Lesson Plan: Kapu system & Petroglyphs

Name: Lee Teraoka

Grade: 4th grade

Date: Sept 22 - Sept 29

Content Area:
Social Studies
Art

Duration: Day 1- 65 minutes

Day 2- 60 minutes
Day 3- 50 minutes
Materials needed:
Elmo
pencil
Projector
Kapu system article
New classroom rules
Kapu system writing prompt
PowerPoint presentation on petroglyphs
Petroglyph examples
Petroglyph criteria sheet
4" x 4" scratch paper
5 cup flour
5 cup used coffee grinds
2 1/2 cup salt
1 1/4 cup sand
5 cup water
Wax paper

Guiding Questions:
In what ways was the kapu system fair for Ancient Hawaiians?
In what ways was the kapu system unfair for Ancient Hawaiians?
Would the kapu system work in present day? Explain why or why not.
How can symbols be used to represent a kapu?
Enduring understanding:
Every society has a unique rules and regulation system in different time
periods and places around the world.
What component/s will be the
lesson focus?
Reading comprehension
Interpret art forms

Strategy or skill emphasis

Recall key information;
Form an opinion
Evaluate peers work using criteria

Teraoka 2

Purpose of lesson
The purposes of this lesson are for students to evaluate the Kapu system.
Students will create a petroglyph that symbolizes a kapu.
Language modalities to be used in this lesson:
Reading, Writing, Listening, Speaking
Critical Thinking Skills
ACEI 3.3-Critical thinking, problem solving and
performance skills.

Evaluate the ancient Hawaiian kapu system.

Create petroglyphs symbolizing the kapu
Assess their peers work.

Student Engagement Techniques

and Grouping
ACEI 3.4-Active Engagement in Learning

Whole group discussion

Table group work
Peer evaluation

Teraoka -3

DIFFERENTIATION PLAN
ACEI 3.2 Adaptation to diverse students.

Identify type of
learner

List type of
differentiation

Instructional
approach

(ELL, SPED, Accelerated

Learners, Striving learners, 504
students, reading)

(learning environment, content,

process, product, performance
task)

(Write the instructional

approach/accommodations that
will be used for these learners)

Striving readers

Learning environment

Accelerated learners

Process

SPED Learners

Process

Whole group and small

group implemented
conversations to help
students comprehend
the text.
Accelerated learners will
assist group members in
supporting their task.
Student will receive
individual help from
teacher assisting and
clarifying individual
task. The teacher will
assist students, as
needed, to complete
petroglyph.

1. Standards/Benchmarks/GLOs
ACEI 2.1-2.4 Content Area Knowledge. List CCSS, HCPS III, HELDS, GLOs

SS.4.4.1- Evaluate the kapu system in the context of the time

I can evaluate and express my thoughts about the kapu system.
FA.DP.2.3- Identify symbols, themes, and metaphors and produce original
works of art to communicate an opinion, an idea, or an issue
I can use symbols to symbolize one rule from the kapu system by
creating a petroglyph
FA.4.1.3- Use properties, personal response, and research to make informed
judgments about artwork
I can use criteria to assess my peers petroglyph that symbolizes a
kapu.

Teraoka 4

2. Assessment Task
(ACEI 4-Informal and formal assessment. Candidate plans appropriate formative and summative
assessments to guide and assess student learning, including criteria)
Students First
Name
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

SS.4.4.1

I can evaluate
the kapu system
by writing my
judgment of my
thoughts about
the kapu system
SS.4.4.1
I
can
use
symbols
to
symbolize
one
rule from the
kapu system by
creating
a
petroglyph
FA.DP.2.3

FA.DP.2.3

FA.4.1.3

Below
0
Does not
evaluate the
kapu system

Approaching
1
Evaluates the
kapu system
using their
opinion but lacks
supporting
evidence.

Meets
2
Evaluates the
kapu system
using their
opinion with
supporting
details.

