THE AHUPUAA

Early Hawaiian Life

Leandra Pasion

Chaminade University

ED 643 Hawaiian Language and Culture

Professor M. K. Hee

SP 2013
 The Ahupuaa
Early Hawaiian Life
Day 1

Class: 4th Grade

Level: Elementary

Purpose: Social Studies-Hawaiian

To increase knowledge about Hawaiian history and culture. To learn more about life in early
Hawaiian days in the ahupua'a (land).

Identify pre-contact in Hawaii history, cultural anthropology, and economics.

A. Objectives: Standards:

History: PRE-CONTACT HAWAII HISTORY-Understand the people, events, problems,

and ideas that was significant in pre-contact Hawaiian history

Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as

a system of beliefs, knowledge, and practices shared by a group and understand how
cultural systems change over time

Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic

concepts and the characteristics of various economic systems

B. Benchmarks (HCPS III):

SS.4.3.2 Explain the history or early Hawaiian society and economy
SS.4.6.2 Describe how individuals or groups deal with conflict, cooperation, and
interdependence within the ahupua'a
SS.4.8.1 Describe the economic interdependence among those living in the ahupua'a

C. GLOSs:
GLO 1: SelfDirected Learner The ability to be responsible for ones own learning.
GLO 2: Community Contributor The understanding that it is essential for human beings
to work together.
GLO 3: Complex Thinker The ability to perform complex thinking and problem
solving.
GLO 4: Quality Producer The ability to recognize and produce quality products.
GLO 5: Effective Communicator The ability to communicate effectively.
GLO 6: Effective and Ethical User of Technology The ability to use a variety of
technologies effectively and ethically.

Assessments (needs to match lesson plan objectives):

Children will be able to follow and do activities dealing with information gained and learned
from the Ahupuaa book and history of early Hawaiian life. Students shall be able to share
knowledge learned with others. Students will initially be exposed to Hawaiiana, which they can
build upon in the coming years. They will also gain a better understanding of Hawaii and where
they live.

Activity #1: Locate on the Ahupuaa poster the divided four sections labeled Ma kai (toward the
sea) I, Ma kai II, Ma uka (toward the mountains) III, and Mauka IV.
Activity #2: Label on worksheet the four divided sections of the Ahupuaa (Ma kai I, Ma kai II,
Ma uka, and Mauka IV)
Activity #3: Color worksheet of Ma kai I and label chosen numbered items.
Activity #4: Color worksheet of Ma kai II and label chosen numbered items.
Activity #5: Color worksheet of Ma uka III and label chosen numbered items.
Activity #6: Color worksheet of Ma uka and label chosen numbered items.

Additional worksheets maybe incorporated:

Plants of the Ahupuaa worksheet, label and color
Animals of the Ahupuaa worksheet, label and color

Materials/Set-Up:
Resource and Reference Books:
From the Mountains to the Sea by Julie Stewart Williams
Life in Early Hawaii: The Ahupuaa by Kamehameha Schools Bernice Pauahi Bishop
Estate.
Hawaiian and English Cross-Age Learning Picture Vocabulary Book Translations
by Kawika Kapahulehua
Bishop Museum Coloring & Activity Book Brad Evans
Lono and the Magical Land Beneath the Sea Adapted and illustrated
by Caren Keala Loebel-Fried
Akua Hawaii Hawaiian Gods and Their Stories
by Kimo Armitage Illustrations by Solomon Enos
He Mau Nane Hawaii Hawaiian Riddles
Kimo Armitage Illustrations by Meleanna Aluli Meyer
Gardens of Lono Archaeological Investigations at the Amy B. H. Greenwell
Ethnobotanical Garden, Kealakekua, Hawaii Edited by Melinda S. Allen

Story Books:
Hawaiian Myths of Earth, Sea, and Sky (Kolowalu Book) by Vivian Laubach Thompson
Hawai'i (From Sea to Shining Sea, Second) by P. J. Neri
Dog of the Sea Waves by James Rumford
Beyond Ohia Valley by Lisa Matsumoto
O Kaina Ke Kumu Koa/ Kaina the Koa Tree by Kawaiaea, Kaawa, Keolanui, Kruger

Large colored Ahupuaa Poster

Various colored pictures of Hawaiian plants, foods, animals, family (ohana), materials and tools
Hawaiians used in daily life, homes, etc.
Colored pencils
Three prong folder
Large sheet of paper
Elmo machine

Worksheets given to students:

WS#1-Black and white picture of the Ahupuaa poster
WS#2-Black and white picture depicting only Ma kai I activities
WS#3-Black and white picture depicting only Ma kai II activities
WS#4-Black and white picture depicting only Ma uka III activities
WS#6-Black and white picture depicting only Ma uka IV activities
*other additional worksheets maybe be given.

