Happy Easter Fellow MACIMISERS!

Dear Fellow MACIMISERS,

I would like to wish all of you a Happy Easter! Cherish the special time you have with your family and friends, while trying to balance your Project MACIMISE research paper in between, along with your other duties. It is challenging, but with much perseverance, we can do it! Remember that our ultimate goal is to impact our students' mathematics skills. Good luck!

All the best,
Si Matilda

Image source: www.slowtrav.com

Today's Session: Additional Time for Research Paper

Today's session was set aside to allow us to further work on our research paper, and I am grateful for the opportunity that was afforded. After having done much research and interviews on coconut weaving, I now must remain focused on my topic, Using Coconut Weaving in Guam Classrooms to Improve the Mathematics Skills of Local Students. There is so much information, but ensuring that the mathematics focus is truly maintained is critical. I have edited my paper, but I am not comfortable yet in resubmitting it for review. When I feel that it is worthy, then I will submit it to Don. I wish all of my fellow MACIMISERS the very best in finalizing their research paper!

All the best,
Si Matilda

Resource Lent by Chamorro Teacher Sinora Antonia Salas

As part of my interview process, I was fortunate enough to interview Sinora Antonia Salas, Chamorro teacher, who shared with me a wonderful coconut leaf weaving resource titled, "The Guide to Basket Weaving, Creative Weaving with Coconut Palms" written by Robert Morrison and Auntie Healani.


The following are snapshots taken from the resource detailing steps for weaving a fruit basket, which requires various mathematics steps that must be followed in detail. You'll notice various mathematical wording in each of the steps, including the following: one side, 16 leaves, same width, 40 inches long, each end, midrib thin enough, even circle, one hand, first leaf, spaced evenly, circle is tied, making a circle, two notches, let the circle go, cut two more notches, on the opposite side, with the first cut, repeat cuts on the other end, bend the frond into a circle, lining up the notches, tie the circle, at each end, one end of the string, one direction, wrap the other end, other notches, in the opposite direction, tie three knots, hold the circle, leaflets facing down, direction the leaves are pointing, under the first leaf, over and under the next six leaves, in the direction the leaves are pointing, around the circle, turn the bowl upside down, tighten and even the basket, pull each leaf down, turn the bowl right side up, through the center, turning the bowl upside down, holding all the leaves upward, take out one leaf in front, count seven leaves, bring it across the leaves on the opposite side of the circle, inserting it under the seventh leaf, first leaf behind the leaf, bring it across the circle through the sixth leaf, finish the bottom circle, grasp one leaf, working in the direction that the leaves overlap at the center of the bowl, adjusts the star pattern at the bottom, star leaves tend to bend in the opposite direction, turn the bowl upright, working from the inside and outside, hold a finger at the intersection of leaves and push upward on the star leaf from the bottom, pull on the opposite leaves, a little at a time, bottom is flat with the circle, and weave the ends of the leaves & plait them outside the bowl.


FRUIT BASKET STEPS:


Step 1: Select a section on the one side of the frond with 16 leaves that are the same width and at least 40 inches long. Take a leaf off each end, and shave the midrib thin enough to make an even circle when it's bent.

Step 2: Hold the leaves in one hand, with the midrib facing down.

Step 3: Cut where the first leaf was pulled off, so that leaves will be spaced evenly when a circle is tied.

Step 4: Making a circle, cut two notches on the midrib, and let the circle go. Hold the leaf with the midrib facing you, and cut two more notches on the opposite side, even with the first cut. Repeat the same cuts on the other end.

Step 5: Bend the frond into a circle, lining up the notches. Tie the circle with strong, leaving plenty of string at each end. Wrap one end of the string around the midrib and notches, going in one direction. Then wrap the other end of the string around the midrib and the other notches, in the opposite direction. Tie three knots and cut off the excess string.

Step 6: Hold the circle with the leaflets rib facing down. You will be working in the direction the leaves are pointing. Starting with any leaf, weave under the first leaf, then over and under the next six leaves. Continue working in the direction the leaves are pointing, finishing the rest of the leaves around the circle.

Step 7: Turn the bowl upside down, with the leaves going down. To tighten and even the basket, start with any leaf and pull it tightly at the midrib. Continue to pull each leaf down snug. This process should be repeated until the weaving is evenly tightened.

Step 8: Turn the bowl right side up. Looking through the center of the bowl, push all the leaves through the bottom.

