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.

Kauai HI

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Hawaii Vacations The words

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Hawaiian girl. 1.1 Race

Wikijunior/Kiki character - Meta Wikijunior/Kiki character From Meta < Wikijunior Jump to: navigation , search This page is about creating a recurrent character for the Wikijunior project. For actual designs, see: Wikijunior/Kiki character/Designs About Wikijunior: A while ago, the Beck Foundation approached the Wikimedia Foundation, inquiring about whether we would be able to use our resources to develop educational material for a younger audience. We responded that we would be interested in such a project, and that our materials can be adapted for children. A proposal was sent, and we received a small grant to develop the project (see October 16, 2004 board meeting ). Thus was born Wikijunior. For more information see the project's page: Wikijunior here on meta and the actual project being developped here on wikibooks. Contents 1 Hawaiian girl. 1.1 Race 1.2 Species 2 Is Kiki age appropriate? 3 Kiki is a nude model 3.1 How about Niki? 4 What about 2 characters? 5 Kiki Designs [ edit ] Hawaiian girl. Oooh, yea I like that idea! -- Solitude 09:07, 28 Oct 2004 (UTC) Me too. She should be a Hawaiian girl. This spelling is particlularly easy to remember. Theresa knott Ever heard of Dora the Explorer? Ludraman - talk to me! 14:32, 28 Oct 2004 (UTC) Dora is for preschoolers, and is a preschooler; this magazine is for "tweens", Kiki will be a tween/teen. Also, Dora is Hispanic. Granted, there is Lilo of Lilo and Stitch (www.liloandstitch.com), but as long as Kiki isn't too much of an outright non-conformist and/or short and pudgy, we'll be fine. We want to make sure she doesn't conform too much, so that we end up encouraging kids that's its great to be themselves. -- user:zanimum My point is that Dora is a girl who goes exploring with her audience for (semi) educational purposes. This is what our Kiki will be doing. I'm not a huge fan of the whole Kiki idea, though, as I think it works better for a younger audience, and might seem demeaning to tweens. Ludraman - talk to me! 18:58, 28 Oct 2004 (UTC) Unlike Dora, Kiki wouldn't be throughout. That would require the thing to be a comic, which is way too intensive, and not good for information. She could appear occasionally just to deliver facts to the slighty younger part of the audience (that way we don't have educational materials where tigers don't talk), or we could have a say six page adventure, unlike Dora, the characters would have personality, the plot wouldn't be as predictable structured, and the "fourth wall" wouldn't be broken. Plus, we should still consider it as an alternative title , even if not a character. -- user:zanimum Say, what if the main character is speaking animal (like monkeys, parrots, etc.) instead of girls? I think kids are more interested in animals than girls. 202.65.112.42 04:06, 30 Oct 2004 (UTC) Well that was kinda my idea when I did the Wikijunior draft page layout a tiger for the big cat look, an alien for the solar sytem book. But some topics don't easily lends themselves to an obvious character like that. In those cases a girl might be very helpful. Also have one character appearing maybe once on every book/magazine will add branding to them. Children will easily see that these are all part of one series even though the topics may be wildly different. Theresa knott 13:10, 30 Oct 2004 (UTC) We certainly could have her interact with the big cats, aliens, bugs, in a natural but possibly even humorous ways (not in the Dr. Doolittle or Eliza Doolittle [The Wild Thornberrys] way). We'd never try and stress girl-power or anything to that end, as it would only irrate boys. She'd just be a curious girl-next-door type. She wouldn't be nerdy or geeky, or too over eager. She wouldn't be girly, but not toy-boyish. She'd just be a generally likeable peer. And she could have friends that appear occasionally, that she met over the Internet. There's infinite possibilities. Also, should we break this off the main page, as it's rather besides the point of the magazine name. Kiki could appear in a magazine of any name at all. -- user:zanimum [ edit ] Race Theresa knott suggested Kiki be Hawaiian. While I like the fact there aren't any political or social grudges from any region against Hawaii, so much as I know. However, Hawaiian are unusual to draw; they can't have general cartoon eyes, as that removes the