Left High and Dry? Attempting to Restore a Tropical Dry Forest in Hawaii
The Ka‘ūpūlehu dry forest is located on the leeward size of the island of Hawai‘i. The forest land is owned by Kamehameha Schools, which is dedicated to preserving traditional Hawaiian culture through education. This forest, like most tropical dry forests, was in danger of being lost as a native ecosystem. With the help of scientists, a group of people began trying to restore the dry forest.
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The question you will answer in this FACTivity is: If people are able to restore degraded ecosystems, is it acceptable to destroy them for our temporary use? Materials needed: Copies...FACTivity – Left High and Dry
The question you will answer in this FACTivity is: If people are able to restore degraded ecosystems, is it acceptable to destroy them for our temporary use? Materials needed: Copies... -
In this FACTivity, you will use the data provided in a table to calculate the results of a planting program in Hawai’i. Then you will pretend that you are in...FACTivity – Endangered Plants (Left High and Dry)
In this FACTivity, you will use the data provided in a table to calculate the results of a planting program in Hawai’i. Then you will pretend that you are in...
Glossary
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Susan Cordell
My favorite science experience is returning to our tropical dry forest restoration experimental plots and seeing native species thrive. A decade ago, most people thought we were crazy to attempt...View Profile -
Yvonne Yarber Carter
Only 5 percent of Hawai‘i’s dry tropical forest remains. A special science experience was having two different kinds of volunteer groups help with our restoration efforts in the dry forest....View Profile -
Moana McClellan
One of my favorite things about working in the Hawaiian tropical dry forests is the chance to learn about endemic plant species. These are plants that are found nowhere else....View Profile
Standards addressed in this Article:
Social Studies Standards
- Civic Ideals and Practices
- Culture
- Global Connections
- People, Places, and Environments
- Production, Distribution, and Consumption
Note To Educators
The Forest Service's Mission
The Forest Service’s mission is to sustain the health, diversity, and productivity of the Nation’s forests and grasslands to meet the needs of present and future generations. For more than 100 years, our motto has been “caring for the land and serving people.” The Forest Service, an agency of the U.S. Department of Agriculture (USDA), recognizes its responsibility to be engaged in efforts to connect youth to nature and to promote the development of science-based conservation education programs and materials nationwide.
What Is the Natural Inquirer?
Natural Inquirer is a science education resource journal to be used by students in grade 6 and up. Natural Inquirer contains articles describing environmental and natural resource research conducted by Forest Service scientists and their cooperators. These scientific journal articles have been reformatted to meet the needs of middle school students. The articles are easy to understand, are aesthetically pleasing to the eye, contain glossaries, and include hands-on activities. The goal of Natural Inquirer is to stimulate critical reading and thinking about scientific inquiry and investigation while teaching about ecology, the natural environment, and natural resources.
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Meet the Scientists
Introduces students to the scientists who did the research. This section may be used in a discussion about careers in science.
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What Kinds of Scientist Did This Research?
Introduces students to the scientific disciplines of the scientists who conducted the research.
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Thinking About Science
Introduces something new about the scientific process, such as a scientific habit of mind or procedures used in scientific studies.
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Thinking About the Environment
Introduces the environmental topic being addressed in the research.
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Introduction
Introduces the problem or question that the research addresses.
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Method
Describes the method the scientists used to collect and analyze their data.
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Findings & Discussion
Describes the results of the analysis. Addresses the findings and places them into the context of the original problem or question.
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Reflection Section
Presents questions aimed at stimulating critical thinking about what has been read or predicting what might be presented in the next section. These questions are placed at the end of each of the main article sections.
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Number Crunches
Presents an easy math problem related to the research.
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Glossary
Defines potentially new scientific or other terms to students. The first occurrence of a glossary word is bold in the text.
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Citation
Gives the original article citation with an internet link to the original article.
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FACTivity
Presents a hands-on activity that emphasizes something presented in the article.
Science Education Standards
You will find a listing of education standards which are addressed by each article at the back of each publication and on our website.
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Contact
Jessica Nickelsen
Director, Natural Inquirer program -
Email
Lessons
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In this lesson, students will increase their reading comprehension, critical thinking skills, and summarization and explanation skills. Students will role-play as members of the Natural Inquirer Twitter Team (now X...Lesson Plan – Twitter Team
In this lesson, students will increase their reading comprehension, critical thinking skills, and summarization and explanation skills. Students will role-play as members of the Natural Inquirer Twitter Team (now X... -
This lesson plan can be paired with any of the cultural essays from the Hawai’i-Pacific Islands edition of Natural Inquirer. After a brief introduction, students will read the cultural essay...Lesson Plan – Cultural Essay
This lesson plan can be paired with any of the cultural essays from the Hawai’i-Pacific Islands edition of Natural Inquirer. After a brief introduction, students will read the cultural essay...
Education Files
A Hawaiian View of Tropical Dry Forests
The Hawaiian dry forest was valued in the past for its essential natural resources. The forest was especially prized for its hardwood trees. The area where these forests grew had intense heat and a dry atmosphere and landscape. Native plants, therefore, grew slowly. Because of this slow growth, the rings of the tree were close together, creating a strong and durable wood product. The wood of some of these trees was so dense it would sink.
Traditional Hawaiian ceremonies make use of the vines and trees growing in tropical dry forests of Hawai‘i, such as for leis and for hula. A lei is a necklace that is made from bone, seeds, leaves, flowers, or vines. The best-known leis today are made from flowers. Leis are a symbol of love, connection, or respect. Hula is the traditional dance of Hawaiians. It includes chants and traditional musical instruments. The table below shows the uses of just four of the important trees of Hawaiian dry forests.
Before so many people moved to Hawai‘i over the past few hundred years, dry forests could be found in all the leeward coastal areas of the islands. Today, only a small percentage of tropical dry forest land is left in Hawai‘i.
Throughout time, Hawaiians have viewed the island’s natural resources as a source of wealth. Native Hawaiians express their kinship with all life through their respect for natural resources. The lama tree, for example, is recognized as a “kinolau,” the physical form of Lono, one of the four main Hawaiian gods. The lama tree, therefore, is sacred to Native Hawaiians. Notice the uses of the lama tree in the table above.
A lama tree.
Hawaiians today recognize the importance of dry tropical forests. As you read in this article, Hawaiians are taking steps to restore these valuable forests. In some communities, this restoration has become a community celebration. Take a look at the flower mural that serves as the background of the journal cover. This mural was painted by Hawaiians ages 7 to 60 who care about the dry tropical forests of Hawai‘i. They have used their aloha to create a mural to celebrate and learn about dryland forests.
Painted mural of Hawaiian plants and flowers. Completed by the Friends of the Ka‘ūpūlehu Dryland Forest program: Ho‘ola Ka Makana‘a and Kealakehe Dryland Forest. Supported by: HFIA HFI, KS- ‘Āina Ulu, Nahelehele, & FOCUS mural collaboration. Concept & Design: Yvonne Yarber Carter, Leah Ingram, Pua Whitehead. Mural painters: Hui Ho‘ola Ka Makana‘a & Hui La‘au Kama‘āina (Group for the native plants), ages 7-60.