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Hawaii Rental Accommodation Newly

Honolulu Oahu Hawaii Rental Accommodation - Condominium Honolulu Oahu Hawaii Rental Accommodation Property Owners Join us VRBO ® is Vacation Rentals by Owner ® Home USA Hawaii Oahu Honolulu Edit Vacation Rentals by Owner Listing #21288 Newly Renovated Waikiki Condominium Location: Honolulu, Oahu, Hawaii, USA (Two blocks to Famous Waikliki Beach) Accommodations: Condominium - 1 Bedroom + Convertible bed(s) - 1 Bath - (Sleeps 2-6) Photo 1 - Honolulu, Oahu, HI - Hawaii Rental Accommodation Newly renovated, Waikiki condominium two blocks from the beach, Honolulu Zoo, Waikiki Aquarium, Kapiolani Park, and Ala Wai Golf Course. Photo 2 - Honolulu, Oahu, HI - Hawaii Rental Accommodation Amenities: Phone, Cable TV, VCR, Stereo, CD Player, Full Kitchen, Microwave, Refrigerator, Linens provided Activities (on site or nearby): Hiking, Biking, Golf, Tennis, Basketball, Fitness Center, Fishing, Horseback Riding, Shopping, Restaurants, Live Theater, Cinemas, Museums, Sightseeing, Swimming, Snorkeling/Diving, Boating, Sailing, Waterskiing, Surfing, Windsurfing, Parasailing, Jet Skiing Rates (in US Dollars): Personal Currency Assistant ™ Nightly Rate .. $99/night.Weekly Rate ... $599/week.Monthly Rate .. $1999/month.Note: Until confirmed, rates are subject to change without notice. Photo 3 - Honolulu, Oahu, HI - Hawaii Rental Accommodation Note: Each property is individually owned or managed. Dates available:  Year Round Before contacting us, please check our calendar for your desired dates. Phone: (808) 223-6253 or (808) 941-6825 (Hawaii, USA) Please say: "I saw your listing #21288 on VRBO" Home USA Hawaii Oahu Honolulu Edit Vacation Rentals by Owner Listing #21288 There have been 31184 visitors to this page since the counter was last reset on November 28, 2003 This listing was first published here on February 10, 2003. Honolulu Oahu Hawaii Rental Accommodation Date last modified - December 16, 2005 VRBO® is Vacation Rentals by Owner® - The largest and most popular vacation rental site. Specializing in BY OWNER vacation rentals, homes, condos, cabins, villas and apartments ALSO privately owned properties offered thru rental agencies and management companies. To report any problems with this site contact webmaster@vrbo.com URL: http://www.vrbo.com/21288 ©1995-2006 by VRBO International LLC - all rights reserved

Maui

Introduction to Skin Cancer An Introduction to Skin Cancer And Related Topics ________________________________________________________ Daily UV Forecast Recent News News Search . . . Site Index . Reusable UV Card $4.95 NEW! Digital UV Monitor $29.95 About This Page What Causes Skin Cancer? Sunburn, Sunlight, and Tanning Heredity Environment What is Skin Cancer? Basal Cell & Squamous Cell Melanoma How can I determine my personal risk? Are there precautions that will reduce my risk? The UV Index Daily Forecast for 30 U.S. Cities Ultra Violet Sensometer Diagnosis and Treatment Information A Glossary of Terms Additional Information Always consult a physician with your questions concerning the health effects of UV exposure About This Page Our intention is to provide a general introduction to Skin Cancer, with links to specific information available around the Net. Please send us your comments, suggestions, and information about sites not listed here. E-mail form here. We would like to make this page a gathering place for all available information about skin cancer and related subjects. Your help will make it as complete as possible. What Causes Skin Cancer? Sunburn and Sunlight Very simply, sunburn and UV light can damage your skin, and this damage can lead to skin cancer. There are of course other determining factors, including your heredity and the environment you live in. However, both the total amount of sun received over the years, and overexposure resulting in sunburn can cause skin cancer. Most people receive 80% of their lifetime exposure to the sun by 18 years of age. The message to parents from this is to protect your children. Tanning is your skin's response to UV light. It is a protective reaction to prevent further injury to your skin from the sun. However, it does not prevent skin cancer. Remember, skin cancer is very slow to develop. The sunburn you receive this week may take 20 years or more to become skin cancer. Heredity If there is a history of skin cancer in your family, you are probably at a higher risk. People with fair skin, with a northern European heritage appear to be most susceptible. Environment The level of UV light today is higher than it was 50 or 100 years