`Imiloa Lesson Plan

SOLAR SYSTEM MOBILE:
• Instructions: Provide
black and white tem-
plates of the planets in
the solar system which
can be colored in, cut out
and arranged on a mo-
bile. A model will be
provided for guidance.
• Facts:
• Sun:
Surface Area: 6.0877 x 10^12 km^2
Volume: 1.142 x 10^18 km
Mass: 1.9891 x 10^30 kg
Gravity: 274.0 m/s^2
Facts: The Sun is the star at the center of the Solar System. The Sun is the closest star to
Earth, at a mean distance of 149.60 million kilometers. This distance is known as an astronomi-
cal unit (AU) and sets the scale for measuring distances all across our solar system. The Sun, a
huge sphere of mostly ionized gas, supports life on Earth. The connection and interactions be-
tween the Sun and the Earth drive the season, ocean currents, weather and climate. In Rome, the
Sun was called Sol, which was translated into Sun in modern English, however different cultures
have different names for the sun. For example ancient Greeks called it Helios.
• Mercury:
Volume: 6.083 x 10^10 km
Mass: 3.3022 x 10^23 kg
Gravity: 3.7 m/s^2
Orbital Period:87.969 days

Facts: Mercury is the closest plant to the Sun and the smallest planet in the Solar Sys-
tem. Mercury is an extreme planet: the smallest, the densest, the one with the oldest surface, the
largest daily variations in surface temperature and the least explored. Mercury, like Earth, has a
global internal magnetic field. Mars and Venus do not. Less than half of the surface of Mercury
has been imaged by a spacecraft. Named for the swiftest of the ancient Roman gods, the god of
commerce. Mercury’s Greek god counterpart is Hermes, the messenger of the Gods.
• Venus:
Volume: 9.28 x 10^11 km^3
Mass: 4.8685 x 10^24 kg
Gravity: 8.87 m/s^2
Facts: Venus and Earth are similar in size, mass, density, composition and gravity.
Venus, however, is covered by a thick, rapidly spinning atmosphere, resulting in a planet with
temperatures hot enough to melt lead and a surface pressure 90x stronger than Earth’s. Venus ro-
tates from east to west unlike the typical north to south. The atmosphere of Venus consists main-
ly for carbon dioxide with clouds of sulfuric acid droplets. Only trace amounts of water have
been detected in the atmosphere. Venus’ thick atmosphere traps the Sun’s heat, resulting in sur-
face temperatures higher than 470°C (880° F). Probes that have landed on Venus have only man-
aged to survive a few hours before being destroyed by the intense temperatures. Venus is named
after the ancient Roman goddess of love and beauty, also known as Aphrodite in Greek mytholo-
gy. It’s believed that Venus was given this name because it shone the brightest of the five planets
known to ancient astronomers.
• Earth:
Volume: 1.08 x 10^12 km^3
Mass: 5.97 x 10^24 kg
Gravity: 9.78 m/s^2

Facts: Earth is an ocean planet, it’s abundance of water and life makes it unique in our
solar system. Other planets and a few moons have ice, atmospheres, seasons and even weather,
but only Earth manages to have the perfect environment necessary to create and sustain life. By
observing our planet from space, through the use of satellites, we are able to study and predict
weather, drought, pollution, climate change and many other phenomena that affect the environ-
ment, economies and societies. The Earth is the only planet that wasn’t named after ancient
Greek and Roman gods/goddesses. The name Earth is an English/German name which means
ground.
• Mars:
Surface Area: 1.44 x10^8 km^2
Volume: 1.63 x 10^11 km^3
Mass: 6.42 x 10^23 kg
Gravity: 3.71 m/s^2
Facts: Mars is a rocky body about half the size of Earth whose surface has been altered
by volcanism, impacts, crustal movement and atmospheric effects such as dust storms (like Mer-
cury, Venus and Earth). Mars has two small moons, Phobos and Deimos, which may be captured
asteroids. Mars was named after the ancient Roman god of war because of the planet’s red,
blood-like color, it’s Greek god counterpart is Ares.
• Jupiter:
Volume: 1.4313 x 10^15 km^3
Mass: 1.8986 x 10^27 kg
Orbital Period:4.332 x 10^3 days
Facts: Being the most massive planet in our Solar System, with four large moons and
many smaller moons, Jupiter forms a kind of miniature Solar System. If Jupiter had been about
80 times more massive, it would’ve formed a star, rather than a planet. The composition of
Jupiter’s atmosphere is similar to that of the Sun’s, it’s mostly Hydrogen and Helium. Deep in

