INQUIRYDESIGNMODELCONTESTWINNER
11thGradeHumanSettlementInquiry
HowCanHumansAddress
TheirNegativeImpacton
theEnvironment?
ParticipantphotographtakenattheNationalGeographicC3FrameworkBioBlitzthatoccurredatKailuaHighSchoolonMay5,2016.
SupportingQuestions
1. HowdohumansinteractwiththeenvironmentintheKailuaandWaimanalo
regions/ahupua’a?
2. WhatistheenvironmentalimpactofhumansettlementactivitiesinthehistoryofKailua
andWaimanalo?
3. Whatarethespatialandenvironmentalcharacteristicsoftheschool’scampus?
4. WhatarethespatialandenvironmentalcharacteristicsoftheKailuaandWaimanalo
ahupua‘a?
THISWORKISLICENSEDUNDERACREATIVECOMMONSATTRIBUTION-NONCOMMERCIAL-SHAREALIKE4.0INTERNATIONALLICENSE.
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INQUIRYDESIGNMODELCONTESTWINNER
11thGradeHumanSettlementInquiry
HowCanHumansAddressTheirNegativeImpactontheEnvironment?
HawaiiContentand
PerformanceStandard
HCPSIII.MHH.Standard7:Geography:WORLDINSPATIALTERMS-Usegeographicrepresentationsto
organize,analyze,andpresentinformationonpeople,places,andenvironmentsandunderstandthe
natureandinteractionofgeographicregionsandsocietiesaroundtheworld.
StagingtheQuestion
Studentstakepicturesoftheirahupua’aanddiscusswayshumansettlementhashadpositiveand
negativeeffects.
SupportingQuestion1
SupportingQuestion2
Whatistheenvironmental
impactofhuman
settlementactivitiesinthe
historyofKailuaand
Waimanalo?
Formative
PerformanceTask
Formative
PerformanceTask
Formative
PerformanceTask
Formative
PerformanceTask
Understand
Understand
Assess
Assess
Howdohumansinteract
withtheenvironmentinthe
KailuaandWaimanalo
regions/ahupua’a?
Identifyanddescribehow
humansinteractwiththe
environmentinstudents’
region/ahupua’a.
FeaturedSources
SourceA:SitesofOahu
Writeaparagraphusing
evidencethatexplains
historicalenvironmental
characteristicsofKailuaand
Waimanalo.
FeaturedSources
SourcesfromSQ1
SourceA:“Waimanalo
Watershed”
SourceB:“CoastalSand
DunesCaseStudy”
SupportingQuestion3
Whatarethespatialand
environmental
characteristicsofthe
school’scampus?
ConductamockBioBlitzof
theschool’scampus.
FeaturedSources
SupportingQuestion4
Whatarethespatialand
environmental
characteristicsoftheKailua
andWaimanaloahupua‘a?
ParticipateinaBioBlitzin
theKailuaandWaimanalo
ahupua’a.
SourceA:iNaturalist
Websiteand App
FeaturedSources
SourcesfromSQ3
SourceC:“KaIwiCoast
LandShouldBeProtected
forNativePlants”
SourceD:“AWalkonthe
Coast”
SourceE:Photographs,
“KailuaMemories”
ARGUMENTHowcanhumansaddresstheirnegativeimpactontheenvironment?Constructanargumentin
theformofaproposal(e.g.,detailedoutline,poster,essay)thatdiscussesthecompellingquestionusing
specificclaimsandrelevantevidencefromcontemporaryandhistoricalsourceswhileacknowledging
competingviews.
Summative
PerformanceTask
EXTENSIONCreateavisualrepresentationofthewrittenproposaltosharewith membersoftheir
classroom,school,and/orcommunityatlarge.
TakingInformed
Action
ACTStudentsimplementtheirindividualproposals.
THISWORKISLICENSEDUNDERACREATIVECOMMONSATTRIBUTION-NONCOMMERCIAL-SHAREALIKE4.0INTERNATIONALLICENSE.
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INQUIRYDESIGNMODELCONTESTWINNER
Overview
InquiryDescription
Thisinquiryleadsstudentsthroughaninvestigationofhuman-environmentinteractionsusingtheahupua’aof
WaimanaloandKailuaasacasestudy.Byinvestigatingthecompellingquestion,studentsexaminethe
environmentalparticularsoftheirregion,thewaysinwhichhumanshavehistoricallyinteractedwiththe
environment,andthecurrentenvironmentalcharacteristics.ThisinquiryembedstheTakingInformedAction
sequence,whereinstudentsunderstandandassesstheimpactofthehuman-environmentalrelationshipandact
ontheirproposalstoaddressthenegativeimpactsofhumansettlement.
InadditiontotheHawaiiContentandPerformanceStandardlistedpreviously,thisinquiryhighlightsthe
followingC3FrameworkConceptualUnderstandings:
• D1.1.9-12.Explainhowaquestionreflectsanenduringissueinthefield.
• D2.Geo.6.9-12.Evaluatetheimpactofhumansettlementactivitiesontheenvironmentalandcultural
characteristicsofspecificplacesandregions.