Technology clips will be incorporated: (short videos showing Early Hawaiian Life)
Early Hawaiian Life http://www.youtube.com/watch?v=zbE-xQFHwnM
Ancient Hawaii http://www.youtube.com/watch?v=VF95zDWZR9c
How to learn Sustainability in Hawaii http://www.youtube.com/watch?v=wD7Y8UbjyI4
Hawaiian Culture, Responsibility of an Ahupuaa, Waimea Valley
http://www.youtube.com/watch?v=ygD5ozXMZsc

Field Tip:
Waimea Valley Guided School Progam - Ahuapuaa Mountain to the Sea

Procedures:
A. Introduction:
I will pose questions to class: Try to imagine Hawaii five hundred years ago. What do
you suppose life in the islands was like then? How to you think people survived? We
will have an open discussion. I will write down students responses on a large sheet of
paper and post it up on the board. (15-20 min)

B. Developmental: Day 1
I will put up a colored poster of the Ahupuaa. I will give the students a few minutes to
observe the Ahupuaa poster. I will then proceed to discuss about the Ahupuaa poster
using The Ahupuaa book by Kamhehameha Schools Bernice Pauahi Bishop Estate.
Discussion to proceed will be on: 1) The division of four sections, 2) How people work
and play, 3) Discover the uses of a wide variety of plants, 4) Learn about animals that the
Hawaiian people depended on for food, tools, and ornaments.

I will continue to cover the first section of the Ahupuaa poster: Ma kai (toward the sea) I.
I will point out and proceed to discuss. Throughout the discussion I will be putting up, on
the Elmo, different pictures depicting different items from the poster. I will label items
discussed on Ma kai I on worksheet, which will be on the Elmo.

C. Concluding: Children will bring out three prong folder and write title in front of folder:
The Ahupuaa Life in Early Hawaii. This folder will be used to file all handouts and
 worksheets during this lesson. Next, I will pass out 2 worksheets depicting the whole
Ahupuaa. On the first worksheet, students will use a red marker to create the divisions
into the four sections: Ma kai I, Ma kai II, Ma uka III, and Ma uka IV. Students will
follow sample on the Elmo. When done, students will place in folder. Students will then
work on second worksheet, only of Ma kai I. Students will be able to color and label
items discussed on the worksheet. There will be a sample on the Elmo for students to
refer to and copy from.

D. Homework: If students are not done coloring Ma kai I worksheet, they can take it home
to finish. They will also review vocabulary word list of the items learned in the Ma kai I
section of the poster.

Adaptations:
Additional You-Tube Videos:
*Show this you-tube video after lesson. Waimea Valley Ahupuaa Lesson on Hawaiian Culture
and Traditons http://www.youtube.com/watch?v=vtAKGvs1qAg

Art: Students can draw a picture of the many things they learned from Ma kai I of the poster.

Writing Center: Write a vocabulary glossary on the things they learned from Ma kai I of the
poster.

*Students can place these additional works in their folder as part of the Ma kai I section.

Management Considerations: Instead of students sitting at desk, I can place students in groups
while lesson is going on, so they can continue to have an open discussion as the lesson proceeds.

Reflections: Children will have the knowledge to recite and identify items in Ma kai I on
Ahupuaa Poster.
 The Ahupuaa
Early Hawaiian Life
Day 2

Class: 4th Grade

Level: Elementary

Purpose: Social Studies-Hawaiian

To increase knowledge about Hawaiian history and culture. To learn more about life in early
Hawaiian days in the ahupua'a (land).

Identify pre-contact in Hawaii history, cultural anthropology, and economics.

A. Objectives: Standards:

History: PRE-CONTACT HAWAII HISTORY-Understand the people, events, problems,

and ideas that were significant in pre-contact Hawaiian history

Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as

a system of beliefs, knowledge, and practices shared by a group and understand how
cultural systems change over time

Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic

concepts and the characteristics of various economic systems

B. Benchmarks (HCPS III):

SS.4.3.2 Explain the history or early Hawaiian society and economy
SS.4.6.2 Describe how individuals or groups deal with conflict, cooperation, and
interdependence within the ahupua'a
SS.4.8.1 Describe the economic interdependence among those living in the ahupua'a

C. GLOSs:
GLO 1: SelfDirected Learner The ability to be responsible for ones own learning.
GLO 2: Community Contributor The understanding that it is essential for human beings
to work together.
GLO 3: Complex Thinker The ability to perform complex thinking and problem
solving.
GLO 4: Quality Producer The ability to recognize and produce quality products.
GLO 5: Effective Communicator The ability to communicate effectively.
GLO 6: Effective and Ethical User of Technology The ability to use a variety of
technologies effectively and ethically.

Assessments (needs to match lesson plan objectives):

Children will be able to follow and do activities dealing with information gained and learned
from the Ahupuaa book and history of early Hawaiian life. Students shall be able to share
knowledge learned with others. Students will initially be exposed to Hawaiiana which they can
build upon in the coming years. They will also gain a better understanding of Hawaii and where
they live.

