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HAWAII WILDFIRE
MANAGEMENT ORGANIZATION




KNOW FIRE
K-8
TH
GRADE
CLASSROOM WILDFIRE CURRICULUM








Hawaii Wildfire Management Organization
Know Fire Classroom Activity Guides
Overview

Activity Grades Overview Objective You will need: Notes
Fire Triangle K-8 The fire triangle activity
illustrates the three parts of a
fire. It is an interactive
activity that gives students a
hand on experience to
visualize components of fire
and suppression strategies.
Identify the components of a
fire.
Describe the Fire Triangle.
Explain ways to extinguish a
fire.

Activity Guide
Pictures of fire in Hawaii.
Color cards cut into
puzzle pieces for fire
triangle game.
Fire triangle is basis for
all activities. Always first
thing taught/discussed.
Activities diverge from
there, depending on
objectives.
Combustion! 4-8 This activity is an
introduction to the factors
involved during a
combustion reaction. This
activity introduces basic
chemistry into the
perception of fire.
Have a basic understanding
of the chemistry involved in a
combustion reaction
Be able to identify the parts of
a combustion reaction and
how they all fit together.

Activity Guide
Combustion Cards-
Supplement A
Large Image of
Combustion Reaction-
Supplement B
Reiterates fire triangle.
Gives basis to chemistry
involved in fire.
Adaptable for younger
grades.
The Right Gear
for the Job
K-8 This activity introduces
students to the equipment
necessary to fight both
wildland and structural fire.
This activity challenges
students critical thinking as
well as communication
skills.
Distinguish the differences
and similarities between a
wildland firefighter and an
urban firefighter.
Identify firefighting
equipment and its uses.
Activity Guide
Fire Equipment Cards
Fire Equipment Descriptions
Scrap Paper


Fire
Transformation
Tag
K-8 This activity is a fun
energetic adaptation of a
game of tag. Students will
learn through exercise the
transformation of native dry-
land forest to non-native
invasive fire prone
grassland.
Explain the affect of wildfire
on Hawaiis Dry-land eco-
systems.

Activity Guide
Space to play physical game
of tag
Tag game does not have
to include running, but
rather can be done via
slow foot-to-foot walking.
Allows for smaller space
to be utilized if space is
limited.
Landscaping
Activity
4-8 The landscaping activity is
way to introduce FireWise-
landscaping principles to the
students as well as enhance
their knowledge of native
plants.
Understand which plants
would be most appropriate
for planting in a FireWise
landscape.
Activity Guide
Plant Cards
Tape
Answer Sheets
Smiley Face Judge Cards
Provides overview of
Firewise landscaping
principles.
Activity Grades Overview Objective You will need: Notes
Mitigation Pairs 4-8 This activity asks students to
identify potential wildfire
risk as well as mitigation
solutions. This activity
builds students observation
skills as well as teamwork
and collaborative abilities.
Understand the concept of
mitigation.
Identify problems and
solutions to wildfire issues.
Activity Guide
Mitigation Pair Cards


Town Hall
Meeting
Part 1- Active
Listening
Part 2- The
Meeting
6-8 This activity asks students to
use listening as well as
critical thinking skills to
understand the many
perspectives that can be
present over an important
issue concerning a
community. This activity
challenges students to work
collaboratively.

Understand the difference
between active and passive
listening.
Work collaboratively to come
to a consensus on the
scenario
Understand other viewpoints
Actively listen to one another
Activity Guides- Part I and
Part II
Moderator Card
Perspective Cards
Scenario Card


RECOMMENDED ACTIVITIES PER GRADE LEVEL

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1. Fire Triangle
2. The Right Gear for the Job
3. Fire Transformation Tag

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1. Fire Triangle
2. Combustion (Use adapted version. See Other helpful info)
3. The Right Gear for The Job
4. Fire Transformation Tag
5. Landscaping Activity
6. Mitigation Pairs

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1. Fire Triangle
2. Combustion (Use adapted version. See Other helpful info)
3. The Right Gear for The Job
4. Fire Transformation Tag
5. Landscaping Activity
6. Mitigation Pairs
7. Town Hall Meeting (recommended for 6-8 grade only)

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Fire Triangle Activity Hawaii Wildfire Management Org.

