Hawaiian Jewelry

Na Hoku Hawaiian Jewelry Collection - White and Gold As Advertised New From Na Hoku Hawaiian Slippers Na Hoku Solitaires Flowers of Hawaii Island Lifestyle Jewelry Tanzanite Jewelry Palm Tree Collection Sea Life Jewelry Na Keiki Collection Tahitian Pearls Pearl Jewelry Kabana LeVian Collection Steven Douglas Asch/Grossbardt Na Hoku Watches Body Jewelry Bracelets Chains Earrings Necklaces Pendants Rings Watches Anklets Our Policies Contact Customer Service Customer Comments Free Shipping Offer Free Gift Wrapping Shopping Cart 0 Items in Cart Contact Us E-mail : Customer Service Telephone : 1-800-260-3912 ext. 1 Customer Login: Create New Account Forgot password? E-Mail Address: * Password: * | Login | Shop by Collection As Advertised Na Hoku Collections Have you seen our Na Hoku advertisements in newspapers and magazines? Browse through this section to see all of our advertised collections. New Designs From Na Hoku Featuring exciting new additions to the Na Hoku collection of Hawaiian and Island lifestyle jewelry. Hawaiian Slipper Collection The 14K Slipper Pendant is a Na Hoku original. This unique jewelry offering represents the casual island lifestyle and attitude. Made in Hawaii. Na Hoku Diamond Solitaires Na Hoku Diamond Solitaires. Subtle elegance in 18K gold and platinum designs available only from Na Hoku. Each ring showcases our exclusive Na Hoku diamond that is cut for optimal size and brilliance. Flowers of Hawaii Jewelry The Na Hoku Flowers of Hawaii Collection captures the essence of our island flowers in unique and exciting 14K gold jewelry designs. Made in Hawaii. Island Lifestyle Collection The allure and romance of the island lifestyle is discovered in these designs that add the right touch for any occasion. Palm Tree Collection Uniquely Na Hoku; our Palm Tree collection will sway the hearts of all those who wish to enjoy the island lifestyle everyday of the year. Made in Hawaii. Sea Life Jewelry As the World's premier marine life artist, Wyland's Sea Life Jewelry Collection portrays in each 14K gold and sterling silver representation, the beauty and diversity found in nature itself. Made in Hawaii. Na Keiki Collection Na Keiki (the child); a special collection of our popular Na Hoku jewelry designs created for our children; made with Na Hoku style and quality. Made in Hawaii. Tanzanite Jewelry The brilliance of Tanzanite gives radiance and life to our contemporary and traditional 14K gold jewelry designs. Our Tanzanite jewelry will please even the most discriminating wearer. Tahitian Pearl Jewelry Our Tahitian pearl jewelry represents the finest offering from the sea. Na Hoku Tahitian pearls are selected for their superior color and luster that set them apart from all others. Pearl Collection The natural beauty of our pearls and our distinctive 14K gold designs create a sophistication and style that becomes an essential part of the woman who wears it. Kabana Collection Masterful inlay work and the selection of the finest gemstones are essential in creating this remarkable jewelry from the renown Kabana Collection. Le Vian Collection The Le Vian family has been producing jewelry of grandeur for centuries using only the finest precious gemstones in 18kt gold. LeVian® designs are known for their uniqueness and quality as well as their pervasive use of princess cuts and baguettes. Steven Douglas Collection Exclusive designs and timeless styling create jewelry representing love, excitement, and passion. The detail in every Steven Douglas piece transforms 14K gold and precious gemstones into wearable three dimensional art. Asch/Grossbardt Collection The Asch/Grossbardt Company is world renowned as the premier manufacturer of fine inlaid gold jewelry. Body Jewelry Collection Island-casual fashion… Na Hoku body jewelry designs fit your lifestyle like the feeling of sand between your toes and the warmth of the sun and the waves. Made in Hawaii. Na Hoku Watches Time is like a dream...capture the moment with an exclusive Na Hoku timepiece. Quality and precision combined with classic and contemporary designs make the Na Hoku watches timepieces for the island lifestyle. Home | Collections | Jewelry Types | Na Hoku Story | Store Locations | Sitemap --| Resources