the atmosphere, the pressure and temperature increase, compressing the hydrogen gas into a liq-
uid. At depths about a third of the way down, the Hydrogen becomes metallic and electrically
conductive. In this metallic layer, Jupiter’s powerful magnetic field is generated by electrical cur-
rents driven by Jupiter’s fast rotation. At the center, the immense pressure may support a solid
core of rock, about the size of Earth. Jupiter was so named after the most important ancient Ro-
man deity because it was the largest and most massive of all the planets. Jupiter’s Greek counter-
part is Zeus.
• Saturn:
Volume: 8.2713 x 10^14 km^3
Mass: 5.6846 x 10^26 kg
Facts: Saturn is best known for it’s set of rings. It’s the second largest planet in the Solar
System and is the least dense of all the planets. Saturn’s mean density is about 0.7x that of water.
Saturn is comprised of mostly Hydrogen and Helium. It’s volume is 765x greater than Earth’s.
Winds in the upper atmosphere reach 500 meters per second in the equatorial region (Earth’s
strongest hurricane-force winds top out at 110 meters per second). A combination of these super
fast winds and heat rising from the planet’s interior cause the yellow and gold band visible in the
atmosphere. Saturn is named after the ancient Roman god of agriculture, the Greek counterpart is
Cronos, father of Zeus/Jupiter. Saturn is also the farthest planet from Earth that can be observed
by the unaided human eye.
• Uranus:
Volume: 6.833 x 10^13 km^3
Mass: 8.68 x 10^25 kg
Gravity: 8.69 m/s^2

Facts: Uranus was the first planet found with the aid of a telescope, discovered by as-
tronomer William Herschel in 1781. Uranus rotates east to west and its rotation axis is tilted al-
most parallel to it’s orbital plane so it appears to be rotating on its side. This may be the result of
a collision with a planet-sized body early in the planet’s history which induced this radical
change in the planet’s rotation. Due to this orientation, the planet experiences extreme variations
in sunlight during each of it’s seasons. Uranus is one of the two ice giants of the outer solar sys-
tem. It’s atmosphere consists of mostly Hydrogen and Helium, with a small amount of Methane
and traces of water and ammonia. Uranus’ blue-green color is a result of the methane gas in its
atmosphere and is reflected back out by Uranus’ cloud tops. The bulk (80% or more) of the mass
of uranus is contained in an extended liquid core consisting mostly of icy materials (water, meth-
ane and ammonia). William Herschel originally tried to name the planet Georgian Sidus after
King George III; but instead the planet was named Uranus, after the ancient Greek god of the
sky.
• Neptune:
Volume: 6.254 x 10^13 km^3
Mass: 1.0243 x 10^26 kg
Facts: Neptune is the other ice giant, and was the first planet located through the use of
mathematical predictions, as opposed to regular observations of the night sky. Neptune is invisi-
ble to the naked eye due to it’s extreme distance from Earth (4.5 billion kilometers from the
Sun). Neptune is sometimes farther than Pluto due to Pluto’s unusual elliptical orbit. Pluto can
never crash into Neptune, though, because for every three laps that Neptune takes around the
Sun, Pluto takes two. Thanks to this repeating pattern, the two planetary bodies are prevented
from approaching each other. Due to the presence of methane in it’s atmosphere, Neptune takes
on a vivd, bright blue. Unlike Uranus, which is blue-green in color, Neptune is thought to have
an additional component in it’s atmosphere to result in its intense coloring. Neptune was predict-
ed by John Couch Adams and Urbain Le Verrie, who independently accounted for the irregulari-

ties in the motion of Uranus by (correctly) prediction the orbital elements of a trans-Uranian
planet. Using the predictions made by Le Verrier, Johann Galle discovered the planet in 1846. He
had wanted to name the planet for Le Verrier but it wasn’t an acceptable name for the in-
ternational astronomical community. Instead Neptune is named for the ancient Roman god of the
sea, whose Greek counterpart is Poseidon.