Activity #1: Locate on the Ahupuaa poster the divided four sections labeled Ma kai (toward the
sea) I, Ma kai II, Ma uka (toward the mountains) III, and Ma uka IV.
Activity #2: Label on worksheet the four divided sections of the Ahupuaa (Ma kai I, Ma kai II,
Ma uka, and Ma uka IV)
Activity #3: Color worksheet of Ma kai I and label chosen numbered items.
Activity #4: Color worksheet of Ma kai II and label chosen numbered items.
Activity #5: Color worksheet of Ma uka III and label chosen numbered items.
Activity #6: Color worksheet of Ma uka IV and label chosen numbered items.

Additional worksheets maybe incorporated:

Plants of the Ahupuaa worksheet label and color
Animals of the Ahupuaa worksheet label and color

Materials/Set-Up:
Resource and Reference Books:
From the Mountains to the Sea by Julie Stewart Williams
Life in Early Hawaii: The Ahupuaa by Kamehameha Schools Bernice Pauahi Bishop
Estate.
Hawaiian and English Cross-Age Learning Picture Vocabulary Book Translations
by Kawika Kapahulehua
Bishop Museum Coloring & Activity Book Brad Evans
Lono and the Magical Land Beneath the Sea Adapted and illustrated
by Caren Keala Loebel-Fried
Akua Hawaii Hawaiian Gods and Their Stories
by Kimo Armitage Illustrations by Solomon Enos
He Mau Nane Hawaii Hawaiian Riddles
Kimo Armitage Illustrations by Meleanna Aluli Meyer
Gardens of Lono Archaeological Investigations at the Amy B. H. Greenwell Ethno
botanical Garden, Kealakekua, Hawaii Edited by Melinda S. Allen

Story Books:
Hawaiian Myths of Earth, Sea, and Sky (Kolowalu Book) by Vivian Laubach Thompson
Hawai'i (From Sea to Shining Sea, Second) by P. J. Neri
Dog of the Sea Waves by James Rumford
Beyond Ohia Valley by Lisa Matsumoto
O Kaina Ke Kumu Koa/ Kaina the Koa Tree by Kawaiaea, Kaawa, Keolanui, Kruger

Large colored Ahupuaa Poster

Various colored pictures of Hawaiian plants, foods, animals, family (ohana), materials and tools
Hawaiians used in daily life, homes, etc.
Colored pencils
Three prong folder
Large sheet of paper
Elmo machine

Worksheets given to students:

WS#1-Black and white picture of the Ahupuaa poster
WS#2-Black and white picture depicting only Ma kai I activities
WS#3-Black and white picture depicting only Ma kai II activities
WS#4-Black and white picture depicting only Ma uka III activities
WS#6-Black and white picture depicting only Ma uka IV activities
*other additional worksheets maybe be given.

Technology clips will be incorporated: (short videos showing Early Hawaiian Life)
Early Hawaiian Life http://www.youtube.com/watch?v=zbE-xQFHwnM
Ancient Hawaii http://www.youtube.com/watch?v=VF95zDWZR9c
How to learn Sustainability in Hawaii http://www.youtube.com/watch?v=wD7Y8UbjyI4
Hawaiian Culture, Responsibility of an Ahupuaa, Waimea Valley
http://www.youtube.com/watch?v=ygD5ozXMZsc

Field Tip:
Waimea Valley Guided School Progam- Ahuapuaa Mountain to the Sea

Procedures:
A. Introduction:
I will discuss and review information learned previously on Ahupuaa poster-Ma kai I.
Open discussions and questions with the class. Next, introduce Ma kai II on Ahupuaa
poster. (15 min)

B. Developmental:
I will put up colored poster of the Ahupuaa on one side of the board. I will continue with
discussing the second section, Ma kai II, on the Ahupuaa poster. Picture of Ma kai II will
be placed on the Elmo. We will continue to discuss and proceed to focus on: 1) The
division of four sections, 2) How people work and play, 3) Discover the uses of a wide
variety of plants, 4) Learn about animals that the Hawaiian people depended on for food,
tools, and ornaments.

I will continue to cover Ma kai II on the poster. I will point out and proceed to discuss.
Throughout the discussion I will be putting up on the Elmo different pictures depicting
things from Ma kai II on the Ahupuaa poster. I will label items discussed on Ma kai II
worksheet, which will be on the Elmo.

C. Concluding: Children will complete worksheet on Ma kai II by coloring and labeling

things discussed. Sample will be on Elmo for students to refer to and copy.
 D. Homework: If students are not done coloring Ma kai II, worksheet they can take it home
to finish. They will also review vocabulary word list of items from Ma kai II section of
the poster.

Adaptations:
Additional You-Tube Videos:

Art: Students can draw a picture about the things they learned from Ma kai II of the poster.

Writing Center: Write a vocabulary glossary on the things they learned from Ma kai II of the
poster.

*Students can plan these additional works in their folder as part of the Ma kai II section.

Management Considerations: Instead of students sitting at desk, I can place students in groups
while lesson is going on, so they can continue to have an open discussion as the lesson proceeds.

Reflections: Children will have the knowledge to recite and identify items in Ma kai II on the
Ahupuaa Poster.
 The Ahupuaa
Early Hawaiian Life
Day 3

Class: 4th Grade

Level: Elementary

Purpose: Social Studies-Hawaiian

To increase knowledge about Hawaiian history and culture. To learn more about life in early
Hawaiian days in the ahupua'a (land).

