In my pre-algebra class, I had my students use Hawaiian measurements as the context of learning how to analyze data and create scatter plots. They were able to measure different Hawaiian measurements and to be able to discuss relationships with their height and other Hawaiian measurements.
In my trigonometry/precalculus class, I had them go into Makiki Stream on our campus to find the width of the stream at a particular location by applying what they learned on right triangle trigonometry. By applying the math concepts that they learned outside in the stream and to make connections with the math content and the place they are at, I feel they retained the content better and felt that what they were learning was applicable and meaningful.
In my physical science class, I have incorporated a lot more STEMS2 ideas and multi-disciplinary science content, specifically environmental science and sustainability. I have my students utilizing their iPad minis to take pictures of their hana and to and update the class webpage that they created as a class.
www.papahananoeau.weebly.com In this website, they explained what Papa Hana No'eau project was about and added pictures to explain the process of making i'e kuku, kapa, 'ohe kapala, and ko'i. By using technology, they feel more ownership of their work because the webpage will be shown to their 'ohana on La 'Ohana this October 24th.
In addition to more technology, I have my class reading The 6th Extinction and have a research project of the 5 mass extinctions that occurred in the history of the planet. My mana'o behind this research project and reading is to have them aware of what a global mass extinction looks like and to have them visualize and connect to the past what a 6th extinction may look like in our lifetime if we do not become leaders in sustainability, resource management, and cultural practices of malama 'aina.
The conversations that we have been having in our cohort have been very powerful and meaningful to my practice as a kumu and curriculum development. I am a fairly new teacher, only one year as a licensed math and science teacher, yet my discussions with you all and our collaborative synergy give me confidence in my ability to create meaningful curriculum, apply them, make mistakes, improve on them, and to ultimately keep in mind that our students deserve an education that honors who they are and where they come from.
In my trigonometry/precalculus class, I had them go into Makiki Stream on our campus to find the width of the stream at a particular location by applying what they learned on right triangle trigonometry. By applying the math concepts that they learned outside in the stream and to make connections with the math content and the place they are at, I feel they retained the content better and felt that what they were learning was applicable and meaningful.
In my physical science class, I have incorporated a lot more STEMS2 ideas and multi-disciplinary science content, specifically environmental science and sustainability. I have my students utilizing their iPad minis to take pictures of their hana and to and update the class webpage that they created as a class.
www.papahananoeau.weebly.com In this website, they explained what Papa Hana No'eau project was about and added pictures to explain the process of making i'e kuku, kapa, 'ohe kapala, and ko'i. By using technology, they feel more ownership of their work because the webpage will be shown to their 'ohana on La 'Ohana this October 24th.
In addition to more technology, I have my class reading The 6th Extinction and have a research project of the 5 mass extinctions that occurred in the history of the planet. My mana'o behind this research project and reading is to have them aware of what a global mass extinction looks like and to have them visualize and connect to the past what a 6th extinction may look like in our lifetime if we do not become leaders in sustainability, resource management, and cultural practices of malama 'aina.
The conversations that we have been having in our cohort have been very powerful and meaningful to my practice as a kumu and curriculum development. I am a fairly new teacher, only one year as a licensed math and science teacher, yet my discussions with you all and our collaborative synergy give me confidence in my ability to create meaningful curriculum, apply them, make mistakes, improve on them, and to ultimately keep in mind that our students deserve an education that honors who they are and where they come from.
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