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