• D2.Geo.1.9-12.Usegeospatialandrelatedtechnologiestocreatemapstodisplayandexplainthespatial
patternsofculturalandenvironmentalcharacteristics.
• D3.3.6-8.Identifyevidencethatdrawsinformationfrommultiplesourcestosupportclaims,noting
evidentiarylimitations.
• D4.2.9-12.Constructexplanationsusingsoundreasoning,correctsequence(linearornon-linear),
examples,anddetailswithsignificantandpertinentinformationanddata,whileacknowledgingthe
strengthsandweaknessesoftheexplanationgivenitspurpose(e.g.,causeandeffect,chronological,
procedural,technical).
• D4.8.9-12.Applyarangeofdeliberativeanddemocraticstrategiesandprocedurestomakedecisions
andtakeactionintheirclassrooms,schools,andout-of-schoolciviccontexts.
NOTE:Thisisathree-weekinquiry.Theinquirytimeframecouldexpandifteachersthinktheirstudentsneed
additionalinstructionalexperiences(i.e.,supportingquestions,formativeperformancetasks,andfeatured
sources).Inquiriesarenotscripts,soteachersareencouragedtomodifyandadaptthemtomeettheneedsand
interestsoftheirparticularstudentsandregion.Resourcescanalsobemodifiedasnecessaryto
meetindividualizededucationprograms(IEPs)orSection504Plansforstudentswithdisabilities.
InquiryContext
ThisNationalGeographicBioBlitzinquiryistheresultofprofessionalcollaborationbetweentheHawaiiState
DepartmentofEducationKailuaHighSchool,theUniversityofHawai‘iCollegeofEducationInstituteofTeacher
Education,theUniversityofHawai‘iUehiroAcademyforPhilosophyandEthicsinEducation,andtheUniversityof
Hawai‘iNationalGeographicAlliance.Itwasdesignedforsecondarysocialstudiesstudentswhoenrolledin
ModernHistoryofHawaii(MHH)andEthnicStudies(ES)coursesatKailuaHighSchool.
Inthespringsemesterof2016sevenKailuaHighSchoolteachers,includingUniversityofHawai‘iCollegeof
EducationSecondarySocialStudiesteachercandidatesplannedandcarriedoutthisNationalGeographicBioBlitz
inquirywithapproximatelytwohundredandfiftyMHHandESstudents.Inthisinquiry,studentsareintroduced
toacompellingquestion,developquestionsandplantheirinquiry,applydisciplinaryconceptsandtoolsrelated
tothefieldofgeography,evaluatesources(bothprimarytextsanddatafromaBioBlitz),useevidence,
communicatetheirconclusions,andtakeinformedaction.
INQUIRYDESIGNMODELCONTESTWINNER
TheBioBlitzportionoftheprojectoccurredonMay5,2016between8:00amand1:00pm.Onthisdate,Kailua
HighSchoolteachersinthreedifferentclustergroupsworkedalongsideadditionalexperts(e.g.,biologists,
botanists,andculturalexperts)tosupportstudentsastheygathereddatainafivedifferentgeographicregions
(KaIwiCoast,UHCTHARWaimanaloResearchStation,UlupoHeiau,NaPohakuandKahanaIki)locatedinthe
KailuaandWaimanaloahupua’a.
INQUIRYDESIGNMODELCONTESTWINNER
StagingtheCompellingQuestion
CompellingQuestion
Howcanhumansreversetheirnegativeimpactontheenvironment?
StagingTask
Studentstakepicturesoftheirahupua’aanddiscusswayshumansettlementhashadpositive
andnegativeeffects.
THECOMPELLINGQUESTION“Howcanhumansaddresstheirnegativeimpactontheenvironment?”asksstudents
tounderstandandassesstherelationshipbetweenhumansettlementandtheenvironment,whilefinding
solutionstoaddresstherepercussions.Topreparestudentsforthisinquiry,teachersprovidestudentswithan
overviewoftheproject,includinganintroductiontothecompellingquestion,aswellasthedefinitionsofkey
termsusedthroughouttheinquiry.Forexample,theclassshouldworktodefine“geographicregion”in
relationshiptotheHawaiianconceptof“ahupua'a.”AhupuaʻaistheHawaiiantermforalargetraditional
socioeconomic,geologic,andclimaticsubdivisionofland.Studentsareintroducedtotheirahupua‘abylocating
theirhomeandschoolontheSitesofOahuahupua‘amap.(SeeSupportingQuestion1sources)
Tohookstudentsintothecompellingquestion,theyareaskedtotakeandpresentphotographstotheirclassto
displaythegeographicregioninwhichtheylive.Theirphotographsshoulddepicttheinteractionbetween
humansandtheenvironmentintheirparticularahupua‘a.Ideally,theyshouldillustratehowtheregionhas
changedsincetheaccountoftheregiondocumentedinSitesofOahu.Theypresenttheirphotographstotheclass
anddiscussthemwiththeirpeers.Teachersfacilitatethesharingofthesephotographsbyusingterminologyfrom
thediscourseofgeography(e.g.,nature,interaction,andimpactofthesociety/populationontheirphysical
environment).
INQUIRYDESIGNMODELCONTESTWINNER
SupportingQuestion1
Supporting
Question
HowdohumansinteractwiththeenvironmentintheKailuaandWaimanalo
regions/ahupua’a?
