School: Waiʻanae Elementary School
Grade Level: Grades 5-6
Teacher: Donna Soriano
Driving Question: How will we as digital natives further cultivate our technical skills with new frameworks and perspectives that consider our local and indigenous context to deepen connections and strengthen our Wai’anae community?
What did the students DO?
Rooted in the guiding question of strengthening community through culturally relevant and innovative technology, this group of digital natives has thrived in exploring media production, engineering, 3D design, and community outreach. From launching weekly Seahorse Stories broadcasts to presenting their wildfire mitigation project at the State Capitol, these haumāna have deepened their technical skills while staying grounded in place-based learning and cultural responsibility. With activities that span the beach, the lab, and the legislature, this PALS group is setting the bar for how indigenous perspectives can shape STEM for local impact.
- Launching “Seahorse Stories” Weekly News Broadcast: Students developed and released Seahorse Stories, a multimedia school news segment shared weekly on the school’s website. Segments included weather forecasts, Hawaiian and Pidgin words of the day, school history, student interviews, and sign language lessons. This initiative fostered school spirit, inclusivity, and cultural awareness.
- Producing Original YouTube Content: The group created and published multiple Waianae Wednesday News episodes. These productions demonstrated media literacy and gave students an authentic platform to amplify their voices.
- Huakaʻi with Nā Kama Kai at Pōkaʻī Bay: Students participated in a beachside ocean safety and cultural workshop hosted by Nā Kama Kai. Activities included canoe paddling, surfing, lifeguard interaction, and moʻolelo sharing — reconnecting them to kai (ocean) and kuleana.
- 3D Hale Construction and Digital Design: In the lab, students explored 3D modeling and indigenous architecture by building a hale (traditional house) with popsicle sticks, blending digital and hands-on skills to connect with sustainable design.
- STEM Innovation for Wildfire Mitigation: Motivated by concern for local wildfires, the group developed a project focused on fire mitigation. Their innovative work earned recognition as a state finalist in the Samsung Solve for Tomorrow STEM competition.
- Presentation at the State Capitol: As competition finalists, students were invited to present at the State Capitol. They showcased their project, highlighting community-centered solutions, and were awarded $2,000 for their efforts.
- Reopening of School Incentive Store: The group restocked and managed the school’s incentive store, crafting resin keychains, candles, and 3D printed items. They designed pricing systems, display setups, and donation drives to serve their peers with care and creativity.
- Growth Through Public Speaking and Outreach: Haumāna strengthened their communication skills by presenting their STEM project to diverse audiences, from DOE educators to legislators. Their presentations reflected passion for local solutions rooted in culture and left a lasting impression statewide.
This group of digital natives has proven that technology and tradition are not mutually exclusive — rather, they strengthen one another when rooted in purpose. Through media, engineering, and cultural exploration, students not only elevated their technical capabilities but also addressed real-world issues impacting their community. Their journey represents the potential of student voice and indigenous innovation when given room to grow and share. From beach to broadcast to the Capitol, these haumāna have shown what it means to lead with ʻike, aloha, and intent.
