Mōhala I Ka Wai Ka Maka O Ka Pua
Affected kalo from our mala
I used the Working Exit Outcomes in order to deepen my knowledge of science content, science process, and Hawaiian culture. The Working Exit Outcome that I applied prominently in quarter 3 and 4 was mōhala i ka wai ka maka o ka pua. The meaning of this ʻōlelo noʻeau is to promote and utilize Hawaiian perspectives and practices to enhance my well-being of my ‘ohana, kaiaulu, lahui, and world. During this quarter, one big topic that was discussed was GMO kalo. One of the catalyst for this topic was because our kalo outside in the kalo was dying. We had to investigate why the kalo were being affected. During our investigation, the topic of GMO kalo arose. Many Hawaiian activists are against GMO kalo, such as Mililani Trask, because they claim that it is “hewa” and “against our culture”. In order to formulate my opinion about this topic, I had to use science content, science process, and Hawaiian culture. My science content told me that the meaning of GMO is “genetically modified organism”. From class lectures, I had learned that kalo was actually genetically modified by Hawaiian kupuna. According to the article “Hawaiian Kalo, Past and Future”, the statement “scientists have used classical plant breeding techniques, such as may have been practiced by ancient Hawaiians, to try to improve commercial kalo cultivars” shows that ancient Hawaiians may have genetically modified kalo. This is an example of domestication because humans are genetically modifying plants to benefit humans, not the plant. I used my science process skills as well. Outside in our mala, there were kalo that were being affected negatively (see picture). I used my observation, inferring, classifying, communication, and identifying variables skills in order to see that the kalo were in need of help. Lastly, Hawaiian culture was included. From Lakea’s lectures and the Kumulipo, I know that kalo is culturally our older brother and a family member (http://indiancountrytodaymedianetwork.com/article/kalo-is-more-than-a-native-hawaiian-plant-its-an-ancestor-to-hawaiian-culture-63402). From kupuna, I learned that kalo is a primary source of food (poi and laulau). After weighing all of this knowledge, I decided that GMO kalo is not a bad thing. Similar to the papaya ringspot situation (http://www.youtube.com/watch?v=3rgUEUDkj2U), kalo could possibly be improved to resist diseases such as taro leaf blight, which, according to the guest speakers, is a problem with the kalo. From this experience of deciding whether GMO kalo is beneficial or not, I learned that it is important to consider all of the perspectives (scientific and cultural) because the both kinds of mana’o are important and give the decider a more well-rounded view of things. A well-rounded view of things supports better decision-making. By applying my science process, science inquiry, and Hawaiian culture skills, I was able to make an informed decision about GMO kalo and fulfill the WEO outcome of using Hawaiian perspectives to improve the well-being of others.
Linking science inquiry and cultural practice is important to do. Using more than one view of information helps the reader have a broader, more in-depth of things. We did this in Biology when Mr. Patino had Lakea come in to talk about the Kumulipo. From Lakea’s presentation, we were able to see that there were many undeniable parallels between the evolutionary theory and the Kumulipo. The main difference between them was that the evolutionary theory was based on empirical evidence, while the Kumulipo has a spiritual aspect to it. Despite the difference, both sources of mana’o were valuable. Drawing this normally overlooked link between science and culture is important because if the link is established, problems could be resolved. For example, Hawaiian cultural leaders are very anti-GMO. According to the Kumulipo, http://www.sacred-texts.com/pac/lku/, kalo is a very honored family member in the Hawaiian culture. However, if these cultural leaders researched their kupuna's history, they would see that the ancient Hawaiians actually used cross-breeding methods that created GMOs. Ancient Hawaiians used both science and culture to take care of their kalo. In conclusion, linking science inquiry and cultural practice is important because it makes people realize that culture and science isn't all that different after all.
Linking science inquiry and cultural practice is important to do. Using more than one view of information helps the reader have a broader, more in-depth of things. We did this in Biology when Mr. Patino had Lakea come in to talk about the Kumulipo. From Lakea’s presentation, we were able to see that there were many undeniable parallels between the evolutionary theory and the Kumulipo. The main difference between them was that the evolutionary theory was based on empirical evidence, while the Kumulipo has a spiritual aspect to it. Despite the difference, both sources of mana’o were valuable. Drawing this normally overlooked link between science and culture is important because if the link is established, problems could be resolved. For example, Hawaiian cultural leaders are very anti-GMO. According to the Kumulipo, http://www.sacred-texts.com/pac/lku/, kalo is a very honored family member in the Hawaiian culture. However, if these cultural leaders researched their kupuna's history, they would see that the ancient Hawaiians actually used cross-breeding methods that created GMOs. Ancient Hawaiians used both science and culture to take care of their kalo. In conclusion, linking science inquiry and cultural practice is important because it makes people realize that culture and science isn't all that different after all.
