Air Hawaiian

Hawaiian Airlines Cargo - Locations & Contact Info Help/FAQ Sitemap Cargo - Locations & Contact Info Cargo Fireworks: Dangerous Cargo Cargo Services Shipping Pets Shipping Instructions Government Regulations Credit Application Locations & Contact Info Put our cargo experts to work for you by calling the sales office nearest you. Cargo locations are listed below. CARGO SALES OFFICES Honolulu (Main Office) Tel: (808) 838-5533 San Francisco Tel: (650) 877-8074 Portland Tel: (206) 431-3073 Los Angeles Tel: (310) 417-9102 Phoenix Tel: (602) 231-9121 San Diego Tel: (310) 417-9127 Seattle Tel: (206) 431-3073 Sacramento Tel: (650) 877-8074 Las Vegas Tel: (602) 231-9121 CARGO CAPACITY DESK For cargo bookings and information call the Cargo Capacity Desk Toll Free 1-877-HA-CARGO or E-mail cargocapacity@hawaiianair.com Hours subject to change at all cargo locations without notice. NEIGHBOR ISLAND CARGO LOCATIONS Hilo (ITO) Hawaiian Air Cargo Hilo International Airport, Hilo, HI 96720 Tel: (808) 935-0819 Fax: (808) 935-8095 Hours: Mon - Fri, 7am - 5:00pm; Sat, 7am - 12noon; Sun, Closed Kona (KOA) Hawaiian Air Cargo Kona International Airport, Kailua-Kona, HI 96745 Tel: (808) 329-0660 Fax: (808) 334-0359 Hours: Mon - Fri, 7am - 4:30pm; Sat, 7am - 12noon; Sun, Closed Maui (OGG) Hawaiian Air Cargo Kahului International Airport, Kahului, HI 96732 Tel: (808) 877-5585 Fax: (808) 871-6968 Hours: Mon - Fri, 6am - 6pm; Sat, 6am - 12noon; Sun, Closed Kauai (LIH) Hawaiian Air Cargo Lihue Airport, Lihue, HI 96766 Tel: (808) 245-6461 Fax: (808) 245-3649 Hours: Mon - Fri, 6am - 5pm; Sat, 6am - 10am; Sun, Closed Honolulu (HNL) Hawaiian Air Cargo 1 Elliott Street Honolulu, HI 96820 Tel: (808) 835-3300 Fax: (808) 835-3304 Hours: Mon - Sat, 7am - 7:30pm; Sun, 7am - 6pm WEST COAST (TRANSPACIFIC) CARGO LOCATIONS Anchorage (ANC) Hawaiian Air Cargo c/o Northern Air Cargo (NAC) 3900 Old International Airport Road; Anchorage, AK 99502 Tel: (907) 249-6582 Fax: (907) 249-5193 Hours: Mon Fri, 6am - 10pm; Sat, 6am - 8pm; Sun, 10am - 6pm Las Vegas (LAS) Hawaiian Air Cargo c/o US Airways Cargo 6705 S. Spencer Street, #192, Las Vegas, NV 89119 Tel: (702) 261-6187 Fax: (702) 597-5406 Hours: Mon-Fri, Daily 5am - 1:00am Los Angeles (LAX) Hawaiian Air Cargo