Identify pre-contact in Hawaii history, cultural anthropology, and economics.

A. Objectives: Standards:

History: PRE-CONTACT HAWAII HISTORY-Understand the people, events, problems,

and ideas that were significant in pre-contact Hawaiian history

Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as

a system of beliefs, knowledge, and practices shared by a group and understand how
cultural systems change over time

Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic

concepts and the characteristics of various economic systems

B. Benchmarks (HCPS III):

SS.4.3.2 Explain the history or early Hawaiian society and economy
SS.4.6.2 Describe how individuals or groups deal with conflict, cooperation, and
interdependence within the ahupua'a
SS.4.8.1 Describe the economic interdependence among those living in the ahupua'a

C. GLOSs:
GLO 1: SelfDirected Learner The ability to be responsible for ones own learning.
GLO 2: Community Contributor The understanding that it is essential for human beings
to work together.
GLO 3: Complex Thinker The ability to perform complex thinking and problem
solving.
GLO 4: Quality Producer The ability to recognize and produce quality products.
GLO 5: Effective Communicator The ability to communicate effectively.
GLO 6: Effective and Ethical User of Technology The ability to use a variety of
technologies effectively and ethically.

Assessments (needs to match lesson plan objectives):

Children will be able to follow and do activities dealing with information gained and learned
from the Ahupuaa book and history of early Hawaiian life. Students shall be able to share
knowledge learned with others. Students will initially be exposed to Hawaiiana which they can
build upon in the coming years. They will also gain a better understanding of Hawaii and where
they live.

Activity #1: Locate on the Ahupuaa poster the divided four sections labeled Ma kai (toward the
sea) I, Ma kai II, Ma uka (toward the mountains) III, and Ma uka IV.
Activity #2: Label on worksheet the four divided sections of the Ahupuaa (Ma kai I, Ma kai II,
Ma uka, and Ma uka IV)
Activity #3: Color worksheet of Ma kai I and label chosen numbered items.
Activity # 4: Color worksheet of Ma kai II and label chosen numbered items.
Activity #5: Color worksheet of Ma uka III and label chosen numbered items.
Activity # 6: Color worksheet of Ma uka IVand label chosen numbered items.

Additional worksheets maybe incorporated:

Plants of the Ahupuaa worksheet label and color
Animals of the Ahupuaa worksheet label and color

Materials/Set-Up:
Resource and Reference Books:
From the Mountains to the Sea by Julie Stewart Williams
Life in Early Hawaii: The Ahupuaa by Kamehameha Schools Bernice Pauahi Bishop
Estate.
Hawaiian and English Cross-Age Learning Picture Vocabulary Book Translations
by Kawika Kapahulehua
Bishop Museum Coloring & Activity Book Brad Evans
Lono and the Magical Land Beneath the Sea Adapted and illustrated
by Caren Keala Loebel-Fried
Akua Hawaii Hawaiian Gods and Their Stories
by Kimo Armitage Illustrations by Solomon Enos
He Mau Nane Hawaii Hawaiian Riddles
Kimo Armitage Illustrations by Meleanna Aluli Meyer
Gardens of Lono Archaeological Investigations at the Amy B. H. Greenwell Ethno
botanical Garden, Kealakekua, Hawaii Edited by Melinda S. Allen

Story Books:
Hawaiian Myths of Earth, Sea, and Sky (Kolowalu Book) by Vivian Laubach Thompson
Hawai'i (From Sea to Shining Sea, Second) by P. J. Neri
Dog of the Sea Waves by James Rumford
Beyond Ohia Valley by Lisa Matsumoto
O Kaina Ke Kumu Koa/ Kaina the Koa Tree by Kawaiaea, Kaawa, Keolanui, Kruger

Large colored Ahupuaa Poster

Various colored pictures of Hawaiian plants, foods, animals, family (ohana), materials and tools
Hawaiians used in daily life, homes, etc.
Colored pencils
Three prong folder
Large sheet of paper
Elmo machine

Worksheets given to students:

WS #1-Black and white picture of the Ahupuaa poster
WS#2-Black and white picture depicting only Ma kai I activities
WS#3-Black and white picture depicting only Ma kai II activities
WS#4-Black and white picture depicting only Ma uka III activities
WS#6-Black and white picture depicting only Ma uka IV activities
*other additional worksheets maybe be given.

