u Manele

Maui

Nina Lahaina Ma'alaea

Moloka'i

Hilawa Kaunakakai

31 v

156 Grade 3, Appendix Unit II-Q

QUESTIONS ABOUT FISHING

1. Are you a full time fisherperson?

2. Why did you become a fisherperson?

3. What kinds of fish do you catch ?

4. What do you use to catch your fish ?

5. What kind of boat do you use?

6. Where do you go to catch your fish?

7. How much fish do you usually catch when you go on a trip ?

8. How long do you stay out on the ocean?

9. How many people fish with you?

10. What is the cost of going on a fishing trip?

11. Do you know of any rules or kapu people should remember about fishing?

12. What do you do with the fish you catch?

13. Do you earn any extra money from fishing or is fishing just a fun hobby?

14. When you retire, will you become a full-time fisherperson?

318 157 319 Grade 3, Appendix Unit II-R FISHING/WOMEN'S ROLE

BEST COPY AVAILABLE

Aelr EI rdr:

to FISHING e arthw

Fishermen followed the advice of kahuna, some of whom were specialists in the biology of seahfe. Selected areas and species were protected seasonally and violation of kapu could result in execution. Conservation and resource manage- WOMEN'S ROLE ment were literally matters of life and death.

The most highly developed techniques were practiced by men who held an a esteemed position in Hawaiian society as a result of this activity. Women gathered marine life only in nearshore areas.

Fishing was a highly developed technology in Hawari, and it provided most of the protein for the Islands' people. Fish and invertebrates were collected using a variety of methods, including nets, hooks, plant poison, spears, and traps. The fabrication of fishing gearA involved sophisticated and elaborate skills.

401kml4 AWL . Fishing was highly structured in Hawaiian society. Women were prohibited from many areas and activities, and many kinds of fish were also forbidden to them. Women were restricted to the nearshore: to reef flats, beaches,tidepools, and mouths of streams.

They were adept at netting, snaring, hand capturing,and gathering of seaweed, "Maniere de punk de snort un coupaele aux ter Sand - but were considered to jeopardize open sea fishing. H a departing fisherman which," Jacques Arago 1961 encountered a woman while on his way to thefishing grounds hewouldabruptly cancel his trip.

Hawaiians and the Sea. Copyright (c) 1981, Waikiki Aquarium, pp. 2-3. Reprinted with permission. 158 .,321 320 Grade 3, Appendix Unit II-S BESTCOPY AVAILABLE PRESERVING AN ERA AT WAIKI'I RANCH April 8, 1984 By Jerry Tune

THE 2,949-acre Wallin Ranch. There also will be a 600-acre Kremkow. who came to Ha- Kremkow tested his view, with elevations ranging common area for livestock of all waii in 1965 from Michigan. has walked out to a site on Waikii from 3.900 to 5.000 feet above kinds (Kremkow expectsper- become directly involved in Ranch and said: "Dig, it here." sea level, has always been one haps as many as 1,500 head of bringing a new life to the area. After investing $2.5 million, the of those special places for peo- cattle on the ranch) and 100 An arciiiteet and engineer by drilling went more than 4,30Q ple who treasure Old Hawaii. acres of common facilities such training, Kremkow has ridden feet. According to Water Re- This part of the Parker Ranch is as a clubhouse. livestock exposi- horseback over all of the ranch sources International, which did situated on the western slope of tion area. polo groundsand lands. He negotiated an option the drilling, "all available infor- Mauna Kea in the midst of roll- baseball diamond. agreement to buy the land from mation indicates that the Waikii ing hills. Eventsto Signal Properties in October Well is the deepest high-capaci- beheldinthe 19M Signal was selling to con- The. larid is so high there isa ranching community will in- ty water well in Hawaii and in cool. seasonal climate, but the clude rodeos, horse shows, cattle solidate its landholdings in Cali- the world," as reported in the breezes are mild compared with sales, polo matches and eques- fornia. Wallin Ranch Water Sourcere- lower elevations. It is this land trian events. Kremkow, well known as the port prepared by Barrett, Harris once a lush rain forest before An Easter Sunday "family designer and developer of Pio- & Associates Inc. in association neer Plaza and the Plaza glib with John F. Mink. theintroduction of cattle event" will be held April 22 in Honolulu, had a theory on th,A developer Jerry Kremkow with a sunrise service, egg hunt, how the water formed under A STABLE WATER SOURCE wants to see preserved as a picnic lunch, hot-air ballooning. the blanket of fine volcanic exists at an elevation of 1,500 community of ranches. exhibitionpoloandother material known as Pahala ash, feet and the well is capable of Kremkow has the blessing of events. Dodie MacArthur and which covers all the lands. Be- pumping up to 3 million gallons theBig Island County Council Barbara. Bryan are organizing neath the ash. the Hamakua vol- a day using present technol- and Planning Commission to the event for Kremkow. canic series of Mauna Keaex- ogies, according to the report. make Waikii Ranch available to "We are providing a standard- ized agricultural tends to an unknown depth. Kremkow says the entire 200 owners sold in 10-acre, 20- lifestyle and This formation consists .of thin northwest region of the Big Is- acre and 40-acre parcels. Prices preserving an aesthetic way of layers, mostly less than 10 feet land consumes only 4.8 million willbe8285.000, $385.000 and life that is quickly dying out thick, of primitive olivine basalt gallons a day for agriculture. $485,000. respectively. worldwide," says Kremkow, who lavas that are characteristic of notes how other rural upcoun- residential and tourist uses. forty Kromkow There will be restrictive cove most permeable aquifers in Ha- The well was designed and de- nants to maintain the ranching try areas have been too frag- waii. mented toguarantee quality The conventional word on veloped in October and Novem- For two years before this feeling. No subdivision of the control. ber 1982. and then the option parcels will be allowed without water is that it stayed on the agreement with Signal was exe- development. Kremkow was approval of 90 percent of the WAIKII IS CONSIDERED a" side of the mountain where the cuted and closed in January president of E.F. Hutton Devel- owners. Homes on land must be "natural beauty site" on the Big rainfalls. Kremkow believed 1983. opment Corp. based in Los An- built within an area staked out Island. That is one reason why that it was soaked up somewhat geles and New York. Now, asan by Kremkow. Fences will be like a sponge and then flowed Kremkow Properties Inc. then independent developer, Krem- county approval was given for out in different directions. had a venture partner, a subsidi- kow is moving to his first love traditional klawe wood fences. the plan. ary of Honolulu Federal Savings a life on the ranch where he Traditional, old ranch-style As Kremkow puts it. "Without & Loan, pursue the ranch devel can breed cattle and. at the architecture will be encouraged. controls there would be a good opment. same time, preserve the open chance that this beautiful land range lands. BUYERS WILL BE AL- someday could be covered with LOWEDto buildacertain shade houses and greenhouses." After 18 months of exposure amount of support facilities and in hearings.Kremkownow toplantorchardsontheir awaits the final work on legal property, but Kremkow notes documents before sales can that 80 percent of the ranch begin. will be in open pasture lands. BEST COPY AVAILABLE OIMIMEM,. Reprinted with permission ofHonolulu Star Bulletin. 323 322 159 Grade 3, Appendix Unit II-S "tt.,1

.. .4, 1,:,,,,,, .dis..' 14'..t. :'.s , ,....; 1;14t4 .;.it,"_._ ,..,$%±t,wo ,..' . , ,,,s "., .. , , 'It.. 1-, gr ir'" . 41% Ag

Thehillside and pastoral scenes at Waikii Ranch. At right,the well being drilled Reprinted with permission of Honolulu Star Bulletin. at Waikii. 324 160 325 Gr "ie 3, Appendix Unit II-S

Water and History at Waikii The Waikii Ranch has a histo- Carter was determined to rein Carter's secretary Lucille Brund- ry of being someplace special. vest the ranch profits into age. Legends abound about the re extensive range improvements. The first residents of Waikii gion. Appraiser Tom Holliday. This opinion apparently was not Village arrived in 1910 and inwho did the land appraisals and shared by Samuel Parker, who then researched the history, owned the other halfof the cluded many from Russia. The said that strictly translated, Wvi- ranch interests, according to his- population at Waikii Village kii means "Water (wail stone torical references. peaked during the 1920s at be image tkii. But to Hawaiians, it tween 90 and 100, according to means"fetchedwater,"in AN ARGUMENT regarding one-time residents of the corn the Waikii paddock was the first munity. However, by this time. recognition of a legend associat major confrontation between many of the Russian farmers ed with the property. the two men. Carter wanted a had moved away and had been Water has always been a replaced with Hawaiian, Okina- major part of the Waikii history. 14.mile pipeline from near Wai- -Ancient legends tell of it, the mea upslope to Wakii, an area wan and Korean families. Parker Ranch fought over it, a he considered to have much DuringtheWorldWar I village evaporated without it. potential. Parker, convinced the years, large amounts of wheat and a new water source may effects of friction and gravity were grown, some for shipment bring the community tolife would render such a line use to California. Waikii earned the again," writes Holliday. less, refused to grant his con- moniker, "The Breadbasket of Alfred Wellington Carter. sent for the project. Undaunted, the Pacific." Later corn became prominent Honolulu attorney Carter pressed the issue. And, in the choice feed crop. and Bishop Estate Trustee, consideration for a loan, the The village declined in the brought water to the area after project went ahead. late 1940s and 1950s and many becoming guardian of Annie The Waikii pipelinestarted of the residences and structures Thelma K. Parker. heir to one- Jan. 30, 1902 and was completed weredemolishedormoved half interest in the ranch. April 7, 1902. When water was away.Today,onlyoneresi- Afterestablishinglong-term turned on in the two-inch pipe- dence. a grain silo and several goals of water resource and cat line it flowed at a rate of 15,840 Russianmade brick ovens re- tle production development, gallons in 24 hours, according to main.

=111M1.

Reprinted with permission of Honolulu Star Bulletin, 327

326 161 Grade 3, Appendix Unit II-T

PLANT USAGE WORKSHEET

Plant: Breadfruit

Hawaiian Name: 'Ulu

Scientific Name:Artocarpus communis

Habitat: Hot, moist places

Description:This tree grows to be 30' - 60' tall. The leaves are very large andareaboutone to three feet long. Flower:

Fruit:

How to grow it:

When to harvest:

Uses: Trunk - pahu (drums) were made for hula

- papa he'enalu (surfboards) - papa ku'i'ai (j boards) - ihu wa'a (bow of canoes)

Fruit - cooked and eaten for food

Sap or latex - glue and chewinggum and certain skin diseases

Leaf buds - used to cure 'ea (thrush)

Leaves - sandpaper

329 328 162 liko (leaf bud)

rn CA)

'ule (male flower)

pikoi (core)

3317 Grade 3, Appendix Unit II-U The Honolulu Advertiser Parker Ranch Tuesday, September 25,.1954 Using innovationto modernize a legendary spread

By Jan TenBruggencate tion Parker employee. The ranch is going Advertiser Komi Moreno into a breeding cycle that will regularly alternate these breeds until all the ranch's WAIMEA, Hawaii Parker Ranch hascastles are mixed breeds: Hereford, Angus. a legendary quality about it. Brangus (an Angus-Brahman cross) and The legend is wrapped up in images ofSimmental. dusty cattle drives, weathered paniolos The hope is to find specific mixtures and vast tracts of land. stretching acrossthat do well on specific Parker terrains. great expanses of the northern half of Ha-he said. waii Island. Volcanic cinderland. high Ralph Dobbins. trustee of the Richard green meadows, pristine shores whereSmart Trust. which holds all Smart's deep blue sea meets black lava in a line ofproperties, said the firm pays an unaccept- snowy breakers. able $500,000 annually in lease rentals. Parker has 50,000 head of cattle on 225,-And the cost of those leases goesup with 000 acres, half of which it owns outright. each renegotiation. Dobbins said the ranch In size and in history, it is by far thehopes eventually to give up all the leased biggest ranch in Hawaii, boasting 336land, and run the same 50,000 headon miles of water lines, 700 miles of fencehalf the land the half Parker owns in and a colorful past intricately entwinedfee. with the story of these islands. Doing that will mean a complete change There is much more than cattle andin traditional ranching. Ranch agronomist land to the story of the ranch that Rich-Earl Spence said the ranch has hadlsuc- ard Smartu* as. Parket Ranch today sup-cess with its efforts at a 20-year-old tech- ports and is supported by a variety ofnique called cell grazing. There are eight other businesses and educational and cul-grazing cell operations at Parker already. tural concerns. on 5,500 acres. And while you might think of a cattle In cell grazing, the land is cut up likea ranch as a traditional operation that is runwagon wheel, with great wedges of pas- today as it has been for generations, you'dture separated by solar-powered electrified be wrong to think that about Parkerfences. At the center is the watering site. Ranch. Innovation is the watchword as itsDepending on rainfall and other factors, managers try to bring the operation tocattle are moved every one to three days stability in times that are hard on ranches.from one wedge to the next. They come A team of Advertiser editors and bureauto the watering hole, the gate is closed chiefs on a Hawaii Island orientation tourbehind them and the next day's gate is early this month found plenty of activityopened, so they move to new pasture. in Waimea, the highland town that Parker . Ranch calls home. Under this system. thepasture gets It begins with the ranch itself, the larg-plenty of recovery time and the cattleget est of Richard Sniart's holdings. It's notnew grass each day or so. Spence said in enough any more just to let the cattleareas getting 50 or more inches of raina roam the range, round them up now andyear, land that used to support one animal then and send them to slaughter. per two acres now handles two animals The Hereford breed isn't producing asper acre. In drier 20-inch rainfall country Asofirer pleas Irf Al Im waif well as Parker might hope, said livestockthat handled one animal per 10acres in Another modern touch: Solar all powers electric fence. manager Charles Kimura. a third-genera-See Innovation on Page D -2 332 164 331 Reprinted with permission of the Honolulu Advertiser and HonoluluStar-Bulletin. Grade 3, Appendix Unit II-U from page D-1 conventional grazing, one per five acres is . " Pirker Ranch has a preliminary general r . . the cell grazing figure. plan for development ofits holdings !-:: T. - . The cattle are sent at 12 to 14 months, around Waimea, where it has 65 to 70 -344'!.. j. weighing about 600 pounds, to Hawaii percent of the land. Dobbins said the 1,77:: . Meat Co.'s pens at Campbell Industrial ranch would like to see a townhouse . Park on Oahu, where they are carefully development, an industrial park, expansion fed for several monthsuntil they reach of the shopping center, an equestrian cen- 7:::: ":_. .- 1,000 to 1.100 ppunds, and then are ter and an expansion of Parker School. slaughtered and marketed. But that won't make the ranch a devel- Smart owns 83 percent of Hawaii Meat, oper, he said. the state's largest feedlot and slaughter- "We cannot be in the land development = - house operation, handling 22,000 to 25,000 business, but we're going to make land cattle per year, or 14 to 16 million pounds available," he said. of beef. Parker Ranch alone produces 9 Smart has built a medical center and ...... million pounds. offered $100,000 a year to support a hospi- . ,,, (Of 94.3 minion pounds of beef con- tal in Waimea, if the state wants to build sumed in Hawaii last year, 53 percent one. Dobbins said that offer will bewith- s came from the Mainland, 31 percent was drawn at the end of the year, and there's been no great interest from the state. raised here, and 16 percent came from ..! Australia and New Zealand.) The prime beneficiary of Smart'sestate, Parker Ranch inevitably is in the land as his will now reads, is the small, private, business, and has made money selling and Parker School. On Smart's death, the leasing land as well as in running busi- Parker School Trust is slated to get virtu- IA w. :F nesses on it. There is the Parker Eanch ally everything, and will be required to :to ; - Broiler, Parker Ranch Lodge, Parker run the school and the Kahilu Theater. Ranch Shopping Center and its Parker The $2 million theater seats 490 and is a .. Ranch Visitor Center. beacon of art and culture in the cattle Y Smart has sold large tracts of his land land. The Honolulu Symphony. opens each holding for development. season. Two shows are produced each In 19M he sold options on more than year at the theater, and there are film 22,200 acres to Christiana Oil Corp. In festivals, visiting productions, recitals and Advertiser graphic by Junes Takanuya 1967, Signal Oil bought that, and another an art gallery. 14,000 acres from Smart. The Kahilu Theater Foundation runs it In all grazing at Parker Ranch, cattle are moved from wedge to wedge, giving them In 1967, Smart sold 31,000 acres at on an annual budget of $175,000 from new grass every few days and allowing pasture in the other wedges plenty of Waikoloa to a Boise Cascade subsidiary. donations, ticket sales and government recovery time. Gates are at the watering sits in the center. Those land sales resulted in the develop- grants. ment on the South Kohala coast of three exclusive resort hotels, along with the at- Edward Van Corder is headmaster of tendantgolf courses,luxury home and eight-year-old Parker School, which ex- condominium developments and upland pects to have 110 to 120 day students next house, ranch and farm developments. year.. It has no boarding facilities, unlike defining itself as a boarding school servingods of collegepreparatory classesbefore In 1976, Smart sold 25,000 acres of cattle nearby Hawaii Preparatory Academy. Tui- the Pacific Rim with pressure on the acalunch. and are involved in art, music, land at Waildi to Honolulu businessman tion is $2,500 per year, about half of the demics, he said. sports and other activities in theafter- George Isaacs, and promptly leased it back day rate at HPA. Smart gives the school Parker, with grades 7 to 12. isa day noons. for pasture. $100,000 or half its billed tuition each school designed toservethe surrounding "The tension that's in the air because of Smart made a dramatic expansion in year, whichever is greater. area. Ithas a curriculum stressing art and the different orientation is a very healthy ranch holdings with the 1975 purchase of Parker and HPA are often compared. creative pursuits. Students take five peri- tension." Van Cordersaid. 106,000 acres of C. Brewer's Seamountain but they are quite different, said Van Ranch, giving Parker ranches from North Corder, a former HPA teacher. HPA is Kohala to South Point. But within three years, he had spun off the land in three large pieces. BEST COPY AVAILaba 334 333 165 Grade 3, Appendix Unit II-U

..r.;At ^ . vb.?, /^2... . t ..2% .-P -* ,e ". - OW 1111;11

Hereford cattle now dot the Ms of Parker Ranch, but mw breeds are to be mixed into the herd. 011_

Aibeaus Osloby Allen Mar Advertiser editors and ranch employees discuss cell grazing at Parker Ranch.

337 Grade 3, Appendix Unit II-U The Honolulu Advertiser, September 25, 1984 Parker's offsprin battleover acres Parker Ranch's Richard Smart isThelma. daughter of John III and only one of the descendants of Johnmother of Richard Smart, and even- Palmer Parker, the former sailortually to Smart himself. who stepped ashore on Hawaii in The ranch was managed in trust 1815. at 25, to become a confidantbeginning in 1899 by Alfred Well- of Kamehameha L Parker foundedington Carter. a Honolulu lawyer the ranch. and estate manager. Representing Another 143 descendants, led byAnnie Thelma, he bought out Sam Mary Waihee, mother of the Lt.Parker, who had tried to regain Gov. John Waihee, are in courtcontrol of the ranch. Thus, the claiming their share of the bigranch fell into the hands of Smart's spread. Circuit Judge Ernest Kubotamother. She and husband Richard has ruled Smart has undisputedGaillard Smart had died by the time claim to saes acres, but a trial isSmart was two, and he fell heir to needed to determine the fate ofthe huge estate. another nearly 40,000 acres. Carter bought land and breeding The first Parker started with thestock, ran water lines and repaired grant of a two-acre homesite infences, building a modern ranch 1847, and by his death in 1868 hadoperation. Within the first five acquired thousands more. His wifeyears of his stewardship, he had in- .1 was Kipikane, a granddaughter ofcreased fee holdings to more than the first Kamehameha. His surviv-100.000 acres. ing son. John IL who was childless, In 1909, with a group of other and grandson Samuel, the child ofHawaii cattlemen, he bought out another son, received nearly 47.000Hawaii's largest meat packing plant acres at Parker's death. A daughterand established Hawaii Meat Co. received little. Carter, followed by his son. Hart- John II was a quiet, determinedwell, ran the ranch as young. rancher, but Samuel Parker, a closewealthy Richard Smart left the is- friend of King Kalakaua, enjoyedlands for the theater. travel, lavish parties and gift-giv- Smart. who is now 71, returned in ing. In 1887. they were forced to1962 to his J.goeritance. He was the Al; mortgage the ranch and turnitfirst Parker in 75 years to directly over to a trust company. Not untilcontrol the ranch. And since he has 4111111_' Richard Smart took over wouldwilleditto the Parker School Parker descendants again directlyTrust. he will have been the last. control the ranch Parker School counts on inherit- John II and Sam each had halfing Smart's holdings. but because of the ranch, but John II adoptedthe pending lawsuit there isthe Advert ter tins FM* Sam's son, John III, thus joining thepossibility those holdings will beRichard Smart in 1962 became the first Parker in75 years todirectly halves in one line of the family.much smaller than they now are control the ranch. Andbecause of the terms ofhis will, he will bethe Theinterestpassedto Annie Jan TenBrurgencate last

338 BEST COPY AVAILABLE 168 339 THE BEEF INDUSTRY IN HAWAI'I

Over the past 15 years the Hawaii livestock industry can best be described as a relatively stagnant industry. Cow numbers have remained about the same; the calf crop has remainedabout the same; the number of cattle and calves on inventory on ranches has remained about the same; and the number of cattle and calves marketed each year has remained about the same. The only real change has been a decrease in the number of ranches and an accompanying increase in size of ranches remaining, andan increase in theproportion of slaughter cattle that are marketed through feedlots.

