A Study of Kalo

Grade Level:

9th-10th grade

Plan Duration:

Approximately 4 Weeks

Unit Plan Goal:

This learning program is designed to help students gain more experience

with how science really works. As part of this experiential learning process
(i.e. hypothesis testing), students will be exposed to many powerful tools
currently used to manipulate, clone, and analyze DNA. To build better
fundamental understanding in a practical way, this program has been
modified to incorporate connectivity with family influence and community
outreach with individuals familiar with science and plant life.

Standard(s)

*Original plan does not come with standards listed

SC.BS.1.2: Design and safely implement an experiment, including the
appropriate use of tools and techniques to organize, analyze, and validate
data
SC.BS.1.3: Defend and support conclusions, explanations, and arguments
based on logic, scientific knowledge, and evidence from data
SC.BS.2.1: Explain how scientific advancements and emerging technology
have influenced society
SC.BS.2.2: Compare the risks and benefits of potential solutions to
technological issues
SC.BS.5.3: Explain the structural properties of DNA and the role of DNA
in heredity and protein synthesis
SC.BS.5.5: Explain chromosomal mutations, their possible causes, and
their effects on genetic variation

Student Learning
Objectives (s)

Students will become familiar with the processes of the scientific method and apply them to real
life issues.
Students will formulate their own ideas about genetic modifications based on reading and personal
scientific investigation.
Students will study plants that are relevant to their community and practice the scientific processes
they have just learned to study them.
Students will interact with community leaders to contextualize their newly-developed skills.

Modified Unit Plan

Premodule: Scientific Method and Plant Growth
Explanation
Here students will be growing plants using different environmental conditions of their
choosing, i.e. fertilizer/no fertilizer, warm/cold, etc. The stress of the module will be on the
scientific method but will familiarize the students with the Arabidopsis kalo plants, and proper
techniques used to grow them. It will also act as a springboard into the first module of the project
where students will be asked to identify mutations/variations in the plants with which they have
become familiar.
Lab Letter
Memo
Date: 8/6/2003
To:
All Research Personnel Kamaina
From: Greenthumb Board of Directors Loi Kalo Observers
RE: Plant Growth Project
Recent information gathered by company spies our mahiai has led the management of
Greenthumb the loi kalo to doubt our plant growth procedures. It has come to the attention of
the Greenthumb board of directors loi managers that rival companies neighboring loi kalo are
using new techniques to grow their plants from seed and are getting better results crop yields for
the kaiulu. As you know, Greenthumb has been an industry leader in plant growth for over 20
years and we would like it to stay that way kalo is a main staple for kamaina, and to support
them all, all loi should be producing their best. The sale of plant seedlings makes up a
considerable portion of the companys profits. It is obvious that if we could get better plant
growth than we are currently getting, profit margins would increase we can provide better for our
knaka.
Two rival companies have been studied by our industrial spies loi from neighboring
ahupuaa . It has been documented that each is currently getting better results than Greenthumb
healthier crops than our loi. Unfortunately, we have been unable to determine what they are
doing to increase production. Our two main goals are:
1
Increased plant size; bigger plants are better for profits feeding kamaina.
2
Increased Maintained speed of plant germination and growth; growing plants faster
means less overhead costs Consistent plant growth means dependable food supply.
Your job is to design and conduct a scientific study to find a way to accomplish one or both
of the goals above and report you findings back to the board.
You will be sent the following items to conduct your research:
1
Plant cuttings
2
Growth pots
3
Potting soil

Remember you will need to run as many trials as you can and collect extensive data from
your experiment. We will be expecting a full report of your findings ASAP. Make sure to use the
standard format when you type up your findings! Good luck!
Teacher suggestion for premodule
This is a classic plant growth experiment that has made its way into many biology texts
and lab manuals in one form or another. This one differs in that it works with a seed that the
students are not familiar with and has some unfamiliar growing conditions (cold shock, top soil
placement) that has real significance to the students and their community. It also differs in that it
has the students conduct real science based on previous work done by other scientists. The lab
lends itself as a good starter lab for experimental design, data collection and error analysis, while
examining concerns that are relevant to student life and their culture. I have often used it as the
first lab for a biology class but it could be done anytime during the year. It could also be timed so
that the plants will be ready for use in the future modules (4 6 weeks ahead). In that case, makes
sure to get the kids growing the wild-type plants and grow the AKT-1 mutants on your own.
Timing
1 period (45 60 minutes) for setup
5 10 minutes at the start of subsequent classes for data collection and recording
The lab lasts as long as you want it to (from 3 weeks to 2 months)
What you need to set up per 24 students
20 40 10-20 seeds cuttings per group wild-type Arabidopsis (strain CS60000 or other wild
type, there are many, ask at www.arabidopsis.org when ordering) wild-type dry-land
taro
Pots to grow seeds cuttings in (number depends on type of pot used)
I have seen the plants grown in anything from plastic caps from 2-liter soda bottles to full
size pots
I have had luck using 2 square plastic pots placed in a plastic tray that supplies them water
from below
Students may want to test this as a variable!
Soil for growth of seeds cuttings
Any potting soil should work for this but this is another variable that students might want to
test
Students may want to try alternative methods, i.e. agar or hydroponic growth methods
Arabidopsis Kalo growth instructions (see index for sections of the manual providing this
information) Have students conduct independent research on proven growth methods
that work (see prelab homework)
Graduated cylinders, scales, beakers for measuring soil
Variables for students to test
Different-sized containers
Fertilizers
Soil types (sand, potting soil, etc.)
Grow lights
Colored cellophane
A sunny place to grow plants (a windowsill should work)

What the students need

Notebook to keep data in
Lab set up
Its easiest to set up stations of materials around the room for this lab, i.e. one with seeds
cuttings, one with pots, one with measuring glassware, etc. You can give out the seeds in
prepackaged 1.5ml tubes if you prefer. The students will be on their own in groups to design and
setup their experiment but I always have them run their plan by me first to make sure they really
have a plan. This also gives me a chance to make sure that they have thought of: measuring their
materials (soil, water, etc.), control group and control variables, method of data collection, etc.
Prelab homework
Have the students read the Greenthumb Memo and the Growing Arabidopsis thaliana in a
Lab Environment research paper conduct research on effective methods for growing kalo for
homework. This reading will offer a basis for the students to design their experiment the next
day. Encourage students to also ask family members if they are also knowledgeable about
growing and caring for kalo.
Prelab
10 minutes
This lab is a good introduction to characteristics of a well-designed experiment versus a
poorly designed one. The prelab also gives the teacher a chance to suggest ideas for
experiments. For example, if you have different-sized containers that you would like to have the
students use, suggest it at the start of the lab as an option and some group will take the bait. A
good way to suggest the students to work is to compare the two protocols, identify which of the
two worked better according to the study different protocols gathered by students during research
and family inquiry, find the differences between them and choose one to act as your independent
variable. So in essence, the students start with the TAIR protocol and change one factor to see
how much of an effect it has on the germination and growth of the seeds.
Lab
40 50 minutes
During the actual lab, students should break into groups and decide on the factor that they
would like to test. They should have one student write up the plan for their experiment and have
the teacher approve it. Once the students have their experiments designed they should be able to
spread out the work and complete the lab fairly soon after. For the most part, the groups will be
on their own for the lab designing and setting up their experiment. Your job is mostly to guide
them in their planning, make sure that their plan is good, and answer questions they have.
Each group will need a few minutes at the start or end of subsequent classes to gather data
on their plants as they germinate and grow. What data they collect is something that needs to be
looked at as a class. During a future class, before the data collection has started, a discussion of
good data specific to this experiment might be helpful.
Postlab
The postlab for this experiment consists of a class discussion of the data collected, and
how the well the student lab designs worked (or didnt in some cases). It is most appropriate to
have the post lab after all of the data is collected and the students are either writing their final
reports or have already written them. The teacher can moderate a discussion of what worked well
for students and what did not work well.

