Hawaiian Wedding

Maui wedding coordinator Maui Wedding packages Maui wedding planning Ancient Hawaiian Weddings & Maui Wedding coordinator & Wedding planning: everything for a Wedding on Maui We are here for you to share our Hawaiian traditions and customs with you. We promise to make your Maui wedding day one of your most personal & memorable experiences. We have been Wedding coordinators on Maui since 1994 in all tropical wedding locations imaginable, including boat, volcano, waterfall and beach weddings. We are proud to offer our Hawaiian destination wedding web site in both a German and English version. Here's the English Version . Wir sind für Sie da, um an Ihrem Hochzeitstag auf Maui Hawaiianische Traditionen und Bruche mit Ihnen zu teilen. Wir versprechen, diesen Tag zu einem der schönstenErlebnisse werden zu lassen. Wir arrangieren seit 1994 Hochzeiten auf Maui, Hawaii, und zwar überall dort, woSie es sich vorstellen und wünschen. Wir freuen uns,Ihnen unsere Webseite sowohl auf Deutsch als auch auf Englisch anbieten zu können.Hier ist die Deutsche Version . Let us help make your Dream Wedding in Maui come true with our complete Wedding Planning Services. Look through our site for information about Maui Wedding Locations, Local Ministers, Hawaiian Churches, and complete Maui Wedding Packages. We can coordinate your Maui Beach Wedding, Church Wedding, Resort Wedding, Garden wedding or one of many other special Maui Locations. For complete up to date information about your Maui Wedding, please contact us . © 2004 Hawaii Lei Hochzeit, Arabelle Bottorff

Lanai Langkawi Langkawi tourism:

The Lanai Langkawi Hotel - Langkawi - The Lanai Langkawi Hotel Reviews - TripAdvisor The Lanai Langkawi Hotel Sign in • Sign up Home > Asia > Malaysia > Kedah > Langkawi > Langkawi Hotels > The Lanai Langkawi Langkawi tourism: Overview Hotels Flights Attractions Deals Forums Maps, etc. Search (e.g., Boston hotels, Las Vegas, Paris art museum) Langkawi Langkawi Overview Langkawi Hotels The Lanai Langkawi All Langkawi Hotels Flights to Langkawi Langkawi Deals Langkawi Attractions Langkawi Forum Langkawi Maps Langkawi Discount Hotels Langkawi Vacation Packages The Lanai Langkawi Hotel Langkawi e-mail this page to a friend Traveler Reviews Write a review . What was your experience with The Lanai Langkawi? Tell others what's hot and what's not. Langkawi The Lanai Langkawi Pantai Tengah, P.O. Box 143 Langkawi, Kedah 07000 Malaysia Deals on Langkawi Hotels The Datai Langkawi Pelangi Beach Resort Langkawi Casa Del Mar Langkawi The Andaman Langkawi Tanjung Rhu Hotel Sheraton Perdana Resort Four Seasons Resort Langkawi Bon Ton Resort Berjaya Langkawi Beach and Spa Resort Sheraton Langkawi Beach Resort Mutiara Burau Bay Holiday Villa Langkawi Aseania Resort City Bayview Hotel Federal Villa Langkawi Kampung Tok Senik Resort Langkawi Langkawi Lagoon Resort The Lanai Langkawi More Langkawi Hotels Beach Garden Resort Langkawi Village Resort Sunset Beach Resort Tanjung Sanctuary Resort Hotel Awana Porto Malai Langkawi Rebak Marina Resort Helang Hotel Beringin Beach Resort Black Sand Beach Motel Burau Bay Resort Chandek Kura Resort Konda Istana Langkawi Chalet Nadias Inn Beach Resort Nagoya City Hotel Singgahsana KUB Resort Langkawi Sunrise Island Resort Tanjung Mali Beach Motel The Garden Hotel Tiara Langkawi Hotel Langkapuri Beach Resort Grand Continental Langkawi AB Motel Langkasuka Resort Central Hotel (Eagle Bay Hotel) Charlie Motel & Restaurant Langkawi Seaview Hotel Twin Peaks Island Resort Read more Langkawi tourism The Lanai Langkawi #40 of 46 hotels in Langkawi Pantai Tengah, P.O. Box 143, Langkawi, Kedah 07000, Malaysia Rooms: 104 TripAdvisor traveler rating: Sponsored links * Hotel deal search: The Lanai Langkawi The Lanai Langkawi : Hot Deals HotelClub Discount Hotels WorldWide Related search results: Langkawi Langkawi : Hotel Deals from $214 Expedia.com Don't just travel. Travel right! Langkawi : Low Hotel Prices Made Easy Orbitz.com The faster, easier way to find the hotel you want. Just Orbitz and go! Langkawi : Great Prices, Great Rooms hotels.com We Know Hotels Inside And Out. View Maps, Photos, Rates. Book Now! All results: View all 82 Langkawi travel deals Share your travel photos, get free prints! Have snapshots of hotels or attractions from your last trip? Get up to $40 in free prints from Shutterfly® when you post travel photos on TripAdvisor. Offer ends January 31, 2006. See offer details . TripAdvisor Traveler Reviews 1 Traveler review (English) RATING:   DATE:   Show:   All languages English (1) Apr 19, 2005 "10 nights at the Lanai"   A TripAdvisor Member, Norwich U.K. The first thing we noticed on our arrival was how quiet and clean this hotel was in the middle of the... 1 Traveler review (English)   From Around the Web: The Lanai Langkawi Expert Guidebooks (1) Title Source   "The Lanai Langkawi" Wcities.com   Forums Get candid advice from real travelers! Title # of Replies Most Recent Reply "a vegetarian restaurant available?" 2 replies 10:45 am, today   "The Andaman or Datai with a 3yr old" 6 replies 10:43 am, today   "Tanjung Rhu or Casa del Mar?" 3 replies 9:49 am, today     Go to the Langkawi Forum   Post a forums topic about The Lanai Langkawi Share your travel savvy! Join a discussion... Title # of Replies Time/Date Posted "Your Local Expert for Langkawi" no replies 12:12 pm, Jun 24, 2005   "Datai Hotel - Jungle Villas?" no replies 9:21 am, today   "Langkawi and Ko Samui" no replies 8:56 am, Jan 23, 2006     Browse Langkawi discussions Research Other Langkawi Hotels The Lanai Langkawi not what you're looking for? Find out about other Langkawi hotels , or check out Langkawi hotel deals ! More Information on Travel in Kedah Explore our site to find travel information and unbiased reviews on Langkawi tourism , attractions , maps and much more. Review Summary Based on 1 review worldwide Traveler Rating Overall What to expect Rooms Service Value Cleanliness Pool Recommendations couples and romantics budget travelers students seniors families with teenagers Sponsored links * Hot deals: Langkawi Langkawi : Great Hotel Rates! finds you low prices where you need to stay! Just click - you're there. CheapTickets.com Langkawi : Save on hotel + air Don't just travel. Travel right! Expedia Vacations Pelangi Beach Resort Langkawi : More rooms for more value   We Know Hotels Inside And Out. Click or call now: 1-800-434-6835 hotels.com Berjaya Langkawi Beach and Spa Resort : Great rooms, Great rates   Don't just travel. Travel right! Expedia.com View all Langkawi deals Free Newsletter Interested in The Lanai Langkawi and Langkawi ? We'll send you weekly updates with new articles, reviews and special deals. Just enter your e-mail address:   Hotel owners: expand your listing About TripAdvisor TripAdvisor provides unbiased reviews, articles, recommendations and opinions on The Lanai Langkawi Hotel , Langkawi.   Recommendations for hotels, resorts, inns, vacations, travel packages, travel guides and lots more! 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Hawaiian barbecue beef, chicken

