Hitchin` a Ride to Paradise

 GRADE Authors: ​
H. Blondin and K. Ricca Lesson #: ​
1 3
Unit Title: ​
Hawaiʻi as an ESS Lab Time Frame: ​
One 50­Minute Periods Hitchin’ a Ride to Paradise ABSTRACT The Hawaiian Islands are the most isolated island group on the planet, yet they are home to unique plant and animal species. Students will learn about biological dispersal as they explore three different ways life colonized the remote Hawaiian Islands before human contact: wings, waves, and wind. Furthermore, students will recognize the relationship between methods of dispersal and Earth system spheres: the hydrosphere (waves), the atmosphere (wind), and the biosphere (winged animals). PLANNING INSTRUCTION ASSESSMENT STANDARDS REFERENCES BACKGROUND INFORMATION FOR TEACHERS Despite its relatively small land area, Hawaiʻi hosts a wide variety of ecosystems and climate zones. In this way, Hawaiʻi serves as a microcosm of “Island Earth,” where we can see all of our planet’s spheres interacting. The snow­covered peak of Mauna Kea is over 4,200 meters high and only miles away from beautiful tropical beaches. Some of the wettest locations on Earth and some of the driest all exist, here, in the Hawaiian Islands. This lesson sets the stage for our second unit, “Hawaiʻi as an Earth System Science Laboratory.” Students are invited to consider the history of the islands and answer the following questions: ● How did life arrive on our islands? ● Where did this life arrive from? ● Why is life here unique? Geologists estimate the Hawaiian Islands we populate and walk upon today were formed about five million years ago. As one moves from southeast to northwest, the islands become older. A current theory explains this through the movement of the Pacific plate and a hot spot in the ocean floor. The Hawaiian Islands make up the most remote archipelago on earth. The mainland United States is roughly 2,400 miles away, while Asia is 4,000. The closest Polynesian islands are the Marquesas, with the closest island being some 1,200 miles away. For these reasons, scientists are intrigued to study how life might have first arrived, how life adapted and changed over time, and how it evolved into new species isolated in our islands. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 1 Image courtesy of J. Descloitres. An easy and an accurate way for third graders to remember and understand how life first arrived to the islands is with the three W’s: ​
Wind ​
(atmosphere), ​
Waves ​
(hydrosphere) and ​
Wings ​
(biosphere). David L. Eyre (2000) in his book, ​
By Wind, By Wave, ​
gives concrete examples of how the islands were colonized in these three ways: Early traces of green on new lava flows suggest that maybe as early as a year after cooling, the dust­like spores of various algae, mosses, and ferns were blown to the islands by wind. With the help of rain, these spores grew to become some of the first life on the islands. Other species arrived by ocean. Some insects hidden under the bark of a log or small snails holding on tightly may have floated onto shore. Seeds with tough skins, such as the common shoreline plant, Naupaka, were able to make the ocean voyage from other islands in Polynesia. Hawaiʻi's state bird, the nēnē, is thought to be a descendent from the North American goose, and be one of the first birds to arrive. Soon after, an insect eating bird with a straightforward beak arrived and adapted into 20 different endemic species of honeycreepers with a variety of habitats and related food sources. PLANNING Essential Questions ● Where does life come from? ● Why is life here unique? ● Is it okay to introduce new plants and animals to our island home? Why or why not? Instructional Objectives Students will: ● Recognize the isolation of the Hawaiian islands by locating the islands on a map and measuring the distances to the nearest neighbors. ● Experiment to explore the relationship between properties of organisms and dispersal methods to our Hawaiian Islands. ● Identify three different ways plant and animal life first arrived to the Hawaiian Islands before human contact. ● Distinguish between native and introduced species by studying features that may have enabled the species to arrive before humans. ● Identify Earthʻs spheres that aided life to reach our isolated islands. ● Organize and record data and ideas on worksheets and in science notebooks. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 2 Key Vocabulary ● Island ● Introduced ● Native ● Isolated ● Species BACK TO TOP INSTRUCTION Materials For the overall lesson: ● World Map ● String ● Computer ● Video: ​
Stickbert: How plants colonized Hawai'i ​