During this same 15-year period the consumption of beef inHawaii, has increased significantly. The entire increase in consumption has been supplied by imported beef from the Mainland. Thus, it appears that a significant market exists for Hawaiian produced beef that has not been supplied in the past by the Hawaiian beef industry. The current question is -- shouldthe Hawaiian beef industry pursue this marketat the present time? or, more broadly stated, whatare the optionsavailable to the Hawaiian beef industry formaking adjustments that will lead to a viable industry over the long run?

Beforeappropriateoptions can be determined it is necessary to identify the characteristics of the current livestock system -- particularly theexistingmarketing system in Hawaii through which the product of the industry, beef, moves from the rancher to the ultimate consumer. Available options for the industry then can be analyzed as to their impact on the existing structure and their effectiveness in improving the existing system so that it will be more effective in creating a more viable beef industry in Hawaii over the long run. The purpose of this study is to describe the existing beef industry, particularly the marketing segment of this industry.

Since this report presents in detail a description of the various segments of the livestockmarketing industry, this section of the report will attempt to present: 1) a description of the current flow of beef through the marketing system, i.e., what institutions are involved and what volumes flow through each; and 2) a summary of the factorsmost prominent in affectingand being affected by the current (and/or future alternative) marketing system.

As was pointed out earlier in this report, 53 percent of the market supply of beef in Hawaii is importedfrom the Mainland; 16 percent is imported from Australia and/orNew Zealand; and 31percent is supplied by beef produced in Hawaii. Figure 4 presents a diagram of the flow of beef from these three sources (Mainland, Australia/New Zealand, and Hawaii) to the final retail outlet that supplies beef to the ultimate consumer. The importance of this Figure is that it identifies the origin of the beef purchased by thevarious retail buyers of beef. The retail outlets that are currently purchasing beef from imported sources are thebuyers that will have to be convinced to purchase Hawaiian produced beef if the market for Hawaiian produced beef is to be expanded.

Source: Schermerhorn, Richard W. et al. ADescription of the Market(Won ization of the Hawai'i Beef Cattle Industry. Hawaiii Institute of Trofoical Agriculture and Human Resources, Universityof Hawai'i, Honolulu, Hawai'i, 3 August, 1982. Reprinted with permission ofHITAHR. Figure 5 presents a more in-depth picture of the market flow of the beef provided to Hawaiian consumers by thelive- stock industry of the State -- from the cow-calf ranch opera- tionthrough the system to the final consumer. The importance of this Figure is that it identifies the various institutions involved with performing thevarious functions requiredtoprovide the consumer withbeef from a live animal, the calf, locatedon a ranch. It will be these institutions and functions that will affect or be affected by alternative options that the livestock industry may want to analyze in terms of potential future adjustments, and their effect on the viability of the industry.

Thefollowing is a listing of the factorsthat this study concludes are important to understand and to take into consideration when various options are being developed and/or analyzed as possible alternative marketing systems for the Hawaiian livestock industry.

1. Per capita consumption of beef in the United Statesand inHawaii has been declining over the past fouryears. Theprimary factors explaining this decline are: con- siderable price increases for beef forcing beef out of the diets of many families through the substitution of lower priced pork, fish, and poultry; and increased preference of consumers for leaner meat (less fat) because of dietary concerns--this concern is particularly evidentamong upper income consumers who have been traditionally the best beef customers.

2. Hawaii is a small regional market that cannot act inde- pendently of the national market of which it ispart. 0 Thus, in terms of imports from foreign countriesand national livestock industry conditions, Hawaiicannot separate itself from the rest of the United States.

3. The price structure for beef in Hawaii is determined by supply anddemand conditions on the Mainland. This supply and demand condition includes consideration of bothMainlandproducedbeef and the importation of foreign frozen boneless beef. Prices for higher quality Hawaiian produced beef competing with beef imported from the Mainland are established at Mainland prices plus the cost of transportation to Hawaii. Lower quality beef produced in Hawaii is priced at thesame level that importedAustralian/NewZealand beef is priced on the Mainland.

4. Since the Hawaii beef industry must competewith the Mainland beef industry on quantity, quality, and price levels, it must be able to produce, fatten, slaughter, and sell on a relatively equal cost basis, unless it is willing to accept lower profit margins than its counterparts on the Mainland.

5. As presently operating, the Hawaii livestock industry is not cost competitive with the industry on theMainland. Grain, if fed to cattle, must be shipped from the Main- land as do most of the other inputs to cattle production. Current operating levels of feedlots and slaughter plantsare at much less thancapacityandrated capacitiesare much less than most facilities on the Mainland. Thus, economies of size achievable onthe Mainland are not achieved in Hawaii. 341 6. Hawaii is a "pocket market" which meansthat Hawaii cattlemen are restricted to selling their cattle within their own local state market. This is also true for the sale of beef from Hawaiian slaughter plants. The reason is that no one is willing to pay transportation costs to the Mainland.

7. Major retail outlets in Hawaii (restaurants, hotels, and retail supermarkets.) express concern that theHawaii beef industry cannot supply beef in the form they desire (uniform weighted, trimmed cuts, vacuum packed primals and sub primals, etc.) nor can it supply beef inthe consistentquantities, qualities, and onthe short notice that frequently is necesary for manyretail outlets.

8. Slaughter plants in Hawaii lack the ability to establish permanent markets in many cases because they areunable toprovide consistent quality and quantities of beef to retail outlets. This is because they do not control the supply of cattle entering the slaughter plants. Ranchers generallymaintain ownership until slaughter and thus send cattle to slaughter when they determine is the time to do so. Coordinated marketing of livestock is generally non-existent throughout the entirelive- stock system.

9. Frozenbeef imported from Australia and New Zealand is very acceptable to manufacturers of processed beef and hamburger. It is available in unlimited quantities, on short notice and the supply is reliable. Further, it is priced at rates theHawaiian beef industry finds extremely difficult to compete with. Finally, while the Hawaiianbeef industry is suffering hardships in terms of reducedmarkets, the beef consumers in Hawaii are able to buy certain types of beef at prices below that which wouldresult if Australian and New Zealand beef was not imported into the state.

10. There is almost a complete lack of communication between andwithin the varioussegments of the industry. Ranchers do not fully understand thepricing system, members of one segment do not know what type of adjust- mentsthey should make in response to adjustments in another segment, and there is littlecoordination of activities among and between the various segments. This promotesa great deal of mistrust among these segments. Typically, the response to a suggestion that there is a need for the industry to "get together" is that it isn't possible because the largest ranch (and its feedlot and slaughter plant) is able to survive on its own and thus isnot interested in discussing commonproblems and solutions. And, without them there is not enough volume to make feasible adjustments in the industry. Discus- sionswith personnel from this ranch do not verifythe conclusion that they are not interested indiscussing common problems and solutions. In fact, their attitude is just the opposite. But due to the lack of communication in the industry, discussionshave nevertaken place.

342 The demands being placedupon the cattle and beef marketing system in Hawaiiare constantly changing. New techno- logical developments in production, processing, and distribution andchanges in the economic environment in whichthe various segments of the industry operate andchanges in consumerdemands must be adapted to i2 the industry is to survive. Above all it must be remembered that competitionon the part of the various segments of the industry for increasedprofitsthrough improved markets andmethods of marketing is not limited to the beef industry in Hawaii -- the Hawaii livestock industry isan integral part of the U.S. beefindustryand thus must successfully compete with its counterparts on the Mainland if it is to survive.

102 - million lba 94-

88-

NEW ZEALAND 72- AUSTRALIA

64-

56-

48-

MAINLAND 40-

32-

Z4-1 HAWAII

16-

1965 66 61 68 69 70 71 72 7f 3 74 715 76 77 7i 79 80 Year Figure 3. Market Supply of Beef and Veal, State ofHawaii, 1955-1980

34J Grade 3, Appendix Unit II-V thousand head 300

1965 66 67 68 69 70 71 72 73 Year Figure 1. Cattle and Calves: January 1 Inventory, By Islands, State of Hawaii, 1965-1981 Grade 3, Appendix Unit II-V

MARKET SUPPLY 94,300,000 Pounds

IMPORTED IMPORTED AUSTRALIAN/NEW ZEALAND MAINLAND 15,200,000 Pounds 50,300,000 Pounds

I Restaurants Restaurants Institutions Retail Groceries Institutions and Hotels Retail Groceries Military and Hotels 500,000 Pounds 20,100,000 Pounds 900,000 Pounds 3,700,000 Pounds 11,000,000 Pounds 6,500,000 Pounds 22,800,000 Pounds

[...,HAWAII PRODUCED 28,800,000 Pounds 7 Military Restaurants Retail Groceries Institutions Direct-Consumers 3,500,000 Pounds and Hotels 14,000,000 Pounds 3,500,000 Pounds 2,000,000 Pounds 1115,000,000 Pounds Figure 4. Market Flow of Hawaiian Oroduced and Imported beef To Final Retail Outlets, Hawaii, 1980 (Pounds are carcass weight equivalents)

Source: Schermerhorn, Richard W. et al. A Description of the Market Organization of the Hawai'i Beef Cattle Industry. Hawai'i Institute of Tropical Agriculture and Human Resources, University of Hawai'i, Honolulu, Hawai'i, August, 1982. Reprinted with permission of HITAHR.

346 174 347 Grade 3, Appendix Unit II-W

INTERVIEWING

Tips for Interviewers

1. Start with questions about the person's background and younger life.

2. Avoid questions that can be answered with yes or no; ask questions that begin with what, when,where, why and how.

3. Relax and listen intently.

4. Take some notes; but don't slow down the interview.

5. Show interest in everything he/she says.

6. Maintain an atmosphere which is comfortable.

7. Don't interrupt the interviewee.

8. Keep the interviewee on the subjects being discussed.

9. Encourage the interviewee to describe the role he/she was in at the time of the event being described.

10. Keep the taperecorder on; avoid turning it off and on.

11. End the interview on time.

12. Thank your interviewee.

349 348 175 Grade 3, Appendix Unit II-X

INTERVIEWING

Steps to follow

1. Call your interviewee and make the appointment.

2. Prepare yourself so you have all your questions ready, your tape recorder loaded with batteries, and a notebook ready for some note taking.

3. When you arrive, introduce yourself and sit close to your tape recorder and in a quiet spot.

4. Begin the interview with a brief introduction by stating the name of the interviewee, your name, the date, place and time of the interview.

5. When the interview is over, check your notes for correct spelling of names :nd places, clarify points that need to be clarified, label the tape and punch out the tabs to preveAt erasure of the tape.

6. Thank your interviewee for his/her cooperation and time.

3bt)

176 Grade 3, Appendix Unit 11-Y

Additional Verses for "Na Moku 'Eh5"

The lyrics and music for the first four verses by J. Kealoha can be found in King's Book of Hawaiian Melodies, p. 80.

5. Aiwalwa Moloka'i lei i ke kukui Mysterious Moloka'i garlanded with the kukui Kuahiwi nani 15 'o Kamakou And its lovely mountain Kamakou

6. Hiehie L5na'i 15 leii ke kauna'oa Cherish L5na'i garlanded with the kauna'oa Kuahiwi nani 15 'o L5na'ihale And its lovely mountain L5na'ihale

7. Ua kapu 'o Ni'ihau lei i ka p5pii Forbidden Ni'ihau garlanded with shells Kuahiwi nani 15 'o P5ni'au And its lovely mountain Pani'au

8. Panoa Kaho'olawe lei i ka hinihina Barren Kaho'olawe garlanded with the hinahina Kuahiwi nani 15 'o Luamakika And its lovely mountain Luamakika

9. Ha'ina 'ia mai ana ka puana 15 Tell the refrain *Kuahiwi nani la o ni moku Of the lovely mountains of the islands.

*When singing more than four verses, insert the number of islandsbeing sung about. n5 moku 'elima the five islands n5 moku 'eono the six islands n5 moku 'ehiku the seven islands ni moku 'ewalu the eight islands

Composed by Noelani M5hoe.

353

352 177 ALOHA 'IA NO '0 MAUI

By Alice Johnson

- III, A - lo- ha 'i - a no 'o Mau-i, B7 Air =MIME Aftwawm1.!mail= EME =NMI= =I MINIIIBMI=1IIMIBM1=1=MAIM NMI if Na ho-noa'o Pi'i - la ni;

1 E7

, 110 . tio sr.,/

U-a we - hi i ka pu - a ro - se - la - ni e I algliarIINEIMMIm11wain m. nomaammilimi mr.4111NOMIIMININI././,4%1INNIMIIIIIII".17431UM I MIPr.,-!,41111M1r/7.0: =M MWOIMII ar al

He pu-a 'a - la o - nao - na.

A Aloha 'ia no 'o Maui, Maui is indeed beloved B7 Na hono a'o Pi'ilani; The bays of Pi'ilani (poetic name for Maui); E7 Ua wehi i ke pua roselani e Adorned with the roselani flower A He pua 'ala onaona. A flower of sweet fragrance.

A Kaulana 'oe i5 Kahului You are famous because of Kahului B7

I ke kai holuholu e Witn the rising and falling sea E7 A me ka uapo ho'okipa malihini ea And the wharf which welcomes visitors A

I kou 15ina nani e. To your lovely land.

34 ALOHA 'IA NO '0 MAUI

A Ha'aheo wale ho'i 'oe You take great pride B7 I Kepaniwai o 'lac); In Kepaniwai Stream at 'Iao; E7 Makeikei mau 'iaana 15 Always being visited A E ni malihini e. By sightseers.

A Kilakila Haleakala, Haleakala is majestic, B7 Kuahiwi nani o Maui; Lovely mountain of Maui; E7 Kaulana kona inoa puni Hawai'i Its name is famous throughout Hawai'i A I ke alanui kikeeke'e. Because of the zigzagged road.

A Ha'ina mai ka puana, The story has been told, B7 '0 Maui no e ka 'oi Maui is the best E7 Me kona nani ho'oheno ea; With its cherished beauty; A He nani poina 'ole. An unforgettable loveliness.

Alice Johnson/these words from Kealoha Lake from AJ's tape 7/27/84.

Reprinted with permission of the estate of Alice Johnson. (These lyrics were transcribed by family members froma tape made by Auntie Alice prior to her passing away. Mahalo is expressed to Kealoha Lake for her kokua in securing these lyrics.)

355 ISLAND SONGS 0ahu

Flower: 'Ilima Song: 0 Beautiful 'Ilima Color: Melemele

ALOHA WAHU

F Ajoha O'ahu f Bp Lei ka 'ilima G7 Kohu manu 161(3 C7 Hulu melemele.

0 BEAUTIFUL 'ILIMA C7 C7 G7 NNW WI INII MilUr~. MM.. NM MIMI 1MINI OE IPOIMOw"T','W =MN MI MINIMB.11 =0 OIMMOP-1111 No 1/0.111111/ MIMEO= IMMO IMINI:AIN Mgr ..JIMIM .W771. MINor: am - so wr-zuorr7iime Ire-',.rMMI MEM =Mt OM 1=1":"M NM '.10.ANIMINNOMI IMI.;,4-leWAINER MI au, =ma ow11017Z1=r ANN I=LtNIMEINIMANWIN 1! IMININN` NM ofmy heart, 0 0 beau--ti---ful i ma, Choice F C7 F Bb isirmo irer.-inT wirmum mem imormo freg,===.4w_=-P I ".1= mit ar =111ffMar JR Mt ANIMP" MEI 8111 IMO IMIN IMV AIM LW= OKIMNIIIr*LBML.AININ MEM PIMIENIIIMMINNI Soft and love-1y to be--hold. sweet and char-ming flo----wer,

Estate. Reprinted with permission of TheKamehameha Schools/Bernice P. Bishop 356 4 Kaua' i

Maika'i Kaua'i Color: Poni Flower: Mokihana Song: (is a berry, not a flower)

MAIKA11 KAUA'l F Fl Bb INN WENN MIN MINW.1111WIWW111 WWI WNW =Mr limm WE IN ruNININNI NOIN NONLAWNIIIIINNI MI NNE WW1 voNli WI 101 r. assIN mat MI i..3ar=NW NM I MI Ns win= wt.- AMEN AIN rim MI III WM IMINNI6N NNW WEI LW WI WW ANW111111.114WW UMW iMM e, i ka m7- ii Mai- -ka -'i Kau a- -'i, e -mo-le-le

C7 W ism . =IL WININN INN 'ION WI ANN r INNININI INN allWNWWWif INWEI Velle NIWW, NMI' 4WIWoar upo saw =sr . Affirr:olime or-mow .arer a/-au timsWEE tailiN Mit ION W.a , awl .. aNt ., Nis . am .,aw . IMO ANNE' f,=lituwil at LAW Mirwie,Wil dIllw ;Awl Nor w NN t.adIN ,airAMMAN= ice: as s- - -.s III0WworamPoNIN, 1/ AM/ MIN .W...dingAwNNO IllarNIIIIIIINNWII I'

i mo--ki----ha----na. Ku--a---hi-wi Wai-'a-le----'a---le, Lei a--na ka

F F7 Bb a WIN Ws NEN Iwo WM MI WW1 non ampilmiWININI am ow mili WI 'Iwo-CM MO W WWI. ar AN , me INININg WI sr 111Mloor MN ow bam ranP or I air st w Amil mis a li am .jsmamom iir/-1 JEN AWNv. WI %.Nna W' LAWSEWIWWAna =NW MN mmismINWM slammumwmummorAmkramismormommommum mommarmwmummireaummowsimmimmummum

i ka m7--li---e, Mai -ka -- wa--le no Kau-a-- 'i, Me-mo-le-le wa-- e F C7 =MI NMI i =WW1 we Wm miNNNINW --/m-iiii/NNMINIT Wi.-1112.-11r"..NW nos ra MEN IN 1 NI.41ass, mom" wow. mow. INN .ii =I Tr w www . IN 1 Ni LAIWII NNW WI WINIP-T1INN -. Nal 411111AI IAMI MI; W MN OWN IN I NIL:viNwraNIN Nom r Asa CANN IAN Iwo min NW AN io ANS .011 NNWMt SW' AV AW -AN/MMINSWEIWW.-J1.11r-..an Mir AMP! I INSPNINar ow- amp aro-Alor Wan= WM NW Nom NNOWIWI WILIWIIINWI

i mo-ki---ha--na. Ku--a--hi-wi na--ni e, Lei a-na ka

Beautiful indeed is Kaua'i, Very lovely indeed is Kaua'i, Blest with serenity, So blest with serenity, Mount Wai'ale'ale, Beautiful mountain, Wai'ale'ale, Adorned with mokiharia. Adorned with mokihana.

Bishop Estate. Reprinted with permission of TheKamehameha Schools/Bernice P.