-Does not create

a petroglyph
- Petroglyph is
not related to
assigned kapu

-Creates a
- Creates 3 or
petroglyph with 1 more
- 2 symbols
components to
create their
-Petroglyph
petrogylph.
relates to the
assigned kapu
- Petroglyph
symbolizes to
the assigned

Teraoka 5

I can use criteria

to assess my
peers
petroglyph that
symbolizes a
kapu.
FA.4.1.3

-Used the criteria

to assess 14 or
less petroglyphs

- Student
completely
assess 15 - 20
peers petroglyph

kapu
- Student
successfully
assess all peers
petroglyph

3. Activities/Instructional Strategies
(ACEI 3.1: Knowledge of students and community; integration of knowledge for instruction; ACEI 3.3:
Critical thinking, problem solving and performance skills; ACEI 3.4: Active engagement in learning;
ACEI 3.5: Communication to foster learning)

Day 1- Kapu system - 65 minutes

1. Introduction 5 minutes:
a. Greet students with a nice hello.
b. Introduce attention getter/ classroom management tool: Trade
winds
i. Students respond with "Shh"
ii. Students must stop what they are doing, look at the teacher
and wait for instructions
c. Instruct students to clear their desk and line up at the door. Tell
students to bring out 2 sharpened pencil.
i. Call on tables that are ready to line out side
ii. Escort the class outside the classroom and have girls line up
against the rail and boys line up against the wall
d. Explain to students that once we enter the classroom again, there
are new sets of rules and consequences they must follow.
i. Pass out rules and consequences slip. Allow students to read
the rules and consequences slip.
ii. Review new rules and consequences slip orally with students.
Answer any questions student may have about the rules and
consequences.
e. Tell students that girls will be sitting in the back two tables and boys
will be sitting in the front tables. Tell students to leave their rules
and consequences on their table to refer back to.
2. Building background 5 minutes
a. Explain to students that we are now going to explore the ancient
Hawaiian kapu system.
b. Read I can statement: I can evaluate and express my thoughts
about the kapu system
i. Explain to students that the process of evaluating is being
able to make a judgment and forming an idea something

Teraoka 6

c.

d.
e.
f.

using criteria. We will make a judgment and form an opinion

of the kapu system.
ii. Ask questions to pre-assess orally students prior knowledge
about the kapu system orally.
iii. What do you know about the kapu system?
Conduct a whole group oral discussion about rules
i. What do you think the purpose of rules are?
ii. What are a couple of rules we have in our classroom? Who
created them?
iii. What are a couple of things that happen if we break a couple
of classroom rules?
Place the kapu system article on the round table. Call on a boy
student to pass out the article to each of the table groups.
Explain to students that we will first explore the history behind the
kapu system.
Place a jar of candy on the round table. Only boys will be allowed to
take a piece of candy due to the new classroom rules. In the new
classroom rules and consequences, only boys are allowed to eat
candy.

3. Focus/Mini lesson 10 minutes:

a. Tell students that we will evaluate the Kapu system. As a class we
will be reading important facts about the history of the Kapu
system. Explain that we will be discussing each section of the article
as we read it together.
b. Read the first paragraph about mana out loud to the class.
i. Clarify using kid friendly language and terms or concepts that
were mentioned in the paragraph.
c. Ask students orally a set of follow up questions,
i. What is an Ali'i?
ii. Why is an Ali'i important?
iii. What is a modern form of an Ali'i?
d. Instruct students will answer a question on their Kapu system guide:
i. How does having an ali'i affect the ancient Hawaiians?
4. Guided practice 20 minutes:
a. Ask students to read the first paragraph independently on kapu.
Instruct students to look up when they are finished reading. Set a
timer for 2 minutes to read the paragraph. Stop the timer if the
class finishes before 2 minutes.
b. Ask students orally evaluate the importance of the kapu:
i. What is kapu?
ii. Why is kapu important?
iii. What is another way to say kapu?
1. Rules
iv. What are different types of rules we follow in our classroom