c/o Mercury Air Cargo 6040 Avion Drive; Los Angeles, CA 90045 Tel: (310) 417-9126 Fax: (310) 337-2768 Hours: Daily 5am - 12 midnight Phoenix (PHX) Hawaiian Air Cargo c/o US Airways Cargo 1251 S. 25th Place, Suite 34; Phoenix, AZ 85034 Tel: (602) 231-8510 Fax: (480) 693-3105 Hours: Daily 5am 3am Portland (PDX) Hawaiian Air Cargo c/o Delta Airlines Cargo 7000 North East Airport Way; Portland, OR 97218 Tel: (503) 282-9016 Fax: (503) 284-8613 Hours: Mon-Fri, 5am - 10:00pm; Sat, 9am - 1pm; Sun, Closed Sacramento (SMF) Hawaiian Air Cargo c/o Delta Airlines Cargo 6733 Lindberg Drive, Suite D; Sacramento, CA 95837 Tel: (916) 567-4000 Fax: (916) 921-5374 Hours: Daily 5am - 10:30pm San Diego (SAN) Hawaiian Air Cargo c/o Delta Airlines Cargo 2357 Airlane Road Suite B; San Diego, CA 92101 Tel: (619) 231-7122 Fax: (619) 231-7113 Hours: Mon-Fri, 5:30am - 10pm; Sat, 5:30am - 1pm; Sun, Closed San Francisco (SFO) Hawaiian Air Cargo c/o Japan Airlines Cargo 944 North Field Road; San Francisco, CA 94128 Tel: (650) 877-8021 Fax: (650) 877-8019 Hours: Daily 4:30am - 11:30pm San Jose (SJC) Hawaiian Airlines Cargo c/o American Airlines Cargo 1521 Airport Blvd.; San Jose, CA 95110 Tel: (408) 295-8493 Fax: (408) 291-4898 Hours: Mon Fri, 5am - 9pm; Sat Sun, 5:30am 9pm Seattle (SEA) c/o Hawaiian Air Cargo 2580 S. 156th Street, F-104; Seattle, WA 98158 Tel: (206) 431-7717 Fax: (206) 246-7108 Hours: Daily 5am - 10pm SOUTH PACIFIC (INTERNATIONAL) CARGO LOCATIONS Pago Pago (PPG) Hawaiian Air Cargo Pago Pago International Airport Pago Pago, American Samoa 96799 Tel: 684-699-1441 Fax: 684-699-1323 Hours: Mon, Tue, Thu, Fri; 8am - 12 noon Papeete (PPT) Hawaiian Air Cargo c/o Air Tahiti Faaa International AirportInternational Terminal Faaa, Tahiti French Polynesia Tel: 011-689-421-500 Fax: 011-689-451-451 Hours: Daily, 8am - 4:30pm, Closed between 12 noon - 1pm Sydney (SYD) Hawaiian Air Cargo c/o Menzies Aviation Groupt Building 276, Sixth Street, Sydney Kingsford Smith Airport Mascot NSW, 2020 AustraliaTel: 61-2-8337-9500 Fax: 61-2-9667-1040 Hours: Daily, 5am - 10pm HOME Reservations Flight Schedule/Info Special Offers HawaiianMiles Programs/Services About Us Access My HawaiianMiles • Help/FAQ • Sitemap • Contact Us • Privacy Policy © 2006 Hawaiian Airlines

