Hawaiian Wedding on the

Maui weddings in Hawaii ... say the word "Hawaii" and what comes to mind are images of ease, beauty and simplicity. This is what we strive for in our Maui beach wedding packages. Why Weddings in Paradise? ...Love is an irresistible Desire, to be irresistibly Desired... Hawaiian Couples…Welcome to Paradise! You have come to the right place for assistance in planning your Maui Wedding. We are certain that you will find information provided herein to be very useful. We're here for you to ensure that when you're "Just Maui'd" it's "Just Perfect". Celebrate your love for each other with a once-in-a-lifetime experience. Couples can choose from many Maui wedding packages, including a variety of beautiful, romantic settings…warm sandy beaches, oceanfront lawns, glamorous gazebos, authentic Hawaiian gardens or other tropical havens. Seemingly endless sun-drenched days and balmy tropical evenings add that special backdrop to a memorable Hawaiian Wedding on the island of Maui. Each of our Hawaii weddings captures the warmth and charm of its unique setting along West Maui Beach and the South Maui Coast. We are available to assist with all of the necessary wedding arrangements. We recognize the importance of ensuring that every dream becomes a reality. Whether couples prefer a simple ceremony or a lavish gathering with family and friends, you will receive the personal attention you deserve. We guarantee that our full-service on Maui can accommodate all of your needs including: receptions, vow renewals and honeymoons in beautiful, Maui Hawaii. | MAUI BEACH WEDDING PACKAGES | MAUI BEACH LOCATIONS | BOOKING YOUR CEREMONY | CONFIRM YOUR BOOKING | WEDDINGS PHOTO ALBUM | FAQ | | YOUR WEDDING VOWS | YOUR MARRIAGE LICENSE | MAUI WEDDING CATERING | MAUI WEDDING RECEPTIONS | BEACH SUNSET TIMES | We would like to express our appreciation to Kealii Reichel and PUNALEA Productions for the rights to share this song "The Road That Never Ends " with ParadiseMaui.Com and its visitors. © 2005 Paradise Maui © 2005 Blue Ipu Productions. "I DO" composed by Ron Kuala'au, performed by Ron Kuala'au ALL RIGHTS RESERVED Member Maui Chamber of Commerce Maui Condos & Maui Activities Member Hawaii Visitors Bureau A Word from our Mayor Paradise Maui P.O. BOX 10903 Lahaina, Hawaii 96761 (808) 891-8526

Lahaina while offering all

Best Western Pioneer Inn - Lahaina, Maui, Hawaii Pioneer Inn - Maui 658 Wharf Street, Lahaina, Maui, HI 96761 (808) 661-3636 fax : (808) 667-5708 Home Accommodations Activities Reservations Weddings Calendar Frequent Traveler BestWestern.com MAKE A RESERVATION 1-800-457-5457 THE WORLD'S LARGEST HOTEL CHAIN® Contact Us Virtual Tour Internet Specials Pioneer Inn News Location Map History Built in 1901 and substantially remodeled to meet Best Western standards , the Pioneer Inn captures the ambiance of the whaling days and the plantation era, with architecture that evokes the tranquil lifestyle of turn of the century Lahaina while offering all the comforts and convenience of a modern hotel. Check out the latest in Downtown Lahaina . More ... A selection of offers and packages from the Pioneer Inn . More ... The Best Western Pioneer Inn is located at the waters edge on historic Lahaina Harbor (once the whaling capital of the Pacific). A few steps from our front door all ocean recreational activitiesare available, such as whale watching, catch the daily ferry to the Island of Lanai, scuba diving, snorkeling, world class fishing, yacht and submarine cruises, para-sailing, and sun worshiping emanate. No other hotel on Maui can offer such convenient access to these facilities. Located in the heart of Lahaina Town shopping and Historical Walking Tours are just outside our front door. Take a Virtual Tour of the Pioneer Inn and local Maui attractions. What could be more romantic that to be married in the Gazebo at the Pioneer Inn with a Maui sunset as a backdrop. More ...