Teraoka 7

c. Instruct students to answer this question on their kapu system

guide:
i. What are different forms of kapu? How does it affect us?
d. Tell students to read the next paragraph independently on penalties
from breaking kapu. Instruct students to look up when they are
finished reading. Set a timer for 2 minutes to read the paragraph.
Stop the timer if the class finishes before 2 minutes.
e. Ask students orally evaluate the penalties:
i. What are penalties?
ii. What is an example of an ancient Hawaiian penalty?
iii. Why are penalties important?
iv. What is a modern form of penalties?
v. Do you agree with the penalties for breaking a kapu?
f. Ask students to read the second paragraph independently on
penalties for breaking kapu. Instruct students to look up when they
are finished reading. Set a timer for 2 minutes to read the
paragraph. Stop the timer if the class finishes before 2 minutes.
g. Ask students orally evaluate process of forgiveness in kapu system
the following questions:
i. How did an ancient Hawaiian seek forgiveness.
ii. What is forgiveness?
iii. Why is important to forgive?
iv. How did an ancient Hawaiian seek forgiveness?
h. Instruct students to answer this question on their kapu system
guide:
i. What changes would you make to the ancient Hawaiian
penalties and forgiveness system?
i. Tell students to read the last paragraph independently about the
purpose of the kapu system out loud.
i. Summarize that the Ali'i and Kahuna are held accountable by
the gods to implement all the kapu.
j. Ask students orally evaluate the purpose of the kapu system set of
questions:
i. Why did ancient Hawaiians follow the kapu system?
ii. Who had the power of the kapu system.
5. Work Time 20 minutes:
6. Collaborative Group work 10 minutes:
a. Explain to students the rules that I set in the classroom were related
to the 11 rules in the kapu system. The idea was for students to
experience a modern type of kapu system that everyone must
follow.
b. Explain that in groups they will match the ancient Hawaiian kapu
and the new rules I set in the classroom. Tell students that I created
a set of classroom rules that reflect the kapu system.
i. Pass out the kapu system matching sheet
ii. Explain that they will be drawing lines to connect the kapu

Teraoka 8

and modern classroom rules that are directly related to each

other.
7. Independent work 10 minutes:
a. Discuss the kapu system in the context of time.
i. What do we understand about the kapu system?
ii. How is the kapu system different from the rules we have in
our society or classroom?
b. Allow students the rest of class to answer a writing prompt: "After
evaluating the kapu system, what is your judgment or idea about
the kapu system? Is it fair? What is different about the kapu system
and our current rules.
c. Collect students response before leaving school.
8. Closure 5 minutes:
a. Read the I can statement to students:
i. I can evaluate the kapu system writing my judgment of my
thoughts about the kapu system.
ii. Conduct and oral conversation. Ask students what their
judgment and idea about the kapu system?
b. Review guiding questions:
i. In what ways was the kapu system fair for Ancient Hawaiians?
ii. In what ways was the kapu system unfair for Ancient
Hawaiians?
iii. Would the kapu system work in present day? Explain why or
why not.
c. Tell students that the new classroom rules I set before the lesson are
no longer enforced. The idea of the new classroom rules was for the
students to experience a modern day kapu system.
d. Explain that tomorrow we will be creating art work that is related to
the kapu system.
e. Pass out candy to all the students

Day 2- Petroglyphs- 60 minutes

9. Introduction 3 minutes:
a. Upload PowerPoint presentation on petroglyphs on projector
b. Greet students with a nice hello
c. Review attention getter/ classroom management tool: trade winds
i. Students respond with "shh"
ii. Students must stop what they are doing, look at the teacher

Teraoka 9

and wait for instructions

d. Read the I can statement for today's lesson:
i. I can create a petroglyph that symbolizes a kapu.
e. Ask students to take out their kapu system article.
10.