Ke Ao ʻImi Naʻauao
How I feel when I talk to Mr. Patino
By doing the experiments that we did in Biology class, I have a better understanding of how to use my cultural knowledge and skills. According to the KS-Working Exit Outcomes, an industrious Hawaiian student utilizes various sources, applies both traditional and contemporary knowledge to situation, and of course, seeks and applies knowledge ethically. I believe that my kumu’s teaching style made it necessary for me to apply all of these skills. For example, my kumu always answers my questions with a question. When I ask him what the purpose for a protein is, he will retort with, “What is the purpose of a protein? Why do we eat things that contain proteins?” As you can clearly see, he doesn’t make this easy for me and makes me search for my own answers, and this search requires me to utilize various sources, use my prior and new knowledge, and all of the rest of those Ke Ao ‘Imi Na’auao skills in order to find the answer to my question. My kumu also doesn’t lecture very often. He makes my class and me read our textbook on our own time and discover the information for ourselves. Even though at times this can be frustrating, I realize now that my kumu is instilling the ‘imi ‘ike (seek knowledge) mindset in my head, while he tries to erase the gimme ‘ike (teacher tells us all of answers) mentality. This independent search for knowledge has strengthen my sense of kuleana (responsibility) and my desire to learn, which are two very important Hawaiian values.
KS-Working Exit Outcomes
Building a greenhouse
Kū i ke ao, or being involved with others, is a standard that helped me better understand my culture. Through doing scientific writing (CER) in Quarter 2, I learned how to better communicate with other, a.k.a. being involved with others. While CER format also improved my writing, it had a larger ultimate impact on me; it helped me socially convey my thoughts in a logical and simple matter, making it less likely that misconceptions and misinterpretations will arise. Being able to communicate effectively with others is very critical in Hawaiian culture because the Hawaiian culture is built on a foundation of teamwork and working with other people. Look at the kanaka maoli (native people). All the heiau and other great structures they built were a group effort, a collaborative effort.
I have been in compliance with the outcome of Ua lehulehu a manomano ka ʻikena a ka Hawaiʻi, which means that I apply what I am learning in class to real life situations. In Biology class this quarter, we learned about the process of photosynthesis and how to grow plants efficiently. I applied this knowledge by treating plants correctly (not ripping off their leaves) because I learned that leaves are critical in the process of photosynthesis. I also started to work outside a lot more to tend to our gardens and just take care of the yard. I placed some of the plants in more sun-filled areas due to my increased knowledge of photosynthesis. By using knowledge that I learned in Biology in real life situations, I was able to affect my environment in a positive matter.
I have been in compliance with the outcome of Ua lehulehu a manomano ka ʻikena a ka Hawaiʻi, which means that I apply what I am learning in class to real life situations. In Biology class this quarter, we learned about the process of photosynthesis and how to grow plants efficiently. I applied this knowledge by treating plants correctly (not ripping off their leaves) because I learned that leaves are critical in the process of photosynthesis. I also started to work outside a lot more to tend to our gardens and just take care of the yard. I placed some of the plants in more sun-filled areas due to my increased knowledge of photosynthesis. By using knowledge that I learned in Biology in real life situations, I was able to affect my environment in a positive matter.
Ti Leaf Experiment
Our experiment proposal for our ti leaf experiment
The experiment we conducted was meant to answer the question “How will controlled color pigment filters affect ti leaf growth?”. In order to carry out this experiment, we planned on covering the pot containing the plant with colored foil and observing how that colored foil made the ti leaf different from other ti leaf. Unfortunately, we weren’t successful in our endeavors. Our ti plant did not grow. After reflecting on our experiment and doing a little more research on how to grow ti correctly, we collectively decided that there were some things that we could have done differently to make our experiment more successful. The first thing was that we should have taken better care of the mother plant that we got our cuttings from. We cut the mother plant and soaked the plant in water like Patino told us to, but we left the plant in the water too long, allowing harmful bacteria to grow in the bucket. (We observed several qualitative observations to conclude that bacteria was growing. There was a rotting smell arising from the water that the plant was in. The water was also sluggish and off-colored. The base of the plant was also mushy and oversaturated. We also asked Patino, and he said our assumptions were correct.) We should have put a pump in the water that the mother plant was placed in to allow circulation and prevent the growth of harmful bacteria. The second thing we would change is the growing environment that the ti leaf was in. According to http://www.avasflowers.com/wiki/ti-leaf, “full shade, or mostly shade, should be provided in warmer climates”. Mr. Patino’s room is shaded and air-conditioned, so therefore, the plant was not in the appropriate growing environment. In Biology, we also learned about photosynthesis. Photosynthesis is essential in plant development. Patino’s room is dark, and our ti plant was not close to the windows or door, therefore, our plant wasn’t able to convert sunlight into the food it needed to grow strong, healthy roots. This probably was why the roots of our ti leaf were so fragile. In conclusion, we should have researched more about growing ti leaf before conducting the experiment.
Since we were unable to find out how the different pigments affected ti growth, additional research was needed. According to http://www.education.com/science-fair/article/light-affects-plant-growth/, “light supplies the power to carry on photosynthesis, the food-making process in leaves. But the spectrum of light most utilized by a leaf is limited to three distinct colors, red, blue and yellow. For example, leaves appear green because green is the color most leaves reflect rather than absorb and use.” Based on this research, I think it would be harmful to place a ti leaf plant under green foil, while it will be helpful to place it under red, blue, or yellow foil. Like we learned in Biology, green is the color plants reflect and don’t use and that’s why plants are green. Placing the plant under green light would just be feeding it more of the stuff it doesn’t use. It would be comparable to feeding a child only chocolate cake. The kid would become very unhealthy because the kid needs different foods to be healthy and chocolate cake isn’t the best food from a nutritional viewpoint. However, if you placed the plant under blue light, it would be helpful because plants use blue light abundantly. To perpetuate the analogy, the blue light would be like feeding the child a lot of vegetables. The child would be healthy and able to prosper. From this information and our observations from the ti experiment, we conclude that ti leaf plants would be affected either positively or negatively by different color pigments based on what color you used.
Overall, we learned a lot from this experiment. We learned how to properly grow a ti leaf plant from our mistakes and extensive research. Photosynthesis is now a topic that we are familiar with and able to share about to other people. Lastly, we are now more well-versed with skills that will help us succeed later in life. Even though our ti plant didn’t grow so well, the tree in our mind grew to new heights.
Since we were unable to find out how the different pigments affected ti growth, additional research was needed. According to http://www.education.com/science-fair/article/light-affects-plant-growth/, “light supplies the power to carry on photosynthesis, the food-making process in leaves. But the spectrum of light most utilized by a leaf is limited to three distinct colors, red, blue and yellow. For example, leaves appear green because green is the color most leaves reflect rather than absorb and use.” Based on this research, I think it would be harmful to place a ti leaf plant under green foil, while it will be helpful to place it under red, blue, or yellow foil. Like we learned in Biology, green is the color plants reflect and don’t use and that’s why plants are green. Placing the plant under green light would just be feeding it more of the stuff it doesn’t use. It would be comparable to feeding a child only chocolate cake. The kid would become very unhealthy because the kid needs different foods to be healthy and chocolate cake isn’t the best food from a nutritional viewpoint. However, if you placed the plant under blue light, it would be helpful because plants use blue light abundantly. To perpetuate the analogy, the blue light would be like feeding the child a lot of vegetables. The child would be healthy and able to prosper. From this information and our observations from the ti experiment, we conclude that ti leaf plants would be affected either positively or negatively by different color pigments based on what color you used.
Overall, we learned a lot from this experiment. We learned how to properly grow a ti leaf plant from our mistakes and extensive research. Photosynthesis is now a topic that we are familiar with and able to share about to other people. Lastly, we are now more well-versed with skills that will help us succeed later in life. Even though our ti plant didn’t grow so well, the tree in our mind grew to new heights.
Photo Credit: Jackie Chan Meme. Digital image. Photobucket. Photobucket Corporation, n.d. Web. 28 Sept. 2012. <http://media.photobucket.jackie%20chad /mattthebos.jpg
Lumpy Space Princess. Digital image. Wikipedia. Wikimedia Foundation, n.d. Web. 28 Sept. 2012. <http://images1.wikia.nocookie.net/__cb20101126172227 /totaldramaislandfanfiction/images/8/88/Lsp.png>.
Lab Pictures by Anyssa
Lumpy Space Princess. Digital image. Wikipedia. Wikimedia Foundation, n.d. Web. 28 Sept. 2012. <http://images1.wikia.nocookie.net/__cb20101126172227 /totaldramaislandfanfiction/images/8/88/Lsp.png>.
Lab Pictures by Anyssa