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