Building background 10 minutes:

a. Review orally the kapu system with students. Students will pair
share 3 questions. Show questions on the PowerPoint. Allow
students 2 minutes to pair share. Set 2 minutes on timer.
i. What was the kapu system?
ii. What were some of the kapus mentioned in the kapu system?
iii. What were some of the penalties for breaking the kapu
system?
iv. All students to refer back to their article to answer these
questions.
b. Call on 3 different pairs to share their answers for each of the
questions.
c. Ask students to raise their hand if they wouldn't mind living during
the kapu system.
d. Tell students that ancient Hawaiians did not have a written language
until missionaries came to Hawaii. Instead, ancient Hawaiians would
use petroglyphs to communicate information to one another.
i. Petroglyphs are prehistoric rock cravings that have symbols to
create a story or meaning. Petroglyphs is one of the first types
of communication.
ii. Show students different slides of examples of petroglyphs that
symbolize a kapu
e. Explain that first we need to review what is a symbol.
f. Show a picture of a cross walk sign.
i. Ask students what do you observe in the symbol
1. Answer: Yellow Sign, Person, two lines under the person
ii. Ask what is the meaning of the symbol
1. Answer: Crosswalk
g. Explain to students that symbols are only pictures until we add a
meaning to them
h. Ask students to work in a group to identify what the next set of
symbol looks like, and write the meaning of the symbol. The group
will facilitate a recorder to write down their groups observations and
meaning in their reading notebook.
i. Safari sign
ii. McDonald Sign
iii. Wet floor sign
iv. Wheel chair sign
i. Call on groups to share one of the symbols. Explaining their
observation and meaning of one of the symbols. Call on a student in
the group to share.

Teraoka 10

11.

Focus/Mini lesson 10 minutes:

a. Show students different examples of different types of Hawaiian
petroglyphs.
b. Tell students petroglyphs were used to tell stories. For example
petroglyphs could show a tribes hunting story. Petroglyphs is
another form of communication.
c. Tell Students that each student will create one petroglyph that
symbolizes a kapu. For example, since one of the kapu were men
and women were not allowed to eat with each other, you will draw a
symbol that signifies that kapu.
i. Show students an example of a finished dried petroglyph that
symbolizes men and women were not allowed to eat with
each other
ii. Explain the different parts of the petroglyph. Explain the
reason why there is a man and women, bowls of food, and a
house surrounding them.
iii. Explain to students that they will create a petroglyph which
symbolizes a kapu. My example shows a man and a women
eating together which is forbidden.
iv. It is important that the parts of the petroglyph are directly
related to the entire symbolic petroglyph. Do not add
drawings that are not related to the symbol.
d. Explain to students that we will be carving into dough that will
harden into a rock. Before we work with the dough we will create
sketches. Explain that we will be sketching on pieces of paper the
same size our rock will be.
e. Tell students that we will be creating our petroglyphs from a set list
of different symbols in order to create their petroglyphs. Students
will be able to choose which kapu they would like to symbolize.
i. students the list of petroglyphs and review what the symbols
look like. Students are required to put different symbols
together to create a complete petroglyph that is related to
one of their kapu.
ii. Orally read the rubric and visually post the rubric on the
board. Read how students must have at least 3 parts to their
symbol in order to receive full credit.
f. Explain to students that the purpose of creating a petroglyph is to
symbolize one of the kapu. Students should be able to look at their
sketch and kapu and directly relate each component to the kapu. All
the components in the petroglyph will provide a meaning of the
kapu.
g. Explain to student we will go through the process of creating a
petroglyph and also discuss how it links to the kapu system.
h. Explain to students they will be assessed by 3 criteria. The 3 criteria
will determine their grade for this art lesson.
i. What do you see?

Teraoka 11

ii. Is there 3 or more symbols used in their petroglyph? If not,

how many?
iii. Does the petroglyph symbolize the kapu?
12.

