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Hawai'i Solutions: Inventing Solutions for Island Problems
Grade 8MathScienceEnglishSocial Studies4 days
In this project, 8th-grade students become informed citizens of Hawai'i, using technology and community resources to create and advocate for evidence-based solutions addressing a pressing local issue. They explore the issue's historical context and consider the diverse needs of their community, integrating math, science, English, and social studies. Students develop a multimedia advocacy campaign to promote their solution, fostering collaboration and communication skills. The project culminates in a formal proposal outlining their solution, its rationale, and implementation plan.Local IssuesCommunity ResourcesTechnology IntegrationAdvocacyHistorical ContextDiverse NeedsEvidence-Based Solutions
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Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we, as informed citizens of Hawai'i, leverage technology and community resources to create and advocate for evidence-based solutions that address a pressing local issue, considering its historical context and the diverse needs of our community?Essential Questions
Supporting questions that break down major concepts.- How can technology be used to address problems specific to the Hawaiian Islands?
- How can we effectively use community resources to develop solutions?
- How can we design solutions that address the diverse needs of our community?
- What are the historical contexts of the problems facing the Hawaiian Islands, and how do they influence potential solutions?
- How can we use evidence-based arguments to advocate for our solutions?
- How can we design a project that integrates math, science, English, and social studies to address a real-world problem in Hawaii?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will be able to identify and describe a pressing local issue affecting the Hawaiian Islands.
- Students will be able to explain the historical context of their chosen issue.
- Students will be able to research and analyze the issue using credible sources.
- Students will be able to develop evidence-based solutions to address the issue.
- Students will be able to effectively use technology and community resources to support their solutions.
- Students will be able to design solutions that address the diverse needs of the community.
- Students will be able to construct well-supported arguments to advocate for their solutions.
- Students will be able to effectively communicate their solutions through a chosen medium (visual, auditory, kinesthetic).
- Students will be able to work collaboratively in groups, considering diverse learner needs.
- Students will be able to integrate knowledge from math, science, English, and social studies to develop their solutions.
Common Core Standards
8.W.1
Primary
Write arguments to support claims with clear reasons and relevant evidence: a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate claims or counterclaims. b. Organize the reasons and evidence logically. c. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. d. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. e. Establish and maintain a formal style. f. Provide a conclusion that follows from the argument presented, as appropriate to the task.Reason: This standard aligns directly with the project's focus on developing evidence-based solutions and advocating for them using well-supported arguments.
8.RI.1
Primary
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.Reason: This standard supports the research and analysis required to understand the historical context and current state of the chosen issue affecting the Hawaiian Islands.
8.SL.3
Primary
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.Reason: This standard is crucial for students to evaluate the arguments and evidence presented by different stakeholders related to the issue they are addressing.
Entry Events
Events that will be used to introduce the project to studentsIsland Innovation Challenge: A Mock Crisis
Simulate a sudden environmental crisis (e.g., invasive species outbreak, pollution event) impacting a local Hawaiian ecosystem. Students, in teams representing different stakeholders, must propose tech-based solutions, considering diverse community needs and resource constraints.Hawaiian History Hack: Remixing the Narrative
Present students with primary source documents or oral histories about a significant event in Hawaiian history, but with gaps or conflicting information. Challenge them to use technology and research to fill in the missing pieces and present a more complete and nuanced narrative.Data Dive: Visualizing Island Issues
Provide students with raw data sets related to social, economic, or environmental challenges in Hawaii (e.g., tourism impact, housing costs, climate change effects). Students use data visualization tools to create compelling presentations that highlight key trends and propose data-driven solutions.📚
Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.Activity 1
Issue Explorer: Mapping Local Challenges
Students begin by identifying a pressing issue affecting the Hawaiian Islands. They will conduct preliminary research to understand the scope and impact of the issue.Steps
Here is some basic scaffolding to help students complete the activity.1. Brainstorm a list of potential issues affecting the Hawaiian Islands (e.g., invasive species, pollution, tourism impact, housing costs, climate change).
2. Choose one issue to focus on for the project.
3. Conduct preliminary research using online resources and local news articles to understand the basic facts and impacts of the chosen issue.