L&L Franchise, Inc. COMBINATION PLATES Hawaii Mainland · Barbecue Mix A hearty mix of Hawaiian barbecue beef, chicken & short ribs. · Seafood Combo Fried shrimp & Mahi Mahi with a choice of Hawaiian barbecue beef, chicken or short ribs made to order. · Fried Shrimp, Mahi Mahi & Scallops A tasty variety of seafood cooked just for you. SPECIALS Hawaii Mainland · Lau-Lau Plate Hawaiian delicacy: Pork wrapped in layers of taro leaves. · Low Carb Combo Hawaiian barbecue beef, chicken & short ribs served without rice and macaroni on a bed of cabbage with two eggs. SEAFOOD Hawaii Mainland · Shrimp Curry Specially prepared curry with hearty portions of vegetables and shrimp. · Fried Mahi Mahi Favorite island fish fillet breaded and cooked golden brown. The best you've ever tasted! · Fried Shrimp Plentiful of deep fried shrimp cooked to perfection. In Hawaii, we call it real "ono" (delicious)! · Garlic Shrimp Scrumptious shrimp cooked and prepared with savory garlic. · Seafood Platter A variety of seafood including shrimp, fish and scallops cooked up just for you! CHICKEN Hawaii Mainland · Hawaiian Barbecue Chicken Three pieces of boneless chicken marinated in our special Hawaiian BBQ sauce. Number one seller in Hawaii! · Chicken Katsu Voted the best in Hawaii! Three pieces of boneless chicken coated with special seasoning and deep fried. Served with our special L&L chicken katsu sauce. · Chicken Cutlet w/ Gravy Tender golden chicken covered in gravy. · Chicken Katsu Curry A local favorite in Hawaii. Generous servings of chicken katsu served covered in curry. BEEF Hawaii Mainland · Hawaiian Barbecue Shortribs Juicy shortribs marinated in our special Hawaiian BBQ sauce and cooked to perfection. · Beef Stew Tender chunks of beef stewed with a variety of vegetables including carrots and celery. · Beef Curry Tender chunks of beef and vegetables including carrots and celery mixed generously with curry. · Hamburger Steak Home-made beef patty smothered with gravy topped with sauteed onions… Hawaiian style! You will never find a better hamburger anywhere! · Loco Moco Grilled home-made burger topped with two eggs and gravy-all-over. Try it with tabasco. Ooh-la-la!!! · Hawaiian Barbecue Beef Tender slices of Hawaiian barbecue marinated in our special sauce. · Hawaiian Barbecue Pork Chop A juicy piece of pork chop barbecued "Hawaiian style"! · Breaded Pork Chops w/ Gravy A tasty piece of pork chop served with gravy. HAMBURGERS, HOT DOGS & SANDWICHES Hawaii Mainland · Veggie/Garden Burger · Hamburger · Barbecue Hamburger · Cheeseburger · Barbecue Cheeseburger · Double Cheeseburger Deluxe · Double Barbecue Cheeseburger Deluxe · Hot Dog · Chili Dog Sandwich · Spam & Egg Sandwich · Portuguese Sausage & Egg Sandwich · Barbecue Beef or Barbecue Chicken Sandwich · Mahi Mahi or Fried Shrimp Sandwich ISLAND TASTES Hawaii Mainland · Hawaiian Musubi A block of rice with your choice of meat, wrapped in flavored dry seaweed. Available in Spam, Portuguese Sausage, Chicken Katsu, or Barbecue Chicken. · Saimin & Ramen Especially prepared noodles mixed with our L&L's special broth. Available in grilled spam, chicken katsu, Hawaiian barbecue chicken, vegetable, fried shrimp, and Hawaiian barbecue beef. · Bowls Hearty bowls of rice served with your choice of chili, curry or stew. SIDE ITEMS Hawaii Mainland · French Fries · Chili Fries · Chili & Cheese Fries · Gravy Fries · Garden Salad · Fresh Fruits · Macaroni Salad (1 scoop) Note: Prices of menu items may vary depending on location. Please call the restaruants directly for prices and availability.