Fire Triangle Activity


Grades K-8


Overview
The fire triangle activity illustrates the three parts of a fire. It is an interactive
activity that gives students a hand on experience to visualize components of
fire and suppression strategies.
Objectives
By the end of the activity students should be able to:
Identify the components of a fire.
Describe the Fire Triangle.
Explain ways to extinguish a fire.
Procedure
1. Show pictures of fires in Hawaii. Ask students if they have ever seen
wildland fire in Hawaii.
2. Hand out color puzzle piece cards with Fuel, Oxygen, and Ignition
written on them.
3. Ask kids to form groups so that only one of each card is in the group.
4. Once they form their groups and solve the puzzle have each group
raise their hands and yell, Combustion!
5. Tell them by joining together they can create and sustain fire. Without
each other there can be no fire.
6. Ask students what shape they have made.
7. Show fire triangle diagram.

Questions
1. Ask students if they can give examples of Fuels, Ignition, and Oxygen
2. Ask and discuss how students could extinguish a fire.



Materials
Pictures of fire in Hawaii.
Color cards cut into puzzle
pieces for fire triangle
game.

Other Helpful info
It is important to do this
activity in the beginning of the lesson.
It allows students the opportunity to
see fire as a collection of parts. As
they progress through further lessons
they will be able to observe and
identify how each parts fits into fire
suppression and prevention.

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Combustion! Hawaii Wildfire Management Org.

Combustion!

Grades 4
th
-8
th



Overview
This activity is an introduction to the factors involved during a combustion
reaction. This activity introduces basic chemistry into the perception of fire.
Objectives
By the end of this activity students should:
Have a basic understanding of the chemistry involved in a combustion
reaction
Be able to identify the parts of a combustion reaction and how they all
fit together.
Procedure
1. First talk about the factors necessary for combustion to occur (fire
triangle).
a. Fuel
b. Oxygen
c. Heat/Spark/Ignition
2. Next discuss what events occur during a combustion reaction.
3. Demonstrate using the combustion cards.
4. Have students break into groups. Give each group a set of combustion
cards.
5. Have students demonstrate a combustion reaction moving each card
to the appropriate place.
Questions
1. Discuss how a fire extinguisher fits into the equation.
2. When we take away the heat what happens to the reaction?
3. What about if we take away the fuel?
4. What about if we take away the Oxygen?

Materials
Combustion Cards
Large Image of Combustion Reaction
Other helpful info
This activity can be adapted to use with
younger grades. First show students cards
then have them play the roles of the
molecules in the reaction. Each student
can be an atom. Have them join hands
with other students (atoms) to show
bonds. Designate one student to be the
spark that breaks apart the bonds. When
the bonds are broken have them re-join
correctly and have additional students join
with the spark to show how fire builds. Be
creative and have fun.



The Right Gear For The Job! Hawaii Wildfire Management Org.

The Right Gear For The Job!

Grades K-8
th



Overview
This activity introduces students to the equipment necessary to fight both
wildland and structural fire. This activity challenges students critical thinking
as well as communication skills.
Objectives
By the end of this activity students should be able to:
Distinguish the differences and similarities between a wildland
firefighter and an urban firefighter.
Identify firefighting equipment and its uses.
Procedure
1. Show picture cards to students one at a time. Have them assign each
card to four piles: wildland firefighter, urban firefighter, both, or
neither.
2. Once the piles have been sorted have each student pick a card and
then locate the description on the answer sheet.
3. As a group determine if the card is in the right pile or needs to be in a
different pile.
4. The activity is finished when all of the piles have been sorted correctly
and each description read aloud.
Questions
1. Is there equipment that both kinds of firefighters use?
2. What are the differences between the equipment?
3. What are the similarities between the equipment?
4. Why do wildland firefighters use different equipment than urban
firefighters?

Materials

Fire equipment cards
Fire equipment answer sheet
Scrap paper
Other helpful info


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0+$23$#.
Not the iight thing to weai
When fighting a fiie!

42#5$+ 67.$
uoou foi wateiing plants, but uuiing
a big fiie it coulu melt.

89:7+ ;2<3$,
A nylon jacket will melt neai high heat
A fiiefightei neeus something moie
fiie iesistant.

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uoou foi ieaching high places
at a constiuction site, but too uangeious
foi a fiiefightei to fight fiie safely.

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uoou foi iiuing a bike, but not goou
foi fighting a fiie. Spaiks can
easily get in anu unuei the helmet.

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No ieason foi a fiiefightei
to weai fins uuiing a fiie!