Homework
The final lab report is the major homework aspect of this activity. A fairly simple- to-use
lab report format and explanation for students was designed for this module (see index). It is
based on the lab report format used in the Connecticut Academic Performance Test (CAPT;
Connecticut Academic Performance Test - Second Generation, Science Handbook, 2001) with
some modifications. It is also possible to have the students use their results to produce a poster or
oral presentation rather than a lab report. This is a chance to show students another side of
science. To build even stronger connections to culture, students will be instructed to incorporate
their lab data into the explanation/description of how a loi is managed to produce healthy and
full crops. By doing so, students are given the opportunity to make correlations between
scientific discoveries and their practical approaches to life. This may or may not also include
analysis of the workings of a whole ahupuaa.
Module 1: Phenotypes
Explanation
Here the students will begin the unit by looking at a number of different plants that have
mutations in their genes. They will be provided with a sample of a wild-type Arabidopsis kalo to
make observations on. They will then be introduced to a number of mutant Arabidopsis kalo
plants.
To facilitate this learning opportunity, a local farmer/loi kalo worker will be invited to
provide information about his/her crops. The individual will also bring samples of what healthy
and unhealthy kalo samples look like to further the understanding of phenotypes and their role in
indicating potential genetic differences between subjects.
Question: What are some variants that have obvious mutations that can be used to show
phenotypic effects of mutations in the DNA?
Answer: i.e. no chlorophyll, too many/few leaves, too many/few flowers, too tall/short
As the students observe the mutant plants they will answer the following questions about
each of the plants:

How is the plant different from the wild type plant?

How would this difference affect this plants ability to survive in the wild?

What might cause this difference that you observe?

One of the mutant plants will have a mutation in a gene encoding a K+ channel; the gene
will still be present in the chromosome, but it is not functional and hence neither is the protein
that it encodes. It will not have any obvious structural problems but will obviously not be doing
well (wilting and/or not growing but only after a while when the K+ in the soil gets depleted).
The students will be stumped by what the problem with this plant is.
Lectures:
None
Labs:
Identification of mutant phenotypes
Lab Letter

Dear Biology Students Haumna,

My name is Dr. Berkowitz and I am a researcher working on plant genetics at a local
university. I am having a problem with my research and I need your help. I spoke with your
teacher kumu earlier in the year and was told that you were good scientists and might be able to
help with my problem.
I am currently studying a plant called Arabidopsis Colocasia esculenta. Arabidopsis
Colocasia esculenta is the white rat of plant research commonly known to you as kalo. As you
are aware, it is a main source of food for the Hawaiian community and holds many health
benefits when incorporated into an appropriate diet. It is commonly used because of its small size
and quick generation time. It is also a good model organism for other eukaryotic organisms. I
have been having a problem with certain groups of study plants. I ordered a batch of seeds
cuttings from one of the biological supply companies local loi and received them a few weeks
back. I planted them all in the same soil, under the same conditions, and they all started to grow.
This is when the problem started. I noticed that some of the plants looked different from the
normal plants. It looks like I have a whole bunch of plants that are not normal. In science we
call the normal plant that you might find in nature wild type. The plants that I have been
growing are not the wild type that I ordered. All of the plants are definitely Arabidopsis
Colocasia esculenta but I cant really figure out what is wrong with them. I was hoping that you
might be able to take a look at them and identify the problems. I sent along a number of plants
for you to look at. I also sent along seeds cuttings I obtained earlier that are confirmed to be
wild-type plants for you to compare them to.
If you could take a look at the wild type plants, sketch the plant, take measurements of the
parts of the plant, make general observations and use that data to write a description of the plant.
Then do the same for each group of non-wild type plants. Use your data to write back to me
explaining what is going on. In your letter, include an explanation the difference between each
non-wild type plant and the wild type. If you can, include a hypothesis about what might cause
the problem that you observe. For example, if the plant is red instead of green, perhaps it might
use a pigment other than chlorophyll. Also include in your report a description of how the plant
might be affected by the differences if it were in the wild. Make sure to include your data with
your letter! Thank you for your help.
Morphologically yours,
Dr. Berkowitz

Module 1 Data Sheet

Sample
#1

Sample Sample Average

#2
#3

Sample
#1

Sample Sample Average

#2
#3

Width of whole plant

Height of whole plant
Shape of leaf
Color of leaf
Edge of leaf
(smooth?)
Length of leaf
Width of leaf
Length of petiole (leaf
stem)
Height of flower stalk
(if present)
Other

Width of whole plant

Height of whole plant
Shape of leaf
Color of leaf
Edge of leaf
(smooth?)
Length of leaf
Width of leaf
Length of petiole (leaf
stem)
Height of flower stalk
(if present)
Other

Lab Procedure

#
1 period (4560 minutes)
Teacher Materials

Get/grow 4 6 different mutant Arabidopsis Colocasia esculenta strains (i.e. dwarf,

colored leaves, etc. )

3 5 plants per station

Stations for each of the mutant plants

2 3 data sheets for each student

Colored pencils for drawings

Student Materials

Notebook

Rulers or tape measures

Set up the plants at different stations around the room, with groups of similar mutants at
each station. Groups of 3 5 plants should be sufficient for the observations. The student groups
will travel from mutant to mutant to make observations on each. You may want to time each
station to avoid bunch ups, i.e., 5 minutes per station, then prompt the groups to rotate to the next
station. They may realize characteristics that are important during their observation period and
may need to go back to some stations to re-measure.
Prelab
10 minutes
Reading of the letter and review of procedures for the lab.
Lab
30-40 minutes
Actual examination of the different plants and compilation of group data.
Postlab
10-20 minutes
The idea here is that the students will look at the plants and be able to identify the
differences. By providing them a wild type plant, you are giving the students something to
compare the mutant plants to. It is a good opportunity to talk about variation in data, and the
need to measure all of the plants to get an average. There will also be opportunity to discuss the
difference between qualitative (color) and quantitative data (height, number of leaves). The main
goal of this module is to get the students thinking about plants and why individuals of the same
species might look different. It provides a good opportunity to introduce the concept of a

mutation being a change. Postlab discussion should also include a discussion of what affects the
mutations have on the life of the plant, i.e., how would a dwarf plant do in the wild?
After determining components of the plant through observation, further comprehension
of the anatomy of kalo can be facilitated by showing students a diagram of kalo that is labeled
with the relevant Hawaiian terminology. While going over the various parts of the kalo plant, we
will also go over the basic language structure for Pepeke Aike He. Referring to the Ka Leo
iwi episode 4, students will make strong connections between the scientific class content,
Hawaiian language, and culture.
He Aha Kia?
Vocabulary
Ka Piko - Junction
Ke Aa Lau - Veins
Ka H - Stem
Ka Pua - Flower
Ka Lau - Leaf
Ka Lau - Leaf
Ka Ao Lau - New leaf
Ka Mhala - New leaf
Ke Kalo - Corm
Ka Makua - Parent
Ka Huluhulu - Roots
Ka Oh - Offshoot
Ke Keiki - Child
Homework
Write a letter back
to Dr. Berkowitz
explaining their findings.
The letter can be modeled
after a lab write up by
having the students include in the letter:

What they did

Why they did it

How they did it (including data collection techniques)

What they discovered

What it means

Find information about kalo:

Are there different strains here in Hawaii?
What do we use kalo for?
Are there different environments in which kalo can be grown?
What does kalo need to grow successfully?
What else would you like to know/learn about kalo?

 Do your families have their own practices for growing and maintaining plant life? What
methods and materials do they find most effective?
Guest Speaker
A guest speaker will be invited after students have conducted their first lab in observing
and identifying differences between wild type and mutated versions of a plant. While working
with a staple plant such as Arabidopsis, they receive standardized practice in observing plant
behavior. The guest speaker serves to empower the newly-acquired knowledge of the students
and focus their understanding on a plant that is more culturally and societally relevant to
Hawaiian residents. The guest will provide samples of different kalo, some that are healthy and
others that are not. Students will have the opportunity to test their abilities in identifying
phenotypes that are indicative of good and bad plant growth. The guest is also able to shed light
on the cultural relevance of kalo, sharing its role in being a major component of a nutritional
diet, as well as the sacred identity as Hloa, the elder sibling to all Hawaiians. With this
knowledge, studying the scientific aspects of plant health are paired with cultural identify.
Module 2: DNA and genes
Explanation
The students will be introduced to the idea that the cells of an organism contain DNA.
They will look at the structure of DNA and how it codes for living things (transcription and
translation). The students will begin by extracting the DNA from a sample of the mysterious
plant. Samples will also be taken from a wild type plant. The samples of DNA will be purified
and then amplified using PCR to make copies of the gene in question. The PCR product will then
be run out using gel electrophoresis to identify the desired gene in the two samples.
Lectures:
DNA histroy/DNA structure
Transcription/translation
PCR introduction
Electrophoresis introduction
Labs:
Extraction of DNA
PCR
Electrophoresis
Lab Letter
Dear Biology Students Haumna,
I understand that you have located a plant that does not look to be doing well but does not
show any obvious reason why. I think I may be able to help you with your problem.
As you have seen there are many different types of plants with many different
phenotypes. Even within one species of plant there can be many different forms of the plant.
The key to these forms is that not all of them are good; in fact, most of them tend to be bad for

the plant. For example, a short plant is not as good as a tall plant, in most cases because the tall
plant is better able to compete with other plants for sunlight to use in photosynthesis. It is
obvious that your plants phenotype is not good. You just need to investigate what might cause
the problems that you have observed in your Arabidopsis Colocasia esculenta plants.
I have been working in my lab on Arabidopsis Colocasia esculenta mutants, specifically
on a mutation in a certain gene named AKT-1. Based on my research, I suspect that this mutation
may have something to do with your plants poor performance. You just need to see if your
plants have the gene mutation or not. If they do, this is probably what is causing their problems.
The gene is about 900 base pairs (b.p.) long in its wild-type (functional) form. Your just need to
see whether or not your plants have that 900 b.p. gene. (The study of a mutation in kalo will
require partnership with community members who already study and have identified mutations
within the plant. This portion of the letter, and the related DNA study, will be edited based on the
type of mutation samples received from a community scientist who is willing and able to partner
with the class.) You will need to use some DNA lab techniques along the way to answer the
question so I included a set of techniques that might help you to answer the question. Good luck
and thanks again for your help.
Phenotypically,
Dr. Berkowitz
Procedures for Examining Plants' DNA for the Mutation of the AKT-1 Gene
Part I. Getting out the goods
Here, we use a commercially available kit to extract DNA from plants, the QLAGEN
DNEASY Plant Mini-Kit.
The first step in investigating the DNA of an organism is getting it out of the cells.
Remember that the DNA of most organisms is kept in the nucleus of the cell so we need to open
up both the cell and nuclear membranes to get at it. The biggest problem that we will face is the
fact that the cell and the DNA inside of it is so small. We cannot just reach into the cell to get it.
The other problem we will face is that there are a lot of chemicals in the cytoplasm that will
breakdown the DNA if given the chance. Luckily scientists have figured out a way to get out just
the DNA using a number of different chemicals. We will be using one such method today.
Follow the steps below. To help you keep track of where you are, check off the boxes as you go.
[ ]1.First we need to get some plant cells from which to get the DNA. Each lab group has been
provided with two plants to get their DNA from, one wild type (WT) and one mutant (MUT). For
each of the plants we need to carefully obtain 200 mg (fresh weight) of leaves. To get them cut
carefully at the base of the leaves and place them into a weighing dish. Make sure to label the
two different samples.
WHY? The leaves are the easiest of the plant tissues to get DNA from. Now we need to break
apart the cell walls of the plants to get into the cells. To do this you will need to put your plant
sample into a mortar and pestle. Allow your instructor to pour a small amount of liquid nitrogen
into the mortar. Be careful not to splash the liquid nitrogen.
SAFETY WARNING: Make sure to keep your gloves and goggles on while you work with the
liquid nitrogen. It is very cold and can be very dangerous. BE CAREFUL!

WHY? By putting the cells into a liquid nitrogen bath, we freeze them
solid and then break them apart by mashing with the pestle. Try not to let
your samples thaw out while you grind. It is normal for the liquid nitrogen
to disappear while you mix; it is just evaporating to a gas!
[ ]2.When you finish your grinding, scrape your sample into a sample
tube. Make sure to label your tubes so you know which is which. To the
tube add 400ml of the buffer labeled AP1. Also add 4ml of the RNase.
Once these are added, mix the tubes.
WHY?The buffer solution contains detergents that break apart the lipid of
the cell membranes and also helps to keep a friendly environment for the
DNA. The RNase will break down the RNA molecules found in the cell
that we do not want to have in our final sample.
[ ]3.Place your tubes into the hot water bath (should be at 65C). They
need to sit in this water bath for 10 minutes. Lift your tubes out to vortex
mix them 2 or 3 times during the heating stage.
WHY? The buffer and the heating help to break the cells apart more.
[ ]4.Place your tubes into the hot water bath (should be at 65C). They
need to sit in this water bath for 10 minutes. Lift your tubes out to vortex
mix them 2 or 3 times during the heating stage.
WHY? The buffer and the heating help to break the cells apart more.
[ ]5.After the 10 minutes has passed, remove your tubes and add 130ml of
the AP2 buffer. Mix the AP2 buffer into the solution and then place the
tubes on ice for 5 minutes.
WHY? The AP2 buffer contains chemicals that will take out the
detergents
After 5 minutes on ice, place the sample in the centrifuge for 5 minutes at
high speed.
WHY? This step helps to pull the larger debris to the bottom of the tube,
so we can get the DNA off the top.
[ ]6.Pipette the liquid off the top of the tube and place it into the purple
sample tube supplied. Be careful to leave the solids at the bottom of the
tube. Centrifuge this tube for 2 minutes at high speed.
WHY? The purple column contains a filter that will pull out the largest of
the debris in the solution.
[ ]7.Remove the top filter portion of the tube and throw it our. Pipette out
the liquid from the bottom section of the tube and place it into a new
sample tube. Be careful not to pipette out the white solid at the bottom of
the tube. Place the liquid in a new sample tube. Again, make sure to label
the tubes!
WHY? Our DNA, when in solution, is small enough to pass through the filter but too small to
get stuck at the bottom of the tube during the spinning. By pulling off the solution off the top we
are getting the majority of the DNA.

