A young student steps up to the microphone and starts reciting a vivid, descriptive poem about Papahānaumokuākea. Students sing songs celebrating the wahi pana of their home. Students express their desire to mālama their home. The inspiration that Papahānaumokuākea can provide to people to appreciate and conserve our ocean is valuable. This year, I worked with students participating in the Navigating Change curriculum program. Seeing how much the students get out of this type of learning makes me look forward even more to my trip to Midway.
I hope to make learning connections between Papahānaumokuākea Marine National Monument, and marine reserves in the main Hawaiian islands such as Hanauma Bay. I would like to make connections with other educators interested in marine conservation. I am looking forward to expanding my knowledge of the Northwest Hawaiian Islands, and share what I learn with my community. I would like to learn more about my cultural heritage as it relates to the Northwest Hawaiian Islands.
I would like to create a project that draws from my personal experiences and learning, and that uses multimedia and my song writing skills to teach and inspire others and promote conservation. As an educator at the Hanauma Bay Nature Preserve, I have contact with many school and community groups that come to learn about marine conservation. I also help to train community volunteers that communicate conservation messages to the general public. I would like to be able to offer presentations to, and share my project with community members that attend the outreach presentations at Hanauma Bay, school groups coming to the bay, as well as Hanauma Bay volunteers. I would also like to share my project with the members of my community that participate with Malama Maunalua. A much larger audience could potentially be reached with a hawaiian song written for Papahānaumokuākea.
Monday, June 8, 2009
Introductions: Carlie Wiener
Teaching daily about the Monument, I am aware that these islands represent a culmination of sciences, culture and conservation making a globally unique area. Through participation in this program, I hope to be able to continue to improve my abilities to carryout one the mission of bringing the place to the people. By working with a new group and gathering inspiration and experience from visiting Midway, I will be able to translate this to the public in the form of community programs, targeting local students to take interest in their Kupuna Islands and marine conservation. I also hope that I will personally be able to grow my depth and understanding of this special place by spending some time with new people from different places. Developing fresh ideas and forming new relationships is also important to me.
Upon my arrival back to Oahu I would like to incorporate my trip experience into my outreach programs. Working with the local communities and school groups, I hope to teach about marine science and conservation using these trips lessons, photographs and new activities developed. I would like to focus on using intergenerational learning to reach both parents and their children at the same time. The most important message for me is that the public understand that the marine impacts in the main islands can affect the entire Archipelago. A focus on hands-on activities highlighting important biological and ecosystem function aspect of the Monument will also used. I am also a large advocate of using interdisciplinary learning using a combination of arts and sciences in my programs. Not only would I like to work with the local community, I am interested in bringing ocean conservation messages and information about the Monument into classrooms where students do not have direct access to the ocean. This is important because it demonstrates the Monument as a global treasure.. Those who do not have ocean access often lack an understanding that their actions can have direct impacts on our marine environments.
Upon my arrival back to Oahu I would like to incorporate my trip experience into my outreach programs. Working with the local communities and school groups, I hope to teach about marine science and conservation using these trips lessons, photographs and new activities developed. I would like to focus on using intergenerational learning to reach both parents and their children at the same time. The most important message for me is that the public understand that the marine impacts in the main islands can affect the entire Archipelago. A focus on hands-on activities highlighting important biological and ecosystem function aspect of the Monument will also used. I am also a large advocate of using interdisciplinary learning using a combination of arts and sciences in my programs. Not only would I like to work with the local community, I am interested in bringing ocean conservation messages and information about the Monument into classrooms where students do not have direct access to the ocean. This is important because it demonstrates the Monument as a global treasure.. Those who do not have ocean access often lack an understanding that their actions can have direct impacts on our marine environments.
Introductions: Kathy Knoeppel
Mayville, Wisconsin’s motto is “Gateway to the Horicon Marsh”. The Horicon National Wildlife Refuge is an extraordinary asset and is designated as a Wetland of International Importance and a Globally Important Bird Area. Through real-life experience gained from learning about the NWHI; I want to draw connections throughout my science curriculum with Papahānaumokuākea Marine National Monument and its environmental and cultural designations.
Being a science teacher puts me in a unique situation to build community involvement starting first within the classroom with students and then networking with local organizations to effect changes on a small scale. I am especially interested in creating hands-on learning experiences for my students and incorporating technology into lessons. One thing that I especially want to do is set up an on-line group activity for my students to work with students in another area of the country.
Due to the close proximity to Horicon Marsh, I would like to make learning connections with other schools near other refuges/stop-overs for endangered birds along the migration route for science projects. I am hoping to network with contacts I have made in the Wisconsin Department of Natural Resources and at the Horicon National Wildlife Refuge and make contact with the National Crane Foundation in Baraboo, WI to create an on-line community of schools along the flyway.
I think it would heighten student interest even more to make connections to the plight of birds in Hawaii, especially the birds living in the Papahānaumokuākea Marine National Monument and its environmental and cultural designations. I would love to work with a school in Hawaii to have an internet exchange between our students. I would like to start off small partnering with another interested school or two and then see what the project evolves into.
The larger goal of the project would be to work with the students on developing a more global view of the importance in changing their own and hopefully family values and behaviors to maintain or restore other environment resources especially coral reefs and related marine environments.
Being a science teacher puts me in a unique situation to build community involvement starting first within the classroom with students and then networking with local organizations to effect changes on a small scale. I am especially interested in creating hands-on learning experiences for my students and incorporating technology into lessons. One thing that I especially want to do is set up an on-line group activity for my students to work with students in another area of the country.
Due to the close proximity to Horicon Marsh, I would like to make learning connections with other schools near other refuges/stop-overs for endangered birds along the migration route for science projects. I am hoping to network with contacts I have made in the Wisconsin Department of Natural Resources and at the Horicon National Wildlife Refuge and make contact with the National Crane Foundation in Baraboo, WI to create an on-line community of schools along the flyway.
I think it would heighten student interest even more to make connections to the plight of birds in Hawaii, especially the birds living in the Papahānaumokuākea Marine National Monument and its environmental and cultural designations. I would love to work with a school in Hawaii to have an internet exchange between our students. I would like to start off small partnering with another interested school or two and then see what the project evolves into.
The larger goal of the project would be to work with the students on developing a more global view of the importance in changing their own and hopefully family values and behaviors to maintain or restore other environment resources especially coral reefs and related marine environments.
Introductions: Miriam Sutton
May 12, 2009 – I paddled my kayak through the estuary this afternoon and observed the multitude of shore birds that raise their young along the protected sand spits, barrier islands, and salt marshes. I savored every moment in the waning sunset and wondered how my little corner of the world might compare with the protected ecosystem of Midway Atoll. I am but a mere month away from a summer adventure that will allow me to explore cultures, geology, and species I have never experienced. The anticipation quickened my paddle stroke and I calmed my excitement with a deep breath as I allowed my kayak to glide over a tidal flat. The Rachel Carson Estuarine Research Reserve is awe-inspiring. The estuary is also surrounded by anticipated development, currently being suppressed by a waning economy. My travels to Hawaii and Midway will immerse me into the Papahanaumokuakea culture and allow me to absorb the conservation strategies being implemented to preserve the pristine habitats of the Papahanaumokuakea Marine National Monument. I hope to translate these successful conservation methods through awe-inspiring education and outreach projects that will foster the protection of our estuary reserve as development in our region continues.
Introductions: Ron Hirschi
My main goal so far is to learn from the experience so that I might help Port Gamble S'Klallam Tribal kids find ways of identifying and protecting their cultural resources. The tribe is a canoe culture, so share many ocean connections with other Pacific Peoples. I think it is important to find ways of connecting Hawaiians and Pacific Northwest Coast peoples. I have this idea of creating a “Pacific Box” that we start on Midway and pass along to others – a box of story, song, poems, art, research projects...........just an idea brewing. Along with this is the notion of creating a literal and imaginary path from watersheds where I work with kids to the sea and on to Papahanaumokuakea. A trail with markers and maps and ways of learning about the connections in our one ocean. I've thought about canoes, paddles, and orcas as symbols for the path markers........I also work with a small Catholic school and have discussed with them some spiritual form of ocean connection, something you can't do in public schools. Maybe some shrines in their watershed?
I also have a mission to find a way to bring a whale home to Hawaiian waters. I have worked with schools in the greater Columbus, Ohio area for 20 years. One major project has been to help kids find ways of connecting with the sea by way of studying and helping their watersheds. At one school, we eventually created a life size humpback whale tail sculpture. The whale dives into the earth in Ohio and wants to surface back home. Many stories, books, songs, and more have been created in relation to this steel whale. I want to find a way to bring the whale home so that kids back on the mainland can continue to be inspired by its long journey. My friend, Dr. Mary Sheridan also applied for this project and wasn't able to come along, but I do this whale journey with her in mind and spirit. She will be starting at a new school next year and will certainly take what I bring home and give thousands of kids a new way of thinking if we find a way to help the whale. Maybe this will combine with the Ocean Box to become a whale that continually travels around the earth........a perpetual learning and inspiring box of magic........
I will also be sending out “Postcards from Papa” as a way of answering questions sent to me by kids. This project seems simple enough, but may also be the most important. I could see turing this into a book of sorts or an ongoing way of “Teaching Papahanaumokuakea” with a newsletter perhaps.
I also have a mission to find a way to bring a whale home to Hawaiian waters. I have worked with schools in the greater Columbus, Ohio area for 20 years. One major project has been to help kids find ways of connecting with the sea by way of studying and helping their watersheds. At one school, we eventually created a life size humpback whale tail sculpture. The whale dives into the earth in Ohio and wants to surface back home. Many stories, books, songs, and more have been created in relation to this steel whale. I want to find a way to bring the whale home so that kids back on the mainland can continue to be inspired by its long journey. My friend, Dr. Mary Sheridan also applied for this project and wasn't able to come along, but I do this whale journey with her in mind and spirit. She will be starting at a new school next year and will certainly take what I bring home and give thousands of kids a new way of thinking if we find a way to help the whale. Maybe this will combine with the Ocean Box to become a whale that continually travels around the earth........a perpetual learning and inspiring box of magic........
I will also be sending out “Postcards from Papa” as a way of answering questions sent to me by kids. This project seems simple enough, but may also be the most important. I could see turing this into a book of sorts or an ongoing way of “Teaching Papahanaumokuakea” with a newsletter perhaps.
Introductions: Sunny Seal-LaPlante
I hope to gain knowledge and experience this jewel of a place, a major bird nesting, turtle nesting, monk seal pupping area. I hope to understand the cultural aspects and be better informed to preserve and protect the N. W. islands. I would like to see the incredible diversity of marine life that is there and the plastic plague that needs to be dealt with. I find that traveling to a place inspires and makes me enthusiastic in teaching about it, and I hope to paint and exhibit art about to benefit the Marine Mammal Response Team.
To promote stewardship I would like to use the students in my class to be ambassadors to others in my school, community and with their families. To that end they would be educated on measures that they could take to help with four things, monk seals, turtles, coral and seabirds. Using students’ drawings we would then design and publish a brochure and educational coloring book that helps others learn to leave sleeping monk seals alone, not to step on coral, and keep plastic from the ocean (including fishing line) because turtles think plastic bags are jellyfish and entanglement is another problem for birds, seals and turtles. With financial support (donations and grants) these could be made available to all students in coastal schools on our island not just the 300 at my school.
To promote stewardship I would like to use the students in my class to be ambassadors to others in my school, community and with their families. To that end they would be educated on measures that they could take to help with four things, monk seals, turtles, coral and seabirds. Using students’ drawings we would then design and publish a brochure and educational coloring book that helps others learn to leave sleeping monk seals alone, not to step on coral, and keep plastic from the ocean (including fishing line) because turtles think plastic bags are jellyfish and entanglement is another problem for birds, seals and turtles. With financial support (donations and grants) these could be made available to all students in coastal schools on our island not just the 300 at my school.
