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Northwestern Hawaiian Islands - Why Study It?

Sandra M. Kaneshiro

Grades 4-6

June 2002

 

Stage 1 - Desired Results

Geography Content Standard 2. Places and Regions

Students understand how distinct physical and human characteristics shape places and regions.

Grade 4-5 Cluster Benchmark

Use physical and human characteristics to compare and contrast places and regions in Hawaii, the United States, and other countries.

Performance Standards:

  1. Show similarities and differences of the physical characteristics of places and regions.

  2. Show similarities and differences of the human characteristics of places and regions.

  3. Apply this knowledge to draw conclusions and/or make connections.

 

Geography Content Standard 3. Physical Systems

Students understand how physical processes shape Earth's surface and create, sustain, and modify the ecosystems.

Grade 4-5 Cluster Benchmark

Explain how physical processes affect formation and distribution of climates, natural resources, and ecosystems.

Performance Standards:

  1. Explain the earth's physical processes, e.g., erosion, earthquakes, flooding, lava flows.

  2. Explain the presence of climates, natural resources and ecosystems.

  3. Explain causal relationships between the physical processes and climate, natural resources, and/or ecosystems.

 

Geography Content Standard 5. Environment and Society

Students demonstrate stewardship of earth's resources through the understanding of society and the physical environment.

Grade 4-5 Cluster Benchmark

Analyze the consequences of human modification of the physical environment in Hawaii, the United States, and other parts of the world, and implement a plan of action to address the consequences.

Performance Standards.  The students will:

  1. Identify effects of human activity on the physical environment.

  2. Assess the positive and negative consequences on the environment.

  3. Devise and carry out a plan to address the consequences.

 

Understanding(s):

Students will understand that...

Responsible citizenship includes being knowledgeable and taking action to preserve earth's natural resources.

Flora and fauna varies within the Hawaiian archipelago, from Northwestern Hawaiian Islands to Loihi.

Plate tectonics has major impact on the formation of the Hawaiian Islands.

Physical processes impact climate, natural resources, and ecosystems.

 

Essential Questions:

Why should I be concerned with how humans modify their environment?

Why is there a proposal to designate the Northwestern Hawaiian Islands as a sanctuary?

What physical changes have occurred in the Northwestern Hawaiian Islands?

When will Oahu become an atoll?

When will Loihi emerge as an island?

 

Students will know...

Changes occur daily

There are some human-caused threats to the ecosystems

 

Students will be able to...

Ask geographic questions about places and regions

Listen, read, and take notes to acquire geographic information

Organize information using concept maps, graphic organizers, maps

Present the findings through: oral presentation

Draw Conclusions/form opinions based upon their research.

Stage 2 - Assessment Evidence

Performance Task

As a responsible citizen of Hawaii, you have decided to become more knowledgeable about the federal government's plan to designate the Northwestern Hawaiian Islands as a sanctuary.  You research opposing viewpoints on the issue and write a letter to the president of the United States to express support or opposition to the sanctuary proposal.  Your viewpoint should be supported by a minimum of three facts with references.

 

Other Evidence

 

Self Assessment

Stage 3 - Learning Plan

Background

 

Purpose: In this lesson, students will use various sources to 1)analyze the physical and human characteristics of the Northwestern Hawaiian Islands and 2) express an opinion about the Northwestern Hawaiian Islands as a sanctuary.

 

Materials and Resources Needed:

 

Learning Activities:

1.  Ask students, "How many islands make up the Hawaiian archipelago?"  Use Atlas of Hawaii and other maps to show students the extent of the archipelago.  Most students (and adults) are unaware that there are 132 islands, reefs, and shoals which stretch 1,523 miles northwest-southeast in the tropics of the North Pacific Ocean.

2.  Ask students, "Why are the Northwestern Hawaiian Islands important?"  Use the map which shows Exclusive Economic Zones (EEZ).  Discuss what EEZ means.

3.  Assess student' knowledge of how the Hawaiian Islands were formed.  If necessary, review/explain plate tectonics.  Use worksheets and maps to illustrate the various plates and the ring of fire.

4.  Students use various resources to acquire knowledge on the Northwestern Hawaiian Islands and complete a graphic organizer.  The National Oceanic and Atmospheric Administration (NOAA) and Bishop Museum Web sites are useful.  This activity will take several class periods.

5.  Students use information to write a script which describes the physical and human characteristics of the Northwestern Hawaiian Islands.  On chart paper, leave space for students' comments, list the following roles: hot spot, Pacific plate, Kure, Midway Island, Pearl Atoll, Lisianski, Laysan, Maro Reef, Gardner Pinnacles, French Frigate Shoals, Necker, Nihoa, Kauai, Hawaii (Big Island), Loihi

Students write their comments on the chart paper.  This activity may take more than one class period.  Once the script is completed, orally present it with the Pacific plate shuffle to demonstrate the formation of the Hawaiian archipelago.

6.  Again, assess students' knowledge of formation of the Hawaiian Islands.  Students should use appropriate vocabulary, demonstrate understanding of plate tectonics, movement of the Hawaiian Islands in the northwest direction, and physical processes.

7.  Present vocabulary: refuge, reserve, sanctuary.  Discuss differences and their impact.

8.  Read and discuss information on NOAA and Bishop Museum Web sites regarding environmental/ecological reasons for sanctuary designation.  I regret I don't have information on economic impact on fishing industry. Discuss pros and cons of sanctuary designation.

9.  Students write a letter to President George Bush to express their opinion on the sanctuary designation.  Letter should cite a minimum of two facts and demonstrate understanding of a sanctuary.

Sample: ASGI participants' knowledge of the Northwestern Hawaiian Islands. 

 

Reference

Morgan, Joseph. Hawaii: A Unique Geography.

Sample Rubrics

Formation of the Hawaiian Islands

Drawing and Explanation

4 Demonstrates understanding of plate tectonics, movement of the Hawaiian Islands in the northwest direction, erosion, reef formation, and uses appropriate vocabulary.
3 Demonstrates understanding of three of the following: plate tectonics, movement of the Hawaiian Islands in the northwest direction, erosion, and reef formation.  Uses appropriate vocabulary.
2 Demonstrates understanding of two of the above mentioned features and uses appropriate vocabulary.
1 Demonstrates understanding of less than two of the above mentioned features.

 

Letter to President Bush

4 Demonstrates understanding of a sanctuary and gives two specific facts to support or not support sanctuary designation.  Uses appropriate vocabulary.
3 Demonstrates understanding of a sanctuary and gives one specific fact to support or not support sanctuary designation.  Uses appropriate vocabulary.
2 Demonstrates understanding of a sanctuary, gives opinion, but no specific fact.  Uses appropriate vocabulary.
1 Demonstrates little or no understanding of a sanctuary.

Graphic Organizers

Formation of the Hawaiian Islands

Northwestern Hawaiian Islands

 

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