Section One :: EKF :: Ku'ula K-6 Curriculum

Section One: Project Overview
[next: Section Two: Kumulipo]

1. Science Fair
To develop a K-6 sequential curriculum focused upon traditional Hawaiian concepts and practices of marine sciences with a final goal being a school-wide science fair.

Grade 6 to participate in district science fair competition with the
possibility of competing at the statewide science fair.
School wide science fair will be a whole school and community
event.
Traditional Hawaiian concepts while incorporating current scientific
processes/methods will be practiced.
Use Kumulipo along with our state content standards as our
kahua.

2. Resource Guide
With the Kumulipo as our guiding tool we would like to create a resource guide. This resource guide would assist teachers in developing marine science focused activities/lessons.

Sections from the Kumulipo will be specifically chosen to represent
a certain theme.
- Mo‘olelo
- Mele
- Family Traditions
- Educational Programs (Kidscience, Earth 5 & 6,Reef Quest...)
- Related Resource Office (DLNR, Richardson's Ocean Center)
- Video

K-6 Standards

Grade Level	Student Performance Activities	Content Standards
K-6	Students will use the Kumulipo as a foundation for ocean studies. Students will use the wisdom of the past to prepare for the future. Students will understand the relationship between the “kanaka” and his environment and how to care for and maintain what we have. Students will identify the following areas of ocean areas including: kahakai (sandy beach area) ‘aekai (shoreline) kāheka (tidepools) Students will identify ocean organisms that can be found in specific ocean area as listed above. Using the Kumulipo as a guide, students will develop science fair projects incorporating science inquiry skills. Observation Questioning Estimating Classifying Analyzing Hypothesizing Communicating	Students demonstrate the skills necessary to engage in science inquiry. (Science) Students make decisions needed to sustain life on Earth now and for future generations by considering the limited resources and fragile environmental conditions. (Science) Communication Process Uses strategies within speaking and listening processes to construct and communicate meaning. (Language Arts) Students pose questions and collect, organize and represent data to answer those questions. (Mathematics)

Scientific Inquiry	K-3	4-5	6
Hypothesis	Generate ideas, questions, and/or predictions about objects, organisms, events, places, and/or relationships in the environment.	Explain how the question or problem arose. Develop a hypothesis or prediction based on the question.	Develop questions and hypotheses that can be answered through scientific investigations.
Observation Questioning	Design and conduct simple investigations using systematic observations.	Design and conduct simple investigations to answer their questions or to test their ideas about the environment.	Design and conduct scientific investigations to answer or to test hypotheses.
Measuring Classifying Estimating	Collect and organize data using simple tools, equipment, and techniques.	Collect and organize data for analysis, using simple tools and equipment.	Collect, organize, analyze and display data/information, using tools, equipment, and techniques that will help in data collection, analysis, and interpretation.
Analyzing	Analyze data to construct a reasonable explanation.	Use appropriate models to summarize data and construct conclusions based on observations and findings.	Develop conclusions and explanations showing the relationships between evidence and results drawn.
Communication	Appropriately communicate their investigations and explanations to an audience.	Communicate investigations and results appropriately to an audience.	Communicate and defend scientific procedure used and conclusion and explanation drawn from evidence.
Data Results Conclusion	Defend explanations based on evidence and revise explanations when they are faulty or inadequate.	Defend conclusions based on evidence; reflect and revise conclusions based on recommendations from other points of view.	Reflect and revise conclusion and explanation based on new evidence given from other valid points of view.

End Section One

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