FISHING SUSTAINABILITY FOR NICOLE SAITO SIXTH-EIGHTH GRADE THREE 60 MIN. PERIODS HAWAI I STANDARD BENCHMARKS AND VALUES ETHNOMATHEMATICS

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1 FISHING FOR SUSTAINABILITY BY NICOLE SAITO How can we design a system that we can use to monitor the size of various fish in Hawai i s near-shore waters? MIDDLE SCHOOL SIXTH-EIGHTH GRADE TIMEFRAME THREE 60 MIN. PERIODS HAWAI I STANDARD BENCHMARKS AND VALUES NEXT GENERATION SCIENCE STANDARDS MS-ESS3-3 Earth and Human Activity Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. MS-LS2-5 Ecosystems: Interactions, Energy, and Dynamics Evaluate competing design solutions for maintaining biodiversity and ecosystem services. MATH COMMON CORE STATE STANDARDS 6.RP.A.3: Use ratio and rate reasoning to solve real-world and mathematical problems. ENGLISH LANGUAGE ARTS/LITERACY COMMON CORE STATE STANDARDS WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research. RST.6-8.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics. NĀ HONUA MAULI OLA: NĀ ALA IKE - THE CULTURAL PATHWAYS Ike Honua - Sense of Place Pathway Demonstrating a strong sense of place, including a commitment to preserve the delicate balance of life and protect it for generations to come.

2 ENDURING UNDERSTANDING: Sustainability requires an understanding from all community members that resources are limited and that we, as citizens, must cooperate with state laws and with each other to only take as needed. The Hawai i State Department of Land and Natural Resources (DLNR) releases a Hawaiian Fish Species Actual Reproductive Size chart of Hawaiian fish that state the size requirements for fishermen to follow. In an effort to preserve our fragile marine ecosystems, we need to encourage culturally appropriate sustainable fishing practices to preserve biodiversity and the carrying capacity of our natural Hawaiian ecosystems. As responsible residents of Hawai i, we can learn to use our body parts as a measuring system to make sure fish that are caught are under the actual reproductive size. Fish that are measured to be any larger should be left in the ocean to spawn. CRITICAL SKILLS AND CONCEPTS: 1. Students will understand how to read and interpret the informational text found on the Hawaiian Fish Species Actual Reproductive Size chart. 2. Students will know how to utilize their body parts as a system of measurement. 3. Students will be able to describe how measuring fish before taking them out of their natural environment will contribute to sustainability and maintaining biodiversity of Hawaiian fish species. AUTHENTIC PERFORMANCE TASK: 1. Students will use their body parts as a Hawaiian Anthropic Measurement system to measure the size of each fish presented on the Hawaiian Fish Species Actual Reproductive Size chart. 2. Students will create a laminated, waterproof chart to put in their tackle boxes that directly correlates fish species with their own, personal Hawaiian Anthropic measurements. Fishing for Sustainability 2

3 AUTHENTIC PERFORMANCE TASK: Category: ACCURACY OF ANAKAHI KINO (HAWAIIAN ANTHROPIC MEASUREMENTS) All measurements are accurate and spelling is correct. Most measurements are accurate with correct spelling. Some measurements are accurate with correct spelling. Measurements are inaccurate or incomplete. Spelling is incorrect. LABELING OF FISH Fish are labeled with correct Hawaiian spelling and English spelling. Size is labeled in inches. Most fish are labeled with correct Hawaiian spelling and English spelling. Size is labeled in inches. Some fish are correctly labeled with correct Hawaiian spelling and English spelling. Size is labeled in inches. Fish are incorrectly labeled. Size is not given. AUTHENTIC AUDIENCE: OTHER EVIDENCE: Students in a 6-8 grade science classroom Local Hawaiian community Students will be able to brainstorm and describe how they will utilize their knowledge of fish reproductive size and how to measure them with their body parts. They will identify three people (particularly fisherman or in the fishing community) that they will share this knowledge with. LEARNING PLAN DAY ONE - STARTER ACTIVITY (HOOK) 1. Teacher will describe a pretend scenario to students: Your ohana has asked you to provide the fish for a baby lū au coming up next month. You need to go out and catch some fish. The bigger, the better, right? 2. Teacher will ask students to brainstorm in their science notebooks about how they would go about answering this call to action. Where would they go fishing? What tools would they bring? What would be their strategy to collect as many fish as possible? How would they identify the types of fish they catch? 3. Teacher will hold a class discussion and ask students to share some of their thoughts on how to complete this task. Are students familiar with fishing? Do they have family or community members who fish? What are common species of fish caught? How are they caught? Approximately how many are brought home? Teacher will raise the question of whether or not these plans are responsible. Do students know about the length at which a fish species has mature reproductive organs and can spawn? In sustainable fishing practices, the bigger the better is a false statement. As responsible fishermen, we need to adhere to the rules set by the State of Hawai i Department of Land and Natural Resources (DLNR) so that we don t take home fish that are capable of making many baby fish. 3 Ethnomathematics

