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Ma Ka Hana Ka ʻIke: ʻĀina-Based STEM Education at Waiʻanae Intermediate School

By

Brigitte U. K. Russo & Kekaha K. P. Spencer

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Kekaha K. P. Spencer

Waiʻanae Intermediate

Science Instructional Coach

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Waiʻanae

7th and 8th Grade Science Students

Waiʻanae Intermediate School

Kaupuni Stream

Wai’anae Boat Harbor

Pōkaʻī Bay

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WIS Student�Profile

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MISSION AND VISION: ʻIke Hawaiʻi

Culturally-sustainable, place-based curriculum & pedagogy that increase student engagement and deepen student mastery of selected Next Generation Science Standards

ʻIKE

HAWAIʻI

NGSS

NĀ HOPENA AʻO

COMMUNITY PARTNERSHIPS

WIS

TEACHERS AND STUDENTS

Using our Science Department M&V, we focused on creating a sustainable framework to engage both teachers and students in learning and connecting ʻike Hawaiʻi (kanaka maoli ways of knowing) with science.

ʻIke Hawaiʻi is red to represent the koko or the knowledge that comes from kupuna (ancestors).

We have community partnerships in green to represent the various natural resource management organizations we collaborate with to a) increase the exposure of students to conservation/management careers and b) develop their science interests.

The NGSS and NHĀ are represented in yellow as a visual cue to use caution and “slow down”, rather than speed up; we must consider that NGSS have highly Eurocentric views and, also how we might reconcile that with student development of indigenous competencies as measured by NHĀ.

The HĀ is a HIDOE framework of SEL and academic outcomes to be strengthened in every student over time.

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2018-19 SY

Keawaʻula

Water Quality Testing

2015-16 SY

Soil Investigation

2017-18 SY

ArcGIS/ESRI Project

2017-18 SY

Teaching Change PD

2016-17 SY

Phenology on Campus

2016-17 SY

Watershed Health

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Brigitte U. K. Russo

Waiʻanae Intermediate 8th Grade Science Teacher

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Ka naʻauao o nā kūpuna ka lama e hoʻomālamalama i ke ala no nā keiki.

The wisdom of the elders is the torch that enlightens the path of the children .

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Indigenous Knowledge of our Mauna

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Indigenous Moʻolelo Mural

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“I can’t wait to share the moʻolelo in this mural with my kids and grandkids. I hope this stays here forever.” - Student
“My kid came home and told me about the moʻolelo in our ahupuaʻa; I wish I had those opportunities when I was in school.” - Parent

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2015-18 SYs

Kaʻena Point Phenology activity

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2015-2018 Camp Mōkūleia�

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Reclaiming our land

Keawaʻula Restoration Site

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2017-18 SY Keawaʻula

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Keawaʻula 10-4-2018

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2018-19 SY Keawaʻula

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This Fall

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Planting Native Plants on Campus

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Bioblitz on Campus

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ʻohai, endemic and endangered

Wiliwili, endemic, at risk

ʻilima papa, endemic

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NOAA Partnership

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2015-2017 SYs

Waiʻanae Kai: Waiʻanae Mountain Watershed

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DLNR & Mālama Learning Center

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ʻUlu Maika

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Kaʻala Farms & Mālama Learning Center Partnership

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Kaʻala Farms & Mālama Learning Center Partnership

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ArgGIS & ESRI Story Mapping Science Showcase

Community Issues: Ocean Acidification, Ocean Debris, Channelization of Streams, Invasives vs Native Plants & Animals, Land Development, and Military Involvement.

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Kaʻala

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Fun Activities

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2015-18 SYs

Phenology of Kaʻena

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Hawaiʻi Island Field Trip

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Hawaiʻi Island Field Trip

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Interest Post Survey Data

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Nā Hopena Aʻo Post Data

Strengthen Sense of Belonging
Strengthen Sense of Responsibility
Strengthen Sense of Excellence
Strengthen Sense of Aloha
Strengthen Sense of Total Well- Being
Strengthen Sense of Hawaii

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Personal

2015-2016 HSA Scores to 2018-2019 HSA Scores

10 percent increase

8 points for average score increase

Schoolwide

2015-2016 HSA Scores to 2018-2019 HSA Scores

14 percent increase

6 points for average score increase

Statewide

2015-2016 HSA Scores to 2018-2019 HSA Scores

4 percent increase

1 point for average score increase

HSA (Hawaiʻi Statewide Assessment) Science Data

2015-16	% Passing	Average Score	Student Count
School Average	10	259	430
Brigitte Russo	8	260	97
State Average	37	286	12097

2018-19	% Passing	Average Score	Student Count
School Average	24	265	452
Brigitte Russo	18	268	94
State Average	41	287	12791

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�Selected References �

Hawai‘i State Department of Education (2015, November). Nā Hopena A‘o Statements. Retrieved from www.hawaiipublicschools.org/DOE%20Forms/NaHopenaAoE3.pdf
Lakoff, G. & Johnson, M. (2003). Metaphors we live by. London: University of Chicago Press.
Moll, L.C., Amanti, C., Neff, D., & Gonzalez, N. (1992). Funds of Knowledge for Teaching: Using a Qualitative Approach to Connect Homes and Classrooms. Theory into Practice, Qualitative Issues in Educational Research, 31, 2, 132-141.
National Center for Education Statistics (2011, Dec.). Comparing the Achievement Patterns of Native Hawaiian and Non-Native Hawaiian Grade 8 Students in Reading and Math. Retrieved from http://ies.ed.gov/ncee/edlabs/regions/pacific/pdf/REL_2012120.pdf
NGSS (2013). Appendix G. Crosscutting Concepts. Retrieved from http://www.nextgenscience.org/sites/default/files/Appendix%20G%20-%20Crosscutting%20Concepts%20FINAL%20edited%204.10.13.pdf
Oneha, M.F. (2001). Ka mauli o ka 'oina a he mauli kanaka: An ethnographic study from an Hawaiian Sense of Place. Pac Health Dialog 8, 299-311.
Sewell, W. Jr. (1992). A Theory of Structure: Duality, Agency, and Transformation. American Journal of Sociology, 98, 1, 1-29.

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�He ʻaʻaliʻi au, ʻaʻohe makani e hina ai

I am an ʻaʻaliʻi shrub, no wind can push me over. ʻŌlelo Noʻeau (Pukui, 1983)�

’Ōhi‘a lehua, Hakalau Forest Reserve, Hawaiʻi, B. Russo

QUESTIONS?

Kekaha K.P. Spencer

kekaha13@gmail.com

Brigitte U. K. Russo

brigitteululani@gmail.com

Special thanks to our partners

ʻŌhai, Sesbania Tomentosa, Keawaʻula, B. Russo