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Save it foi the beach. It
has no use uuiing a fiie

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Specialty tiuck equippeu with
lauueis, watei, anu othei fiie fighting
equipment. Caiiies fiiefightei to anu fiom
the fiie.
An essential fiiefighting tool.

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Fiiefighteis can use extinguisheis
to put out small fiies.

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Fiiefighteis connect theii
hoses to these foi ieliable
high piessuie watei flow to put out fiies.

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Thick anu heavy fiie iesistant
jacket to piotect fiiefighteis
while fighting fiies.




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Thick anu heavy fiie iesistant
pants that piotect fiiefighteis
while fighting fiies.

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Specialty hose uesigneu
to hanule high watei piessuie
anu iesist buining.

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Besigneu to allow
fiiefighteis to escape fiom
a builuing when theie is no
othei possible escape.

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Attaches to the enu of a fiiefightei's
hose. Allows the fiiefightei to
aim a high piessuie stieam uiiectly
into the fiie.

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Pioviues a steauy flow of aii
so that a fiiefightei can bieath
when suiiounueu by thick smoke.

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Besigneu to slip on quickly.
these fiie iesistant boots
piotect a fiiefighteis feet.

-B$
A goou tool foi a fiiefightei
to bieak thiough uoois anu
othei obstacles.

F"+$ C2<3
A specializeu backpack useu by
fiiefighteis to caiiy vaiious pieces of
geai into the fielu.

C(:2.3"
The Pulaski is a specializeu uigging
anu chopping tool. The heau is a
combineu axe anu auze tool.

6$:*$,
A necessaiy item to piotect a
Fiiefighteis heau fiom falling
spaiks anu uebiis.

4:7D$.
Stuiuy leathei piotects the
fiiefightei's hanus.
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Fiiefighteis have to caiiy plenty
of watei to fight off uehyuiation.

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A goou fiist aiu kit is always
essential in case of injuiy in the
backcountiy.

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A fiie-iesistant coat maue of
Nomex. ueneially useu when outsiue
temps aie low.

017D$:
Shovels aie goou tool foi uigging
anu uistiibuting uiit ovei aieas.

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All weathei flaies that ignite with a uelayeu
fuse. Fiiefighteis use them to light backfiies
anu piesciibeu buins.

62+5J773.
Baving a manual on hanu foi
piotocol, techniques, anu safety
iefeience is a goou thing.

K25"7
The iauio is an essential tool foi
The fiiefightei. Constant
communication is ciitical. It is
stiappeu to the chest.

?77,.
A fiiefightei's boots must be stuiuy
to pioviue ankle suppoit, tiaction,
anu foot piotection.

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Fiiefighteis use a chainsaw to cut
uown anu move tiees in the way of
fiie.

47>>:$.
Naue to withstanu high temps.
uoggles piotect a fiiefightei's eyes.

@2) 2+5 I7*)2..
Baving a map anu compass is
essential. A fiiefightei must know
wheie the fiie is, how to get to it,
how to get away.


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An emeigency sheltei that can be
ueployeu in the miuule of a fiie. It
is a small tent maue of fibeiglass
anu aluminum. It ieflects heat
uuiing the fiie. Insiue the sheltei it
can be 12u uegiees, while the
outsiue temp is 1uuu uegiees.

!"#$ 01"#,
A stanuaiu-issue shiit foi wilulanu
fiiefighteis. Naue out of Nomex,
which is fiie-iesistant. It is biight
yellow to be seen easiei.

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A collapsible bag with a pump
spiayei that can holu up to five
gallons of watei. It is useu to spiay
the giounu to cool it befoie
uigging.

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Essential foi maiking ioutes
anu woik aieas.

0)2<$ J:2+3$,
Light anu supei packable. Space
blankets can be useu in case a
fiiefightei neeus to spenu the night
in the backcountiy.

L#") ,7#<1
A uiip toich is a small hanuhelu
fuel tank with a nozzle anu ignitei.
It is useu to ignite backfiies anu
piesciibeu buins.

6$25:2*)
An essential tool foi when the sun
goes uown anu a fiiefightei neeus
to woik into the night.

!"#$ )2+,.
Naue out of Nomex, which is
fiie-iesistant. Nateiials like nylon
anu iayon will melt in extieme heat.


Fire Transformation Tag Hawaii Wildfire Management Org.