Hawaiian Food

Traditional Foods The Settlement of Polynesia Part I The Settlement of Polynesia Part II The Spirit of `Ohana and the Polynesian Voyagers Provisions for Micronesian Voyage Provisions for Polynesian Voyages Traditional Foods and Preparation Plants Introduced to Hawaii Hawaii Proverbs Sin at Awarua Story History & Culture Traditional Foods and Their Preparation by Chad Baybayan The land and sea provided the Hawaiian with everything he needed to sustain himself. His diet helped him maintain a healthy, disease-free body. Today, it is our modern diet that produces many of the problems that ails Hawaiians. A dietary reform back to a traditional diet is the cure to some of the Native Hawaiian's health problems. Preserving food was essential to providing nourishment during a voyage. Drying and fermenting were the two techniques used in food preservation. Fresh foods were eaten at the start of the trip. Fishing along the way also supplemented food the voyagers brought with them. The Polynesians had to be excellent horticulturist also if they expected to survive once they got to land. Plants were transported as slips, cuttings, tubers and seedlings. The traditional diet is everything the doctor ordered for a long trip--compact, light, and nutritious. Here is what they brought: Plant Food--'ulu (breadfruit); niu (coconut, meat and drink); uhi (yam); 'uala (sweet potato); mai'a (banana); kalo (taro); kukui (candlenut); ko (sugar cane); hala (pandanus flour, paste) Animal Food--i'a (fish, dried and fresh); pua'a (pig); moa (chicken); 'ilio (dog) Preparing Foods for Voyaging by Paige Kawelo Barber, Moku Froiseth, and June Gutmanis Pepeie'e 'Ulu (Breadfruit and Coconut Cream)--Use the commercial variety of coconut cream or make your own by grating ripe coconut meat. Cover with warm water, let set, then squeeze through fine sieve. Liquid is coconut cream. Thoroughly mash very ripe 'ulu, mix in a great deal of coconut cream, wrap in ti leaves and cook thoroughly. Set oven at 350 degrees, bake until firm. Cool, slice and dry in sun so that a hard oily film forms on the surface. Kukui (Candlenut)--Remove outer husk and roast in barbecue pit over medium coals or in oven at 350 degrees for about one hour. Crack shell, remove nut, mash, add rock salt. Use as a flavoring in raw fish dishes. Oil of the nut serves as light fuel and body oil to prevent sunburn. Ki or Ti--Cut stalk two to four feet long. About the time the stalk starts to sprout new leaf buds, which will take about three months, cut the top of the stalk off. Wrap in green ti leaves and cook. Use the lowest temperature setting on your oven. Cook 24 hours. Dry. Limu (Seaweed)--Clean and wash well, set out to dry. Takes one to two days for drying. Reconstitute with water when ready to eat. Sea water is acceptable. Mai'a (Banana)--Select firm-ripe mai'a with slight green tinge remaining on skin. Peel and slice lengthwise into three or four strips. Arrange on drying rack; turn once a day. Dries between four and fourteen days depending on area; faster drying occurs in Makaha and slower drying in Manoa. Do not be concerned with the change of color of the mai'a during the process of drying. Mai'a is ready when consistency resembles dried apples. Ko (Sugar Cane)--Select mature cane which has not begun to 'sprout;' cut at base and bottom of leafy top. Wrap exposed ends to prevent cane from drying out. Store in cool, dry place. Cut off bark and cut again in stick-like pieces for eating. Niu (Coconut)--Life expectancy of fresh niu is quite good; the entire nut is useful as food, drink, and fuel. The a a niu (coconut cloth) is not used to wrap things. It substitutes for toilet paper; is not as rough when wet. 'Ulu (Breadfruit)--Select 'ulu which has reached the o o (mature) stage of ripeness, picking those still on the tree. 