Hawaiian clothes that day,

THE HAWAIIAN ISLANDS-A UNIT OF STUDY THE HAWAIIAN ISLANDS - A UNIT OF STUDY SUBJECT: THE HAWAIIAN ISLANDS TOPIC: CULTURAL DESCRIPTION: AN ACTIVE RESEARCH PAPER ON THE HAWAIIAN ISLANDS THE HAWAIIAN ISLANDS - A UNIT OF STUDY LESSON ONE Students will be assigned to groups of four to five members. Each group will be given an island name. The groups will be responsible for researching their island (location, population, latitude/longitude, natural resources, business or trade, etc.). The teacher will provide a resource center from which students can utilize books, encyclopedias, newspaper clippings, and travel/tour guides to gather information for preparation of their reports. These reports will be presented to the class on the last day of the unit at a Luau. The teacher will explain that each student will keep a "Hawaiian Journal" and the folders will be distributed. The class will view a video tape which depicts the history of Hawaii including: its formation by volcanoes; the location of the islands in the Pacific Ocean; the different people who migrated to populate the islands; the chiefs(kings) and queens who ruled the islands; the customs and religions of the people; Captain James Cook's discovery of the islands; the settling of Hawaii and its colonization; the process and time line to make it the 50th state of the United States; and the present state of the island including industry, trade and the tourism business. Following the video, the teacher will ask questions about the video to determine the students' comprehension of the information. LESSON TWO The teacher will instruct the students on the layers of the earth, properties of volcanoes, and the formation of the Hawaiian Islands. For a class activity, each group will construct a volcano. The groups will work cooperatively to make play-dough, measuring the ingredients and adding food coloring to achieve a desired color for their volcano. After all groups have constructed their volcano, they will activate them using a recipe that will produce a lava flow. The students will draw a picture of their volcano and record their observations of the lava flow in their Hawaiian Journal. LESSON THREE The class will explore the people and culture of the Hawaiian Islands. They will follow a time line including: the history of the islands beginning with the first Polynesian settlers; the population of the islands; the discovery by Captain James Cook; the migration of settlers and missionaries from the U.S., Europe, China, Japan, Portugal, etc.; the process of Hawaii becoming the 50th state in the U.S. They will study the islands and the population on each island. They will compare the life of a typical family in Hawaii today with their own family and write the comparison in their journals. The class will explore customs such as the hula dance, luau and lei. They will begin to plan for a luau to be held the last day of the unit. They will plan the menu, dress and make leis for the occasion. Each group will be assigned a grocery list for the food. They will be given a budget to purchase the items on the grocery list. On the day before the luau, the class will take a field trip to the grocery store to purchase the items. They must stay within the budget for their list. Also at the grocery story, the students will list any items they find that may have come from Hawaii, other than those on their list. They will also begin to make the leis for the luau. LESSON FOUR The students will explore the natural resources of the Hawaiian Islands, wildlife, rainforests and national parks. They will view a video tape on rain forests and their importance to the ecosystem. Following the video, the class will discuss within their group the information in the tape. They will list the wildlife native to the islands, the plants, fish, etc.. The students will make tropical fish which are native to the Hawaiian Islands using construction paper, felt, pipecleaners, etc. and these will be displayed in the classroom. LESSON FIVE The class will have a guest speaker. Barbara Smith, who has visited the Hawaiian Islands three times will share her experiences and photos with the class. Afterward, the class will work within their groups to write an advertisement promoting the travel to the Hawaiian Islands. Their goal will be to highlight the aspects of Hawaii they would most enjoy and encourage other people to visit. The advertisements will be posted outside the room in the hall for the school to read. THE HAWAIIAN ISLANDS - A UNIT OF STUDY OVERVIEW The following five lesson plans reflect only a portion of an integrated unit developed to teach students about the Hawaiian Islands. This unit would be a great topic to study during the dreary winter months of January or February. It would span a two to three week period, dependent on the number of students in the class, the number of activities and centers utilized and the overall pace of the class. The teacher may determine the pace by student interest and response. For example, if the students wish to pursue the study of volcanoes and the earth to regions other