CONSTELLATION WHEEL:
• Model: Already Made.
• Instructions: Have the two parts of the wheel already pre-cut (or participants can cut it out
themselves if they want to) and a tab which can secure them together. Participants can then se-
cure the two parts together and be shown how it’s used. The top wheel depicts what day/month
of the year shows what part of the night sky, while the bottom wheel is the entire sky. This can
be used to teach about constellations and the night sky. Refer to the Mythology/Constellation
activity for information about the zodiac constellations. Other important constellations to know
include Ursa Major, Ursa Minor, Orion and the Southern Cross (otherwise known as the Crux).
Facts:

Ursa Major/ Ursa Minor: In Greek mythology the God
Zeus hid the nymph Callisto from his wife, Hera, by
changing Callisto into a bear. Callisto’s son, Actas did
not know his mother was a bear and came across her
one day while hunting. To keep Actas from accidentally
killing his mother, Zeus placed both of them into the
sky as the big and little bear. They are also known as the
big dipper and the little dipper. Ursa Minor and Ursa
Major are visible throughout the year, but is most prom-
inent in April.
Orion: In Greek mythology Orion was known as a superhuman hunter, the son of Euryale (a
nymph) and Poseidon, the sea god. Orion boasted that he would kill ever animal on Earth, thus
the scorpion Scorpius, was sent to kill him. After Scorpius killed Orion, it is said that the Serpent
Bearer, Ophiuchus, revived Orion with an antidote. This is why Scorpius and Orion are never in
the sky at the same time and why Ophiuchus stands midway between the two rivals in the sky.
Orion is most visible in the night sky from January to March (summer in the Northern hemi-
sphere and winter in the Southern hemisphere).
Southern Cross (the Crux): No notable mythology is associated with this constellation, however,
it is easily recognizable in the night sky. It consists of four main stars (which form the cross); Al-
pha Crucius, Beta Crucius, Gamma Crucius and Delta Crucius. The Crux is distinguished by
these four stars and a fifth star, Epsilon Crucius, which helps viewers distinguish it from the
“False Cross” (which is a part of the constellation Vela) located nearby. This constellation is im-
portant because Alpha Crucius and Gamma Crucius are commonly used to mark South. Visible
in the sky from April to June, and is bordered by the constellations Centaurus and Musca.

CONNECTING THE DOTS:
• Model: Already Made (can be found in an activity
book).
• Instructions: Use as a placebo activity. Hand-out
papers where kids can connect the dots of an image
representing a certain constellation. Refer to Zodiac
activity for background knowledge regarding zodiac
constellations. Basic knowledge of the constella-
tions are important such as it’s location in the night
sky, when they’re visible and what the constellation
itself is based on a backstory (mythology)

ASTEROID IMPACT SIMULATOR:
• Model: A bin filled with sand. Partici-
pants can then drop an “asteroid” from
various heights and observe the result-
ing impact.
• Instructions: Walk participants through
the activity while talking about the dif-
ference between asteroids, comets and
meteoroids. Also include upcoming events that can be seen at Mauna Kea such as the different
meteor showers that occur throughout the year.
• Facts:
• Asteroids: A relatively small, inactive body, composed of rock, carbon or metal, which is
orbiting the sun
• Comets: A relatively small, occasionally active object composed of dirt and ice. They are
often distinguished by dust and gas tails when they’re in proximity to the Sun. When
they’re relatively far, however it’s difficult to distinguish a comet from an asteroid.
• Meteoroids: Made of rock and metal, and may also consist of organic compounds. Smaller
than 10 meters in diameter.
• Meteor: A meteoroid that is observed as it burns up in the Earth’s atmosphere, what some
people consider a “shooting star.”
• Meteorite: A meteoroid that makes it through Earth’s atmosphere without completely burn-
ing up and impacts the Earth’s surface.
• Meteor showers: Typically meteor showers are a byproduct of comets. As a comet orbits
the Sun, it’s “tail” is an icy, dusty debris stream following its orbit. If Earth happens to pass
through said stream, we will see a meteor shower. Meteors can appear anywhere in the sky
but one can trace the meteor’s path through the sky, the meteors in a particular shower ap-
pear to “rain” from the same region. Meteor showers are named for the constellation that
coincides with a region in the sky known as the radiant. For example for the Leonid meteor
shower is in the constellation Leo.

