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HomeMy WebLinkAboutCOM 0349.736 2006-2008 Presented to the Hawaii County Council - June 25, 2007 ~ _ rv J Testimonv for the Preservation. Protectection and Promotion of Punalu'u. Ka'u Submitted by: Grace Chao Art Teacher and Coordinator, Connections Public Charter School In the Historical Kress Building of Downtown Hilo 38 Halai Street, Hilo, Hawaii 96720 (808)969-1022 or (808)936-7116 Comm. No. 3 q . X310 Ref. To: L Ref. Uate, ~~IN 5 7t1f17 On the Sa` of March, 2007, middle school students at Connections Public Charter School (CPCS) in Hilo were blessed with a "Living Classroom" experience with Aumy Pele and Eazl of Ka'u Preservation at Punalu'u, Ka'u. This Living Classroom experience came about from projects studems needed to research concerning the history, culture and the marine environment of the Ka'u Coast. Enclosed with this testimony please find three supporting documents that show evidence of the importance to preserve, protect, and promote Punalu'u as a Hawaiian cultural, historical and marine educational center and safe heaven. The evidence was written by the CPCS middle school students, the Social Studies teacher-Mr. Eric Bollen, and Marine Science Teacher-Mr. Bill Ebersole. In February, 2007, Mr. Bollen and I applied for and received $1,000 each from The Kohala Center in regard to a grant the center received form the National Oceanic and Atmospheric Administration. This grant was designed to encourage teachers of all disciplines to incorporate marine sciences into their curriculum. We decided to create a project based integrated curriculum to research and document the history, cultural background and marine environment of the Kau'u coast. Social Studies and Science research and documentation, and 2D/3D Hawaiian marine life projects in Visual Arts were created. On April 19, 2007, twenty students and teachers from CPCS presented our Ka'u Projects at the Hawaii Meaningful Environmental Education for Teachers (ffiMEET) Symposium at Imiloa Astronomy Center in Hilo. Details of these projects and the positive educational impact these projects had at CPCS can be found in the enclosed document written by Mr. Ebersole: "Connections Intermediate Level Project Based Learning Action Plan", and by written reflections from the middle school students after these projects were completed and exhibited at the Historical Kress Building Art Gallery in May, 2007. When Mr. Bollen searched for speakers to educate our students about the historical and cultural significances, and mazine life at Punalu'u in Ka'u, there were no other resource people from Ka'u to be found. Except for aunty Pele and Earl from the Ka'u Preservation, who graciously volunteered their precious time to share important knowledge at the Punalu'u Beach, to a group of 80 middle charter school students which they have never met, or perhaps heard of. We were greeted at the Punalu'u beach pavilion where Aunty Pele shared childhood memories, cultural practices, Hawaiian Ana, and the deeply rooted meaning of this land and ocean to the Hawaiians at Punalu'u. Earl gave all of the students a "Living Classroom" lesson in Hawaiian history and preservation of the natural environment at Punalu'u by taking students for a rugged walk to view a heiau, an ancient Hawaiian temple over-looking the ocean. There, he talked about the history and cultural customs of the ancient Hawaiians, how they lived and worked with each other, and how they respected the land, ocean, and the ancestors which sustained and protected them. He talked about the danger of commercializing Punalu'u for the presently proposed hotel and homes development, due to the importance of preserving the natural and ancient landscape for educational purposes, and for appreciation of future generations about Hawaii, and the history, values and culture of the Hawaiian people. CPCS students and teachers got an immediate understanding of Ka'u Preservation's vision to turn Punalu'u into a "Living Classroom" when Earl hiked us to a portion of the original King's Trail further from the heiau. As he explained the historical and legendary significances of the trail, the ocean surrounding the shore and alt the sea life within, students got an up-close, hands-on examination and understanding of what they have been researching in the classroom on the Internet and through books. For Visual Arts projects of Hawaiian sea life, some students drew and painted sharks from looking at pictures in resource books. When Earl shared about the shark as a Hawaiian Amakua, and explained the cultural importance of the shark to the Hawaiian fishermen, the students felt deeper connections to their artwork. Students in Science focused on ocean pollution, ocean currents, and shoreline debris in Ka'u. When we felt the peaceful breeze and saw the pristine blue waters off shore, we all agreed it was important to take care of the ocean and the land connected to it at Punalu'u. The students and teachers studied in Social Studies concerning the on-going debate about the future development of the Ka'u Coast. Seeing the fragility and neglect of