4. Create a mind map or concept web to visually represent the different aspects and stakeholders related to the issue.
Final Product
What students will submit as the final product of the activityA mind map or concept web illustrating the chosen issue, its impacts, and related stakeholders.Alignment
How this activity aligns with the learning objectives & standardsAddresses Learning Goals: Students will be able to identify and describe a pressing local issue affecting the Hawaiian Islands. Aligns with 8.RI.1 as students begin to cite textual evidence.Activity 2
Historical Context Deep Dive
Students delve into the historical roots of their chosen issue, exploring how historical events and policies have contributed to its current state.Steps
Here is some basic scaffolding to help students complete the activity.1. Research the historical context of the chosen issue using primary and secondary sources (e.g., historical documents, academic articles, oral histories).
2. Create a timeline or narrative outlining the key historical events and policies that have influenced the issue.
3. Analyze how historical factors continue to impact the issue today.
4. Write a short paragraph summarizing the historical context of the issue.
Final Product
What students will submit as the final product of the activityA timeline or narrative outlining the historical context of the chosen issue and a summary paragraph.Alignment
How this activity aligns with the learning objectives & standardsAddresses Learning Goals: Students will be able to explain the historical context of their chosen issue. Aligns with 8.RI.1 as students cite textual evidence to support their analysis of the historical context.Activity 3
Evidence-Based Argument Builder
Students gather evidence from credible sources to support claims about the issue and potential solutions. They begin constructing arguments, considering counterclaims.Steps
Here is some basic scaffolding to help students complete the activity.1. Identify potential claims related to the issue and possible solutions.
2. Research and gather evidence from credible sources (e.g., scientific studies, government reports, expert interviews) to support each claim.
3. Identify potential counterclaims or alternative perspectives on the issue and solutions.
4. Organize the evidence and counterclaims in a graphic organizer (e.g., a T-chart or debate table).
Final Product
What students will submit as the final product of the activityA graphic organizer outlining claims, evidence, and counterclaims related to the issue and potential solutions.Alignment
How this activity aligns with the learning objectives & standardsAddresses Learning Goals: Students will be able to research and analyze the issue using credible sources. Students will be able to construct well-supported arguments to advocate for their solutions. Aligns with 8.W.1.a as students introduce claims and acknowledge counterclaims. Also aligns with 8.W.1.c as students begin to support claims with evidence from credible sources.Activity 4
Tech & Community Resource Brainstorm
Students brainstorm ways to leverage technology and community resources to support their proposed solutions.Steps
Here is some basic scaffolding to help students complete the activity.1. Brainstorm a list of potential technology tools that could be used to address the issue (e.g., data visualization software, mapping tools, mobile apps, social media platforms).
2. Identify relevant community resources that could support the development and implementation of solutions (e.g., local organizations, government agencies, community leaders, cultural practitioners).
3. Evaluate the feasibility and effectiveness of different technology and community resource options.
4. Select the most promising technology and community resources to integrate into their proposed solutions.
Final Product
What students will submit as the final product of the activityA list of potential technology tools and community resources that can be leveraged to address the issue, with a justification for their selection.Alignment
How this activity aligns with the learning objectives & standardsAddresses Learning Goals: Students will be able to effectively use technology and community resources to support their solutions. Aligns with 8.SL.3 as students evaluate the soundness of reasoning behind using certain technologies and resources.Activity 5
Solution Design & Proposal
Students design a comprehensive solution to the issue, integrating technology, community resources, and consideration for diverse community needs. They prepare a formal proposal outlining their solution and its potential impact.Steps
Here is some basic scaffolding to help students complete the activity.1. Develop a detailed plan for the proposed solution, including specific actions, timelines, and resource requirements.
2. Incorporate the selected technology tools and community resources into the solution design.
3. Address the diverse needs of the community in the solution design, considering factors such as culture, language, socioeconomic status, and accessibility.
4. Prepare a formal proposal outlining the solution, its rationale, implementation plan, and potential impact. The proposal should include a clear claim, supporting evidence, and a conclusion.