than Hawaii, this unit could be expanded by a week to accommodate the extra material. The teacher should use discretion in evaluating the students desires and interests and develop the unit appropriately. The class will be divided into groups of four to five students each. These groups should be of mixed developmental levels, allowing the students to work cooperatively pooling their individual strengths and assisting one another. The activities in the unit will be varied to allow each student an opportunity to be successful and utilize their individual talents or skills. Each group will be given an island name and be responsible for researching their island (location, population, natural resources, volcanoes, business/trade, etc.). A report will be given to the class at the conclusion of the unit at a Luau, complete with native food, dress, leis and music. Throughout the unit the students will keep a "Hawaiian Journal." These will be color coded by group and each group will design a cover for their folders related to their particular island. At conclusion of the unit the journal will be graded for completeness. All work, research and information accumulated during the study will be contained in the journal. Each day, the teacher will assign vocabulary words pertaining to the information to be covered that day. The students will be responsible for working within their groups to define the words using resources provided or from the information they learn in class. The unit will include study on the topics listed below. However, the unit should not be limited to these only. The teacher may eliminate or add topics to make the unit more meaningful and interesting to the student. At conclusion of the unit, the students will have worked cooperatively in groups to complete research and projects. They will have gained ownership and understanding of the topics studied. They will represent their understanding through the written expression in their journals, completeness of the learning center activities, and in the oral reports they present at the class luau. TOPICS OF STUDY: - the formation of the islands by volcanoes - history of the Hawaiian Islands - the people, customs, religions - the natural resources, national parks, rain forests, and wildlife - the modernization of the islands and the history of Hawaii becoming a state - the role of Pearl Harbor in World War II - the tourism trade in Hawaii - the cost of living and life on the islands today LEARNING CENTERS INSTRUCTIONAL BOARD An instructional board will be in place the first day of studying the Hawaiian Islands. A sign up sheet will posted for students to write their names after completing all of the activities. It will include 6 activities. 1. Identify the layers of the earth. The students will identify the four layers of the earth on a laminated sheet osted below a felt construction of the earth. They will check their work with an answer key located in a pocket on the board. 2. Define the layers of the earth. The students will match the terms which identify the layers of the earth with their definition. The definitions will be posted on the board, and the students will attached with Velcro, the matching terms that are printed on laminated posterboard. They will check work with an answer key located in a pocket on the board. 3. Identify the parts of the volcano. A felt construction of a volcano will be posted on the board and the parts will be numbered. The students will attached with Velcro, the matching terms that are printed on laminated poster board. They will check their work with an answer key located in a pocket on the board. 4. Word scramble. Choose six (or more if desired) Hawaiian terms. Scramble the letters and post them on the board. Leave blanks for the students to unscramble the letters and spell the term correctly. Underneath the scrambled letters, post the correct spelling for the students to check their work. Example: O C N A O L V 5. Identify the islands. Post a laminated, scale map with the islands numbered 1-8. On a laminated sheet, the students will identify the islands by name. They may check their work with an answer key located in a pocket on the board. 6. Measure the distance between the islands. Using the same laminated, scale map, students will use a "bean stick" to calculate the distance between islands in beans. Next, they will use a scale mileage stick to calculate the distance in miles. They may check their work with an answer key located in a pocket on the board. Have the students expand this by comparing beans to miles or calculating how many beans equal a mile. SHOPPING CENTER TRIP The cost of living in Hawaii is much higher than it is in the contiguous United States because so many products much be shipped to the islands. The extra costs of shipping and handling, etc. are passed on to the consumer. For an activity center, assign a determined amount of money to the students ($1,000 for example). Provide a shopping list sheet with space to write a list of items they wish to purchase, the price of the item in Hawaii and the price of the item in the mainland. Provide