Standards Aligned
Community Partner(s)
ʻĀina Informatics (PCR/ Gel Electrophoresis Lab- Wolbachia in Mosquitoes)
Working with ʻĀina Informatics- community member who also works with San Diego Zoo & does a project with the Palila- students set up traps to collect mosquito larvae- we make a map of where mosquito larvae were and then identify the species and sex of the collected mosquitos. Then test the gut bacteria for the presence of Wolbachia- to see if we might be able to test the incompatible mating technique on the mosquitos.
MISC (Maui Invasive Species Committee)
Bringing in a guest speaker who is an expert in the field of invasive species on Maui. They explained the impact the invasive species have on Mauiʻs native species and the ʻāina itself. They also explained the history of all the species and how they got to Hawaiʻi (wing, wave, or wind) and evolved to be the species we know today. In addition, they talked about the frequency of species arriving in Hawaiʻi, and the difference between before where a new species might arrive every several thousands of years and now being every few days. They talked about different invasive species and the threats to Hawaiʻi and our native species. Things also mentioned: coconut rhinoceros beetle, little fire ants, miconia, coqui frogs, and several others. Plus, they brought a map of the places that were affected and the efforts to stop the spread of these invasives.
Essential Question
How have our native species populations changed over time and how do these changes guide our kuleana?
Enduring Understanding
- It is our kuleana to preserve Hawaiʻiʻs native species to sustain Hawaiʻiʻs culture, environment, and future.
- Place specific community-engagement is an important part of restoring and monitoring the health of various species in Hawaiʻi.
- I as a student have an important role in sustaining native species.
Content
Author Reflections
I have grown so much in creating a STEMS2 Interdisciplinary unit. It pushed me beyond my comfort zone of just developing a unit based in science, which is what I was used to. It also taught me the complexity of all the different pillars and the importance of each one.
The strengths of this unit is that it is multidimensional so it has a lot of depth and learning involved. It really pushed me to try things that I had never done while teaching biology, such as bringing in guest speakers, trying different labs, and doing projects instead of tests. I also loved connecting culture in my curriculum because I think that it is such a big component of making Hawaiʻi special. However, because this unit is so complex, it takes a long time to develop. Which for high school biology, with the end of course exam, doesnʻt have a lot of time to spare.
I see myself incorporating components of it in the future, as I feel tying in place-based learning into all learning is so important for students to connect with. I think that providing them with the background knowledge, the history and the reasoning behind some of these concepts is valuable so they know what has happened and they are then able to make even more connections in their learning.
Author
Learner Level High School
Primary Content Science, Social Studies, English Language Arts