the ancient heiau, portions of the King' Trail, and the surrounding landscape littered with men-made debris helped us to recognize the importance to protect, preserve and promote Punalu'u as a sacred Hawaiian cultural sight and natural learning environment. After the guided walking tour with Earl, the students were treated to paddle in the double haul canoe owned and operated by Captain Kiko of Ka'u. He also volunteered his time and energy to offer his expertise to our students on this excursion. He took students out on the ocean and talked about the beauty of the ocean, the sky and the land. Students saw beautiful green turtles and tropical fishes swim by in the clear blue water beneath them. As the sail turned the canoe back towards shore, Captain Kiko asked students to stop and look at the shoreline. He asked them to take a moment to appreciate the vast natural landscape of the magnificent Ka'u coast, from the ocean to the mountain. They got to experience the beauty and unobstructed view of this land, and realized one day, they may be looking at an overdeveloped coastline with hotels, condos and massive amount of tourists crowding the beach. They saw that it would not be a place where they could feel free and open to explore and enjoy Punalu'u as they were then. Our island students are intelligent, unlike what statistics would want us to believe. They are fully aware that on this island, places of pristine ocean life and activities are being damaged or taken over by big hotels and condominiums. They are aware because that is what they experience when they go to the Kona coast, where the good beaches are. At these beaches, locals feel less important and welcomed as compared to the tourist who has the means to stay at the hotels on the beach. It was refreshing for educators and students alike to experience the undeveloped and un-trampled coastline, along with the historical and cultural value of Punalu'u on that day. It was beyond any school classroom learning to stand at this place of ancient Hawaiian history and cultwal importance as a learning "Living Classroom". What the ancient Hawaiians valued in being "pono", and have compassion for each other, the aina, the ocean, and the sky; to teach children about ancestors and respect; aze important and urgent messages for the youngsters of Hawaii today. They will become the stewards of our land and ocean in a few short years. They look to the adults in their lives to make sound decisions for their future and their children's future. After the "Living Classroom" experience with Aunty Pele, Earl and Captain Kiko at Punalu'u on March 5"', 2007, CPCS teachers and students all gained a stronger sense of urgency to protect, preserve and promote our natural environment at Punalu'u as the last frontier of unspoiled beauty, a place to learn and grow, and refresh on the Big Island of Hawaii. These are the sentiments shared by the students in their written reflections after completion of the Ka'u projects. As an educator of middle school students at Hilo Intermediate School and Connections Public Charter School for the past 18 years, I want to see my students and their families thrive on their home island with vitality, ownership, and sound stewazdship. Puna means the spring. It gives life, sustenance and freshness to the human soul, lu'u means to dive for fresh water, for valuable resources. Our children aze our valuable resources. They need clean water from the springs of life to sustain their thirst for growth, understanding, and a sense of being a member of a healthy and caring community. Preserving Punalu'u for the future of these children is providing the life, sustenance, and freshness of their future. Protecting the Punalu'u coastline from massive hotel and upscale homes is to protect our youth from feeling robbed of their chances to enjoy whatever natural beauty is left in their island home. Promoting Punalu'u as a living classroom and learning center for children and adults from all over the world is to share the true meaning of "aloha", one the Hawaiians of past and present so graciously share with the rest of the world. Perhaps then, peace, harmony and unity will no longer be just ideals or slogans us teachers try teach in our isolated classrooms with four walls. As an American with Chinese ancestry, the heiau, the King's Trail and other historical artifacts at Punalu'u reminded me of the Great Wall of China. The cultural significance of both speaks of ancient peoples from both places, which survived through hardships, and tried to create a society of protection, order and peace. I can not imagine the anger and opposition of the Chinese people if foreign developers suggest building massive hotels and fancy homes next to the Great Wall, or suggest tearing down part of the Great wall as a place to play golf. Personally, as an educator and a community member, I believe the land and ocean life at Punalu'u should be respected and protected as a place of monumental significance to the people of Hawaii, as the Great Wall of China is to the Chinese people. Thank you for taking the time to read this testimony with the