various means of media from which the students may shop: catalogs, newspapers, sales flyers, toy cars with price tags, foods with price tags, dollhouse furniture with price tags, clothes with price tags, real estate listing, etc. The students will share their shopping list with the members of their group and include it in their Hawaiian Journal. HAWAIIAN PETROGLYPH Hawaiian Petroglyphs are found on the coastlines carved in stone and the lava fields. They are symbols and images that were used by the ancient Hawaiians for communication, protection, religious rites, etc. The majority of them represent men, women, children, animals, and spirits. For an activity center, have the students develop a system of petroglyphs and represent a sentence or phrase using the symbols. Provide different mediums for this activity: chalk and black paper construction paper, pipe cleaners, etc. RESEARCH CENTER Provide a table or designated area for resources. Have available books pertaining to the history of the Hawaiian Islands, volcanoes and the earth, travel guides, ictional and nonfictional literature, encyclopedias, maps, magazines, etc. The students will use this center to research their island for reporting to the class. VOCABULARY WORDS Each day the teacher will assign vocabulary words for the class to research define. Listed below is a list of words to be utilized. Hawaiian Islands volcano James Cook Liliuokalani Kamehameha Poylnesia lei luau poi Nihau Oahu Molokai Kahoolawe Hilo Kauai Maui Lanai hula pineapple coconut orchid Honolulu aloha Haleakala mantle core crust pipe vent lava magma Pearl Harbor LESSON PLAN FORM-DAY ONE TEACHER: Mark S. Smith DATE: Day One TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE (cognitive-affective): The students will understand the facts and principles relating to the Hawaiian Islands and their history. The students will listen attentively while the teacher introduces the unit and presents a video tape. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The students will explain and generalize the information presented in the video tape. The students will ask questions about the information presented in the film and participate in a class discussion. ADVANCE PREPARATION (materials needed): A video tape depicting the volcanic formation and history of the Hawaiian Islands, television, VCRTwo-pocket folders for the Hawaiian Journals, color-coded by groupA list of students for group assignments TRANSITION/MOTIVATION: The teacher will wear Hawaiian clothes that day, to incite interest in the students (a lei, hat, T-shirt, etc.). The instructional board will be in place and the teacher will draw the students' attention to it. The video tape will introduce the unit by providing an overview of the material the students will study throughout the unit. TEACHING/LEARNING ACTIVITIES: (designate (T)-teacher or (C)-child) (T) The teacher will introduce the unit of study on the Hawaiian Islands. (T) The teacher will assign the students in cooperative learning groups. (T) The teacher will explain the Hawaiian Journals assignment and distribute the color-coded folders. (C) The students will view the video tape about the volcanic formation and history of the Hawaiian Islands. (T) (C) The class will discuss the film as the teacher asks questions and guides the discussion. CLOSURE/EVALUATION: The teacher will evaluate the students' comprehension of the video tape by their responses in class discussion. The teacher will introduce and explain the learning centers. ASSIGNMENTS: No assignment LESSON PLAN FORM-DAY TWO TEACHER: Mark S. Smith DATE: Day Two TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE (cognitive-affective): The students will understand the facts and principles about volcanoes. The students will participate and complete a group project of building a volcano. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The students will identify the parts of the volcano and explain the formation of the Hawaiian Islands. The students will work cooperatively in groups to construct a volcano. The students will write in their journals the information they learned and their observations of the experiment. ADVANCE PREPARATION (material needed): Information about volcanoes: pictures, maps, graphs, books, lava rocks, etc.Materials for volcano construction: plastic or Styrofoam cups, Styrofoam plates, flour, salt, cream of tartar, alum, water, food coloring, dish detergent, baking soda, vinegar, mixing bowls, wooden spoons for mixing, wax paper, paper towels. TRANSITION/MOTIVATION: The teacher will review the information from the video tape emphasizing the volcanic segments. The teacher will show the students a completed volcano like the one they will produce in the group activity. TEACHING/LEARNING ACTIVITIES: (T) The teacher will present material on the layers of the earth, properties of volcanoes and the formation of the Hawaiian Islands. (C) The students will work in their cooperative groups to construct a volcano. (C) The students will first make a dough, measuring the ingredients and adding food coloring to achieve a desired