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LESSON: The Science Today & Bulletin Board Ho‘ike
UNIT 1: A‘o Hawai‘i (Intro to Hawaiian Learning/Teaching)
Bulletin Board
Conch blower
Objectives: 1) conduct basic research using the Internet & other local sources to become
aware of local science-related news, issues & careers; 2) invite family & community involvement
in class learning; and 3) to create, present and evaluate a Bulletin Board Project (this lesson
should be spread out over several class periods)
Minutes:
Suggested Sequence:
15-30
1. INTRO PROJECT – see handout below “Bulletin Board Project” and allow
groups time to discuss options and write out their plans; Optional: discuss
assessment with the class such as weighting of certain criteria (see
Teacher’s Notes below).
30 -?
2. RESEARCH &/or HOMEWORK – this can be done partly in class if students
have Internet access, but should also include students looking in school &
community libraries, community centers or other locations for various print,
online & face-to-face resources needed for the project
30 -?
3. PROJECT PREPARATION – student will need class time to create portions
of their bulletin boards and their invitations, and plan their presentation
30 -?
4. GROUP PRESENTATIONS & HO‘IKE – presentation and celebration of
students’ projects can happen on one day or several. Students whose
bulletin boards are off campus may want to present outside of class time and
take photos or videotape the event, and present that at the ho‘ike.
5-15
5. EVALUATION – see handout below for directions to teacher and students to
triangulate assessment
5-15
Total =
6. POST-TEST – unit 1 content (see Lesson 1 test, pg. 2)
115+ min
Materials:
• For teacher: sources for re-useable, recycled or cheap bulletin board materials
• For students: 1 handout each “Bulletin Board Project & Assessment”
• Safety: n/a
Assessment/Performance Indicators:
Suggested Points:
• Informal assessment: regular & positive participation
See Assessment handout
below
• Formal assessment: self-evaluation, peer and 2 adult
evaluations (student collects & hands in)
Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana
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Exceeds Expectations:
• Project exceeds goals (i.e.
serves purpose for broader
audience &/or longer
duration than required)
Learning Styles:
Meets Expectations:
• Project is planned
efficiently, presented well
& cleaned up as directed
Needs Improvement:
• Project isn’t completed, is
more than 1 week late, is
not on topic or clear &/or is
not cleaned up as directed
Left Brain  Right Brain  Auditory Visual  Kinesthetic/Tactile  Spatial
Enrichment/Extension:
• Students can update their bulletin boards over the term, semester or year for extra credit.
• Students can update the class on their project topic area (or new topics) each month or week
in a verbal presentation in class.
• Students can volunteer for ongoing community awareness activities for extra credit, reporting
their activities in a journal, verbally to the class or in a resumé they compile through the year.
Keywords: awareness; activism; advocacy; bulletin board; community; design; evaluation;
family; resumé
Images retrieved 5/15/05 from: www.hawaiiantrading.com/herb-kane/images/conchblow.gif; http://hcdaweb.org/kakaako/projects/community-bulletin-boards-available-atkaka-ako-waterfront-kewalo-basin-parks/2007-07-30.8891862421/image
Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana
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NAME:
CLASS:
BULLETIN BOARD PROJECT
Science in Hawai‘i, past and present, is all about awareness, and
bulletin boards are one of the best ways to increase people’s
awareness about important news. Your project is to select a topic
and location for a group bulletin board, then research the information
you want to share and present it to a public audience in your
community on this date: ______________________
Dude … I feel
soooo naked, so
alone … I need
someone to
communicate with
me!
Tell me about
it! Ever since
cell phones …
Retrieved 5/15/08 from: http://hcdaweb.org/kakaako/projects/community-bulletin-boards-available-at-kaka-ako-waterfront-kewalobasin-parks/2007-07-30.8891862421/image
My team is me and: ______________________________________
Where should our bulletin
board be placed? Many already
exist at schools, community
centers, shopping malls & parks.
Pick one, decide if you want to
use it for a month or longer, & get
permission!
What makes a good bulletin
board? A good bulletin board is
easy to view & interesting!
Research all the options around
town & on the Internet. Ask an art
teacher or artist for help!
•
Our 1st choice location
is:
• We will ask permission
to use this board from
this date ____/____/____ to
this date ____/____/____.
• Our 2nd choice is:
•
•
We will use the Internet & look at
example bulletin board at schools &
in town by this date: ____/____/___
We will submit our bulletin board
design sketch, by this date:
____/____/____
Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana
3
What science-related
information do we want to
share? Choose 1 or more
science-related topic of interest to
our community, local &/or global,
such as:
• current science events
• important science issues
• science career opportunities
• college science opportunities
• local people who use science
• local science history info
• vision for our science class
this year
• science vision for our future
• Other? (Talk to your kumu!)
What materials will we need?
Environmentally good choices
include what you can borrow, reuse, recycle or gather from nature
(if it will last). Kumu may be able
to buy items if asked in advance.
Who will we invite to see us
present our bulletin board?
Who do you want to share your
info with? Why? When? Where?
Your audience is very important!
They may be:
• Elementary school keiki (kids)
• High school peers
• ‘Ohana (family) members
• Community members
(neighbors, business people,
activists, employers, college
staff or students, or ???)