(link below in “Resources”) ● Video about island formation (link found in “Engage” #4.) ● A class set of “Journey to Paradise” student worksheets Station Test objects (five of each): ● Small shells stuffed with sticky tack or silly putty to represent tree snails ● Plastic or rubber frogs or lizards that do not float ● Plastic or rubber spiders (small and light enough to balance on the floating log and be picked up by the wind of the fan) ● Blue or purple pieces to represent ʻŌhelo berries (a native related to blueberries) (make sure they do not float) ● Plastic or rubber snakes ● ʻŌhiʻa lehua seeds (basil seeds can represent these native plants) ● Mini marshmallows or light weight, white beads to represent Naupaka seeds Station One: ● Tray of water ● One of each test object Station Two: ● Tray of water ● Small log that can float in the water ● One of each test object Station Three: ● Small box or table fan ● One of each test object Station Four: ● Stuffed bird/bat (One that looks similar to the nēnē goose is ideal) ● One of each test object Station Five: ● Computer to view ​
Stickbert: How Plants Colonized Hawaiʻi.​
● One of each test object Preparation ● Set up each each exploration station with the materials described above. ● Prepare a class set of the “Journey to Paradise” worksheets​
. ● Preview and load the video about island formation. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 3 ●
Cut and laminate native species cards found at the end of this lesson. Resources Bishop Museum: ● Hawai‘i Biological Survey’s ​
Good Guys and Bad Guys​
cards: http://hbs.bishopmuseum.org/good­bad/list.html ● Video clip, ​
Stickbert: How plants colonized Hawai‘​
i​
​
: https://www.youtube.com/watch?v=9kqHZbTXcjk ENGAGE 1. Students gather around a large map of the world to discuss the following: ●
●
●
●
●
●
Where do we live? (Students identify the Hawaiian Islands on the map) Which is our island and what is it called? (Students identify it on the map) What is an island? (A small body of land surrounded on all sides by water) How many large, populated islands are part of our island chain? Look at the area around the Hawaiian Islands, what color is it? Would you describe the islands as close to or far away from other land masses on the map? Why? 2. Establish that Hawaiʻi is the most isolated​
​
island chain in the world. Students may need help understanding the word ​
isolated.​
Demonstrate this idea by asking one student to move away from the group and stand alone. This person would be considered isolated. It has been very challenging to reach the Hawaiian islands, they are effectively alone in the middle of the sea. 3. Use string to measure the distance to the nearest neighbors. Cut the lengths of string to make it easy to compare the distance between Hawaiʻi and the U.S.mainland with the distance between the islands of New Zealand and Australia. Invite the students to think about why it is so challenging to reach the Hawaiian islands. How long would it take? What would the problems be? 4. Students return to their seats and discuss with a partner in Think­Pair­Share: How were the islands formed? After students share ideas about the formation of our islands, view this ​
video​
about how our islands were created. Following the video, students will draw a colored picture of their Hawaiian island in their science notebooks. They will show the island after it first rose up from the sea floor. They will share drawings with a partner and discuss the following questions in a Think­Pair­Share​
: ●
●
●
●
●
What colors did you use for your island? What did you draw around your island? Did you draw plants and animals on your island? Why or why not? Were there plants and animals on the islands when the lava first cooled and rose up from the ocean floor? Remember that our islands are isolated (refer back to the map). How could plants and animals first arrive to the Hawaiian islands? What were some of the first plants and animals to arrive? For the latter question, take notes on the board or on a poster paper of students’ ideas. Save these notes to revisit later in the lesson. 5. Introduce the word dispersal​
​
as a way that plants and animals move from their birthplace to another place. Invite each student to add this new word to his/her science notebook. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 4 EXPLORE 1. Students move around the five discovery stations in small groups. At each station, students will test provided materials deciding if the object was capable of successful travel to Hawaiʻi without the help of humans and modern transport. It is important to model how to test the objects at each station and accurately record data before students begin circulating around to each station. ●
●
●
●
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Station One:​
Could it float? Station Two: ​
Could it float on a log? Station Three: ​
