Hawaii’s Kalo plants stand proudly with their heart-shaped leaves, emerging lush and vibrant from the damp soil. They thrive in the Lo‘i or Mala fields, their jagged edges framing the smooth, indented faces of each leaf. In the soft morning light, iridescent rivulets trace the veins of these plants, with rain droplets clinging to the tips before they fall back into the earth. Kalo, not just a plant, but a living symbol of Hawaii’s heritage, stands quietly, exuding a presence that feels as though it has grown intentionally, thoughtfully—just as the culture itself has evolved over generations.

The history of kalo is rich and ongoing, with its cultural significance upheld by McKinley High School in the center of Oahu. Students and staff work together in a community effort that blends education with agricultural tradition, cultivating several kalo gardens across the campus.

Kalo or Taro (Colocasia Esculenta), originated in India between 500 and 1000 B.C. and was brought to Hawaii by Polynesian settlers. Prior to 1850, there were over 400 varieties of kalo. Today, there are only about 80 native varieties left. There are 5 main kalo families; lehua, mana, piko, lauloa, and ‘eleʻele. According to the College of Tropical Agriculture Resources, kalo may be the most important of all the plants that Polynesian settlers brought to Hawai‘i. 

One key group involved to promote and cultivate the Kalo is the Alternative Learning Programs, Services, and Supports (ALPSS) EO (Empowerment Opportunity) program in McKinley, which are designed to help students get back on track towards graduation with smaller class sizes and targeted instruction to improve academics and meet state standards. 

Lisa Kaneshiro, a teacher at MHS, focuses on her EO science classes and is a driving force within this Kalo project on campus. 

Taking on this responsibility for Kaneshiro includes getting students involved to prepare the area, proper handling and researching of the kalo, food safety, and the continuous care of kalo.

The planting of kalo gardens for McKinley started in the 23-24 school year, emerging from an ALPSS initiative called the Kalo Challenge that began in the 22-23 school year. 

Kristy Nishimura, the Director of the Alternative Learning Branch, envisioned the Kalo Challenge as a way to bring together education, culture, and community. 

In Nishimura’s summary of the program, she explains that the ideal of ‘mālama’ or ‘take care’ was born from kalo and continues to be inextricably intertwined within modern Hawaii and the aloha we live in today. 

“The ALPSS Kalo Challenge was an opportunity for students across the state to share their learning, cultivation, and culinary presentations for a year-long project,” according to the Kalo Challenge website. 

“We have 11 programs participating in the Kalo Challenge this year, and schools participating state wide,” Kaneshiro said. 

The 11 programs participating in the Kalo Challenge this year are from the Central, Honolulu, Leeward, and the Windward districts, and Kau-Keaau-Pahoa Complex Area. 

This year marks the third Kalo Challenge, an event that continues to grow and evolve with each passing year.

“There are a lot of areas on campus where it was dry and barren so we took advantage of the area and turned it into an opportunity to cultivate our Kalo,” Kaneshiro said. 

The first mala started between E and D building in close vicinity to Kaneshiro’s classroom.  

“It made a perfect lab for our science classes,” she said.

The Kalo Challenge involves growing a Kalo variety organically, preparing poi and developing a Kalo culinary dish.  

“The challenge has the participants facilitate a student-led Project Based Learning (PBL) experience to address the cultural and scientific significance of kalo to Hawaii, past to present,” Kaneshiro said.

“Last year, we elevated the Kulolo to a Kulolo Coconut cream dessert and this year we are planning to prepare the kalo into Kalo flour and experiment with baked products. We also are integrating our learning process by working with the CBI students.” 

Community Based Instruction focuses on the skills that students need in order to transition successfully from high school into work and life in the community. Students in this program learn functional life skills that will be used throughout their lives, and are prepared to become contributing participants in their communities.  

“It is a good partnership, it gives the CBI students more opportunities and it helps with their sense of responsibility,” Kaneshiro said. 

Shunya Ku’ulei Arakaki, a social studies teacher at MHS, first started her CBI students working on the Kalo Gardens with Kaneshiro back in August of 2024. 

“The integration of my students with hers helps a lot with their socialization skills around the Gen-Ed students,” Arakaki said. 

“They need to be around other kids, because when they get out into the real world, they need to know how to communicate with others, have manners, etc.” 

Arakaki highlighted how well growing Kalo blends with the academics of both the CBI and ALPSS students. 

“Things like science and math come in with growing and cooking the plants, seasoning them when the dishes are made, etc,” she said. 

“I think that for students who cannot sit in a classroom and learn traditionally or truly absorb the knowledge, this project-based instruction is perfect for them.”

Kalo has long been a vital food source in Hawaii, and McKinley High School continues its commitment to sustainability by cultivating and caring for Kalo gardens, promoting environmental stewardship.

Esther Shibata, the head custodian, supported the project by allowing areas under different custodians’ responsibility to be used for Kalo growth. 

“The extra workload was welcomed because what we are heading for is our students being able to take care of themselves,” she said. 

Shibata noted that if it were possible, it would be better if we were able to grow all over campus because students would see more of them. 

“Anything students see on campus, if they are alert enough, will inspire their interest and make them ask questions,” Shibata said. 

Arakaki recognized the importance of teaching students self-sufficiency.

“Teaching them to grow something they know and all eat, especially considering the diversity of the students that attend McKinley, is self-sustaining and that is something they need,” Arakaki said. 

Kalo has many diverse plants and there are two methods to cultivate the Kalo; Wetland and dryland. MHS students focus on growing dryland Kalo or Mala while simultaneously learning the Hawaiian terms for the process. 

“Kalo is important in Hawaiian culture as is the Hawaiian language. This project allows our students to expand their knowledge in Hawaiian culture,” Kaneshiro pointed out in an ALPSS program document.

“We teach them the different terms for the stages of the plants. For example, the Mohala is the middle leaf or the leaf emerging and ʻohā/keiki are the shoots that grow from the Kalo.” 

Arakaki, being from Papakōlea, brings extensive experience in growing Kalo and shares that many Hawaiian terms are derived from the plant itself.

“Makua is the Hawaiian term for parents and that stems from the parent kalo plant,” Arakaki said. 

From the makua grows the ʻohā or its offspring and keiki. The makua and ʻohā together form the ‘ohana, which is the Hawaiian word for family. 

“When we first started, we had 6 kalo and when we harvested them, they produced 6-10 ʻohā,” Kaneshiro said.

Kaneshiro likened the McKinley campus to a lab because of the experimentation with different methods of growing kalo. 

“We built a raised garden, another plot that we prepared with just 4 inches of soil, purchased a fabric raised garden bed with 8 grids, and the cafeteria mala that the custodians initiated,” she said.

The Kalo Plant for the Hawaiian people has a rich history spiritually, symbolizing both life and ancestry. In Hawaiian culture, Kalo is considered a sacred plant and is tied to the creation of the myth of Hāloa, the first human being born from the earth. It is believed to be the elder brother or sibling of the people, according to the Manoa Heritage Center. 

“Students relate more to this project when they know where things come from,” Arakaki said. 

“They see something with a culture, not just Hawaiian culture but the local culture as well.”

Beyond the spiritual aspect of this project and teaching sustainability, the Kalo project positively impacts the general feel of MHS itself. Arakaki considered some stigmas surrounding MHS regarding things like being a Title 1 school and how this project helps us relate to others around the community. 

“People view McKinley with a lot of negative stereotypes, so integrating culture will open up outside views of us as well as increase how prideful students are about coming here.”