NHEP “All Together Now” grant lessons

1. Presenting portions from: Oceanic Circulation, ʻŌleloNoʻeau, & Moʻolelo and Introduction to Plankton NHEP “All Together Now” grant lessons Alia Thompson, Kaimukī Middle School, Alia_thompson@notes.k12.hi.us EuvelynCalma, Nānākuli High School, euvelyn@gmail.com

2. “All Together Now: A Model Partnership for Improving Hawaiian Middle School Education.” Museum partnership with the UHCOE and the PVS Create a series of educational experiences for Native Hawaiian middle school  audiences Combine western science with relevant cultural knowledge and practice.

3. Made possible by • Bishop Museum • Native Hawaiian Education Program • UHCOE • CMORE • NSF • PVS

4. My background • UHM- Botany degree, focus Hawaiian ethnobotany • UHM- Post-bacc Teaching Certificate, focus Secondary Science Education • UHM- Master’s degree, Curriculum studies, focus Hawaiian Science • 3rd year teacher Kaimuki Middle School 7th grade life science • Other grants and projects: MBARI, CDEBI, CMORE, IfA

5. Format and Framework The 5 E Learning Cycle Model Hawaiian Style Perspective: Past, present, future and Local, regional, global http://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htm

6. Oceanic Circulation, ʻŌleloNoʻeau, & MoʻoleloLessons to Engage, Explain and Elaborate Alia Thompson, Kaimukī Middle School, Alia_thompson@notes.k12.hi.us EuvelynCalma, Nānākuli High School, euvelyn@gmail.com ʻĀnela Benson, Maui Waena Intermediate School, anela_benson@notes.k12.hi.us

7. Summary and Goal Focus students’ previous personal knowledge of and experience with ocean currents Integrate it with ʻikekūpuna (ancestor knowledge), through ʻōlelonoʻeau (wise sayings) and moʻolelo (legends) Scientific depictions of oceanographic

8. Connections to Voyaging http://fys.kuleuven.be/pradem/demoproeven/prf100a.html

9. Connections to Culture

10. Analyze Kalae Current ʻŌlelonoʻeau Look for clues: Direction Speed Character Location Geology Others? http://familytravel.everything-everywhere.com/2012/08/southpoint-hawaii/

11. # 1819: Kō ke au iaHalaʻea. The current carried Halaʻea away. (Said of one who goes out and forgets to return. Haleʻea was a chief of Kaʻū who was so selfish that he demanded every fish caught by the fishermen. After years of going without fish, the fishermen rebelled. One day, the whole fleet went to the fishing grounds outside of Kalae and did not return. The chief wanted the catch and ordered a servant to go and ask for it. The servant refused, and in anger the chief went himself. When he asked for the fish the whole fleet turned the prows of their canoes shoreward. One by one the fishermen unloaded their fish onto the chief’s canoe. The canoe began to sink under the weight of the fish, and the chief cried out to the men to stop. They refused. The chief, his canoe, and his fish were swept out on the current and never seen again. This current, which comes from the east and flows out to sea at Kalae, is known as Ke au oHalaʻea.) (p. 196)

12. # 2225: Na kaihaeleluaoKalae, oKāwililāuaoHalaʻea. The two sea currents of Kalae—Kāwili and Halaʻea. (The Halaʻea current, named for an evil chief who was swept away, comes from the east to Kalae and sweeps out to sea. The Kāwili (Hit-and-Twist) comes from the west and flows out alongside the Halaʻea. Woe betide anyone caught between.) (p. 243)

13. Kalae Today Do you see the same things? http://www.slideshare.net/malama777/na-lae

14. Make Observations using real to near real time data Local Regional Global

16. Average surface currents http://oos.soest.hawaii.edu/pacioos/outreach/oceanatlas/currents.php

17. (Irwin, 2006, p. 71)

18. http://www.starfish.ch/reef/ocean.htm

19. Write Own ʻŌlelo and Share Sustainability of Knowledge

20. Introduction to PlanktonLessons to Elaborate Alia Thompson, Kaimukī Middle School, Alia_thompson@notes.k12.hi.us EuvelynCalma, Nānākuli High School, euvelyn@gmail.com

21. Summary and Goals Students study how global climate change is affecting plankton Students identify specific topics to enhance their understanding of plankton adaptations in order to explain how they survive within ocean currents. Students collect, compare and share data

22. Connections to Voyaging

23. Background Resources on Plankton Prodigal plankton species makes first known migration from Pacific to Atlantic via Pole “Microscopic plant disappeared from North Atlantic 800,000 years ago; unwanted return 1 of several climate change symptoms already apparent throughout European oceans” http://www.eurekalert.org/pub_releases/2011-06/fmi-pps062011.php Plankton kit-Intro to plankton CMORE Plankton collection procedure CMORE

24. Collect and identify key stone species Compare Make zoogeographic Map http://www.whoi.edu/news-release/planktonatlas

25. http://en.wikipedia.org/wiki/File:World_plankton_prevailence.PNGhttp://en.wikipedia.org/wiki/File:World_plankton_prevailence.PNG

26. Sharing the Data Free Resources: Website Google maps and spreadsheet http://ahupuaaopalolo.weebly.com

27. Implications for WWV Hikianalia collect samples report on key stone species Students compare to their own

28. Questions, Comments, Concerns?