RACING SOLAR CARS:
• Model: (At least) 2 Solar Car kits (Pre-as-
sembled)
• Instructions: Lay the cars on a track and
race them against each other. Preferred use
when the sun is out. Include information on
how solar panels work and where they’re
used for efficiency.
• Facts:
All light contains energy known as photons, including solar energy (this is why we can
feel heat from the sun’s rays), thus we can use certain materials to convert the energy found in
light to an electrical current which can be used as power. This is done using panels that have pho-
tovoltaic cells. These photovoltaic cells are designed with a positive and negative layer, resulting
in an electrical field. Between these layers are silicon crystals which produce an electrical current
when struck by light. This occurs because light exposure causes the crystals to release electrons,
which begin to flow out of the photovoltaic cells (via wires) and generate an electrical current.
An additional solar energy source is thermal solar energy where the sun’s rays are used to heat up
water or oil to produce steam, the steam then rotates turbines which then produce energy.
• Use:
• USA: Majority of the solar panel energy generated in the US is generated from rooftop
photovoltaics. The largest solar power installation in the world is the Solar Energy Generat-
ing Systems facility in California. In 12 months through July 2013, the solar power gener-
ated in the United States was 6.4 million megawatt-hours, 0.16% of the total US electricity.
• Hawaii: Energy is really expensive to import and Hawaii’s cost for energy is three times
higher (now closer to four times higher) than the mainland. Hawaii is the first state in the
US to reach grid parity for photovoltaics. Grid parity occurs when an alternative energy
source can generate electricity at a levelized cost (an economic assessment of the system’s
various costs over its lifetime) that is less than or equal to the price of the purchasing power
from the electricity grid.

FILTERED TELESCOPE:
• Model: Telescope
• Instructions: Place a solar filter on the
telescope to enable the user the ability to
view the sun. Preferred use when the sun
is out. Include information on telescope
filter and how it works and basic infor-
mation on the Sun. Another safe alterna-
tive to “view” the sun is creating a pro-
jection using a Sun Spotter.
• Facts:
Volume: 1.142 x 10^18 km
Mass: 1.9891 x 10^30 kg
• The Sun is the star at the center of the Solar System. The Sun is the closest star to Earth, at
a mean distance of 149.60 million kilometers. This distance is known as an astronomical
unit (AU) and sets the scale for measuring distances all across our solar system. The Sun, a
huge sphere of mostly ionized gas, supports life on Earth. The connection and interactions
between the Sun and the Earth drive the season, ocean currents, weather and climate. In
Rome, the Sun was called Sol, which was translated into Sun in modern English, however
different cultures have different names for the sun. For example ancient Greeks called it
Helios.
• Solar filters can be used to view the sun, by placing them over the front of binoculars or a
telescope, one can safely observe the sun. The filter dims the Sun’s rays before they enter
the instrument and in turn lowers the solar radiation level and heat, preventing damage to
both the observer and optics.

KNOT TYING:
• Model: Template
attached
• Instructions: Learn
how to tie the dif-
ferent knots and be
able to demonstrate
them to individuals
to visit the table.
You can cut out the
knot tying instruc-
tions from the template that’s attached. Have lengths of string at the table and be able to show
table visitors how to tie the different knots. Then explain how and where it’s used on a canoe
and what parts it’s used for.
• Knots Used:
• Square Knot (Pahu): Used when the steering sweep is not going to be in use and the crew
wants to take it out of the water, a square knot is used to tie it down.
• Clove Hitch Knot (Hoapaà): Used to temporarily tie down the sweep when it needs to be
taken out of the water. *It can also be used to hog-tie wild pigs.
• Bowline Knot (Kapolina): Used to tie two canoes together, or to tie down sails. The knot
works so that when the knot is under tension it is impossible to come out.
• Sheet Bend Knot (Pelupakuì): Used to join two lengths of rope together, used to lengthen
lines by tying then together.
• Slip Knot (Pikoholo): This knot releases easily when you tug on the end.
• Figure 8 Knot (Hipuùwalu): Used to stop a rope from passing through a hole or a grom-
met.

