The Ahupua'a

INTERDISCIPLINARY UNIT
TEAL 7
LANGUAGE ARTS

Patrice C. Turk

7th Grade Language Arts

UNIT / LESSON: BOUNDARIES : THE AHUPUA'A
LENGTH: 5-7 CLASSES

CONCEPT: How did life exist within the ancient Hawaiian concept of boundaries - the ahupua'a?

THEME: Boundaries appear in nature and in human systems.

GENERALIZATIONS: The division of land into Uka, Kula and Kai, unique to Hawaii, reflected the ancient Hawaiian economic system and determined what was produced, distributed and consumed.

STANDARDS: The geographically informed person knows and understands:

* how to analyze the spatial organization of people, places and environments on the earth's surface.
* the patterns and networks of economic interdependence on the earth's surface
* how to use mental maps to organize information about people, places and environments in a spatial context.
* the characteristics, distribution and migration of human populations on earth's surface.
HCCPS:
* The student will demonstrate ability to use library and other sources for research papers.
* The student will use a wide variety of writing. (e.g. technical prose)
* The student will demonstrate knowledge of/and or experience with subject through writing.
* The student will read and discuss a variety of texts.
* The student will create graphic depictions of text materials and present or describe to group.

ASSESSMENT: I. Investigative Work

- student will complete information sheet on assigned topic
- student will sketch and color assigned plant or animal

II. Construction

- student will construct replica of plant or animal using clay or paper mache...paint according
- student will know correct ecosystem for plant / animal

SKILLS: Reading, Knowledge and Recall, Organization, Application, Synthesis, Replication, Analysis, Comparison / Contrast, Technical Writing, Sketching

UNIT: Boundaries - The Ahupua'a

I. INTRODUCTORY ACTIVITIES: KWL...based on knowledge gleaned from reading CALL IT COURAGE by Sperry Armstrong what do you know about the different ecosystems on a typical volcanic island? Analysis of ahupua'a posters. Video of the novel and discussion of the main characters survival techniques. How was he able to survive? Transfer those suppositions to knowledge of this island. How did ancient Hawaiians survive? This will be an Inquiry-based unit of study.

II. SPECIFIC ACTIVITIES OF UNIT: The concept of the ancient land division is introduced in the Social Studies segment of this unit. Language Arts investigates the flora and fauna in precontact Hawaii. The vocabulary words come from the novel as well as various tests (see attached). Each student will use the skills of inquiry, reading, note taking, summarizing, technical writing, and bibliography format.

* Each student is assigned a plant or animal.
* Using Hawaiian reference books, pamphlets and texts the students answer specific questions on the worksheet.
* Note taking also includes sketching instructions.
* Students consider and determine species ecosystem...climatic regions.
* Each student constructs a replica of the species out of clay and / or paper mache.
* Each student group present finding to the class.

III. EXTENDING ACTIVITIES: Student Essay Topics
* Student reflect on the concept of particular species within an ecosystem...why do they thrive in that particular system...explain the landscape / maintenance dilemma at many of the hotels in our area.
* Students reflect on the rationale for the division of the ahupua'a...discuss land rights, forestation, bartering, foraging. What applications might this ecological system have on our landscaping at Lokelani? in Kihei? on Maui?

IV. ASSESSING UNIT:

Class developed RUBRIC for group presentation to class.
RUBRIC for Assessing a model.
Teacher-graded worksheet.
RUBRIC for student essays in Language Arts class.

V. TEACHER / TEAM FEEDBACK

What went well? This was a popular unit. The students really liked making the models...often they would look out at the mountain behind the school and we'd discuss how you could see the land divisions that appear in the geography of the area. I added the idea of the student essays to strengthen the assessment aspect of the unit...what knowledge might the student apply to his environment? How will this knowledge change affect his landscape procedures? Those of the hotels? Water requirements, aesthetics, tourism and the environments are very important issues here on Maui and I want our students to see the interrelatedness of these issues.

What might I change next time? It took much longer than we planned. Next year the agriculture teacher will be on our team and we hope to incorporate some plantings. I really wish we could afford a field trip to the slopes of Haleakala, the nature preserve in Hosmer's, Kahikihui, and their use of drip irrigation.