Technology clips will be incorporated: (short videos showing Early Hawaiian Life)
Early Hawaiian Life http://www.youtube.com/watch?v=zbE-xQFHwnM
Ancient Hawaii http://www.youtube.com/watch?v=VF95zDWZR9c
How to learn Sustainability in Hawaii http://www.youtube.com/watch?v=wD7Y8UbjyI4
Hawaiian Culture, Responsibility of an Ahupuaa, Waimea Valley
http://www.youtube.com/watch?v=ygD5ozXMZsc

Field Tip:
Waimea Valley Guided School Progam- Ahuapuaa Mountain to the Sea

Procedures:
A. Introduction:
I will discuss and review information learned previously on Ahupuaa poster-Ma kai II.
Open discussion and questions with the class. Next, introduce Ma uka III on Ahupuaa
poster. (15 min)

B. Developmental:
I will put up colored poster of the Ahupuaa on one side of the board. I will continue with
discussing the third section, Ma uka III, on the Ahupuaa poster. Picture of Ma uka III
will be placed on the Elmo. We will continue to discuss and proceed to focus on: 1) The
division of four sections, 2) How people work and play, 3) Discover the uses of a wide
variety of plants, 4) Learn about animals that the Hawaiian people depended on for food,
tools, and ornaments.

I will continue to cover Ma uka III on the poster. I will point out and proceed to discuss.
Throughout the discussion I will be putting up on the Elmo different pictures depicting
things from Ma uka III on the Ahupuaa poster. I will label items discussed on Ma uka III
on worksheet which will be on the Elmo.

C. Concluding: Children will complete worksheet on Ma uka III by coloring and labeling
things discussed. Sample will be on Elmo for students to refer to and copy.
 D. Homework: If students are not done coloring Ma uka III worksheet, they can take it
home to finish. They will also review vocabulary word list of items from Ma uka III
section of the poster.

Adaptations:
Additional You-Tube Videos:

Art: Students can draw a picture about the things they learned from Ma uka III of the poster.

Writing Center: Write a vocabulary glossary on the things they learned from Ma uka III of the
poster.

*Students can place these additional works in their folder as part of the Ma uka III section.

Management Considerations: Instead of students sitting on desk, I can place students in

groups while lesson is going on, so they can continue to have an open discussion as the lesson
proceed.

Reflections: Children will have the knowledge to recite and identify items in Ma uka III on the
Ahupuaa Poster.
 The Ahupuaa
Early Hawaiian Life
Day 4

Class: 4th Grade

Level: Elementary

Purpose: Social Studies-Hawaiian

To increase knowledge about Hawaiian history and culture. To learn more about life in early
Hawaiian days in the ahupua'a (land).

Identify pre-contact in Hawaii history, cultural anthropology, and economics.

A. Objectives: Standards:

History: PRE-CONTACT HAWAII HISTORY-Understand the people, events, problems,

and ideas that were significant in pre-contact Hawaiian history

Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as

a system of beliefs, knowledge, and practices shared by a group and understand how
cultural systems change over time

Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic

concepts and the characteristics of various economic systems

B. Benchmarks (HCPS III):

SS.4.3.2 Explain the history or early Hawaiian society and economy
SS.4.6.2 Describe how individuals or groups deal with conflict, cooperation, and
interdependence within the ahupua'a
SS.4.8.1 Describe the economic interdependence among those living in the ahupua'a

C. GLOSs:
GLO 1: SelfDirected Learner The ability to be responsible for ones own learning.
GLO 2: Community Contributor The understanding that it is essential for human beings
to work together.
GLO 3: Complex Thinker The ability to perform complex thinking and problem
solving.
GLO 4: Quality Producer The ability to recognize and produce quality products.
GLO 5: Effective Communicator The ability to communicate effectively.
GLO 6: Effective and Ethical User of Technology The ability to use a variety of
technologies effectively and ethically.

Assessments (needs to match lesson plan objectives):

Children will be able to follow and do activities dealing with information gained and learned
from the Ahupuaa book and history of early Hawaiian life. Students shall be able to share
knowledge learned with others. Students will initially be exposed to Hawaiiana which they can
build upon in the coming years. They will also gain a better understanding of Hawaii and where
they live.

Activity #1: Locate on the Ahupuaa poster the divided four sections labeled Ma kai (toward the
sea) I, Ma kai II, Ma uka (toward the mountains) III, and Ma uka IV.
Activity #2: Label on worksheet the four divided sections of the Ahupuaa (Ma kai I, Ma kai II,
Ma uka, and Ma uka IV)
Activity #3: Color worksheet of Ma kai I and label chosen numbered items.
Activity #4: Color worksheet of Ma kai II and label chosen numbered items.
Activity #5: Color worksheet of Ma uka III and label chosen numbered items.
Activity #6: Color worksheet of Ma uka IV and label chosen numbered items.

Additional worksheets maybe incorporated:

Plants of the Ahupuaa worksheet label and color
Animals of the Ahupuaa worksheet label and color

Materials/Set-Up:
Resource and Reference Books:
From the Mountains to the Sea by Julie Stewart Williams
Life in Early Hawaii: The Ahupuaa by Kamehameha Schools Bernice Pauahi Bishop
Estate.
Hawaiian and English Cross-Age Learning Picture Vocabulary Book Translations
by Kawika Kapahulehua
Bishop Museum Coloring & Activity Book Brad Evans
Lono and the Magical Land Beneath the Sea Adapted and illustrated
by Caren Keala Loebel-Fried
Akua Hawaii Hawaiian Gods and Their Stories
by Kimo Armitage Illustrations by Solomon Enos
He Mau Nane Hawaii Hawaiian Riddles
Kimo Armitage Illustrations by Meleanna Aluli Meyer
Gardens of Lono Archaeological Investigations at the Amy B. H. Greenwell Ethno
botanical Garden, Kealakekua, Hawaii Edited by Melinda S. Allen