Fire Transformation Tag



Grades: K-8
th


Overview
This activity is a fun energetic adaptation of a game of tag. Students will learn through
exercise the transformation of native dry-land forest to non-native invasive fire prone
grassland.
Objectives
By the end of the activity students should be able to:
Explain the affect of wildfire on Hawaiis Dry-land eco-systems.
Procedure
1. Have students stand in a line shoulder to shoulder. Make sure they remain
quiet so that they can hear all the directions clearly.
2. Tell students that we are going to play a game that demonstrates the affect of
fire on the dry-land forest eco-systems.
3. Ask for two volunteers. Bring them up to the front of the class.
4. Inform the group that the two volunteers are Fire.
5. Tell the rest of the group that they are all native plants and trees and are a part
of the fast disappearing endangered dry-land forest.
6. Let them know that they are about to play a special game of tag.
7. Tell them the rules of the game:
a. First set the boundaries.
b. This is a game of fast walking. No running, for safetys sake. Tell them
that they can walk as fast as they want, but they need to walk heel to toe.
c. Tell them that fire commands the center of the playing area. The native
plants are not safe in that area. The only place that they are safe is behind
the line on the right/left side of the playing area.
d. When an adult says, Go! all the trees must fast walk from one side of
the area to the other. Fire is allowed to tag as many trees as he/she can.
When a tree is tagged it must stop in place, burn to the ground, and then
grow back up as an invasive grass.
e. The grass stays in place for the remainder of the game, but now because
grass can ignite so easily it can tag a tree if one comes near it. The grass is
allowed to move one step in any direction but one foot must stay on the
place were they were tagged.
f. The trees must now fast walk back through the fire/invasive grass zone.
g. The game continues until there is either one tree that cant be tagged or
all the trees have become grass.
Questions
1. What were some things you noticed?
2. Is there any way to stop the fire from spreading?


Materials
None
Other Helpful info
A large field or area is ideal, but this
game can be adapted to play in
smaller spaces by altering pursuit
method.

Fire Transformation Tag Hawaii Wildfire Management Org.











Landscaping Activity Hawaii Wildfire Management Org.

Landscaping Activity

Grades 4
th
-8
th



Overview
The landscaping activity is way to introduce FireWise-landscaping principles to the
students as well as enhance their knowledge of native plants.
Objectives
By the end of the activity students should be able to:
Understand which plants would be most appropriate for planting in a
FireWise landscape.
Understand the basic concepts of FireWise landscaping.
Procedure
1. Tape plant cards around room.
2. Explain to students that they are landscapers who have been hired to
landscape around their houses and schools using Firewise techniques.
3. Their mission is to go to the local plant nursery and to rate plants from
poor to excellent for use in their landscaping project.
4. Ask students questions like, What do you think would make a good
plant for a Firewise garden? and Would you want a plant that
produces a lot of seeds or a just a little bit? Get creative. Just make sure
to get them thinking in the right direction.
5. Hand out their answer sheets. Tell them to go explore the nursery.
6. Tell them after reviewing the plant card that they should write the name
down on their answer sheet and then rate it using the smiley face system.
A frown face gives it a poor rating, a straight face gives it a moderate
rating, and a happy face gives it an excellent rating. Ask them to write a
couple reasons why they gave it that rating as well.
7. Once they have finished rating the plants gather them up and hand out
the judges cards to each of them.
8. Read aloud the plant name and ask them something like, Survey says?
Have them all hold up their ratings. Make sure everyone is holding up the
same card that corresponds to the answer key. Discuss with each other
until every one has the same rating.
9. Once all the plants have been rated have students arrange plants around
an imaginary house according to firewise principles.

Questions

1. Follow up with some de-brief questions and reiterate what they just
learned.


Materials
Description cards of various
plants
Tape
Answer sheets
Judge cards with smiley face
rating



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'Ihi
I am an extiemely iaie enuemic native Bawaiian plant,
meaning the only place I giow is in Bawaii! I have thick, juicy,
fleshy leaves that come out in clusteis fiom my succulent
stalks. I look gieat in any gaiuen. I piouuce biight yellow
floweis. I live ieally well in uiy aieas anu can suivive with
minimal wateiing.



















'Akulikuli
I am a common inuigenous Bawaiian plant. I have veiy
succulent gieen leaves with biight ieu stems anu puiplish pink
floweis. I am a low giounu covei. I uon't neeu much watei. I
am veiy uiought, winu, anu salt toleiant. I look ieally goou in
any gaiuen anu giow my best in lots of sun.