PINWHEELS:
• Model: Pre-Made
• Instructions: Use the (attached) template to make the pinwheel and be able to show others how
to use it, be sure to have a lot of templates, additionally kids can decorate their windmills and
color their papers. Relate it to wind power and turbines.
• Facts (Windmills):
• Modern wind turbines have three blades and sit atop a steel tubular tower ranging in size
from 80-foot tall turbines (used to power homes) to utility-scale turbines that are over 260
feet tall (can power hundreds of homes).
• Three major wind power types:
• Utility-Scale Wind: wind turbines larger than 100 kilowatts are developed with electric-
ity delivered to the power grid and distributed to the end user by electric utilities or
power system operators.
• Distributed (or “small”) Wind: uses turbines of 100 kilowatts or smaller to directly
power a home, farm or small business as its primary use.

• Offshore Wind: wind turbines erected in bodies of water around the water around the
world, but available yet in the United States.
• Wind energy works when wind blows past a turbine, the blades capture the energy and ro-
tate. The rotation triggers the internal shaft to spin, that is in turn connected to a gearbox
that increases the speed of the rotation. The gearbox is connected to a generator that ulti-
mately produces electricity. Wind turbines commonly consist of a tubular tower up to 260
feet that supports both a “hub”, that secures the wind turbine blades and the “nacelle”
which houses the turbine’s shaft, gearbox, generator and controls. Additionally the wind
turbines are equipped with wind assessment equipment that automatically rotates the tur-
bine to face the wind and angle (or “pitch”) its blades to optimize energy capture.
• “Clean Energy” because 1 MW of wind energy can offset approximately 2,600 tons of Car-
bon Dioxide.
• Wind turbines use virtually no water and don’t emit any greenhouse gases or air pollutants
• Facts (Wind):
• Wind power accounts for 1.9% of US Electricity Production 2009
• The current estimated United States potential is 10 times the amount of electricity con-
sumption for the entire country.
• Wind power is one of the oldest form of energy. First harnessed to be used in sails during
boating. It inspired the use of wind power for windmills, which in turn inspired watermills
and water pumps for an alternative energy supply.
• Wind is generated thanks to the sun. The sun heats up the Earth’s surface, but since there
are surface irregularities and the Earth rotates, the surface isn’t heated uniformly. Said vari-
ances in temperature result in irregularities in air pressure. So, when air molecules migrate
from areas of high pressure to area of low pressure, wind is the result.
• Factors that influence wind intensity, duration and direction include weather, vegetation,
surface water, topography, and other things.
• Due to the wind’s unpredictability, some individuals think that wind couldn’t be consistent
enough to meet all of our energy needs.

• Texas has wide open space, featureless terrain and high elevation, which means that the
wind can blow freely across the plains. This means that Texas has the most installed wind
capacity of any state.
• 38 US States have Wind Farms.
• The National Renewable Energy Laboratory states that the potential of land-based re-
sources (windmills on land as opposed to offshore) alone could provide America with its
electricity needs 10 times over.
• Wind Power in Hawai`i:
Wind has always had immense potential in the Hawaiian islands. It is evident in the fact
that Hawaiian voyager’s use of the wind power to sail here in the first place. The use of wind
power reduces our dependency on imported oil and the use of fossil fuels, they have a low im-
pact on the indigenous wildlife and in the long run, turbines are less expensive than conventional
energy. The installment and maintenance of the turbines also provides jobs in construction and
technology. Additionally homeowners, ranchers and farmers in windy areas can build wind tur-
bines to re-
duce their
electricity
bills.

INFRARED CAMERA:
• Model: Have the camera already.
• Instructions: Have the camera set up in a loca-
tion. Let kids view themselves through the
camera and use various props to discover the
different properties that an infrared camera
possesses.
• Facts:
• Infrared light is electromagnetic light with longer wavelengths than those of visible light,
extending from the nominal red edge of the visible spectrum at 700 nanometers (nm) to 1
nm.
• Most of the thermal radiation emitted by objects near room temperature is infrared.
• A little more than half of the total energy from the Sun that reaches Earth, is in the form of
infrared.
• The balance between absorbed and emitted infrared radiation largely affects Earth’s cli-
mate.
• Infrared is used in night vision to observe people or animals without detection.
• In Astronomy, infrared is used by the telescopes to see through dusty regions of space (i.e.
molecular clouds), help detect planets and view highly red-shifted (an phenomenon that
occurs whenever a light source is moving away from the observer) objects in the universe.
• Infrared cameras can detect heat loss in insulated systems, observe changing blood flow in
skin and detect an electrical apparatus overheating.
• The military uses it for target acquisition, surveillance, night vision, homing and tracking.
• Non-military uses include thermal efficiency analysis, environmental monitoring, industrial
facility inspections, remote temperature sensing, short-range wireless communication,
spectroscopy and weather forecasting.

