We shape the future, while preserving our heritage.
‘Āina is that which nourishes.  It encompasses land, ocean, heavens, land-based water systems, plants and animals.
Aloha ‘Āina is a way of life inherent in Hawaiian practices.

Aloha ‘Āina Curriculum, Pacific American Foundation

Our multidisciplinary journey will take students through readings, reflections in writing, interviews with kūpuna (elders), creative collaborative projects, problem-solving in math and science, and investigations in their ahupua‘a. Teacher guides, instructional notes, student activity logs, worksheets, pre-post test, and five part inspirational video provide culturally relevant materials for teaching about ahupua‘a land-management systems, and inspiring youth to be future stewards and scientists who will care for the land and preserve traditions.

Introductory Aloha ‘Āina video (in 5 parts, below) sets up the curriculum, letting students take a trip with us to discover the gifts that the ʻāina provides in their ahupuaʻa. It’s a journey of discovery that includes moʻoleloʻoli, wonderful music, beautiful places and meaningful relationships between people and the place where they live!

Students will be inspired to:
Embrace aloha ‘āina as a way of life
Learn science, math, social studies, and language arts
Care for resources within students’ ahupua‘a

We’ll visit:
Kaua‘i: Waipā
O‘ahu: Kāne‘ohe, Kalihi, Wai‘anae, Waikīkī
Moloka‘i: islandwide
Maui: Kīhei and Waihe‘e, Hāna
Hawai‘i: Hilo, Kona

©2007, 2020 All Rights Reserved, The Pacific American Foundation
Educational Use Only, under the limited circumstances of the Fair Use Doctrine.

As a Teacher, Parent or Student, you may print a copy of sections, within reason, of our educational materials for non-commercial use only.  Materials may also be purchased, and donations are accepted by our nonprofit organization, which is another way to support The Pacific American Foundation so that we can continue to produce educational materials and provide services to the community.

Instructional Activities

On each grade level, four to six lessons are designed to be taught sequentially.  Teachers are provided background information, rubrics for individual benchmarks, lists of materials, student worksheets including  Student readings, Maps, Learning Log/Journal, Activity cards and more. 

Grades K–2 units were developed in collaboration with Chaminade University of Honolulu.
Gardening units for grades 7-8 were created in collaboration with Waipā Foundation in Hanalei, Kaua‘i.
Project Aloha ‘Āina was produced in cooperation with the Hawai‘i State Department of Education.
The teacher guides were developed with grants by the Native Hawaiian Education Program, U.S. Department of Education.

Teachers will notice that the older units were written to meet the benchmarks of the Hawai‘i Content and Performance Standards, (HCPS III), the General Learner Objectives (GLOs), and the cultural guidelines for healthy learning environments of Nā Honua Mauli Ola (NHMO).  

Grade 3:  Wetlands

How do our wetlands help our community, and how can we Kōkua (Help) to preserve them? 

Value:
Kōkua (Helping; assisting)

Wondering About Wetlands
Teacher Guide
Student Worksheets

Wetland Lōkahi
Teacher Guide
Student Worksheets

Math in the Marsh
Teacher Guide
Student Worksheets

Learning from Our Kūpuna
Teacher Guide
Student Worksheets

Wetland Kōkua
Teacher Guide
Student Worksheets

Grade 4: Ahupua’a

How do Hawaiian practices nurture a healthy relationship to the aina, and how can we give back to the aina today??

Values:
Laulima (Cooperating);
Mālama (Caring)

Introduction
Unit Map and Rubric

Our Ahupuaʻa
Teacher Guide
Student Worksheets

The Case of the Strongest Cord
Teacher Guide
Student Worksheets

Engineering Ingenuity
Teacher Guide
Student Worksheets

Mauka – Makai Connection
Teacher Guide
Student Worksheets

Giving Back to the ʻĀina
Teacher Guide
Student Worksheets

Grade 5: Stream Communities

How is lokahi (balance) among native stream plants and animals affected by human activities and what can we do to care for the stream community.

Value:
Lōkahi (Balance; harmony)

Water Words
Teacher Guide
Student Worksheets

Stream Lōkahi
Teacher Guide
Student Worksheets

Stream Patterns
Teacher Guide
Student Worksheets

Stream Science
Teacher Guide
Student Worksheets

Mālama Our Streams
Teacher Guide

Grade 6 – Conservation

How has technology changed the way we consume and dispose of products, and what can we do to reduce waste and hoʻōla (heal) our ahupua’a? 