'ulu has reached the o'o stage when white sap appears on skin of fruit, and 'browning' of the skin can be seen. Bake for one-and-a-half hours, or steam for one hour. Let cool. Remove skin and seeds; mash into pulp. Spread on sheet of wax paper; place similar length of wax paper over 'ulu pulp. Using rolling pin or bottle, spread 'ulu out as you would when preparing dough for pie. Remove top wax paper. Place 'ulu on lower wax paper on drying rack; save the other piece of wax paper for later. When surface of 'ulu dries, turn entire sheet of 'ulu onto the first wax paper. Repeat until drying process is complete, turning once a day. 'Ulu assumes a deep reddish brown color when dried; takes four days in hot area to dry completely. Tuck in one end of dried 'ulu, and roll as you would a jelly roll. Wrap in plastic wrap. Hapu'u or ama'uma'u (Ferns)--Cook the butt ends of the fern stalk. Store when cool. The Hawaiians considered ki and hapu'u to be famine foods. When food was scarce, due to drought, these plants were eaten. I'a (Fish)--Immediately after catching, keep the fish cool and under cover. As soon as possible after catching, cut and salt fish for drying. Cut fish on one side of dorsal line through the head, leaving the belly line intact. If fish are large, cut through bones parallel to spinal column, and cut flesh to allow salt to penetrate. Spread open the cut fish, remove gills, viscera, and the coagulated blood along the spinal column and wash the cavity clean. Hawaiians in the past rubbed the exposed flesh on both cut sections with the blood. Slap the cut portion onto the salt which should be evenly distributed over the exposed flesh. The skin section need not be treated in this manner, as it will receive an adequate amount of salt when the fish is stacked in the container. Place the fish in a wide container with the salted portion down and stack in layers as evenly as possible. The fish in each layer should be laid vertically to those on the bottom layer. After all the fish have been salted, place container under cover and allow to stand overnight. The next morning wash salted fish thoroughly and soak in water for one or two hours. During this period the water should be changed two or three times. When salt can barely be tasted, fish is ready for drying. 'Uala (Sweet Potato) and Uhi (Yam)--Rinse and cook, preferably by steaming. Test for readiness by piercing with fork; do not overcook. Let stand to cool, then slice into l / 2 inch pieces; arrange on drying rack, turning once a day. Dries within three to four days. He'e (Octopus)--Keep freshly caught he'e cool and damp. Before drying, remove the ala ala (ink bags) and salt them for drying (usually to be used for other purposes although it is used as a flavoring ingredient when prepared for raw consumption). Pound the he'e thoroughly with approximately two handfuls of salt. Add more salt as it dissolves. Pound in an up-and-down motion, grasping the central or head portion and pounding it on the rest of the body and tentacles. After as much as seven hundred strokes and intermittent washing, the whole he'e becomes tender enough so that the flesh tears easily with a minimum of effort. The process of pounding in salt serves two purposes: (1) removing mucus and (2) tenderizing. After pounding and rinsing off the extraneous matter, hang up the he'e to dry for three or more days. Kalo (Taro)--Wash and cook thoroughly, preferably by boiling. Best to leave skin on while cooking, removing skin as soon as kalo is cooked and cool enough to handle. When dried after pounding, kalo is similar to hard-tack, especially if rolled out into thin layers or sliced. To prepare pa'i'ai, follow the above cooking instructions, wet board and pounder lightly with water. With even strokes, begin mashing kalo while still warm from cooking, producing a doughy mass. Lightly wet board and pounder to prevent sticking. Be careful not to use too much water; the less water the better. Be sure to mash thoroughly so you have a smooth, heavy poi. Fermentation of pa'i'ai acts as a preservative, as it does in regular poi. The process of fermentation is much slower in pa'i'ai.