FormativePerformance
Task
Identifyanddescribehowhumansinteractwiththeenvironmentinstudents’ahupua’a.
FeaturedSources
SourceA:SitesofOahu
SourceB:“CoastalSandDunesCaseStudy”
SourceC:“KaIwiCoastLandShouldBeProtectedforNativePlants”
SourceD:“AWalkontheCoast”
SourceE:Photographs,“KailuaMemories”
SupportingQuestion
Thefirstsupportingquestion—“HowdohumansinteractwiththeenvironmentintheKailuaandWaimanalo
regions/ahupua’a?”—supportsstudentsandteachersastheyunwrapthefactorsimpactingtheirregion.Theydo
sobydefiningtheterm“geographicregion”inrelationshiptotheHawaiianconceptof“ahupua’a.”
FormativePerformanceTask
Theformativeperformancetaskcallsonstudentstoidentifyanddescribehowhumansinteractwiththe
environmentintheirahupua’a.Teachershelpthestudentsdescribetheimpactsthatsocieties/populationshave
hadonthephysicalenvironmentintheKailuaandWaimanaloahupua‘abyusingbefore/afterimages.Teachers
presentanumberofcasestudies(fromboththestudents’localregionandoutsidetheregion)thatillustrate
historicalandcontemporaryexamplesofthenegativeandpositiveimpactsthatsocieties/populationshavehad
ontheirphysicalenvironmentglobally(e.g.,CoastalSandDunesCaseStudy)andlocally(e.g.,KaIwiCoast
Preservation).
FeaturedSourceAisanahupua’amapfromSitesofOahu.SitesofOahucontainsdescriptionsandmapsofthe
geographicregionsofKailuaandWaimanalo.Italsocontainsacompilationofprimarysourcedocumentsthat
describehowthegeographicregionswerehistoricallyusedandtheculturalsignificanceofeachregion.Students
shouldlocatetheirahupua’aandtheirhomeandschoolonthismap.InFeaturedSourceB,a“CoastalSandDunes
CaseStudy,”theimpactofhumansettlementontheStocktonBightSandDunesinAustraliaprovidesstudentsa
frameworktoconsiderthemanywayshumansandtheenvironmentinteract.FeaturedSourceC,anarticlefrom
theHonoluluStar-Advertiser,presentsthedetrimentalimpacttoplantlifeposedbydevelopmentinHawaii.
FeaturedSourceD,“AWalkontheCoast,”isanarticlefromtheHonoluluStar-Bulletin,whichdescribessomeof
theimpactsofdevelopmentonthelandscape.FeaturedSourceE,acollectionofphotographsofKailua,presents
bothhistoricalandpresentdayphotographsoftheKailuaahupua‘a,illustratinghumaninteractionswiththe
environment.
INQUIRYDESIGNMODELCONTESTWINNER
SupportingQuestion1
FeaturedSource
SourceA:ElspethP.Sterling&CatherineC.Summers,book,SitesofOahu,1997,p.227-259.
Seepage257forOahuahupua’amap.
Accessedfrom:https://s3.amazonaws.com/idmdev/u/a/3/5/3/737/a353c4a0bf36cecde13876526d3e49276c31ed47.pdf
INQUIRYDESIGNMODELCONTESTWINNER
SupportingQuestion1
FeaturedSource
SourceB:StevenNewman,webpage,“CoastalSandDunesCaseStudy,”EcosystemsatRisk:
CaseStudy,2016.
Accessedfrom:http://www.mrstevennewman.com/geo/Stockton/Human_Impacts/main.htm
INQUIRYDESIGNMODELCONTESTWINNER
SupportingQuestion1
FeaturedSource
SourceC:HeidiBornhorst,article,“KaIwiCoastLandShouldBeProtectedforNativePlants,”
TheHonoluluStar-Advertiser,September21,2015.
ThecommunityiscomingtogethertopreservethebeautifulKaIwimaukalands,182acresbetweenthegolf
courseandMakapuu.
WemustbandtogethertokeepopenthiswildeasternendofOahuandprotectitfromthepoorplanningand
overdevelopmentthathasplaguedtherestoftheisland.
Wild,open,undevelopedlandissomethingweallneed,wherenatureandopenviewstotheoceanarevisible
andaccessible.
Formorethan40years,thecommunityhasbattledtokeepthisareafreeofdevelopment.Everytimewe
thoughtthatwehad“won,”somenewmoneywouldcomeinandpeoplewouldtrytodeveloptheainaforprot.
Nownallywehaveavictory.TheTrustforPublicLandandtheLivableHawaiiKaiHuiwilljointlymanagethe
landsandwillhelpsewupallthedetailsofcaringforandmanagingtheainahere.
WhenwewererstlearningaboutnativeHawaiianplants,thiswasagreatintroduction.Oneofmyfavorites,
whichusedtogrowintheareainabundance,ismao,orHawaiiancotton,Gossypiumtomentosum.
Weusedtoseethesilveryleavedshrubs,withcheerfulyellowowers,drivingby.Ifyougotoutandhiked,you
couldseethemupcloseandadmirethegorgeous,almostfakelyperfectwhenfreshlyopened,owers.