358 Ni`ihau

Color: Keloke10 Flower: Pupu (shells) Song: Pupu o Ni'ihau

C.) oSj

4147 0 fil'IHAU F IMIJIWA 1111111 MEM IMMIMI MIN NMI! 1MINNI SIM WI AEI: Ow NEW ABM IMIlb NM MI =MI MN NI MEN IMMIIRP111M MUM EMI ENE SA IMO 01111011.11111,1111 Ilre.:1 Iv J lieMMI w-Ar 411MIEMPAIWC00 MN IMIS NM NI MN Ali MUM ME 1IM BEI ME UMW NMI MI 1111LUMNIBI MI .2 AdINLIMIIIIMINII IN..1111111W ANN 1 I IN Mill NrN MIME =NO III MN MI OM MN INIPAM IN IM 111111111 war MI

a- 'o - -e PV--pr0 Ni-'i-- ,'Au --he-a -e? 1145-11-ke

Shells OW of Ni'ihau, hearken, a i ko---u na---ni. Display your beauty.

Reprinted with permission of the Kamehameha Schools/Bernice P. Bishop Estate.

359 NUTRITION GAMES AND DIGESTION

NPE: 1.8 Realize food must be digested before they can be used by the body. Hawn .::'Se' oc NPE: 1.9 Identify substances in food that are used P.E. St. for energy, growth and health. L.A. Iok NPE: 1.13 Describe the digestive process. Art Math **.

12. DIGESTION GAME GRADE: 3 For Grow, Glow, and Go TIME: 30-40 min. Food Classification

Activity: Play the Digestion Game to summarize the major processes involved in digestion and the use of nutrients by thebody.

Materials: 1 Game board/1-3 students 1 Spinner, die or other number generator/1-2 students 1 Token master sheet/1-3 students 1 Worksheet-student (Questions about DigestionGame) Overhead projectoral of game board and tokens(Optional)

Suggested Procedure

This game is designed to be used after studentshave studied the basics of digestion and categorized foods asGrow, Glow, and Go foods. The following concepts are embedded in the game:

1. Foods must be processed in the mouth by chewingbefore swallowing.

digested in the mouth 2. Go foods (foods rich in carbohydrates) are and intestines.

3. Grow foods (foods rich in fats andproteins) are mainly digested in the stomach and intestine.

4. Glow foods (foods rich in vitamins andminerals) are mainly digested in the intestine.

to nourish the body. 5. Foods must be converted to nutrients in order Nutrients, not food are circulated through the body. Nutrients are absorbed primarily in the small intestine andcarried by the boC,, to all parts in the body.

6. Go nutrients (carbohydrates) are used as energy sources. At.this point the fact that both protein and fats can alsobe used as energy sources is not as important.

build body structures. 7. Grow nutrients (proteins and fats) are used to

healthy body. 8. Glow nutrients (minerals and vitamins) are essential to a

3 31) NUTRITION GAMES AND DIGESTION

9. Water is removed from wastes in the large intestines.

10. Waste is returned to the environment.

Entry

Introduce the Digestion Game and the rules to be followed. You may wish to have the class follow a game with one or two players using an overhead projection of the gameboard. Rules can be explained in the context of the play.

1. Players: 1-3

2. Winners of game must:

a. Get food digested.

b. Get nutrients of their food to be used in the body for Grow, Glow or Go functions.

3. Loser goes out of the system as waste.

4. Begin play.

a. Select a food token. Decide if it is a Go, Grow or Glow food.

b. Students take turns throwing a single die or spinning a spinner. From start, move the food token the number of spaces shown on the die or spinner. cD c. Food remains in the mouth being chewed or digested until token rests on Swallow. Only at this time may the food go into the stomach.

1. If it is a Go food it may be digested during the process of being chewed and may become a nutrient by landing on "Go Food Digestion." Grow and Glow foods are not digested in the mouth.

d. Food and Go nutrient can go into the stomach after they land directly on Valve Opening. A Grow food may be digested in the stomach and become a Grow nutrient. Go and Glow foods are not digested in the stomach.

e. Food and Go or Grow nutrients can enter intestine after they land directly on Valve Opening square.

1. If a food rests on a space calling for its digestion, it becomes a nutrient. That is, if a Go food was not digested in the mouth, it can still be digested in the small intestine if the token lands on the Go Food Digestion square. Grow and Glow foods can also be digested in the small intestine and become Grow and Glow nutrients.

2. Food cannot be absorbed unless it is digested, that is, the food has been broken down into a nutrient. Nutrients are absorbed only when they land directly on the appropriate Absorption Square. 361 NUTRITION GAMES AND DIGESTION

3. Nutrients are absorbed and can go into the circulatory system when token rests on space calling for its absorption.

f. In the circulatory system, nutrients move through the pathway that results in their proper use by the body. For example, Go nutrients follow the circulatory pathway that results in their use as energy.

g. If food and nutrients have traveled through the small intestine without being digested or absorbed, they may be recycled back to Begin Intestinal Digestion if token rests on space labeled Go Back To Begin Intestinal Digestion.

h. Food or nutrients reaching the large intestine exit as waste.

Allow students to play the game several times.

Notes on the game

The game can be played according to "chance" or by using "strategy."

tAD co Chance. Students must move the number of spaces shown on the face ,- of the "counter" (die, spinner, etc.) each time they have a turn. By this technique, many foods and/or nutrients will pass out of the system as waste. Chance is best used for a student playing alone.

. Strategy. If the game becomes a contest to see which nutrient can first be used, then the players can employ strategy. Here students need not make a move until they have a desired counter number. This way they can ensure being digested and absorbed. A strategy game can be used with groups of students.

Follow-up

After students have played the game and are familiar with the concept of the game, hand out the worksheet "Questions about Digestion Game." This can be answered individually or in small or large groups.

Nutrition Education Instructional Guide, K-3, RS 84-6804, pp. 3-77 to 3-82. September, 1984.

3 60,U NuTaIEN-r3J 'MAT FwcarZ DIGeSTiow GAME 114EENERGY TO Pco, GP.= , GLOW Also Go v000 CI.A6S1 F ICAnchl Go I C7-01 oGee, Cr

Muvr LANo 4111111, ° TART SET TO se 1_ LOwl4 MOUTH enku-aNEO CHEW (/)

WoaranlG O WI 71.4 MUST LAW .VAST '71.11C% O<, HERE 'TO PgaxtE GO INTO 0 INTESTINE THE10Cal STOMACH m C-COD HEALTH

MIXING V" Loco Die,. ,Tu Ce- NG', 0, pow non, Gftw /60 GLOW CIRCulArE i:Oo0 D1ee5r1014OIGE3 00 -`) 0, INTESTINE V (§) SMALL CD ,1000 CIGE5-nom exas.AIECIRCULATE Clara A-T R REMOv AL.

MAT PRE LL,c_o ALL NuTitterrT5 BY CLR ectes kat AB50s:V8E0 ToI GROW' WHEN ThEY LJ LAND HERE

i NIEL'S.= AIX,/ t",1 Lc) 0 N.EiviER

TALLER

WA5TE. Re-ruct4.5 uNiciGasTr-zo ccx-c)mA-TERLALs 'It. 1145. eN\JCtINAEN-1-

363

BEST COPYAVAILAtio DIGESTION GAME FOR GROL, GLOW, AND GO CLASSIFICATIONS

Token/Spinner Master Sheet

F000T4vE VOCOIYPE F0:01WENARTE41- t446zEkT WMINT. 1401Ern" IV Ps 1N/PE 1WEI ze 4IE) Cupes£ gamy vS%1

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GLua GLUE ow° ONTO 4-CARD PAS Ito; i3cP.RD CuT 001" CUT AND 0 u-r TACK AND TO MOUNT C > ON CORK- SPINNER BOARD BASE OROTNER SIWLAR MATERIAL

SPINNER50.5E 364 DIGESTION GAME FOR GROW, GLOW AND GO (S) NAME

Questions about Digestion Game

1. What happens to all the food in the mouth?

2. What kind of foods can be digested in the mouth?

3. What happens to all foods in the stomach?

4. What kind of foods can be digested in the stomach?

5. What kind of nutrients are absorbed in the small intestine?

6. What kind of foods can be digested in the small intestine?

7. What happens to waste in the large intestine?

8. What happens to foods when they are digested? 0MJ 9. What happens to nutrients when they are absorbed?

10. How do nutrients get to the place where they are used?

11. How are the "go nutrients" used in our bodies?

12. How are the "grow nutrients" used in our bodies?

13. How are the "glow nutrients" used in our bodies?

14. What are some examples of go foods?

15. What are some examples of grow foods?

16. What are some examples of glow foods? CD

365 NUTRITION GAMES AND DIGESTION

NPE: 2.8 Realize food contains substances call nutrients.

NPE: 2.10 Realize foods can be classified into food groups.

GRADE: 3

TIME: 40 minutes

13. FOODS RUMMY FOR GROW, GLOW, AND GO CLASSIFICATION

Activity: Give practice in identifying foods and placing them into the foods categories of the Grow, Glow, and Go system.

Materials: 1 Set of playing card sheets/group of 2-3 students C.) Clear cellophane tape rn 1 Pair scissors/student rw. (Optional) colored pencils or crayons Alternate: ready game deck.

Suggested Procedure

Specific amounts of foods from food groups are served to assure that the nutrient content of meals is adequate. The simplest of these groupings is a classification based on the catchy mnemonic of the 3 G's--Grow foods, Glow foods, and Go foods. As students become more sophisticated, other ways of grouping foods will be presented. Read Food Groups and Nutrient allowances (Appendix) for a more ex: ded list of food groupings. This activity is designed to help students recognize the foods that are classified into each of the three groups.

Entry

1. Make a card deck.

a. Give each group of 2-3 students a set of card sheets.

b. Have students cut out the cards, fold them, and bind them with tape. Coloring is optional. Cards can also be glued to index cards and then laminated.

FstwrGt.* v../ V VTMINI 111.4AVIM VOX

Nutrition Education Instructional Guide, K-3, RS 84-6804, pp. 3-82 - 3-87. September, 1984. 366 c. Note: Be sure cards are folded flat.

2. Identifying 3 G's with food types. Have students work in groups of 2-3 to sortthe deck into Grow, a. only to Glow, and Go foods. (Food type is found on back and should be used resolve disagreements.)

foods that make up each group. b. Have student report on the type of

Breads-Cereals-Grains-Sweets GO Meat-Fish-Poultry-Beans-Eggs GROW Dairy or milk Products GROW Fruits and Vegetables GLOW

3. Game A. Recognizing 3 G's groups. Players 2-3 picture side face up. a. Shuffle cards and place deck on desk food represented on b. Play. First player states the group in which the the top card belongs. The card is turned over to check the answer. card. (Student gains a point.) 1) If the statement is correct, player keeps bottom of deck, 2) If the statement is incorrect, card is returned to picture up. (Student does not gain a point.)

player 1, followed by c. Second player then follows same operation as player 3.

after all cards are identified. d. Winner is the person with the most cards

4. Game B. 3 G Rummy. Players 2-3

Deal each player four cards, pictureside up. Players a. Shuffle deck. Place hold hand, picture side out (as inhandling a regular card deck.) also picture up. deck picture up. Place one card on discard pile to lay down cards of the same b. Winner of game is the first player food if all cards are of the same group. If c. First player may lay down hwid not the first player may:

pile, or 1) select the card in the discarded

deck. (This is done to preserve 2) take a card from the bottom of the the level of chance.)

First player may now

1) lay down four of a kind, or Each player must retain only 2) discard one card picture side up. four cards.

d. Second player has the same option as player 1. Play continues until one player lays down four of a kind.

5. Game C. On the Table 3 G Rummy.

This game is played the same as basic 3 G Rummy exceptthat players do not hold cards in their hands at any time. Thus they cannot see what groups Cards are dealt the food represents. (This information is on the back.) picture up on the table. Pictures only are shown until a player claims to have 4 of a group.At this time cards are turned over tocheck.

If a player is incorrect, that player is out of the gameand play continues with remaining players.

F2I123201119LaildIX .56.1 Have students cut pictures out of magazines or newspaper groceryads and make a food group poster. Grade 3, Appendix Unit II-AA--r-

GLOW GLOW GROW VEGETABLE FRUIT MEA1 VI TAM IN VITAMIN PROTEIN MINERALS

PINEAPPLE FISH LETTUCE

GLOW GLOW GROW VEGETABLE FRUIT MEAT VITAMIN PROTEIN VITAMIN C MINERALS

CHICKEN PAPAYA RADISH

fs1 /111 GLOW GROW VEGETABLE FRUIT MEAT VITAMIN VITAMIN PROTEIN MINERALS

APPLE CARROT FISH

368 192 Grade 3, Appendix Unit II-AA

GLOW GLOW GROW VEGETABLE FRUIT MEAT VITAMIN VITAMIN PROTEIN MINERALS LEMON BEEF STEAK CELERY

GROW GO GROW DAIRY uAIRY BREAD PROTEIN PROTEIN CARBOHYDRATE CALCIUM CALCIUM BREAD MILK CHEESE

GROW GO DAIRY GO CEREAL PROTEIN SWEET CARBOHYDRATE CALCIUM CARBOHYDRATE

RICE ICE CREAM SUGAR 371 370 193 Grade 3, Appendix Unit II-AA 1

I I I.

4411111W GROW I GO GLOW DAIRY , - CEREAL .4411 "°11101t. VEGETABLE PROTEIN CARBOHYDRATE VITAMIN 1 I \PGA CALCIUM 1Ittli MINERAL SPAGHETTI i 4.5,-,- YOGURT ... BROCCOLI Mr

CO I I O

I I, 0 O

GROW GO GLOW A 4 : . leo BEANS BEAMS (MEAT) BREAD FRUIT PROTEIN CARBOHYDRATE VITAMIN CD MINERAL BEANS CRACKERS 1111 TOMATO 411000 )

I / P P H I GROW GO GLOW MEAT el i FRUIT (6) SWEET t I PROTEIN ijArab CARBOHYDRAT . VITAMIN API If w 111 EGG""""EGG COOKIES GRAPE

I I I

I-..._ _

372 194 Grade 3, AppendixUnit II-AA

-n O

GO GO GLOW CEREAL GRAIN VEGETABLE CARBOHYDRATE CARBOHYDRATE VITAMINS O-Ti MINERALS BREAKFAST FLOUR CO CEREAL WATER CRESS :7) O70

C-1 Or-

OC-1

GO GO GROW SWEET STARCHY CARBOHYDRATE ROOT BEANS CARBOHYDRATE PROTEIN CAKE SWEET POTATOES TOFU

7 U3

375

195 Grade 3, Appendix Unit II-BB

NUTRITIONAL VALUE OF HAWAI'I'S FOOD

ll 1

30%

201

10%

5 0 0 0

' i 1 illilliiiiiiliiiii:11.11i I 111.1iiiiiiiiiiiiiilliiiiiiii7 .. - . A, u 5 f.h 0 o :14 0 a a u 4, 0 0 0 0 0 :II 0 u 0 .1 0 0 0 0 BANANA BREADFRUIT. BOILED One medium 1 Wedoe

Nutrition Island Style, Nancy Rody and Francis M. Pottenger, University of Hawai'i, Curriculum Research and Development Group, J 1983. Reprinted with permission 377 376 196 Grade 3, Appendix Unit II-BB

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378 37J 197

A Grade 3, Appendix Unit II-BB

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- 3.1 3...JOLli 198 Grade 3, Appendix Unit II-BB

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382 199 383 Grade 3, Appendix Unit II-BB

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334 385 200 Grade 3, Appendix Unit II-BB

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201 387 Grade 3, Appendix Unit II-BB

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388 389 202 Grade 3, Appendix Unit II-BB

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391 390 203 Grade 3, Appendix Unit II-BB

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392 393 204 Grade 3, Appendix UnitII-BB

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395 394 205 Grade 3, Appendix Unit II-BB

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397 396 206 Grade 3, Appendix Unit II-BB

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398 399 207 Grade 3, Appendix Unit II-CC

BASIC FOODS WORKSHEET Directions: List as many food productsas you can under each of the categories.

Starch Fruit Vegetable Dairy Products Meat Beverage Sweet

4 ',. 0 208 401. Bright Future Forecast Grade 3, Appendix Unit II-DD

Friday, February 11, 1983Honolulu StarBulletinC5 By Harry Whitten A uaculturePane Star-Bulietin Writer Held The 19805 will be the period He said there is great diversity when aquaculture will be more and flexibility in aquaculture successful in realizing its poten opportunities; aquaculture can be tial to help solve the world's food backyard or involve thousands of Problem. researchers were told acres;itcan use a varietyof .'7450 Wednesday. species, can be low or high tech The speaker was John S. Cor nology, can be labor - intensive or 411a bin, manager of Hawaii's aquacul- highly automated. 4.4 ture development program, who tr HE QUOTED statistics to the ef- gave the keynote talk at the first fectthatworldaquaculture Ira International Biennial Conference production in 1900was more than on Warm Water Aquaculture- 8.7 million tons, a 42 percent in- Crustacea, heldatBrigham crease over the 1975 total. Young University-Hawaii in Laie. He said the United States and The sessions have 350 people Japan account for about 40 per- registered from 32 American cent of total world shrimp and states and 37 nations. prawn consumption. "Moreover, Corbin said aquaculture had many fishery biologists believe Zs*'N4r,1,1,xx*- gone through popularity cycles in thatmost harvestedshrimp the United States, being heralded stocks are now being fished at in the 1960s as the wave of the their maximum sustainable yields future and undergoing a more and the only way to put more realistic analysis in the 1970s. shrimp on the market is through "Now, as the decade of the '80s aquaculture," he said. begins, and with an additional 20 Such a situation offers oppor- years of research, development tunity for large-scale commercial and demonstration or perhaps. aquaculture, he said. we should say maturation, under He quoted from a book, "Sea- our collective belts, aquaculture farm: the Story of Aquaculture' is again receiving a great deal of by Elizabeth Mann Borgese about attention as an environmentally aquaculture in the East and the sound, energy efficient, food West. production alternative in both the "We perceive Hawaii's role in developedanddeveloping world aquaculture development rT worlds,' he said. as being the place where the Tx, <.,1,ttf,-. "I believe the signals today meeting or merger of Eastern indicate that this time around, practicability and Western tech the effort to realizeits much nology occurs for the benefit of lauded potential will be monu both," he said. mental, better financed, and to a Conference delegates also made much larger degree, successful." a bus tour of the BYU-Hawaii In describing Hawaii's aquacul- prawn farm, the Lowe Aquafarms ',4"; ture program, he said the state Inc. ponds, the hatchery facilities has developed the planning con- of Amorient Aquaculture Interna- 24. cept of an aquaculture niche, tional, and the Marine Culture analogous to the ecological niche. Enterprises, where researchis to This requres examination of the being conducted on the intensive geographic area and identifica- culture of shrimp in controlled 6 b 44' tion of potential sites for appro- conditions. priate types of aquaculture development.