• Our topic is:
• We will research this topic this way:
1. Online search for:
2. Personal interview(s) with:
3. Printed material search (library,
magazines, books, etc.) for:
•
We will complete our research by
this date: ___/___/____
• We will get our bulletin board from:
• We want kumu to purchase:
• We will gather our materials by this
date: ___/___/____
• We plan to invite:
• We will make invitations & deliver
them by this date: ___/___/____
•
We will do a ____ minute
presentation of our bulletin board on
this date: ___/___/____
• Our presentation will also include
(food? music? flyers?):
• We will clean up our bulletin board
on this date: ___/___/____
Assessment: Your grade for this project will be triangulated – you
will give yourself a grade, another group will grade your group, and 2
audience members will grade you using kumu’s evaluation sheet.
Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana
4
BULLETIN BOARD PROJECT: ASSESSMENT
After your presentation, pass around (or cut up) this sheet to help others evaluate your
group’s effort on this project. Evaluate just yourself (not your group) honestly then hand in!
Evaluation by: ________________
(name of adult at presentation)
Write
Yes, No
or letter
grade
I liked the written invitation I got
Location of bulletin board is good
Bulletin board is attractive
Bulletin board is easy to read
Bulletin board info is useful to me
I liked the Presentation
Overall I give this group a
A
B
C
D
Comments:
Evaluation by: ________________
(name of peer in other group)
Evaluation by: _____________
(name of adult at presentation)
I liked the written invitation I got
Location of bulletin board is good
Bulletin board is attractive
Bulletin board is easy to read
Bulletin board info is useful to me
I liked the Presentation
Overall I give this group a
A
B
C
D
Comments:
Write
letter
grades
only!
Self-Evaluation: ____________
(your name)
Planning was on time & efficient
Planning was on time & efficient
Topic is science related
Topic is useful to audience invited
Location is good for topic &
audience
Bulletin board is attractive &
sustainable materials were used
Bulletin board is easy to read
Bulletin board has lots of useful info
& no incorrect or incomplete info
Topic is science related
Topic is useful to audience invited
Location is good for topic &
audience
Bulletin board is attractive &
sustainable materials were used
Bulletin board is easy to read
Bulletin board has lots of useful
info & no incorrect or incomplete
info
Presentation was well planned,
imaginative, effective & presented
clearly (logical, audible, engaging)
Overall I give myself a
A
B
C
D
Comments:
Presentation was well planned,
imaginative, effective & presented
clearly (logical, audible, engaging)
Overall I give this group a
A
B
C
D
Comments:
Write
Yes, No
or letter
grade
Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana
Write
letter
grades
only!
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Teacher’s Notes for BULLETIN BOARD PROJECT
Introduction: You may want to have the class work together on an example
Bulletin Board Project in your classroom. A suggestion is for students to
explore volunteerism by going to this website: http://serve.gov (see
handout below). By typing in different keywords, they should discover
interesting opportunities which they can take part in now or the near
future. Groups can discuss which information to put on the class bulletin
board, what to leave out, where else to find related information, and how
best to present it – then the class can use the rubric above to evaluate the
example project they created together.
Planning & due date: allow at least 3 weeks for students to begin this project.
More time is recommended while they do other work in class, as it may
take a while to get permission to use bulletin boards off campus. Allow
another 3 weeks minimum for bulletin boards to be viewed then taken
down. Alternately, students may want to update their bulletin boards over
the term, semester or year for extra credit.
Teams: 3 students per team is ideal, but 1-4 can do it successfully
Assessment: Give each student the evaluation sheet below to share with 2
adults and 1 classmate, then to complete the self-evaluation and hand in. You
may want to discuss how their scores will be weighted beforehand. Options
include:
Points Suggested
• Adult evaluations – 40%
20
• Peer evaluation – 30%
15
• Self-evaluation – 30%
15
Total: 50
And/or:
• Planning (1st criteria on handout) – 35%
17.5
• Bulletin Board (middle criteria on handout) – 35%
17.5
• Presentation (last criteria on handout) – 30%
15
Total: 50
It may also a good idea to discuss with groups in advance deducting up to 10
points or one letter grade for bulletin boards that are not cleaned up
appropriately on the date groups give.
Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana
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Website: http://serve.gov/
Homepage Welcome:
On April 21, 2009, President Obama signed the Edward M.
Kennedy Serve America Act, a bold expansion of opportunities for all
Americans to serve their communities and our country. During a time
of almost unprecedented challenges it is critical that we all work
together, the government alone cannot fix everything. Working
together in a sustained, collaborative effort, we can harness our
greatest resource, our people, and change the course of history.
This website is a new portal for you and all Americans to find your
own ways to serve in your own communities. Just choose your
keyword - "education," "environment," or whatever interests you - and
type in your zip code to see what opportunities our partner
organizations have in your area. Americans are putting their own
country back on the right track, be a part of it.
Explore:
 Enter your zip code and
keyword(s) for local
opportunities to serve in your
community (see right) … this
will take you to the Network
for Good website
 Click on the results that look
most interesting and useful
 Go to the International tab
near the top for very cool
opportunities worldwide,
listed as suitable for various
ages, individuals and groups.
Ka Hana ‘Imi Na‘auao – A Science Careers Curriculum Resource Go to: www.cds.hawaii.edu/kahana
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