Step 9: Start by turning the bowl upside down and holding all leaves upward. Take out one leaf, starting with the leaf in front, and count seven leaves in the direction they are leaning. Start with the leaf hanging out and bring it across the leaves on the opposite side of the circle, inserting it under the seventh leaf.

Step 10: Start with the first leaf behind the leaf you just inserted, and bring it across the cirlce through the sixth leaf.

Step 11: In that fashion, finish the bottom circle. Grasp one leaf and the opposite side leaf, then pull away from the bowl. Keep going with the same process, working in the direction that the leaves overlap at the center of the bowl.

Step 12: This step adjusts the star pattern at the bottom of the bowl. Star leaves tend to bend in the opposite direction than they should be going. Turn the bowl upright. Working from the inside and outside, hold a finger at the intersection of leaves and push upward on the star leaf from the bottom. Turn the bowl over. Working as before, pull on the opposite leaves to tighten a little at a time. Finish tightening until the bottom is flat with the circle.

Final step: Optional: Cut the tips of the leaves. To finish the bowl, weave the ends of the leaves and plait them outside the bowl. Cut off excess leaf ends.

Completed fruit basket!

Reference:

Morrison, R. & Healani, A. (2000). The Guide to Basket Weaving, Creative Weaving with Coconut Palms. 'Aiea, HI: Island Heritage Publishing.

Salas, A. Personal INTERVIEW. 26 March 2010.

Snapshots from my research

As part of my research, I've included snapshots on the indigenous use of coconut weaving, which requires much mathematical skills, and of which was used daily in Guam's past and is used only by a few Chamorros today. Enjoy the following images:

Pictured above: Chamorros showcase their coconut leaf baskets.

Source: Palms Press (1988)

Pictured above: Dignitaries are wearing coconut leaf hats.

Source: Palms Press (1988)

Pictured above: Temporary housing - Following liberation, the Military Government built temporary homes in Talofofo, Yona, Sinajana, Barrigada, Dededo, Toto, Agat, and Santa Rita. Top two photos are of the wood and thatched-roof homes built away from the refugee camps. Below the two photos: The temporary village of Agat.

Source: Sanchez (1988)

Pictured above: Late 1944: Homes had thatched roofs and wooden sidings. Late 1946: By 1946, tarpaulin had replaced thatched roofs. Late 1950: By 1950 corrugated tins had taken the place of thatched roofs and tarpaulin as Guamanians improved their homes.

Source: Sanchez (1988)

Pictured above: The construction of most houses was inexpensive, cool and easily replaceable after a typhoon.

Source: Farrell (1981)

Pictured above: Houses built from bamboo and coconut leaf were erected on stilts for ventilation.

Source: Farrell (1981)

Pictured above: Thatched roof houses with open bamboo walls housed large Guamanian families. Cooking was done outside, under a thatched canopy attached to the house.

Source: Farrell (1981)

Pictured above: A typical Guamanian village of the early 1900s showing the supporting pedestal and the thatched roof.

c)

Pictured above: A roof raising was a village affair. The women would weave the leaves and prepare the fiesta food for the men to eat after they finished lashing the woven coconut leaves onto the woven frame.

Source: Farrell (1981)

References:

Farrell, D. (1981). The Pictorial History of Guam, Guam: 1898-1918. Tamuning, GU: Micronesian Productions.

Sanchez, P. (1988). Guahan GUAM: The History of Our Island. Agana, GU: Sanchez Publishing House.

The Palms Press. Hafa Adai Guam, 1988-1989, A VISIT TO THE VILLAGES

TINIFOK HAGON NIYOK (Coconut Leaf Weaving)

Pictured above: TINIFOK HAGON NIYOK (Coconut Leaf Weaving) by Antonia Castro

Hafa Adai! As part of my research, I came across a beautiful poster of the various coconut weaving crafts/articles that have been introduced to students in the Guam Department of Education for numerous years in Chamorro classes and in celebration of Chamorro Week, which later became what we now know as Chamorro Month. The weaver of the crafts showcased is Antonia Castro, who retired from the Chamorro Studies Division of GDOE. The following is a list of the coconut leaf crafts:

Aniyu

Apåcha’

Bålas

Bandeha

Bibek

Che’op

Estreyas

Estreyas

Guagua’

Gue’ha

Guihan Dikike’

Haggan

Hagon Flores

Henton Ulu

Higai

Hugeten Månglo’