Final Product
What students will submit as the final product of the activityA formal proposal outlining the comprehensive solution, including a detailed implementation plan and consideration for diverse community needs.Alignment
How this activity aligns with the learning objectives & standardsAddresses Learning Goals: Students will be able to develop evidence-based solutions to address the issue. Students will be able to design solutions that address the diverse needs of the community. Aligns with 8.W.1.b as students organize reasons and evidence logically in their proposal. Aligns with 8.W.1.e as students establish and maintain a formal style in their writing.Activity 6
Multimedia Advocacy Campaign
Students create a multimedia campaign to advocate for their proposed solution, targeting a specific audience (e.g., policymakers, community members, potential investors).Steps
Here is some basic scaffolding to help students complete the activity.1. Identify the target audience for the advocacy campaign.
2. Choose a communication medium that is appropriate for the target audience (e.g., video, website, social media campaign, presentation).
3. Develop compelling content for the chosen medium, including visuals, text, and audio, that effectively communicates the problem, the proposed solution, and its potential impact.
4. Present the multimedia advocacy campaign to the class and/or a wider audience.
Final Product
What students will submit as the final product of the activityA multimedia advocacy campaign (e.g., video, website, social media campaign, presentation) designed to promote the proposed solution.Alignment
How this activity aligns with the learning objectives & standardsAddresses Learning Goals: Students will be able to effectively communicate their solutions through a chosen medium (visual, auditory, kinesthetic). Aligns with 8.W.1.d as students use words, phrases, and clauses to create cohesion and clarify relationships among claims, counterclaims, reasons, and evidence in their advocacy campaign. Aligns with 8.W.1.f as they provide a conclusion that follows from their argument.🏆
Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioHawaiian Island Issues Project Rubric
Category 1
Issue Identification & Historical Context
Demonstrates the ability to identify a pressing issue affecting the Hawaiian Islands and explain its historical context.Criterion 1
Issue Identification
Clarity and significance of the identified issue.
Exemplary
4 PointsClearly identifies a significant and pressing issue affecting the Hawaiian Islands, demonstrating a deep understanding of its relevance.
Proficient
3 PointsIdentifies a relevant issue affecting the Hawaiian Islands and demonstrates a good understanding of its importance.
Developing
2 PointsIdentifies an issue affecting the Hawaiian Islands, but its significance or relevance may not be fully clear.
Beginning
1 PointsStruggles to identify a clear or relevant issue affecting the Hawaiian Islands.
Criterion 2
Historical Context
Accuracy and depth of the historical context provided.
Exemplary
4 PointsProvides a comprehensive and accurate historical context, demonstrating a deep understanding of the issue's roots and evolution.
Proficient
3 PointsProvides an accurate and thorough historical context, demonstrating a good understanding of the issue's development.
Developing
2 PointsProvides a basic historical context, but may lack depth or accuracy in some areas.
Beginning
1 PointsStruggles to provide an accurate or coherent historical context for the issue.
Category 2
Evidence-Based Argumentation
Demonstrates the ability to research and analyze the issue using credible sources and construct well-supported arguments.Criterion 1
Research & Evidence
Quality and relevance of research and evidence used.
Exemplary
4 PointsUses a wide range of credible sources to support claims with compelling and relevant evidence.
Proficient
3 PointsUses credible sources to support claims with relevant evidence.
Developing
2 PointsUses some credible sources, but the evidence may not always be relevant or sufficient.
Beginning
1 PointsUses limited or unreliable sources with little relevant evidence.
Criterion 2
Argument Construction
Clarity, logic, and persuasiveness of the arguments presented.
Exemplary
4 PointsConstructs clear, logical, and persuasive arguments that effectively address counterclaims and alternative perspectives.
Proficient
3 PointsConstructs logical arguments that support claims and address counterclaims.
Developing
2 PointsConstructs basic arguments, but may lack clarity, logic, or consideration of counterclaims.
Beginning
1 PointsStruggles to construct coherent arguments or support claims with reasoning.
Category 3
Technology & Community Resource Integration
Demonstrates the ability to effectively use technology and community resources to support proposed solutions.Criterion 1
Technology Use
Appropriateness and effectiveness of technology integration.
Exemplary
4 PointsIntegrates technology tools seamlessly and effectively to enhance the solution and its presentation.
Proficient
3 PointsUses technology tools appropriately to support the solution.
Developing
2 PointsAttempts to use technology tools, but the integration may be ineffective or inappropriate.
Beginning
1 PointsShows limited or no use of technology to support the solution.
Criterion 2
Community Resource Utilization
Effectiveness of leveraging community resources.
Exemplary
4 PointsLeverages community resources strategically and effectively to enhance the solution's feasibility and impact.
Proficient
3 PointsUtilizes community resources appropriately to support the solution.
Developing
2 PointsIdentifies potential community resources, but their integration may be limited or unclear.
Beginning
1 PointsShows limited or no awareness of relevant community resources.
Category 4
Solution Design & Community Needs
Demonstrates the ability to design solutions that address the diverse needs of the community.Criterion 1
Solution Feasibility
Practicality and viability of the proposed solution.
Exemplary
4 PointsProposes a highly feasible and well-developed solution with a clear implementation plan.
Proficient
3 PointsProposes a feasible solution with a reasonable implementation plan.
Developing
2 PointsProposes a solution, but its feasibility or implementation plan may be unclear.
Beginning
1 PointsProposes a solution that is impractical or lacks a coherent implementation plan.
Criterion 2
Addressing Diverse Needs
Extent to which the solution addresses diverse community needs.
Exemplary
4 PointsDemonstrates a deep understanding of diverse community needs and incorporates them thoughtfully into the solution design.
Proficient
3 PointsAddresses diverse community needs in the solution design.
Developing
2 PointsAcknowledges diverse community needs, but their integration into the solution may be limited.
Beginning
1 PointsShows limited or no consideration of diverse community needs.
Category 5
Communication & Advocacy
Demonstrates the ability to effectively communicate their solutions through a chosen medium and advocate for their adoption.Criterion 1
Clarity & Effectiveness
Clarity and effectiveness of the communication medium used.
Exemplary
4 PointsCommunicates the solution with exceptional clarity and effectiveness, using a compelling and well-designed medium.
Proficient
3 PointsCommunicates the solution clearly and effectively through the chosen medium.
Developing
2 PointsCommunicates the solution, but the clarity or effectiveness of the chosen medium may be limited.
Beginning
1 PointsStruggles to communicate the solution effectively through the chosen medium.
Criterion 2
Advocacy & Persuasion
Strength of the advocacy and persuasive elements.
Exemplary
4 PointsPresents a highly persuasive advocacy campaign that effectively promotes the solution and inspires action.
Proficient
3 PointsPresents a persuasive advocacy campaign that promotes the solution.
Developing
2 PointsPresents an advocacy campaign, but its persuasive elements may be limited.
Beginning
1 PointsStruggles to create a persuasive advocacy campaign.
Reflection Prompts
End-of-project reflection questions to get students to think about their learningQuestion 1
How did your understanding of the issue affecting the Hawaiian Islands evolve throughout this project? What new perspectives did you gain?
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Question 2
To what extent do you feel your proposed solution effectively addresses the issue, considering the historical context and diverse community needs?
Scale
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Question 3
What was the most challenging aspect of working in a group to develop a solution, and how did you overcome it?
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Question 4
Which learning goal did you find most challenging to achieve, and why?
Multiple choice
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Options
Identify and describe a pressing local issue affecting the Hawaiian Islands.
Explain the historical context of their chosen issue.
Research and analyze the issue using credible sources.
Develop evidence-based solutions to address the issue.
Effectively use technology and community resources to support their solutions.
Design solutions that address the diverse needs of the community.
Construct well-supported arguments to advocate for their solutions.
Effectively communicate their solutions through a chosen medium (visual, auditory, kinesthetic).
Work collaboratively in groups, considering diverse learner needs.
Integrate knowledge from math, science, English, and social studies to develop their solutions.
Question 5
How did integrating knowledge from different subjects (math, science, English, social studies) contribute to the development of your solution? Provide a specific example.
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Question 6
In what ways did the use of technology and/or community resources enhance the effectiveness of your proposed solution?
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Question 7
If you had the opportunity to continue working on this project, what specific improvements or changes would you make to your solution or advocacy campaign?
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