• Views 196
  • Favorites
Photo by Quang Nguyen Vinh via Pexels

Database Provider


9th, 10th


English Language Arts


100 minutes

Regional Focus

North America, United States, USA - West, Hawai'i


Google Docs, Google Slides


This lesson plan is licensed under Creative Commons.

Creative Commons License

Indigenous Storytelling: An Opinion Writing Lesson

Created By Teacher:
Last Updated:
May 10, 2024
Ask a Question



Students discuss Kame‘eleihiwa’s view of past and present, reflecting on food choices and climate change.

Inquire: Students calculate the carbon footprint of their food and diet to reflect on how personal food choices affect climate change.

Investigate: Students read ‘ulu mo’olelo alongside articles and podcasts, and analyze how perspective affects storytelling.

Inspire: Students write an opinion article about ‘ulu as a climate change resilient food.

Accompanying Teaching Materials
Teaching Tips


  • Students are empowered to explore their diet and relationship with food.

  • Students experience the Native Hawaiian worldview and relationship with ‘ulu.


  • Teacher can seek out ‘ulu on campus or at a nearby location before the lesson. 

  • Teacher should preview articles and videos, and the answer key in the Teacher Document before the lesson. 

  • Students can have varying familiarity with ‘ulu, from novice to expert.


  • Students may engage in several rounds of peer review or use a class-established peer review process. Additionally, teachers may choose to engage in their own self and peer review writing process or extend this lesson into a writing workshop.

  • This lesson can be modified into an argumentative writing lesson addressing the question: Is ‘ulu the climate change resilient food of the future? Students will then assess the advantages and disadvantages of growing and eating ‘ulu.

  • This lesson can be paired with a lesson on cooking and recipe-creation with ‘ulu or a lesson about ‘ulu within agroforestry or a larger ecosystem.

    • Sam Choy has an ‘ulu cookbook and did an interview with HPR. Note: the chef mentions that ‘ulu is better than potatoes because ‘ulu is gluten-free but potatoes are also gluten-free.

    • A science lesson that can be paired with this lesson is Food and Climate Change

  • This lesson can be paired with this Healthful Eating Lesson Plan to help students understand how to evaluate the nutrients within ‘ulu.

  • This lesson can be paired with math through the Carbon Footprint Lesson Plan

  • This lesson can be extended to a larger view of American agriculture using Vox's The Unspoken Impact of Meat.

  • Alternatively, the lesson can be extended to take a look at how Hawai‘i’s landscape has changed, especially through the case study of Lāhaina. Students can read this article on Lāhania's trees and Foodprint's Importance of Traditional Food Systems.
Scientist Notes

This food-related lesson about minimizing our environmental impact is fascinating. Students will gain knowledge about how to protect their cultural identity by making ethical food choices that have a significant positive environmental impact.


Primary Standards

  • Common Core English Language Arts Standards (CCSS.ELA)
    • Reading: History/Social Studies (6-12)
      • CCSS.ELA-LITERACY.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
    • Reading: Informational Text (K-12)
      • CCSS.ELA-LITERACY.RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.
    • Writing (K-12)
      • CCSS.ELA-LITERACY.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
      • CCSS.ELA-LITERACY.W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Supporting Standard

  • National Health Education Standards
    • Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
      • 2.12.2 Analyze how the culture supports and challenges health beliefs, practices, and behaviors.
Related Resources


Login to leave a review