Polynesian heritage evidenced in their faces. But you can't give them eyes that easily, as they'd likely turn out as Oriental eyes. Any thoughts? -- user:zanimum Agree w/ Hawaiian. Fairly neutral, not often portrayed, and there is a good unbiased reason for it ( Wiki pedia -> Wiki wiki = Hawaiian for Fast-Fast). The actual drawing is but a minor detail. Yeah, I agree. Hawaiian fits pefectly, but i wonder how hard we will have to stop stereotypes from happening (grass skirt?). But i defidently agree with Hawaiian. -- Quadraxis 02:52, 1 Jul 2005 (UTC) [ edit ] Species I personaly think that an anthropomophic lizard/cat/alien/tiger/something not human, would be best. it would certainly appeal to me when i was a kid, more than a "boring" human. I personaly like the idea of a lizard, but maybe thats just me. The bellman 05:32, 9 Nov 2004 (UTC) She might be a little out of place, the only "furry" in watching an Aztec reinactment, whatever. Maybe leave it up to the first artist to establish it. I'm going to do a "casting call" on various major cartooning and animation boards, for designers to submit work in general as illustration, and possible Kiki designs. -- user:zanimum Also, it's not scientifically accurate to have talking animals. I would be in favor of an alien or computer/robot (foreign, accounts for NPOV, reasonably scientifically accurate) How about erwin (the mac cube) from userfriendly The bellman 02:06, 25 Nov 2004 (UTC) Could you point out a specific comic? And, if I know what you're talking about, I don't think many kids would know what a 1980s Apple Macintosh looked like. -- user:zanimum Um... Erwin's an SGI O2. He hates Macs. 82.138.216.118 17:47, 26 November 2005 (UTC) [ edit ] Is Kiki age appropriate? I have an intelligent 12-year old brother, and I am certain a Dora the Explorer-esque character or a talking animal would be extremely demeaning to smart kids of his age group. Why can't this project appeal to intelligent kids, as opposed to catering to the LCD? Andrevan 14:59, 10 Nov 2004 (UTC) She's more Mary Jane than Dora. I wish Dora was never brought up. One is a procedural show, this is more The Wild Thornberries meets Indiana Jones. It's just every few pages she appears for a half page segment, total of five maybe. -- user:zanimum If we're really aiming for a neutral-gender age 7-12 demographic, I think an exploring girl a la Eliza Thornberry or whoever you want to compare her to is not going to work - the concept is too patronizing and "kiddie." – Andre ( talk ) 21:34, 10 Nov 2004 (UTC) could i just add here that 7-12 is a massive demographic (a twelve year old is almost double that of a seven year old, and could often be in first year high school (in the aussie system at least)). IMHO we should be aiming for 9/10 year olds, while trying to make sure that we dont have anything so daggy that a 12 year old is gonna be completely turned off, or so high-fulutin' that a seven year old gets confused/bored. Also different cultures mature at different rates (i cite the movie city of god as a good a proof as any) The bellman 00:08, 11 Nov 2004 (UTC) Actually, the grant was for 8-11 year olds, but things got widened somewhere along the way. -- user:zanimum Agreed, having a cartoon character makes it seem cheesy and tilts it toward the littler side of the scale (full disclosure, I'm 15). That said, if used in moderation it wouldn't be so bad. Perhaps use her for intros to each major section and the book itself. Overuse of Kiki will make the books seem kiddie. If time and resources permit, selecting a few candidates and ask the real kids would be nice. I am still confused about the project's scope, but is this possibly or definitely international and multilingual publication? Tomos 11:00, 11 Nov 2004 (UTC) Yes, this is definetly international and multilingual. It's just taking long to get off the runway than expected. -- user:zanimum Actual children commenting: All of the kids here right now agree that it has to be someone smart, a smart character like "a scientist or a genius or a professor". (age 5,6,7,7,7,8,,11,12, and one 14 year old that says her vote shouldn't count) that's 8 kids that read all of this page, so they are kinda smart kids, one of them wanted to know what a demographic was, and there was some misunderstanding there, 2 of the kids thought it meant "the sample for the picture of the character" the others that knew said it was "what group of kids are supposed to read it" the kids are talking about what kind of scientist, seem to have reached the consensus that a