[ ]8.Add 750ml of the AP3 buffer to your new tube. Mix by GENTLY by pipetting the solution in
and out.
WHY? The AP3 buffer contains ethanol which helps to precipitate (bring out of solution) the
DNA so that we can isolate it from any other compounds that are still in the solution.
[ ]9.Take a DNA collection column (white) and sit it in a new, clean tube. Take 650ml of your
solution and add it to the top of the DNA collection tube. Centrifuge at high speed for 1 minute.
After one minute, remove the column from the tube, pour out the liquid in the bottom of the tube
and place the column back into the tube. Now put the remainder of your sample into the
WHY? By adding the DNA solution to the new collection tube we can pull it out of solution.
The new column contains tiny silica (glass) beads that DNA will stick to, but little else does.
This way the DNA will stick in the filter and any remaining debris will be washed through. Our
DNA is now in the filter of the column.
[ ]10.Remove the old collection tube and put a new one on the bottom of your
column. Rinse your DNA collection column by adding 500ml of AW buffer and
centrifuging for 1 minute on high. Discard the liquid in the collection tube and
add 500ml more and repeat the centrifuging.
WHY? This step is just used to clean up the DNA while it is still stuck on the
beads. The DNA is still on the beads in the filter.
[ ]11.Throw away the old collection tube and place a new one under the DNA
collection column. Add 100ml of the AE solution to the top of the tube. Let the
solution sit at room temperature for 5 minutes and then centrifuge on high for 1
minute. Keep this solution in the collection tube.
WHY? Here we are dissolving the DNA in the AE solution and washing it off of
the beads. At the end of this step, we will have our DNA in the solution in the
collection tube, not in the filter.
[ ]12.Add 100ml more of the AE solution to the top of your tube and let it sit at
room temp for 2 minutes. Centrifuge the solution on high for 1 minute. Keep the solution in the
collection tube.
WHY? Here we are just washing once more to make sure that we can get all of the DNA out of
the filter.
[ ]13.Discard the DNA collection column and keep the tube with the extracted DNA solution in
it.
[ ]14.Using a marker, label the tube with your groups initials and the sample ID, WT or MUT.
Place these tubes into the freezer for storage until next class.
WHY? Freezing the DNA will preserve it until the next class when we will use it to analyze the
mutant plant further.
Teacher suggestions for Module 2: DNA extraction (Cartagen Rapid Homogenization Kit:
Plant Leaf DNA Amplification)
Timing
1 block
What you need to set up

Water bath(s) at 95C


Stations with different buffers/pipettes

Weighing station for plants

Centrifuge

1 x 1 10ml pipette, 1 x 10 100ml pipette, and 6 x 100 1000ml pipettes

What the students need

Gloves, goggles, and aprons

Plants from which to extract DNA

Grinding column and tube (from kit)

4 x 2 ml microcentrifuge tube (again using different colored tubes to help students keep
track of the different tubes)

Fine-tip Sharpie marker to label the microcentrifuge tubes

Rack for microcentrifuge tubes

Prelab
10 minutes
The prelab for this lab consists of a review of the location of the DNA within the cell and
a discussion of some problems that may come up when extracting DNA from plant cells (cell
wall, destructive enzymes, etc. ).
Lab
10-15 minutes
The lab itself consists of the students following the directions given to them. It is easiest
to set up an assembly line type of arrangement for the room where the different pipetting stations
are prearranged and the students only need to work their way down the line (see diagrams on
following page).
Postlab
The post lab for this section consists of clean up and preparation of the samples for use the
next day.
Homework
There is no homework for this part of the module.

#
Teacher suggestions for Module 2: PCR
Timing
1 block setup and PowerPoint.
What you need to set up

Thermalcycler

0.5ml PCR tubes

PCR cocktail mix (30ml/group)

2 X 10 100ml pipettes
What the students need
2 X 0.5ml PCR tubes
Prelab
10 minutes
The prelab for this section consists of a quick explanation of what PCR is and why we
will be using it in this case. A quick description of the orientation of the room would be helpful

to the students. Stress should be placed on the idea that the volumes that are being pipetted are
very small here and care should be taken to make sure that the liquids are actually collected. It
would be worth a minute to show the students how to ensure evacuation of the sample from the
tip by pipetting up and down.
Lab
20 minutes
This is another lab where the students will be following directions to set up their samples.
The teacher can monitor the progress of students by checking with the groups as they work.
After the students finish their set up, the PowerPoint presentation accompanying this lab can be
used to explain what PCR is and how it works.
Postlab
The post lab for this section consists of cleanup of the materials.
Homework
There is no homework for this section of the lab.
A quick primer on how to set up a PCR profile
The PCR reaction, despite being brilliantly simple, has also been the bane of many a
graduate students existence (current author included)! The reaction that we are using here is a
known reaction that should be fairly forgiving in terms of variation in the preparation.
The following is a short explanation of the typical PCR profile. A typical PCR profile
consists of three steps: denaturing, annealing and extension. The initial step denatures the target
DNA by heating it to 94C or higher for 15 seconds to 2 minutes. In the denaturation process, the
two intertwined strands of DNA separate from one another, producing the necessary singlestranded DNA template for replication by the thermostable DNA polymerase. In the next step of
a cycle, the temperature is reduced to approximately 4060C. At this temperature, the
oligonucleotide primers can form stable associations (anneal) with the denatured target DNA and
serve as primers for the DNA polymerase. This step lasts approximately 1560 seconds. Finally,
the synthesis of new DNA begins as the reaction temperature is raised to the optimum for the
DNA polymerase. For most thermostable DNA polymerases, this temperature is in the range of
7074C. The extension step lasts approximately 12 minutes. The next cycle begins with a
return to 94C for denaturation.
Teacher suggestions for Module 2: Gel electrophoresis
Timing

1 block set up and a PowerPoint presentation.