SomeofusfromHonoluluBotanicalGardenswouldthencollectthefuzzy,copper-coloredseedssowecould
growplantsandperpetuatethemao.
Accessedfrom:http://www.staradvertiser.com/features/ka-iwi-coast-land-should-be-protected-for-nativeplants-2/%C2%A0.
INQUIRYDESIGNMODELCONTESTWINNER
SupportingQuestion1
FeaturedSource
SourceD:GregAmbrose,article,“AWalkontheCoast:AHikealongtheKaiwiCoastDisplays
theSpectacularNaturalBeautyofan Areathat'sPerchedontheEdgeofDevelopment,”The
HonoluluStarBulletin,October14,1996.
THEsunrisegentlypeelsawaythecoverofdarkness,revealingabreathtakingvistaofthelowerWindwardside
fromthecliffsaboveMakapuuBeach.WithalittleexertionyouhaveacommandingviewfromRabbitIslandall
thewaytotheMokapupeninsula,includingthesharppeakofMountOlomanaandthesheer,emeraldcliffsof
theKoolausstretchingtoKahaluu.Thereislittleevidenceofhumanhabitation.Asthesunriseglowsonthe
beachesofWaimanalo,withalittleimaginationyoucanconvinceyourselfyou'reonaFrenchPolynesianor
Micronesianparadise,andnotonthemostdenselypopulatedislandintheeasternPacific.Climbinghigher,the
viewbecomesimpossiblystunning,asyoupausetocontemplatethescene,athoughtcomestomindthatyou
tooseldomhaveoccasiontothinkthesedays:LuckyyouliveHawaii.Therocksprovideachronologyofthe
historyofthisarea.Youcanalmostseethemoltenlavaflowingintotheoceanandhearitexplodeasithitsthe
coolocean.ThereislittletomarkthepassageoftheancientHawaiians,whotraveledlightlyandmadelittle
lastingimpressionupontheland.'Gated'lookoutpointsallowagrandviewfromabovetheMakapuulighthouse.
ThestoneimagethesupernaturalwomanMakapuuandanotherstoneimageofMaleivanishedyearsago,but
therearestillremnantsofheiau,fishingshrinesandcanoesheltersinKealakipapaValleyontheothersideof
theMakapuucliffs.CliffsideconcretebunkersbringtotheimaginationnervousGIs,authorJamesJonesandhis
fellowsoldiersanxiouslyscanningthehorizonfortheJapaneseinvasionfleetthattheyweresurewouldsail
intosightanydayandfinishwhattheystartedatPearlHarbor.Pastthesummit,therearefoundationsof
buildingsthathousedCoastGuardmemberswhotendedtheMakapuuLighthouse,buildingslateroccupiedby
BumpyKanaheleandhisfollowersuntilpolicesurprisedthembeforedawnandcartedthemofftojail.
Finally,firmlyentrenchedontheedgeofthecliffarenewsteelrailingsandconcreteplatforms,protectingthe
unwaryastheyadmiretheview.Seabirdsridetheaircurrentseffortlesslytheycommutetoalongdayoffishing
whilealongnearbyKalanianaoleHighwayasteadystreamofcarscarriesworkerstowardtown.Atthehighest
partofthecliff,theillusionofsolitude-alreadytarnishedbythehighway-isfurthererodedastheelevation
displaysthehundredsofhousescrawlingupKamehameRidge.Theclusterextendsallthewaytothedistant
BlackPointatthefootofDiamondHead.DanielKimregularlymakestheclimbtothelookoutbeforedawnwith
hiswifeanddogstogreetthesunriseandmeditate.TheKahaladiveinstructorwasdismayedtolearnofplans
tofillthevalleyandridgeswithhouses,ahotelandagolfcourse."Theywouldtakeawaythelastspecialplace
inthearea."ThedescentfromthecliffsleadsintoKealakipapaValleywithit'sausteresimplicityusuallyfound
indeserts.Butthelittlemovements,littletracks,thedriftofthecloudsandtheblowingofthewindcatchthe
attention.It'saruggedenvironmentwherehardysucculentsclingtotherockysoilandshrugofftherelentless
saltspray.Beachnaupakaprovidesadashofcolorwiththeirgreenleavesandwhiteberries.Kiaweandhaole
koatreesaddmoregreeneryinthesun-searedlandscape,andthesightoftheplantsandanimalsstrugglingto
liveintheharshenvironmentgivesanewappreciationforthetenacityoflife.
Itwasn'talwaysthisway.KealakipapaValleywasoncethesiteofanancientHawaiianvillagecalledWawamalu,
whichmeansshadyvalley.Itwasfamousforgrowingyamsandsweetpotatoestoprovisionwhalingships.
CorporateofficialAlanSanfordDavis,aheadtrusteeofCampbellEstate,builtabeautifulhomeandinthevalley
andcalleditWawamaluRanch.ButonApril1,1946atsunamiragedthroughthevalleyandwavesrippedaway
theranchandscatteredpiecesasfarawayasHanaumaBayandKalamaValley.Thetsunamialsoleftbouldersin
thevalleyandcoateditwithsalt,leavingitbarren.Buttherearealsouniquenativeandendangeredspecies
here,archaeologicalsitesofculturalsignificance,includingtheoldking'shighway,andsitesknowntoHawaiian
legend.