Hawaiian Bed Spread

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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.

Tropic Hawaiian

Hawaiian Tropic model search, Flirt Model search, promotions, events, models Model of the Month Model Services Refer to a Friend Join Our Mail List Link Partners Link To Us About Us Contact Us Free Downloads! HOME | MODEL PORTFOLIOS | EVENTS SCHEDULE | EVENT PHOTOS | BECOME A MODEL | GO SHOPPING | MUCH, MUCH MORE... About Home | About Ron Rice | About Amy Raley Ron Rice (owner/founder of Hawaiian Tropic ) is the perfect example of the "American Dream". Born near Asheville, NC, Rice grew up in a "two-story log cabin" on his family owned mountain. An entrepreneur from the age of five, he sold everything from homemade Christmas wreaths to honey, grapes, apples and apple cider at his roadside stand. Rice remembers coming home from football practice each day and spending every spare minute with his family carrying rocks and mortar to the peak of their mountain to build their father's dream house. Sadly, his parents only lived in the home for one year before the State Transportation Dept. ordered the house torn down to make room for Highway 26. Uprooted, Clyde Rice died a year later at the age of 73. "How hard he worked at his job on that house - had a lasting impression on me," quotes Rice. After graduating from college, Rice moved first to Myrtle Beach, SC and then to Florida following the sun, working as a teacher and a lifeguard. When Rice created Hawaiian Tropic in a garbage can (right), in his garage, he was earning $4300 per year as a chemistry teacher/football coach at a local high school and a summertime lifeguard. He mixed batches of coconut oil, bananas, aloe avocados and other exotic ingredients and hired a crew of three pre-teens to fill bottles and keep track of the secret recipe. By sampling on the beach and utilizing lifeguard friends and fellow teachers to distribute the product, demand for the product grew throughout the United States. To increase notoriety and sales, Rice turned to something else he knew well - sports! We sponsored everything you could think of. We were in NASCAR racing for ten years and Paul Newman drove the winning "Hawaiian Tropic Porsche at the 24 Hours of LeMans, France. We were involved in hang-gliding, surfing, skydiving, water-skiing, snow skiing, tennis tournaments and on and on," says Rice. The name Hawaiian Tropic grew to worldwide renown. Next was the development of the Miss Hawaiian Tropic International Pageant . This annual search for the most beautiful woman in the world is now the second largest pageant in the world. Over 1,500 pageants are run in the US alone and pageants are held in 45 other countries to select the finalists. Miss Hawaiian Tropic International , along with other selected finalists and contestants, travel the globe participating in major media promotions. The team makes appearances at such events as charity functions, sportscar races, concerts, the Cannes Film Festival , music videos, MTV and in major film productions. They meet stars like Burt Reynolds on location for filming, Clint Eastwood at celebrity charity ski tournaments, and Julio Iglesias at concerts an on music video productions. The models also travel to exotic beach locations for the annual Hawaiian Tropic photo shoot. These photos are used for television, major fashion magazines worldwide, billboards and calendars. Today, Hawaiian Tropic is the second largest suncare manufacturer in the world, with twelve manufacturing plants on five continents, grossing over $200 million per year. The garbage can ( right) used to mix that first batch is silverplated and stands in Rice's living room as a reminder of the "early" days and Rice's tireless effort. Rice is single with daughter Sterling (left) . The Rice's enjoy the "good life," with an 80-foot sailing yacht lovingly named the Princess Sterling , and a $250,000 Lamborghini that was loaned to Ron's buddies, Burt and Hal for the movie "Cannonball Run." Rice's main residence in Daytona Beach is a $5.5 million palatial estate with four pools, a recording studio and a disco. In memory of his Dad, Ron had truck loads of granite brought down from North Carolina to provide the exterior for his home. Clyde Rice would have liked that. Shop at Flirt Catalog Online Poker & Gambling Real Estate Financing Support Tropicbeauty... :. BECOME A SPONSOR | Sitemap | About Us | Contact Us | Link to us | Link Partners Model Services | Model of the Month | Join Our Mail List | Refer to a Friend | Event Photos Tropicbeauty.com proudly accepts Visa and Mastercard. © 2002-2006 , Tropicbeauty.com . Privacy Statement | Model Release Website Design, Development & Hosting: www.14east.com .: