Lesson # Unit 9 Injury Prevention

By Edna Cole,2014-05-07 21:20
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Lesson # Unit 9 Injury Prevention

    Lesson # 3: ‘Ōlelo Unit 11: Injury Prevention Materials: NH Topic:

    #7 Engage in Hawaiian language opportunities to increase ? Card Stock

    language proficiency and effective communication skills in a

    variety of contexts and learning situations.

    DOE Standards:

     CS: 1, 2.

    BM: 1b, 1c

    PI: 1ad, 2ac.

    ‘Ōlelo No‘eau: GLO’s: Ability to… Aia anei ka maka i ke kua o ‗ike ‗ole iho? ? be responsible for one‘s own learning Are the eyes on the back that one cannot see what is being done? ? be involved in complex thinking and problem solving Said of one who declares that he doesn’t know how to do a certain thing ? communicate effectively and perhaps will not be able to learn. ? work well with others

    Health Risk Area:

    #1 Injury and Violence Prevention

    #7 Personal and Consumer Health


    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 class what an ‗Ōlelo No‗eau or Hawaiian Proverb or

    Hawaiian Saying is.

    4. Give a common example from the English language so the concept is Teacher Preparation:

    understood. (For example: ―Don‘t count your chickens before they

    hatch.‖) * Read thru the `ōlelo.

    5. Ask the students to make guesses about what this saying from our

    European ancestors might mean. Discuss the first student response. * Remove any you do not wish to use.

    (Note: If there is a long silence, indicating confusion, ask if that saying

    might be re-phrased as: ―Don‘t make a promise to anyone until you * Decide if you wish each student to have an `ōlelo or

    know you can follow through.‖ . . .‖Don‘t spend money you think is work together.

    coming your way until you know you have chickens to sell.‖ (Note:

    Teacher may decide to use another saying from Asia or any other * Xerox the `ōlelo onto cardstock and cut into individual

    country.) cards. 6. Ask the students if there might be other interpretations of the meaning

    of the saying. Discuss the responses. 7. Explain to the students that the ‗Ōlelo No‗eau are Hawaiian sayings

    that were carefully collected and translated by Mary Kawena Pukui

    between 1910 and 1960. 8. a) randomly place an ‗ōlelo card on each student group‘s table or (b) let

    a representative from the group draw an ‗ōlelo card.

    9. Ask for a volunteer from each group to read their ‗ōlelo in English.

    (Teacher may choose to read the ‗ōlelo in Hawaiian first.)

    10. Ask the class what they think the ‗ōlelo means to kick-start the project.

    Write responses on the board or overhead.

    11. Remind each group to either (a) work together as a group to make a

    drawing on a poster (or computer) or (b) ask each student to create an

    individual poster to represent that saying. Some Hawaiian proverbs will

    be easier to represent in drawings/postersespecially those using fish,

    plants or other well-known objects.

    12. Schedule a trip to the library to allow the students time to look for

    photos of some of the animals, plants or other objects mentioned in

    their ‗ōlelo. Some `ōlelo mention specific Hawaiian fish, birds,

    seaweed, etc. and searching for a photo of that object may offer an

    opportunity for a lesson as well. (b) If there is no school or community

    library, schedule a visit to the school or community computer lab to

    search for photos of the objects mentioned in the ‗ōlelo.

    13. Ask each group to hold up their individual or group posters and (a) read

    the `ōlelo and then (b) explain the representation in their poster. 14. Arrange to have the posters displayed in the school library, cafeteria or

    other protected areas where posters will not be damaged. Make sure

    parents are shown the displays at parent conference day or open


    15. Take digital photos of the ‗ōleo posters and submit to either the school

    newspaper or daily bulletin or school on-line website (with student

    permission) or local newspapers.

    16. Ask the students to write a short response to the lessons from the ‗ōlelo

    or they have learned from the experience. Relate to lokahi concepts.

Optional Activity:

    Teacher might show a video of kupuna or invite a guest speaker. They could

    talk about the different ‗ōlelo, explain a little of the Hawaiian and show how

    plants and animals are involved. Also a good time for storytelling or reading

    aloud by either the kupuna or the teacher.

    ACTIVITY #2 1. Share the ‗ōlelo learned in class with members of your family. 2. Discuss the ‗ōlelo and document family responses.