KAHUKU PRODUCTTheseare prawnsin tanks of Lowe Aquafarms inc. Star-BulletinPhoto byKen Sokamoto. Reprinted with permission of the Honolulu Star - Bulletin. 402 209 403 Grade 3, Appendix UnitII-DD Estate Blamedfor DeathofaDreamay m291984 State ThreatensForeclosure of10-Year-Old Na By Stu Glauberman Mahiai Green ValleyProject The farmers planned to workt1,40,11011erk Star-Mt/km Writer with school dropouts and prob- . Peter Lua's dream ofteachinglem kids, especially Hawaiians * farming and survivalskills inwho wanted to get the feel ofthe Green Valley is aboutto die justland. when his bananasand papayas The project began in mid -1975 are bursting with life when the Bishop Estate agreedto Lua blames the demiseof hislet the farmers' huiuse 145 acres dream on his landlord, theBishopat Waiono, also called Green Val- Estate. ley. .3 %, He says the gianttrust backed The kiawe scrub was cleared, him when he organizedthe Naat first by hand, and later with Mahiai Green Valleyproject 10the help of a bulldozer. The work years ago, but now wantshim outbegan even before a finalagree- when the farm isbeginning toment was signed on a 41-year show the results ofhis hardlease at a very low rent, with work. further concessions foryears "If this should fail,it's becausewith poor crops. they want me to fail,"Lua said The state Department of Agri- last week. culture gave Lua and his partners For their part, BishopEstatea $43,000 agricultural loan. officials downtownsay they've been patient with KahukuHighSchool,Liliu- Lua, but heokalani Trust and the Kamehame- hasn't followed throughwith his plans and promises.They say heha Schools extension service has been in defaulton his teaseagreed to support the projectand rent, his mortgage provide students for work-study 4 payments andprograms at the farm. his commitment to 'run NaMahiai Farm as an educationalprogram IN THE NINE years since those TEN YEARS AGO,Lua and ahope-filled days, the educational i*. hui of other part-timefarmerscomponent of the Na Mahiai " ". on 1,' were convin-ed that they couldproject has floundered, thoughin - " turn a rock, part of Punaluu Val.the last few years. the farm has 1.3 ^ ley into a self-sustainingtruckflourished. farm. Lua is the only one of thebut The Na Mahiai projecttheymembers left on the farm. What t organized was not meantto be awas intended as a self-helppro- a.. big money maker. Itwas to be angram for Hawaiians has becomea 2;4 A44 educational project thatwouldone-man operation. demonstrate that young Hawai- Lua says his four partners HOLDING ON TOA DREAMAfter 10years of work, Peter Lutes ians could improve the project is No Mahiai Green Volley land including his first wife aban- beginningto show results. The Bishop Estate isincreasing and themselves without de-doned the project because farm. the rent on the Punaluu pending on others property because itsays Lua has failed to meet the terms of his Tarn to Page A-3, Col. Terry Luke. lease. Star-Bulletin Photo by

Reprinted with permission of the Honolulu Star-Bulletin. 4Il4 210 Continued from Page Ole Grade 3, Appendix Unit 11-DD He claims state loan officials the difficulty he has had getting ing proved to be too much for were reluctant to foreclose on a students during the past five them. farm that is showing results and years. 'They didn't realize they would only did so under pressure from be putting in so much 'love time' the Bishop Estate. BISHOP ESTATE land manager (hours without pay)," he says wist- State agricultural loan officials Doyle Davis argues that the trust- fully. won't comment. But the state ees have been extremely patient attorney assigned to the case says Thefarm'sfirstcrops with Lua, who has not been vegetables were washed out by that Lua's problems with the forthcoming about the problems heavy rains. An expensive piece Bishop Estate were a big factor thefarmanditseducation in the decision to foreclose. project have faced. of farm equipment was stolen Deputy attorney general Peter from the farm. Uehara explained that U the Bish- "Generally, the program has Then in 1979, the flow of stu- pp Estate terminates the lease been dead for five years and 1- dents from Kahuku High and the with Lua, the state would be left think we've been fairly liberal in other referral agencies dried up without collateral to collect on its letting them have time to get the for a variety of reasons, some of loan. program back on track," Davis them still unclear. said. HOWEVER, THE loanpay- "It may be his impression that At one point, the project's bank ments are only a small part of we have thrown up roadblocks. account was down to $35. Lua's problem. All we want, quite honestly, is for Unable to make his mortgage In November 1982, the Bishop him to hold up his end of the payments, Lua first proposed Estate sent him a letter proposing deal." subdividing the farm and then a rent increase from $3,600 a year Davis denies that the estate is tried to bring in a 46-percent to $13,060 a year for the next 14 trying to terminate Lua's lease. partner. Neither reorganization, years. He says the estate merely is aimed at making the farm a com- The estate said the adjustment invoking Itsright to reappraise mercial venture, pushed through. was in order because Lua had the land and set a higher rent. To make things worse, the failed to remedy certain lease "It's more or less a tool that farm's long-term banana and pa- violations. Primary among them coerce the tenant into complying paya crops were wiped out by was that the farm was not serv- with the lease," he said. Hurricane Iwa. ing as a training program. Luz, who also is having an ap- "The Bishop Estate is saying praisal done, believes the Bishop TODAY, DESPITE the shortage I'm not running an educational of workers, the farm is producing program," Lua said. "But I've Estate wants him out of Green well. Thirty acres are in ti leaves, been running an educational pro- Valley, He thinks he knows why. seven acres in papayas, and 45 gram year after year. We've- Lua says the estate has a acres in bananas. That adds up to worked with 145 high school stu- to lease 3,140 acres across 82 acres, which is something Lua dents, so far," he said thumbing uu Stream from his farm to Mr. likes to crow about because the through his files in a makeshift and Mrs. John D. Holt, who plan Bishop Estate considers only 65 office. to build a garden and subdivide acres farmable. "Right now, we're working part of the valley into five-acre The value of the farm's pro- with adults in the community." agricultural lots. duce should top $160,000 next Last week, as an appraiser "The key to why they want me year, he said. hired by the estate was surveying out is that I'm sitting where the That is, if there is another year. the farm, Lua was working the water isThe water that feeds The immediate threat comes fields with two student helpers their property crosses mine," Lua from the state, which is foreclos- Ani Samione and Neal Toned% a, aid. ing on the loan it made to the polio victim. Davis says Lua's all wet. hui. "Our main thing we teach up "The Rohs have nothing to do Lua acknowledges that he is be- here is survival," he said. with it," Davis said hind in his loan payments, but Lua thinks the estate is behind Lua also claims that Fred Trot- says he can repay the state be- ter, a trustee of the Campbell Es- cause the farm is beginning to tate, has been trying to reorgan- make money iz6 the Punaluu Water Users As- sociation in an effort to oust him as vice president. Trotter, who is helping the Holts with agricultural aspects of their project, said he has had 406 informal discussions with the 407 211 water users in the valley Grade 3 Aolndix Unit II -DD An aquaculture farm which when WORKERS ON THE fruit-tree finished will cover some 100 acres But many diversified products that rm do more traditional farm labor seem to have the greatest potential iversified and supply perhaps one-third of the but it is the tradition of the planta- here are not foods at all dike the prawns consumed in Hawaii is ex- tion rugged, stoop labor that does pected to employ a dozen people. not pay well. The owner there com- ornamental trees and shrubs or the And many small farms and nur- plains that young people don't find dendrobium orchids that flourish in Waimanalo) or they are not staples series in places like Waimanalo, such farming glamorous; hepays but exotic or luxury foods (like agriculture: while they may require more people the same starting wage as thenear- macadamia nuts, oysters, bananas per acre, are worked by relatives by Kui lima Hyatt, he says, andyet and papayas). (often elderly) who labor out of fami- they prefer jobs there. ly obligation or for pleasure and are And among the staple foods.al- From the milking machines that though the market supply of paid accordingly. the cows go to almost unattended at vegeta- myths & reality bles grown fresh on truck farmsin a Waianae dairy; to an egg farm WHICH BRINGS UP the matter of Hawaii has increased that growth and processing plant in Waimanalo has not kept pace with in-shipments, lifestyle. City people hear "diversi- that has the most modern automated By PETER ROSEGG as for instance for potatoes. Special- fied agriculture" and what may egg inspecting, classifying, weighing Advertiser Editorial Writer ized local products like Manoa let- come to mind is a scene out of a and packing machinery available in Norman Rockwell painting the tuce seem to flourish. Still, while the the U.S.; to a Kahuku oyster farm locally grown share of the lettuce Is diversified agriculture a major But overall jobs in all kinds ofhardy farmer in blue coveralls (one with a space-age appearance looking answer to questions in Hawaii's fu-agriculture have declined from 19,-strap hanging open) before the tidy market has increased the totalmar- for ways to mechanize the tedious ket has too, requiring more imported ture? Many people look to it to pro-000 in 1960 to 15,000 in 1977, mostly farmhouse, pitchfork in hand, watch- lifting of bins and sorting of ing the cows amble into the barn for oysters lettuce than ever before. vide many jobs, alternate lifestyles'due to cutbacks on the plantations. the dominant impression is one of and self-sufficiency for these islands.Jobs in diversified ag (including self-milking. investment capital going to labor- But spending some time "on theemployed farmers and their fami- There are some "lifestyle" farms, efficient automation. FOR EVEN WITH increasing ship- farms," at least here on Oahu, maylies) increased by only 1,000 to ato be sure, but likely as not the head ping costs the competition from Cali- challenge some of these notions. total of 8,000 in that period. of the household has a full-time job So the new jobs that result from fornia, where huge economies of elsewhere and the wife, kids or diversified agriculture are likelynot scale are possible, is fierce This happened recently in tours to And it does not seem reasonable to to be truly "farming" jobs so much For Waianae, Waimanalo and Kahukulook for many new jobs on the vari-aunties milk the cows, tend the example, Hawaii is nearly sell-suffi- vegetables and collect the eggs. as in processing, transportation and cient in egg production (importing sponsored by the Hawaii Farm Bu-ety of ag establishments in Hawaii marketing. They will require techni- reau Federation and the State De-that range from large, Neighbor-Some just produce for family, only 4,7 per cent of consumptionin friends and casual sales, but others cal skills accordingly. And just how WV; bat processors hese dread partment of Planning and EconomicIslantype spreads in Kahuku to lit- many new jobs will be created all th- Development. tle part-time plots in Waiahole-Wai-are going commercial concerns like times when excess prodoctionis the family-owned Waianae piggery told in relation to the invested capi- California leads to dumping kane to small, but intensely com- tal is hard to say. on the For some of us who took the toursmercial, family fields behind Hawaiirun by the wife (a native of England local msrket and resulting price it seemed that diversified agricul-Kai. despite her Korean surname) while drops. ture (which in Hawaii means every- the husband who works at the Navy THEN THERE IS the riddle of (In a switch on the dumping thing cultivated by human hands but For example, 450 acres of cornyard helps only evenings and week- self-sufficiency. With acres and theme, however, the co-op of water- sugar and pineapple) shows moreplanted in Kahuku require only fourends. acres of term land, year-oruund gulf cress farmers led by the Sumida diversity than agriculture. Given thefull-time workers. A more labor shine and an everything-grows- Farm below Pearlridge Shopping And what kind of "new" jobs are difficulties with making generaliza-intensive fruit-tree farm in the same quickly lushness. it is perplexing Center sometimes sends its excess tions, here are some observations. area employs about 40 people for SOObeing created? Those four corn field that we should be so dependent on production to California.) acres zoned agriculture (though onlyemployees in Kahuku resemble imported fruits and vegetables as CONSIDER JOBS, first of all.about 400 are planted). And (experi-heavy-equipment operators (with the well as meat and fish. For a solution There are positive trends such as aments are under way there to growextra skills of chemists, electricians many people look yearningly to (Cont.) reported increase in the number of"square" trees that will make itand plumbers) more than traditional diversified ag. "young farmers" working full timepossible to employ picking machines"farmers." They likely keep fairly .in agriculture. They have loweredrather than people. business-like hours and may live as the average age of farmers below a easily in 'Callum or Makiki as near still elderly 58. the land.

Reprinted with permission ofthe Honolulu Advertiserand HonoluluStar-Bulletin. 408 212 409 Grade 3, Appendix Unit Ii -DD ** The Sunday Star-Sulle.ln & AdvertiserHonolulu, April 22,191!G.3

In the shtdow of Pearl e Shopping Center, workers tend thriving watercress farm.

To take an example slightly more The products most likely to suc- SO WHAT IS NEEDED is a realis- And though chances for self-suffi- removed from the consumer, the ceed here (beyond the staples whichtic appreciation of what diversified ciency at the present standard of liv- corn grown in Kahuku goes to feed will fill only a part of Hawaii's totalagriculture caa and can not likely doing (and eating) seem pair, diversi- milk cattle and seems to be fairlyconsumption) are the specializedfor Hawaii. It can, for one thing,fied ag could contribute some ex- competitive with other feeds. At aitems like macadmaia nuts, water-help protect the open vistas whichports and reduce the quantities of cattle feedlot in Ewa the local mo- cress, bananas, anthuriums, orchids,make these islands an attractivefood that must be imported. But this lasses and pineapple bran feed isoysters, prawns and the like. place to live and visit. will happen only if problems of used despite the fact that it costs $20 These may be products unique to It may supply a certain number of transportation and marketing are a ton .more than something which Hawaii within the U.S. (like coffeeorjobs "on the farm" increasingly solved with dependable supplies of could be imported. And 70 percent of papayas) or fill a particular local de-skilled or semi-skilled roles that re- attractive and useful products made the beef consumed here is shippedmand (the dendrobium orchardsquire schooling rather than unskilled available to willing markets on the in. It is the price of that beef, notoften adorn the luau lunch plates oflabor. And there may be secondary Mainland. local production costs. that sets theairline passengers). And often theyjobs in processing and marketing market price here. will best be marketed througha PROSPECTS FOR diversified ag. that result from diversified ag. if they do not seem very bright at cooperative like Watercress of Ha- With a continued government coin- the moment, don't look all that bleak SO IT DOES NOT seem that wewaii or the recently activated Pacif-mittment to open, rural space, some either. Government leaders at least can look to diversified agriculture.ic Banana Growers, Cooperativewho now enjoy family small farming at least on Oahu, to go very far to-which has as its goal driving the im- pay lip service to its development fray continue to do so, but theand sometimes try to turn action ward solving the problem of self-ported Chiqulta banana brand out ofchances of many more people taking into words. The idea seems to have sufficiency, if indeed that is a prob-Hawaii. up that lifestyle seem limited, at lem we can and want to solve. popular support. least on Oahu, considering the price And in 1977, divershied ag, accord- of land and the pressures of urban- ing to the state agriculture depart. ization. meat, "reached a record high $117 8 million in cash receipts to tarmers torfai.n6hrdeist4san over the previ- 41j 410 213 ous year. ' Grade 3. Appendix Unit II-DD

November 1, 1981 FROM OUT OF THE MUD... By Susan Yim

youan i hod Harry and Annie Ah Tuck Ung raised rice until There's a trick to harvesting the "That's a beautiful one. says Ung's farm if all you've got 1. 1939 when he switched to lotus root. long, pale-skinned root You've got Annie. who walked over to see a their addre. There's no street a vegetable with the consistency of to stand thigh-deep in black mud root her brother had harvested sign marking the dirt lane that a radish that Asians use as a sup- and dig with your hands, being She hasn't always lived on the leads to the little green house their plement in their diets. They stew it. careful not to break the root, if it's family farm. After her mother family has lived in for almost 80 pickle it, mix it up with pork and broken. mud will 000ze into the hol- died,.she helped raise her younger years other vegetables chopsuey style. lows in the root. brothers and sisters, but once they If you haven t been to the Ungs A spring provides the fresh water An average-size root weighs were grown she got a job in town before, just ask any oldtimer in Ha essential for growing rice and lotus about 3 to 4 pounds, and Ung sells tending house for a well-to-do fami- leiwa for directionsIt's difficult to root. Rice demanded long hours; them to wholesalers for $1.10 a ly. She came back to take care of '.ay who was there firstHa leiwa "too much work." says Harry, pound. The lotus root sells for her father in the '50s. when he was or the Ungs "stay out sunrise. sunset, chasing about $2.29 a pound at local mar- crippled by illness Ah Tuck Ung set down roots in birds. No one wants to chase birds kets After he died she could have gone Ha Iowa at the turn of the century rain or shine." The annual crop provides enough back to work for the family in He came to Hawaii from China Harry. Annie and their brothers money for the Urtgs to live on, sup- town. but decided to stay on the landed on Kauai to work on sugar and sisters grew up chasing away plemented by Harry's pension farm "Dad had quite a big place and rice plantations before moving mud hens that ate the young rice Their father died in 1963 at the age It's hard to give it up. she says. to Oahu. where he leased land in shoots. pulling weeds, harvesting of 89or 92, Annie says that old Haleiwa and planted rice trying to explain why, what it the rice alongside their parents documents and letters indicate her means to have roots He and his wife raised 10 chil- Then their father switched to lotus father was three years older than dren in the one-bedroom house that root,it cut down on some of the the age he gave officials when he came with the land that isstill work, but not much came tc Hawaii from China. Harry. leased from a Hawaiian family During the early stages of who was a clothing inspector for The first child born was Annie and growth, mud hens are as much a the Arm:, until he retired seven Harry was the fifth. and it's these nuisance as the crayfish. which eat years ago. and Annie decided to two who hay e ended up living the young lotus shoots. The root of keep the farm pretty much as their parents did the lotus plant takes a year to grow They still lease the land from the During World War 11. the Ungs and the crop has to be harvested by same family that leased it to their switched to electricity but they hand parents, but the farm is smaller waited until the '60s for running The tubular root grows in the than it was when their father was water. Annie Ung, who is in her mud: the graceful green plant with in his prime mid-60s. still prefers washing a large, round green leaf that looks clothes by hand although she owns Harry also raises rabbits "to a washing machine. "Sometimes I like the leaf of a water lily grows eat," says Annie, the cook in the put the blanket in the bathtub, fill above. The root, with from four to family. "He likes it fried." In the it up with soap and water and just six nodules the size of baking pota- backyard pen are 50 ducks whose step on it with my feet toes, can be up to 4 feet in length eggs are salted Chinese style and Extensions have been added on and 3 inches in diameter. Lotus sold to friends. And a cage of pi- to the original house in recent root slices look like flowers with geons"Just pets," says Annie years including a bathroom and a petal-shaped holes There's also a little patch of Chi patio with refrigerator and table During the spring and summer of nese tam and some ung Choy. or and chairs, where 60-year-old the plant's life, the large green leaf Chinese spinach Harry entertains his beer-drinking flutters in tradewinds. But when It is a simple life, a real country friends. fall and harvest time come. the life that still survives in the part of A vacuum cleaner is stored in a leaves turn brown and wither and Haleiwa that borders Waialua corner because Annie prefers to Ung and the laborers he contracts "We didn't want to give up this use a broom and mop when she spend a month digging up his crop land," explained Harry. "Even cleans house. The house is spic and of 2,000 pounds of roots though we lease. the lease is very span and has a musty beachhouse "That's how we work, that's cheap. If we make money. we smell, a combination of mosquito farmers." says Harry. who is one make. We lose, lose. Just like gam punks, weathered wood and ocean. of five or six commercial lotus-root bling. Some years we make good Haleiwa Beach is a couple of growers on the Island. "Rain or certain years we have a good blocks away but the remarkable shine, we don't take off" during crop view is from the Ungs' porchthe harvest. If the root isn't dug up at Waianae Range rising out of acres the right time, it will rot Reprinted with permission of the Honolulu Advertiserand Honolulu Star-Bulletin. of lotus paddies 412 BEST COPY AVAILABLE 214 413 Grade 3, Appendix UnitII-DD

4.1 0 tn 0

215

10. 4/

-s.

3,,

The Ung farm where lotus root is raised and Annie and Harry Ung, live pretty much as their parents did.

,t01.11

1m.

OA"

01.

rt Harry feeds some of the 50 ducks he raises.

Outside the shed he washes off the mud.