Story Books:
Hawaiian Myths of Earth, Sea, and Sky (Kolowalu Book) by Vivian Laubach Thompson
Hawai'i (From Sea to Shining Sea, Second) by P. J. Neri
Dog of the Sea Waves by James Rumford
Beyond Ohia Valley by Lisa Matsumoto
O Kaina Ke Kumu Koa/ Kaina the Koa Tree by Kawaiaea, Kaawa, Keolanui, Kruger

Large colored Ahupuaa Poster

Various colored pictures of Hawaiian plants, foods, animals, family (ohana), materials and tools
Hawaiians used in daily life, homes, etc.
Colored pencils
Three prong folder
Large sheet of paper
Elmo machine

Worksheets given to students:

WS #1-Black and white picture of the Ahupuaa poster
WS#2-Black and white picture depicting only Ma kai I activities
WS#3-Black and white picture depicting only Ma kai II activities
WS#4-Black and white picture depicting only Ma uka III activities
WS#6-Black and white picture depicting only Ma uka IV activities
*other additional worksheets maybe be given.

Technology clips will be incorporated: (short videos showing Early Hawaiian Life)
Early Hawaiian Life http://www.youtube.com/watch?v=zbE-xQFHwnM
Ancient Hawaii http://www.youtube.com/watch?v=VF95zDWZR9c
How to learn Sustainability in Hawaii http://www.youtube.com/watch?v=wD7Y8UbjyI4
Hawaiian Culture, Responsibility of an Ahupuaa, Waimea Valley
http://www.youtube.com/watch?v=ygD5ozXMZsc

Field Tip:
Waimea Valley Guided School Progam- Ahuapuaa Mountain to the Sea

Procedures:
A. Introduction:
I will discuss and review information learned previously on Ahupuaa poster-Ma uka III.
Open discussion and questions with the class. Next introduce Ma uka IV on Ahupuaa
poster. (15 min)

B. Developmental:
I will put up colored poster of the Ahupuaa on one side of the board. I will continue with
discussing the fourth section, Ma uka IV on the Ahupuaa poster. Picture of Ma uka IV
will be placed on the Elmo. We will continue to discussion and proceed to focus on: 1)
The division of four sections, 2) How people work and play, 3) Discover the uses of a
wide variety of plants, 4) Learn about animals that the Hawaiian people depended on for
food, tools, and ornaments.

I will continue to cover Ma uka IV on the poster. I will point out and proceed to discuss.
Throughout the discussion I will be putting up on the Elmo different pictures depicting
things from Ma uka IV on the Ahupuaa poster. I will label items discussed on Ma uka IV
on worksheet, which will be on the Elmo.

C. Concluding: Children will complete worksheet on Ma uka IV by coloring and labeling

things discussed. Sample will be on Elmo for students to refer to and copy.
 D. Homework: If students are not done coloring Ma uka IV worksheet, they can take it
home to finish. They will also review vocabulary word list depicting items from Ma uka
IV on the Ahupuaa poster.

Adaptations:
Additional You-Tube Videos:

Art: Students can draw a picture about the things they learned from Ma uka III of the poster.

Writing Center: Write a vocabulary glossary on the things they learned from Ma uka III of the
poster.

*Students can place these additional works in their folder as part of the Ma uka III section.

Management Considerations: Instead of students sitting at desk, I can place students in groups
while lesson is going on, so they can continue to have an open discussion as the lesson proceeds.

Reflections: Children will have the knowledge to recite and identify items in Ma uka IV on the
Ahupuaa Poster.
 The Ahupuaa
Early Hawaiian Life
Day 5

Class: 4th Grade

Level: Elementary

Purpose: Social Studies-Hawaiian

To increase knowledge about Hawaiian history and culture. To learn more about life in early
Hawaiian days in the ahupua'a (land).

Identify pre-contact in Hawaii history, cultural anthropology, and economics.

A. Objectives: Standards:

History: PRE-CONTACT HAWAII HISTORY-Understand the people, events, problems,

and ideas that were significant in pre-contact Hawaiian history

Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as

a system of beliefs, knowledge, and practices shared by a group and understand how
cultural systems change over time

Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic

concepts and the characteristics of various economic systems

B. Benchmarks (HCPS III):

SS.4.3.2 Explain the history or early Hawaiian society and economy
SS.4.6.2 Describe how individuals or groups deal with conflict, cooperation, and
interdependence within the ahupua'a
SS.4.8.1 Describe the economic interdependence among those living in the ahupua'a

C. GLOSs:
GLO 1: SelfDirected Learner The ability to be responsible for ones own learning.
GLO 2: Community Contributor The understanding that it is essential for human beings
to work together.
GLO 3: Complex Thinker The ability to perform complex thinking and problem
solving.
GLO 4: Quality Producer The ability to recognize and produce quality products.
GLO 5: Effective Communicator The ability to communicate effectively.
GLO 6: Effective and Ethical User of Technology The ability to use a variety of
technologies effectively and ethically.