    3. Share responses with class. Relate to lōkahi concepts.

    ACTIVITY #3 1. Create a document where students select their favorite/most meaningful olelo, explain why they chose that particular olelo and collect responses

    from family, coaches, ministers, mentors, etc. with whom they share the

    olelo. What do these people think of the olelo? Why do they think the student chose this one? Does it fit the student and his/her life?

    ACTIVITY #4 2. Tell students to generate a list of ‗ōlelo, with the list they share with fellow students, family, teachers, etc. and then pick their favorite. Students

    can write down the responses of others as they choose their favorite olelo

    and also compile data for data analysis, graphing, etc. (this addresses Math standards) Relate to lōkahi concepts.

    ACTIVITY #5 1. Gather other sayings from other cultures and compare and contrast. 2. Create a Venn diagram to visually see the similarities and differences. 3. Pair up to discuss findings.

    4. Generate explanations for your discoveries. Relate lōkahi concepts.

    JOURNALING Teacher/Student to choose journaling style (refer to journaling section of Perhaps students could keep a separate journal for all the olelo

    curriculum): used in the curriculum. They could write their response and

     apply to their life and development. kelly decide…we need to Ask students to write and or draw a short response to the following questions: add to teacher back ground if we do this…..I think we can keep

    all journal entries in one place and have the t‘s pick and choose

    1. How does this lesson relate to your lōkahi circle? which q‘s they‘d like to ask and separate olelo q‘s.

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

    3. How might ‗ōlelo no‘eau sayings benefit you and your family?

    4. What does our Hawaiian standard teach us about the ‗ōlelo shared?

    5. How does this lesson relate to what your culture practices?

    6. Refer to the ‗ōlelo no‗eau and reflect how it relates to the lesson.

    7. Refer to the Native Hawaiian Standard and reflect how it relates to the


    8. Demonstrates knowledge of concepts associated with health risk/content

    areas, demonstrating both breadth and depth.

    9. Researches health risk/content areas by accessing a variety of health

    information resources, products and services

    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 …..

Ōlelo No`eau:

E akahele ka mea akāhi a kāhi. (254)

Let the person who is inexperienced watch his step.


    E`au mālie i ke kai pāpa`u, o pakī ka wai a pula ka maka. (267)

    Swim quietly in shallow water lest it splash into the eyes.

     A cautioning to go carefully where one isn‘t sure of conditions. ___________________________________________

    E ho`i ka wa`a; mai ho`opa`a aku i ka `ino (286)

Make the canoe go back; do not insist on heading into a storm.

A plea not to do something or associate with someone that will lead to serious trouble.


E mālama o loa`a i ka niho (349)

    Be careful or you’ll be caught by the teeth.

A warning to watch out lest one become a victim of sorcery. A person who practices sorcery is said to have

    teeth; that is, his sorcery ―bites.‖


E mālama o pā i ka leo. (350)

Be careful lest you be struck by the voice.

Be careful not to do something that will lead to scolding.


     E nihi ka helena i ka uka on Puna; mai pūlale i ka `ike a ka maka. (360)

Go quietly in the upland of Puna; do not let anything you see excite you.

    Watch your step and don‘t let the things you see lead you intro trouble. There is an abundance of flowers and berries in the uplands of Puna and it is thought that

    picking any on the trip up to the volcano will result in being caught in heavy rains; the picking is left until the

    return trip. Also said to loves ones to imply, ―Go carefully and be mindful.‖


     He ala ehu aku kēnā. (524)

That is an uncertain path.


     He `ala`ihi kalaloa e pau ai na lima i ke `eke`eke. (525)

An `ala`ihi kalaloa fish that makes one draw back his hands.

    A person that is not to be trifled with. The `ala`ihi have spiny fins that can pierce the hands.


He ala iki ko kahuna. (526)

A kahuna has a narrow trail.

A kahuna should mind and be careful of what he does.


He i`a i pā i ka makau. (604)

A fish that had once taken a hook.

Said of a person made wary by an unpleasant experience.


     He kaha lu`u ke ala, mai ho`okolo aku. (650)

The trail leads to a diving place; do not follow after.

A warning to leave well enough alone.