ago. This is due to a reduction of ozone in the earth's atmosphere (the Ozone Hole). Ozone serves as a filter to screen out and reduce the amount of UV light that we are exposed to. With less atmospheric ozone, a higher level of UV light reaches the earth's surface. Other influencing factors include elevation, latitude, and cloud cover. Ultra Violet light is stronger as elevation increases. The thinner atmosphere at higher altitudes cannot filter UV as effectively as it can at sea level. The rays of the sun are also strongest near the equator, as you might guess. But even in Antarctica, Chile, and New Zealand, the UV level is much higher than normal especially in the springtime due to the ozone hole in the southern hemisphere. One factor that actually reduces UV is cloud cover. Climates and micro-climates with regular cloud cover may have a 50% lower level of UV light. The actual amount is affected by the density of the clouds. September 1995 Measurements of Antarctic Ozone The latest HALOE data in the form of a 100 mb surface cross section of column ozone (DU) is available. Please consult the data interpretation page for more information about the sampling pattern of HALOE. United Nations World Meteorological Organization (WMO) Press Release Measurements of the Ozone Hole this year show it "was so far the most rapid depletion on record." An area the size of Europe received significantly higher levels of ultra violet exposure. Environmental Protection Agency - Ozone Depletion Page This web site contains information about the science of ozone depletion, regulations in the US designed to protect the ozone layer, flyers about the UV index, information for consumers, and other topics. What is Skin Cancer? (From the National Cancer Institute PDQ Statement) Skin cancer is a disease in which cancer (malignant) cells are found in the outer layers of your skin. Your skin protects your body against heat, light, infection, and injury. It also stores water, fat, and vitamin D. The skin has two main layers and several kinds of cells. The top layer of skin is called the epidermis. It contains three kinds of cells: flat, scaly cells on the surface called squamous cells; round cells called basal cells; and cells called melanocytes, which give your skin its color. BASAL CELL & SQUAMOUS CELL (From the National Cancer Institute PDQ Statement) There are several types of cancer that start in the skin. The most common are basal cell cancer and squamous cell cancer, which are covered in this PDQ patient information statement. Skin cancer is more common in people with light colored skin who have spent a lot of time in the sunlight. Skin cancer can occur anywhere on your body, but it is most common in places that have been exposed to more sunlight, such as your face, neck, hands, and arms. Skin cancer can look many different ways. The most common sign of skin cancer is a change on the skin, such as a growth or a sore that won't heal. Sometime there may be a small lump. This lump can be smooth, shiny and waxy looking, or it can be red or reddish brown. Skin cancer may also appear as a flat red spot that is rough or scaly. Not ail changes in your skin are cancer, but you should see your doctor if you notice changes in your skin. Full Text Available Here MELANOMA (From the National Cancer Institute PDQ Statement) Melanoma is a disease of the skin in which cancer (malignant) cells are found in the cells that color the skin (melanocytes). Melanoma usually occurs in adults, but it may occasionally be found in children and adolescents. Your skin protects your body against heat, light, infection, and injury. It is made up of two main layers: the epidermis (the top layer) and dermis (the inner layer). Melanocytes are found in the epidermis and they contain melanin, which gives the skin its color. Melanoma is sometimes called cutaneous melanoma or malignant melanoma. Melanoma is a more serious type of cancer than the more common skin cancers, basal cell cancer or squamous cell cancer, which begin in the basal or squamous cells of the epidermis. If you have basal cell or squamous cell cancer of the skin, refer to the patient information statement for skin cancer. Like most cancers, melanoma is best treated when it is found (diagnosed) early. Melanoma can spread (metastasize) quickly to other parts of the body through the lymph system or through the blood. (Lymph nodes are small, bean-shaped structures that are found throughout the body; they produce and store infection-fighting cells.) You should see your doctor if you have any of the following warning signs of melanoma: change in the size, shape, or