I was in the EQS Biodiversity. In EQS Biodiversity we were aiming to help save water in different kinds of areas and habitats. I was in the mega lesson group H2...Oh No! led by Ms. Rita. We were focused on helping preserve the Salvation Army watershed. The Salvation Army watershed was where all the water that flows in the Salvation Army comes from. They use it for watering plants, showering, and drinking. Our soul purpose was to help find plants that use less water so that we could make the water in the watershed last longer. We first went around the property and put down names of plants we know and sketches/ description of ones we did not. When we got back we found the plants we did not know about and made descriptions about them. We had stuff like their names, both scientific and common, their status, and its significance in Hawaiian culture.
We then talked to the director of the Salvation Army and she gave us permission to plant plants that would need less water. Next we mapped out the property. Our form of measurement was in paces and we went around all sides of the Salvation Army. Once everyone had their measurements we found the average of each side and used that number for our maps. We put it on a big piece of paper and paced the SEEQS property, the Great Lawn, and the chapel. Since we couldn't go on the Salvation Army property we estimated it. Then I partnered up with Maya Manaligod and we made the map completed with all plants and buildings. We knew which plants were which with a color code system. We had palm trees, monkeypod trees, bougainvillea, etc.
Map of Salvation Army property
Then I invited my Aunty Aolani, a landscape architect, came and we presented our maps and ideas to her. She gave us some pretty good advice such as the fact that most of the plants are just for decoration and if we tried to get rid of them/get more plants it could cost hundreds of dollars. The next day Ms. Rita taught us about Xeriscaping which is a more sustainable way to make a garden by lessening thirsty plants. Then we had decided we could lessen the amount of water used in the SEEQS area by the amount of plants we had to t to water. So, instead of trying to put new plants in that would use less water for the entire Salvation Army property, which would be over their budget, Maya and I chose to map the Makai area and we made it on a website called floorplanner.com. Here is my digital map:
Solo map of Mauka area
Afterwards we presented it to the entire H2...Oh No! Group and Ms. Rita We then started quarter four and started our own projects. But before we joined their group,it was just Maya and I. Our first idea to create a snack cart called SEEQS Snacks which would raise money so that we could add more plants to the Salvation Army Property but the project proposal got turned town because we have a grant for that money. We then joined Kainoa and Aarons group. Originally, Kainoa and Aaron wanted to make a medicinal garden but, they thought a Polynesian introduces food garden would be easier. First we got a spot right in front of the school so it would be their first thing people see. Next we dug a hole in the area we chose. This is what it looked like before we put the compost dirt in our garden:
We cleared out the cement:
and then added the ‘good’ dirt
Lasty, we chose to use shampoo ginger, sweet potato, turmeric, and banana to plant in our garden. We were supposed to fill out the Project Funding Request but, we donated most of the plants to the school. Kainoa bought a baby banana tree from a local nursery and I bought sweet potato from the grocery store. Maya found turmeric in the school so we planted that. We then made a booklet about the plants we used. We all had a job rotation for watering the plants, but we usually had the same jobs. I made the text for the booklets, Arron drew the pictures, Maya photographed everything, and Kainoa researched It includes things like the plants medicinal uses, hawaiian culture, food dishes, and description of the plants. We got this information from canoeplants.com. Then, Aaron drew the pictures of the plants. We took rocks and put it around the perimeter of the garden and split it up into four parts. Ms. Rita then told us that we still had to do the Project Funding Request so we worked on that. We realized we couldn’t get the ginger so we got a Ti Leaf plant instead. I also created a self watering system for the banana tree by taking a container and cutting a hole in the lid and putting rope through the hole. Then I filled the container up with water and put the rope on the plant roots and it drips water on the plant at all times.
After, we wanted to put signs next to the plants so we gathered flat rocks and paint but Ms. Rita said we should use wood. We found wood and paint but Ms. Rita said we needed a stencil so we got it from Mr. Holland and started painting.
When we were done with the sign we got an idea from the sign next to the bokashi area and decided to turn our booklets into informational signage. Once we changed the format we printed it out, laminated it and ziptied it to the fence. Then, we created the presentation that had the pictures of both our paper maps and our digital ones. Finally, we made the script, alternating slides, and passed!
Stream in New Zealand
The riffle beetle is a specific species of water beetle that, unlike its distant cousins, lives underwater it’s entire life, which is about 5-6 years long. These beetles don't breathe water, though, so how do they live in streams and rivers around New Zealand? Well, when first born, they go above the surface than right back down again. They then have air bubbles that cling to their body that they breath. When the oxygen runs out of the air bubbles, the oxygen in the water diffuses into the air bubble while the carbon dioxide diffuses into the water.
Our Polynesian introduced garden and the Riffle beetle relates to the sustainability skill, Managing Effectively, by using what little we have to get things done correctly and efficiently, but I think I also Managed Effectively by myself by helping my groupmates make revisions and setting goals for us to meet. An example of this is asking Aaron to complete the drawings of the plants within a certain time period. I also made sure that we met the deadline Ms. Rita set for us on google classroom.
The portfolio item relates to the Biodiversity EQS essential question, ‘What are the reasons and ways to restore and preserve native marine and freshwater habitats in Hawai`i?’ by helping the Salvation Army to stop using the fresh water from the watershed. Instead we used water from the rain catchment system which is not safe for drinking but good for plants. We also used a self watering system that waters the plants slowly and constantly so that we don't over or under water the plant.
I have grown in this quarter in Biodiversity EQS by learning to work with people I am not acquainted well with. For example, I worked well with Aaron even though I did not really know it. I also grew by doing hard work in the garden, like wheel barrowing the dirt from the compost to behind makai and finding rocks to put around the perimeter of the garden. Until now I haven't really done gardening and this experience made me appreciate the people that do it for a living. Throughout EQS Biodiversity my thinking of Managing Effectively has changed from the SEEQS definition, "SEEQers understand that to live sustainably is to live with focus and discipline. They divide large tasks into concrete, manageable steps. They meet deadlines. They seek feedback to improve quality, and they allow time for revision" to "SEEQers create specific goals and communicated with each other often to ensure that deadlines are being met. "