accompanying supporting materials. I truly hope and pray for your wisdom in your decisions concerning the current proposal for Hawaii County Council to purchase the land at Punalu'u for the purposes of preservation, protection and promotion of the place as a "Living Classroom", and an organic learning center for children and adults from this island and around the world. Enclosed Supporting Materials from CPCS Middle Sc6oo1 Ka'u Projects 1. Lesson plan for the Ka'u Study by Social Studies teacher - Mr. Eric Bollen 2. Connections Intermediate Level Project Based Learning Action Research Plan by Marine Science teacher - Mr. Bill Ebersole 3. Written reflections on the Ka'u research project in Visual Arts, Social Studies and Marine Science Grace Chao /Eric Bollen Connections Middle School South Point Project Overall objective: For students to create an informative, artistic exhibit about the Ka'u coast, focusing aoound South Point, that educates the community about the cultural history of the area as well as the vast amount of ocean rubbish that washes up on its shore. More specific objectives: The project plans to highlight the deep traditional Hawaiian connection to this rugged land. We will also look into the deeper causes of the present day trashing of the Ka'u coastline, and the effects of this on the marine environment in ge{~~ral. Finally we will conclude with a look at what the future may hold for Kau. ` Imuortant Driving Questions to explore:f~,-' 1. What is the geography/geology of this remote, rugged land? Why is it important 2. What was the deep historical Hawaiian connection to this land? 4 J What human history does it hold? 3. Why does rubbish wash up on the Ka'u shore? 4. What aze the workings of the currents that bring it here? 5. Why is the ocean full of rubbish in the first place? 6. Where is it coming from? Who makes it? What is happening to the ocean and the marine environment in Hawaii and around the world today? 7. What can we do about it? 8. What does the future hold for Ka'u? Final product: For social studies, the students will have a choice of displaying their understanding of the above in a variety of ways, including but not limited to, film, photographs, poster board displays, power points, written reports and poetry. For art, the students will incorporate some of the rubbish we collect along the Ka'u coast into a powerful artistic piece, as a visual testament of the continuing degradation of our island shores and our planet's oceans. The students art/sceial studies projects will be displayed in the lobby of Connection's School Kress building for all visitors to see. J Nei 2007 ,_(~~~eGcaae, Connections Intermediate Level Project Based Learning Action Reseazch Plan The object of this plan is to assess the degree, to which Connections Public Charter School has historically incorporated interdisciplinary projects into its curriculum, how successful they may have been, student reaction to this approach, and how intermediate grades can more fully embrace this educational approach as a theme for the future. The History of Interdisciplinary Projects at Connections The idea of project based learning had been a topic of interest and discussion for some time at Connection's Public Charter School. Initially the idea of project based learning was proposed as a goal for the high school. The thought was that a purely project based curriculum was a desirable goal that would incorporate content standazds from all disciplines, allowing individual students the opportunity to pursue topics of interest to them. Under the supervision of a teacher/mentor and input from all content area teachers, the student's work would undergo periodic reviews with each teacher making suggestions as to how they might best meet the requirements of necessary Hawaii State Content Standards. A review of the literature regarding this concept and a visit to Kihei Charter High School on Maui where they have developed project based Teaming through all grade levels encouraged us that this approach was an innovative and desirable educational foal to pursue. N v, The idea of a project based curriculum in the intermediate grades was a concept that had not been as vigorously pursued. It was a something that had been talked about bilt' hadn't been formulated or shaped into a plan. We knew that project based learning asv proposed for the high school wasn't as applicable to the middle grades, but it still had elements that we felt were desirable and could be incorporated. Coincidentally, aseries of events in the 06/07 school year began to lead us towazds an understanding of how we might incorporate project based learning into our curriculum. The previous yeaz, Principal John Thatcher decided that Connections Public Charter School should begin to develop an emphasis on the teaching of marine sciences as a halhnazk of our program. Our location across the street from Hilo Bay and associated ease of access made this a natural connection for hands on opportunities for student involvement in research and learning. In August of this school year, we were contacted by the Kohala Center in regazd to a