color of a mole; oozing or bleeding from a mole; or a mole that feels itchy, hard, lumpy, swollen, or tender to the touch. Melanoma can also appear on the body as a new mole. Men most often get melanoma on the trunk (the area of the body between the shoulders and hips) or on the head or neck; women most often get melanoma on the arms and legs. If you have signs of skin cancer, your doctor will examine your skin carefully. If a mole or pigmented area doesn't look normal, your doctor will cut it out (called local excision) and look at it under the microscope to see if it contains cancer. This is usually done in a doctor's office. It is important that this biopsy is done correctly. Full Text Available Here How can I determine my personal risk? It is estimated that 1 out of 7 people in the United States will develop some form of this cancer during their lifetime. One serious sunburn can increase the risk by as much as 50%. The effect UV light has on your skin is dependent both upon the intensity and the duration of your exposure. How your skin reacts to the amount of exposure received is related to your genetic background. Even if you rarely sunburn however, sensitive areas such as your lips, nose, and palms of the hands should be protected. Details about determining your skin type and accompanying risk can be found at: THE EXPERIMENTAL ULTRAVIOLET INDEX FACTSHEET: EXPLAINING THE INDEX TO THE PUBLIC Are there precautions that will reduce my risk? The following six steps have been recommended by the American Academy of Dermatology and the Skin Cancer Foundation to help reduce the risk of sunburn and skin cancer. Minimize your exposure to the sun at midday and between the hours of 10:00AM and 3:00PM. Apply sunscreen with at least a SPF-15 or higher, to all areas of the body which are exposed to the sun. Reapply sunscreen every two hours, even on cloudy days. Reapply after swimming or perspiring. Wear clothing that covers your body and shades your face. (Hats should provide shade for both the face and back of the neck.) Avoid exposure to UV radiation from sunlamps or tanning parlors. Protect your children. Keep them from excessive sun exposure when the sun is strongest (10:00AM and 3:00PM), and apply sunscreen liberally and frequently to children 6 months of age and older. Do not use sunscreen on children under 6 months of age. Parents with children under 6 months of age should severely limit their children's sun exposure. The UV Index The UV Index provides a forecast of your likely UV exposure at noon. This forecast can help you determine what level SPF sunscreen will best protect your skin. The forecast is based on a scale of 1 (low) to 15 (high). Here is an explanation of how the UV Index works. Forecast for 30 U.S. Cities The United States Environmental Protection Agency recently began issuing a daily UV FORECAST for 30 metropolitan areas around the country. This rating is also broadcast by weather radio, and on local television weather programs. The Ultra Violet Sensometer You may also determine the UV level for your area and conditions with a measuring device such as the Ultra Violet Sensometer . The Sensometer is an inexpensive, credit card sized device that measures UV light. As with the UV Forecast, you may then determine the proper SPF sunscreen. The Sensometer can also be used to test the effectiveness of your sunscreen, and when it is time to apply more sunscreen. Diagnosis and Treatment Information ALWAYS see your personal physician or dermatologist with any questions you may have about skin cancer, it's causes, diagnosis, and treatment. The following sites may provide supplemental reading. Skin Cancers - A Medical Education Service for the Public By Singapore National Skin Centre - With Photos The National Cancer Institute PDQ Statement - Basal And Squamous Cell The National Cancer Institute PDQ Statement - Melanoma The National Cancer Institute PDQ Statement - Screening for Skin Cancer CancerGuide - Treatment of Melanoma Welcome to Cancer Links Many of the links included here are from cancer-faq. Maintained by E. Loren Buhle, Jr. Ph.D. Co-Creater of ONCOLINK, buhlel01@mcrcr6.med.nyu.edu This list is updated monthly in usenet group - sci.med.diseases.cancer and subsequetially posted world wide in BBS, Echos, Usenet Groups, gophers and Home Pages. This list is recommended and available from many of the sources listed. ________________________________________________________ Always consult a physician with your questions concerning the health effects of UV exposure. ________________________________________________________

Kauai History KauaiVacation.com, P.O.