Introductions: Terry Leianuenue Reveira
I hope to see the path that Pele took as she searched for a new home to connect the places to her story. I hope to learn about the ocean and marine life that need to be protected from the actions of people. I want participate in work projects to malama the natural resources found there. When I return I hope to develop curriculum that will link traditional stories to real places, connect the past to the present and create a discussion with others to understand the impact of what we have on our resources and how we can malama them. The discussion may be with teachers who can learn a “story” and pass it on their students who will carry home to share. These story links will help them connect to Papahanaumokuakea as a real place to love not just a pretty picture. In order to care (malama) we must get our hands dirty and be involved.
Introductions: Jeff Manker
My goal for my time in Hawaii and on Midway Island is to gain a better understanding of the link that albatrosses and other seabirds make between Papahānaumokuākea Marine National Monument (PMNM) and the coast of California where I live. I want to observe and record in a variety of formats (writing, video and voice recordings) my observations of the details of their lives and the effects that far-off coastal communities may be having on their lives.
My intention when I return is to change the behavior of my community members. To do this I plan on using newspaper articles, radio broadcasts and video to communicate a few simple actions that the average person can do to reverse the negative effects of our littering and the fishing practices that we support.
First, I want to make my students and my community at large aware of the struggle these incredible creatures go through just to survive where they do. Second, I want the people on my side of the Pacific Rim to see how our careless or simply ignorant actions create difficulties for the birds and other creatures of the far –flung islands of the Monument.
My intention when I return is to change the behavior of my community members. To do this I plan on using newspaper articles, radio broadcasts and video to communicate a few simple actions that the average person can do to reverse the negative effects of our littering and the fishing practices that we support.
First, I want to make my students and my community at large aware of the struggle these incredible creatures go through just to survive where they do. Second, I want the people on my side of the Pacific Rim to see how our careless or simply ignorant actions create difficulties for the birds and other creatures of the far –flung islands of the Monument.
Introductions: Karen Matsumoto deChadenedes
I hope to learn more about promoting stewardship and inspiring people to take positive actions and change behaviors toward environmental sustainability and humane communities. I want to learn by doing through the PAA experience and by sharing ideas with other educator-leaders in the program. I am excited about learning about traditional cultures of Hawaii, and how this traditional knowledge can help us to better understand how to inspire marine conservation in students and the general public. I also hope to learn more about the effects of global climate change and ocean acidification on long-term ecosystem health.
I would like to incorporate what I learn from the PAA experience into my education programs at Seattle Aquarium. My vision is to create a program that focuses on the connections between local ecosystems, objects, people, and cultural identity in the Pacific Rim, and to explore these links with young people. I would like to build connections between Pacific Rim communities (specifically between Coastal WA Tribal communities and Hawaiian communities) to help children connect with marine conservation through local ethnobotany and indigenous material culture, as well as to nurture global connections/exchange and real-life relationships.
I would like to incorporate what I learn from the PAA experience into my education programs at Seattle Aquarium. My vision is to create a program that focuses on the connections between local ecosystems, objects, people, and cultural identity in the Pacific Rim, and to explore these links with young people. I would like to build connections between Pacific Rim communities (specifically between Coastal WA Tribal communities and Hawaiian communities) to help children connect with marine conservation through local ethnobotany and indigenous material culture, as well as to nurture global connections/exchange and real-life relationships.
Tuesday, May 19, 2009
Overview
What is the PAA program?
Papahanaumokuakea 'Ahahui Alaka'i (PAA) is a ten-day experiential leadership program that brings together teachers, business people, policy-makers as well as potential community leaders interested in learning and being inspired by science and traditional knowledge management practices. is being sponsored by staff of Papahānaumokuākea Marine National Monument (Monument). This workshop will bring together a broad range of interests and knowledge to ultimately inspire active stewardship of natural and cultural resources by participants within their home communities.
The Monument co-trustee agencies (U. S. Fish and Wildlife Service, National Oceanic and Atmospheric Administration and the State of
Subscribe to:
Posts (Atom)