Kadena

Kanåstra

Katupat

Katupat Diamånte

Kulepbla

Kurona

Paluman Dikike’

Piña

Plåtu

Putseras

Rusåt

Saligåo

Tason

Tuhong

Uhang

Because my mother is a weaver, I was fortunate enough to learn how to weave the following: henton ulu, gue'ha, rusåt, and putseras. I'm still learning, and I'm appreciative of the experience, as it is an indigenous cultural art that needs an awakening, especially for use in classroom instruction with special attention to the subject of mathematics. Project MACIMISE has empowered us to do much research and seek the traditional/indigenous ways of learning mathematics. It is a valuable project that has enlightened me and the various indigenous & local experts I've interviewed. It is my hope that I will be selected for Phase 2 of the project, so that I can contribute even more to this valuable project.

Interviews with Dr. Larry Cunningham and Master Weaver Phillip Sablan

Pictured above: Ancient Chamorro Society written by Dr. Lawrence "Larry" Cunningham



Pictured above: KAHA Certificate awarded to Master Weaver Phillip Sablan



Buenas! I'm still working on my research draft, and most recently I interviewed Dr. Larry Cunningham, the author of various Guam resources I'll be using in my research; and Master Weaver Phillip Sablan. Dr. Cunningham was the one who actually suggested that I interview Sablan, who was also one of his former students. I had interviewed a number of insightful weavers, so to add Sablan to the list was another resource that will prove to be resourceful!

Here are a couple of excerpts from my interviews:

Dr. Larry Cunningham: "Coconut weaving is effective in teaching mathematics, because it addresses the number one problem with mathematics instruction. Mathematics should be taught with practical applications, then students understand why they need to learn mathematics. The students can see practical necessity for mathematics."

"You start by counting over and locking the leaflets on the thick end of the half coconut frond. Then you skip a leaflet and weaver over, under, etc., then tying off the end, and finally taking the two halves and tying them together," Cunningham said.

Master Weaver Phillip Sablan: "Our (Chamorro) culture needs to evolve. It needs to survive. Coconut weaving can perpetuate our culture."

References:

Cunningham, L. Personal INTERVIEW. 22 March 2010.

Sablan, P. Personal INTERVIEW. 24 March 2010.

Additional Interviews

Image source: Huråo, Inc.

Hafa Adai! Although I'm on step three of the writing process, I still wanted to add additional indigenous information. As such, I'm pleased to report that today I was able to interview two additonal Chamorro culture educators during the GCC Open Campus Day. These educators include Amon Guerrero, 62 years old, Chamorro teacher for over 25 years from Chalan Pago; and Ann Marie Arceo, 42 years old, Founder of Huråo Academy, residing in Hagat. Arceo has been teaching the Chamorro language and culture for 20 years. It should be noted that Huråo Academy is "one, if not the first Chamoru Immersion School that focuses on the teaching of Chamorro language and Self-identity on Guam. Huråo was founded in June 2005 as a non-profit organization" (Huråo Guahan, 2010).

Here's one quote that I found inspirational from Arceo, "Learn it (coconut weaving) as an art and way of living. Pass it on to our children. If all else fails, it can be our way of life." She said that coconut weaving also involves many math skills, such as "addition, subtraction, division, multiplication."

Guerrero shared the same sentiments. He said that when he teaches his students to coconut weave, they follow a pattern, and they use an even amount of leaves. He added that, "Coconut weaving is important to our culture. It will save our culture. It can provide us shelter, food, clothing."

Research Revised

The writing process is essential when writing a research paper, and it too, involves mathematics, as there are five steps that we must go through as part of this process, which include the following:

(1) Prewriting
(2) Drafting
(3) Revising
(4) Proofreading
(5) Publishing

I'm on step 3 of the writing process, as I will have to go back and make additional changes, as suggested by Don. I will delete the abstract I originally included. I will also delete all the ESL verbiage, as I initially personalized it with my ELLs in mind. I will also rearrange the references according to the following:

REFERENCES - Print and online sources
INTERVIEWS - Personal interviews

As a result of my draft, the new title of my research paper will be, Using Coconut Weaving in Guam Classrooms to Improve the Mathematics Skills of Local Students.