Kauai Vacation Guide-Vacation Rentals Real Estate and Activities Home Email Us Kauai Map Car Rentals Vacation Rentals Hotels Real Estate Weddings Helicopters Boat Tours Kayaking Surfing Scuba/Snorkel Horseback Fishing Golf Beaches Restaurants Luaus Airlines Health Spas Hiking Camping Garden Tours Farmers Markets Recreation Movie Theaters Storm Tracking Weather Beautiful new Vacation Home in Haena Haena Beach House Hotels Autos Airlines Vacations Mahalo for visiting Kauaivacation.com. This is the most comprehensive guide to your Kauai vacation. The purpose of this site is to assist you in selecting a Kauai vacation rental , resort, hote l , kauai vacation cottage , scuba diving , boat tour , car rental , helicopter tours and if you really like it, Kauai Real Estate . There are beautiful tropical garden walks , jungle hiking trails and 53 miles of pristine white sand Kauai beaches to explore. On your vacation in Kauai, rainbows, dolphins, sea turtles and whales (in winter) are common sightings. If you are into Surfing on Kauai , the north shore is epic in Winter and south shore is clean and high in Summer. Get prepared with your kauai vacation guide and plan your Kauai Vacation, wedding, honeymoon or Kauai Activity . Select a fine Kauai restaurant , learn more about our local events and culture and don't miss the farmers market . Need local information on entertainment try Movie Theaters Kauai is one of the most beautiful of all the Hawaiian Islands. Also known as "The Garden Isle" planning your visit to the beautiful island of Kauai is easy with Kauaivacation.com. Come join the more than 850,000 people who have used this site to help plan their vacation on Kauai . Try our chat service. Real-time answers to all of your questions about Kauai. Be sure to use our virtual Map of Kauai tour. If you are late in looking for a Vacation Rental try our fast find availability calendar. Whatever your interest, you will find KauaiVacation.com to be your fast and easy guide to get connected on Kauai. If a Kauai condo vacation rental is more to your liking, consider one of these quality vacation rental condos on the north shore, south shore, east shore or west shore Need accommodations for a large group ( 8 or more) or family event ? We have several cottages on one property or a large home available with sufficient notice. Call me to discuss the amenities and locations of these spectacular Kauai north shore properties..... Toll Free 866-369-8968 (US and Canada) or Doug Manning Over 850,000 have used KauaiVacation.com to plan their vacation to Kauai. :: Select From :: Hotels Car Rentals Napali Coast Tours Vacation Rentals :: Vacation Rentals :: North Shore South Shore East Shore West Shore :: Reserve Your :: Helicopter Tours Scuba diving Kayak Tours Wedding plans :: Vacation Network :: Maui Big Island Car Rentals Do you know this dog? If you know Ike and would like to share your beach stories or photos with us, contact us Here Web kauaivacation.com livekauai.com hawaii-car-rental.com ***Attention Vacation Rental Owners! Join our Vacation Rental Management program and get results. HOST YOUR SITE WITH US at kauaivacation.com today email us for more information doug@kauaivacation.com :::Menu::: Home | Welcome | Airlines | Map | Hotels | Vacation Rentals | Car Rentals | Recreation | Golf | Restaurants | Camping | Beaches | Events | Weather | Storm Tracking | Weddings | Real Estate | Business | Kauai History KauaiVacation.com, P.O. Box 223216 Princeville, Kauai, HI 96722, 7337 Alealea Rd. Haena, Kauai, Hawaii 808-826-8968 kauaivacation.com 2006 KAUAI REAL ESTATE CENTER Vision Realty Kauai MLS Listings New York Times Article "Tropical Drama on Kauai" Princeville Cliffs Condo For Sale Web Design Web Hosting Internet Marketing

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.