grant they had received from the National Oceanic and Atmospheric Administration designed to encourage teachers of all disciplines to incorporate marine sciences into their curriculums. Mini-grants of up to $1000 were to be made available for teachers to purchase the equipment necessary to accomplish this goal. As a result, five Connections teachers applied for and received grant monies. These grants were awazded for science, social studies, and art. Social Studies teacher Eric Bollen and Art teacher Crrace Chao decided to incorporate their grants into what became "The Ka'u Project". They focused on the fact that the eastern coastline was a natural trap for ocean-borne rubbish and saw opportunities to incorporate this into their respective teaching lines. Mr. Bollen realized that this situation was very much tied into the social behaviors of the groups responsible for this deplorable mess, and at the same time gave him the opportunity to explore the history and sociology of the region from an historical perspective. Ms. Chao envisioned the project as art...that the marine debris could be used in the context of artwork, including the creatures of the ocean that had to live within this polluted environment. Both also realized that the science of waves, oceanic circulation and local geology needed to be incorporated into the project to give it wholeness. As a result, science teacher Bill Ebersole was brought into present these topics and use his own science classes as an adjunct to the success of the project. This resulted in intermediate social studies students becoming involved in research on the various elements of the project and ultimately creating project displays that incorporated all of the aspects involved. Art students began their own creative processes that resulted in a multi media art show consisting of two dimensional works in a variety of mediums, and three dimensional works, all denoting local marine organisms. An assortment of debris recovered from the Ka'u coastline made its own contribution to the overall effect. To complete the project wrap up, the show also incorporated the social studies displays as a kind of overview of the scope of the whole project In essence, what had taken place was an unplanned incursion into the world of project based Teaming. The experience had the effect of focusing student learning within the context of a variety of subject areas, all working together to reach a common understanding. To the teachers involved, the experience was a rewarding one that left us wondering how it might be made an ongoing part of our middle school educational program. Project Based Learning:: Looking Ahead . During grade level meetings, teachers decided that it would be worthwhile to formulate a plan to continue this integrated approach to the learning process. First, the project concept offers a way to connect the different disciplines to stimulate student interest, offering a way to see the whole picture. The potential number of project topics on our island aze numerous and quite variable in their characteristics. Virtually any azea of out island could form the basis of a project based Teaming experience Each and everyone of these potential project sites offers a wealth of possible strategies for involving all of ow content areas. Rather than replace the current curriculum, consisting of different contents for 7a' and 8a' grades in the various content areas, it would focus each of these `classes' into a common direction. Teachers would continue to present their own grade based content, only needing to change the order of their presentation of material. We would be in fact, entering into an experiment in learning, following the concepts that were implemented with `The Ka'u Project'. It was also decided to ultimately choose fow projects, each to be the focus for a single quarter of the school yeaz. After meeting as a department and discussing the many ways to make project based learning an integral part of ow curriculum (the geographic focus is but one possible approach), we decided to continue with the trend that began with `The Ka'u Project', and stick with a regional or geographic theme. Having decided on a focus, the next step was to decide how to best approach the actual teaching of the pertinent content. One possible solution was to take time at the beginning of ow next school year to meet as a group to integrate ow curricula and formulate exactly how each of us would interface with the other over the duration of the project period. As proposed, this would have been a rather tedious process and would have placed each teacher into a formula type of teaching routine, where we might have lost some of the spontaneity of content that makes ow job most interesting. Another strategy was to simply set the focus and allow each teacher to decide the natwe of their content to fit within the overall theme. 