DOC

Lesson # Unit 6 Menta

By Evelyn Phillips,2014-05-07 15:38
13 views 0
Lesson # Unit 6 Menta

    Lesson # 3: Land Stewardship Unit 8: Mental Health Materials: NH Benchmarks:

    #6 Foster understanding that culture and tradition, ? Kumulipo Video (Need to provide)

    as constantly evolving systems are grounded in ? Interconnectedness Story

    the knowledge of the past to address the present

    and future.

    DOE Standards:

    PS: 1,4

    BM: 1a,1b,4a,4b

    PI: 1aa,1ad,4ab,4ad,4ae

    ‘Ōlelo No‘eau: #2829 GLO’s: Ability to… Ua mau ke ea o ka ‘āina i ka pono. ? be responsible for one’s own learning The life of the land is preserved in righteousness. ? be involved in complex thinking and

     problem solving

    ? communicate effectively

    ? work well with others

    Health Risk Area:

    #6 Mental and Emotional Health

    #7 Personal and Consumer Health

    ACTIVTY #1 TEACHER NOTES

    1. Verbally share and write the ‘Ōlelo No‘eau for the day on the board. Provide time for

    the students to think about the proverb without sharing. Repeat if necessary.

    2. Ask students to visualize the picture in their minds, give options of what they might

    draw or sketch.

    3. Explain to the students that Hawaiian people have a holistic view on health.

    Westerners, or people primarily from Europe, do not view health in this way. The

    mind, body and spirit are totally separate things for them. So why would taking a

    holistic point of view mean anything when you’re having health problems? Think

    about it. Because most health professionals like doctors, nurses, psychologists,

    nutritionists, etc., have been educated by Westernized schools and with Westernized

    medical practices-they are not taught to view the body, mind, and spirit as connected.

    This often causes conflict or misunderstanding when they are trying to help those

    who do view these things as connected to each other.

    4. Obtain the number of students in class. Divide that number by two (2). Have the

    numbers pair by number.

    5. Pass out a copy of a story about connectedness.

    a. We are born with three piko. There is a piko……..

    6. Have the students read it individually first then have them read it aloud.

    7. Tell the students to try to figure out what is the meaning of the story. Provide time.

    8. Round robin style, ask the students to share what they thought the meaning of the

    story meant. Go around to each group until all ideas have been exhausted.

    9. Teacher to summarize and relate to lōkahi wheel.

    ACTIVITY #2

Teacher’s Note: The Three Piko describes each individual’s interconnectedness or

    relationship with the physical, emotional and spiritual world. The Lōkahi Triangle depicts the

    interconnectedness between Mankind, Nature, and God(s). Lōkahi can be translated to mean

    harmony. So how did ka po‘e kahiko (ancient Hawaiians) view the world around them? The

    Lōkahi Triangle depicts the relationship between Kanaka (mankind), Ke Akua (God), and

    ‘āina (nature). Each is interconnected, and interdependent. All things in the natural world had

    mana (life force) whether they were alive or not. The Lōkahi Triangle did not distinguish

    between plants, animals or objects. The Lōkahi Triangle is an example of holistic health. The manifestation of problems, conflicts, illness, and disease suggests there is disruption in the

    relationships between components of the Lōkahi Triangle (Rezentes, 1996).

    Transition the students to open their minds even more. Explain that in the Hawaiian Creation Chant, known as the Kumulipo, Papa, Earth Mother, and Wākea, Sky Father, were the

    parents of the islands of Hawaii and a son, Ho’ohokulani. From a union between Wakea and

Ho’ohokukalani, Haloanaka was born. Haloanaka was buried in the earth and wept over.

    From that spot grew the first kalo (taro) plant. The second child of Wākea and Ho’ohokukalani

    was named Haloa in honor of his older brother. Thus, Haloa was the first Ali’i Nui (supreme

    chief) and ancestor to all Hawaiian people. The story of Papa and Wākea describes the

    Hawaiian familial relationship to the land. In short, the islands and kalo are the older siblings

    of Ali‘i and the people. Hawaiian people are directly related to the land and view it as not only

    a source of food, but part of the ‘ohana.

1. Draw a little family tree of Papa and Wākea-draw lines where people are connected to one

    another.

    ACTIVITY #3

    1. After the discussion, transition the students to get comfortable. View the Kumulipo

    video to help with understanding.

    2. After the video, pose the questions and write them on the board: What makes land so

    important to Hawaiians? How does this importance create a holistic view of their

    health? Remember that holistic health shows how our lives are all connected. How

    would Hawaiians relationship with the land fit into this connection?

    3. Allow time to think then write their answers on the board. If time permits, view the

    video again, and pose the same questions. Discuss aloud and in a large group.

    4. End the session by having the students draw what interconnectedness means to

    them and how it relates to their lōkahi circle..

    5. Share their drawing if time permits and/or post their drawings on the board.

    JOURNALING

    Teacher/Student to choose journaling style (refer to journaling section of curriculum):

    Ask students to write and or draw a short response to the following questions:

    1. How does this lesson relate to your lōkahi circle?

    2. How might you make personal changes to care for your health better?

3. How might you educate your family about the importance of the land and what the

    land has to offer?

    4. What does your family think about the land we live on?

    5. Refer to the ‘Ōlelo No‘eau and reflect how it relates to the lesson. 6. How does this lesson relate to what your culture practices?

    7. Refer to the Native Hawaiian Standard and reflect how it relates to the lesson. 8. Report on core concepts accurately in a variety pf critical risk/content areas. 9. Demonstrate knowledge of concepts associated with health risk/content areas,

    demonstrating both breadth and depth.

    10. Analyze how influences impact personal, family, and community health practices and

    behaviors.

    11. Evaluate internal influences o self and others, and plan strategies to overcome them. 12. Evaluate external influences that affect health decision-making.

    APPRECIATION

    (Optional: go around the room, pass an object around from person-to-person, pass a book of

    positive daily affirmations, throw a ball with positive affirmations on it and do what it asks, etc)

    Invite statements of appreciation relating to subject/cultural matter:

1. I liked it when…….

    2. I am excited about…..

    3. I’m glad we …..

    Interconnectedness Story

We are born with three piko. There is a piko on top of our heads, which is also referred to as the fontanel.

    This piko connects us to the spirit world. It is our connection to our ancestors and our past. The second

    piko is the umbilicus or bellybutton. It connects us to our family and community. It is the connection to our

    present. The third piko is our genitals. It connects us to our children and the future generations. Thus,

    according to ka po‘e kahiko (Ancient Hawaiians), the individual is made up of with the spiritual, physical and

    emotional world (Pukui, 1972).

Report this document

For any questions or suggestions please email
cust-service@docsford.com