What you need to set up

Agarose (1.25g/ group)

Scales/weighing dishes

1X TAE buffer (125ml/group)

100ml graduated cylinder for TAE

Microwave

250ml flasks (1/group)

Gel casting trays/combs


Electrophoresis Rigs

Power supplies for electrophoresis

2.0ml microcentrifuge tubes (3/group)

Loading buffer/ dye (15ml/ group)

100 base pair ladder (10ml/ group)

2 X 1 10ml pipettes, 2 X 10 100ml pipettes

What each student group needs

DNA samples from PCR

3 x 1.5ml microcentrifuge tubes

Pre lab
10 minutes
The prelab for this section consists of a brief review of PCR from the previous day
followed by an explanation of what electrophoresis is. A quick tour of the room, as far as what
equipment is out and how it will be used, would also be helpful for the students.
Lab
45 minutes
The lab itself consists of the students following the provided protocol to load their
samples into the gels. After the gels are loaded, the PowerPoint presentation is used to explain
what is going on the gels. The gels should be done close to the end of the block and can be
removed, and stained or wrapped in plastic wrap and placed in the refrigerator until the next day
(if using prestained gels).
Post lab
5 minutes
The post lab for this section consists of clean up of materials and removal of the gels from
the electrophoresis chambers. Depending on the staining procedure used, the gels can either be
put into the stain or placed into the refrigerator until the next day.
Homework
The homework for this section of the lab consists of a letter back to Dr. Berkowitz
explaining the results of the three sections that they just completed (DNA extraction, PCR, and
electrophoresis). The letter should include brief summaries of each of the three procedures and
explanations of why they were used. Also in the letter should be an explanation of what the final
conclusion of this module is, i.e., whether or not the mutant plant has functioning copies of the
AKT-1 gene mutation that is being studied.
Teacher suggestions for Module 2: DNA staining
Timing

1 period (with 30 minutes waiting time) + 10 minutes the next day to get data
What you need to set up

Staining trays

Methylene blue DNA stain

Water to rinse stain off with (tap?)

What the students need

Their gels from the previous step


staining tray per group

Access to DNA stain and water

Spatula to be able to move gels

Prelab
5 10 minutes to explain what needs to be done.
Lab
45 50 minutes to get gels out of rigs, fill trays, place gels in trays and then move them to
water tray.
Postlab
Next day checking gels and getting data. Going over the data together would allow for
teachers to explain to students that the images generated from the gel runs provides a way of
understanding kalo and its genetic components at the microscopic level. Something of which
they had only a cultural understanding can now be seen and appreciated in terms of science, as
well. This allows for continued strengthening of a relationship between science and community.
Module 3: Manipulating genes
Explanation
The students will be introduced to the idea that genes, like the one that we amplified, can
be cut out and inserted into other DNA. The students will be introduced to the idea of gene
splicing and gene cloning using bacterial hosts.
Lectures:
Manipulaton of genes: How does a scientist make a transgenic organism? Here we use a
PowerPoint presentation about generating a transgenic organism; this presentation will be
finished at a later date. We also use a commericially powerpoint presentation about generating a
transgenic organism; this presentation will be finished at a later date. We also use a commercially
available kit to transform bacteria. The gene that is inserted into the target bacterial genome
encodes a protein that causes the bacteria to glow. Hence, sucessfuly transformation of the target
organism can be easily observed.
Labs:
We use the Bio-Rad pGlo transformation lab
Lab letter
Dear Biology Students,
Thank you for your help with my problems. I need your help with another problem in my
lab. I need to figure out how to make a transgenic organism. A transgenic organism is one with
DNA from at least two different organisms in its genome. Transgenic organisms are currently
used in the food crops that you eat. Scientists put insect and disease resistant genes from a plant
and put them into plants that farmers grow for food, making the plants survive better and saving
the farmer money on chemical pesticides. Transgenic organisms are also used in research to
examine the functions of individual genes. The gene in question is put into a simple organism
like bacteria or yeast and the organism is allowed to reproduce with the gene in it. Once the
organism has reproduced with the gene in it, you can get copies of the gene back, experiment

with the function of the gene, or extract and purify the protein that the gene codes for. It would
be nice to be able to put my AKT-1 gene into a simple organism and let it reproduce. I might be
able to experiment with the function of my gene like that! The problem is that I am not sure
how to make a transgenic organism.
I found a kit on the Internet that puts a gene into bacteria that will make them glow in the
dark. It sounded like a cool experiment and should be a method that I can use to get my gene into
another organism. I enclosed a photocopy of the directions from the kit and the materials that you
will need to carry out the procedure. What I need you to do is use the kit to create the transgenic
bacterial cells following the instructions in the kit and then report back to me about how to do it.
I will need a letter back that describes the steps that you did, why you did them, and how your
results worked out. I am especially curious about how you know if the cells that grow have your
gene or not. I dont even know what my gene does forget about what it might look like. How
could I solve that problem? Good luck with the kit and let me know how it goes!
Transgenically,
Dr. Berkowitz
Module 4: Yeast and the gene
Explanation
Here the students will conduct an experiment that will test to see what effect the given gene
has on yeast cells. The students will be given two cultures of yeast cells, one with the gene
inserted and one with out. They will also be given two different environments to test their yeast
cells in, low K+ levels and high K+ levels. The ideal set up will be one where the students have
four tubes: High K+ with gene, low K+ with gene, high K+ without gene, and low K+ without
gene. Students will verify that yeast with the mutant gene will only grow in high K+
environments.
Lectures:
None
Labs:
Yeast, genes and salty environments
Lab letter
Dear Biology Students,
I understand that your first investigation of the mutant plants went well. Good work! I
need more help with my research of the AKT-1 gene. I have been working on the mutation of the
gene that causes the phenotype that you observed in class but have a problem. I am not really
sure what the mutation does to the organism. I know that some of my plants have it. I know that
they do not do well, but do not know why. As any good scientist would, I looked in the scientific
literature and found some other researchers that are working on mutants of the gene as well.
They suggest that the gene mutation AKT-1 seems to have something to do with the cells
interaction with the potassium in its environment, but they are not sure what either. Your job is to
try to figure out specifically how the gene mutation affects the organism that carries it.

You can use a transgenic organism to experiment with this. Remember that a transgenic
organism is one that has had DNA from one, or more, other species added to it. I had one of my
graduate students isolate the AKT-1 gene mutation, from the mutant plants, and insert it into
some yeast cells. Yeast is a good organism to use for DNA research because it is small and grows
easily in lab conditions. My suggestion is that you use the attached procedure to test what affect
the gene has on the transformed yeast cells. It would make sense that if the gene has a certain
affect on yeast cells, it would do the same thing for Arabidopsis. I sent along a culture of the
transformed yeast (with the mutation of the AKT-1 gene) and some wild-type yeast (with the
wild type AKT-1 gene) for you to experiment on.
Try to design an experiment that will explain what e ffect the mutant gene has on the cells
ability to survive in environments with different levels of potassium. I have provided some yeast
cells with the gene mutation in it and some without. Please report back to me with your findings.
Ionically yours,
Dr. Berkowitz
Quantitative analysis
Tips for culturing yeast cells
1
You need a small sample of yeast to begin a culture. Typically you will start with about
_______ (depends on teacher preference; the teacher can set up the stock yeast culture to
have varying concentrations to allow for students to pipette a convenient volume) yeast
2

Use the small test tubes, called cuvettes, to grow your yeast cells in. The advantage of
using these is that we can evaluate growth using the spectrophotometer (see the How the
Spectrophotometer Works handoutIt is a ppt slide that is not attached to this file yet).