Guided practice 10 minutes:

a. Show students examples of different symbols they can use to help
them create their petroglyph. For example, show a student's an
example of a man, women, pig, banana, sandal wood, house, imu,
and fish.
i. Tell students they are going to use these symbols as a guide
to create their own petroglyph.
b. Explain students they will be choosing 1 kapu for their petroglyph
from the list of 8 approved kapu. Explain that I have selected 8
kapus that I think students will be able to create a petroglyph that is
related to the kapu system.
i. Show 8 kapu for students to choose from and make a
petroglyph.
ii. Suggest that each table group should have a variety of
different petroglyphs.
c. Ask students to work in groups to decide what different symbols
they can use from the list to symbolize women not able to eat
certain food.
i. Allow one group to share what they would put in their
petroglyph to symbolize women could not eat certain food.
d. Pass to students a piece of sketch paper. Tell students they will have
5 minutes to create different sketches and practice before we work
with the dough. Explain to students that their sketch should fill up
the entire paper. Explain to students we will discuss our guidelines
working with dough after creating our sketches.
i. Set the timer for 5 minutes
ii. Students must use symbols from the symbolic list in order to
create their petroglyph
iii. Walk around the classroom observing students and guide
students who are struggling.

13.
14.

Work Time 30 minutes:

Collaborative Group work 10 minutes:
a. Grab everyone attention and tell the students to clear their desk.
Students should only have their sketches and a pencil.
b. Take out premade rock dough in ziploc bag.
i. Students must leave their rock dough on the wax paper.
ii. Students must not toss their rock dough in the air.
c. Tell students that they will be molding their rock dough inside the
ziploc bag. Tell students the rock dough should be the size of their
palm. Model forming the rock dough to the size of their sketch
paper. Explain if the rock dough is too thin, it will crack.

Teraoka 12

d. Model drawing a symbol into a piece of rock dough. Draw a symbol

of a man into the dough. Show the technique of poking the dough in
a line to create lines. Show the students rock dough with the symbol
of a man and explain that the dough will harden.
i. Use a wooden pencil to carve into the rock dough. Place the
dough on wax paper when done with the carving.
ii. Start to pass out wax paper to each of the students. The wax
paper will be considered each students work station.
iii. Ask students to write their name on the wax paper with a
sharpie. with (be mindful that pencils, crayons, or pen
may/may not work)
e. Explain to students because of our time schedule I had to pre make
the rock dough before class. Explain to students how I made the
rock mix and what ingredients I used.
i. 1 cup flour
ii. 1 cup used coffee grinds
iii. 1/2 cup salt
iv. 1/4 cup sand
v. 1 cup water
f. Pass out portioned out individual rock dough in ziploc bags to each
of the students that are ready to work.
i. Advise students they are able to model the rock with their
hands into any form, but advise them not to make the dough
too thin because when the rock may crack when it dries.
ii. Instruct students draw their petroglyph the same size as their
sketch. Explain that they will use their wax paper as their
work station.
g. Independent work 15minutes:
h. Allow students 10 minutes to work with their rock dough.
i. when students are done, they are to bring their finished rock
dough to the teacher on their piece of wax paper. the teacher
will then set in a box to dry.
i. Observe students working on their rock dough and assist students
who are having difficulties
15.

Closure 5 minutes:
a. Recap the sequence of events of today's lesson:
i. Understanding what symbols are
ii. Relating symbols to the kapu system
iii. Representing a kapu in a petroglyph
iv. Sketching
v. Applying out sketch to rock dough
b. Ask students a set of questions:
i. What do we understand about symbols?
ii. What are petroglyphs?

Teraoka 13

iii. How are our petroglyphs related to the kapu?

c. Explain to students that we will let the rock dough dry and we will
assessing them in our next part of the lesson.
Day 3- Assessing Petroglyphs
16.

Introduction 3 minutes:
a. Greet students with a nice hello.
b. Ask students what is our attention getter/ classroom management
tool: Trade winds
i. Students respond with "Shh"
ii. Students must stop what they are doing, look at the teacher
and wait for instructions
c. Read the I can statement for today's lesson:
i. I can evaluate a classmates petroglyph and critique their work

17.