Assessments (needs to match lesson plan objectives):

Children will be able to follow and do activities dealing with information gained and learned
from the Ahupuaa book and history of early Hawaiian life. Students shall be able to share
knowledge learned with others. Students will initially be exposed to Hawaiiana which they can
build upon in the coming years. They will also gain a better understanding of Hawaii and where
they live.

Activity #1: Locate on the Ahupuaa poster the divided four sections labeled Ma kai (toward the
sea) I, Ma kai II, Ma uka (toward the mountains) III, and Ma uka IV.
Activity #2: Label on worksheet the four divided sections of the Ahupuaa (Ma kai I, Ma kai II,
Ma uka, and Ma uka IV)
Activity #3: Color worksheet of Ma kai I and label chosen numbered items.
Activity #4: Color worksheet of Ma kai II and label chosen numbered items.
Activity #5: Color worksheet of Ma uka III and label chosen numbered items.
Activity #6: Color worksheet of Ma uka IV and label chosen numbered items.

Additional worksheets maybe incorporated:

Plants of the Ahupuaa worksheet label and color
Animals of the Ahupuaa worksheet label and color

Materials/Set-Up:
Resource and Reference Books:
From the Mountains to the Sea by Julie Stewart Williams
Life in Early Hawaii: The Ahupuaa by Kamehameha Schools Bernice Pauahi Bishop
Estate.
Hawaiian and English Cross-Age Learning Picture Vocabulary Book Translations
by Kawika Kapahulehua
Bishop Museum Coloring & Activity Book Brad Evans
Lono and the Magical Land Beneath the Sea Adapted and illustrated
by Caren Keala Loebel-Fried
Akua Hawaii Hawaiian Gods and Their Stories
by Kimo Armitage Illustrations by Solomon Enos
He Mau Nane Hawaii Hawaiian Riddles
Kimo Armitage Illustrations by Meleanna Aluli Meyer
Gardens of Lono Archaeological Investigations at the Amy B. H. Greenwell Ethno
botanical Garden, Kealakekua, Hawaii Edited by Melinda S. Allen

Story Books:
Hawaiian Myths of Earth, Sea, and Sky (Kolowalu Book) by Vivian Laubach Thompson
Hawai'i (From Sea to Shining Sea, Second) by P. J. Neri
Dog of the Sea Waves by James Rumford
Beyond Ohia Valley by Lisa Matsumoto
O Kaina Ke Kumu Koa/ Kaina the Koa Tree by Kawaiaea, Kaawa, Keolanui, Kruger

Large colored Ahupuaa Poster

Various colored pictures of Hawaiian plants, foods, animals, family (ohana), materials and tools
Hawaiians used in daily life, homes, etc.
Colored pencils
Three prong folder
Large sheet of paper
Elmo machine

Worksheets given to students:

WS#1-Black and white picture of the Ahupuaa poster
WS#2-Black and white picture depicting only ma kai I activities
WS#3-Black and white picture depicting only Ma kai II activities
WS#4-Black and white picture depicting only ma kai activities
WS#5-Black and white picture depicting only ma uka III activities
WS#6-Black and white picture depicting only ma uka IV activities
*other additional worksheets maybe be given.

Technology clips will be incorporated: (short videos showing Early Hawaiian Life)
Early Hawaiian Life http://www.youtube.com/watch?v=zbE-xQFHwnM
Ancient Hawaii http://www.youtube.com/watch?v=VF95zDWZR9c
How to learn Sustainability in Hawaii http://www.youtube.com/watch?v=wD7Y8UbjyI4
Hawaiian Culture, Responsibility of an Ahupuaa, Waimea Valley
http://www.youtube.com/watch?v=ygD5ozXMZsc

Field Tip:
Waimea Valley Guided School Progam- Ahuapuaa Mountain to the Sea

Procedures:
A. Introduction:
I will discuss and review information learned previously on Ahupuaa poster-Ma uka IV.
Open discussion and questions with the class. (15 min)

B. Developmental:
Students will watch the following video clips:
Early Hawaiian Life http://www.youtube.com/watch?v=zbE-xQFHwnM
Ancient Hawaii http://www.youtube.com/watch?v=VF95zDWZR9c
How to learn Sustainability in Hawaii http://www.youtube.com/watch?v=wD7Y8UbjyI4
Hawaiian Culture, Responsibility of an Ahupuaa, Waimea Valley
http://www.youtube.com/watch?v=ygD5ozXMZsc

After watching video clips, continue to review and discuss all four sections of the
Ahupuaa poster.

C. Concluding: Children will complete worksheet on coloring and labeling Hawaiian

plants.