good scientist would "know all different science stuff"... (so my personal thought is maybe she looks a little different in each segment, like with a microscope in one scene, test-tube in another, telescope as an astronomer, space suit for outer space , brushes and trowel for archaeology, etc.) (ok, none of the kids knew why a brush and trowel are for archaeology, they are reading over my shoulder.) Gonna let the kids get back to the computers... Pedant 19:58, 14 Nov 2004 (UTC) So basically, they're fine with the general concept of having a smart cartoon character in the magazine? I've got a slight revision to Kiki here, if you mind running this by them: Kiki is a smart and curious, and in each issue, she asks some of the questions in the book to an "expert", who tells her more about the subject. This change to her is so that she's smart, but she isn't a know-it-all, and with experts in it, we can maybe even get interviews with real experts on the topic. Imagine being able to interview Jane Goodall, and have her appear in a cartoon form? Anyway, enough excitement for me. I can maybe throw the Kiki concept past my Dad's younger art students, see if they mind her. Glad to hear the kids Pedant asked think she's okay. -- user:zanimum or a cartoon hawking, or Lula, or Neil Armstrong or or... the mind boggles. The bellman 01:58, 25 Nov 2004 (UTC) You know, I bet we could even convince Hawking's people (I'm sure he's got agents and stuff) to let us include him as a character, and interview him for real. He's appeared on Star Trek: TNG, why not this Wikijunior project? And, NASA's always looking for free PR. Why not? We could even get interviews with Luiz Inácio Lula da Silva and Lucio Gutiérrez about their jobs running Brazil and Ecuador, and have cartoon world leaders. -- user:zanimum This is IMO a very good idea - a leap from demeaning talking animals to our hawaiian friend interviewing real people for the magazine - maybe the grown-ups will be taking a peek at this... Ludraman - talk to me! 23:15, 25 Nov 2004 (UTC) Maybe have her curiosity lead her to a possible answer of a question presented by the information on the same page . This answer could be based on a basic version of the scientific method - which while plausible is incorrect. A scientist (or a friend of similar age) can them point out a problem with her reasoning, which leads them to a better answer; all of this on the same page . A scientist could point out how "obvious" ideas in the past turned out to be wrong after reviewing new evidence. She should of course not be made fun of for making a mistake in her reasoning, but encouraged to be sceptical and to "throw away" ideas that are shown to be incorrect. I don't know if this is too difficult, or too dull an approach for 8-11 year olds. Instead of always rewriting, we could use some questions kids ask after reading drafts and their ideas of what the answers are. We could also leave some questions unanswered, but point them to possible sources or ways to find out with a safe experiment. — Jeandré , 2005-03-19t13:20z I'm 15; a few years ago when I was in the target demographic, I would distrust books with cute annoying cartoon characters because they tend to cover up a lack of content. If it's a worthwhile source, and Kiki's humorous enough - not just bothersome "let's advertise to our mental picture of 'kids'" - then it might be acceptable. The cute character motif got trite by about 6. I know I'm above-average, but even considering that, don't expect a cartoon character to appeal to 10- and 11-year-olds just by being a cartoon character. Geoffrey 00:49, 3 Dec 2004 (UTC) Agreed completely. – Andre ( talk ) 18:24, 5 Dec 2004 (UTC) Yes, cartoons can be used to cover up a lack of content. But if handled right, they can illuminate concepts. I remember a grade 10 science text book. It had interviews with scientists that related to the study units. Frankly, you only saw them dorkily staring into the camera, as they told you about their jobs. I personally would have liked to seen what their work environment was like; hearing about the an observatory is one think, seeing it is another. This bridges that gap. We can show simplified visuals of the tools astronomers work with, and what they do. This isn't to say we can't also show photos, just that we have the option. -- user:zanimum Same here. Think "Clippy" from Microsoft Office and you've got how children view cartoon characters in text books. BiomechZero I, being 15 as well, disagree somewhat. Cartoon characters can be good if they are