'Ilima
I am a common inuigenous Bawaiian plant. I have many
uiffeient vaiieties. I am a small shiub that ieally likes to live in
lowlanu uiy foiests of the islanus. I ieally like to be out in the
sun! I only neeu a little bit of watei anu I like it pietty uiy. I can
giow into a small bush up to 4 to 6 feet tall. I make pietty
oiange floweis with S petals.






'Ilima papa

I am a common inuigenous Bawaiian plant. I am 'Ilima's
cousin. I uon't giow as tall though. I like to stay close to the
giounu anu giow. I usually uon't giow tallei than 1ft. I make a
goou giounu covei! I ieally like it sunny anu uiy! I make pietty
floweis too. You might notice that I have ieally soft velvety
leaves, those help me to ieflect the sun anu not uiy out.



'Akia

I am an enuemic Bawaiian plant. Neaning I am only founu
natuially in Bawaii! I am a uense shiub that giows to S oi 4
feet tall. I am extiemely haiuy, I uon't neeu a lot of watei anu
once I am all giown up I uon't neeu a lot of maintenance. Bugs
anu pests uon't ieally like me. When I flowei I make lots of
little yellow floweis that eventually tuin in to small ieuuish
fiuits.

Koki'o

I am an enuemic Bawaiian shiub. The only place I am
founu giowing wilu in the entiie woilu is Kaua'i! I can giow
fiom 4 to 1u feet tall. I piouuce amazingly beautiful floweis. I
live well in the sun anu paitial shaue too. I neeu a meuium
amount of wateiing, but once I get big I uon't neeu a lot of
watei. I neeu some maintenance anu I neeu help to keep bugs
fiom botheiing me.


Pohinahina

I am a common native Bawaiian plant. Some people say I
am the haiuiest native plant! Ny long iunneis of silveiy gieen
leaves make me an excellent giounu covei. I am gieat at
stabilizing soil. I ieally like the sun, but I can live in any light
anu watei conuition.





Na'o

I am a common native Bawaiian plant. I am also calleu the
Bawaiian Cotton plant. I am calleu this because my seeus aie
coveieu in puffy tan cotton that floats ieally easily in the winu.
I am a shiub the can giow up to 6 feet tall anu 7 feet wiue. I
giow well in uiy, hot, anu winuy aieas. When I make floweis I
make a lot of them, which helps me to make a lot of seeus.


'0ki'uki

I am an inuigenous Bawaiian plant. I am a small shiub
that spieaus out wiue anu giows to about S feet tall. I can
suivive in uiy shiub lanu but ieally piefei to live in moist soils
anu neeu iegulai wateiing. I have long gieen leaves anu I make
attiactive puiple fiuit.



Pikake

I am a non-native plant. I am actually a native fiom Inuia.
I am a small shiub that can giow up to 6 feet tall. I piouuce
veiy nice smelling floweis that people use to make lei's. I am
faiily haiuy anu can uo well in uiy aieas. I actually make my
best floweis when it is hot anu sunny.


Night blooming }asmine

I am a non-native invasive plant. I am actually a native
fiom Cential Ameiica. I am laige shiub. I can giow up to 1S
feet tall. I giow well in uiy sunny places, but I ieally like wet
foiests. I make ieally nice smelling floweis. I am poisonous to
humans anu othei mammals. I giow so well in Bawaii that I
maue the BLNR's top 1uu most invasive plants list!



Naio
I am a native enuemic plant. I am a shiub that can giow
ovei 1uft tall. I ieally like to giow in veiy sunny, uiy locations. I
only neeu a little watei once I am establisheu. Bamp soil will
eventually kill me. I can be useu to ieplace extiemely
poisonous oleanuei, which looks a lot like me, in the lanuscape.
I make small white anu pink floweis that have a spicy
sanualwoou appeaiance.



KupuKupu fein
I am an inuigenous Bawaiian plant. I am a fein that can
giow up to 2ft tall. I am usually one of the fiist plants to appeai
on lava fielus. I can live in uiy to wet foiests anu lava fielus. I
am a haiuy plant anu can giow in most soil conuitions. I giow
best in moist, well-uiaineu soil. I like the sun anu shaue, uo
okay in the winu, anu can toleiate occasional uiought.

'Awa
I am a canoe plant biought by Eaily Polynesian voyageis.
I am a membei of the peppei family. People also call me Kava. I
am a veiy haiuy plant that giows at low elevation levels. I like
constant moistuie anu a little bit of sun. I can giow up to 12
feet tall. I am useu foi meuicinal, iecieational, anu spiiitual
puiposes.



