Hawaii

Tammy Kollmann
Grade Level:4
Course: Geography

PURPOSE:
The purpose of this lesson is for the students to become knowledgeable about Hawaii the state and Hawaii the island. The children will also work on reading maps of the islands. The children will come to know the customs, climates and other fun little facts. They will also come to know the eight islands.

CONNECTIONS TO THE NATIONAL GEOGRAPHY STANDARDS:
No.1: Knows and understands how to use maps, globes, and other graphical tools to acquire, process and report information. This standard is a very important one for the children because they will be looking at the maps of the eight islands. It will also help them in everyday life. What if they are lost, and all they have is a map?

No.4: Knows and understands the physical and human characteristics of places. This is really important in this lesson because the Hawaiians have a totally different culture then we do. Hawaii is also unlike any other states, because it has 8 islands. This will help the children to understand that not all people are of the same culture, and each culture has their own practices.

No.9: Knows and understands the characteristics, distribution, and migrations of human populations. This is important because Hawaii is made of many different people. Hawaii has people of mixed ethnicity, Caucasian, Japanese, Filipino, Chinese and Hawaiian. This will help the students to see that people came to Hawaii from other places, they are not just Americans.

APPLICATIONS TEXAS ESSENTIAL AND SKILL:
OBJECTIVES:
The student understands the concept of regions.

LIST:
Students will demonstrate their ability:
1. To list all eight islands, and tell one fact about each one.
2. To tell about the cultures that make up Hawaii and how they are different from their own culture.
3. To tell about the climate and environment
4. To tell the history of Hawaii.
5. To use the Internet to find information about Hawaii.

OVERVIEW OF PRESENTATION:
This project will help the students to learn all about Hawaii, and it’s islands. It will also help them understand the Hawaiian culture, history and climate. I really want to concentrate on what makes each island special. The culture of Hawaii is really special, because there are so many different cultures that make up the state. Working with the maps will help to increase their map skills. We will also talk about the volcanic activity that occurs in Hawaii. We will also talk about the crops and vegetation of Hawaii and their importance. I also want them to come to realize the beauty that Hawaii holds.

HAWAII DAY 1: THE FIRST FOUR ISLAND

1. SPONGE ACTIVITY:
I will pass out a map of the islands, and tell them to open their books to the page where they see this exact same map. They will label the islands and the body of water that surrounds the islands.

2. Opening:
Today is our first day that we will discuss Hawaii. I will ask the students what they already know about Hawaii, and get a feel for what they already know. We than will talk about the first four islands. We will than discus the map that they were to label.

    3. Guided Practice:
            The first four islands
   1) OAHU - Nicknamed "The Gathering Place" most populous, most developed and most well known of the Hawaiian islands. The most common places are here Honolulu, Waikiki, Pearl Harbor and Sunset Beach. Outside the urban perimeter there are many beaches and mountains and valleys carpeted with pineapple fields. Legend says it was the original home of the Goddess Pele.

HONOLULU -the State capital, the city of minorities. Home of The Iolani Palace, the USA’s only royal palace. The Bishop Museum the best Polynesian anthropological museum in the world.

Waikiki- a high-density beach side extension of Honolulu. Waikiki is one of the best-known land marks in the Pacific.
Pearl Harbor- Hawaii’s most visited attraction in the Uss Arizona Memorial. It is located at north-west of Honolulu, where 1.5 million visitors come yearly to learn about the surprise Japanese attack on Dec 7, 1941, and pay their respects to the 2335 dead US members of the service.

2. Kauai -central volcanic peak, MT Waialeale, is Wettest place on earth and the island is so richly green that it’s nickname "The Valley Island" because of this it offers magnificent scenery and lush vegetation, beautiful waterfalls. Kauai is shaped like a compressed ball

3)MAUI-Maui is known as "Valley Isle"
Because it often comprises two large extinct volcanoes (Haleakala and Puu Kukui) divided by a central valley. Haleakala is the largest dormant volcano crater in the world. Lahaina was Hawaii’s capital before 1845, and still has some the atmosphere of an old whaling town. Maui produces sugar, pineapple, cattle, horses.

4)Molokai- Known as the "Friendly Isle." This Island is surrounded by water on three sides. This island is both beautiful and lonely. You can only get there by mule, on foot or by small plane. This peninsula is now a historic park and all visitors are required to join a guided tour.

4) INDEPENDENT PRACTICE:
I will put the students into groups. They than will list as many Hawaiian facts as they can remember from class. The group that can come up with the most correct facts will win some kind of prize.

5) Closure: We will review the four islands that we discussed today. Which were Kauai, Oahu, Maui and Molokai. WE will go over what they are known for and their nicknames.