Add ______ (depends on teacher preference; the teacher can set up the stock yeast culture
to have varying concentrations to allow for students to pipette a convenient volume) ml
of media to each of the tubes using the pipettes. If you are using different media types,
make sure to label which tube gets which.

Add ______ (depends on teacher preference; the teacher can set up the stock yeast culture
to have varying concentrations to allow for students to pipette a convenient volume) ml
of your yeast sample to the cuvette. Make sure to mix the yeast culture up before you
sample from it, yeast tends to settle at the bottom.

After you have added your sample to the growth media, mix the sample up and use the
spectrophotometer to measure the absorbance of it.
a
The absorbance on a spectrophotometer measures how much light can pass
through the sample, or how much light the sample absorbs. The more yeast cells
that there are in the sample, the more light that they will block, and the higher the
absorbance of the sample. In other words:
Lower absorbance = fewer cells in the culture

Higher absorbance = more cells in the culture

Record your absorbances in your notebook.
7
Place your prepared cultures into a rack and leave them in the incubator for 24 48 hours
to grow.
Assessing your cultures after they have grown
1
After 24 48 hours of growth, remove your tube from the incubator.
2
Carefully shake each tube and place it into the spectrophotometer to test the absorbance.
Make sure to wipe the side of the tube before you put it into the spectrophotometer.
3
Record your absorbances in your notebook.
Qualitative analysis (There are two different ways to do this section of the module; this is the
qualitative one)
Tips for culturing yeast cells
1
Start with 100ml of your yeast solution in a tube. Label the tube 10%. Add to it 900ml of
distilled water. Mix gently.
2

Take 100ml of the 10% yeast solution and put it into a second tube. Label this tube 1%.
Add to it 900ml of distilled water. Mix gently.

Take 100ml of the 1% yeast solution and put it into a third tube. Label this tube 0.1%.
Add to it 900ml of distilled water. Mix gently.

Take 100ml of the 0.1% yeast solution and put it into a fourth tube. Label this tube
0.01%. Add to it 900ml of distilled water. Mix gently.

You now have 4 different concentrations of your yeast solutions to grow on a media plate.
This will help us to better assess how well the samples grow.

Obtain media plates for your experiment. Be careful to only remove the lids from the
plates when you have to. Each time the lid is removed, contamination can occur.

The Petri plates have a top and a bottom half. For each of your plates, label one end of
the lower half of the plate (i.e., the part of the plate with the media in it, the other part is
the cover) with an arrow so you know which side is the top (see picture below).

Starting with your 10% yeast tube, place a 5 ml sample of on the left side of your dish.
Do not spread the sample around.

Place a 5 ml sample of your 1% solution just to the right of the 10% sample being careful
that the two do not touch (see picture below).

10

Do not spread the sample.

11

Place a 5ml sample of your 0.1% solution just to the right of the 1% sample being careful
that the two do not touch. Do not spread the sample.

12

Place a 5ml sample of your 0.01% solution just to the right of the 0.1% sample being
careful that the two do not touch (see picture below). Do not spread the sample.

13

If you are adding more than one set of samples to a plate, place the second row of
samples below the first (see picture below).

#
Assessing your cultures after they have grown
1
After 24 48 hours in the incubator remove your plates.
2
Examine each of the spots on the plate for size and density. The bigger and more dense
the spots are, the better the growth. Conversely, smaller and less dense indicates less the
growth.
3

Sketch, or otherwise record, your data in your lab book. Make sure to label your sketches.

Teacher suggestions for Module4:Quantitative analysis

Timing

1 period for prelab and setup

1 period for data collection and postlab 1 3 days later

What you need to set up

Spectrophotometer (or other cell counter)

Cuvettes and racks

Incubator at 37 C

Yeast culture stock (wild type and AKT-1 mutant)

High K+ media

Low K+ media

Water

3 X 100 1000ml pipettes

What the students need

______ ml of each yeast culture sample (Wild type, AKT-1 mutant)

4 X cuvette for spectrophotometer

Low K+ media for yeast

High K+ media for yeast

PreLab
15 minutes
To prepare the students for this part of the lab module, they need to be familiar with the
idea of a transgenic organism, specifically yeast. Introduce the idea that the gene they have been
working with, from the plant, has been inserted into a yeast cell to attempt to determine what the
gene will do. The yeast have had their own potassium channels removed so that they will not
interfere with our results. This is information that the students do not need but might help some
of the more inquisitive ones to understand.
The main goal of this activity is to familiarize students with one way to determine gene
function but also to introduce them to methods for culturing microorganisms. It is a good idea to
stress the importance of good lab protocol (including labeling your samples!). During the prelab
it would also be helpful to explain the idea of optical density as a measure of microbe culture
growth. For many students this may also be their first introduction to the spectrophotometer (or
other cell culture counter), so some time would be well spent explaining how it works (See
attached PowerPoint presentation, see above file for how it works).
Lab
30-40 minutes day of experiment, 20-30 minutes to check data
The setup of the lab will not take too long for the students as they are just collecting their
samples and various liquid growth media. They have the protocol to follow and should be able to
do so without too much trouble. The number and arrangement of the spectrophotometers will be
the limiting factor both here, to observe and record the starting OD (optical density, a way to
measure concentration of yeast by quantifying the extent to which the yeast culture absorbs light
passing through it; a high OD will indicate a dense concentration of yeast) and in the final data
collection.

PostLab
5 minutes clean up, 20-30 minutes
During the post lab, it would be wise to set up a data table on the board and have all the
groups add their data to it. This not only gives the students a better idea of what happened but
also sheds some light on any odd data points that may come up. The discussion can include what
happened, what it means, and what went wrong if anything.
Homework
The lab report is the homework for this activity.
Teacher suggestions for Module4:Qualitative analysis
Timing
1 block for pre lab and setup
10 20 minutes 1 3 days later for discussion
What you need to set up

Yeast stock solutions (wild type, AKT-1 mutant)

~contact Gerry Berkowitz [email link: Gerald.berkowitz@uconn.edu] at the

University of Connecticut to get the yeast cultures

1 X 100ul pipette

1 X 900ul pipette

Microcentrifuge tubes and racks

High K+ agar plates (1 2 per group)

Low K+ agar plates (1 2 per group)

Incubator at 37C (for plates)

~the plates can be grown at room temperature but it will take longer and increase
the problem of contamination

Sterile water

Optional:

Digital camera for data collection

What the students need

100ul of each yeast solution (wild type, AKT-1 mutant)