Could it fly to Hawaiʻi on the wind? (Students will want to place objects directly against the fan. Model how to hold the object about a foot away from the fan and let it drop.) Station Four: ​
Could it stick to a bird’s body? Station Five: ​
Could a bird/bat eat it? Will it be alive when it comes out? _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 5 Images courtesy of H. Blondin EXPLAIN 1. After the students have visited each station, bring the group back together to discuss the findings. Revisit the poster you created in the “Engage” portion of the lesson. Were students ideas about what arrived to the islands and how supported by this activity? 2. Explain that each of the items were able to travel to the islands by at least one of the five methods, and are examples of native​
​
species. The items that were not able to travel to the islands by any​
​
of _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 6 these methods came later with humans and modern transportation, these species are called introduced species. Some species were introduced by the early Hawaiians (e.g., kalo and dogs), while others came much later with other people (e.g., rabbits and petunias). 3. Find two containers. Label one, native​
​
and the other introduced. Hold up a test object and invite a student to place the object in one of the two containers. If they place the object in the native container, ask them to identify the way it arrived to the islands and the features that made this possible. For example, the spider was small and light and able to float on the log. Birds like to eat ʻōhelo berries and the seeds could still be alive after the bird ate it and passed it through its body. 4. As the class sorts the items, students make a T­chart in the science notebooks and record the results. Be sure to share the Hawaiian names and pictures of the native species the students identify. When finished sorting the tested items, use the ​
Good Guy and Bad Guy ​
website to add additional native and introduced species to each list. Students can record these names on the T­charts in the science notebooks. Please see the “Bishop Museum Resources” section for the website link to the ​
Good Guys and Bad Guys​
. EXTEND 1. Discuss with the way to remember native species arrived to the islands: ​
The Three W’s.​
Generate a simple symbol to represent each of the Three W’s: ​
Wings​
, ​
Waves​
and ​
Wind​
. Next to each native species recorded on the T­chart in the science notebooks, students draw the symbol to show how it most likely arrived to the Hawaiian Islands. Image courtesy of B. Kutsunai. 2. Use jump ropes or hula hoops to make three circles on the ground. Label one circle hydrosphere and draw the symbol your class generated for waves, label another biosphere and draw the symbol for wings, label the last one atmosphere and draw the symbol for wind. 3. Distribute native species cards to teams of students. Also distribute stuffed animals, pictures or index cards that represent introduced species such as an elephant, a cat, and a dog. By reading the information about the native species, and considering the properties of the non­native species, the _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 7 students place each card in the hoop to show how they believe it may have arrived to the Hawaiian islands. Since no humans were actually here, scientists have to look at properties and test their ideas. If students believe the species is introduced, they place it outside the hoops. 4. After, the students draw and label the three circles in their science notebooks and record the species inside each hoop. EVALUATE 1. Each student chooses one native species they learned about in the lesson to draw in his/her science notebook. After they have drawn the native species they respond to the following prompts in complete sentences: ●
●
How do you think this native species first arrived to the Hawaiian islands? Describe the method and name the sphere of the Earth that was involved.​
2. Describe the special features or properties of the species that allowed it to travel to the islands: ●
●
●
●
●
Was it the size? Was it the shape? Was it the weight? Was it the taste? Was it the ability to fly? BACK TO TOP ASSESSMENT OPTIONS Formative Assessment ● Students accurately sort the test objects into the categories of native and introduced. ● Students accurately draw symbols to show the method native species used to first arrive in the Hawaiian Islands. Summative Assessment ● Students identify how a native species was able to arrive to the Hawaiian Islands. Students identify and write about the features of native species that made this long journey possible. BACK TO TOP _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 8 CULTURE CONNECTION Lono and the Magical Land Beneath the Sea by Caren Loebel­Fried. Read the story, ​
Lono and the Magical Land Beneath the Sea, b