color for their volcano. (C) The students will follow the recipe and instructions for producing a lava flow from their volcano. CLOSURE/EVALUATION: The teacher will circulate around the room assisting the groups and evaluating their work. When all groups have completed the activity, the teacher will instruct the students with the proper clean-up procedures. ASSIGNMENT: The teacher will assign the students to draw a picture of their group's volcano and record their observations of the lava flow in their Hawaiian journals. LESSON PLAN FORM-DAY THREE TEACHER: Mark S. Smith DATE: Day Three TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE: The students will understand the facts and principles of the history of the people and culture of the Hawaiian Islands. The students will participate in a group activity to explore the Hawaiian culture and customs. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The students will be able to explain the migration of the Polynesian people and other nationalities which populated the Hawaiian Islands. The students will understand the time line of the history of the Hawaiian culture. The students will work in cooperative groups to plan a luau. The students will work in cooperative groups to prepare a shopping list and maintain a budget. ADVANCE PREPARATION: Information about the history of the Hawaiian culture: books, artifacts, pictures, petroglyphs, etc. Sample items to be used at the luau: lei, fruit, etc. Shopping lists and budgets for each group. TRANSITION/MOTIVATION: Review the information in the video tape about the people of the Hawaiian Islands. The teacher will introduce the idea of a luau at the conclusion of the unit to excite the children to learn more about the culture and customs. TEACHING/LEARNING ACTIVITIES: (T) The teacher will present information about the culture and history of the Hawaiian people, pointing out the books and artifacts located in the Research Learning Center. (C) The class will discuss the customs. (C) The class will work in their groups to discuss and compare the family life in Hawaii with their own. (C) The groups will discuss their shopping list and preview their budget. CLOSURE/EVALUATION: The teacher will circulate around the room assisting the groups with their planning. At closure, the groups will share their family comparisons with the entire class. ASSIGNMENT: The teacher will assign the students to watch in the newspaper for grocery adds that may advertise the items on their shopping list. LESSON PLAN FORM-DAY FOUR TEACHER: Mark S. Smith DATE: Day Four TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE (cognitive-affective): The students will know specific facts about the natural resources, wildlife, plantlife, rain forest and national parks of the Hawaiian Islands. The students will listen attentively to a video tape about the rain forests. The students will participate and complete a group activity creating replicas of animal life native to the Hawaiian Islands. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The students will discuss in their groups the information presented in class and the video tape.The students will list the natural resources, wildlife, plantlife native to the islands.The students will list the animals that live in the rain forest and the rain forests' importance in the ecosystem. The students will work cooperatively in groups to make tropical fish using art materials. ADVANCE PREPARATION: Information about the Hawaiian Islands' natural resources and national parks. Video tape about rain forests and their importance in the ecosystem. Materials to make tropical fish: construction paper, markers, felt, pipecleaners, glue, tape, string for hanging. TRANSITION/MOTIVATION: The teacher will ask the class what they already know about rain forests. They will discuss the responses. TEACHING/LEARNING ACTIVITIES: (T) The teacher will present the information about the natural resources of the islands, wildlife, plantlife, and national parks. (T) The teacher will point out the information available at the Research Center pertaining to the topics. (C) The students will view a video tape about rain forests. (C) The students will assemble into their cooperative groups to discuss the film. (C) The students will list the wildlife native to the islands, the plants, fish, etc. (C) The students will work in their cooperative groups to make tropical fish using materials provided. CLOSURE/EVALUATION: The teacher will circulate around the room assisting and evaluating the groups. At the end of classtime, the groups will report to the class their lists and discuss the findings. The teacher will hang the fish in the classroom. LESSON PLAN FORM-DAY FIVE TEACHER: Mark S. Smith DATE: Day Five TIME: SUBJECT: Integrated Social Studies, Science, Math TOPIC: Hawaiian Islands GOALS/RATIONALE (cognitive-affective): The class will listen attentively and show interest to a guest speaker.The class will write a well organized advertisement for a trip to the Hawaiian Islands. OBJECTIVES (behavioral, instructional, performance)/OUTCOMES: The class will ask questions of