Oahu! Sheraton Waikiki Hotel

Oahu Travel & Tourism: WorldWeb.com Travel Guide for Oahu, Hawaii OahuTravel & Tourism Guide Park Shore Waikiki A breezy retreat from typical Waikiki Beach hotels Kahala Mandarin Oriental - A luxury beachfront hotel in Honolulu Hilton Hawaiian Village Honolulu's Authentic Hawaiian Accommodation Outrigger Luana Waikiki Studio and one-bedroom condominiums at the gate to Waikiki Outrigger Reef on the Beach A full service hotel located directly on the world-famous Waikiki Beach Waikiki Gateway Hotel - your complete getaway! The Royal Garden at Waikiki - making your stay a memorable experience Island Divers Hawaii Join us for some fun and exciting scuba diving in Oahu! Sheraton Waikiki Hotel - Beautiful oceanfront views from 70% of the hotel's rooms Oahu is Hawaii 's most-populated and most-visited island, as well as home to the world-famous city of Honolulu and Waikiki Beach . Visitors of all ages and walks of life can enjoy a multitude of attractions and activities on the island, from dolphin swimming to historic sites. Two of the most-frequented places on Oahu are Pearl Harbor and the USS Arizona Memorial , which commemorates the attack on the base in 1941. In downtown Honolulu, visitors may tour Iolani Palace , the only palace in the United States that was inhabited by royalty. Also found in Honolulu is Chinatown , which spans 15 blocks and contains historical and cultural finds, galleries, restaurants and specialty shops. Surfer's paradise is found on Oahu's North Shore , with many surfing instructors on hand to teach beginners the ropes. Whale watching, boat touring, scuba diving and deep sea fishing are other popular Oahu pastimes. Travel Destinations Location: Home > United States > Hawaii > Oahu Arrival Date: 2006 Jan 2006 Feb 2006 Mar 2006 Apr 2006 May 2006 Jun 2006 Jul 2006 Aug 2006 Sep 2006 Oct 2006 Nov 2006 Dec arrival = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Departure Date: 2006 Jan 2006 Feb 2006 Mar 2006 Apr 2006 May 2006 Jun 2006 Jul 2006 Aug 2006 Sep 2006 Oct 2006 Nov 2006 Dec departure = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Rooms: 1 2 Adults: 1 2 3 4 5 6 Children: None 1 2 3 4 5 6 Enter city Enter name of hotel (optional) Review My Reservations Pickup Date: 2006 Jan 2006 Feb 2006 Mar 2006 Apr 2006 May 2006 Jun 2006 Jul 2006 Aug 2006 Sep 2006 Oct 2006 Nov 2006 Dec arrival = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Pickup Time: 1:00 AM 2:00 AM 3:00 AM 4:00 AM 5:00 AM 6:00 AM 7:00 AM 8:00 AM 9:00 AM 10:00 AM 11:00 AM Noon 1:00 PM 2:00 PM 3:00 PM 4:00 PM 5:00 PM 6:00 PM 7:00 PM 8:00 PM 9:00 PM 10:00 PM 11:00 PM 12:00 PM Dropoff Date: 2006 Jan 2006 Feb 2006 Mar 2006 Apr 2006 May 2006 Jun 2006 Jul 2006 Aug 2006 Sep 2006 Oct 2006 Nov 2006 Dec departure = 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Dropoff Time: 1:00 AM 2:00 AM 3:00 AM 4:00 AM 5:00 AM 6:00 AM 7:00 AM 8:00 AM 9:00 AM 10:00 AM 11:00 AM Noon 1:00 PM 2:00 PM 3:00 PM 4:00 PM 5:00 PM 6:00 PM 7:00 PM 8:00 PM 9:00 PM 10:00 PM 11:00 PM 12:00 PM Preferred Car Type: Economy Compact Mid Size Standard Full Size Premium Luxury Convertible Enter city January 25, 2006, 6:12 am See our the weather network . 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Hawaii Hunting License Online

Hawai`i Department of Land and Natural Resources DLNR Home | State of Hawaii Home | Search Navigate Legislative Proposals News Releases Divisions and Offices Boards & Commissions Contact Information Administrative Rules Volunteer-You Can Help Exhibits Calendar of Events Frequently Ask Questions Reports to Legislature Search Lay Nets or Lay Gill Nets NEWS RELEASE DLNR Proposing Lay Net Rule Amendments To Protect Fishery Resources • Lay Nets - A Proposed Rule Amendment Fact Sheet (pdf file, 624 KB) and Lay Nets - A Proposed Rule Amendment (pdf file, 76 KB) now available for download. Online Services Bureau of Conveyance: General Indexes from 1976 Hawaii Hunting License Online Purchase Freshwater Game Fishing License Purchase Na Ala Hele Trail Reservation System for registered commercial guides Division Websites Question & Answer Sites Division of Aquatic Resources Fishing?, Sharks?, Aquatic Invasive Species? Division of Boating & Ocean Recreation Boating?, Harbors?, Vessel Registration? Bureau of Conveyances Titles?, Quit Claim Deeds?, Liens?, Mortgage Agreements?, Regular & Land Court Documents? Commission on Water Resource Management Water Resources?, Permits?, Well Planning? Division of Conservation & Resources Enforcement Enforcement Activities? Dam Safety/Flood Control National Flood Insurance Programs? Division of Forestry & Wildlife Hunting?, Hiking?, Birds?, Camping? Historic Preservation Division Archaeology?, Burial Sites?, Historic Sites? Kaho'olawe Island Reserve Commission Tradition and Cultural Restoration? Land Division Land Inventory?, Auction?, TMK? Office of Conservation and Coastal Lands Personnel Office Employment? Division of State Parks Camping?, Permits? Lodging & Cabins? Latest News Releases 01/24/06 DLNR renovating Hapuna beach state park facilities 01/20/06 DLNR proposing lay net rule amendments to protect fishery resources • Lay Nets - A Proposed Rule Amendment Fact Sheet (pdf file, 624 KB) and Lay Nets - A Proposed Rule Amendment (pdf file, 76 KB) now available for download. 01/17/06 DLNR holds hearing on conservation district use application for single family residence near Pao`o, North Kohala 01/17/06 DLNR to hold information meeting on the Wailoa SBH improvement project 01/11/06 Joint press release - Hawaii boaters urged to use caution, be extra vigilant for humpback whales to avoid collisions; New signage will warn boaters of the collision hazard 01/11/06 DLNR produces new posters featuring native forest, wetland and open country birds of Hawai'i 01/10/06 DLNR to begin repairs to 'Iao Valley bridge 01/10/06 Land Board begins new year with presentation on cultural importance of natural resources 01/09/06 DLNR holds public information meetings on recommended changes in state bottom fish restricted fishing areas 01/09/06 DLNR sets new budget request benchmark to protect Hawai`i's resources ; DLNR's 2007 Budget Summary 01/06/06 Press Conference Advisory 01/05/06 Department of Land and Natural Resources (DLNR) responds to the audit of its divisoin of Conservation and Resource Enforcement 01/01/06 Hawaii Flood Management Quarterly Newsletter Date Meetings Frequency 01/27/06 Land Board, [ Agenda ] Bi-monthly 02/02/06 Commission on Water Resource Management, [ Agenda ] Monthly 01/26/06 Maui/Lanai Islands Burial Council Meeting; [ Agenda ] Date Instructional Classes Frequency Jan-Jun Hunters Education Program On Going Employment visit the Department of Land and Natural Resources, Personnel Office, 1151 Punchbowl Street, Room 231, Honolulu to pick-up an Employment Application. visit the Hawaii State Recruiting Office for current Civil Service Jobs Posted Reports 01/04/06 Financial Statements and Report of Independent of Certified Public Accountants, June 30, 2005 01/03/05 Financial Statements and Report of Independent of Certified Public Accountants, June 30, 2004 Posted Sealed Bids & Proposals Closing 01/18/06 Notice to professional services to provide construction management and technical oversight during the construction of the Komo Mai Drive and Old Puunui Quarry Rockfall [ Submit letter of interest with a completed DPW Form 120 (rev. 6/99) ] 02/02/06 12/20/05 500BO41A, Komo Mai Drive Rockfall Mitigation, Oahu 02/09/06 12/20/05 500BO41B, Old Puunui Quarry Rockfall Mitigation, Oahu 02/09/06 12/15/05 500BH42A Demolition, Debris Loading, Hauling and Disposal at TMK: (3) 7-1-005:005, Puu Anahula Homestead, North Kona, Hawaii [ Addendum No. 1 ] 01/19/06 [ State Procurement Advertised Projects ] [ For a listing of Bid Results ] DLNR's 2007 Budget Summary A press conference hosted by DLNR was held at 2:00 p.m., Monday, January 9, 2006 at the DLNR offices Kalanimoku Building, 1151 Punchbowl, Room 130. Peter Young, DLNR Chairperson, provided details on DLNR's unprecedented budget request of $92-million being proposed to the coming Legislature. DLNR’s 2007 Budget Summary The Department of Land and Natural Resources (DLNR) is requesting $92-million for its operating budget for the next fiscal year (2007). The following summary provides some details on programs and initiatives DLNR will be able to undertake when the budget request is approved. DLNR’s budget is unprecedented in scope and scale and demonstrates Governor Lingle's commitment to protecting our natural and cultural resources for the benefit of future generations. History In 2002, DLNR’s budget was $60-million; DLNR is currently requesting $92-million · The requested amount is unprecedented in the history of DLNR · The difference represents an increase of over 50% over the 2002 budget · The difference represents an increase of over $15-million from this year’s budget Breakdown of $92-million budget request · General Funds - $29-million · Special Funds - $50-million · Federal Funds - $13-million How will DLNR's proposed budget be spent? DLNR’s budget represents an investment in improving the quality of life for the people of Hawaii and protection of our precious resources. Many of DLNR's priorities remain the same. However, DLNR will pursue some of its priorities with new tools and methods: Invasive Species · DLNR stands fast in protecting the resources and fighting Invasive Species is our number one priority because it is the single most-effective way to protect Hawaii’s natural resources · The proposal calls for continuation of DLNR’s multi-year, $4-million per year initiative · Key program goals: Prevention, Response & Control, Targeted Research and Outreach Parks Maintenance · DLNR is expanding on last year’s initiative that focuses on cleaning and repairing our State Parks facilities (Last year, DLNR asked for, and continues to receive, an added $977,000 to State Parks budget for needed cleaning and repairs.) · $486,000 is requested to be added to this increase so DLNR can expand, from semi-annually to semi-monthly, the power-washing, chemi-clean, steam-cleaning and sanitizing of the 85 statewide Parks restrooms Environmental Education · DLNR is requesting $1-million to support statewide environmental education programs · This will add to the already expanding program of making state land available for private operators to provide environmental education to Hawaii’s children. · Funds will be granted through an RFP process to environmental education providers across the state to enhance their existing environmental education programs. Parks - Harbors Security · DLNR is requesting $800,000 to place uniformed security personnel at State Parks and Harbors · Uniformed security personnel will be placed at 22 of our state parks and patrolling our harbors - they will curtail vandalism & break-ins, handle gates and by their presence will eliminate loitering and illegal activities · Presence serves as a deterrent to inappropriate behavior, provides assistance to and educates users, allows DLNR to monitor the resources and, ultimately, enhances protection of the resources and makes for a more enjoyable experience by all · DLNR enforcement officers spend approximately 40% of their time dealing with State Parks (15%) and Boating (25%) concerns · This program will free up time for DOCARE enforcement officers, allowing them to focus on natural and cultural resource concerns Stream Evaluation · DLNR is requesting $650,000 to work toward fulfillment of the State’s obligation to establish instream flow standards for Hawaii streams · Of the 376 perennial streams statewide, DLNR will evaluate the 1,242 stream diversions and will: o Perform field verification of stream diversions o Assess stream characteristics o Facilitate the determination of instream flow standards Watershed Protection · DLNR is requesting a $4.7-million increase in the spending natural area reserves and watershed protection. o $1.6-million will be used to protect Hawaii's natural area reserves – these serve to preserve and protect Hawaiian biological ecosystems and geological formations. o $2.6-million will focus on watershed resources and support the nine Watershed Partnerships that protect over 1-million acres of Hawaii’s forested watersheds. Aquatic Resources Protection · DLNR is requesting over $1.8-million in added spending to protect Hawaii’s aquatic resources and habitats. Land Acquisition · DLNR is requesting a $4-million in increased spending for land acquisition so the state may preserve and protect important natural and cultural resources. Capital Improvement Projects DLNR is requesting $72-million to make needed capital improvements across the state. This amount is unprecedented in scope and scale for DLNR. Some of the statewide projects include: · $10-million – to continue the ongoing State Parks improvement program · $10-million – to make necessary improvement to Small Boat Harbors and Ramps · $17-million – for improvements to Maui’s inter-island ferry system · $2.6-million – to install sewer pump-out & electrical improvements at Ma’alaea · $18-million - in water source and distribution projects · $2.3-million - to plug the geothermal wells at Wao Kele O Puna · $10-million – to complete the improvements to Waimanalo Wastewater treatment plant For additional information, please call Clifford Inn, Education and Outreach Coordinator for DLNR at 587-0407, via cellular phone at 230-4698 or send a message . DLNR Summary of Statewide Activities Report DLNR Strategic Plan December 2005 Report DLNR Home | State of Hawaii Home | Text Only | Boards and Commissions | Divisions and Offices | Quarterly Exhibit Contact Info | Administrative Rules | Exhibits | Credits | Privacy Policy | Accessibilty | FAQ's | Reports | Search If you would like to recieve an email every time this page is modified enter your email address. DLNR will have no record of your email address, and the alerting agency will not sell your information or send you spam. For more info on this free service go to: ChangeDetect read the Terms of Service . State of Hawaii, Department of Land and Natural Resources Kalanimoku Bldg., 1151 Punchbowl St., Honolulu, HI 96813 Phone : (808)587-0400 Fax : (808)587-0390

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.