Hawaii Resort

Hawaii Retreat Center - Accommodations, Yoga, Workshops, Adventures & more at Kalani Oceanside Retreat - Big Island, Hawaii Bhakti Yoga Festival Jan 25-31 [more...] Spiral Core I & Evolution of the Senses Emerge Feldenkrais, Meditation and Dance Feb 3-5 [more...] A Yoga Tree Retreat with Christopher Love and Darren Main Feb 4-10 [more...] Aloha Tarotha: Archetypes in Paradise Feb 18-25 [more...] FELDENKRAIS Movement Options Retreat Mar 11-18 [more...] Hula Heritage Festival Apr 17-23 [more...] Men's Yoga Retreat (Spring) Apr 23-29 [more...] The TranceDance Ritual Facilitator Retreat Apr 26-May 6 [more...] Dreaming & Awakening May 10-19 [more...] Click here for the complete list , or search by category below. Search for Workshops: -- Select a category -- All Arts/Creativity Bodywork Training Communicate/Relate Dance/Movement Gay Men Hawaiian Culture Health/Healing Music Nature/Adventure Psychological Process Rituals/Shamanism Women Yoga/Meditation -- Select a category -- All Yoga Men Woman Dance/Movement -- Kalani's Weekly Expanded YOGA Section Find out more about YOGA at Kalani [more...] NEW Section for Gay Men Info on gay workshops and events [more...] NEW KALANI DANCE PAGE Info on dance workshops and events [more...] Join our mailing list Email: For 30 years , Kalani has been a soulful place of refuge and renewal for guests from around the world. Kalani is an educational nonprofit organization that celebrates Hawaii, nature, culture and wellness. Kalani Honua means harmony of heaven and earth , and this is what we aspire to. We welcome all in the spirit of aloha and are guided by the Hawai’ian tradition of ohana (extended family), respecting our diversity yet sharing in unity. We invite you to open your heart to the Big Island of Hawaii at Kalani Oceanside Retreat. Discover authentic Hawaii with our wellness vacations and accommodation options to suit your comfort and budget requirements. Deepen your insight by attending one of our workshops . Teach at Kalani and benefit from our facilities and staff, or explore extraordinary opportunities to reside in paradise! We are located on Hawaii Island, commonly known as "the Big Island", and are bordered by tropical jungle and the government preserved coastal frontage of the Pacific Ocean. You may love the Kalani life so much, you will want to live here, at least part of the year. We are now happy to offer a new option: Ownership of a New Retreat Home [more...] "Kalani a pilgrimage center for YOGA ." Yoga instructor Shiva Rea says, "Kalani is one of the most potent and nurturing retreat centers in the world as it is so close to where Peles lava flows into the ocean - where new earth is actually being created. This rare and sacred connection to the creative power of life combined with the most beautiful grounds, wonderful staff, inspiring yoga room, tropical cuisine, amazing bodywork and beach within walking distance make Kalani a pilgrimage center for yoga." Yoga Workshops Daily Classes Resident Faculty Guest Faculty Check out what Pele is up to : Volcano Update Send this page to a Friend The Honu (sea turtle) represents the navigator in Hawaiian culture. It is considered an 'aumakua (guiding spirit) and is found in ancient petroglyphs. Kalani Honua Inc. is a 501(c)(3) nonprofit organization. Home Contact Us About Us News FAQ Location Hawaii

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.