INQUIRYDESIGNMODELCONTESTWINNER
ThewalkalongtherutteddirtroadtowardQueen'sBeachbelieevidenceofhumanity.Corpsesofcarsriddled
withbulletsquietlybleedrust.Anincredibleamountofrubbishistossedabout:shoes,clothes,hugenylon
fishingnetsandgear,glassesandcups,nylonnets,awholeovenandthehandcartthatwasusedtocarryit.
Attimesontheweekend,thesolitudeisshatteredbyoff-roadvehiclesanddirtbikesroaringaround,tearingup
plantsanddiggingruts,sneakingbythebarriersthelandlordhaserected.Thegiantpohaku(stone),highonthe
cliffthatguardsthebeginningofMakapuuPoint,hasbeentaggedbyteen-agerstoimmortalizetheirfleeting
romancesorproclaim'Yes,Iamsomebody!'Attheendofthelongdirtroadisalittlebay,ashelteredcove
wherethesandhasmorebirdtracksthanhumanfootprints.Onceagaintrafficnoisyisbufferedbytheroarof
wavesastheysmashashore,coveringtheblacklavarocksbrieflyinwhite.Here,thetensionofcitylife
evaporates,andlinesofworryeasefromtheface.Youcanbreathedeeplyandpausetopondertheworld
aroundyou,toenjoyasublimesenseofsolitude,seethingsyou'venevernoticedbefore.Saltfromatsunami's
watersyearsagohasmadethisportionbarrenalthoughthereissomegreenery.Youareawayfromthehustling
andbustlingofhumanitycrammedcheektojowlandbumpertobumperonthislittleisland.Therearen'tmany
placesnearHonoluluwhereyoucanbreathefreely,temporarilyfreefrombeingcrammedintoprisonsofour
owncreation.Nearby,mangrovetreeslinetheshoreoftheestuarythatseparatesthetwosidesQueen'sBeach.
Asyouwalkthrough,youhavethefeelingthatatanymomentanalligatormightlungeoutoftheshallows.At
theoldWawamaluBridge,lookonewayandyouseethemagnificentsweepofthecliffsatMakapuu,lookthe
otherandyouseetheartificiallylandscapedandwateredgolfcourseandgolfershappilyputtingaway.Look
againandthereisthebulwarkofthebacksideofKokoCrater;turnyourheadtheotherwayandtheocean
awaits.Finally,atWawamaluBeachthelavarocksgivewaytowhitesandandinvitinglybluewater,withtide
poolsintherocksteemingwithsealifeforchildrentodiscoverandwavesthatcansnatchtheunwaryrightoff
therocks.Aminiatureblowholeeruptsandspewsseasprayintotheairwitheachwave,anattractionmost
touristsandresidentsneversee.CindyandLisaIchiokaareamongthefewwhodo.Whentheyreturnedtovisit
HawaiifromtheirnewhomeinFloridatheyheadstraightforWawamaluBeach.Insmall-kidtimes,theirfather
usetobringthemthemtoWawamalutoplay.
TheyreturntoWawamalubecauseit'stheonlyplaceonOahuthathasn'tchangedovertheyears.Sotheyoung
sistersarehorrifiedtolearnthatchangethreatensthevalleyandridgeswithaproposedgolfcourse,homes,
hotelandindustrialcomplex."Wedon'tneedanymoregolfcourses,"Cindysaysindignantly."Therearesofew
untouchedplaces.Thereisnotraffic,notourists,notallhighrises.""Thisiswhywecamehere,"hersisteradds
quietly.WawamaluBeachhaslongbeenafavoritefishingspotforRichardTamaoka,above,andhisbrotherKelly.
"Toomuchcity,notenoughHawaii,"saidKelly,whentoldoftheproposeddevelopment."Thereisnoplaceelseto
go"saidRichard."Thisisthelastfrontier."KellyandRichardTamaokadriveouttoWawamaluBeachfromthe
AlaMoanaareaoften.Thetwoelderlybutsprybrotherscastlinesintothesurf,catchingreeffishandputting
themintidepoolstokeepthemalive.Ithasbeentheirfavoritespotfordecades.They,too,areaghastwhentold
oftheproposeddevelopmentforthearea."Thatwillbetheendforus,"saysRichard."Thereisnoplaceelseto
go."Toomuchcity,notenoughHawaii,"saysKelly.SaysRichard,"Thisisthelastfrontier."
Accessedfrom:http://archives.starbulletin.com/96/10/14/features/story1.html%C2%A0
INQUIRYDESIGNMODELCONTESTWINNER
SupportingQuestion1
SourceE:DennisHollier,photographs,“KailuaMemories,”HonoluluMagazine,1997.
FeaturedSource
SampleImage:TheKailuaTheater
Accessedfrom:http://www.honolulumagazine.com/Honolulu-Magazine/Kailua/Kailua-Memories/
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INQUIRYDESIGNMODELCONTESTWINNER
SupportingQuestion2
Supporting
Question
WhatistheenvironmentalimpactofhumansettlementactivitiesinthehistoryofKailuaand
Waimanalo?
