Transcript Plant Pow-Wow (on the Northern Cheyenne Reservation)

Plant Pow-Wow
(on the Northern Cheyenne Reservation)
Crazy Head Springs
Project Goals:
• Explore the outdoors, classifying plants and discover
traditional uses of plants.
• Construct a display board for Native American Week.
• Build individual plant ID booklets with plant samples.
• Compile information into electronic format to share
with students.
• Produce a pocket-size resource booklet of
the most common plants on the
reservation.
Objectives:
• SWBAT: Identify the common names of a
minimum of 10 plants from our class
collection.
• SWBAT: Name one traditional use for each of
the 10 plants the student chose to name.
• SWBAT: Speak the Northern Cheyenne name
of any 5 of the 10 plants chosen.
Materials:
•
•
•
•
•
•
•
Science display boards
Plant presses (plywood, bolts & wing nuts)
Cardstock
Contact paper/laminating plastic
Plastic spiral binding material
I-pad
Printed Resource materials :
– “Plant Lore of the Northern Cheyenne Tribe” by Bill Tallbull
– “A Taste of Heritage: Crow Indian Recipies and Herbal Medicines” by
Alma Hogan Snell
– “The Complete Medicinal Herbal” by Penelope Ody
• Northern Cheyenne Rangeland Specialist Kathy Knobloch (enrolled
tribal member and student of Ethnobotany)
Ethnobotany:
• Merriam-Webster says ethnobotany is “the
scientific study of the traditional knowledge
and customs of a people concerning plants
and their uses”.
Procedures:
• PHASE 1, Native American Week Display:
• Talk with a partner and select a plant.
• Research the scientific name, Northern Cheyenne name
and traditional uses of the plant.
• Talk to Ms. Fox (or a family member fluent in Cheyenne)
and learn the pronunciation of the name of the plant you
have selected.
• Collect & preserve a sample of your plant, along with
photos and video comments.
• Include a photo of modern-day use of your plant if
possible.
• Create an attractive display of the information you have
learned. (see my example if you have questions)
Yucca (also called Soap Weed)
Yucca glauca
Hest ah pan” e stse
The long, fibrous leaves
were used to make baskets.
The root was used to make
soap.
• Phase 2, Individual Plant ID Booklets
• As a class, we will collect and preserve samples of
every plant presented during Native American
Week. (use plant presses)
• Share the information collected with your
classmates.
• Design your cover page on cardstock and submit
it to be laminated.
• After all your pages are completed, bind your
booklet with the plastic spiral binding machine.
Student Plant ID Booklet
• Phase 3, Electronic Media
• Compile photos, scientific names, Cheyenne
names (including pronunciation guides) and
traditional use information into electronic
format to share with students.
• Update information as needed.
• Phase 4, Pocket-Size Resource Booklet
• Send pocket-guide to printing company 
Practice Evaluation:
• Plant samples will be numbered and displayed
throughout the classroom.
• Students will be asked to complete a quiz for 5
samples.
– 1) Common name ___________________
– 2) Traditional use ___________________
– 3) Speak the Cheyenne name ___________
(I will request an aide this day so the students can
speak the name to myself/Ms. Fox in another room.)
Field Evaluation:
• Plant samples will be “flagged” in the field.
• Using their individual ID booklets, students
will complete a quiz for 10 samples.
– 1) Common name ___________________
– 2) Traditional use ____________________
Time-Line:
• Phase 1: Trifold display → September 20th
• Phase 2: Completion of ID booklet →
– Fall sample collection (2012)
– Spring sample collection (2013)
• Field Evaluation → May 2013
• Phase 3: Create electronic media and share
information with all students → May 2013
• Phase 4: Send to a printing company → June
2013
Connection to Standards:
• Content Standard #1, Benchmark 1.6: By the end
of grade 8, a proficient student will compare how
observations of nature form an essential base of
knowledge among the Montana American
Indians.
• Content Standard #3, Benchmark 3.4: By the end
of grade 8, a proficient student will investigate
and explain interdependent nature of
populations and communities.
• Content Standard #5, Benchmark 5.2: By the end
of grade 8, a proficient student will apply
scientific knowledge and process skills to
understand issues and everyday events.
• Content Standard #5, Benchmark 5.5: Upon
graduation, a proficient student will describe how
the knowledge of science and technology applies
to contemporary Montana American Indian
communities (e.g., natural resource
development, management and conservation)
Science Horizons Initiative
(for Teachers)
• Ha’Ho!
– Dr. Mac & Tess
– Dr. John Peters
– Wendy & Tera
• Excellence Now…
Choices Later!
Works Cited:
•
•
•
•
•
•
•
•
•
•
•
Panoramio: http://www.panoramio.com/photo/39126503: June 20, 2012
billings.k12.mt.us: June 20, 2012
ralphedge.blogspot.com: June 20, 2012
texasbeyondhistory.net: June 20, 2012
123rf.com: June 20, 2012
state.sc.us: June 20, 2012
rhs.org.uk: June 20, 2012
nbp.org: June 20, 2012
swcoloradowildflowers.com: June 20, 2012
malag.aes.oregonstate.edu: June 20, 2012
http://www.stlabre.org/: June 20, 2012