    He kau auane`i i ka lae `a`ā. (677)

Watch out lest the canoe land on a rock reef.

Watch out for trouble.


    He koholua `oi ke ali`i. (700)

A sharppointed piercing implement is the chief.

A warning that one who tampers with a chief will be hurt.


Hemahema no ka `iole, mikimiki ka `owau. (778)

When the rat is careless, the cat comes around.

Be on guard.


    Ka hauli o ka mea hewa `ole, he nalowale koke.(1302)

A bruise inflicted on an innocent person vanishes quickly.

Mean words uttered against the innocent may hurt, but the hurt will not last.


     `Iliki ke kai i ka `ope`ope la, lilo; i lilo no he hawawā. (1228)

The sea snatches the bundle and it is gone; it goes when one isn’t watchful.

A person who fails to watch out often loses.


    Ka `alā pa`a o Kaueleau. 1278 (not caution one)

The hard rock of Kaueleau.

A dollar, or a hard, unyielding person. There is a rock at Kaueleau, Puna, Hawai`i, called the `alā pa`a.


    Ka `ala`ihi kualoa e kukū `ai i na lima. (1277)

The long-backed `ala`ihi fish that pierces the hands.

Said of one who is not to be trifled with. . .

    (Be careful before you act.)


     Ka hala lau kalakala o Wakiu. (1290)

The thorny-leaved hala tree of Wakiu.

A boast about one who is not to be tampered with.


Ka limu kā kanaka o Manu`akepa. (1442)

The man-throwing algae of Manu`akepa.

    Hanalei, Kaua`i, was known for its pouring rain. A slippery algae grows among the grasses on the beach, and, when carelessly stepped upon, it can cause one to slip and fall. This algae is famed in songs and chants of that locality.


     Kanukanu, hūnā i ka meheu, i ka mā`awe alanui o Kapu`ukolu. (1508)

Covering with earth, hiding the footprints on the narrow trail of Kapu`ukolu.

    Said of a cautious person who guards his ways from those who pry. In ancient times a person who did not want to be traced by his footsteps carefully eradicated them as he went.


Ke alahaka o Nu`alolo (1673)

The ladder of Nu`alolo.

    The ascent of Nu`alolo, Kaua`i, is steep and difficult. In the olden days, the people built a ladder in order to go up and down more easily. This ladder is famed in ancient poetry of Kaua`i.


    Ke kokoke mai la ka Ho`oilo. (1753)

The rainy season is drawing near.

Beware, lest you shed tears.


Lawelawe mālie ka Wai`ōpua. (1959)

The Wai`ōpua breeze handles gently.

    Said of one whose ways are gentle and easygoing, or of one who is very careful in handling anything.


Mai lilo `oe i puni wale, o lilo `oe i kamali`i. (2076)

Do not believe all that is told you, lest you be [led as] a little child.

Do not be gullible; scan, weight, and think for yourself.


Mālama i ke kala ka i`a hi`u `oi. (2117)

Watch out for the kala, the fish with a sharp tail.

A warning to beware of a person who is well equipped to defend himself. The kala, a surgeonfish, has a

    spike near the caudal fin which it uses in defense.


Mālama o `ike i ke kaula `ili hau o Kailua. (2118)

Take care lest you feel the hau bark rope of Kailua.

Take care lest you get hurt. When braided into a rounded rope, hau bark is strong, and when used as a

    switch, it can be painful.


    Mālama o kole ka lae. (2119)

Watch out lest the forehead be skinned.

Pay heed what you do lest you get hurt.


    Mālama o kū i ke a`u, ka i`a nuku loa o ke kai. (2120)

Take heed that you are not jabbed by the swordfish, the long-nosed fish of the sea.

Do not annoy that fellow, or you will suffer the consequences.


    Mālama o pakū ke au. (2121)

Take care not to break the gall bladder.

     Watch that you do not do anything to cause bitterness.


    Mālama o pā `oe. (2122)

Be careful lest the result be disastrous to you.

Watch your step lest evil attach itself to you. A warning not to break a kapu.


O ka i`a i ku kona waha i ka makau `a`ole ia e `apo hou ia mea. (2407)

The fish whose mouth has been pierced by a hook will never again take another.

Said of one who avoids trouble after once being hurt.

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