done well, and aren't demeaning to kids. The character can't be to much below them, and it helps if the character doesn't break the "fourth wall". I used to read the OWL Magazine, while i was 10-12, and the Mighty Mites (sciency cartoon characters that had a cartoon strip that helped kids learn about a topic, and would sometimes appear on other pages of the magazine) weren't demeaning, at least to me. In fact, they were the parts of the magazine i looked forewards the most to each month. I think that if it was well done, and had input from kids across the demographic, then it might be possible to create an interesting Kiki that won't be demeaning to kids. -- Quadraxis 03:19, 1 Jul 2005 (UTC) Ok, Lisa is here, she says she'll work on the project if I help her type, because as she says "I can think really fast but I can't type fast." I think she'll be one of the kids that decides to sign up for wikipedia accounts, after tha parents get a look at the project. Lisa is '10 and a half' and says Geoffrey is right, "just because it's a cartoon doesn't mean it can make kids interested in it" She says "kids are interested in everything! That's why we're kids!" ... "If she (Kiki) is really smart and really a kid, she would know what questions a kid would ask a scientist or expert" (I think that this might be a key point) "if a scientist is really good at teaching stuff, he knows how to explain it good enough for kids to understand, and she should be a kid that picks scientists who know how to teach, not just bla bla bla bla at kids"..."but not talk to us like we're dumb because we are kids" (she just mentioned that this seems like it's a project made by adults and that she doesn't think they will really listen to 'kids' ideas.) We're going to kick this idea around with the other kids, and write more later, when they are all here. For what it's worth, the students are at my house on most Tuesdays, as a big group, and on a few other days during the week depending on their school schedule. Only one of the children has ever attended school, so this might not be the most ideal focus group to depend on... more later this afternoon or evening Pedant 18:42, 7 Dec 2004 (UTC) Yeah, lets get some kids in here when we have some stuff, and let's "listen to 'kids' ideas"! I'll see if i can get my hands on some kids who would be interested. -- Quadraxis 03:19, 1 Jul 2005 (UTC) I don't think a single human character is the best idea- if they're a girl, then that might turn off male readers, while a boy is politically incorrect. I'd suggest: -have a boy and girl as recurring charactors or -have the charactor be of a nonexistant species (robot, ghost, AI, amorphous blob, etc.) Just my $0.02. -128 My two one-hundreths of a dollor, this might be a way to have someone/thing/s known to the readers lead in and out. 1 page of "Kiki" at the front as an intro to the topic (like, in one about astronomy she could say a little thing about distances or something?) and maybe an interviewer. the hardest part would be keeping personality strait, as this is writen in a wiki... (i am slow today, i just notaced Wiki is one letter off from Kiki!) -- KinkoBlast 00:16, 24 Feb 2005 (UTC) I suggest making it so that the Kiki appears on the first and last page. The first page as a bit of an intro, and then on the last page as an interview with a real scientist, maybe?-- Quadraxis 03:19, 1 Jul 2005 (UTC) Tossing in my cents - Kiki needs character. I'm weel past the demografic here, but I remember usually detesting the explanatory cartoon characters, unless they were interesting in themselves - only example I can think off is that show with the school bus that would go everywhere. If Kiki were a toally dull, stereotypical character, I think everyone will be heartily sick of her quite soon. Some humor, personality, eccentricity, etc, might help alleviate that. Otherwise, the concept as it's been developes so far sounds great. 