the guest speaker about her experiences in the Hawaiian Islands. The class will create an advertisement for the Hawaiian Islands emphasizing the information learned from the guest speaker. The class will write thank you letters to the guest speaker pointing out the information they learned from her visit. ADVANCE PREPARATION: Confirm with the guest speaker two to three days in advance. Any material or equipment the guest speaker may need; television, VCR, podium, table for materials. TRANSITION/MOTIVATION: The teacher will introduce the guest speaker and the class will welcome her. TEACHING/LEARNING ACTIVITIES: (C) The students will listen to the guest speaker and ask questions about the material she presents. (C) The students will work in cooperative groups to write an advertisement promoting travel to the Hawaiian Islands. Their goal will be to highlight the aspects of Hawaii they would most enjoy and encourage other people to visit for the same reasons. They should include picture in the advertisement. CLOSURE/EVALUATION: The teacher will circulate around the room assisting and evaluating the groups. At conclusion of the class period, the teacher will collect the advertisements and post them outside of the classroom in the hall. ASSIGNMENT: None UNIT GOALS I. The students will understand the facts, principles and basic concepts about the Hawaiian Islands, its volcanic formation, its history, people and culture, importance of Pearl Harbor in WWII, natural resources, wildlife, business and industry. II. The students will work in cooperative groups to explore the Hawaiian Islands. III. The students will work in active learning centers. IV. The students will create artistic replications of the information they study. V. The students will experience Hawaiian customs. UNIT OBJECTIVES I. The students will discuss and explain the information gained by watching video tapes in class. They will ask questions, analyze and compare the material. The students will record and reflect on the information they through written expression in journals. The students will understand the historical time of the Hawaiian Islands. The students will identify the parts of the volcano, the layers of the earth, the names of the islands, the wildlife and plantlife, and the natural resources. II. The students will work in cooperative groups to construct a volcano and make the dough for the project. The students will work with their group to research their island and prepare a report. The students will plan a luau and shop within a budget for the food. The students will discuss with their groups the information presented in class and make comparisons to share with the class. The students will work with their group to write an advertisement for travel to Hawaii. III. Active learning center will in place throughout the unit. The students will rotate to the centers within their groups to complete the activities. Learning Centers Activities include: identifying, measuring, defining, matching, locating, sequencing, art, reading, research, adding and subtracting. IV. The students will work with their cooperative group to construct a volcano. The students will make leis for the luau. The students will make tropical fish to decorate the classroom. The students will make petroglyphs figures. V. The students will plan and experience an authentic Hawaiian Luau. This will be the capstone to the unit complete with native food, dress and music. LESSONS DAY ONE - INTRODUCE UNIT, VIDEO TAPE DAY TWO - VOLCANOES, CONSTRUCT, PLAYDOUGH DAY THREE - PEOPLE & CULTURE, INTRO LUAU, SHOPPING LIST DAY FOUR - NAT RES, RAIN FOREST, VIDEO, MAKE FISH DAY FIVE - GUEST, ADVERTISEMENT- POST ON WALLS RESOURCE BOOKS Bramwell, M. (1986). Volcanoes and earthquakes. New York: Frank Watts Inc. Branley, F. M., & Simont, M. (1985). Volcanoes. New York: Thomas Y. Crowell. Carpenter, A. (1979). The new enchantment of America - Hawaii. New York: Regensteiner Publishing Enterprises, Inc. Carroll, L., & Carroll, R. (1965). Danny and the poi pup. New York: Henry Z. Walck, Inc. Carson, J. (1984). Volcanoes. New York: The Bookwright Press. Day, G. A., & Stroven, C. (Eds.). (1959). A Hawaiian reader. New York: Appleton-Century-Crofts, Inc. Funai, M. (1972). Moke and Poki in the rain forest. New York: Harper & Row. Gibbon, D. (Ed.). (1985). Hawaii - a picture book to remember her by. New York: Crescent Books. Hiroa, T. R. (1964). Arts and crafts of Hawaii. Bishop Museum Press. Jacobsen & Kristensen. (1986). A family in Hawaii. New York: The Bookwright Press. Laschever, B. D. (1959). Getting to know Hawaii. New York: Coward-McCann Inc. Lee, W. S. (1966). The islands. New York: Holt, Rhinehard and Winston. Newman, S. P. (1960). Liliuokalani, young Hawaiian queen. Indianapolis: Bobbs-Merrill Co. Inc. Slepian, J. (1987). Something beyond paradise. New York: Philomel Books. Swenson, J. M. (1963). A book to begin on - Hawaii. New York: Holt, Rhinehart and Winston. Wilson, H. (1963). Last queen of Hawaii, Liliuokalani. New York: Alfred. A. Knopf. Wood, J. (1991). Volcanoes, fire from below. Milwaukee: Gareth Stevens Children's Books.