SUN SPOTTER:
• Model: Already have one
•Instructions:
1.Place sun-spotter so the sun passes
from the curved area, into the lens
and towards the larger mirror in the
far corner.
2.It will project a bright spot onto the
paper.
3.Next, unscrew the nut in the back
of the sun-spotter to loosen the trian-
gle
4.Two small guide dots will appear
on either side of the bright spot.
5.Rotate the triangle until the guide
spots are positioned into the small
white circles located on either side of
the mirror.
6. Once you have the guide spots positioned, you should be able to see the sun and its
spots on the white paper.
*Note: The instructions can also be found on the sun-spotter itself
• Facts:
• The sun-spotter is able to create an image of the Sun by eyepiece projection. After the sun-
spotter is aligned with the Sun, light passes through the 61.7 MM objective lens and re-
duced to 57.0 MM. The image is then reflected off of three mirrors, into the 12.5 MM FL
field lens. Then a 3.5-inch image of the Sun is projected onto the white paper within the
sun-spotter. The spotter is also adjustable so that one may view the sun at different angles
(from 0-90 degrees).
• Surface Area: 6.0877 x 10^12 km^2
Volume: 1.142 x 10^18 km
Mass: 1.9891 x 10^30 kg

• The Sun is the star at the center of the Solar System. The Sun is the closest star to Earth, at
a mean distance of 149.60 million kilometers. This distance is known as an astronomical
unit (AU) and sets the scale for measuring distances all across our solar system. The Sun, a
huge sphere of mostly ionized gas, supports life on Earth. The connection and interactions
between the Sun and the Earth drive the season, ocean currents, weather and climate. In
Rome, the Sun was called Sol, which was translated into Sun in modern English, however
different cultures have different names for the sun. For example ancient Greeks called it
Helios.

STAR LINES:
• Model: Already made
• Instructions: On a paper or pamphlet show the map of the stars in the star line and surrounding
the star line and create your own constellation based on said map. Additionally explain how
star lines are used for navigation and compare them to modern constellations. On these pages,
are the stories associated with each star line.
Kekāomakaliì (The Bailer of Makaliì):
Makaliì is one Hawaiian name for the Pleiades star cluster. This cluster was frequently
used by navigators of long ago and is still used today. Makaliì was of great importance to
Hawaiians of the past. For when the star cluster rose at sunset, the following new moon marked
the beginning of the Makahiki festival - a time when games, friendly competitions, and tax pay-

ing took place. One legend tells us how Makaliì got its name. Our legend begins on the western
side of the big island of Hawaiì, in Kona. In this leeward village lived a frugal and malevolent
chief, or aliì. This aliì desired to bring destruction and strife to his land, the people and the ani-
mals who resided on it. To do this, he took all the fruits, the stems, and even the roots - leaving
nothing at all to eat or grow. The aliì collected everything in a carrying net and violently swung
that net into the heavens. The net of food got caught and hung on the clusters of stars. The people
and animals became hungry and thirsty, their stomachs rumbling with hunger. One of the vil-
lagers cried “All the food is hanging in the stars above us, the aliì will not return it to us, how do
we stop this suffering?” But no one could answer. Not long afterward, the squeaky voice of a tiny
rat was heard, “I will get our food back!” The tiny rat climbed the tallest mountain and jumped
onto a rainbow that was arching over the land. He climbed higher and higher into the heavens.
He made it all the way to the stars tangled in the carrying net. He began to nibble at the bottom
of the net. Soon, the ropes no longer held and the food inside the bag fell like rain all over the
land. Some was eaten, the rest was replanted. The rat fell as well, and landed on a rock in Kalae,
the southern-most tip of the islands. It is there he lives. You can find the rock he landed on, with
imprints of the rat’s feet. As for the stars caught in the net, they were named after the chief,
Makaliì. The rising of the Makaliì was a sign of the change of the season to winter.
Kaiwikuamoò (The Backbone):
From the Hawaiian island chain, the Southern Cross and the North Star are both visible in
the night sky. To Hawaiian navigators, the Southern Cross is known as Hānaiakamalama. Which
translates to “cared for by the moon”. It is the southern-most constellation in the star line Kai-
wikuamoò. When sailing out in the ocean, the navigator can use the Southern Cross to help de-
termine the latitude of the Hawaiian islands. When Hānaiakamalama is vertically upright at the
latitude of the island chain, the distance between the southern most star, Acrux, and the horizon
is equal to the distance from the top star, Gacrux and the bottom star, Acrux. When sailing and
using non-instrument techniques, you can use your vessel and yourself to help you navigate. If
you extend your hand out in front of you, and measure the distance between the two stars, Acrux
and Gacrux, with your pointer and middle fingers, you can use this measurement technique and