4 X 2ml microcentrifuge tube

1 X High K+ agar plate

1 X Low K+ agar plate

PreLab
10 minutes
To prepare the students for this part of the lab module, they need to be familiar with the
idea of a transgenic organism, specifically yeast. Introduce the idea that the gene they have been
looking, from the plant, has been inserted into a yeast cell to attempt to determine what the gene
will do. The yeasts have had their own potassium channels removed so that they will not
interfere with our results. This is information that the students do not need but might help some
of the more inquisitive ones to understand.
The main goal of this activity is to familiarize students with one way to determine gene
function but also to introduce them to methods for culturing microorganisms. It is a good idea to

explain the idea of a serial dilution here and stress the importance of good lab protocol (including
labeling your samples!)
Lab
30-40 minutes
The students should be fine to follow the protocol given for setting up the yeast cultures
without too much help.
PostLab
5 minutes clean up, 10-20 minutes discussion of results 1-3 day after
Students can check their data after one day in the incubator but there is likely not to be too
much going on. A 48-hour growth period for the yeast will yield better results.
During the post lab, it is a good idea to put circles up on the board and use them to collect
class data. I have found that there is always some confusion about which spots are whose and
what the results mean. By collecting all of the data on the board, you can use overall data to draw
conclusions and discuss problems that were had during the lab, (contamination, poor labeling, etc
.). I generally have the students write up their lab reports based on the class data, not just their
own.
Homework
The lab write up is the homework that goes with this activity.
Media prep for yeast culturing
To make K+ liquid media for growing cultures

1. Make 3M KCl solution (22.35gKCl / 100ml H2O).

2. Autoclave the KCl solution.

3. Add sterile KCl to 2x Complete APG to make it 100mM

-50ml of APG to 3.3ml of 3M KCl

4. Dilute the solution 1:1 with dH2O

-50ml of APG/KCl solution w/50ml dH2O

To make cultures for growth

1. Add 1.5 ml growth media in each 2 ml tube

2. Pull a culture from each of the tubes to place in the tube

3. Incubate at 30C overnight (shaking)

To make the low K+ agar plates

1. Make a 50ml sterile 2% agar solution (autoclave)

2. Add 3.3ml (100mM) or 1.15ml (50mM) 3M KCl solution.

3. Add 50ml APG media.

4. Pour plates (need 6 x 50mM and 6 x 100mM per class)

To make the normal K+ plates

1. Make a 50ml sterile 2% agar solution.

2. Add 5g YPD media to 100ml of dH2O

3. Add 50ml of the YPD solution to the agar.

4. Autoclave the mixture.

5. Add KCl to get 150mM.

6. Pour plates (need 6 per class)

Explanation
Students will be introduced to the different levels of protein structure.
Lectures
Levels of proten structure PowerPoint
Labs
Paper folding lab
Lab letter
Dear Biology Students,
Good work on your investigations of the AKT-1 gene in the yeast cells. Arent transgenic
organisms great? So it looks like organisms with the mutation can only survive in high potassium
environments. Interesting
I found out some additional information about the AKT-1 mutation that you may find
interesting. The other research group that I mentioned before has discovered that the AKT-1 gene
codes for a protein that acts as a channel in the cell membrane. The channel lets ions in and out
of the cell, probably potassium in this case.
I enclosed a PowerPoint presentation that explains how proteins are constructed from
amino acids chains. Some of the most exciting discoveries in science have been in the field of
proteomics, the study of protein structure and function. It turns out that in 2003, a Nobel Prize
was given to a researcher who was working on the same gene that we are looking at right now.
From the PowerPoint presentation, you will see that the different levels of protein structure
greatly affect the way that a protein functions.
I just cant seem to figure out what would cause the mutation of the AKT-1 gene to be
such a problem for our plants. See if you can come up with an answer to the question based on
the information in the attached presentation and lab activity. Please write back as soon as you
come up with an idea. Make sure to support you idea with ideas from your lab and the
PowerPoint! Thanks again for your help!
Structurally yours,
Dr. Berkowitz
The above Modules (3 & 4) have been crossed-out because of their focus on transgenic
organisms, or how DNA from organisms can be cut out and placed in others. While the subject
material is interesting and certainly beneficial for formulating informed ideas about genetically
modified organisms (GMOs), I do not think that it is something that should be discussed while
trying to build positive relationships between science and culture. I believe that these Modules
would do well to enrich the students, but to be done so separately from studies with kalo. After
such time, discussions, research, and personal debates could be held regarding scientists who
have considered altering kalo genetically for the sake of better crops. By waiting until after
completing this kalo unit, students can form their own decisions based on the science they have
learned, as well as the cultural knowledge with which they are already familiar.
Teacher suggestions for Module 5: Protein folding lab
Timing


1 period for paper folding lab
What you need to set up

Sheets of paper (white or colored)

Copies of folding directions

Prelab
5 minutes
During the setup for the lab, read the letter from Dr. Berkowitz to the kids. I introduce the
paper folding portion of the lab without connecting it to the activities that we have been working
on in class. Then after the lab we tie the ideas together in a class discussion. It is important to
encourage the students to work on their own to create the bird. This will prevent students with
the step from helping those that are missing the step.
Lab
30-40 minutes
During the lab, students will be working on their folding directions. They struggle with
following the directions (specifically steps 3 5 and 8 9) and will look for help. Try to give
them help a little but not much. Obviously, half of your class will have more problems than the
others. You will find that helping sparingly but being encouraging keeps them working. Students
really do seem to enjoy the non lab aspect of this activity.
Postlab
10 minutes clean up
During the post lab, discuss the problems that people have had during the lab. The topic
of folding problems tends to dominate the discussion. Now is a good time to let the students in
on the fact that they have been working with two different sets of directions. This opens up a
discussion of mutation and its effects on the protein products function in the organism.
Homework
The letter back to Dr. Berkowitz is the homework for this activity.
Making a flapping bird
Follow the steps below as carefully as you can. Some of the steps have diagrams to help
you to follow them more easily. Take your time and be careful!

#
Module 6: Gene's effects on the program
Lab letter
Dear Biology Students Haumna,

Thank you so much for your help with my research in saving the local crops. You have
been able to solve a lot of the problems that I just dont have time to work on pose risks for our
ina. Intelligent scientists such as yourselves help benefit the honua, as you share your academic
knowledge with the world in such ways that fulfill and protect the desires and goals of your
moomeheu and kaiulu. I have one last question for you to help me solve. I was wondering if
the mutation of the AKT-1 gene has the same effect in plants as it does in yeast. We know that
the mutation causes the yeast cells to only do well in environments with high potassium. Plants
with the wild-type gene only need small amounts of potassium to survive.
These darned plants with this AKT-1 mutation are a problem for me at the lab. I just
cannot get them to grow as well as the others. I tried more water, less water, more sun, less sun,
but nothing seems to be working. My wild type plants have been growing great but the mutants
will not grow. I was hoping that, with your experience with plants and the AKT-1 gene mutation,
you could test to see if the gene has the same function in the plants as it does in the yeast.
I sent along some plant growing materials as well as a number of seeds for AKT-1 plants
and wild type plants so that you can conduct your experiments. Please report back to me in a few
weeks with your findings.
Agriculturally,
Dr. Berkowitz
Cultural Experience in the Unit Plan
This activity would conclude the unit plan. As students have gone through the unit and learned
about the science behind kalo plant growth, they will now have the opportunity to spend time to
work in the loi to have a comprehensive idea about the importance of plant health and food
production.
Field Trip to Ka Papa Loi o Kanewai:
A loi kalo managed by the University of Hawaii at Mnoa, this Kanewai is an ideal place for
student to visit and gain meaningful understanding of why the scientific knowledge they have
spent the past weeks studying is important not only for academic success, but for meaningful
contributions to their community as well. Students will work under the direction of UH students
who can provide detailed knowledge of the important functions of the loi kalo. This field trip
will allows students the chance to learn in safe and comfortable settings where local cultural
knowledge and skills are naturally relevant (Kawaiaea, 2002, p. 36).
Representatives of UH will be able to discuss what is necessary for kalo to thrive in the loi.
They will also address the importance of the loi for the whole ahupuaa, as well as why the
whole ahupuaa needs to be healthy in order for the loi to function properly. UH members may
share their own understandings of the cultural relevance of kalo as Hloa, and the deep roots kalo
has in terms of spirituality and Hawaiian thinking.
Materials:

Clothes to get dirty

Slippers

Shoes

Tabis
Sunscreen
Hat
Science notebook
Pen/Pencil

Post-Work Reflection:
Now that you have spent time in an authentic loi like those discussed in our labs, what are some
of the lessons that you have gained from todays experiences? Write up a reflection that takes the
following into account:

What similarities do you notice about growing kalo in the loi compared to our lab
activities?

What differences do you notice about growing kalo in the loi compared to our lab
activities?

What was the greatest part of your work today?

What did you find to be the most difficult?

What did you learn about the importance of the ahupuaa, in terms of just the loi, and
vice versa?
My cultural experience activity at Heeia Fishpond allowed me to be a part of a conservation
effort that looks to one day provide a sustainable source of fish for the community, that once
thrived in the days of old. A similar activity which would allow students to build a strong
connection and sense of relevancy between their culture, community, and schoolwork would be
to engage them in working at the loi kalo, just as the (modified) lab letters discuss. This activity
is harmonious with the rest of the unit plan and is also effective at incorporating cultural ideas in
learning. By implementing this learning activity, it exemplifies the idea posed by Kawaiaea
(2002) to use the local environment and community resourcesto link teaching to the everyday
lives of the learners (p. 41). It also enables students to make personal connections to cultural
and traditional knowledge and to the application of that knowledge to validate teaching and
learning styles (p. 37).
Explanation:
The above changes are suited to making this unit more relevant to/for Native Hawaiians
in a variety of ways. By changing the scenario of the unit plan from helping a corporation to
helping the community, students are given a simulation that builds awareness and caring for their
own environments. This sort of awareness also allows for the ability to incorporate authentic
experiences, such as cleaning and working at the loi, to enhance their learning by providing
more examples of its value and importance. As Kanaiaupuni, Leeward & Jensen (2010) share,
Students engage in authentic experiences at wahi pana (sacred places) and other community
outdoor learning laboratories. They conduct science experiments to assess the relative successes
of various methods to revive endangered endemic species or water resources (p. 3). In doing so,
students are able to build positive self-concept by cultivating students ethnic identity
development (Takayama & Ledward, 2009, p. 1). Throughout the lesson plan, casual use of
certain Hawaiian vocabulary is incorporated in order to provide opportunities for the class to

utilize Hawaiian reference materials (Kawaiaea, 2002, p. 25), which is an encouraged idea in
providing education that focuses on Native Hawaiian students and their culture. The fact that the
original lesson has been modified to focus on an indigenous plant means that much of the
knowledge that is required regarding genes and mutations must come from local scientists who
have already studied kalo. By including members of the community, students can participate in
apprenticeships with cultural experts in the community (Kawaiaea, p. 26). Enabling students
to work in the loi after the lab activities would also fulfill this idea by Kawaiaea. The original
unit was not designed with culture in mind, but it did intend to give students a quality
opportunity to study science. These modifications to the actual content steer the plan in the
direction towards homogeneity with culture. In concluding this revised unit, it is also hoped that
students will begin to develop goals to demonstrate the use of acquired knowledge through
application (Kawaiaea, p.23) of the new scientific disciplines in a way to protect their
environment (mlama ina). The subject material is now suited to be paired with cultural
practices to truly provide a relevant learning experience for Native Hawaiian learners.
The modifications to these lesson plans serve to steer this problem-based learning
curriculum towards alignment with Hawaiian community. By inviting guests to speak to the
classroom, students are afforded the opportunity to see how the content they are learning in the
classroom is relevant to their own communities. As Kawaiaea (2002) indicates, it is valuable to
participate in activities with community members to perpetuate traditional ways of knowing,
learning, teaching, and leading to sustain cultural knowledge and resources within the learning
community (p. 18). Asking students for feedback from their own family interactions puts value
in family interactions in order for students to benefit in projects taking place in the school
environment, where content is relatable to the community (Ledward, Takayama & Kahumoku,
2008, p. 3). In representing how modern studies are relevant to ensuring the safety and health of
the ina that is indicative of our past and our future, this modified plan helps to cultivate a
strong sense of kuleana to ones past, present, and future to enhance meaningful purpose and to
bring about joy and fulfillment for ones self and family, and local and global
communities (Kawaiaea, p. 18)
To benefit the most from these plans in a cultural way, it would be ideal to conclude this
unit with a field trip to a real loi, where students can see witness the importance of what they are
studying. Working in the loi alongside farmers would give them personal value and
understanding of why plant health is a concern for all. These ideas stress the importance that
promoting family and community involvement helps students learn (Ledward, Takayama &
Kahumoku, 2008, p. 4).
References
Berkowitz, G. (n.d.). Molecular biology resources. University of Connecticut. Retrieved from
http://www.biologyteacher.uconn.edu/teachers.html.
Ka Leo Oiwi (2014) Pukana 4: Pepa Kakoo, episode support sheet (Lesson Plans) URL: http://
oiwi.tv/oiwitv/ka-leo-oiwi-episode-4/ accessed 20 August 2015

Ka Leo Oiwi (2014) Oiwi Tv URL: http://oiwi.tv/oiwitv/ka-leo-oiwi-episode-4/ accessed 20

August 2015
Ka Papa Lo'i o Kanewai. (2015). Retrieved from: http://www.catalog.hawaii.edu/
schoolscolleges/hawaiian/facilities.htm
Kanaiaupuni, S., Ledward, B., Jensen, U. (2010). Culture-based education and its relationship
to student outcomes. Honolulu; Kamehameha Schools Research & Evaluation Division.
Kawaiaea, K. (2002). N honua mauli ola: Hawaii guidelines for culturally health and
responsive learning environments. (n.p.).
Ledward, B., Takayama, B., Kahumoku III, W. (2008). Hawaiian cultural influences in
education (HCIE): Ohana and community integration in culture-based education.
Kamehameha Schools Research & Evaluation Division.
Meyer, M.A. (2003). Hooulu: Our time of becoming. Honolulu: Ai Phaku Press.
Takayama, B., Ledward, B. (2009). Hawaiian cultural influences in education (HCIE): Positive
self-concept among Hawaiian students. Honolulu; Kamehameha Schools Research &
Evaluation Division.
[Untitled image of taro diagram] [Online image]. Retrieved from: https://s-media-cacheak0.pinimg.com/236x/76/d8/6a/76d86af76e281c447174a61ddfdd82cb.jpg