Building background 7 minutes:

a. Review keys main ideas of the kapu system
i. allow students to share their thoughts orally
b. Review symbols represented in petroglyphs and the meaning of
symbols
i. What is a symbol?
ii. What is the purpose of a symbol?
iii. What is a petroglyph?
c. Ask students, what does it mean evaluate?
i. It is the ability to make a judgment or to form an idea.
d. Explain that today we will be making assessing each other's
petroglyphs. When we make judgments of art work we consider
both criteria and our opinion. We will first practice assessing other
works of art before assessing each other's work.
e. Ask students, what does it mean to assess?
i. To evaluate the quality of someone's work.

18.

Focus/Mini lesson 10 minutes:

a. View PowerPoint of different works of art.
b. Pass out petroglyph assessment criteria sheet to students. Explain
to students that we will be evaluating each other's symbolic
petroglyphs. You will be able to identify the different parts of the
petroglyph and determine if it related to a kapu.
i. Review 4 different petroglyphs and allow students to have a
oral conversation about the different art work. If students
have a difficult time assessing the art work, point something
out in the artwork and have students to create an opinion
ii. What does do you see?
iii. What could it symbolize?

Teraoka 14

c. Explain to students we will be doing an art walk. An art walk is

observing different works of art and assessing them individually. In
groups we will rotate around the classroom, each group is given 10
minutes to assess each art work at that table using the rubric
provided. Students will be rated on:
i. What do you see?
ii. Is there 3 or more symbols?
iii. Is the petroglyph related to the kapu?
d. Explain to students that since we all have gone through the process
of creating a petroglyph, we have the knowledge to assess each
other's petroglyph.
19.

Guided practice 10 minutes:

a. Practice assessing teachers petroglyph art with the classroom. Take
teachers example of a petroglyph and ask student to assess
teachers work.
i. What do you see?
ii. What could it symbolize?
iii. Is there 3 or more symbols used in their petroglyph?
b. Pass out dried petroglyphs out to the rightful owner and place it on
their desk on their piece of wax paper.
i. Ask students to also take out their list of kapu. Students
should have circled the kapu their petroglyph represents
ii. Allow students to clear everything off their desk except for
their petroglyph and kapu list
iii. Pass out petroglyph assessment criteria sheet to all the
students and have students take out a pencil.
c. Instruct students that they will be walking around the classroom and
they are allowed to choose 5 students to assess.
d. Allow students to view different tables the table for 10 minutes. Set
a timer so the teacher can keep track of time

20.
21.

Work Time 15 minutes:

Collaborative Group work 15 minutes:
a. Explain that we will be given 10 minutes to walk around the
classroom and assess 5 different petroglyphs. They are to complete
the criteria sheet within their 10 minutes. Set timer for 10 minutes
and allow students to walk around the classroom assessing each
other's work.
b. Walk around the classroom making sure students are on task.

22.
23.

Closure 5 minutes:
Review the I can statement:
a. I can use criteria to assess my peers petroglyph that symbolizes a
kapu.
b. Ask students if they feel they were able to fulfill the I can statement.

Teraoka 15

24.

Review the unit, ask students questions orally.

a. What did you learn about the kapu system?
b. After evaluating the kapu system, what judgments have you made
about the kapu system?
c. What is a symbol?
d. What was the purpose of creating a petroglyph?
e. How did we assess our peers work?
f. Did the criteria help us guide how to assess work?

Kapu System Guide

Mana- How did having an ali'i affect the ancient Hawaiians?

Teraoka 16

Types of Kapu- What are modern forms of kapu? How does it

affect us?

Penalties for breaking kapu- What changes would you make to

the ancient Hawaiian penalties and forgiveness system?

Teraoka 17

Writing Prompt
After evaluating the kapu system, do you think our society would be able live
by the kapu system? why are why not?

Name

What do you
see?

Is there 3
or more
symbols
in their
petroglyp
h? If not,
how
many?

Does
the
petrogly
ph
symboliz
e the
kapu?

What is
something
you like about
their
petroglyph?

What is
something
you would
add or change
to their kapu?

Padua ITE 312/317

Name:_____________________________________

Date:_________________

Padua ITE 312/317