Values: Hoʻōla (To heal);  Kuleana (Responsibility) 

Where Does All the ʻŌpala Go?
Teacher Guide
Student Worksheets

Waste Audit
Teacher Guide
Student Worksheets

Waste Not
Teacher Guide
Student Worksheets

ʻŌpala Outing
Teacher Guide
Student Worksheets

Grade 7 – Coral Reefs  

How are human activities affecting coral reefs in Kaneohe Bay and what can we do to Hōʻihi (Respect) the bay and promote sustainability?
Value:  Hōʻihi (Respect)

Introduction and Unit Map for Teachers
Student Assessment Overview 

Hilo
Fishing Links
Teacher Guide
Student Sheets
Passing on the Energy
Teacher Guide
Student Sheets
Are We Related?
Teacher Guide
Student Sheets
Looking to the Kūpuna (Elders)
Teacher Guide
Student Sheets
The Mystery of the Mostly Missing Reefs – Part 1
Teacher Guide
Student Sheets
The Mystery of the Mostly Missing Reefs – Part 2
Teacher Guide
Student Sheets

Kaneohe
Fishing Links
Passing on the Energy
Are We Related?
Looking to the Kūpuna (Elders)
The Case of the Invaded Reef – Part 1
The Case of the Invaded Reef – Part 2

Kauai
Fishing Links
Teacher Guide
Student Sheets
Passing on the Energy
Teacher Guide
Student Sheets
Are We Related?
Teacher Guide
Student Sheets
Looking to the Kūpuna (Elders)
Teacher Guide
Student Sheets
The Case of the Invaded Reef – Part 1
Teacher Guide
Student Sheets
The Case of the Invaded Reef – Part 2
Teacher Guide
Student Sheets

Maui
Fishing Links
Teacher Guide
Student Sheets
Passing on the Energy
Teacher Guide
Student Sheets
Are We Related?
Teacher Guide
Student Sheets
Looking to the Kūpuna (Elders)
Teacher Guide
Student Sheets
The Case of the Invaded Reef – Part 1
Teacher Guide
Student Sheets
The Case of the Invaded Reef – Part 2
Teacher Guide
Student Sheets

Na Oli (Chants)

E Hō Mai
Composed by: Edith Kekuhikuhipu’uoneo’naali’iokohal

E hō mai ka ‘ike mai luna mai e
O nā mea huna no`eau no nā mele e
E hō mai
E hō mai
E hō mai

Grant us the knowledge from above
Concerning the hidden wisdom of songs,
Grant,
Grant,
Grant us these things

Kumu hula master and Hawaiian cultural and language expert, Edith K. Kanāka`ole (affectionately known as Aunty Edith), composed this oli (chant) for her hula troupe, Hālau O Kekuhi. The chant was originally performed by students at the beginning of class to request knowledge and wisdom from the ancestral deities to accomplish the task at hand.

Today, this oli is commonly used at the start of an event or small gathering to focus a group’s energies and ultimately carry out the kuleana (responsibility) they have undertaken. It is recommended that haumāna (students) use this chant to help them seek knowledge and clear their minds of any negativity.

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Ola i ka Hā
Composed by: Frank Kawaikapuokalani Hewett

Ola i ka hā
Ola i ka wai
Ola i ka `I

Hāwai`ī, Hāwai`ī, Hāwai`ī
Wākea ka lani
Papa ka hōnua
No ka lunā, ko lunā
No ka lalo, ko lalo
O ka pono no ia e
E ola kākou a mau loa e

There is life in the breath (hā – Hāloa/kalo)
There is life in the waters (Kāneikawaiola – god of creation)
There is life in the supreme (Kumulipo chant of
Kalaninui`īamamao)
Hā – wai – `ī (reflecting the genealogies of creation of
Hāwai`i, God, the environment and humankind)
Wākea of the heavens
Papa of the earth
For up belonging up
For down belonging down
It is the “Natural Order”, May we live forever

Ola i ka hā
The first line is a reflection of the legend of the origin of the kalo, the child of Wākea and Ho`ohōkükalani who soon after birth expired. This child was buried near their home and from his body grew forth the kalo plant. A second son was born to Wākea and Ho`ohōkükalani and he became the father of the human race. Like his elder brother, he was also named Hāloa with the epithet nakalaukapalili added to his name. The first birth of the first Hāloa established the tradition of the senior line in the Hawaiian tradition, and the birth of the second Hāloa established the tradition of the junior line subservient to the senior line, humankind as custodians to the gods who manifest in nature/environment. The word hā used in the first line is a reflection of the names Hāloa and Hāloanakalaukapalili.