D. Homework: Students will color and label worksheet on animals.

Adaptations:

Art: Students can watercolor a picture of the Ahupuaa

Writing Center: Write about certain topic about what they learned about the Ahupuaa.
Some questions are: What did you learn most about the Ahupuaa? How would you feel about
living in early Hawaiian days? Why do you think Hawaiian plants were so important? Why do
you think the animals were important to the Hawaiian people? What part of the Ahupuaa would
you like to live in?, etc.

*Students can place these additional works in their folder.

Management Considerations: Have students work in pairs to share with one another what they
learned and/or enjoyed most.

Reflections: Children will have the knowledge to recite and identify the sections and items on
the Ahupuaa Poster.
 The Ahupuaa
Early Hawaiian Life
Day 6

Class: 4th Grade

Level: Elementary

Purpose: Social Studies-Hawaiian

To increase knowledge about Hawaiian history and culture. To learn more about life in early
Hawaiian days in the ahupua'a (land).

Identify pre-contact in Hawaii history, cultural anthropology, and economics.

A. Objectives: Standards:

History: PRE-CONTACT HAWAII HISTORY-Understand the people, events, problems,

and ideas that were significant in pre-contact Hawaiian history

Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as

a system of beliefs, knowledge, and practices shared by a group and understand how
cultural systems change over time

Economics: RESOURCES, MARKETS, AND GOVERNMENT-Understand economic

concepts and the characteristics of various economic systems

B. Benchmarks (HCPS III):

SS.4.3.2 Explain the history or early Hawaiian society and economy
SS.4.6.2 Describe how individuals or groups deal with conflict, cooperation, and
interdependence within the ahupua'a
SS.4.8.1 Describe the economic interdependence among those living in the ahupua'a

C. GLOSs:
GLO 1: SelfDirected Learner The ability to be responsible for ones own learning.
GLO 2: Community Contributor The understanding that it is essential for human beings
to work together.
GLO 3: Complex Thinker The ability to perform complex thinking and problem
solving.
GLO 4: Quality Producer The ability to recognize and produce quality products.
GLO 5: Effective Communicator The ability to communicate effectively.
GLO 6: Effective and Ethical User of Technology The ability to use a variety of
technologies effectively and ethically.

Assessments (needs to match lesson plan objectives):

Children will be able to experience hands-on learning opportunities on the field trip relating to
the Ahupuaa.
Materials/Set-Up:
Schedule field trip to Waimea Valley Guided School Progam- Ahuapuaa Mountain to the Sea.

Procedures:
A. Introduction:
Discuss what students will be experiencing on field trip to Waimea Valley. Review rules
and policy.

B. Developmental:
Upon arriving to Waimea Valley a short orientation will be given. Next, various guided
activities and lessons will be done. Students will get a visual, hands-on experience
learning about the Ahupuaa and early Hawaiian life.

C. Concluding: When we return to school, review and discuss some of the things done
during the field trip.

D. Homework: Students will write a one page CR about what they learned or liked best
about the field trip. They can include a picture drawing.

Adaptations:
Take this lesson and expand more on the Ahupuaa and the early life of Hawaiians. Schedule
another excursion to the Bishop Museum, etc. Venture on to more Hawaiian history and life.

*Students can place these additional works in their folder.

Management Considerations: Students can share with the entire class or in groups about their
CR writing and picture. Post pictures around the class.

Reflections: Children will be able to make connections learned from the field trip with items on
the Ahupuaa Poster and content. Students will have a better understanding about the life style of
the early Hawaiians and can make connections with present day life.
 Selected Response Assessment for Learning-Rubric
Rubric-is aligned to the benchmarks of the DOE standards. By mastering each
benchmark students are meeting the required DOE standards and readiness to reach
proficiency on the Hawaii State Assessment. A student with 5 correct is above standards,
3-4 correct meet standards, 2 correct approaching standards, and 0-1correct below
standards. However the number of correct can vary according to how many problems are
done in the assignment.

Rubric designed & adopted from http://rubistar.4teachers.org/index.php

Proficient Not Proficient

Categories Above Standards Meet Standards Approaching Below Standards
Standards
Identifies Describe, with Describe, with Describe, with Ineffectively
important clear and precise detail, the pre minimal detail, the describe the pre
information such detail on, the pre contact life in pre contact life in contact life in
as specific name contact life in Hawaii history, Hawaii history, Hawaii history,
and details, etc Hawaii history, cultural cultural cultural
on Ahupuaa cultural anthropology, and anthropology, and anthropology,
poster. anthropology, and economic economic and economic
economic interdependence interdependence interdependence
interdependence among those living among those living among those
among those in the ahupua'a in the ahupua'a living in the
living in the ahupua'a
ahupua'a
Picture to word Student is able to Student is able to Student is able to Student is not
association associate picture associate picture to associate picture to able to associate
to word with no word with 1 error. word with 3 errors. picture to word.
errors.
Vocabulary Student is able to Student is able to Student is able to Student is not
name picture and name picture and name picture and able to name
read word with no read word with 1 read word with 2 picture and read
errors. error. or more errors. words.
Depending on
number of items
or problems
studying.
Sample as 5 correct 4 correct 2-3 correct 0 correct
follow: