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 96746 Wailua

Discover Kauai - Official Tourism Site of the County of Kauai Home Mayor's Page FAQ Email Sitemap Kauai Visitors Bureau Information Hotline: 1-800-262-1400 Vacation Directory Activities & Recreation Sites & Attractions Parks & Beaches Local Culture Island Events Home : Photo Credits Explore by region: Other Kauai Websites: Kauai Beach Safety Guide www.kauaiexplorer.com FREE Kauai Vacation Planner www.kauaivisitorsbureau.com Kauai Calendar of Events 2005 www.kauaifestivals.com Kauai Government Information www.kauaigov.org Discover Kauai: Photo Credits Ki'i Productions Nick Galante P.O. Box 1944 Lihue, HI 96766 (808) 742-8372 Makana Lilian de Mello P.O. Box 1679 Kapaa, HI 96746 (808) 823-8962 Freddie Patricio, Jr. P.O. Box 817 Kekaha, HI 96752 (808) 337-9552 TraxarT Jeff Fishman P.O. Box 903 Kapaa, Kauai HI 96746 Wailua Kayak Adventures Terry Parish 4436 Kuhio Highway Wailua, HI 96746 Wailua Kayak Adventures Tiane Cleveland 4436 Kuhio Highway Wailua, HI 96746 Mary V. Anderton P.O. Box 3192 Princeville, HI 96722 Kauai Photo Service Liz Hahn P.O. Box 3164 Lihue, Kauai HI 96766 (808) 246-1550 Poipu Beach Resort Association P.O. Box 730 Koloa, Kauai, Hawaii 96756 (808) 742-7444 Rainbow Photography Blaine Michioka P.O. Box 1143 Kapaa, HI 96746 (808) 828-0555 / (888) 828-0555 Kauai Museum Association, Ltd. P.O. Box 428 Lihue, HI 96766 (808) 245-6931 Hawaii Visitors Bureau Kauai Chapter / Peter French Travel Week Bulletin 3016 Umi St. Lihue, HI 96766 (808) 245-3971 Kayak Kauai P.O. Box 508 Hanalei, HI 96714 (808) 826-9844 (800) 437-3507 Dale Davis P.O. Box 817 Hanalei, HI 96714 Bud Thuener Honolulu, HI (808) 323-3019 Lynn Taylor Abraham & Dunn, Ltd. Sheila Heathcote Wings Over Kauai 3764 Kikee Rd. Kalaheo, HI 96741 (808) 635-0815 The Garden Island Dennis Fujimoto

Hawaii hotels and resorts,

Hawaii HI - Hotels, Resorts, Inns - A Helpful Guide Hawaii HI - Hotels Motels Inns Resorts - Hawii Hawai Oceanfront Beachfront USA Hotels Guide Hawaii – Hotels, Resorts, Inns – A Helpful Guide Hotels - htels - hoteles - hoteis - alberghi - hoteller - 12 languages Use this guide to learn about Hawaii hotels and resorts, check availability and discounts, and make secure reservations with immediate confirmation. We charge NO SERVICE FEES ... and our hotel location information and unique cost codes will save you time and money. Like this guide? Bookmark it by pressing Ctrl+D. Hawaii Beach & Coastal Hotels Hotels near Hawaii Colleges & Universities Which Hawaiian island and city would you like to visit? Hawaii – The Big Island Hawaii Volcanoes National Park Hilo Holualoa Kailua-Kona - also known as Kailua, Kailua Town, or Kona Kamuela - also known as Waimea Keauhou Kohala Coast - South Kohala to Kailua-Kona Kona - also known as Kailua, Kailua-Kona, or Kailua Town Mauna Lani Pahala Volcano Village Waikoloa Village Waimea - also known as Kamuela Waiohinu - Kau, South Point region Kauai – The Garden Isle Coconut Coast - includes Kappa & Wailua Kapaa - located on the Coconut Coast Koloa Lihue Poipu Princeville Wailua - located on the Coconut Coast Waimea Lanai – smallest of big six Lanai City Maui Haiku Hana Honokowai Kaanapali Kahana Kahului Kapalua Kihei Lahaina Maalaea Makawao Makena Napili Paia Pauwela Pukalani Wailea Molokai Kaunakakai Maunaloa Oahu – Honolulu, Pearl Harbor Ahuimanu Aiea Ewa Beach Fort Shafter - Army Post - Honolulu Haleiwa Hickam AFB - Honolulu Honolulu - state capital Kaneohe Kapolei Ko Olina Maili Makaha Makakilo Marine Corps Base Hawaii - Kaneohe Bay Mililani Nanakuli Pearl Harbor Naval Station Pearl Harbor Naval Shipyard Schofield Barracks Sea Life Park - Honolulu Tripler Army Medical Center - Honolulu Turtle Bay Wahiawa Waianae Waipio Thanks for using our Hawaii hotels guide. 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Hawaiian Island

Hawaii - Big Island Map - Best Of Hawaii - Hawaiian IslandsVacation Travel Island Travel Maps Island Chain Kauai , Oahu , Lanai , Molokai , Maui , Big Island , Looking for Real Estate on the Big Island of Hawaii? Go ahead, check our rates for all your Big Island Vacation plans Click here to enlarge map in a new browser window. Hawaii - The BIG Island - The largest island and theleast populated per square mile. Home of Kilauea, the world's mostactive Volcano, The Kona Coast, Kona Coffee,thousand pound bill fish, and eleven of the 14 known climate zones inthe world - from desert lavascapes to tropical rain forests to beachesto snow on thepeaks of 13,000 foot volcanoes. Hilo, on the wet side, is the county seat while Kona onthe dry side is the most popular destination. Total area is 4,038 sq.miles - 93 miles long and 76 miles wide with 266miles of coastline. The population is a little over 120,000 residents. The highest point is Mauna Kea at 13,796 ft above sealevel and home to a number of world famous astronomical observatories.Mauna Loa, also stands tall - at 13,680 feetabove sea level and over 31,000 feet when measured from its rise on theocean floor - making it the tallest mountain in the world from base tosummit. On its southest flankyou will find the most active volcano in the world, Kilauea - home tothe legendary Hawaiian goddess, Pele. Driving Times: Kona to Hilo - 2 hours 14 minutes Kona to Volcano - 2 hours 30 minutes Kona to Waimea - 50 minutes Keahole Airport to Kona - 20 minutes Keahole Airport to Kohala - 20 minutes Kohala to Kona - 40 minutes Hilo to Volcano - 45 minutes Hilo to Waimea - 1 hour 15 minutes Hilo to Kohala - 1 hour 45 minutes Barefoot Tours - Voted the BEST Hawaii activities company in Hawaii. We have searched every year since 1995 for the ultimate activities provider in Hawaii. The 2005 winner Barefoot Tours offers the best of the best. They have your passport for your next adventure in Hawaii and the exotic islands of Oahu, Maui, Kauai & The Big Island of Hawaii. HAVE FUN!!! HawaiianTravel News provides the latest discount information on Big Islandcar rentals, B&Bs, tours, activities and dining plus it's FREE! Sign-up here. top of page Home/General Info Packages Lodging Transportation Airfare Food & Entertainment Activities Shopping Culture Travel Store Travel Maps BOH Home Page Site Search Site Map Contact Us © 2001 Best of Hawaii

Oahu Invasive Species Committee

Oahu Invasive Species Committee (OISC) -- About OISC Contact Information Meetings OISC Target Species Announcements -- Products Meeting details -- Volunteer ?? -- -- What's New -- ?? posting on the HEAR Job Announcements page.end example-@ Volunteer with OISC Join OISC for a Miconia calvescens search. The service trip will be held on 13 August 2005 . For details about how to secure a spot on the survey team, see the OISC volunteer page . -- About OISC About OISC OISC mission statement: The Oahu Invasive Species Committee (OISC) is a voluntary partnership of private, governmental and non-profit organizations such as the US Fish and Wildlife Service, the State of Hawaii Department of Land and Natural Resources, the Hawaii Community Foundation, the University of Hawaii, the Research Corporation of the University of Hawaii, and the Pacific Cooperative Studies Unit united to prevent new invasive species infestations on the island of Oahu, to eradicate incipient invasive species, and to stop established invasive species from spreading. The group is concerned with all non-native invasive species threatening agriculture, watersheds, native ecosystems, tourism, industry, human health, or the quality of life on Oahu. OISC Target Species: OISC is working to control or prevent the introduction of the plants and animals that pose the greatest threat to Oahu. See photos and general information about OISC Target Species here. You may subscribe to the  Oahu Invasive Species Committee (OISC) internet mailing list to be notified via e-mail about information and events regarding priority invasive species on Oahu. Contact Information: Oahu Invasive Species Committee c/o DLNR/DOFAW 2135 Makiki Hgts Dr. Honolulu, HI 96816 General Information/ Public Relations, Rachel Neville Phone: (808) 286-4616 Fax: (808) 973-9781 E-mail: oisc@hawaii.edu OISC coordinator, Ryan Smith Phone: (808) 292-6691 E-mail: smithrya@hawaii.edu Field operations manager, Joshua Fisher Phone: (808) 292-6769 E-mail: joshuafi@hawaii.edu ccory@tnc.org ).-- [ top ] Announcements Announcements Next meeting date -- webmaster@hear.org so the info can get posted on this website! Thanks!) -- meeting details section for more details about previous meetings.-- The next Oahu Invasive Species Committee meeting (a general meeting) will be held on Friday, February 01 , 2006 from 9:00 am-12:00 pm at a location TBA. 1849 Auiki Street , Honolulu; onsite telephone: 808-832-0566).-- Refer to the meeting details section for the meeting agenda. For more information about OISC or this meeting contact Ryan Smith (OISC coordinator) via e-mail ( oisc@hawaii.edu ), phone (808-286-4616), or fax (808-973-9781). 45-680 Luluku Road, Kaneohe .-- OISC will be taking a group of volunteers into the mountains to remove Himalayan Blackberry on 12 June 2004 from 8:00 a.m.-2:30 p.m . If you are interested in participating in this trip please download this June 2004 Service Trip flyer or contact OISC ( oisc@hawaii.edu )-- OISC internet mailing list (to which you may subscribe yourself for free!). Budget/Strategic Planning (contact: Rob Cowie ) Policy ([temporary?] contact: Steve Lohse ) Education (contact: Melissa Dumaran ) Detection (contact: Dan Sailer ) Control (contact: Mindy Wilkinson ) Aquatics (contact: Lu Eldredge ) Restoration (contact: Jennifer Garrison ) -- OISC-L internet mailing list You may subscribe to the OISC internet mailing list for discussions and announcements about information and events regarding invasive species on Oahu. Other ISC websites & mailing lists See the All-ISCs website descriptions of other-island Invasive Species Committees in Hawaii. You may also subscribe to one or more HEAR-sponsored mailing lists , particularly ALLISCS-ANNOUNCE-L , in order to keep abreast of invasive species events and information relevant to Hawaii. [ top ] Products Products OISC Public Relations Products OISC has created public relations products related to OISC's work with a public outreach and education program. This program strives to inform the public about the threats posed by invasive species, what they can do to help, and how OISC is stopping the alien pest invasion. Pest Alert Flyers Miconia (241 kb) Miconia calvescens is Oahu's number one invasive threat. Manuka (306 kb) Also called New Zealand tea tree, this bush is creeping into Oahu's valleys. Himalayan Blackberry (220 kb) Have you tried walking though a Himalayan blackberry thicket? Fountain Grass (238 kb) Fountain grass is fueling fires across Hawaii. Bush Beardgrass (297 kb) This invasive bunchgrass is only found in two areas on Oahu. There is still a chance of removing it! Indian Rhododendron (275 kb) This beautiful plant is on the Hawaii noxious weed list and is a close relative of the dreaded Miconia. Smoke Bush (238 kb) Also known as butterfly bush, this ornamental plant has escaped the garden. Target Plants and Animals By Area Leeward Oahu (202 kb) More targeted plants and animals by area to come! OISC Administrative Products OISC also produces administrative products including annual action plans and funding proposals which are available online. The OISC annual action plan describes the OISC project and details the objectives and methods utilized to combat invasives on Oahu. OISC Strategic Action Plans Annually-produced OISC Strategic Action Plans are now available online.-- OISC 2002-2003 Strategic Action Plan -- OISC 2002 Action Plan (with images, optimized for on-screen viewing) (intermediate file size/download time [376 Kb]) -- OISC 2002 Action Plan (with images, optimized for printing) (largest file size/slowest download [1,171 Kb]) OISC 2002 Action Plan (text only) (for faster downloading [206 Kb]) OISC Product Archives . - - - - - - --- Meeting details Meeting details Below are announcements (and/or minutes) for the Oahu Invasive Species Committee (OISC) meetings. (Some of these documents may be in Adobe Acrobat format [PDF files] .) ( Oops! The webmaster doesn't know when the next OISC meeting is! If you know, please tell me [webmaster@hear.org]!! ) -- 18 January 2006: General OISC meeting Agenda Agenda -- ( Meeting notes will be posted after approval at a subsequent meeting.) Meeting minutes -- 05 October 2005: Prioritization workshop Agenda Prioritization workshop species profiles 2005 OISC Summary of Cost Projections Meeting Minutes Meeting Notes (Full Discussion) 17 August 2005: General OISC meeting Agenda ( Meeting notes will be posted after approval at a subsequent meeting.) Meeting minutes -- 14 March 2005: Education/outreach subcommittee meeting Agenda No meeting notes for this meeting Meeting minutes -- 10 March 2005: Miconia strategy meeting Agenda No meeting notes for this meeting Meeting minutes -- 23 February 2005: General OISC meeting Agenda Meeting minutes 29 September 2004: Prioritization workshop Agenda Background information (on target species) Meeting minutes 04 August 2004: General OISC meeting Agenda Meeting minutes 07 July 2004: Fountain grass working group meeting Agenda -- Meeting minutes 01 June 2004: Coqui frog control strategy meeting Agenda -- Meeting minutes Meeting minutes -- 21 April 2004: General OISC meeting Meeting Announcement Agenda Agenda -- ( Meeting notes will be posted after approval at a subsequent meeting.) Meeting minutes -- 28 January 2004: General OISC meeting Agenda Meeting minutes Documents from historical OISC meetings are also available. This document is in Adobe Acrobat PDF format. If your computer is not already set up to read these files, you can download the FREE Adobe Acrobat reader . You can set up most web browsers to automatically invoke this reader (as a "helper application" or "add-in") upon encountering documents of this type (refer to your browser's documentation for how to do this). [ top ] [ back ] [ ALL ISCs home ] [ HEAR ] This page was created on 02 November 2000 by PT , and was last updated on 23 January 2006 by EMS . Questions or comments about this website? Contact the webmaster ( webmaster@hear.org ).