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.

Hawaiian island is made

Hawaiian Volcanoes [ TEXT ONLY ] Hualalai Haleakala Lo`ihi Hawaiian Volcanoes The Hawaiian Islands are at the southeastern end of a chain of volcanoes that began to form more than 70 million years ago. Many of these volcanoes formed islands that have subsided and eroded beneath sea level, and some of the old volcanoes probably never reached sea level. Each Hawaiian island is made of one or more volcanoes, which first erupted on the sea floor and only emerged above the ocean's surface after countless eruptions. The largest and most southeastern island of the chain, Hawai`i, consists of five volcanoes. Kilauea, Mauna Loa, and Hualalai have erupted in the past 200 years. Lo`ihi, the youngest volcano of the Hawaiian Volcanic Chain, is still about 1,000 meters beneath the ocean's surface. East Maui Volcano, commonly known as Haleakala, on the island of Maui, is the only other Hawaiian volcano to have erupted since the late 1700's. Origin of the Hawaiian Island Volcanic Chain An overview of "hot spots" and thermal plumes in the Earth's mantle is provided in this online USGS booklet about Plate Tectonics. Map of the southeastern or "windward" Hawaiian Islands. The islands owe their existence to a "hot spot" in the Earth's mantle that has changed location only slightly over the past 70 million years. This hot spot is located beneath the southeastern part of Hawai`i. Countless eruptions of lava fed by the hot spot built volcanoes that eventually grew above sea level to form islands. But the volcanoes didn't continue to erupt, because the seafloor on which they were built was continually moving northwestward across the hot spot at a rate of 7-9 cm per year. Eventually each volcano was torn away from the hot spot and carried northwestward, just as a conveyor belt moves material from one location to another. Such is the fate for the active volcanoes on the Big Island, though they will be replaced by new volcanoes, of which Lo`ihi is the first born. Hawai`i | Lo`ihi | Kilauea | Mauna Loa | Hualalai | Mauna Kea | Kohala | Maui | West Maui Volcano | East Maui Volcano (Haleakala) | Kaho`olawe Lana`i Moloka`i | West Moloka`i Volcano | East Moloka`i Volcano | O`ahu | Koolau Volcano | Waianae Volcano | Kaua`i Ni`ihau Map of the Hawaiian Islands, a chain of volcanoes that stretches about 2,700 km in a northwesterly direction from the Island of Hawai`i. The age of the volcanoes that form the islands increases progressively from Hawai`i, where the volcanoes are still active, to the northwest end, where the volcanoes are about 30 million years old. The chain of volcanoes continues as seamounts for another 3,000 km; the chain bends sharply to the northward about 700 km beyond this map and becomes the Emperor Seamounts. The URL of this page is http://hvo.wr.usgs.gov/volcanoes/ Contact: hvowebmaster@usgs.gov Updated:18 June, 2001 (pnf)

Hawaii Honeymoon

Maui, Hawaii Honeymoon & Destination Wedding Guide - Honeymoon: Brides choose a quick link ----------------- accessories bouquets bridesmaid dresses budget cakes ceremony destination weddings dresses favors flowers food guest lists hairstyles honeymoons invitations jewelry makeup message boards music photos real weddings receptions registry veils wedding dresses Find all your wedding vendors near you select region: Alabama Alaska Arizona Arkansas CA - Central CA - North CA - South Canada Colorado Connecticut Delaware Florida GA - Atlanta GA - Other Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico NY - Hamptons NY - Metro NY - Upstate North Carolina North Dakota Ohio Oklahoma Oregon PA - Central/West PA - Philly Area Rhode Island South Carolina South Dakota Tennessee TX - Austin TX - Dallas/Ft.Worth TX - Houston Texas - Other Utah Vermont Virginia Washington DC Washington State West Virginia Wisconsin Wyoming Hawaii . Maui Select another destination: Hawaii - Big Island - Kauai - Lanai - Maui - Oahu Caribbean Domestic U.S. South Pacific viewing listing 4 of 8 Napili Kai Beach Resort Address: 5900 Honoapillani Rd., Lahaina, HI 96761 Phone: 800-669-6271 Fax: 808-669-5740 A low rise Hawaiian style resort ocean front on a white crescent sand beach on unspoiled Napili Bay. 162 comfortable guest rooms are scattered over ten tropical acres. Studios and suites include kitchens, private lanais and ocean views with plantation style furnishings. On property you'll find the Sea House Restaurant serving breakfast, lunch and dinner and the Whale Watchers Bar. There are four swimming pools, a large whirlpool, an 18-hole putting green, and a host of complimentary social activities. For those looking for a relaxing honeymoon or intimate wedding, this is a wonderful place to stay. Brides.com Home | Fashion | Beauty | Wedding Style | Etiquette & Planning | Registry Ideas | Honeymoon | Real Brides Local Planning | Shop Online | Prizes and Offers | Newsletter | Privacy Policy | -- Advertise With Us | Contact Us Brides magazine In This Issue | Subscribe | Customer Care | Media Kit | Bookstore Fairchild Bridal Group Wedding Planning Sites: Brides.com | ModernBride.com | ElegantBride.com Prom Planning Site: YourProm.com Use of this site constitutes acceptance of our User Agreement and Privacy Policy .© Fairchild Internet, Inc. All rights reserved. The material on this site may not be reproduced, distributed, transmitted, cached or otherwise used, except with the prior written permission of Fairchild Internet, Inc.