​y Caren Loebel­Fried. Discuss the Hawaiian belief about how important cultural crops arrived to the islands. How is this different from modern scientists’ beliefs about how native plants arrived on the islands? Add a third column to the T­chart in students’ science notebooks. Label it Polynesian Crops. Make a list of the important crops Lono discovers in the story. DIFFERENTIATION Emerging Learners ● The summative writing assessment will be challenging for students. Work in a small group to generate a word bank and sentence starters to support the writing process. Advanced Learners ● Students may research a plant or animal species they have seen or they know lives in the Hawaiian Islands. Students use the exploration process modeled in this lesson to draw conclusions about how that plant or animal may have arrived to the islands. Then, they work to categorize the species as native or introduced. ● Develop a discussion with students to address the following questions: How do we determine which plants and animals are considered “native” or “non­native when nothing was present on the islands when they first emerged from the sea floor? It would seem every living thing on our islands is non­native. What’s the difference between the ferns that arrived here early on and the pineapples that came to the island much later? English Language Learners ● Students may be unfamiliar with the names for all of the test objects. Review the names of the test objects before they begin data collection and ask them to draw pictures next to each object and/or write the name of the object in their native language. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 9 EXTENSIONS ●
Set­up the room to make space for students to throw paper at a target that represents the Hawaiian Islands, such as a few hula hoops. Make a place that represents California. Students write the name of a native species on a piece of paper and crumple it up into a ball. Then, with their eyes closed, they stand in California and try to throw the species to reach the Hawaiian Islands. ●
Discuss the simulation: ­
­
­
­
Why do we have to close our eyes? (Native species traveling to the Hawaiian Islands could not see the islands from the mainland.) Did most papers make it to the islands? (It was very difficult for native species to arrive to the islands.) What factors might help the papers, or the native plants and animals, make it to the islands? (Gusts of wind, storms, hitchin a ride on a bird or log.) What factors might cause the papers, or the native plants and animals, to not make it to the islands? (Lack of wind or currents, not enough food or fresh water, too heavy/light.) STANDARDS Next Generation Science Standards Crosscutting Concepts: ● Systems and System Models​
​
­ In grades 3­5, students understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They can also describe a system in terms of its components and their interactions. ● Scale, Proportion and Quantity​
​
­ In grades 3­5, students recognize natural objects and observable phenomena exist from the very small to the immensely large. They use standard units to measure and describe physical quantities such as weight, time, temperature, and volume. ● Cause and Effect ­​
​
In grades 3­5, students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause and effect relationship. ● Structure and Function ­​
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In grades 3­5, students learn different materials have different substructures, which can sometimes be observed; and substructures have shapes and parts that serve functions. Science and Engineering Practices: ● Ask questions ● Planning and carrying out investigations ● Constructing explanations ● Obtain, evaluate, and communicate information Disciplinary Core Idea: ● ESS2.A Earth Materials and Systems ­ Earth’s major systems are the geosphere (solid and molten rock, soil, and sediments), the hydrosphere (water and ice), the atmosphere (air), and the biosphere (living things, including humans). These systems interact in multiple ways to affect Earth’s surface materials and processes. Common Core ● Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Hawaii Content & Performance Standards III _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 10 Science: ● SC.3.1.1 Pose a question and develop a hypothesis based on observations. ● SC.3.1.2 Safely collect and analyze data to answer a question. ● SC.3.3.1 Describe how plants depend on animals. ● SC.3.4.1 Compare distinct structures of living things that help them to survive. ● SC.3.5.1 Describe the relationship between structure and function in organisms. Social Studies: ● S.S. 3.7.1 Use geographic representations (e.g., maps, globes, graphs, charts, models) to organize and analyze geographic information. General Learner Outcomes ● Self­Directed Learner ● Community Contributor ● Effective Communicator ● Complex Thinker BACK TO TOP ADDITIONAL RESOURCES ●