FormativePerformance
Task
WriteaparagraphusingevidencethatexplainshistoricalenvironmentalcharacteristicsofKailua
andWaimanalo.
FeaturedSources
SourcesfromSQ1
SourceA:“WaimanaloWatershed”
SupportingQuestion
Forthesecondsupportingquestion—“Whatistheenvironmentalimpactofhumansettlementactivitiesinthe
historyofKailuaandWaimanalo?”—studentsbuildontheirexplorationofinteractionwiththeenvironmentin
theirahupua’atoconsidertheenvironmentalimpactofhistoricalfactors.Thepurposeofthissupportingquestion
istohelpstudentsastheygeneratequestions,evaluatesources,anduseevidencetodeterminethe
historical/environmentalcharacteristicsoftheirregionsothattheyhaveanevidence-basedstartingpointfor
thinkingabouttheimpactofhumansettlementactivitiesontheKailuaandWaimanaloahupua'aovertime.
FormativePerformanceTask
Basedonthepicturesthatthestudentstookoftheirgeographicregion/ahupua'aanddatafromthecasestudies
providedintheprevioussupportingquestion,studentsusetheGoodThinker’sToolKittogeneratefivequestions
thattheywanttoguidetheirlearning.Next,thestudentsusetheSitesofOahutexttohelpanswertheirquestions.
Dependingontheirparticularquestions,theymightalsohavetofindadditionalsourcestosupplementthispartof
theinquiry.Basedonthesourcesandtheanswerstotheirquestions,studentswriteaparagraphusingevidence
thatexplainsthehistoricalenvironmentalcharacteristicsoftheregiontheylivein:KailuaorWaimanalo.
Inadditiontotheprevioussourcesfromthefirstperformancetaskdescribingthehistoryofthesegeographic
regions,studentsreadFeaturedSourceA,WaimanaloWatershed-PortableWatertostimulatethinkingand
discussionaboutthepossiblenegativeimpactsthathumansettlementhashadontheregion.Doingsoleads
studentsandteachersintoaPlainVanillaDeliberativeInquiryrelatedtothenegativeandpositiveinteractions
betweensocieties/populationsandtheirphysicalenvironment.
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INQUIRYDESIGNMODELCONTESTWINNER
SupportingQuestion2
SourceA:“Waimanalowatershed:Potable-water,”webarticle,modifiedfromMarineCorps
BaseHawaii,Kaneohe.Mokapu:ManualforWatershedHealthandWaterQuality,Section3.5,
1998.
FeaturedSource
UnlikethewatershedsofKâne'oheandKailua,theWaimânalowatershedhasretainedmuchofitsruralcharacter.
Waimânalo'swaterresourceswerehistoricallydivertedfromareasinKailua(e.g.,upperMaunawiliValley)for
agriculture.PrehistoricburialsitesandancientHawaiianvillageshavebeenrecordedneartheshoreline,which,
alongthecentralportionofWaimânaloBay,consistsofbeachsandbackedbyaseriesofdunesthatareamongthe
mostextensiveonO'ahu.ThereefplatformoffWaimânaloiswelldevelopedalthoughsomewhatsubmerged.
WaileaPoint(alsoknownasPopo`oka`ala)isavolcanicheadlandmarkingthewesternendofWaimanaloBay.
SeawallslinetheshorelinearoundthePoint,andtheirpresencehasprobablycontributedtolossofsandinseveral
shorelinesectionsnearby(Clark,1977).(1)
OneofthemostvisiblefeaturesalongWaimânaloBayisWaimânaloBeach,which,withanoveralllengthofnearly
5.5mi(8.8km),isthelongeststretchofsandyshorelineonO`ahu.WaimânaloBeachisapopularsun-bathingand
swimmingarea,especiallywhereitssandybottomslopesgentlyoffshore.Lithifieddunesoccuronthealluvial
plainbehindthebeach.LocatedjustnorthofWaimânaloBeach,BellowsAirForceStation,withitsseveralditches,
streams,andwetlandareas,provideshabitatforendangeredwaterbirdspecies.Shorelineaccesspermitsmoderate
toheavyfishingforulua,pâpio,weke,and'ô'ioalongthelengthofWaimânaloBay.
WaimanaloValley,longasugarplantationandnow[1972]aranch,hadlesswettaroinoldendays,being
blessedwithonlyonestream.Yetmuchofwhatwasuntilrecentyearssugar-canelandhadpreviouslybeen
plantedintaro.Therewereevidencesin1935ofoldlo`imuchfurtherinland,inasemicircleatthebackof
thebroadvalley.Akama`ainaoftheplaceatthattimenamedninesuchlo`isectionswhosewatercame
fromsprings.
LeviChamberlainisquoted(SterlingandSummers,1962,BK5,Vol.2,p.344)asreportingin1828the
locationofasmallandquitepoorfishingvillagenearthebeach,
towardMakapu`uPointfromthepresentWaimanalotown,justbeyondwhichtherewasapoolnamedKawai-kupanahawherethesepeoplegottheirfreshwater.Thishassincebeencoveredbytheroadway.Itis
probablyadjacenttothissitethattheremainsofafishingshrine(ko`a)arevisibleonapointoflandjust
offshore,surroundedbywaterathightide(McAllister,1933,p.195).