Here's the diamond in the rough paragraph that Don was glad to see in my draft:

"According to Cruz (2010), coconut weaving involves addition, subtraction, and division. He said that when you make a certain basket, in order to close the bottom you would have to divide the coconut leaves. He further said that pandanus baskets always need to have an even number of leaves to split and that odd numbers would not allow you to complete your ideal basket. He said that there is a pattern that must be followed in weaving. For example, for certain types of coconut baskets, 12, 16, 20 leaves are needed, but they will all be different sizes. This is also the same case for fans, which follow an "over and under" pattern throughout the course of creating the art piece (Naputi, 2010).

Don further mentioned that if I can expand the aforementioned paragraph into a set of clear, careful descriptions of coconut- and pandanus-leaf weaving, showing how these mathematical operations are involved, I will have a first-rate research paper.

Thanks, Don! It is my goal to do just that, to have a "first-rate research paper!" Good luck my fellow MACIMISERS, and may all of us reach that same goal, because ultimately it will impact our students!

Research Draft Submitted and References

I just submitted my VERY ROUGH DRAFT to Don, so that I may get immediate feedback from him on whether I'm moving in the right direction. If not, I will edit my paper accordingly. Considering that I am an ESL teacher, I titled my research paper, Toward the Development of a Mathematics Curriculum Using Coconut Weaving to Increase the Mathematics Schema and Skills of English Language Learners in Guam.

I've included my references for my research paper below, and if they may be of use to you, then that's great. In particular, these resources may be more relevant for my fellow Guam MACIMISERS, since the focus of the references pertain to the island of Guam. I wish you all the best of luck in your research!

REFERENCES

Anderson, R. C. (2004). Role of the reader’s schema in comprehension, learning, and memory. In R. B. Ruddell, & N. J. Unrau (Eds.), Theoretical models and processes of reading (5th ed.) (pp. 594-606). Newark, DE: International Reading Association.

Anderson, T.J. (2010). Weaving, Retrieved March 9, 2010 from http://guampedia.com/weaving

Bamba, J. Personal INTERVIEW. 14 March 2010.

Bransford, J. D. (2004). Schema activation and schema acquisition: Comments on
Richard C. Anderson’s remarks. In R. B. Ruddell, & N. J. Unrau (Eds.),
Theoretical models and processes of reading (5th ed.) (pp. 607-619). Newark,
DE: International Reading Association, Inc.

Carrell, P.L., Devine, J. and Eskey, D.E. (1988). Interactive Approaches to Second Language Reading. Cambridge: CUP.

Carrell, P. & Eisterhold, J. (1988). Schema theory and ESL reading pedagogy. In P. Carrell, J. Devine, & D. Eskey (Eds.), Interactive Approaches to Second Language Reading (pp. 73-92). Cambridge: Cambridge University Press.

Cruz, J.A. Personal INTERVIEW. 12 March 2010.

Cruz, J.Q. Personal INTERVIEW. 12 March 2010.

Cunningham, L. (1992). Ancient Chamorro Society. Honolulu, HI: Bess Press.

Cunningham, L. (2001). Guam, A Natural History. Honolulu, HI: Bess Presss.

Cunningham, L and Beaty, J. (2001). Guam, A Natural History. Honolulu, HI: The Bess Press.

Cunningham, L., Beaty, J. and Perez, R. (2001). A History of Guam. Honolulu, HI: Bess Press.

Dunford, B. and Ridgell, R. (2006). Pacific Neighbors, The Islands of Micronesia, Melanesia, and Polynesia. Hawaii: Bess Press.

Farrell, D. (1981). The Pictorial History of Guam, Guam: 1898-1918. Tamuning, GU: Micronesian Productions.

Farrell, D. (1986). The Pictorial History of Guam, THE AMERICANIZATION 1898-1918. Tamuning, GU: Micronesian Productions.

Farrell, D. (1991). The Pictorial History of Guam, THE SACRIFICE 1919-1943. San Jose, TINIAN: Micronesian Productions.

Grabe, W. (1988). Reassessing the Term Interactive. In Carrel, P.L., Devine, J. and Eskey, D.E. (1988). Interactive Approaches to Second Language Reading. Cambridge: CUP.

Guamology.org. http://www.guamology.org/

Guampedia. http://www.guampedia.com/

Guam Public School System Annual State of Public Education Report, School Year 2007-2008, October 30, 2008.

Guam Public School System Annual State of Public Education Report, School Year 2006-2007, October 30, 2007.

