1. Plant Pow-Wow ( on the Northern Cheyenne Reservation) Crazy Head Springs

2. 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.

3. 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.

4. 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)

5. Ethnobotany: Merriam-Webster says ethnobotany is “the scientific study of the traditional knowledge and customs of a people concerning plants and their uses”.

6. 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)

7. 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.

8. 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.

9. Student Plant ID Booklet

10. 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

11. Practice Evaluation: 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.)

12. Field Evaluation: 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 ____________________

13. Time-Line: Phase 1: Trifold display → September 20 th 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

14. 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.

15. 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)

16. Science Horizons Initiative (for Teachers) Ha’Ho! – Dr. Mac & Tess – Dr. John Peters – Wendy & Tera Excellence Now… Choices Later!

17. 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 http://www.stlabre.org/