BeyondtheoldplantationtownofWaimanaloandtowardMakapu`uPointisanarrowstretchoflandlying
betweenthedrywindwardfaceofthissoutheastendoftheKo`olaurangeandthesea,thenameofwhich
wasKo`o-o-na-pou(mistakinglycalledKaupoinrecenttimes).Thiswasasweetpotatoplantingarea.A
villagewasestablishedhereby
akahunawhohadapeculiargrasshousewithtworooms:thefrontroomintowhichvisitorscame;andhis
privateroombehindthis,whichabuttedonalowcavewitharatherthinroofoflavashapedlikeaflat
dome.Inthislittlecavethekahunakepthisparaphernalia.Thesitewasexposedtoheavywinds,sothe
houseframewasbracedbyheavyprops(ko`o)thatheldtheposts(napou)secureagainstthewindsofthe
sea.Thevillageandthelandtooktheirdescriptivenamesfromthishouse.
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INQUIRYDESIGNMODELCONTESTWINNER
ThescatteredrockswherethehousehadbeenandthelittlelavadomewerecarriedoffduringWorldWar
II,andlikewisethestonesofafisherman'sheiauontherockyforeshorewherethebeachbegins,namedKaala-pueo..........
Ka-ala-pueo(Rallying-of-the-owls)wasthelastsettlementnearMakapu`uPoint,andconsistedofonlya
fewfishermen'shuts.
OffshoreliesManana,thetruenameofthelittlegrayvolcanicislandshapedsomewhatlikeacrouchingor
recumbentanimalandnowpopularlycalled"RabbitIsland."Ithasverylittlevegetation,andyetisthehomeof
numerouswildrabbits[in1972].JustoffitsshoreisarocknamedKa-ipu(The-cup)becauseofadepressioninits
topsurfacewhichheldwatercomingfromthewavesbreakingoverit.Onthisrocktherewasanotherfishing
shrine.(2)
WaimânaloinHawaiianmeans"potable,orsweetwater."SeasonaldischargesfromPuhâStream,whichdrainsa
primarilyagriculturalarea,contributetopoorwaterqualityalongtheshore.Netfishingforcrabs,throw-netting,
andbait-collectingoccurwherethisstreamentersthebay.ThebayisinfluencedtoalargerextentbyWaimânalo
Stream,whichflowsperennially,althoughthereareseveraldiversionsintheupstreamvalley.Thechannelized
mouthofthisstreamisestuarine.
(1)AECOS,Inc.1979.Hawai`iCoralReefInventory.IslandofO`ahu(OCRI).PartB-SectionalMapDescriptions.U.S.
ArmyEngineerDistrict,Honolulu.p.36
(2)E.S.C.Handy,E.G.Handy,andMaryPukui.1972.NativePlantersinOldHawaii.TheirLife,Lore,and
Environment,BerniceP.BishopMuseumBulletin233:p.457-459
Accessedfrom:http://www.koolau.net/watershed_11.html
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INQUIRYDESIGNMODELCONTESTWINNER
SupportingQuestion3
Supporting
Question
Whatarethespatialandenvironmentalcharacteristicsoftheschool’scampus?
FormativePerformance
Task
ConductamockBioBlitzoftheschool’scampus.
FeaturedSource(s)
SourceA:iNaturalistwebsiteandapp
SupportingQuestion
Forthethirdsupportingquestion—“Whatarethespatialandenvironmentalcharacteristicsoftheschool’s
campus?”—studentstaketheirunderstandingsofthehuman-environmentalrelationshipoftheirahupua’aand
connectthemtothecontemporarycharacteristicsoftheirschool’scampus.
FormativePerformanceTask
Toaddressthisquestion,theperformancetaskguidesstudentsthroughtheprocessoflearninghowtousethe
iNaturalistappandwebsitetodisplayandexplaincurrentspatialpatternsandthecontemporaryenvironmental
characteristicsoftheKailuaandWaimanaloahupua’a.
ThisperformancetaskhelpspreparestudentsfortheofficialBioBlitzthattheyconductoffcampusduringthis
inquirybyhavingthempracticeontheirhighschoolcampus.Thefirstfeaturedsourceforthistaskisthe
iNaturalistappandwebsite,whichallowsstudentstocatalogueandshareobservationsoffloraandfauna.Italso
explainsproceduresforthecataloguingofdataduringBioBlitzevents.
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INQUIRYDESIGNMODELCONTESTWINNER
SupportingQuestion3
SourceA:BioBlitzGuide,webpage,iNaturalist,2016
FeaturedSource
Excerpt
WhatisaBioBlitz?
ABioblitzisacommunalcitizen-scienceefforttorecordasmanyspecieswithinadesignatedlocationandtime
periodaspossible.Bioblitzesaregreatwaystoengagethepublictoconnecttotheirenvironmentwhilegenerating
usefuldataforscienceandconservation.Theyarealsoanexcusefornaturalists,scientists,andcuriousmembersof
thepublictomeetinpersoninthegreatoutdoorsandarealotoffun!
