Hawaiian shirts (also known

American Textile History Museum - Exhibitions - Let’s Go Hawaiian! > Current Exhibitions > Past Exhibitions > Future Exhibitions January 31, 2004– June 20, 2004 Let’s Go Hawaiian! Hawaiian shirts (also known as Aloha shirts), have become the recognized symbol of this tropical paradise. The bold, colorful patterns illustrate the lifestyle, culture, flowers, foliage and heritage of the Hawaiian Islands. The American Textile History Museum presents a special exhibition, Let’s Go Hawaiian from January to June, 2004. It is a fanciful look at our fascination with Hawaii, its influence on mainstream culture, and a lighthearted exploration of the cult of the Hawaiian shirt. The exhibit tells the story of our enchantment with Waikiki through the exhibition of over 150 shirts from the 1930s through the 60s. The exhibit invites you to step off a cruise ship into a make-believe vacation in paradise. The illusion is supported by tourist memorabilia, maps, tropical scenery, and other artifacts representative of our notions of what Hawaii was and is. From early surfers, cruise ships and the burgeoning tourist trade to Elvis, the Beach Boys and Parrot Heads, the sounds, colors, styles and ethos of ‘Blue Hawaii’ will be resident at ATHM during the run of the special exhibition. Shirt #60 Long sleeves, spread collar Rayon, coconut buttons Green ground with yellow, orange, gray, and black Design: Whole and sliced pineapples Label: “MADE IN HAWAII FOR / The Liberty House / HONOLULU” The Liberty House was one of the oldest and most respected department stores in Hawaii, and they sold shirts produced by local island manufacturers. Shirt #66 Short sleeves, spread collar Rayon, wood buttons Yellow ground with white, blue, reddish brown Design: Vignettes of people, including hula dancers, ukulele players, surfers, King Kamehameha state; Hawaiian motifs, including flowers, leis, pineapples, palm trees; words, including “OAHU, OLOKAI, HAWAII, WAIKIKI, KAMEHAMEHA, HONOLULU, STATE OF HAWAII” Label: “Kuu-Ipo / MADE IN HAWAII” Shirt #126 Short sleeves, spread collar Rayon, coconut buttons Brown ground with yellow, blue, green, white, and gray Design: floral background with decorated ukuleles showing divers Label: “MADE IN CALIFORNIA / Westwood Casuals / KLEIN-NORTON CO.” Shirt #197 Short sleeves, spread collar Rayon, wood buttons Blue ground with orange, yellow, teal, green, brown, black Design: Vignettes of people, including woman with basket of fruit, woman with leis, hula dancers Label: “Kuu-Ipo / MADE IN HAWAII” Designed by Frank Macintosh for Matson Navigation Company, which operated cruise ships to Hawaii as early as the 1920s and 1930s. Macintosh created designs, including this one, that were originally used for menu covers on Matson ships and later adapted for shirts. Shirt #198 Short sleeves, spread collar Rayon, wood buttons Brown ground with gray, white, yellow, orange Design: Border print of fighting dragons and tigers Label: “Malihini / MADE IN / HAWAII” Shirt #213 Short sleeves, spread collar Rayon, plastic buttons Black ground with yellow, green, red Design: Leis No label Designed by John "Keoni" Meigs, one of the foremost Hawaiian shirt designers. Meigs created his own designs, as he did for this shirt, but he also adapted artwork created for other media, including Eugene Savage’s menu designs.

