HGA | ASGI99 Index

Purpose: How scarce is land on this earth? How can we effectively utilize and preserve our lands in Hawaii? This lesson will analyze the availability of 'farmable' land on this earth. Students will then list examples of land use utilizing the themes of geography. Then students will formulate ideas on how people can best use and preserve our lands.

Objectives: The students will be able to:

1. discuss the land use patterns that resulted in a system of monoculture. (Standard 11D)*
2. describe and evaluate Hawaii's carrying capacity to predict the likely consequences of exceeding its environmental limits. (Standard 15A)*
3. develop contemporary issues to serve as examples of situations in which the environment's quality and ability to support human populations has diminished because of excessive use. (Standard 15A)*

Geographic Standards:  The geographically informed person knows and understands:
Standard 11: The patterns and networks of economic interdependence on earth's surface.
Standard 15: How physical systems affect human systems.

Geographic Skills:
Asking geographic questions
Acquiring geographic information
Organizing geographic information
Analyzing geographic information
Answering geographic questions

Geographic Theme: Place, Human Environment Interaction, and Movement

Lesson can be used with a unit on: the Ahupua'a, Hawaii's economic future, Hawaii's land history

Materials Needed:
Paper
Chart paper
markers
masking tape
apples
plastic knives
transparencies
felt pends
pencils
poster of the "Ahupua'a"

Procedure:
Opening the Lesson:

1. Have the students write a journal entry answering the following questions, "Why is land important?" Discuss in large group the students responses. Write the responses on the board or a blank transparency.

2. Have students brainstorm how lands are classified. What would you call an area with sky scrapers? How would you classify sugar and pineapple lands? Write the responses on the board.

3. When students are done brainstorming, review the four types of land classification. Have students agree on a definition and describe a place or location. The terms are: urban, rural, agricultural and conservation land. (Example: Agricultural land: a place to raise crops and/or livestock. The pineapple fields in Wahiawa, owned by the Dole Company is an example of agricultural lands.)

Developing the Lesson:
We have developed an understanding of land classification terms. Now we will focus on how much of earth's actual surface is farmable.

4. Divide the students into teams and assign roles. Distribute an apple and plastic knife to each team. Go through the "Cut Up the World" apple activity as indicated on the attached sheet.

5. Distribute chart paper and pens. Land in Hawaii is expensive. One reason is that it is limited. Compared to other states, the amount of land available for housing, agriculture, recreation, and other uses is small. Today we must make community decisions about how we can best use and preserve the land we have. Have students brainstorm the following questions and write responses on their chart paper. How is most land in Hawaii actually used today? Share and discuss. Place "Land in Hawaii Today" transparency on the overhead. Discuss actual land use in Hawaii.

6. Have students brainstorm answers to:
Questions 2: List examples of agricultural land use utilizing the themes of geography (location, place, movement, and human environment interaction).

Questions 3: How do we use our lands to support Hawaii's economy?

Questions 4: How can we use our lands more efficiently to support Hawaii's economy?

7. Encourage students to share and discuss examples to question 2 and ideas to question 3 and 4. Point out the connection to the apply activity.

Concluding the Lesson:
8. Have students write a debriefing journal entry. How can we effectively use and preserve our 'farmable' or 'agricultural' lands in Hawaii? How can we modify human environment interaction and movement to improve and preserve our land use?

Assessment Strategies:
1. Authentic
a. Have students work in teams to create a map that shows agricultural land use in Hawaii. Have students apply TODALS (Title, Orientation, Date, Author's name, Legend, and Scale).

b. Have students write summaries utilizing the themes of geography to describe agricultural land use in Hawaii.

Extensions:
1. Have students write a proposal to improve Hawaii's land use.
2. Have students present proposal to community members.
3. Have students investigate how different parts of the world use their land to strengthen their economy.

Appendix:
Cut Up the World
Land in Hawaii Today

References:
Modern Hawaiian History by Ann Rayson, 1995