1n this case each of us would be able to choose content that `fit' the focus and meld content into an integrated approach according to our own take on what we felt was of primazy importance. We decided to go with the second of these strategies. One focus that Intermediate is considering to pursue during the first semester of the 07-08 school year is to be Hilo. This is obviously a very broad topic, and this fact may very well work to our advantage. It means that this topic could be used every year without necessarily covering the same ground each time. Involvement in The Hilo Project as seventh graders would not mean a repetition of content if the project were to be repeated during their eighth grade. Since basic content will be different for each grade in each discipline, it will translate into an overlapping curriculum that will allow a more comprehensive integration of all of the teaching lines. The Hilo Project will look at the area's past, present, and future. Teachers will be asked to think about how their specific disciplines can contribute to the whole concept over the summer. It should then be a relatively simple process to merge our contributions when we return. There aze many other avenues that our intermediate staff could take to incorporate project based learning into the curriculum. For example, Bill Lloyd has developed an approach that uses videos as an adjunct to his teaching line, allowing him to produce `lessons' that he can incorporate asmake-up assignments and use to emphasize important concepts. Most recently, as a result of material and concepts presented during the robotics workshop, I participated in an informal discussion with Kurt and Danielle (the math dept.) where they were talking about how they could cooperatively mix traditional classroom teaching, robotics, and Nova Net to present math topics in innovative ways that would capture student interest. Ideas like this where teachers work together to focus several approaches to stimulate student interest in traditionally "dull" subjects is what project based learning is all about. There are a variety of strategies that could be used to fulfill our commitment to this Teaming strategy. The most important result of this journey into project based learning is the overall acceptance of staff that it is something that we intend to make "ours". The Survey To go along with this "Action Research' plan, a survey of student feelings about different teaching approaches and learning styles was conducted late in the school year of 7a' graders. It was designed to examine how students react to various teaching and learning styles. An analysis of this data, shows quite clearly that, although students had a wide range of feelings for the pros and cons of lecture, reading, writing and sundry other ways that teachers present material, they were uniformly in favor of hands-on projects, creative endeavors, field trips, experiments, research, group activities, and other "project based" activities, as indicated by the accompanying "7a' Grade Learning Preferences" analysis. l 76 Learning 7G Learning Preference (12 bo ~s surve ed Preference 17 irls surve ed Question Question Number Avera a Res onse Number Avera a Res onse 1 neutral -disa ree 1 neutral -disa ree 2 neutral -disa ree 2 a ree -neutral 3 ston a ree - a ree 3 a ree 4 a ree 4 a ree 5 a ree -neutral 5 a ree -neutral 6 stron l a ree - a ree 6 stron l a ree disagree -strongly 7 disa ree 7 neutrel{Jisa ree 8 a ree -neutral 8 neutral 9 stron l a ree - a ree 9 stron l a ree - a ree 10 neutral -disa ree 10 neutral -disa ree 11 a ree 11 stron I a ree - a ree 12 aree-neutral 12 a ree 13 stron I a ree - a ree 13 stron I a ree - a ree 14 a ree -neutral 14 stron I a ree - a ree 15 neutral~lisa ree 15 neutral -disa ree 16 aree-neutral 16 a ree -neutral 17 aree-neutral 17 neutral 18 a ree -neutral 18 a ree -neutral 19 stron 1 a ree - a ree 19 stron I a ree - a ree 20 neutral 20 aree-neutral 21 a ree -neutral 21 a ree -neutral $ot~ wotzDS: AvERnb& d~ ~EPc~.IS molls ~owAR,DS Tt~~i 3o~D cz.~svo,JsE 71~kA1 TtiE lJoN BoI.D R65po~.1S6 ~ ` 7th Grade Learning Preferences A9ree~ ~ AoJYCe J c ¦ 76 ~ I~r,,i~Fea<A 3 4 5 6 8 9 11 12 13 14 16 17 18 19 20 21 ~ 7G Q ~ i ~isaigree i stwh5'y I p;so.~ree. - Question Number 'Numbers 1-5 do not show order of most preferred to least....many were ties or fairly equal Most Enjoyable Learning Methods for 7B Most Enjoyable Learning Methods for 7G 1. Learning through projects 1. Group work 2. Allowed freedom to create 2. Freedom to create 3. Group Work 3. Using hands to build/create something 4. Working with classmates 4. Do research on something I choose to learn 5. Field Trips about 5. Field Trips 6. working with classmates Least Enjoyable Learning Methods for 7B Least Enjoyable Learning Methods for 7G 1. Lectures 1. Lectures 2. Books/textbooks/websites 2. Quiet Focused Class 3. Write reports/essays 3. Write reports/essays 4. Working alone 4. Working alone 5. Being told what to learn 5. Being told what to learn 6. Present in front of class `l ~yl,~ _ _ co~.c o.~E~~~ ~ ~1~~--~,~r.__ ~ y,~;-~ ~ - ~ ~ ~ ~r I~ea', ~ ~ ~ ~ e ~:~,~~-k ~o. w ~~c ~ s ~e~l w4, 'P. t , :lc~ ~q~~1 G~ - 01 ' E ~ ; ~ ~ arc ~ `y , ~-ln f ~~l m~ ~~I J~ ~ <c~Jl le~l,i~ _ _ e.: l~~ ~ ~ _ -r v , _ I ~ r ' t- 1--,4 : , . l~ - - 0 2 Th ~ ~ 1 r - - _ c-: J'. .d _.e. 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