The book ​
By Wind, By Wave ​
by David L. Eyre. REFERENCES Descloitres, J. [Photographer]. (2003). ​
Satellite view of Hawaii Archipelago [​
Photograph], Retrieved March 24, 2015, from: http://en.wikipedia.org/wiki/Hawaiian_Islands#/media/File:Hawaje­NoRedLine.jpg Eyre, D. (2000). By wind, by wave: An introduction to Hawaiʻi's natural history. Honolulu, Hawaiʻi: Bess Press​
. Fried, C. (2006). ​
Lono and the magical land beneath the sea.​
Honolulu, HI: Kamahoi Press. Grigg, R. (2012). ​
In the beginning: Archipelago : The origin and discovery of the Hawaiian Islands​
. Waipahu, Hawaiʻi: Island Heritage. Hawaiian crow​
[Photograph]. (2005). Retrieved April 13, 2015, from: http://en.wikipedia.org/wiki/Hawaiian_crow#/media/File:Corvus_hawaiiensis_FWS.jpg Lincoln, N. (2009). ​
Amy Greenwell Garden ethnobotanical guide to native Hawaiian plants & Polynesian­introduced plants​
. Honolulu, Hawaiʻi: Bishop Museum Press. Navez, B. [Photographer]. (2008). ​
Scaevola taccada ​
[Photograph], Retrieved June 22, 2015, from: https://commons.wikimedia.org/wiki/File:Scaevola_taccada_flowers.JPG Troller, J. (Photographer). (2010). ​
Hawaiian Monk Seal ​
[Photograph], Retrieved May 29, 2015, from: http://oceantroller.com/ Zaun, B. (Photographer). (2005). ​
Kilauea Point National Wildlife Refuge, Hawaii USA. [​
Photograph] Retrieved April 13, 2015 from: _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 11 http://commons.wikimedia.org/wiki/File:Branta_sandvicensis_­Kilauea_Point_National_Wildlife_Refug
e,_Hawaii,_USA­8.jpg BACK TO TOP _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 12 Name: __________________________________ Date: ________________ Journey to Paradise Test each object listed according to the question provided. Fill in Y or N next to each object. Station 1: Could it float? Station 2: Could it float on log? Station 3: Fly on the wind? Station 4: Stick Station 5: Bird to bird’s body? eats it and it survives? snake frog spider ʻōhiʻa lehua seeds naupaka seed blueberry snail List the objects that had a Y in one or more of the columns. These represent ​
native​
species that could have arrived to Hawaiʻi without the help of humans: ___________________________________________________________________________________ List the objects that had a N in ​
all​
of the columns. These represent ​
introduced​
species that did not arrive to the islands before humans: ___________________________________________________________________________________ _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 13 Teacher Resource: Native Species Cards Cut and laminate in preparation for this lesson Image courtesy of W. Mull. Image courtesy of W. Mull. Oʻahu tree snail Pūpū Kani Oe Very few species of the Hawaiian tree snails are alive today. They were eaten by a another snail that was introduced to get rid of a pest snail and rats. Native Hawaiian tree snails do no damage to the rainforest plants they live on. They eat fungus from the surface of leaves. Happy Face Spider Nananana Makakiʻi This spider is normally shy. It lives on the undersides of leaves in rainforests, mainly on the Big Island. It hunts at night and feeds on small insects. The “happy face” we see on its body has dozens of different patterns. It is thought that the happy face may keep the spider from being eaten by birds. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 14 Image courtesy of W. Cagne. Laysan duck The Laysan duck used to be found on all the islands, but now it is only found on Laysan Island in the Northwestern Hawaiian Islands. It feeds on small insects, seeds, and aquatic plants. It runs full speed through swarms of flies with its mouth wide open and its neck forward to feed. Image courtesy of R. England and D. Preston. Freshwater shrimp ‘Ōpae This native shrimp was once a major food source of the Hawaiians. Because of its ability to scurry up wet cliffs, it can climb the tallest waterfalls and is found in the highest streams in Hawaiʻi. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 15 Image courtesy of W. Mull. Image courtesy of W. Mull. Hawaiian cave tree cricket Flightless cranefly This picture is not upside down! This This fly is one of about a dozen flies in cave cricket spends its life on the Hawaiʻi that does not have wings. They ceilings of Hawaiian lava tubes. If it are very rare and live on old leaves in was ever on the floor of the lava tube, it the rainforests and in high elevation would be quick and easy prey for cave bogs. The flightless cranefly pictured hunting spiders. Cave tree crickets here is only found on the windswept feed on roots that dangle from the cave tops of the highest mountains in the ceiling. Ko​
ʻ​
olau range on O​
ʻ​
ahu. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 16 Image courtesy of C. Imada. Image courtesy of C. Imada. Trematolobelia ‘Ōhiʻa lehua Koliʻi This tree is found throughout the This plant has a special "shaker" fruit islands. It can be a tall tree or a small plant. In the Alaka​
ʻ​
i swamp on Kaua​
ʻ​
i that permits seeds to be released on dry some plants are only 6 inches tall! The days and protected on rainy ones. It is found in wet conditions on windswept flowers come in many colors, from red to yellow. The flowers, seed pods, and cliffs and ridges. It has a very colorful flower. leaves are used to make leis. The seeds are very tiny and could be described as dusty. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 17 Image courtesy of B. Kutsuani. Image courtesy of P. Mull. ʻ​
Ōhelo​
berry Kauaʻi cave wolf spider ʻ​
Ōhelo berry pie is something you can The Kauaʻi cave wolf spider was only get in Hawai​
ʻ​
i! This plant is found discovered in 1971 and is special on most of the main Hawaiian islands because it does not have any eyes. It is and is one of the first plants to grow on a predator and detects its prey by smell. lava flows. When hiking in the hot, dry It has special hairs to help it smell. It is Kaʻū desert, it is a delight to come threatened by habitat loss due to across these plants full of ripe berries development. Efforts are underway to for a snack. It is related to the blueberry conserve the caves in which it lives. and the cranberry. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 18 Image courtesy of C. Imada. Image courtesy of Wilson and Evans. Hawaiian Honeycreeper Mamo This extinct Big Island honeycreeper was once common throughout the islands. Extinction was most likely caused by mosquitoes who arrived to the islands carrying avian malaria. Before this time, it was trapped by native Hawaiians for its bright yellow feathers. These were used in the famous feather cloaks worn by the ali​
ʻ​
i (Hawaiian royalty). Marsilea villosa ʻ​
Ihiʻihi This four­leaf clover look­alike is actually a fern. It produces spores and likes to be flooded. Only a handful of plants remain on Niʻihau, Oʻahu, and Molokaʻi because of habitat loss due to development, off­road vehicle damage, trampling by humans and cattle, competition with weedy species, and fire. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 19 Image courtesy of C. Imada. Image courtesy of B. Zaun. Silversword Hawaiian goose ‘Āhinahina Nēnē This plant takes 15­50 years before it The nēnē goose is the state bird of makes its beautiful flowers. If pollinated Hawaiʻi. Although the nēnē goose is by native insects, each plant can flightless, some scientists believe it is produce thousands of tiny seeds. After related to the Canadian goose. The making flowers and seeds, the plant nēnē goose is an herbivore. It lives in dies. Its silvery color reflects sunlight grasslands, shrublands, along the coast and it stores water in its leaves. It lives or on lava flows. in windy, mountainous deserts like the slopes of Haleakalā, Mauna Kea or Mauna Loa. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 20 Image courtesy of US Fish and Wildlife Service. Hawaiian crow ‘Alalā The crow likes to live in lowland forests. These are forests that have lots of trees and are thick with many green plants. The ‘Ō​
‘​
hia lehua are important trees in this habitat. ​
The crow is an omnivore. It likes to feed on fruits, especially those of the ʻieʻie vine found on ​
‘Ō​
‘​
hia lehua​
, but if these are not available it will eat eggs, invertebrates, insects found under the bark of trees or nectar from flowers. Image courtesy of B. Gagne. Blackburnʻs sphinx moth Blackburn's sphinx moth is Hawai​
ʻ​
iʻs largest native insect with a wingspan of up to 12cm. The horned caterpillars of the moth feed on the leaves, stems, flowers and buds of the native ​
ʻ​
aiea trees. Although they are also found on nonnative plants such as tree tobacco, commercial tobacco, and tomato plants. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 21 Image courtesy of J. Troller. Image courtesy of B. Navez. Naupaka The waxy, white berries of the beach naupaka ​
floated throughout the Pacific, spreading this hardy plant to many tropical areas. This bright shrub makes a flower that looks as if it was cut in half. It lives along the coast and is able to root in the sand. Hawaiian monk seal ʻĪlio holo i ka uaua Monk seals are the only endemic land mammals besides the Hawaiian bats. They were once common throughout the Hawaiian Islands; today they are endangered. They live on sandy beaches with shallow, protected reefs and are generally found today on the Northwest Hawaiian Islands. _______________________________________________________________________________________________________________________________ © Bishop Museum, 2015. 22