416 Grade 3, Appendix Unit II-EE

February 4, 1984 UH Plans EDB Tests on Grain Products Continued from Page One By Jeanne Ambrose son to suspect it" has been treat-whichproductsle ere being grain checked," he said. HE SAIDyesterday that his Star-Bulletin !Prater ed with ethylene dibromide,EDB, analyzeA branch is sending its test results Laboratory testing for EDB Siegel said. THE DEPARTMENT'Slaborato- THE EPA'Srecommended toler- to Hawaii at the request of the contamination of grain and grain Meanwhile, the health depart.ry findings yesterday resulted in ance levels forEDBwere issued health department here. By next products taken from Hawaii mar-ment is continuing its own prod-the withdrawal ofpizza flour yesterday along with a federal week, the California laboratory ket shelves is planned by theuct sampling, according to Healthmilled by Hawaiian Flour Mills ban on virtually all agricultural -will have tested about 1,000 prod- University of Hawaii PesticideDirector Charles G. Clark, whofor use in restaurants on Oahu uses of the pesticide which has ucts, including bread, breakfast Hazard Assessment Project, al-said yesterday he wasn't sureand the Neighbor Islands. caused cancer, sterility and birth cereal, corn chips, flour and corn defects in laboratory animals. tortillas, Bloch said. though the state Department of The pizza flour, the first locally Clark said the state will use the Health is doing its own analysis tested grain product to be recall- Clark said he will await the re- and did not request help. EDB at a Glance EPAguidelines as "interim stand- sults from California to avoid ed because ofEDBfindings, is ards in Hawaii" to determine duplicating tests on the same Calling it a matter of "territori- EDB is as insecticide 'eject- one of 15 different kinds of flour when to recall grocery food taint- ed into the soil or sprayed oe milled at Hawaiian Flour Mills. products. ality," Barbara Siegel, director of ed withEDB.However, the U.S. The laboratory test procedure the project, said she and her re- drOp. Analysis of three other flour Food and Drug Administration search associates should not be products from the mills showed should be helping the states in takes about five days, he said. It leo There are so knows cases of noEDB.Clark said. involves soaking the sample for EMI cassias cancer In lismaas the laboratory testing and prod- three or four days before itis but tests show it has caused car- Hawaiian Flour Mills produces uct recalls because the foods are run through a machine called a More Stories Page A-4 eer la laboratory animals. 41/2 million pounds of flour each transported all across the coun- gas chromatograph which meas- month, said Lee Blackburn, its try. ures the amount, if any, of con. EDB Editorial Page A-6 teo This week Ike federal gov- president and general manager. It would be a "natural catas- lamination. eratneat said EDB is preseat is That flour is milled from grain trophe" if all the states set their Testing on one sample costs doing the testing, because it falls a small percentage of wheat and shipped from Montana. Washing- own EDB tolerance levels, Clark about $125, health department under the health department's grainproductsoegrocery ton, Oregon and Idaho that is said. spokesman Don Horio said. The jurisdiction. shelves. supposed to be inspected on the "I don't think any state in the department is working on a test- However, they will analyze West Coast before it is brought to union could do all the testing re- reo The federal EPA has left it Hawaii, Blackburn said. ing schedule to accommodate the products suspected of being taint- to the states to protect consum- quired for all grain products latestEDBanalysis of food prod- ed withEDBon an "unofficial" ers from EDB- coatamlaated "I can't give you an answer available today," he said. ucts. basis and will report their find - products. why this one popped up," be said, The California Department of It may have to ask other labo- ings to the health department "to referring to the findings of EDB Health Services, which made the ratories to help out, because the bring them wisdom." Siegel said reo EDB is legally being used is in the pi= flour. discovery ofEDBin certain Dun- health department laboratoryis yesterday. Hawaii by Kane pineapple and can Hines muffin mixes that led in the midst of testing forEDB She will go shopping this week- papaya growers until the existing When the discovery was made, to its recall there and in Hawaii, in water, Clark said. end to gather products such as BOB supply is used sip. Blackburn said he called Main- also is using theEPAguidelines, the seasoned Japanese crackers land inspectors to make sure that said Al Bloch, program coordina- a known as ante, flour and baking Federal officials say long- future grain shipments are check- tor for California's health services mixeswithlocallabelsand term exposure is the hazard, not ed before being sent. food and drug branch. breads and other baked goods eating a single piece of sprayed "It's mass confusion over there made in Hawaii. Rice also will be trait or a cupcake made with because allthe mills want the analyzed although "there's no rea- coatambsated flour. Teti to Page A-4, Col. 1

417 218 418 Grade 3, Appendix UnitII-EE

A-4 Honolulu Star-BulletinSaturday, February 4, 1984 Shoppers Reactto EDB Warning

By June Watanabe February 4, 1984 Star-Bulletin Writer Coy Brown says the latest re- AND, DON Horio, a spokesman callof a pesticide-contaminated that recall was first announced for the state Departmentof (last year)." food makes you wonder aboutHealth, said yesterday no the purity of food in general. consum- EDB Ban Affects er has called the departmenton AND, HARRY Munsey, "What about baby food, orthe matter. the fruits?" he asked. "I hope they manager of the Star Market in "There's no real panic," said Kabala, points out thatmuffin check those products." Dennis Tanaka, the assistant Brown, interviewed while shop- man- mixes aren't "a necessityitem, ping at the Times Super Marketager of the Foodland Super Mar- like rice or milk." in the Ward Avenue Gem's store,ket in Koko Marina. He thinks So, if they can't get theirmuf- Papaya Shipments also said he believes the EDB"everybody may be getting numb fins, customers will buycookies to all the recalls. When therewas or other substitutes, Munseysaid. contamination of certain varietiesthe heptachlor scare, people Apparently very few of the af- By Harry Whitten 21 percent, was sold in Hawaii. of Duncan Hines muffin mixes star - Bulletin Writer extends to other brands as well:would bring back anything (relat- fected mixes were distributedin SOUZA SAID that tests are con- "I think all the others are theed to milk). With the muffin Honolulu to begin with.Wayne About 80 percent of Hawaii'stinuing with a hot-cold treatment mixes, there's been surprisingly Yamamoto, manager ofthe Star method to assure there are no same." very little reaction," Tanaka said. papaya crop is exported, accord- Market in the KamehamehaShop. ing to Robert Souza, manager offruit flies, eggs or larvae on the "We've only had one or two ping Center, said he understands the Papaya Administrative exported fruit and also with a Andrea Danks, shopping at thecustomers who were getting nerv- that fewer than 200 Com-double-dipping method to rid Beretania Foodland Super Marketous," said Ben D'Amato, assistant cases of the mittee. fruit of the insects.. with her children, said she's con- Duncan Hines mixeswere deliver- He cited this figure in empha- manager of Foodland in Ewa ed to Hawaii. sizing the importance to the He said the papaya industry cerned, too, although the recallBeach. "It's a whole differentre- Most of the grocers interviewed pa-has hired an independent consult- of the muffin mixes doesn't both.sponse than to heptachlor" (the paya industry of finding soonaant to investigate gamma irradia- er her as much as the contamina- said they didn't haveany of the satisfactory substitute for ethyl- pesticide found contaminated in recalled mixes on their shelves. ene dibromide (EDB). The indus-tion as a method of killing fruit tion of other products, such aslocal milk products in 1982, which But managers like Wilfred flies. The industry sees irradia- baby food. prompted several widespread Hiro- try fumigates papayas with EDB rekane, of the Times Marketin the before shipment so that fruit fliestion as a long-term solution, he She thinks the food industry iscalls). Temple Valley Shopping said, but a plant would have to responsible for keeping its prod- Elwin Spray, the assistant Center, or their larvae are not exported man- said, "We pulled all theDuncan with the fruit. be built before it could be used. ucts safe because "the federalager of the Foodland store in Hines muffin mixes When Besides, approval of irradiation government can't really keep anPearl City, agreed: "People buy anyway as a the Environmentalhasn't yet been given by the U.S. eye on it." precautionary measure andfor Protection Agency issuedan cans of tuna fish on sale, aboutcustomer confidence." order last Food and Drug Administration, Although Brown and Danks15 to 20 of them at a time. But Sept. 30 halting thealthough approval by September and several other food shoppersthey buy cake mixes onlyone or sale and distribution of EDB,ithas been predicted. interviewed yesterday said thetwo at a time and plan on using was reported that the final phase- "The papaya industry needs EDB scare does worry them, athem right away," he said. "So out would take place this comingsomething it can use immediate- survey of Honolulu supermarket Sept. 1. we'vehadonly aminimal Yesterday it was reported thatly," Souza said. "We hope to have managers shows "surprisingly" lit-amount,aboutahalfdozen it ready by Sept. 1. We would use tle consumer reaction. (mixes) returned, compared to the immediate ban imposedbythe new process as soon as possi- Some stores reported no cus-about a couple hundred cans of the EPA on use of EDB tocom-ble. We would liketo get out tomer feedback, while others saidtuna that were returned when bat insects in grainmay be ex-from under EDB." only a handful have asked to re- tended to fruit in a few weeks. In addition to papaya, EDB is turn a Duncan Hines mix or to Souza said the state's papayaused to fumigate the very small ask about the extent of the recall. crop in 1983 amounted to 43.2amount of litchi from Hawaii that million pounds, a total below theis shipped to the Mainland, ac- usual production figure. Ofthecording to Lyle Wong, pesticides total, 27 million pounds,or 63 Reprinted with permission of the Honolulu Star-Bulletin. branch chief in the state Depart- percent, went to the Mainland,ment of Agriculture. He said it is mostly the West Coast; 7 millionnot used as a fruit-fly fumigant pounds, or 18 percent, went toon any other crops exported from Japan; and 9 million pounds,orhere.

219 Reprinted with 419 permission of theHonolulu Star-Bulletin. Grade 3, Appendix Unit II. EE VOL. 74, NO. 7 HONOLULU, HAWAII Monday, January 7, 1985 Pesticide Problem Plagues Isles

By John Christensen heptachlor became a household well below that allowed bywater In all 48 contiguous Main Star-Bulletin venter word Federal regulations. But thatland statesIt also turned up in POISONING An Island-wide contamina- does not necessarily mean thatmeat, poultry and produce On Aug. 17,1982, Charles health is no longer a concern weakened or killed fish and bird Clark, the director of the statetion of Oahu milk with the rest- eggs, and worked mischief on Department ofHealth. "closed dues ofdibromochloropropane Nothing has been done to the book" on Oahu's milk con 1DBCPi. ethylene dibromide determine the extent of the pub-other life forms as well lic's exposure to heptachlor and Itsresidueswere sowide PARADISE tamination problems. saying the tEDIZO or both, in 1975 spread that regulations had to healthrisk from the pesticide what effect continued expoture, On Friday. DBCP use was ban- even at low levels, might have. be changed toreflecta new heptachlor was low ned by the federal Environment reality. Heptachlor residues were The book on heptachlor. how Protection AgencyHawaii was Dr. Irving Sellkoff, director ofeverywhereItwas impossible ever. will not stay closed As one thelast state allowed to keep the Environmental Science Labo-for example, to find mills with chapter ends and begins tousing the chemical EPA offi-ratory at Mt Sinai School ofout at least a trace of heptachlor fade, another unfolds And eachcials, who said Friday that thereMedicine in New York. says it is in it. seems a little worse than its pre isproof DBCP exposure can essential to determine how Consequently.got er nme n t decessor cause cancer. banned DBCP on pervasive heptachlor is here agencies came up with a limit "You will not know if you'rethat balanced economic feasibil It has made gripping reading going to wait for the results ofity against safety. A zero toter here, where aworried public human observation," he says.ance was still the ideal, but food fears for its health and awakens "Do you allow people to be ex-milk and feed were allowed to to the idea that chemical discs posed to something that causescontain a certain residue let el ters don't always happen in cancer in animals for another 25 before action was taken places like Times Beach, Mo For heptachlor. that lesel was The memories er or 30 years or don't you? A deci- 0.3 parts per million ipprivin are strong. Overnight, milk. Hawaii'sheptachlor problem sior. has to be made" food and milk has been the subject of national Clark. who isnow retired, In 1969, a national commission which for decades had be?.) and international stories. poison urged that the use of chlormat in paradise being can't-miss In- agrees. "When I said I was dos- a symbol of wholesomeness ing the book. I meant the issue ed hydrocarbons `e curtailed be gredients in an exotic whodunit of the milk itself. The levels cause of them threat to the ens] And the case continues to un- ronment and good health, became fold. were insignificantly low and It something to be feared because of evidence it AAbrief filed by was safe to drink. I never meant On Dec. 20. the Star.Bulletinattorneys for Meadow Gold I was closing the book on hepta- Pesticides in Hawaii contained a dangerous pesticide. And a new reported that a University of Ha- Dairies includes a memo chlor entirely" In that same year, the Hawaii waii graduate student found a Department of Agriculture pub word entered the vocabulary of Hawaii relationship between heptachlor from the Pineapple Clark was brought In by Gov George Ariyoshito head the Ilsbed Its own report on pest' residents. heptachlor in milk and a a range of disor- Research Institute showing cides. Some of its findings were ders in infants born during the state's health department after it that pesticide residue was came under fire for its handling staggering. Who can forget the sight of thousands of exposure. They include low birth It reported that in1968. 121 gallons of contaminated milk being poured into weight, jaundice, and birth de- found in pineapple green of the heptachlor problem. Mmillion pounds of pesticides fects. chop in 1962. The memo director, Clark won praise for sewers. and the fear caused by 11 successive confronting the immediate prob- were used In Hawaii, "10 times The Star-Bulletin has learned offers several courses of lem and taking steps to solve It greater usage per square mile recalls of milk from shelves? thatthere were several other action The one chosen, than on the Mainland** It was Three years to the month after the pesticide contaminationsinclud- Heptachlor sad bums= also 3v4times more pesticides ing in milkon Oahu and thataccording to the brief, was What Is heptachlor and why Is used per person than on Main heptachlor story began unfolding, the issue state. University of Hawaii and to do nothing.' j it dangerous? used per person than on the pineapple industry officials kept Mainland and six times the won't go away, even though current testing mummummEmoomm Heptachlor Is a member of a usage in California them secret family of pesticides called the shows milk is safe: the Mainland between 1978 and of the Board of Agriculture Those contaminations include chlorinated hydrocarbons or or noted inthe reports forward One study has found that 62 percent of the 1981 The Hawaii pineapple ganochlorines. Organochlorines that "Certain pesticides are also Bromide residues in pine-industry used the chemical to are extremely active and tend to capable of degrading chromo mother's milk tested during 1981-82 contained apple feed discovered by the kill root worms accumulate in fat comes in mammalian cellt. ul le.els of heptachlor above the risk level for Pineapple Research Institute in The Star.Bulletin also learned tures and produttne nialforrnd 1962. In tests on laboratory animals infants. A new study found a relationship that the methods and conditions heptachlor, caused a variety of tion In fetus or newborn and Heptachlor residues in pine- at thestateDepartmentof health problems, Including liver mats strict measures to mini between heptachlor exposure and birth apple plant matter found by DelHealth lab were so inadequatedamage, reproductive disorders mire exposure to potentall. ha, Monte In 1970, 12 years beforethat the lab was incapable of and cancer ardour pesticides are long osier weights, jaundice, the size of a baby's skull and reliably detecting pesticide rest- due other etfects dues in milk, according to the Heptachlor has been marketed federal Food and Drug AdmInis-since the late '40s. It has been so Today, the Star-Bulletin takes a new look at tratIon widely used that by the late the heptachlor problem Dairy productsstill contain 1960sitwas found In surface New evidence shows heptachlor is only one heptachlor, although atlevels part of a pesticide nightmare facing Hawaii. 220 Reprinted with4112ermissionof the Honolulu Star-Bulletin. BEST COPY AVAILABLE BEST COPY AVAILABLE Grade 3, Appendix Unit II-EE ehlor atletelswellablatethe acceptable dailyintake IAUI, The ADI is a safety factor for human exposure determined from animal studiesItis coin Early Heptachlor Warnings puted by dividing the level at which there are no observable Heptachlor Trouble effects by a safety factor which allows for individual sensitnities and an overall sensitivity Uncovered After '82 Scare The traditional safety factor for most chemicals is100 But when a carcinogen is involved Contamination in 1958 the factoris1.000 and some Is Not Over January 7, 1985 But Stuart Cohen. a chemist scientists now prefer 5,000 forthe S Environmental Cohen figured that for chil Protection Agency. reports that dren between 1 and 5 who Despite Otagakis warning. the dairy cattle were being fed The same court document drank cow's milk. the safety fat state did nothing to curb pest'. however, point's out that the re heptachlortainted green chop in search institute ignored a con for was reduced to between 15 tide useIthas. howeter gone 1958 and 27. He calculated the safety to bat for agricultural interests sultant's recommendation in 1967 factor in breast milk at between Cohen was sent to Hawaii in or 1968 that when a chemical it used faced a the spring of 1982 to investigate fieldsnotbe 14 and 25 "and may continue federal ban sprayed with heptachlor within the heptachlor problem Ques- 2'z years of the time they would into the future because of body The head of one state branch tioned recently about his invest' storage of heptachlor has testified that he did not be harvested for green chop Ration. Cohen said that talking A year He added that exposure to know his agencywhere he to farmers growers and Oliver. lateritreports. Del heptachlor for fetuses "should worked more than 25 years was say of Hawaii people continced Monte discovered that its green also be considered, but a safety supposedto be testing animal him thatthings that were not chop samples taken a year after factor for this exposure cannot feed for pesticides according to quite kosher spraying contained heptachlor be estimated from existing fiBy 1968, Oahu state law He learned for exaniple. that Again, nothing was reported to dataThere are indications that In the tam- of heptachlor the at least two farmers were feed the public the reduced safety factors were dairymen h been feeding pineapple industrtenlisted tht ing green chop treated with It was Cohen of the EPA who not protection enough their cattle green chop aid of the state Department of heptachlorto their cattle in established that the '82 exposure Two Unitersity of Hawaii made from the leafy Agriculture the unit ersny s Col 1958 He a rotein his report. which brought widespread pub graduate students have done lege of Tropical .Agriculture and There w as apossibilityfor lie concern, began not the prey separate studies of infants born remains of pineapple plant, ottngton & Burling a powerfulOahu milk contamination by nus fall or summer as was cram during the heptachlor exposure for 10 years Whether the AA ashington DC law firm heptachlor epoxide intne60s mon!) thought. but went back at Both say that their findings are chop contained am And heptachlor was not then also least as far as October 1980. The in the words of one, "statistically the industrs smostimportant Cohen5suspicions were con- proof was a sample of Oahu significantbutnotnecessarilt pesticide residues was hem al firmed in documents filed re- milk containing heptachlor rest clinicallysignificant Set never officially determined Itwas the 29th most used due tested in a goternment lab I cent!) in Circuit Court as part of accompanying story because no one ever pesticide in 1968 °torah, tnclud a complex heptachlor lawsuit A in Alabama Finally Cohen found that heel ing HaV.211, pineapple companies brief filed byattorneys for Thus by the time the DOH labfrom dairycattle was soldto tested the feed.. p used18 021 pounds ofitthat Meadow Gold Dairies includes a discoteredheptachlor residuesand consumed by Oahu consum immismirm .t ar for ant control Pest-control ineloo Iron. thtPmeappltite .Ian 6 1982. heptachlor had been en for at least a year The bee, operators used another10 000 searchInstitute showing that in the milk at least 14 monthscontained lowletels of hept- pounds to kill termites and other pesticide residueasst found in and possibly longerAnd at chlor Pesticide Use household insects pineapple green chop in 1962 letels that in some cases were 10 Asked whyresidues idn t The most popular insecticides Themum, offers set eral times the action letel she limitshow up in tests by U. in Hawaii that year howeter were DDT coursesof action The one that federal regulations allow) ment of Health, Cohen said and chlordane All three are car chosen according Po the brief Cohen calculated that Oahu s"The DOH was definitely hating tinogenic iinduce cancer' was to do nothing11 concealed children were exposed to hepta.its problems Charles Clark IBy Percent They also tend to accumulatethe informaem from the (lairs in the fattytissuesofthen' industryand the got ernmeni 0 10 20 30 40 50 60 70 80 90 hosts That means thatifa using thepolicy of laissez-faire human consumes milk from a OnnImummill is the buzzwords for its toter etwit.ones U.S. Pesticide Use cow that has been fed an ewes- up withAgrItultitro'S Share of the Total site amount of feed treated with ThereM. a no requirement 1500 - `yr A rmullure heptachlor. the chemical is going that green chop be testedin 1400 . . to find its way into the human s those days nor had the Federal 1300 fat gosernment established a 1200 By t968. Oahu dairymen had pestiadeolerance loci for itIt been feedine their cattle greenwas not until 1969. in factthat 1100 1 hop math trot)) the leaf>rt the manufacturer of heptachlor 1000 A....7.. 111111 mains of pineapple plants for the Velsicol Chemical Corppets 900 anaaal 91362.1874 Industr \ cars M hether the chop contain tioned to hate a tolerance loci *- r- (d anypesticide residues wasset for feed residues 700 -4 ,....40MOMMINTWE nt er (Wit tall> determined be It backed up its petition with so AGRICULTURAL USE111.1 am(no one exit tested thedata showing that a field liar 600 IcedOfficially that is tested a year after heptachlor 500 was used was almost completely 100 zatsm void of heptachlor 1112 .0111 ESE Span''ill ME MEM Government 1970 1971 1972 1971 19711,75 19761977 1970 1979 1900 1901 1902 111111 POISQNING PARADISE Home &Garden 424 Reprinted wit e permission of the Honolulu Star-Bulletin. 221 I **OA 1.4.: 1. .; Grade 3, Appendix Unit II-FF

KEEPING HEALTHY IN SCHOOL

Yes No Yes No

Yes No Yes No Yes No 425 222 426 Grade 3, Appendix UnitII-GG

'OPAE E Traditional

According to legend, a puhi (eel) kidnapped a maiden from the village of Kahakuloa,Maui. She was the kaikuahine (sister) ofone of the village boys who then called on various sea creatures to helprescue her from the eel's cave. All refused, claiming that they were too small to challenge the big eel. Finally, the little 'opihi (limpet) agreed to kokua (help)the boy byclamping themselves tightly over the maka (eyes) of the puhi so that he could notsee as the boy went into the cave to rescue his kaikuahine.