80.178.83.109 07:02, 20 Apr 2005 (UTC) [ edit ] Kiki is a nude model The kids just showed me the [ article about Alice Prin on the english wikipedia, which they found by typing Kiki into the search box. Apparently she was a 14 year old nude model, and famous for being photographed by Man Ray, etc... I'm wondering if "Kiki" is an appropriate name after all? User:Pedant Oh, that's not great. I liked the name Kiki, but we should maybe look for something else. -- user:zanimum Umm... thats not good. At the very least, we have to delete that redirect. It would solve the problem of turning off boys though... Err, bad idea! -- KinkoBlast 00:06, 24 Feb 2005 (UTC) Kiki is a totally normal girls name in Germany. But the word can also mean "fun stuff". So, this would be a great name. -- 80.171.72.182 12:43, 11 November 2005 (UTC) [ edit ] How about Niki? Is that an okay name for an Hawaiian girl? [1] [2] — Jeandré , 2005-03-19t13:20z Anyone not in favour of "Niki", "Nikki", or "Nicki", say now or forever hold your peace. -- user:zanimum (I think those links refer to a Chinese woman, based on the last name. Really, anyone can be named anything in this day and age, so any name will go with any culture.) The first two hits for Nikki on Wikipedia search are Nikki Nova and Nikki Park, two adult film actresses. – Andre ( talk ) 23:19, 25 Apr 2005 (UTC) Gah! Is Niki okay then? They're going to have their own seperate encyclopedia, once we get the ball rolling. They'd know Nikki/Niki was fake, and not expect to find an encyclopedia article on her in the full adult Wikipedia. -- user:zanimum We can dig up dirt on any name. notthe9 00:23, 12 July 2005 (UTC) We can do it the other way, first search on Wikipedia for people good for children and whose name is not trademarked, and then we could choose a name for the girl. DrJones 09:46, 12 July 2005 (UTC) I think that whatever catchy-sounding kids name you come up with will already be taken by a porn star (they seem to pick their names by much the same characteristics). I really don't think Kiki's that bad. The Wikijunior readers are not going to throw themselves into a life of sin because a cartoon character from one of their educational books has the same name as an early 19th-century woman who did nude modeling for artists. No name is clear if that sort of thing is too much. Kiki is a great name, with a good meaning to boot. We shouldn't let one silly little reference to Parisian subculture get us down. Besides, if Kiki does become a cultural icon, she'll have a wikipedia article too. :) I did some sketches a couple of months ago. I'll see if I can find them and get them scanned. Risk 19:50, 17 August 2005 (UTC) In Spain, Kiki is one of the names of the vagina. That's why en:Kiki's Delivery Service was changed to Niki in the spanish version. So, I would say it is more than a silly reference to Parisian subculture. I was thinking more in Sarah (or Sally) as a more fitting name for the character. DrJones 10:05, 18 August 2005 (UTC) Ah, that's a bit more serious. We could choose one or two names and have every version (language/culture) of WikiJunior choose their prefered version. With our luck, Sarah will turn out to Russian for fecal matter. :) Risk 12:45, 18 August 2005 (UTC) No, Sarah's not fecal matter, just a street name for cocaine. The name Sally's short for Salvation Army, which could be associated with poorness, the modern stereotype of the Hawaiian is that they're poor. Also, to Sally is to make a sudden attack on an enemy from a defended position. Alternatively, it's also "To make a quick and witty statement or quip", which is actually quite cool. I think Risk's right, it would be easier to just alternate between two names. Every dubbed show does it, even Sesame Street . I'd hate to have to name a real-life baby, must be so stressful. -- user:zanimum How about Lola, Sandra, Reera, Ella or Faro. [ edit ] What about 2 characters? Probably going to cause more confusion than I would like, but if the idea of a Dora-type character being demeaning to older, smarter kids is a problem, how about one character aimed at pointing younger kids towards stuff of interest to them, and a slightly older kid pointing older/smarter kids at stuff which would be of use to them??? Laid out properly, that would prove to be a very useful little signposting tool for the readers. One of each sex, obviously, say Niki for the girl and something like Nolan for the boy. I will work on designs and post a couple up somewhere on here. Tmalmjursson 05:16, 15 January 2006 (UTC) Talk with me [ edit ] Kiki Designs Wikijunior/Kiki character/Designs -- SV Resolution 13:11, 29 August 2005 (UTC) Retrieved from " http://meta.wikimedia.org/wiki/Wikijunior/Kiki_character " Category : Wikijunior Views content page Discussion Edit History Personal tools Log in / create account Navigation Main Page Goings-on Wikimedia News Recent changes Random page Help Donations Search Toolbox What links here Related changes Upload file Special pages Printable version Permalink This page was last modified 05:16, 15 January 2006. Content is available under GNU Free Documentation License . Privacy policy About Meta Disclaimers