Tropic Hawaiian

Hawaiian Tropic Girls | Bikini Contests | Lisa Perry Colts Cheerleader | Swimsuit Models Home Hawaiian Tropic Girls Contest Photos Sponsors Contact Get the latest Hawaiian Tropic Events news daily: 01.15.06 (2:49 AM) - Hawaiian Tropic Events is pleased to announce that we have just posted photos of former NFL Colts Cheerleader Lisa Perry in our photo gallery. Lisa Perry was recently featured in the December Issue of Playboy Magazine and will be attending the Fat Friday: Salute to New Orleans Party being held in Detroit the same week as Super Bowl XL. 01.15.06 (12:55 AM) - Make sure to checkout our latest edition to the Hawaiian Tropic Models section, Tianna Loxx . 01.13.06 (2:31 AM) - You can purchase tickets to the hottest party being held in Detroit during Super Bowl weekend, Hawaiian Tropic invites you to Fat Friday: Salute to New Orleans Party . Tickets on sale now, while supplies last. 01.03.06 (4:11 AM) - A limited number of sponsorship opportunities are available for the Hawaiian Tropic Fat Friday Party being held in Detroit. Contact us if your company has any interest or for group ticket sales. 12.31.05 (11:59 PM) - Anna and Tom would like to wish everyone a happy and health New Year! 12.30.05 (7:30 PM) - We are very pleased to show you our latest photos of Jessica Canizales . 12.29.05 (4:19 PM) - Attention all models. If you are interested in attending some of the hottest parties in Detroit the week before the Super Bowl make sure to contact us . We are looking to give out free tickets to 300 models to the Body Doubles party on Thursday the 2nd of February and the Hawaiian Tropic Party on Friday the 3rd. 12.27.05 (3:08 PM) - Make sure to visit our latest bikini model photo gallery to see pictures of Lesley Kamarad . 12.26.05 (10:43 AM) - Hawaiian Tropic Events is pleased to announce that BetUS.com will be the title sponsor of the Hawaiian Tropic Fat Friday "A Tribute to New Orleans" Party being held in Detroit, Michigan on February 3rd, 2006. The event is being held on the same weekend as the Super Bowl and at the Vault on 151 Fort Street. We will be selling General Admission and VIP tickets starting the second week of January. 12.24.05 (11:59 PM) - Anna and Tom would like to wish everyone a very Merry Christmas and Happy Holiday season. 12.11.05 (2:11 AM) - We are happy to announce you can now view photos of Hawaiian Tropic bikini model Jillian Beyor . 12.11.05 (2:06 AM) - Make sure you checkout the 2005 Miss Jacksonville Hawaiian Tropic photo gallery. 12.10.05 (8:02 PM) - We will be announcing details about our upcoming Super Football Party being held in Detroit the same weekend as the Super Bowl. 12.09.05 (3:18 AM) - We just launched the 2005 Leesburg Daisy Dukes contest in our photo gallery. 12.04.05 (3:39 PM) - Congratulations to Laura Croft for winning the Miss Hawaiian Tropic - Jacksonville contest that was held at Plush Nightclub. Behind the scenes photos will be published this week. 12.02.05 (10:14 PM) - We just launched a photo gallery of the 2005 Hawaiian Tropic Girls of Costa Rica gallery. 12.02.05 (10:07 PM) - Gambling911.com will be sponsoring and covering the Miss Hawaiian Tropic Model Search in Jacksonville on Saturday December 3rd at Plush Nightclub. Jacksonville is also hosting the 1st Annual ACC Championship game between Virginia Tech and FSU. 12.01.05 (8:36 PM) - We just launched a photo gallery of Miss Hawaiian Tropic of Costa Rica, Wendy Myrie as well as 13 other beautiful Costa Rican Hawaiian Tropic Models. HAWAIIAN TROPIC NEWS FOR NOVEMBER 2005 Site Proudly Sponsored by: Tropic Calendar

Hawaiian Gift Baskets .

Bath, Body & More! Hawaiian Gift Basket Bath, Body & More Gift Basket The Bath, Body & More! gift basket offers a compliment of premium handmade soaps, bath salts, tropical bath crystals, body lotion, Hawaiian candles and personal care items. More Hawaiian Gift Baskets . Express Shipping via USPS Express Mail available for this gift item. Bath, Body & More! Gift Basket The Bath, Body & More! Gift Basket includes: Kauai Rose Handmade Soap 3.25oz Lavender Handmade Soap 3.25oz Passion Fruit Pure Coconut Soap 2oz Coconut-Rose Premium Hawaiian Bath Salt Tube 4.5oz Tropical Scented Lotion 4oz Tropical Scented Bath Crystals 6Pack Gift Set Nylon Lather Builder Pack (25) Assorted Mini Floating Plumeria Candles Keepsake Hawaiian Woven Lauhala Basket Gift Card Free USPS Priority Mail shipping within the US. Qty. Bath, Body & More! Gift Basket w/Free Shipping $54.95 Availability - this gift basket ships within 2 business days. Qty. Bath, Body & More! Gift Basket w/USPS Express Shipping $76.15 Availability - this gift basket ships next business day. Please note: Each keepsake basket is individually hand decorated here in Hawaii. The Hawaiian fabric colors and basket ornamentation may vary from those pictured above. It may be necessary to substitute an out of stock item with a similar item of equal or greater value on occasion. All of our Hawaiian gift baskets are individually created here in our shop and not mass produced or drop shipped from a gift basket vendor. Free shipping is via USPS Priority Mail with Delivery Confirmation within the US only. Please allow additional time for delivery during the busy holiday season. Fresh floral accents not included. Order online or call us toll free! 1-800-210-1668 [Home] [Handmade Soap] [Bath Salts] [Bath Crystals] [Gift Baskets] [Gift Certificates] [Glossary] [Kids Soap] [Hawaiian Bath Gels] [Hawaiian Body Lotion] [Hawaiian Candles] [Hawaiian Calendars] [Soap Making Books] [Soap Making Resources] [Soap Making Supplies] [Contact Us] [FAQ] [News] [Ordering] [Ohana/Links]

Tropic Hawaiian

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.