Note: Verses 1through 4 are identical except that the name of eachnew sea creature is substituted in the proper place. E7 A 1. 'Opae ('Opae e!) Oh, Shrimp! (Oh, Shrimp!) 2. Pipipi Periwinkle E7 A 'Opae ho'i! ('Opae ho'i!) Indeed, you, Shrimp! (Indeed, you, Shrimp!) 3. Pupu Seashell E7 Ua hele mai au, ua hele mai au I have come, Ihave come 4. Kiipe'e Nerita shellfish A Na Kuahine. For Sister. E7 A E7 A Ai i5 wai? Ai i5 Puhi! Caught by whom?Caught by Eel! E7

Nui'o Puhi, a li'ili'i au, Eel is big and small am I, E7 A 'A'ole loaf No indeed! '0 - pae-e('5.-pae-e) E7 A E7 5. 'Opihi e! ('Opihi e!) Oh, Limpet! (Oh, Limpet!) E7 A 'Opihi ('Opihi ho'i!) Indeed, you, Limpet! (Indeed, you, Limpet!) ' ii-pae ho- ' i ' El-pae ho') U-a E7 E7 Ua hele mai au, ua hele mai au I have come, I have come /1111111MilMINIP NIP Mr MP' INA EMI/ A .SMILIMIT AM17,111111111 Na Kuahine. For Sister. he-le mai au, Ua he-le mai au E7 A E7 A A E A iiaMn Mai maka'u: Na'u e pani Do not fear! I will close OMIL Mia eiMM 1M1111.10.1,..M1110.2==aI111.11aNnoiMI Mr "sr E7 A .-err Na ku-a-hi ne. I ka maka a'ike 'ole kela puhi! The eyes until that eel sees nothing. Recordings: Hawaiian Hula Eyes, Mountain Apple Co., Brothers Cazimero Mokulana, Banyon Records, Leon and Malia This Is Eddie Kamae, Hula Records, Eddie Kamae and the Sons of Hawai'i

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430 GOT TO GET AWAY FOR A WHILE

By Kapono Ka'aihue

7 G A //: Got to get away for a while to ease my head

G Everybody knows that's the way to do it:// C/G Takin' to the highway and leave your cares behind G C/G Goin' to the country, yeah, yeah, yeah, yeah

G C/G Sleeping in the still of the night and wake to another day

G C/G Out in the country. 7 A //: ,Got to get away for a while to ease my head

G Everybody knows that's the way to do it:// b 7 B A G I guess you could say I'm getting away from lights b 7 B A G Away from the noise and buildings that darken the sky G C/G Something about the country style thatputs you in a trance G C/G That's country living.

G C/G Someday I hope to have some land and raise a family, G C/G Out in the country. 7 A //: Got to get away for a while to ease my head

G Everybody knows that's the way to do it://

Reprinted with permission.

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MY HAWAIIAN COUNTRY

Eb F7 Bb7 Eb Oh take me back to my Hawaiian country

F7 Bb7 Eb CD C\1 And let me sing "Aloha 'oe" to you C\1 Ab Eb I miss the green, green grass of Waimea Cm The snow on Mauna Kea The fires of Kilauea Bb The surf at old Waipi'o in the sun Bb7 And the paniolo swinging down the trail to Kamuela on the run F7 Bb7 Eb I'm coming back to my Hawaiian country F7 Bb7 Eb I'll drop my shoes in San Francisco Bay Ab Eb And we'll talk story in the daytime Cm And early in the morning before the day is dawning F7 Bb7 We'll pledge our love and tell the stars above Eb-Ab-Eb

That we'll always sing about Hawaiian country and the people that we love.

Composed for Melveen Leed

Reprinted with permission

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435 HAPPY HAWAIIAN MUSIC By Bud Dant

b A Chorus: Make yourself happy with music b b A/C Cdim Bbm7 Eb7 Happy Hawaiian Music b7 b Bm E7 Sing and play the 'ukulele m b C Bdim Bbm7E b7A You'll be happy, Brah, ea eä ea.

b b7 b m D E A F When you sing and dance and shout b7 b b7 E A A You'll know what happiness is all about b b7 b m D E A F Come to Hawai'i and see for yourself b9 Eb7 B We'll put your blues on the shelf b A Get yourself happy with music b b b7 r.) A/C Cdim Bbm7 E Lo _.. Happy Hawaiian Music b b7 m Bm E C Bdim Play and sing a tune on your ol' slack key gitah Bbm7 Eb7 Ab Ea ea ea.

b7 Ab Fm B Verse 1: When I feel like no one loves me b7 b b7 E A(2) A (2) And my poor heart's on the ground b m7 7 D C F ThenI hear a song from my Hawai'i

Bbm7 Eb What a beautiful sound.

b m7 b7 A F B Verse 2: Met a brother from Hawai'i b7 b b7 E A A But his face was mighty long b 7 D F When he saw me with my 'ukulele Bbl Eb7 b A He smiled and he broke into this song.

Reprinted with permission.

436 MOLOKA'I MEMORIES By Jay Larrin Composed for Melveen Leed

C C7 From out across the ocean F A dream returns to me C G7 A gentle breeze brings back my Moloka'i memories C C7 F The valley of Waikolu, the waters of Wailau C G7 C The rains of Pelekunu, the winds of Pala'au

C C7 From out across the sea mist F The clouds come rolling in C And in the blues of evening G7 I remember my old friends C C7 I hear the island music F They always sang to me C G7 C-F-C Just a part about my Moloka'i memories. (NJ C7 F Cn (NJ And I am dreaming of those yesterdays C Dreams of long ago G7 Went down into those valleys with my family I would go C C' F Swimming in the mountain streqms, singing in the wind C G/ C-F-C Oh Moloka'i memories come singing once again.

Oh my friends are by the water with their old guitar Iknow spoken The heavens glow with love above my home at old Pilkoio }

7 C C Grandma's in the garden F Grandpa's by the sea C G7 C And LordI do remember all tbe love they gave to me F C G/ C And how I do remember Moloka'i Memories.

Reprinted with permission.

43/ Grade 3, Appendix Unit II-LL PLACE NAME SONGS

The following record albums have the words printed on the jackets.

GK - Genoa Keawe Hulas of Hawai'i, LP,Genoa Keawe Records, GK 101, Genoa Keawe. GJ - Guava Jam, LP, Hula Records, HS-543, Sunday M5noa. HS - Hawaiian Style, LR Hula Records, HS -508, Kahauanu Lake Trio.

MH - Male Hula Vol. I,LP, Noelani Records,NRS -102, Various Artists. RK - Right On Keia, LP, Hula Records,HS-505,Kihei Brown Trio.

Title Island Record

1. Aloha Kaho'olawe Kaho'olawe RK

2. Aloha 'Ia'0 Wai'anae O'ahu HS

3. Aloha Kaua'i Kaua'i MH

4. Anahola Kaua'i GK

5. 'Aina o L5na'i L5na'i GK

6. Hu'ehu'e Hawai'i HS

7. Ka Nani A'o Kali./ Hawai'i GK

8. Ka Paniolo Nui o Mcloka'i /Kualapu'u Moloka'i HS

9. Kaulana Kaua'i Kaua'i HS

10. Kaulana b Waim5nalo O'ahu GJ

11. Kip5 Kai Kaua'i MH

12. Lumaha'i Kaua'i GK

13. Manowaiopuna Kaua'i GK

14. Pauoa Liko Ka Lehua O'ahu GK

15. Punalu'u O'ahu HS

16. 'Ulupalakua Maui GK

439 438 233 cr,..1.110 BEAUTIFUL KAUA'I

By Randy Farden

D D7 G D There's an island across the sea, E7 A7 D Beautiful Kaua'i, beautiful Kaua'i D7 G D And it's calling, just calling me, E7 A7 D(4) D7 Beautiful Kaua'i, beautiful Kaua'i G D In the midst of Fern Grotto, Mother Nature

made her home E7 A7 And the falls of Wailua where lovers often roam

D G a D So I'll return to my isles across the sea E7 A7 D Beautiful Kaua'i, beautiful Kaua'i.

Reprinted with permission

4 10 PANIOLO COUNTRY

By Marcus Schutte

G C Places I have been 7 D G CitiesI' have seen 7 C D With concrete canyons rising from the ground

G C Miles and miles of asphalt trails 7 7 A D Stretched across the land 7 C D Stampeding little ponies leaving smoke along the way

G C CHO Going back to Paniolo Country 7 D G Stars at night no city lights 7 C 4 D G Paniolo country my home on the range N3 7 4.) C D G Un Paniolo country rain drops fall the grass grows tall 7 C D G Paniolo country my home on the range

C I made up my mind 7 D G Won't waste any time 7 C D I'm going back to where the clouds ride high

G C Take my word it's pretty 7 7 A D Not like the great big city

7 C D Where we still breathe that cool clear mountain air

Reprinted with permission of Royal Coachmen Music

441 GENERALAPPENDICES

BASIC HAWAIIAN VOCABULARY LISTS, GRADES K-3 CONCEPTS OF SELF AND 'OHANA

HO'OPONOPONO

BIBLIOGRAPHY

SONGS

RECORDS HAWAIIAN STUDIES PROGRAM

BASIC HAWAIIAN VOCABULARY LISTS, GRADES K-3

The Basic Vocabulary Lists which follow contain Hawaiian words whichrange from very basic and culturally important terms to more general ones identifying early and modern Hawaiian and importedvalues, practices, objects and people. The words have been drawn from the Basic Hawaiian Vocabulary Lists, #'s 1and 2 which were reprinted in Appendix D, Hawaiian Studies Program Guide (Draft), Office of Instructional Services/GeneralEducation Branch, RS 81-0655, March 1981. The two lists were created for all learners of Hawaiian at the elementary level, whether they be in elementary school, high school, college or adult school, by Haunani Bernardino,Dr. Emily 'Iolili Hawkins, and Robert Lokomaika'iokalani Snakenberg.

After using the lists during the 1981-82 school year in the implementation of the HawaiianStudies Program, District Resource Teachers and kupuna suggested that the two lists be regrouped to reflectmore explicitly the vocabulary which would be appropriate for each grade level from kindergarten to sixth. The following lists are the results of a series of meetings held in the Fall of 1982.The Department acknowledges the kOkua of and expre',ses "Mahalo nui loa!" to the following:

Honolulu District Solomon Kaulukukui and Kupuna Katherine Makena Harbottle Central District Jan KahOkO Yoneda Leeward District Mililani Allen and Kuouna Elizabeth Kauahlpaula Windward District Elsie Kawao Durante, Kupuna Jessie Pi'imauna and Kupuna Lilia Hale State Office Noelani M5hoe and Lokomaikatiokalani Snakenberg

These lists are constructed so that the words are grouped in categories such as social life and relations,nature, food, body parts,_etc. Within each category, the words are glossed following the order of the sounds in the Hawaiian alphabet, the Pilapa. Words beginning with the glottal stop or 'okina (I) are to be found after the words beginning with the other consonants.

The alphabetical order followed, the,'efore, is: a, e, i, o, u, h, k, 1, m, n, p, w, 'a, 'e, 'i, '0, 'u

This arrangement in Hawaiian alphabetical order is being applied only to initial vowels and consonants (including the 'okina) and is being done to underscore the importance of the 'Gkina in both pronunciation and spelling. It also serves to help the learner memorize which words begin with the 'okiTt by having them physically separated from the words spelled with the same initial vowel. Grade 3

Social Life & Relations hua'ai edible fruit

ali'i chief(ly), royal, noble hua moa egg hanai to raise, feed; to adopt, adopted child *kuawa guava holoponopono to make right (Hawiian family problem liliko'i passion fruit resolving) limu seaweed luahine old woman mai'a banana 'elemakulePelemikule old man/old men *manako mango mea'ai food Nature

ala path, roadway Body Part & Functions

aumoe middle of night alelo tongue lepo dirt, dirty iwi bw,e

moana ocean, deep sea kua back p6135 sea shell ku'eku'e maka eyebrow wailele waterfall lae po'o forehead lihilihi maka eyelash Hawai'i Lifestyle (hula, music, arts/crafts, games/sports) lolo brain

*himeni to sing; song, hymn luhi tired hoe paddle na'au intestines, guts mele to sing; song, chant pu'uwai heart pule to pray; prayer; week Household Terms

Food kelepona telephone

hua fruit Miscellaneous Verbs

* Hawaiianized English heluhelu to read 446 445 238 Grade 3

hiki to be able, can Modes of Transportation holoi to wash, wipe, erase ka'aahi train lohe to listen moku ship moe to lie down mokulele airplane 'au'au to bathe, swim *paikikala bicycle 'ike to see, know *lokomopila automobile

Miscellaneous Adjectives Zoo Animals husihu'i chilly, cool *kamela camel kahiko/kihiko old keko monkey 'uluku small, tiny *kepela zebra *kia deer Colors *kika tiger See K-1 master *kilape giraffe *liona lion Numbers *papulo buffalo *pea bear 0-100 master *Ielepani elephant ho'okahi one of something - master

Locatives/Location Words Days of Week hope behind, after, last, in back See K-1 master kai seaward, sea, ocean

lalo under, beneath Months loko inside

See K-1 exposure luna up, over, above, on top mua forward, in front, before, first * Hawaiianized English

239 447 448 Grade 3

betNeen, among outside mountainward, uplands, inland

44)

240 Grade 2

Social Life & Relations - Plural forms ku'eku'e lima elbow kaikamahine girls/daughters ku'eku'e wawae ankle k5naka persons, people kuli knee

kiipuna grandparents lauoho hair makua parents lehelehe lip wahine women manamana lima finger manamana wawae toe Nature niho teeth papakole buttock honua land, earth papalina cheek kuahiwi mountain umauma chest kumu la'au tree '5h5 thigh la'au bush, tree, herb medicine lau leaf Household Terms pali cliff 'aina land, earth kukui light, lamp moe bed

Hawaii Lifestyle (hula, music, arts/crafts, games/sports) pahu 'ume drawer, bureau

lei garland; to put on a garland Miscellaneous Verbs

Food helu to count Oike to show inu to drink komo to enter kalua to steam in imu 151elo to speak

Body Part and Functions Miscel'aneous Adjectives kikala hip pilikia trouble 451 450 241 Grade 2

Miscellaneous Days of Week

mea thing, person See K-1 exposure

Numbers Months

0-19 See K-1 exposure

iwikalua twenty Clothing Decades, concept of kana- kanakolu thirty kima'a shoe kanah5 forty lole wiwae pants kanalima fifty kanaono sixty mu'umu'u loose gown kanahiku seventy pilule shirt kanawalu eighty kanaiwa ninety pipale hat Kana is a prefix which indicatesthat it multiplies the base word (kolu, ha,etc.) by ten (10 x 3 = 30). Animals

Ho'okahi (one, alone, exposure See K-1 exposure one of something as opposed to one in a series) Transportation

ho'okahi kama'a (just) one shoe *ka'a car ho'okahi wa'a (only) one canoe wa'a canoe

* Hawaiianized English

452 242 453 Grade K-1

Social Life & Relations mahina moon

i noa name makani wind kaikamahine girl, daughter manu bird

ka7aiki/*pepg baby P6 night, darkness kane man, husband pahaku rock, stone keiki child pua flower, descendant keiki kine boy, son wai fresh, non-salty liquid kupuna grandparent lauinal5 afternoon kupuna wahine/kupuna grandmother/grandfather 'uku louse, flea käne makua parent Hawai'i Lifestyle (hula, music, arts/crafts, games/sports) makua k5ne/makuahine father/mother wahine woman, wife aloha love; to greet hula dance; 'ohana far.ily to dance kapu rules/laws;sacred kOkua Nature help; to help mahalo thanks; to thank; to admire/like ahiahi evening Food 5ruenue rainbow awakea mid-day i'a fish hOk5 star kalo taro kahakai beach moa chicken kai sea, salty water p5Iina to dine kakahiaka morning poi mashed kalo, 'uala, or 'ulu 15 day; sun pua'a pig lani heaven(ly); chief(ly) 'ai to eat; also sometimes used as the general word for the staples kalo, taro, or 221.

* Hawaiianized English 455 454 243 Grade K-1

'Ili° dog puka door; hole through something 'ono tasty, delicious puka aniani window

Body Parts Miscellaneous Verbs

ihu nose hana to wcrk, to make, to do kino body hele mai to come lima hand, arm hele aku to go (away) maka eye hiamoe to sleep pepeiao ear holo to go, run, sail piko navel ho'olohe to listen polo head hosomikaukau to prepare, make ready po'ohiwi shoulder k5hea tcicall waha mouth k5 to stand wiwae foot, leg lele to jump, fly '45 stomach n5n5 to look (at) noho to sit Household Terms

hale house Miscellaneous Adjectives

*home home akamai smart, intelligent, clever lanai patio anuanu cold lua toilet hauloli happy, glad, content *lumi room hou new

noho chair li'ili'i small pakaukau table loa long, very

15Iihi long maika'i good * Hawaiianized English

456 244 451 Grades K-1

makaukau prepared, ready nani beautiful, pretty nui big, plenty, many, much Days of the Week Exposure pau finished, consumed, destroyed POlakahi Monday piha full Pa'alua Tuesday wela hot PiPakolu Wednesday PO'ahE Thursday Colors PiPalima Friday hinahina gray Pii'aono Saturday ke'oke'o white apule Sunday rnelemele yellow (golden) *palaunu brown *Months Exposure *polii blue Kepakemapa September poni purple 'Okakopa October takala pink Nowemapa November 'alani orange Kekemapa December 'ele'ele black 'Ianuali January 1- 1 I oma oma o green Pepeluali February 'ula'ula red Malaki March 'Apelila April School Mei May *kula school lune June kumu kula school teacher Iulai July no ho chair 'Aukake August puka door; hole through something

* Hawalianized English 245 459 458 Grades K-1

Animals Numbers 0-19; concept of 45m5-/-kumama-

*hipa sheep 0 'ole honu turtle 1 'ekahi 2 'elua i'a fish 3 'ekolu 4 'eha *kak5 duck 5 'elima kao goat 6 'eono 7 'ehiku *15paki rabbit 8 'ewalu lio horse 9 'eiwa

manu bird 10 'umi 11 'umikumakahi moa chicken 12 'umikiimi1ua *peleh5 turkey 13 'umikumakolu 14 iumikum5ha pipi beef, cattle 15 'umikumalima pOpoki cat 16 'umikumaono 17 'umikumahiku pua'a pig 18 'umikumawalu pueo owl 19 'umikumaiwa

'ekake /kekake donkey NOTE In modern secular use from 11 through 99, the numbers 'Tlio dog involving units one through nine are formed by using the appropriate tens number with the infix, "-kuma-," and then the particular unit number; e.g., eleven is ten plus one, 'umi-kuma-kahi. In the older form, the Hawaiians used the infix, "-kumama- " Some kripuna, especially those still active in Hawaiian churches where the Hawaiian Bible is read out loud, may prefer the older form. The children should be exposed to both forms but they should concentrate on learning touse the modern form actively.

* Hawaiianized English 461 460 246 ....-i...--

CONCEPTS OF SELF AND lalANA. by Mihealani Pescaia Instie for Hawaiiar Culture Studies

Aloha, e n5 kumu!

As educators, our main goal is to equip our students withthe tools of survival that will help them live happy and successful lives. In order to do this we need to educate the totalperson. Each student needs tc gain understanding and knowledge not only ofcontent areas but also cf himself or herself and others.

This appendix is for you to examine and to learnmore about working with children and people in general. Understanding yourselves and others can helpyou be more effective teachers and human beings.