method to measure the distance between Gacrux and the horizon. We call Hānaiakamalama
“cared for by the moon” because on the dark moonless nights, while out in the ocean, the horizon
is very hard to precisely detect. Therefore, this star clue can only be used on nights where the
moon helps illuminate the horizon. The star line Kaiwikuamoò roughly translates as the “back-
bone” for it runs from the North Star, Hōkūpaà (“fixed star”) to Hānaiakamalama, the Southern
Cross.
Kalupeakawelo (Kite of Kawelo):
Kalupeakawelo, translated as “The Kite of Kawelo” is more commonly known as the four
stars of the great square of Pegasus. The four strings of the kite extend, two to the North and two
to the South. This starling was named for the kite of a famous chief of Kauaì, Kawelo. One day
when Kawelo was young, he heard the excited shouts from neighbors nearby, and when he
looked up he saw a kite flying in the sky. Kawelo immediately wanted a kite and asked his care-
taker to make him one. A few days later Kawelo took his kite and flew it next to the other kite
which was being controlled by another young child named Kauahoa. Kawelo began to taunt
Kauahoa by making his kite leap from side to side. Soon enough, the two kites were tangled.
They twisted and turned together, but soon the string holding Kauahoa’s kite broke and flew
away, finally landing in a far foresst. Kawelo blamed the wind so no fight ensued, but it was seen
that Kawelo’s kite stayed up longer than Kauahoa’s. This was thought to be a sign: Kawelo’s
mana, or supernatural power, was greater than Kauahoa’s. The four stars in the kite of Kawelo
are named after prominent chiefs of the islands; Manōkalanipo (a chief of Kauaì), Keawe (of
Hawaiì island), Piìlani (of the island of Maui) and Kākuhihewa (of Oàhu).
Mānaikalani (Māui’s Fishook):
A tiny island in Hilo bay, on Hawaiì island is known as Mokuola or “Island of Life”.
This island was a place of refuge for defeated warriors and others who desired safety. Māui, the
Hawaiian demi-God, had a magic makau, or fishhook, Kamakaunuiamāui, “The Fishhook of
Māui.” Māui would never show his magic fishhook to anyone, not even his family. Māui also
had a magic waà or canoe, that could take him from island to island with only two strokes of his

paddle. One day as he was watching a canoe leave on its way to a neighbor island, Māui felt sor-
ry for his people who did not have the magic he had. So, he decided to join the islands together
so they could travel island to island with ease. He called a meeting of the chiefs and people and
told them he needed their help to paddle but that they could not look back until the islands were
connected. Māui fastened his magic makau into the island of Maui, and the men paddled and
pulled as hard as they could. Slowly the islands began to move, getting closer and closer togeth-
er. Just as the island of Maui was about to connect to Hawai`i island, a chief (and some say one
of Māui’s brothers) looked back and broker the magic spell of Māui’s hook. All of the islands
slid back to their former positions except for the piece fastened to Māui’s fishhook. The piece
landed in Hilo bay and is known as Mokuola, or coconut island. The magic hook of Māui shared
many of the same stars as scorpius, and was named Mānaikalani. this name was given to the star
line that contains it.

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Photos
• Star Chart 
• Zodiac Wheel 
• Solar System
• Crux
• Orion
• Ursa Major and Ursa Minor
• Meteor Shower

• Waa
• Pinwheels
• Sun
• SunSpotter
• Bowline Knot
• Square Knot
• Clove Hitch Knot
• Sheet Bend Knot
• Slip Knot
• Figure 8 Knot
• Star Compass

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