WhyShouldIUseiNaturalistformyBioblitz?
EncouragePublicParticipation
PublicparticipationiswhatseparatesBioblitzesfromtraditionalbiologicalinventories.iNaturalistmakesiteasy
foranyonetogenuinelyparticipateinyourBioblitzbyrecordingobservations.
Createhighqualitydata
WhosaysBioblitzesarejustaboutoutreach?BecauseiNaturalistobservationsareindependentlyidentifiedand
verifiedasresearch-qualitydata,yourBioblitz,nomatterhowsmall,willcontributedirectlytoscience.
Maketallyingyourspeciescounteasy
iNaturalistwillautomaticallytallyaspeciescountforyourBioblitzandprovidesmanytoolsforvisualizingand
communicatingBioblitzresultstoparticipantsandonlookers.
Accessedfrom:http://www.inaturalist.org/pages/bioblitz+guide
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INQUIRYDESIGNMODELCONTESTWINNER
SupportingQuestion4
Supporting
Question
WhatarethespatialandenvironmentalcharacteristicsoftheKailuaandWaimanaloahupua‘a?
FormativePerformance
Task
ParticipateinaBioBlitzintheirahupua’a.
FeaturedSource(s)
SourcesfromSQ3
SupportingQuestion
Thefourthsupportingquestion—“WhatarethespatialandenvironmentalcharacteristicsoftheKailuaand
Waimanaloahupua‘a?”—studentsexpandtheirassessmentofthehuman-environmentinteractiontoincludetheir
largerahupua’a.
FormativePerformanceTask
Theresourcesfromtheprevioussupportingtaskassiststudentsastheycatalogueandshareobservationsofflora
andfaunaintheBioBlitzeventatoneoffivesitesintheWaimanaloandKailuaregions.
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INQUIRYDESIGNMODELCONTESTWINNER
SummativePerformanceTask
ARGUMENTHowcanhumansaddresstheirnegativeimpactontheenvironment?Construct
SummativePerformance
Task
anargumentintheformofaproposalthataddressesthecompellingquestion,usingspecific
claimsandrelevantevidencefromhistoricalandcontemporarysources,whileacknowledging
competingviews.
EXTENSIONStudentscreateavisualrepresentationoftheirwrittenproposalthatwillbe
sharedwith membersoftheirclassroom,school,and/orcommunityatlarge.
TakingInformedAction
ACTStudentswillimplementtheirindividualproposals.
Atthispointintheinquiry,studentshaveexaminedthegeographicandhistoricalparticularsoftheirregion,with
considerationastohowhumansettlementhasimpactedtheenvironmentovertime.Theirworkincluded
assessingthecurrentconditionsoftheirregionataschoolandcommunitylevel.Now,theycomparetheir
historicalunderstandingoftheregionwiththecontemporarydatathattheygatheredduringtheBioBlitzanddraw
conclusionsabouthowtheymightaddressthenegativeimpactofhumansintheirgeographicregion.
Studentsshouldbeexpectedtodemonstratethebreadthoftheirunderstandingsandtheirabilitiestouseevidence
frommultiplesourcestosupporttheirclaims.Intheformofaproposalwithaplanforaction,studentsconstruct
anevidence-basedargumentusingmultiplesourcestoanswerthecompellingquestion“Howcanhumansaddress
theirnegativeimpactontheenvironment?”
Students’argumentswilllikelyvary,butcouldincludeanyofthefollowing:
•
•
•
BasedonthedecreasingamountsofnativeplantsfoundinKailuaoverthepast100years,Iplantoplant
nativeplantsontheKailuaHighSchoolcampus.
GiventheincreasingamountsofinvasivespeciesintheWaimanalowatershedoverthepast100years,I
plantoparticipateinalocalstreamcleanuptoremoveinvasivespeciesfromthestream.
NowthatIhaveevidenceofthenegativeimpactthathousingdevelopmenthashadonimportantHawaiian
culturalsites,IplantowritealettertotheeditoraboutthesignificanceofparticularHawaiianculturalsites
inmyahupua’aandwhatwecandoasacommunitytopreservethem.
Toextendtheirarguments,studentscancreateavisualrepresentationoftheirwrittenproposaltobesharedwith
membersoftheirclassroom,school,and/orcommunityatlarge.ThisvisualrepresentationcanbeaPowerPointor
Prezipresentation.Itcouldalsobeashortvideoorposter.Thestudentsshouldthinkabouttheirintended
audiencewhenconstructingthevisualrepresentationoftheirproposal.
StudentshavetheopportunitytoTakeInformedActionbyusingtheinformationfromtheinquirytocreatea
proposalthatwouldaddressnegativewaysinwhichhumansettlementhasimpactedthelocalenvironment.
Studentsdemonstratethattheyunderstandhowhumanshaveinteractedwiththelocalenvironmentthroughtheir
workonSupportingQuestions1and2,whiletheyassessitsimpactinSupportingQuestions3and4.Studentsact
byeachcreatingandimplementingaproposalthatwouldaddressthenegativeimpact.Thistaskcanbedonein
additionto,orasasubstitutefor,theSummativePerformanceTask.
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