There is a need today for parents and teachers to giveeach child positive recognition. Often this recognition is missing in the homeso the school environment is a major source. A positive classroom environment can build positive self-concepts that will leadto an atmosphere conducive to learning. Often within a busy day of meeting our academic objectives, we often neglect to develop the "whole person." We set )0- goals geared to the average and neglect the emotionaland intellectual needs of the two extremes. We are aluwn to the needs of the verbal, and failto recognize the needs of the "quiet and well behaved."

The information compiled in these pages combines informationfrom Games People Play by Dr. Eric Berne and from Nana I Ke Kumu, I,by Mary K. Puku'i. I hope it will provide you with "tools" as you work withyour students.

I would like to thank Kilie Mossman, Counselor at WindardCommunity College, for her mane() (ideas) in this area and for sharing some of her materials.

NOTE: It should be understood that the underlying philosophy containedin the section called "The Three Me's," is NOT a traditional Hawaiian cultural philosophy butrather the adaptation of a modern American psychological perspective redressed in Hawaiian terminology.

462 247 463 THE THREE ME'S

Inside each one of us there are THREE ME'S. These three me's THE THREE ME'S influence what we do and each one acts and reacts differently.

I want to play kb vane

MAKUA Caring Do's and Don'ts (PARENT)

Figures things out ALAKA'I Makes decisions (ADULT)

Fun Feelings

464 465 248 ME, THE MAKUA `0 AU KA MAKUA Makua is the Hawaiian word for parent. The makua part of us (ME, THE PARENT) reflects the things we learn from our parents or the people who brought us up. They taught us how to do things and how not to do ,--- things; and we learned by just watching how they talked to each other and how they treated us.

There are two parts to our makua.One part is critical or bossy, reminding us of the things we should or should not do.The other part is caring, encouraging us to show love and affection, such as kokua, laulima, and aloha.

Anytime we behave like parents, we are using our makua. Phrases like "don't do that", "clean your room", "behave yours'07", "don't worry", "I'll take care of you", "let me help you" are all makua kinds of phrases.

466 249 4 64 ME, THE ALAKA'I

Alaka'i is the Hawaiian word for director.This is the `0 AU ICE KANAKA NC:0'0NY° part of us that thinks and figures things out. The alaka'i part of us gets the facts, examines them, and speaks logically (ME, THE ADULTTHINKER) and rationally. It is said that the human brain can handle over one billion bits of information which is more than any ALAKA` I computer can handle. We see, then, that we can learn anything our alaka'i decides to learn. Sometimes the makua or the keiki parts of us can inhibit us from learning effectively. Now that we know this, we can watch out for the keiki and ma'Aua and make sure that doesn't happen. The more things we learn about people and the world around us, the stronger our alaka'i becomes and the better decisions we can make. As we are reading this, we are using our alaka'i. When we examine and evaluate and use words like how, what, where, why and better, nicer, easier, we are using our alaka'i.

250 46J 468 ME, THE KEIKI `0 AU KE KEIKI (ME, THE CHILD) Keiki is the Hawaiian word for child.The keiki is the part of us that expresses feelings of fear, anger, happiness, Tha (Pain) or sadness. The keiki part of us also likes to have fun. Maka`u (Fear) Sometimes we let the keiki run wild like staying up too late, eating too much candy, or fighting.We need to use our alaka'i and makua to guide us so that all three parts of us are in Pagani (Play Aloha (Love) balance. When we use words that express our feelings like \`\ =- "wow", "want", "I'm scared", "aw, shucks", "great", "I don't want to", we know our keiki is at work. r 1,;

47 471 251 The concepts of self can also be used to help students understand beavior.When students learn to understand themselves and others, they will be better equipped to function in the classroom, on the play- ground, as well as in the home.

The Hawaiian children were nurtured with much love and aloha. This led to positive concepts of the self. These feelings of self worth and attitudes of acceptance were reinforced in their daily lives by the practice of 'ohana concepts of aloha (love), k5kua (help), laulima (cooperation), kuleana (resposibility), and 15kahi (harmony, unity). 'Ike (recognition) was given to each other freely and opTigT.---Within the close 'ohana (family), they received 'ike not only from parents but also from grandparents, aunts, uncles, and cousins.

These concepts of 'ohana are also applicable in classrooms today. Many teachers may already be using these concepts with their students.

The following pages present the Hawaiian concepts of aloha, k5kua, laulima, kuleana, 15kahi, and 'ike which can be taught to the children.

The children should be continually encouraged to demonstrate these 'ohana concepts in their relationships with each other.

(Note: The masters of the drawings which follow are in 17" x 22" posters in the Hawaiian Studies Program Instructional Visuals Packet: Na Ki'i Ho'ona'auao, Series I. They are also part of a packet of 81" x 11" masters for duplication and transparenci3s.)

472 252 EVERYBODY NEEDS "IKE" (RECOGNITION)

'Ikeis to recognize everyone as people. Everyone needs to be recognized, especially children. 'Ike can be given in a number of ways in school. It can be a look, a word, a touch, a hug, a gesture, a kiss and even a scolding. Children need to give 'ike to each other, so if the teacher models the giving of 'ike then the children will internalize Kamaiki (Baby) the behavior. Just to tell the children how nice they look, or how happy you are that they are quiet, or "How Keiki Kane (Son) pretty the ribbon in your hair looks" or "What a handsome shirt you have on today!" are all ways of giving 'ike. It helps create a positive atmosphere in the classroom and makes everyone feel mai ka' i (good).

NaMakua /// (Mom and Dad) Na Kupuna (Grandparents) 474 253 475 Aloha has many meanings: love, ALOHA affection, compassion, mercy, pity, kindness, charity, hello, goodbye, greetings, farewell, alas, regards. It can be shown in a variety of ways. The 'ohana provided a ready source of love, affection, kindness, courtesy and hospitality. Aloha was shown and'given not only to 'ohana members but to all who visited.

476 254 47`/ KOKUA In every 'ohana in old Hawai'i, every member helped to get the work done. Kokua (help) was an important part of every household and family members usually did not have to be asked to kokua; they helped whenever they saw 767Tbeing done.

479 478 255 KULEANA

One of the most important kuleana (responsibility) of every rEgiia member was to maintain acceptable standards of behavior. Attention seeking behavior was frowned upon and respect for social rank and seniority was a must. Each person was taught what was acceptable and not acceptable. He or she learned to accept and carry through his or her kuleana willingly.

4 (1

256 4S1 LAULIMA Everyone in the 'ohana shared the work load whether it be planting, building a house or a fishpond, preparing meals, or fishing. Each person did a share of the work to get it done. If a man wanted a house built, his 'ohana willingly came to help. The men gathered the building materials, built the foundation, put up the frame and attached the thatch. The women wove the floor mats of lau hala and made kapa, out of wauke (paper mulberry). They also gathered the pill grass and other thatching materials.The children helped in whatever capacity they could depending on their age and sex. This kind of laulima made the work easier and more enjoyable.

482 257 483 LOKAHI

The 'ohana considered lOkahi (harmony, unity) very important, lokahi not only with people but also with the universe. The members of the 'ohana showed this in their daily living by sharing goods and services with each other. The 'ohana members generously gave to others no matter how little they themselves had. Strangers were greeted with aloha and were invited to cane in and partake of food. Any- one visiting another area took food or a gift of some kind as a symbol of hospitality. They established 16kahi with the universe by observing the kapu of daily living, which included homage to the gods. These kinds of behaviors nurtured harmony or 16kahi in the 'ohana.

485

484 258 Teachers have a tremendous influence on the children with whom they relate and so arevery instru- mental in changing behavior.Many children today are growing up with both parents working and therefore need to have some family-oriented activities in school with which theycan identify.

Teachers can establish a family-type atmosphere in the classrooms by creating a positive, supportive atmosphere. In early Hawai'i, the people lived in large 'ohana with parents, aunts, uncles and cousins, grandparents and great grandparents living in close proximity. When a child was reprimanded by his/her parents, he/she had many other sources of aloha and support to make him/her feelbetter. Today, we as teachers, can provide support systems forour students by teaching them to give 'ike (recognition) to each other more freely. This behavior is learned, so the model we bring to the classroom is of great importance.

I hope that this narrative on 'ohana has helped you becomemore aware of the Hawaiian 'ohana concepts. By using and modeling these concepts in your classroom, the students will be better equipped to build positive self concepts and attitudes of acceptance in theclassroom.

486 259 487 'OHANA

by Mahealani Pescaia Institute for Hawaiian Culture Studies

taro leaf "Members of the 'ohana, like taro shoots, are all from the (lau kalo) ------'---__ same root," says Mary K. Rikdi.

Kalo, the corm of the taro plant, was the "staff of life" in the Hawaiian diet. It was also closely linked to the origin of the people with the birth of Wiloa.

'Ohana included those born with blood ties, those who were flower unrelated but accepted by the 'ohana, and those who died and (pua) remained spiritual ancestors of the 'ohana. It included the: oung_taro leaf (lu'au) 'aumakua spiritual ancestors stem,---' kupuna kualua great, great grandparents (h5) kupuna kuakahi great grandparents kupuna grandparents and all relatives of the grandparent generation makua parents and relatives of the parent generation (aunts and uncles) keiki first cousins within the 'ohana or hanai (adopted)

The 'ohana was the unit that provided for the social, economic, off shoot and educational needs. The 'ohana who lived in the uplands shared 1 ('oh5) kalo (To), mai'a (banana), -iirruala (sweet potato) with their oha na by the seashore who in turn gave them products from the sea. corm The entire 'ohana showed up to help an 'ohana member build a hale (kalo) 0 (house).

The makua performed the daily work of the 'ohana. They worked in the lc'i kalo (taro fields), caught fish, and performed the daily tasks necessary-TOT-survive!.They bore na keiki (the children) to continue the family line.

260 488 489 Na keiki were given responsibilities too. They took care of the aged members of the 'ohana and helped their makua by carrying food, water and materials for building houses, canoes, etc. Na keiki were sometimes h5nai adopted). Na makua sometimes gave a baby to a close relative as a sign of aloha (love). This was usually done only within an 'ohana so that the keiki grew up knowing his/ her biological parents.

Na keiki in an 'ohana grew up haviig many makua to care for them. The 'ohana provided the enotional support, love and security to the child especially when h3 /she lost his/her parents or was reprimanded by them. Emh child grew up with a feeling of well-being, acceptance, self-identity and self-worth.

The Opuna (grandparents) were dearly loved and revered by the 'ohana.They were the source of wisdom and understanding. The oldest kupuna usually was the h5nau mua (first born) or haku (head of the 'ohana. He/she settled problems and called the 'ohana meetings. These kiipuna took care of the little children in the 'ohana while the makua worked. They developed close ties with their mo'opuna (grandchildren), especially with the oldest. They were the teachers of the 'ohana and taught planting, fishing, housebuilding and weaving. They taught the chants, wise sayings, stories, genealogies and custonii7rhose ch:ldren who showed special talents were sent to special kahuna (experts) or kumu (teachers) for instruction.

The 'aumakua were the ancestors who remained members of the 'ohana in spirit form. They were guardians and provided strength, inspiration and help. They appeared to members of the 'ohana as sharks, birds, lizards, eels, fish, rocksor plants. They were a real part of the Hawaiian 'ohana then, and still are in some 'ohana today.

BIBLIOGRAPHY

Dunford, Betty, The Hawaiians of Old. Honolulu: The Bess Press, 1980.

Handy, E.S. Craighill, The Polynesian Family System in Ka'D, Hawaii.Rutland, Vermont: Charles E. Tuttle Company, 1972.

Puku'i, Mary K., N5n5 IKe Kumu. Honolulu: Hui Hinai, 1972.

490 261 491 CHILDREN OF THE 'OHANA by Marilyn Okumura and M5healani Pescaia Institute for Hawaiian Culture Studies

The 'ohana or extended family included: 1) makua who were the parents and all relatives of the parent generation (aunts and uncles); 2) kOpuna who were grandparents and all relativesof the grandparent generation; 3) keiki who were the children in the 'ohana who considered themselves brothers and sisters to each other regardless of naturalparentage (Puku'i: 162); and 4) 'Ohua who were unrelated dependents and helpers.

In the 'ohana the hiapo or first-born child had his/her future clearly predestinedbefore birth. Rarely was the hiapo reared by his/her natural parents. The hiapo was the "living history book", who memorized the family genealogical chants, social and religious customs, kapu and specialized skills and knowledge. He/she was to assume the responsibilities uf the haku in times of family illness, dispute and other family crises.As a result of his/her position, the hiapo often also became the favorite of the kOpuna. (Puku4:51)

The grandparent generation in the 'ohana had the privilege of takingas hanai the hiapo of one's children. The feeling was the hiapo belonged to the kOpuna and the natural parents had the childon "lo07-atil he/she was given to the grandparents. The grandparents' responsibility for the child took precedenceover that of the parents. If the first born child was a male, he was taken by relatives on the husband's side. If the first born was a girl, she was taken by those on the wife's side. Those who took the child taught him/her to do the work skillfully. Sometimes these children were not allowed to work at all. They became the kOpuna's favorite and were hand fed by their kahu (attendant). They were the punahele (favorites).

When talking to each other, the terms for brothers and sisterswere used for address as well as being descriptive. However, a son would not address his male parent as "father" because family member termswere only descriptive. Relatives, whatever their relationship addressed each other by name. A grandparent was correctly addressed as kupuna in the old days. Kuku/tututderived from the word kupuna, became more frequently used terms of endearment forgrandparent. (Handy: 44-45)

A ceremony to decide whether or nota child was ready to be weaned placed the decision with the child. A mother and child would sit facing each other with two stonesor bananas representing the mother's breasts placed between them. A prayer to the god KG and his wife Hina was offered by a third person asking that the baby willno longer wish for his/her mother's milk. If the child reached for the objects and tossed themaway, he /she was ready to be weaned. If the child did not toss the objects away, nursing continued and the ritual was repeated again later. (Handy: 88-89)

When a male child was born, he was taken to the halemua (men's eating house) where he was dedicated to the gods. If he was the son of an ali'i he was taken to a heiau to be dediTiE&T- There his piko (umbilical cord)was cut and the placenta was washed in water and was buried by the kahuna in a secret place where it would not be disturbed. The child was bathed, wrapped in kapa and taken to the kuahu (altar) and dedicated to the gods.

492 262 493 When the male child was about five years old, a special ceremony was held. Up until this age, boys did not wear malo and ate with the women and girls in the hale 'aina (women's eating house). The ceremony called "KS i mua" or "thrust to the mua" changed this situation. The boy was given his first malo at this ceremony and could join themen in the hale mua (men's eating house). A female child did not have such special ceremoniesas she moved from babyhood to childhood or to adolescence.

In the Hawaiian life cycle there did not exist any form of ceremonial ritual of initiation into manhood. At age seven or eight a boy was circumcised (kahe ule) by a skilled kahuna anda feast was held. There was no significance to this event other than that the circumcision facilitated cohabitation and enhanced pleasure. (Handy: 94)

If a child showed a special aptitude in an art, he was sent to live witha kahuna. Training started at an early age and a boy training to be a kahuna (expert) was placed under strict kapu. His food utensils, water gourd, clothing, bed and house were considered sacred. He was not allowed to mingle with other people and especially not withwomen. After his training was completed and the cleansing had been performed, he was allowed to associate with othermen. But, he had to keep himself free of women and had to abide by all of the kapu taught him by the kahuna (expert).Somehow, the kahuna usually knew when his student had broken a kapu. To observe ALL the kapu well was to learn ALL of what the kahuna had stored in his head.(Handy: 90)

Grandparents had special affection for certain children who were attractive and charming. These children were made punahele (favorites). They were given special dishes and the best of everything. In Ka15, a "carnival" was held every few years for the display of the punahele of the kapuna. (Handy: 101)

Each child had duties according to his/her size in such activities as planting and fishing, house-building, preparingfeasts, working on irrigation ditches, taro terraces, walls and on ponds. A child's age was determined not by years but by the tasks he or she could do. For example:

The size that enables him to carry a water bottle." A two-year-old was given a small gourd full of water to carry from the upland.

"The size that enables him to carry two coconuts." (age five or six)

"The size that enables him to carry a smaller member of the familyon his back." (age ten) (Handy: 178)

Children learned by watching and doing. To ask questions was considered bad manners. Children were taught that certain gestures were rude, offensive and might even bring death as an offended personmay have consulted a sorcerer by way of revenge. Treating parents and grandparents with utter disregard of their feelings was not acceptable. Children were taught that they were not to behave in a bold manner toward strangers, ask for things, go through the premises of others without permission, claim somethingthat was not one's own. These rude behaviors were called maha'oi. For children to interrupt a conversation was rude. The head was regarded as sacred; therefore, to pull the hair or strikeEl head of anotherwas considered an insult. (Handy: 188-91)

263 494 495 BIBLIOGRAPHY

Handy, E.S. Craighill and Mary Kawena POku'i, The Polynesian Family System in Kalil, Hawaii. Vermont: Charles E. Tuttle Company, 1972.

POkuli, Mary Kawena, E.W. Haertig, and Catherine A. Lee, Nana I Ke Kumu. Volume I. Queen Liliuokalani Children's Center, 1972.

Kamakau, Samuel M., Ka Pole Kahiko. Honolulu: Bishop Museum Press, 1964.

496 2G4 Ho'oponopono (Problem Solving) by Minealani Descaia Institute for Hawaiian Culture Studies

The Hawaiians had a practical way of dealing with problems and personal conflicts. They used a process called ho'oponopono which meims "to make right." The process involved pule (prayer), mahiki(discussion), mihi (confession), mutual hui kala or kala hala (forgiveness). restitution and A family elder or kupuna usually conductedthe meeting. The persons directly involved were included in the sessions. Ho'oponopono was basically a family matterbut often involved a non-relative.

Ho'oponopono has proven to be an effective technique in working with conflict. Teachers will find that even the children can do ho'oponopono within their own peer groups. Teaching them the technique and using theprocess to solve conflicts will eventually lead to a lessening of physical aggression in preference to "talking it over."

Ho'oponopono can be used today in the classroom. The children involved in a conflict can carry on a discussion of the problems under the guidance of the teacher. The procedure is similar to that used in group therapy and thesuccess of the process depends upon the willingness of the children to be open and truthful. When children are allowed to vent their inner feelings, they learn to accept criticism from others in the group.This open communication allows everyone to feel free to express hisor her feelings without the fear of being threatened. The ho'oponopono procedure for the classroom can be as follows: (Have the children sit in a circle on the floor.)

I. Ho'omalu (Quiet period): A brief period of silence for the children to concentrateon the purpose of the session--(20-30 seconds).

2. Kukulu kumuhana (Statement of the problem): The teacher states the problem as he/she understands it.

3. Mahiki (Discussion): The children express themselves and give their views of the conflict. They talk to the teacher who in turn asks appropriate questions of others in thegroup. As the discussion continues and as the bad feelings become pacified, the children will begin talkingdirectly with each other. The teacher tries to stay out of the discussion as much as possible to allow the childrento freely express their feelings. The teacher may ask questions like:

a. What do you like about (Student's oc.me) ?

b. What does he/she do that irritates you?

c. What are some helpful ways we can help him/her improve?

497 265 498 4. Ha'ina (Confession): The children will readily admit to guilt if they do not feel threatened by the others. All children involved in the conflict will admit their guilt in the incident and ask forgiveness from each other.

5. Kalana (Forgiveness): When the feelings in the group are supportive, then forgiving is a natural reaction. Both parties have to be willing to forgive each other in order to clear away the bad feelings of guilt, shame and malice.

6. Panina (Closing): Have the children react naturally to the end of the session. Encourage some kind of positive showing of aloha such as a pat on each other's back or a hand shake or a hug. Touching is a magical cure-all and leads to warmer relationships.

The Hawaiians knew that emotional problems caused physical illnesses. When a person needed medical attention, the kahuna always asked if ho'oponppono had been conducted to cleanse and purify the inner self. He treated the physical malady only after ho'oponopono had been conducted.

No'oponopono was also a religious process. The Hawaiian gods and family gods were asked to help the family solve its conflicts. Prayers were frequently recited throughout the sessions. The procedure for ho'oponopono was as follows:

1. Pule: The leader offered a prayer to the gods, calling upon them for guidance.

2. KGkulu kumuhana: The problem was stated and the mana (energies) of the people present were pooled together into a unifying force.