MATERIALS: paper, pencil and prizes

HAWAII DAY 2: THE NEXT FOUR ISLANDS

1) SPONGE ACTIVITY:
I will have the students write down the islands that we learned about yesterday and one fact to go with each Island. They than will open their books and write down the name of the four islands that we will learn about today.

2) OPENING:
First, I will ask the children to raise their hands and tell me what we learned about yesterday.
Second, we will learn about the other four main islands. SO take out the maps that we used yesterday, and we will label the islands together.

3)GUIDED PRACTICE:

1) NIIHAU: Niihau is a privately owned island. The island is owned by a non-Hawaiian Robinson family who ran a huge ranch. Livestock rising is the principle industry. This island has been closed to the outsiders for as long as it earned the nickname "he forbidden Island" It has no paved roads, no island wide electricity and no telephones. This is a native island with only 230 residents and Hawaiian is the only language spoken. It is accessible only on pricey helicopter tours

2) LANAI: Hawaii’s "Secluded Island." Formally known as the "Pineapple Island," almost the entire island was until recently a Dole Company pineapple plantation but is now phasing in tourism, and is the home to two new world class resorts.

3) KAHOOLAWE: Kahoolawe is uninhabited. Once was used as a target by the U.S. Navy and Air Force that were cleaning up unexploded shells. No one is allowed to go ashore without permission.
HAWAII- THE BIG ISLAND: The island of Hawaii is commonly called the BIG ISLAND, it is nearly twice the size of all other Hawaiian islands combined. Geographically it’s the most diverse island of the archipelago, with desserts, tropical rainforests, volcanoes and snow -- capped mountains. The coast has the best water conditions. The eastern coast is mainly rugged, with pounding serf, plenty of rain, tropical rainforests, deep ravines and majestic waterfalls. This island is the home of Hawaii Volcanoes National Park (which we will discuss later), The Waipio Valley,(which we will discuss later) and Puuhonua O. Honaunau National Park.
PUUHONUA O HONAUNAU NATIONAL HISTORICAL PARK: This park encompasses ancient temples, royal grounds, burial sites and place a place of refuge. It has cravings of ancient Gods; the stone board for playing konana, an ancient form of checkers played with black lava and white coral; and the wonderful snorkeling found off the natural lava steps just north of the place of refuge. This is where HAPUNA BEACH is with its white sand this is the most popular beach.

4) INDEPENDANT PRACTICE: I will go around the classroom with a pot. In the pot will be some key words or clues. Each child will pick one, and write what applies to that word. Than I will have a big piece of poster board with markers and they will write one the board the key word and the matching word. I than will call on each child to tell me their answers, and the class will deiced if that child is correct.

5) CLOSURE: We will review all eight islands and there nicknames, and some of the other important facts about the islands. Doing this will get them ready for a small quiz that will be given tomorrow.

MATERIALS: books, pencil, paper, pot with key words, poster board, markers

DAY 3: CULTURE OF HAWAII

1)SPONGE ACTIVITY: I will have the children open there books to the page that says culture, and they will read that section.

2)OPENING: I will tell the class that today we are talking about the culture of Hawaii and I will ask them
what do you think culture is?" I will ask them if they think they anyone from a different culture. Anyone who is not from the same place as you are that means they are from another culture.

3)GUIDED PRACTICE: The traditional Hawaiian culture and the customs of Hawaii’s ethnically diverse immigrants are very important. The cultures meet in a place that seems to bring out the best of all the cultures. The revival of traditional Hawaiian culture has seen an explosion of halaus(schools) and many Hawaiian artists and craftspeople are returning to traditional mediums and themes such a tapa weaving, quilt making and the creation of colorful leis. English is the dominant language in Hawaii, but it is infused with Hawaiian words, phrases and pidgin slang. The Hawaiian language is spoken by an estimated 9000 people, but 85% of all local place names are Hawaiian and they often have interesting stories behind them. The early Hawaiians often communicated in pidgin, it has been tripped and simplified form of English which is spoken today, along with ever - changing local slang. The people consist of 32% mixed ethnicity, 22% Caucasian, 22% Japanese, 12% Filipino, 5% Chinese, 1% Hawaiian.

4) Closer: We will go over the the section about culture and I will once more go a few things that will be on the quiz.

5) EVALUATION: They will take quiz one on Hawaii.

MATERIALS: book, pencil and quiz

Day 4: THE CLIMATE OF HAWAII

1) SPONGE ACTIVITY: I will have the children predict what they think the weather is like in Hawaii. Than at their tables they will talk to their group members, and they will come up with one answer.

:2) OPENINGS: One person from their groups will come up to the board and write the thier answers on the board to share with the class. I will not tell the correct answer. I will tell them they need to listen to the lesson.

3) GUIDED PRACTICE: The climate of Hawaii is wonderful. It’s balmy and warm, with north - easterly trade winds. Near the cost the highs are a nice 27 degrees Celsius, the difference between summer and winter is a mere 5 degrees Celsius. The rainiest period is between December and March. The driest, sunniest time conditions and the calmest waters are in the south - westerly, or leeward, side of the islands. The north - easterly, or winded, side of the island receive decent rainfalls: Hilo, the rainiest city in the USA, is on the windward side of the big island.

4) INDEPEDNT PRATICE: Since the first day that we have started this unit on Hawaii I have been keeping track of the weather here in Hawaii. We will chart each day and the days when we have the temp that Hawaii is having we will circle it in RED. The children will make the chart. Each one will be assigned to a certain task.

5) CLOSURE: We will review the weather patterns, and look at the clippings I have been clipping. We will also talk about when you want to travel to Hawaii.

MATERAILS: weather chart, red marker, newspaper clippings of weather

DAY 5:VOLCANIC ACTIVITY IN HAWAII

1) SPONGE ACTIVITY: I will tell the children to draw a quick sketch of a volcano, and write beside it what happens when one erupts.

2) OPENING: I will start out by asking the children what happens when a volcano erupts? I than will compare the power of a volcano to when you get all up set and yell. Even when you get frustrated the anger builds in you like in the volcano, and when the volcano bursts, it yells.

3) GUIDED PRACTICE: Most volcanoes take place on the big Island of Hawaii. The islands are the tips of massive mountains, created by a crack in the earth’s mantel which has been spewing out molten rock for 25 million years. Kilauea has pumped out more than two billion cubic yards of lava in the past 12 years.

HAWAII VOLCANOES NATIONAL PARK: is the most unique park in the US National Parks system. It covers a huge area and encompasses two active volcanoes, a still steaming sunken crater and geologically awesome landscapes of cinder cones, pumice pillars and harden rivers of lava. It’s terrain ranges from tropical beaches to subartic summit of Mauna Loa, and includes lovely rainforests and fern groves. This is one of the best areas in Hawaii for camping and hiking.

4) CLOSER: We will review about the biggest volcano in Hawaii. We than will build the Volcano of Hawaii with paint and construction paper. The flames will be torn from red paper.

Materials: Paint, construction paper

Day 6: Crops and Vegetation and Water Life

1) SPONGE ACTIVITY: The children will list all things that they can think of that are grown in their state. If they have enough time I will ask to list what they think in grown in Hawaii.

2) OPENING: We will talk about the things that the children wrote down during the sponge activity. We will discuss why these things can grow in their state but not in Hawaii.

3) GUIDED PRACTICE: The main crops are avocado, coconut, mango, papaya, pineapple, and sugar/ sugarcane
The urban perimeter is filled with pineapple fields.
HULOPOE BAY: The sleepy, Pineapple - plantation island of Lani.
THE SEA- The sea has Hawaiian monk seals, dolphins, and whales are the year around residents, its the huge migrating humpback whales that everyone wants to see.

4) CLOSER: We will review the main crops and the animals that live in the water areas around Hawaii.

5) INDEPENDANT PRACTICE: I will give the instructions on how to make the mobiles. We are going to make mobiles that will hang from the ceilings. We will make a whale, a pineapple and a Hawaiian person. They will cut out the figure, and staple it half way and stuff it with paper.

MATERIALS: hangers, construction paper, scissors, glue, newspaper and stapler.

DAY 7: HISTORY

1) SPONGE ACTIVITY: They turn into their books on the History of Hawaii, and read that section.

2) OPENING: WE will talk about why the history of the state is important, and how history relates to the states.

3) GUIDED PRACTICE: The first to settle in Hawaii were the Polynesians, they were happy until the Tahitians arrived and introduced their customs, religion and strict social order. The first westerner to explore the islands was James cook. Kamehamameha the Great was to unify the islands and establish the Hawaiian monarchy. Kamehameha engaged in trade with America, and more ships found there way to the islands. Yankee whaling ships began to call on Hawaiian ports in search of wine, women and song. The whaling brought money to the islands. In the mid 1800’s descendants of the missionaries established Hawaii’s sugar industry. The sugar industry grew fast, and the USA became more integral in the affairs of the Hawaiian islands. IN the 1900’s Hawaii became a territory of the USA. Hawaii became very important because the USA Navy established a huge military base at Pearl Harbor. The attack on Pearl Harbor on December 7, 1941. This was a major event because this persuaded the USA to enter WWII. After the war the polls showed that 90% of Hawaiian residents favored US statehood. On August 21, 1959, Hawaii became the 50th state of the USA.

4) INDEPENDENT PRACTICE: will have a cut out poster board of Hawaii, and each child will write on fact about Hawaii on it. The fact can be new or something from a previous lesson.

5) CLOSURE: We will go over the cut out poster board, and get ready to the lab tomorrow.

MATERIALS: books, poster board and markers

Day 8: COMPUTER DAY

1) SPONGE ACTIVITY: Prepare them for the lab

2) OPENING ACTIVITY: I will pass out the sheet that tells them how to get to the net, just in case they can’t remember from last time. Make sure they are aware of all the rules, and remind them to let each person take a turn.

3) GUIDED PRACTICE: I will give them the address they need, which is http://imagine-hawaii.com/climate.html and http://www.lonelyplanet.com.au/dest/nam/haw.htm
With these address goes a worksheet. Each person will get a worksheet, but only one is to be turned in. The worksheet will have the exact instructions with what icons to click on.

4) CLOSURE: After everyone is through with the worksheet, we will go over there answers and their finding as a group. Some questions will be a review, from class.

MATERAILS: net instruction sheet, net worksheet.

Day 9: THE BIG REVIEW

1) SPONGE ACTIVITY: The students will find all of their worksheets and information on Hawaii. They will each be given a special folder to put there things on the Hawaii unit.

2) OPENING: Today is really the last day on our Hawaii unit, tomorrow we have a fun day. So today we are going to play a game, Hawaii Quizball.

3) GUIDED PRACTICE: The students will be put into groups of 3 or 4. While I am making the groups the students are to be looking over their worksheets. The is made up of questions from the unit. The winners will be given a small prize, which is a dried piece of pineapple.

4) INDEPENDANT PRACTICE: The students are to make a travel brochure from all the information they have learned.

MATERIALS: folders, questions for game, prized, construction paper, markers, crayons and magazines, dried pineapple

DAY 10: LUALL DAY

1) SPONGE ACTIVITY: The students will get the tables ready, and set up for their Hawaiian snacks.

2) OPENING: The Hawaiian music will be playing. I will get their costumes ready. They are dressed in sandals and kimonos. The students were to bring their costumes, but for those who forgot or did not have anything I have some fabric with floral print on it that will work to make a the outfit.

3) GUIDED PRACTICE: I will get them started on their Lays. They will create them out of tissue paper, wild flowers, and some silk flowers.

4) INDEPENDENT PRACTICE: They will work on their lays

5) CLOSURE: We will eat some fresh pineapple, sugarcane, fresh coconut, avocado and dried mango and papaya. We will talk about how each one grows and where it grows. We will also name some of the important facts like the 8 islands and a fact about each, the capitol and other facts that I can think of.

MATERAILS: Hawaiian music, crops of Hawaii, costumes, Cray paper, tissue paper, silk flowers, wild flowers, sandals, scissors, glue, construction paper, string

APPENDIX
Almost everyday we will use and look at the map. The map I will use as a handout comes from the Internet. I will make quiz #1, and the Internet worksheet.

EXTENSIONS: The study of the Hawaiian music and dance could be done as music. They could do dried fruit rubbing as a art project. Science could be included by studying the waves and other natural occurrences. History you could tell the history of how Hawaii became a state. English they could write a story about their dream vacation to Hawaii.

BIBLIOGRAPHY:

1.Hawaii Visitors and Convention Bureau. 1997. "The Eight Major Islands of Hawaii." http://www.gohawaii.com/hokeo/school/islands.html (April 17, 1998)

2.Lonley planet - Destination Hawaii. 1997. http://www.lonelyplanet.com.au/dest/nam/haw.htm (April 17, 1998)

QUIZ #1

List the a fact of each island.

1)What makes Oahu famous?__________________________________

2)What is Kauai known for?__________________________________

3)What is Maui’s nickname?_________________________________

4)What is Molokai’s nickname?______________________________

5)What makes Niihau famous?_________________________________

6)Lanai is known for what two things?_______________________

7)Kahoolawe is knowen for what?_____________________________

8)Tell me two things about the big island of Hawaii?_____________________________________________________

Internet worksheet
http://www.lonelyplanet.com.au/dest/nam/haw.htm

Click on Environment

1)How many miles is Hawaii from the equator?_______________

2)What is the most active volcano?____________________

Click on History

3)When was the attack on Pearl Harbor?___________________

4)When Hawaii became a state, what # was it?______________

Click Attractions

5)Pearl Harbor is where?___________________________

6)How many died from the bombing of Pearl Harbor?__________

7)Why is the big island called the big island?______________

8)This is the most unique park?________________

Click on Activities

9) What is one sport that is played in Hawaii?______________

10) Tell me one other thing from this page and tell me where you found it? _______________________________________________

Created April 16, 1998

Return to http://ejw.i8.com/geog/98/plans98.html