Rosemaiy
I am a non-native plant. I am a small shiub that can giow
to ovei Sft tall. I giow quickly as giounu covei as well. I am
fiom the Neuiteiianean wheie it can be veiy uiy. I can even
live without much iain. I just neeu a gentle moist sea bieeze.
Nany people use me foi cooking.







Stiawbeiiy
I am a non-native plant. I piouuce sweet ieu fiuits that
aie uelicious. I uon't uo veiy well in the hot sun. I like to have a
pietty goou amount of watei too.



Schismatoglottis

I am a non-native plant fiom tiopical Asia. I ieally like
waim moist aieas with lots of watei. I uon't giow veiy well in
uiy aieas with little oi no iain. Ny leaves woulu all uiy up into
biown pieces of leaf papei.








Scheffleia
I am a non-native invasive species. I am tiee that can
giow ovei Suft tall. I am on the BLNR's top 1uu most invasive
plants in Bawaii. I just neeu a little watei anu I can giow pietty
well in lot of uiffeient places.




Stephanotis
I am a non-native plant. I am oiiginally fiom Nauagascai.
I have been auopteu in Bawaii as a lei flowei. Ny Bawaiian
name is Pua Nale. I am a woouy vine anu my leaves aie thick
anu glossy. Ny ioots like to be evenly moist, but not constantly
wet.










Lavenuei
I am a non-native floweiing plant. I am an oinamental
shiub that can giow to ovei Sft. I piouuce veiy fiagiant leaves
anu puiple floweis that aie also veiy fiagiant. I uo pietty well
in uiy aieas as long as I get a little wateiing.




'0ala
I am a Bawaiian canoe plant. I am one of the many
vaiieties of '0ala. I can giow in aieas of pooi soil with limiteu
iainfall, but thiive in nice moist soil. I am uiought iesistant anu
I enjoy plenty of sunshine. I can piouuce an abunuance of
euible tubeis.





Mitigation Pairs Hawaii Wildfire Management Org.

Mitigation Pairs

Grades 4
th
-8
th



Overview
This activity is suitable for all ages. This activity asks students to identify
potential wildfire risk as well as mitigation solutions. This activity builds
students observation skills as well as teamwork and collaborative abilities.
Objectives
By the end of this activity student should be able to:
Understand the concept of mitigation.
Identify problems and solutions to wildfire issues.
Procedure
1. Distribute cards to students.
2. Dont explain anything just yet. Tell students to take a moment to
look at and comprehend the image on their card.
3. Ask students to pair up with someone who has a similar card.
4. Now explain the concept of problem and mitigation for a wildfire
issue.
5. Ask students to look again at their cards. Tell them that they should
re-arrange themselves if they need so that they are in a pair with a
potential wildfire issue and a solution.
6. Have each pair show their cards to the rest of the group and explain
what is on their card.
7. Discuss each pair of cards with the students.

Questions
1. Ask students why mitigation is important for wildfire prevention.
2. Ask students to think of other problems and ways to mitigate.

Materials
Mitigation pair cards


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Town Hall Meeting Part One: Active Listening Hawaii Wildfire Management Org.

Town Hall Meeting
Part One: Active Listening

Grades 6
th
-8
th





Overview
This activity encourages students to develop their listening abilities. Actively
listening is an essential part of conflict resolution.
Objectives
By the end of the activity students should be able to:
Understand the difference between active and passive listening.
Demonstrate active listening technique
Procedure
1. Divide students into pairs.
2. Explain to students that there are two types of listening, passive and
active.
3. Have one student be the listener and one be the speaker.
4. The speaker goes first (give them a topic), talking for at least 30
seconds.
5. A critical key for the listener is to remain unemotionally attached to
what is being said. It is not the listeners job to make judgment, only to
listen. There will be a time and place to share emotions. The listener
should keep good eye contact and not interrupt the speaker.
6. When the speaker finishes a statement the listener should repeat or
paraphrase back to the speaker what he/she heard. The speaker may
then proceed to talk.
7. When finished, the speaker and listener switch roles.
8. Demonstrate for students if there is any confusion at all.
9. Be sure to debrief this activity. The real learning and processing
occurs during debriefing.

Questions
1. What was difficult about this activity?
2. Is it difficult to really listen to someone? How or why?
3. How does it feel when someone really listens to you and seems to
understand what you are saying?
4. Do you think this is an important life skill?