3. Mahiki: Each successive problem was discussed and corrected like the peeling ofan onion. The people spoke directly to the leader who in turn questioned the members of the group about the problem. Each person vented his feelings and there was remedial action for each aspect of behavior. 'Oia'i'o (spirit of truth) was a very important part of ho'oponopono. No matter how painful it was, revealing what really happened was of utmost importance. Sincerity was a basic requirement of interpersonal relationships, especially of ho'oponopono. Hihia was the entanglement of resentment, hostility, guilt, depression and discomfort.This affected everyone including the innocent bystanders; for as the truths were revealed, a confusion of different kinds of feelings resulted in the revelation of hurts that went back for days, months andeven years before the present hurt took place.

4. Ho'omalu (Silent period): A leader may call ho'omalu to allow the participants to fall into silent thought for meditation, or to cool tempers, or simply to rest. It sometimes could last a few minutes or as long as a week. Family members could not talk about the problem at all, especially to outsiders.

j 266 . t) 5. Mihi: Repentance or confession was a big part of ho'oponopono. Sometimes mihi was accompanied with gifts of food to the gods. These gifts were reparation to the people who feasted on the foods after the gods had taken the mana (spiritual essence) from the food offerings. After the spiritual essence was removed, the living familliater feasted on the offerings.

6. Hui Kala (Forgiveness): The person who was wronged must forgive the person who wronged him/her. Each must release and free each other of the grudges and embarrassments permanently.

7. MO ka piko (cutting the cord): If a person refused to forgive and release, then mo kapiko was declared. The family severed the cord that tied him/her to the family and he/she was no longer a part of the 'ohana. He/she had to physically remove himself/herself from the community and live elsewhere.

8. Pule ho'oku'u: When everyone had forgiven each other for the wrong doing, a closing prayer wa.., recited which terminated the ho'oponopono session.

BIBLIOGRAPHY

Pad, Mary K., Nana I Ke Kumu. Honolulu: Hui Hanai, 1972.

Patel, Mary K., Nina IKe Kumu, Volume 2, Honolulu: Hui Hinai, 1979.

501 267 502 BIBLIOGRAPHY

Abbott, Isabella 'Aiona. Limu. Lawa'i, Kaua'i: Pacific Tropical Botanical Garden, 1974. Akana, Elizabeth. Hawaiian Quilting: A Fine Art. Honolulu: Hawaiian Mission Children's Society, 1981. Allen, Gwenfread. Hawai'i's 'Iolani Palace. Honolulu: Aloha Graphics, 1978. Atlas of Hawaii. Honolulu: The University Press of Hawai'i, 1973. Baker, Ray Jerome.Hawaiian Yesterday's. Honolulu: Mutual Publishing Co., 1982.

Brennan, Joseph. Paniolo: Hawaiian Cowboys (Hawaiian Cultural Heritage Series No. 9). Honolulu: Topgallant Publishing Co., 1978.

Brennan, Joseph. The Parker Ranch of Hawai'i. New York: The John Day Co., 1974. Cameron, Robert. Above Hawai'i. San Francisco, Ca.: Cameron and Co., 1977. Carlquist, Sherwin. Hawai'i: A Natural History. Honolulu: SB Printers, Inc., 1980. Carter, Gann K. Historic Honolulu. Honolulu: Tongg Publishing Co., 1979. Clay, Horace F. Trees for Hawaiian Gardens. Honolulu: University of Hawai'i Cooperative Extension Services, 1962. Demanche, Sis. Edna. Hawai'i Nature Study Program (Plants). Honolulu: University of Hawai'i, Curriculum Research and Development Group,1980. Dunford, Betty. The Hawaiians of Old. Honolulu: The Bess Press, 1980. Epstein, Samuel and Beryl. The First Book of Mexico. New York: Franklin Watts, Inc., 1967 (Subsidiary of Grolier). Epstein, Samuel and Beryl. Junior Science Book of Seashells. Maryland: Garrard Publishing Co., 1963. Explorations/Ho'omaka'ika'i. Honolulu: The Kamehameha Schools, 1972 and 1983. Feher, Joseph. Hawai'i: A Pictorial History. Honolulu: Bishop Museum Press, 1969. Floeth, Louise Lee. Farming Around the World. New York: Charles Scribner and Sons, 1970. Fortner, HeaL)er J. The Limu Eater, a Cookbook of Hawaiian Seaweed. Honolulu: University of Hawai'i Sea Grant College Program, 1978.

Goudey, Alice. Houses from the Sea. New York: Charles Scribner and Sons, 1959. Halloran, Arthur F. The Hawaiian Longhorn Story. Hilo, Hawai'i: Petroglyph Press, 1972. Hargreaves, Dorothy and Bob.Hawai'i Blossoms. Kailua, Hawai'i: Hargreaves Company, Inc., 1958.

5J3 268 Hargreaves, Dorothy and Bob. Tropical Trees of Hawai'i. Kailua, Hawai'i: Hargreaves Company, Inc., 1964. Hargreaves, Dorothy and Bob. Tropical Trees of the Pacific. Kailua, Hawai'i: Hargreaves Company, Inc., 1964. Inns, Helen. How to Make It Your Hawaiian Quilt. Honolulu: Honolulu Star-Bulletin Printing Company, 1957. Johnson, Irma Bolan. About Truck Farming. Chicago: Melmont Publishers, 1962. Jones, Stella.Hawaiian Quilts. Honolulu: Daughters of Hawai'i, Honolulu Academy of the Arts, Mission Houses Museum, 1973.

Kakalia, Kepola. Hawaiian Quilting As An Art. Honolulu: Deborah Kakalia, 1976.

Kasamoto, Hiroshi and Yoshimura, P. Inventory of Public Shoreline Access, County of Hawai'i. Honolulu: Economy Printers of Hawai'i, September, 1979.

King, Charles E. King's Book of Hawaiian Melodies. Miami Beach, Florida: Hansen House (reprint), 1977/Charles King, 1948.

King, Charles E. King's Songs of Hawai'i. Miami Beach, Florida: Hansen House (reprint), 1977/Charles King, 1950. Krauss, Beatrice H. Ethnobotany of Hawai'i. Honolulu: University of Hawaii, 1974. Krauss, Beatrice H. Ethnobotany of the Hawaiians. Honolulu: Harold L. Lyon Arboretum, University of Hawai'i, 1978. Lamoreux, Charles H. Trailside Plants of Hawai'i's National Parks. Hawaii Volcanoes National Park: Hawai'i National History Association, 1976. Lucas, Lois. Plants of Old Hawai'i. Honolulu: Bess Press, 1982. MacDonald, Gordon A. Volcanoes in the Sea. Honolulu: University of Hawai'i Press, 1983. M5hoe, Edwina. E Himeni Hawai'i 6kou. Honolulu: Governor's Committee Hawaiian Text Materials, 1973. McBride, Leslie R. Petroglyphs of Hawai'i. Hilo, Hawai'i: Petroglyph Press, 1972. McConathy, Osbourne. The Music Hour, First Book. New York: Silver, Burdett and Company, 1929. McConathy, Osbourne. The Music Hour, Third Book. New York: Silver, Burdett and Company, 1929. Morgan, Roland. Honolulu Then and Now. Orinda, California: Bodima Books, 1978. Mrantz, Maxine. Hawaiian Monarchy. Honolulu: Aloha Graphics, 1974.

Neal, Marie A. In Gardens of Hawai'i, Bishop Museum Special Publication #50. Honolulu: Bishop Museum Press, 1965. Philipp, Terry F. Diversified Agriculture. Honolulu: University of Hawai'i Press, 1953. Mary K. Hawaiian Dictionary. Honolulu: University of Hawai'i Press, 1971. Pau'i, Mary and Curtis, Caroline. Tales of the Menehune. Honolulu: Kamehameha Schools Press, 1971.

505 269 506 Rizzuto, Shirley. Hawai'i's Pathfinders. Honolulu: The Bess Press, 1983. Rock, Joseph F. The Indigenous Trees of the Hawaiian Islands. Rutland, Vermont & Tokyo, Japan: Charles E. Tuttle Co., 1974 (Japan). Rody, Nancy and Pottenger, Francis. Nutrition Island Style. Honolulu: University of Hawai'i, Curriculum Research and Development Group, 1983. Roth, Charles Edmund. The Farm Book. New York: Harper and Row, 1977. Scott, Edward. Saga of the Sandwich Islands. Lake Tahoe, Nevada: Sierra-Tahoe Publishing, 1968. Singletury, Milly. Hawaiian Quilting Made Easy. Honolulu: Sunset Publishing Company, 1980. Titcomb, Margaret. Pacific Science, Vol. 32:4 (October, 1978), "Native Use of Marine Inverterates in Old Hawai'i Honolulu: University Press oHawai'i, 1979. United Artists Music. Songs of Hawai'i. Los Angeles, Nashville, New York: United Artists Music, B3-299. U.S. Army Corps of Engineers.Maui Coastal Zone Atlas. K5ne'ohe, Hawai'i:Aecos, Inc., 1979. U.S. Army Corps of Engineers. O'ahu Coral Reef Inventory. K5ne'ohe, Hawai'i: Aecos, Inc., 1979. Watson, Don. Plants are for People, Part I. Honolulu, Hawai'i: Hawaiian Service Incorporation, 1973. Watson, Don. Plants are for People, Part II, Honolulu, Hawai'i: Hawaiian Service Incorporation, 1973.

Wenkam, Robert. Hawai'i's Garden Island: Kauai. Chicago, Illinois: Rand McNally and Co., 1979.

Department of Education, Office of Instructional Services Publications

Foundation Program: Career Education and Guidance. RS 80-9146, 1980. Health Education Instructional Guide. RS 82-2417, 1983. Na Ki'i Ho'ona'auao. Hawaiian Studies Instructional Visuals, October, 1981. Nutrition Education Instructional Guide, K-3. RS 84-6804, September, 1984. TAC Guidelines and Video Holdings List. RS 78 -5244, January, 1982. TAC Materials and Holdings List. RS 79-7647, June, 1979. Resource Units in Hawaiian Arts. RS 81-0719, April, 1981.

5Y1 270 5:8 RECORDS

6eautifui Kaua'i. LP, HS-541, Hula Records, Kawai Cockett. Cecilio and Kapono. LP, PC-32928, Columbia Records, Cecilio and Kapono. Drinking Champagne. LP, HS-542, Hula Records, Myra English. Easy Hulas. LP, MS-4001, Mahalo Record, Charles Kaipo. Hawai'i Aloha. LP, ST-307, Waikiki Records, Various Artists. Hi'ipoi i Ka 'Aina Aloha. LP, HS-568, Hula Records, Edith Kanaka'ole. Meet Palani Vaughan and the Sunday Manoa. LP, HS-524, Hula Record, Palani Vaughan. Melveen Leed's Grand Ole Hawaiian Music Nashville Style. LP, SL-7053, Lehua, Melveen Leed. Music of Hawai'i, Vols. I-IV. LP, Jack Demello. Music of Old Hawai'i. LP, H-506, Hula Records, Sons of Hawaii. My Hawaiian Country. LP, SL-7022, Lehua Records, Melveen Leed. No Ka 'Oi. LP, SP-1006, Poki Records, Ho'opi'i Brothers. Ono. LP, SP-9010, Poki Records, Hui 'Ohana. Paniolo Country. LP, JSR-1974, J-San Records, Gabe Kila and the Winakuli Sons. Right on Keia. LP, HS-550, Hula Records, Krhei Brown Trio. This is Eddie Kamae and the Sons of Hawai'i. LP, HS-513, Hula Records, Eddie Kamae.

VIDEO

TAC Guidelines & Video Holdings List, OIS/TAC/DOE, State of Hawaii. RS 81-2093 (Rev. of RS 78-8244), January, 1982.

0051-2 E Komo Kai 1453-2 Empire: Parker Ranch 1060 2 Farming in Kula 0195-2 Hawaiian Fishing 1174-2 Hawaiian Seafood: Limu

5')9 271 510 SONGS

TITLE REFERENCE IN HSCG TITLE TRANSLATION/SONG TOPIC/SUBJECT SOURCES

Across the Sea pp. 111-113 United Artists, Songs of Hawai'i, pp. 27-29. Aloha 'Ia NO '0 Maui pp. 81-83, 178-179 Beloved indeed is Maui (hula) Kahaiali'i Maui Style, LP, Naupaka Records. NPC-0001.

Aloha 'Ia '0 Wai'anae p. 233 Beloved is Wai'anae (hula) *Hawaiian Style, LP, Hula Records, HS-508, Kahauanu Lake Trio.

Aloha Kaho'olawe p. 87 Island of Kaho'olawe *Right on Keia, LP Hula Records, HS-550. Aloha Kaua'i p. 233 Expresses love for lei mokihana *Mele Hula, Vol.I, LP, Noelani Records, & Kaua'i (hula) NRS-102. Aloha O'ahu pp. 85, 180 Lei 'ilima (hula) The Islands-Music of the 50th State, LP, Hula Records, Various Artists

Anahola p. 233 Name place on Kauali (hula) *Genoa Keawe Hulas of Hawaii, LP, Genoa Keawe Records, GK-101.

'Aina '0 Lana'i p. 87 Island of Linati (hula) GKHH, LP. (He Mele No Lanai) 'Ama'ama p. 121 Mullet Music of Old Hawaii, LP, Hula Records, H-506.

Beautiful 'Ilima pp. 85, 180 O'ahu's flower Elbert & Mahoe. Ni Mele o Hawaii NEi, p. 37. Beautiful Kaua'i pp. 93, 234 Hapa haole hula 45 RPM, Hula Records 541, Kawai Cockett. Cockeyed Mayor of Kaunakakai p. 95 Hapa haole comic hula composed for R. Alex Anderson's Famous Songs of Hawai'i, Hollywood actor Warner Baxter p. 12.

77 . E Hihiwai p. 95 Shell fish (also called wi) of Ho'omau, LP, HS-5005, Hawaii Sons Records, Moloka'i (hula) Hawai'i, MLGOHN, LP. Got to Get Away pp. 101-103, Cecilio and Kapono, LP, Columbia Records 224-226 PC-32928.

Hanohano Na Cowboy p. 131 The Glorious Cowboys (hula) Meet Palani Vaughan and the Sunday Kinoa, LP, Hula Records, HS-524.

272 511 J.L1.i) TITLE REFERENCE IN HSCG TITLE TRANSLATION /SONG TOPIC/SUBJECT SOURCES

Happy Ha%.aan Music pp. 107-109, Hapa haole song Melveen Leed's Grand 'Ole Hawaiian Music 229-231 Nashville Style, Lehua Records, SL-7053. Hasegawa Gereral Store p. 93 Merchandise found at the store George Paoa Trio Live At the Maui Hilton, in Hana, Maui. LP, Hula Records, HS-539. Hawai'i Alma pp. 17, 48 Beloved Hawai'i NMHN, p. 42 Hawaiian :-:soitality p. 93 Hapa haole hula Easy Hulas, LP, Mahalo Records, MS-4061, Charles Kaipo. Hawaiian Lilaby pp. 97-101 Extolls the beauties of Hawai'i MLGOHN, LP. Hawai'i Nei pp. 19-21, 51 Hapa haole song Hawai'i Poro'i pp. 13-17 Hawai'i's anthem King's Book of Hawaiian Melodies, p. 30. Hawai'i the Beautiful pp. 11-13, 47 Hapa haole song

Hele on to Kaua'i pp. 93, 95-97 Hapa haole song 'Ono, LP, Poki Records, SP-9010. Hilo Hanakani pp. 77-79 Districts on Hawai'i It's A Small World, LP,_Pumehana Records, PS-4902, Na Mele o N5 'Opio. Hu'ehu'e p. 233 Cowboys of Hu'ehu'e, Hawai'i (hula) HS, LP. IfI Shoulc Ever Travel pp. 19, 50 Travelling to other countries Ka Nani A'o Ka'6 p. 233 The beauty of Hawai'l (hula) GKHH, LP.

Ka Paniolo "dui 0 Kualapu'u p. 233 For George P. Cook I, of Kualapu'u HS, LP. (hula)

Ka Uluwehi 0 Ke Kai pp. 117-121 The plants of the sea-limu (hula) *Hi'ipoi i Ka 'Aina Aloha, LP, Hula Records, HS-568, Edith Kanaka'ole. Kaulana Kaua'i p. 233 Describes districts on Kaua'i (hula) HS, LP. Kaulana '0 Waimbialo p. 233 Famous is Waininalo (hula) Guava Jam, LP, Hula Records, HS-543, Sunday Manna. Ke One Kaulana 0 Hawai'i pp. 115-117 Describes districts on Hawai'i HAA, LP. lapii Kai p. 233 Describes the home of Jack Waterhouse Mele Hula, Vol.I, LP, Noelani Records, on the island of Kaua'i (hula) NRS-102, Various Artists.

513 273 514 TITLE REFERENCE IN HSCG TITLE TRANSLATION/SONG TOPIC/SUBJECT SOURCES

Little Grass Shack p. 91 Hapa haole hula United Artists, Songs of Hawai'i, pp. 8-9, EH, LP. Lumaha'i p. 233 A famous beach in Hanalei, Kaua'i MTHH, LP. (hula) Maika'i Kaua'i pp. 85, 182 Kaua'i beauty NMHN, p. 75 Manowaiopuna p. 233 Stream in the Koloa district of Criterion Music Corp., Authentic Songs from Kaua'i (hula) the Pacific Isles, Book 6, p. 21, GKHH, LP. Maui Girl p. 91 Hapa haole song Criterion Music Co., Authentic Songs of Polynesia from Hawai'i, Tahiti and Maori Book 2, p. 62. Moloka'i Memories pp. 109-111, 232 Hapa haole song MLGOHM, LP. Moloka'i Nui A Hina pp. 85-87, 181 Great Moloka'i of Hina NMHN, pp. 78-79 My Hawaiian Country pp. 103-105, Hapa haole song My Hawaiian Country, Melveen Leed, LP, 227-228 Lehua Records, SC-7022. Na 'Al 'Ono pp. 123-125 The delicious foods *This Is Eddie Kamae, LP, Hula Records, HS-513. Na Lei 0 Hawai'i pp. 9-11, 46 The wreaths of the eight islands KBHM, pp. 6-7. Na Moku 'Eh5 pp. 71-77, 177 The four islands KBHM, p. 80. Na Pana Kaulana 0 Keaukaha pp. 113-115 The famous districts of Keaukaha HAA, LP. On the Beach at Waikiki p. 93 Hapa haole song SH, pp. 44-45. 'Opae E pp. 121-123, 223 Shrimp TEK, LP. Paniolo Country pp. 125-129, 235 Hapa haole song Gabe Kila and the N5n5kuli Song, LP, J-San Records, JSR-1974. Pauoa Liko Ka Lehua p. 233 The lehua bud of Pauoa (hula) GKHH, LP. Punalu'u p. 233 An area in Windward, O'ahu (hula) HS, LP. Piipu 0 Niihau pp. 87, 183 Shells of Ni'ihau (hula) 45 RMP 49th State Records 254 by Genoa Keawe. song of Old Hawai' i p. 95 Hapa haole hula SH, pp. 5-7; EH, LP, Mahalo Records. 'Ulupalakua p. 233 Ranch in Maui near Kula (hula) GKHH, LP. Waiomina pp. 129-131 Wyoming - 1908 World Championship *Drinking Champagne, LP, Hula Records in Cheyenne (hula) HS-542.

274 515 5.16 ACRONYMS

RECORDS

EH - Easy Hulas, LP. wGtiti - Genoa Keawe Hulas of Hawai'i, LP. *HS - Hawaiian Style, LP.

*HAA - Hi'ipoi I Ka 'Aina Aloha, LP. MLGOHM - Melveen Leed's Grand 'Ole Hawaiian Music Nashville Style, LP. *TEK - This is Eddie Kamae and the Sons of Hawaii, LP.

*Words of the songs are printed on the record jackets.

BOOKS

KBHM - King's Book of Hawaiian Melodies SH - Sags of Hawai'i NMHN - Na Mele 0 Hawai'i Nei

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