Ola i ka wai
The second line is a reflection of the god, Kāne, the god of creation. Kāne has many forms, which include the water, the sunlight, and the rainbow. Kāne is the giver of life and not the taker of life, therefore no human sacrifices were offered to him. He is at the zenith in the pantheon of gods and the other gods are said to be lesser manifestations of him. Kāne worship incorporated shrines with sacred upright stones where prayers and offerings were left.

In order for the kalo to grow tall and strong it needs both water and sunlight, both manifestations as mentioned earlier of the god, Kāne. An ancient proverb states, “Pü`ali`ali kalo i ka wai `ole,” without water the kalo grows misshapen or crooked. Kāne in the form of water not only provides sustenance for good healthy growth of the kalo but also provides sustenance – the same for mankind.The word “wai,” in the second line, is a reflection of the god, Kāneikawaiola – the god of the living or healing waters.

Ola i ka ‘ī
The third line is a reflection of the Kumulipo chant used as a prayer when chief Lonoikamakahiki was dedicated to the gods soon after birth. The honors of Kapu, Wela, Hoano and Moe were conferred to him by his father, Keawekekahiali`iokamoku, King of Hawaiʻi. After the ceremony his name was changed to Ka-`ī-`i-mamao. The third line also reflects the name of ʻīo, the tradition of one supreme deity connected to the worship of the `io (hawk) and the pueo (owl).

Hāwai`ī, Hāwai`ī, Hāwai`ī
The fourth line connects the three components, the hā, the wai and the ʻī in the name Hāwai`ī;the breath or the air that we breathe, the water that we drink and god/goddess most superior. Air and water sustain life created through the god. Aunty Emma deFries explained that island names that end with (ʻi) such as Hāwai`i, Mau`i, Moloka`i, Lāna`i and Kaua`i were so named because the ruling chiefs worshipped the supreme god, ʻIo.

`Io was referred to as `ī-o-na-lani-nui-a-mamao (the Supreme most god of the great heavens and beyond.). Aunty Emma asked to always keep this tradition close at heart.

Wākea ka lani, Papa ka hōnua, No ka luna ko luna, No kalalo ko lalo and`O ka pono no ia e

The fifth, sixth, seventh, eighth and ninth lines reflect the “natural order” of our gods, environment and people. To everything there is a natural or proper order. There is a beginning and an end, a top and a bottom, a male god and a female counterpart. There is harmony, balance and unity. The gods are at the top of the triad followed by the environment and then humankind. The same order is reflected in the social structure as established in the kapu system, ali`i, kahuna, maka`āinaaā and kauwā along with terms and roles within the `ohana such as küpuna, mākua, ‘ōpio, keiki and kamaiki. From the top to the bottom, all is in its proper place. This is truly our pono. Not as translated as the word, “righteousness,” but the natural order as allotted like mana by the god/goddess.

The tenth line reflects the life, health and healing, which we attribute to our gods. The kalo and the human race were born from Wākea and Ho`ohōkükalani. The life force is in the manifestations of the god Kāne, the sun, the air and the rainbow. All of this is perpetuated by the pono, the natural order, the balance and the unity.

(Mana`o from Frank Kawaikapuokalani Hewett)

 

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Oli Mahalo
Composed by: Kehau Camara—

`U hola `ia ka maka loa la
Pü`ai ke aloha la
Küka`i`ia ka Hāloa la
Pā wehi mai nā lehua
Mai ka ho`oku`i a ka hālāwai la
Mahalo, e nā akua
Mahalo, e nā küpuna la ea
Mahalo, me ke aloha la
Mahalo, me ke aloha la

To spread forth, open up the most fine quality mat
Exchange/share as potluck or aloha
Exchange as greetings (between man and wife and
descendants)

To adorn with the lehua flower
From East to West; sunrise to sunset, we are
discoverers, navigators, take care of our ʻāina
We thank our creators
We thank our ancestors
We thank you with love
We thank you with love

This oli was composed as a greeting of thanks for hospitality, love, generosity and knowledge that is given to us. It also gives thanks to the beauty of the islands and our people. Hāloa is ever-lasting breath. The kalo plant is considered our ancestor that is cherished and preserved. Makaloa is the finest mat woven. It is considered higher quality than lau hala. The message is that it’s important for us to practice being “thankful” every day