Materials
none
Other Helpful info
Passive listening is what we do when
we are in class or when we are slightly
distracted (by our thoughts,
responsibilities, physical sensations,
etc.) Passive listening has its time and
place, but to really be engaged and
have a good conversation, we need to
use active listening. Active listening
shows respect for the person speaking.
It also allows the listener a chance to
better understand another persons
perspective of the subject matter being
discussed.


Town Hall Meeting Hawaii Wildfire Management Org.

Town Hall Meeting Part Two:
The Meeting

Grades 6
th
-8
th



Overview
This activity asks students to use listening as well as critical thinking skills to
understand the many perspectives that can be present over an important issue
concerning a community. This activity challenges students to work
collaboratively.
Objectives
By the end of this activity students should be able to:
Work collaboratively to come to a consensus on the scenario
Understand other viewpoints
Actively listen to one another
Procedure
1. Students should have already completed Town Hall Meeting Part
One: Active Listening Activity.
2. Divide them into groups of 10-12. Each will have a unique role to
play.
3. Ask one student from each group to be the moderator (Be careful with
the student you chose- it should be someone who will keep the others
engaged). Give him/her the moderator card and a watch or timer.
The teacher can also act as the moderator.
4. Distribute perspective cards to the rest of the group. Have them study
their cards for a few minutes. They can take a little time to write down
some things they might want to say during the meeting.
5. Read or have the moderator read the scenario card aloud several
times.
6. Every student should have a chance to share his/her perspective.
Encourage them to really be the character.
7. There is no right or wrong answer in this activity.
8. Try to come to a consensus on the issue if possible. If not discuss why
it might not have been possible to come to one.
Questions
Follow up with questions and discussion points that arise from the activity.
There will be many possible teaching moments that arise from the process.


Materials
Moderator card
Perspective cards
Scenario card





Town Ball Neeting

As a gioup elect one peison to be the moueiatoi anu keep the meeting flowing anu on
couise, allowing eveiy peispective to be heaiu.

Cut out each uesciiption below anu pass out as 'caius' to activity paiticipants.



Noueiatoi Caiu

Noueiatoi-

You have a veiy impoitant job. It is youi iesponsibility to make suie the meeting
iuns smoothly anu calmly. You must make suie that eveiy peison is given auequate time to
piesent theii peispective to the iest of the gioup. You must allow eveiy peison one minute
to piesent hishei peispective. 0se the timei to make suie eveiyone is given a faii amount
of time. Tell the gioup that you will be timing them anu that they will be askeu to stop
talking once a minute has passeu. 0nce eveiyone has shaieu theii peispective open the
flooi foi uebate anu questioning. 0nly allow one peison at a time to shaie theii thoughts on
otheis' peispectives. You chose who is alloweu to speak. Bave them iaise theii hanus. Be
piepaieu foi agieements anu uisagieements. Wiite uown the agieements anu
uisagieements you heai. Tiy to finu a iesolutionsolution uuiing the couise of the
"meeting". If one cannot be ieacheu that's ok too.



Scenaiio Caiu
Scenaiio-

A laige 1uuu acie paicel of lanu is slateu foi uevelopment on the big islanu of Bawaii. The
lanu is locateu on an aiea that is iipe foi touiism giowth. A uevelopei nameu
Webuiluemfoius has puichaseu the piopeity anu is planning to builu a laige iesoit on the
piopeity. The plan is to builu a hotel that has Suu iooms, a shopping centei, townhouses,
laige paiking lots, golf couise, anu the laigest wateisliue paik in Bawaii. 0ne of the last
stanus of olu giowth Wiliwili tiees is giowing on the piopeity. Theie is also a fieshwatei
ponu that was a ceiemonial bath foi Bawaiian ioyalty. Theie is veiy little iain in this aiea,
anu it lies in the miuule of fiie-pione giasses. It is veiy winuy anu uiy.









Peispective Caius

Nickey NcCattle-
Nickey's family has been iaising cattle foi geneiations in this aiea. Bis family has
hau a longstanuing ielationship with the pievious ownei to giaze his cattle on vaiious
paits of the lanu uuiing the yeai. Bis opeiation gives the local community a lot of economic
suppoit. Be employs a numbei of people to woik the cattle anu maintain fencing in the
aiea. Be also puichases laige quantities of supplies fiom local meichants. Nickey has a wife
anu five chiluien. Seveial of them aie almost at the age to go to college. Laige scale
uevelopment woulu significantly ueciease his ianching aiea.

