Purpose of Huakaʻi (Learning Journey) : Learning in the “Living Classroom” through Place-Based Education.
Students on board the deep-sea voyaging canoe will have the chance to learn leadership values and cultural knowledge in a unique environment that is not bound by walls. Students will be evaluated on their ability to replicate specific scenarios using information given to them. Scenarios will require them to use critical thinking to recall information given and to make appropriate “next step” decisions in a specific amount of time.
Sample 4 hour Keiki Crew Training program
In the beginning of session students are given a crew member manual/journal for documenting their learning journey. This take-home gift encourages students to record their observations, ideas and conclusions.
- 8:30 A.M. – Welcoming Protocol and Introductions, distributions of crew manual/journal. Students tour the dry dock property and learn the history of Kamehameha Iki Park. At the end of the tour students will be administered an oral quiz to assess their knowledge of historical significance of Kamehameha Iki Park. Students will be asked to point out significant sites and purpose of sites.
- 9:15 A.M. – Students are divided into two groups: Half watch a ten minute voyaging movie, the other half tour the vessel Mo’okiha o Pi’ilani. Then the two groups switch. At the end of the ten minute movie, students will be required to show the movement of Polynesians from Southeast Asia by assigning the correct arrows with dates to specific island groups located in the “activity 1” of the Learning Journey Map. Students who have completed their tour aboard Mo’okiha o Pi’ilani shall name, for the instructor, 10 different parts of the canoe and what they are used for.
- 9:50 A.M. – Students are divided into 6 groups of ten. Each group has a watch captain (team leader) and each group is named after a specific Hawaiian starline constellation, about which they will learn more when they visit the star compass station. At the end of the day, as part of the reflection portion of the program, students will explain the purpose and role of the watch captain as well as recount the history of the name of each group’s specific star line.
- 10:00 A.M. – 12:30 p.m – 6 groups will move through each of the stations (1 group per station) until all stations have been completed.
Ka ipu a ka ho’okele Protocol Practice : Students shall recite and explain the meaning of “Ka ipu a ka ho’okele,” to the instructor and perform the chant clearly when called on to present. Students shall translate each line of the chant to the instructor and explain its metaphoric meaning.
1. Construct the Star Compass
- Discuss the purpose of the compass and how it was used.
- Use the compass in a specific scenario as provided by the teacher.
- Learn how navigators familiarize themselves with the night sky.
After helping construct a large star compass on the ground, using rocks as dividers between star houses, and name cards with house names for star rising points on the eastern horizon and similar star house name at star setting points on the western horizon, students will be able to orient the direction of their canoe based on rising and setting constellations as given by instructor.
The students will also be able to name the constellation Orion in Hawaiian and identify the belt stars as Na Kao, and know the significance of the rising of these three stars in the evening time and how it relates to the time of year.
Students will be asked to display specific courses needed to follow through information of rising and setting stars as instructed by teacher.
2. Ho’oikaika kino (strengthen your body)
The student will be able to steer, paddle, stand up and get down in the canoe, and run the beach to land the canoe, at the beginner level, as determined by instructor observation of each student as they practice these skills.
3. Malama I ka wa’a:
Learn the importance of maintaining the canoe and how that would translate into safety on a voyage. Observe areas of the canoe that require repair and identify rot, cracking, bowing, or frayed lines. After discussing proper repairs, students will be asked to compose a mitigation plan that will be reviewed by instructor.
4. Knot Tying:
Through practice of replicating knots used on canoe, students will be asked to recite what specific knots are used on the canoe and display the correct way for tying knots. Students shall display the proper techniques for tying lines on a canoe, practice correct etiquette for opening and closing sails which shall be evaluated by the teacher.
5. Malama I ka ‘aina (Take care of the land) – Canoe Plants
- Students shall identify the various canoe plants that were transported by early Polynesian voyagers
- Food preparation & Nutrition: How much food is required for a specific journey
- Record in their journals actions done in the mala (farm)
- Log and identify plants that they discover in the mala (farm)
- Work with horticulturalist to create eco smart gardens that could be used on the canoe. The student will be able to point out 5 of 7 canoe plants that were transported to Hawaii and tell each plant’s practical use. On oral recitation, students will be able to tell how many pounds of food are required for each day of deep ocean voyaging, given a crew of 9.
- Explain the three reasons for weeding the soil around food plants: improve water uptake, improve nutrient uptake, soil cultivation to improve air to roots.
- students, monitor progress/health of plants in the mala (farm) canoe and implement projects.
6. Malama I ke kai (Take care of the sea)
- reef education
- safe practices to protect the reef
- reef identification
- marine ethnobotany
- reef clean up
- reintroduce Hawaiian cultural practices of farming fish
- study the impacts of raising fish at ko’a
- use plants from garden to feed fish
Students shall be asked to recite to the instructor proper practices for protecting the reef . Students shall find and gather items found on the beach that are hazardous to the reef and present them to teacher. Students shall accurately identify entries in their Learning Journey Journals by comparing them to marine ethnobotanical samples displayed in the activity and then explain how these botanicals were used by the Hawaiians. Accuracy will be evaluated by teacher
12:30 P.M – Lunch
1:00 – 1:30 P.M. – Reflections & Closing