Guam Visitors Bureau (2010). Our Culture. Retrieved March 15, 2010 from http://www.visitguam.org/Runtime/Culture.aspx

Laguana, R. Personal INTERVIEW. 15 March 2010.

Lloyd, C.V. (1996). How teachers teach reading comprehension: an examination of four categories of reading comprehension instruction. Reading Research and Instruction, 35: 170-84.

Naputi, J.S. Personal INTERVIEW. 6 February 2010.

Naputi, J.S. Personal INTERVIEW. 23 February 2010.

Naputi, J. N. Personal INTERVIEW. 23 February 2010.

Ohler, J. (2006). The World of Digital Storytelling. Educational Leadership, 63 (4): 44-47.

Oliver, D. (1989). The Pacific Islands. Honolulu, HI: University of Hawaii Press.

Paulino, F. (2010). Weaving. Retrieved march 9, 2010 from http://www.pacificworlds.com/guam/stories/story3.cfm

Political Status Education Coordinating Commission (1993). Hale’-ta, Hestorian Taotao Tano’, HISTORY OF THE CHAMORRO PEOPLE. Agana, GU.

Political Status Education Coordinating Commission (1994). Hale’-ta, I MA GOBETNA-ÑA GUAM, Governing Guam: Before and After the Wars. Agana, GU.

Ridgell, R. PACIFIC NATIONS AND TERRITORIES, The Islands of Micronesia, Melanesia, and Polynesia. Honolulu, HI: Bess Press.

Sanchez, P. (1988). Guahan GUAM: The History of Our Island. Agana, GU: Sanchez Publishing House.

The Culture of Guam. Retrieved March 12, 2010 from http://ns.gov.gu/culture.html

The Palms Press. Hafa Adai Guam, USA 1988-1989, A VISIT TO THE VILLAGES.

Zabel, M.K. (1991). Storytelling, Myths, and Folk Tales: Strategies for Multicultural Inclusion. Preventing School Failure, 36 (1), 32-34.

Image source: http://www.bilingualeducation.org/

Research Interviews and Master Weaver Tan Elena's Contribution

As part of my research, I was fortunate enough to interview my mother, Julia Santos Naputi, who as you know is a weaver and has taken the time to teach me the steps of weaving simple crafts that students in grades 1, 4, and 7 will enjoy, as part of their mathematics instruction. See my previous posting regarding my interview with her. My father, Joaquin Nangauta Naputi, also contributed to the interview, as he recalled how my grandfather, Juan Acfalle Naputi, whom we fondly called "Tata" would often weave his own baskets for farming purposes (i.e. hold coconuts, fruits, etc.). He also mentioned that my grandmother, Maria Nangauta Naputi, whom we fondly called "Nana" would also weave mats for the house, but that she would also sell them.

In addition, I've been able to interview Jose Atoigue Cruz, Jr. and James C. Bamba, who have both been weaving for 15 years. They contributed their weaving photos, and there is also a weaving video of the katupat that Bamba shared, which I wrote about in a previous blog post. For further insight, I interviewed Dr. Jose Quinene Cruz, who grew up with weaving surrounding him, as well as Ronald T. Laguana, Administrator of the Guam Department of Education Chamorro Studies Division. A special interview of Tan Floren Meno Paulino was also obtained online via pacificworlds.com.

In particular, Jose Atoigue Cruz, Jr. shared with me that he learned his weaving from Guam's best, Tan Elena Cruz Benavente. He mentioned that Tan Elena was honored by the Guam Council on the Arts and Humanities Agency as a Master Weaver of the Agak (Pandanus). As such, pictured in this post is Tan Elena featured as a Pandanus Master Weaver. She has since passed away, but I'm sure she is smiling from heaven above knowing that she has passed on the Chamorro artistry of weaving to her family, who will hopefully continue to pass it down for generations to come.


References:

Bamba, J. Personal INTERVIEW. 14 March 2010.

Cruz, J.A. Personal INTERVIEW. 12 March 2010.

Cruz, J.Q. Personal INTERVIEW. 12 March 2010.

Laguana, R. Personal INTERVIEW. 15 March 2010.

Naputi, J. S. Personal INTERVIEW. 23 February 2010.

Naputi, J. N. Personal INTERVIEW. 23 February 2010.

Paulino, F. (2010). Weaving. Retrieved March 9, 2010 from http://www.pacificworlds.com/guam/stories/story3.cfm

The Culture of Guam. Retrieved March 12 , 2010 from http://ns.gov.gu/culture.html

A Night of Technical Glitches, Yet We Persevered with Teamwork!

Buenas! Let me begin by saying, "I'm glad Rosa and I survived the night!" Tonight we experienced technical glitches, whether we were on the wireless or patch cable connection. We met in our usual room in the Micronesia Language Institute (MLI), however, we had to switch to Rosa's other MLI office, since the Internet was giving us problems. We were able to connect to the e-mail but not to the Elluminate room. Thus, our Internet connection was not strong. As a result of this, Rosa left voice messages for both Don and Joe regarding our technical glitches. Moreover, we went to Plan B and drove to the School of Education Literacy Lab to access the Internet there. While there, we were able to log on to one of the laptops, so Rosa and I shared the room and audio there. Then that laptop lost its connection, and we resorted to an older HP laptop, which had great audio, yet did not have a working microphone. Nevertheless, we were able to participate in part of tonight's session, and we kept pushing forward no matter the glitches that occured. It was obvious that UOG's Internet connection was not stable, and as a result it affected our participation. It should be noted that there are different Internet hot spots on campus.

Rosa and I had a terrible headache, but because we make such a great team, we never gave up! We have gone through technical glitches here and there along our Project MACIMISE journey, but we've always remained diligent in completing our tasks. Thank goodness for teamwork!

In any event, we were asked to blog about the asking-answering-listening process and to describe our reaction to the process. Thus, let me describe my experience pertaining to this. When Rosa and I were able to log on, questions were posed to Cal regarding his research on medicine. Lorraine and Marie asked good questions, and as a result Cal will go back and ask his resources a few more questions.

Marie and Lorraine also spoke about recipes, and there was an inquiry about a recipe book. This conversation led to additional thoughts on food, so the exchange was deep reflective amongst them.

I then spoke about my research on the Chamorro artistry of coconut weaving, including the research I've done, interviews I've conducted, videos that are available, hands-on demonstrations, field work, relevant information pertaining to grades 1, 4 & 7, the different uses of a coconut, and my blog postings pertaining to my research. Thereafter, I was questioned by Marie and Lorraine regarding my research, including the type of weaving I will focus on, the color of leaves that may be used in our culture, and whether I had a digital camera. I mentioned that I had a digital camera, and Lorraine and I will probably share the different pictures we'll be taking, especially during the Easter season.

Overall, this experience was a resourceful one. It reminds me of the Literature Circle, although it only allows for three roles - One who asks, one who answers, and one who listens. Each member had her/his role, and we were tasked to fulfill it in a collaborative process, and then we switched roles, as part of the process.

This process allowed us to learn from each other and undoubtedly empowered us to share our experience, research, thoughts, etc. Despite the technical glitches that Rosa and I experienced, I am grateful for the collaborative session we had tonight. Thank you for the wonderful experience! UN DANGKULO NA SI YU'OS MA'ASE'!

-Si Matilda

Image source: ucdavis.edu, wordpress.com

URLs of Interest for Coconut Weaving

As you may know by now, my research paper will focus on the Chamorro artistry of coconut weaving. As part of my ongoing research, I've also tapped on the experts at the University of Guam's Micronesian Area Research Center (MARC). In particular, Monique Carriveau Storie shared with me some URLs that I found resourceful for my research paper. Click on any of the URLs below to gain meaning and insight on Guam's art of coconut weaving:

James Bamba Coconut Weaving Demonstration

http://www.youtube.com/watch?v=H1-LDa-U5Rw

Woven Baskets And Their Uses

victorian.fortunecity.com/portfolio/487/baskets/index.html

Weaving Stories

http://www.pacificworlds.com/guam/stories/story3.cfm

Source: Storie, Monique C.

The Uses of the Coconut Tree

As I further engaged in my research on the Chamorro artistry of weaving, I came across an interesting listing on the uses of the coconut tree. This provides evidence that virtually every part of the coconut tree can be maximized for various uses in our culture. In addition, there are many mathematics lessons (i.e. counting by ones, patterns, amount of leaves required for the craft, time necessary to create the craft, etc.) that can be developed, as the students can be taught the weaving of creating a variety of crafts from coconut leaves. Enjoy!

Click on the image above to get a
better view on the uses of a coconut tree.

Reference:

Dunford, B. and Ridgell, R. (2006). Pacific Neighbors, The Islands of Micronesia, Melanesia, and Polynesia. Hawaii: Bess Press.