4 LESSON: 1. Teacher will teach students about the actual 3. Teacher will show that 29 fish are represented on reproductive size, or L50. L50 is the length (L) at the chart with their Hawaiian name and their English which approximately half (50%) of a fish species name. Teacher will describe how each fish species have mature reproductive organs, which means only has a unique L50. half may be able to spawn. Teacher will explain that 4. Teacher will show students how to measure a fish fish larger than the length L50 should be left in the from its nose to the fork in its tail using a ruler. ocean to spawn because larger, older females make 5. Teacher will emphasize the importance of being many more eggs than smaller fish. If a mature fish committed members of the Hawaiian community to can make more eggs, that means there will be more preserve the delicate balance of life and protect it for fish in the ocean. generations to come. Teacher will explain to students 2. Teacher will present the Hawaiian Fish Species Actual that they will become knowledgeable and pono Reproductive Size chart and ask if anyone has this fisherman and will become agents of the community chart in their homes? Has anyone ever seen this to ensure that the fish that are caught and brought chart before? home are under the actual reproductive size. HOMEWORK Students will interview their parents, aunties, uncles, neighbors, siblings, or teachers about their recent fishing experiences. Students will collect data regarding fish most recently caught. Data requirements are: fish species (Hawaiian name is fine), how many of each fish species, where fish were caught, method of fishing. Lastly, students will ask the interviewee whether or not they had a ruler or measuring tape, and whether they measured the actual reproductive size of the fish caught. Fishing for Sustainability 4

5 DAY TWO 1. Students will share the data they collected for homework with their table members in small groups of 3 or 4. Students will compile a chart or a graph to depict the results of their data as a group. Tables will take turns presenting their data to the class. Teacher will take notes on the whiteboard regarding most commonly caught fish, average number of fish caught, methods of fishing, whether or not the fishermen had a ruler or measuring tape, and whether or not the actual reproductive size of the fish were measured. 2. Teacher will explain that carrying a ruler or a measuring tape may be a reason why fishermen do not measure the actual reproductive size of the fish. Teacher will explain that he/she will be showing the students how to use their body parts as a form of measurement so that fishermen can measure fish without carrying an extra measuring tool. 3. Teacher will introduce the system called Hawaiian Anthropic Measurements, or Anakahi Kino. (Reference Material: Darienne Dey s PD #1 Powerpoint). 4. Students will work in pairs to practice using Anakahi Kino around the classroom measuring 10 of the same objects. For example, students can measure the table, their chair, one of their backpacks, a folder, a pen, a pencilcase, a shoe, a water bottle/hydroflask, the trashcan, and a textbook. One person will be the recorder and one will be the measurer. 5. Then, pairs of students will compare their measurements to other groups to discover similarities and differences between measurements. Students will discuss any disparities between their measurements. HOMEWORK Students will measure 5 items at home using their Anakahi Kino and share their experiences with their families. DAY THREE 1. Students will share the results of their homework assignment with the partner that they worked with the day before, sharing what they measured, what body parts they used to measure, and what their families thought about Anakahi Kino. 2. Students will work on a chart that the teacher will laminate so it will be waterproof. Students can take this chart home and put it in their tackle boxes so they can use it when they fish. 3. Students will work independently to use their Anakahi Kino to measure all 29 fish species represented on the Hawaiian Fish Species Actual Reproductive Size chart. Students will record their measurements in the chart next to each fish species. 4. Students will be asked to take this chart and show the people that they interviewed for Day 1 Homework what they learned. Students will be asked to share their knowledge about fish species and their L50 to at least 3 people in the community who they know like to fish. 5 Ethnomathematics

6 EXTENSION Students can put together a Public Service Announcement or a poster to put up around the school to raise awareness about leaving the most fertile fish in the ocean in order to propagate the species. REFERENCES MATERIALS: 1. Hawaiian Fish Species Actual Reproductive Size chart 2. Darienne Dey PD Workshop #1 Powerpoint Laulima Resource REFERENCES MATERIALS: Anakahi Kino (Hawaiian Anthropic Measurements) Owā = ½ finger s width Mākahi = 1 finger s width Mālua = 2 fingers width Mākolu = 3 fingers width Māhā = 4 fingers width Kīko o = the diagonal distance from tip of pointer finger to tip of thumb (on same hand) Pī ā = from tip of middle finger to heel of hand (or bottom of palm) Kaulua = from tip of thumb to tip of pinky finger outstretched (i.e., a span or shaka ) Ha ilima = from tip of middle finger to elbow Iwilei = from tip of middle finger to center of collar bone Muku = from tip of middle finger to elbow of opposite arm Anana = from tip of middle finger to tip of other middle finger (i.e., a wingspan or fathom) Fishing for Sustainability 6