Molokai Lanai Maui Hawaii's

Hawaii's Official Tourism Site - Travel info for your Molokai vacation Choose a Category Calendar of Events Accommodations Activities & Attractions Dining Golf Services & Information Shopping Transportation Travel Professionals Weddings & Honeymoons Free Visitors Guide Hawaii Travel Tips Sharing Aloha Choose an Island All Islands Kauai Oahu Molokai Lanai Maui Hawaii's Big Island Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec 04 05 Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec 04 05 Help me find... Calendar of Events Accommodations Activities & Attractions Dining Golf Services & Information Shopping Transportation Travel Professionals Weddings & Honeymoons Free Visitors Guide Hawaii Travel Tips Sharing Aloha Alternate Search Home > Golf In Paradise > Molokai Kauai Oahu Molokai Lanai Maui Hawaii's Big Island Golfing on Molokai is as unassuming as you might expect it to be. At the lovely Ironwood Hills Golf Course, there are no tee times. No golf pros. Not even a clubhouse. Talk about a relaxing round! Just take your time and enjoy the cool, upcountry air and splendid views from this unique course, originally created for Del Monte executives. You'll enjoy the true essence of golf at Ironwood Hills Golf Course. : Molokai Golf Events ";document.write(calendarlink2);//-- Molokai Golf Events : Request Information M EETINGS & C ONVENTIONS | T RAVEL T RADE R ESOURCES | M EDIA C OMMUNICATIONS Corporate Information | Contact Us | Privacy Policy | Terms & Conditions | ©2005 Hawaii Visitors and Convention Bureau

Hawaiian Food Glossary )

Hawaiian Restaurants - Kauai Restaurants Kauai Printer Friendly Version A Word About "Symbols and Awards" Help us preserve the Islands. Tell our advertisers you found them on Alternative-Hawaii. HAWAIIAN (see Hawaiian Food Glossary ) Hawaiian Cuisine Types Hawaii Regional Cuisine: Local food beautifully presented by professional chefs using the freshest Hawaiian ingredients. Local Kine Grinds: An ethnic mix of local-style comfort food. HAWAII REGIONAL CUISINE | LOCAL KINE GRINDS HAWAII REGIONAL CUISINE CAFE HANALEI Princeville Hotel 5520 Ka Haku Road Princeville, Kauai 96722 (North Shore) Tel. (808) 826-2760 Overlooking Hanalei Bay - fabulous food and great service. Locally grown products used to create a "Taste of Hawaii". (BLD $$$) HUKILAU LANAI Kauai Coast Resort 520 Aleka Loop Kapaa, HI 96746 (East Side) Tel. (808) 822-0600 Fun place to hang out and a good place to eat. The food emphasizes regional flavors and ingredients with a twist. Entrees include fresh fish, beef, chicken, and pork dishes. Save room for dessert, especially the Goat Cheese Tart. (D $$) TAHITI NUI 55-134 Kuhio Highway (Route 56) Hanalei, HI 96714 (North Shore) Tel. (808) 826-6277 Fresh fish, beef, and chicken prepared with an Island twist. Polynesian longhouse decor - very early grass shack. Expect the unexpected - for here serendipity reigns! (D $$) TIDEPOOLS Hyatt Regency Kauai Resort 1571 Poipu Road Poipu, HI 96756 (South Shore) Tel. (808) 742-1234 Contemporary Hawaiian Regional cuisine born from the rich traditions and cultures of the Islands. Spectacular setting - thatched huts nestled amidst flowing waterfalls and koi fish lagoons. (D $$$) Top LOCAL KINE GRINDS ALOHA DINER 971F Kuhio Highway (Route 56) Kapaa, HI 96746 (East Side) Tel. (808) 822-3851 Authentic Hawaiian food - favorite with locals - they have it all - from kalua pig to laulau - in huge portions. (LD $) COCONUTS GRILL & WINE BAR 4-919 Kuhio Highway Kapaa, HI 96746 (East Side) Tel. (808) 823-8777 Creative, fun, affordable island-style food. (LD $$) DANI'S 4201 Rice Street Lihue, HI 96766 (Lihue-Kalapaki) Tel. (808) 245-4991 Hawaiian and American food - unpretentious. A favorite with local people for breakfast. (BL $) GARDEN ISLAND BARBECUE 4252A Rice Street Lihue, HI 96766 (East Side) Tel. (808) 245-8868 Serving local and Chinese food. (LD $) HAMURA'S SAIMIN STAND 2956 Kress Street Lihue, HI 96766 (Lihue-Kalapaki) Tel. (808) 245-3271 If there were a Saimin Hall of Fame, Hamura's would be in it. Transforming steaming bowls of noodles into a cultural experience. The same family has consistently delivered simple pleasures for over 50 years. 