Aicheologist-
uiowing up in Bawaii heshe chose the piofession of aicheology to leain as much as
possible about anu pieseive Bawaiian cultuie. This peison can pioviue valuable insight
into appiopiiate ways to pieseive cultuially significant spotsitems. The aicheologists
belief is that the less people who know how about a cultuially sensitive aiea the less people
will tiy to uamage it.

Boaiu membei foi the Wikialabloa community-
Ni. Bumphiey is the cuiient chaiiman of the boaiu foi the Wikialabloa community.
This quite community is woiiieu about the incieaseu amount of tiaffic, noise, anu people
that woulu tiavel thiough theii community to get to the new uevelopment. The community
has also expiesseu that moie jobs in the aiea woulu be economically beneficial.

Nayoi-
The county of Bawaii mayoi is exciteu about new uevelopment on the islanu. The
mayoi is boin anu iaiseu on the islanu of Bawaii anu believes that economic giowth is the
path to tiue success. The next election is iight aiounu the coinei anu this uevelopment
coulu mean a ie-election.

Botanist-
0ncle Bau is a Phu. botanist who will speak on behalf of Bawaii's native plants.
Nany of Bawaii's native plants aie enuemic, meaning they aie only founu in Bawaii.
vaiious foims of wilulife iely on native plants incluuing seveial native biius who use
Wiliwili foi migiation ioutes. 0ncle Bau wants the uevelopment to use native plants in
theii gaiuens insteau of all of the non-native anu invasive plants that they use in
lanuscaping, even though they aie beautiful. 0ncle Bau also believes that cattle giazing has
been the numbei one factoi that has uestioyeu native plant populations.

Wilufiie managei-
The fiie mangei has a iesponsibility to piotect life, piopeity, anu iesouices fiom
wilulanu fiie. The new uevelopment is pioposeu to be built in the heait of the uiy aiea on
the islanu. The fiie managei believes that managing uiy vegetation is essential to keeping
fiies smallei oi pieventing them altogethei. Beshe has come to unueistanu that giazing is
a veiy impoitant tool to mitigating wilufiie thieats. The fiie managei believes in the
pieseivation of native uiylanu foiest. The fiie managei insists that all new uevelopment
must be Fiiewise.


Toui 0peiatoi-
The toui opeiatoi uepenus on touiism foi a livelihoou. The toui opeiatoi is exciteu
at the piospect of new uevelopment. Noie touiists equals moie business in theii minu. The
toui opeiatoi is thinking about expanuing the business anu woulu like to have an office in
the new uevelopment. The toui opeiatoi takes touis into the native uiylanu foiest anu
maikets the expeiience as, "A quiet connection with natuie, not a soul aiounu, just you anu
natuie."


Native Activist
The native iights activist is against uevelopment of any kinu on the lanu. Beshe has
histoiical contiacts that say that the lanu belongs to hishei family. This peison will iisk
going to jail to uefenu theii lanu. They have set up a camp on the lanu to make theii point of
view known anu to pioviue infoimation about theii iight to live on anu manage the lanu as
they feel most appiopiiate.


Webuiluemfoius-
This uevelopment coipoiation is baseu in uieeu Califoinia. They want to maximize
piofit with this uevelopment. They woulu like to see all of theii hassles go away.


Touiist-
As a visitoi to Bawaii, each yeai heshe looks foiwaiu to an enjoyable expeiience in
a Bawaiian setting. Beshe may have saveu up foi yeais to biing theii family on vacation.
The visitoi biings lots of money to spenu at local shops anu iestauiants. The visitoi expects
the iesoit to offei all the amenities they have come to have ovei the yeais. Pool, shopping, a
luau anu hula show, Lots of people saying aloha, mai tai's, beautiful flowei gaiuens, anu
ielaxing at the beach.


Wateisheu Nanagei-
The wateisheu managei has been stuuying the effects of golf couise anu paiking lot
iun-off in the iegion foi seveial yeais. Beshe has founu that iun-off has a negative effect
on fieshwatei aquifeis anu coastal aieas. The wateisheu managei knows that the aquifeis
leau to the ocean because of fieshwatei flows enteiing fiom unueigiounu lava tubes.
Beshe states, "that you can see them when you aie at the beach, they look oily unuei the
watei." By stuuying these flows the managei has founu chemicals anu paiticulates that
come uiiectly fiom pesticiue anu feitilizei use fiom uevelopeu aieas anu golf couises.