2004 Ilima Award. (LD $) HANALEI MIXED PLATE Ching Young Village Hanalei, HI 96714 (North Shore) Tel. (808) 826-7888 Delicious Hawaiian favorites. (LD $) KALENA FISH MARKET 2985 Kalena Lihue, HI 96766 (Lihue-Kalapaki) Tel. (808) 246-6629 Fish 'n chips and Korean plate lunches. (L $) KOLOA FISH MARKET 5482 Koloa Road Koloa, HI 96756 (South Shore) Tel. (808) 742-6199 Fresh fish, Hawaiian plate lunch take-out, pupus & local favorites. (BLD $) MARK'S PLACE 1610 Haleukana Street Lihue, HI 96766 (Lihue-Kalapaki) Tel. (808) 245-2722 Ono local style mixed plates. (LD $) THE MERMAID CAFE 4-1384 Kuhio Highway Kapaa, HI 96746 (East Side) Tel. (808) 821-2026 A local favorite serving "delicious, healthy food with a smile". Their specialty is the Ahi Nori Wrap - a cross between a burrito and a sushi roll. (BLD $) ONO'S 4-1292 Kuhio Highway (Route 56) Kapaa, HI 96746 (East Side) Tel. (808) 822-1710 Gourmet burgers - they are ono-ono (the best). Great Portuguese bean soup. (BL $) PO'S KITCHEN 4100 Rice Street Lihue, HI 96766 (Lihue-Kalapaki) Tel. (808) 246-8617 Bento boxes and teriyaki plate lunches. (L $) TIP TOP MOTEL CAFE & BAKERY 3173 Akahi Street Lihue, HI 96766 (Lihue-Kalapaki) Tel. (808) 245-2333 A local favorite - great oxtail soup. (BL $) Top Kauai Restaurants Index | Restaurants Index | Home Page Contact Us | Sponsor Join Us Form ©Ala Mua Hawaii 1997

Hawaiian Shirts Beach Shirts

Article Insider - Hawaiian Airplane Shirts HOME ABOUT US CONTACT US NEWSLETTER ADVERTISE Wednesday, January 25th, 2006 Articles Aloha Shirts Aloha Shirt Companies Authentic Hawaiian Shirts Beach Shirts Classic Hawaiian Shirts Cocktail Shirts Corvette Hawaiian Shirts Fish Print Shirts Flame Shirts Gambling Shirts Hawaiian Airplane Shirts Hawaiian Apparel Hawaiian Beer Shirts Hawaiian Casino Shirts Hawaiian Clothes Hawaiian Fish Shirts Hawaiian Flower Shirts Hawaiian Prints Hawaiian Shirt Designs Hawaiian Shirt Manufacturers Hawaiian Shirt Stores Hot Rod Shirts Island Shirts Men's Beach Wear Men's Hawaiian Shirts Men's Resort Wear Motorcycle Shirts Muscle Car Shirts Novelty Shirts More Resources About Aloha Shirts Home > Beauty & Fashion > Menswear Aloha Shirts Hawaiian Airplane Shirts by Seth Cotterell The Hawaiian luau party is an American tradition. No summer seems complete without a Hawaiian-themed party in your backyard or in your living room. Tiki torches, pineapples, a roasting pig, and an ample supply of leis are all necessities for an enjoyable luau. Wardrobe is also another important consideration. The right clothing will make your next Hawaiian luau even more enjoyable. We're all familiar with the classic Hawaiian shirt. The Hawaiian shirt has been popular in this country and around the world for over half a century and there's no sign of that changing. Authentic Hawaiian shirts featuring native fruits like pineapple, native fish and other animals, as well as Hawaiian plants are extremely popular. There are also novelty prints that are equally popular. Hawaiian Airplane Shirts Are Always a Party Favorite One of my personal favorite Hawaiian shirt designs is the Hawaiian airplane shirt. There are actually many different airplane shirt designs depicting different types of planes used over the years. Fighter planes are a favorite, but there are also airplane shirts with a commercial aviation theme. WWII fighter jets and older bi-planes give a shirt a sense of excitement and danger. Large passenger planes on a shirt show that the wearer is an aviation enthusiast with a passion for travel. A Hawaiian airplane shirt or other novelty print is an ideal way to spice up your next luau party. Among all the Hawaiian shirts that will certainly be on display at the party, yours will stand out as unique and interesting. A novelty airplane print is always a hit at luau parties and other Hawaiian-themed events. Get all Menswear articles via v. 5.0154 © 2002 - 2006 InfoSearch Media, Inc . All Rights Reserved. Privacy Policy

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