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An}a}iisi{
matanaan imin i{amnaku{. Ana}i{ ukunachin imchin ugutaasaamchim
a}na{txichin. (E)
An}a}fjdnndaku{ mal sigaan inixsiisada.
(W)
Life is gifted to you. What you make of it is your gift in return.
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ACTIVITY
ONE. You can prepare for a community celebration.
Its time to invite the Elders and all who have helped you into the
school for a celebration of your regions plants. You can share what
you know with them and with others in your community who might learn from
your work.
Make a list of everyone to invite and decide how you want to deliver the
invitations: posters, banners, signs, letters, phone calls. Prepare and
deliver your invitations.
Plan to show your guests your Class Herbarium. Arrange to display your
log books, your hammered leaf projects, seed posters, and other activities.
Complete any science fair entries. Do the final work on all your experiments
and practice describing your results in brief oral presentations. Finish
any other projects you have done with this plant study and rehearse explaining
them to your guests.
Discuss
the ways that you will welcome your honored guests into the classroom.
What arrangement should you make for them? How should you show respect
for your guests? If the season is appropriate, arrange to prepare special
treats for your guests from local plant foods. Remember that you are survivors
of an earthquake and you know how to use wisely the resources
of your area.
After all the invitations have been sent out and you are prepared for
the community celebration, time permitting, begin these additional activities.
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![](images/fritillaria.gif)
Fritillaria
camschatcensis
Alugam kangaa (UT 230)
(overground portion of)
Aluga{ (UT 57)
(root bulb of)
Sarana{ E (UT 353)[Russian loan]
Stinky flower, chocolate lily, black lily
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During
sealing season we would dig the roots of stinky flower. The plants
were in limited quantities on St. Paul Island, so we would have
to dig a lot to make a meal. The roots were sandy and had to be
washed over and over and then soaked for several days. When our
mother boiled the seal meat, she would also boil the roots in a
separate pot and mash them. The boiled roots would be divided into
two pots, and one would be mixed with sweetened condensed milk for
the children and one mixed with seal oil for the parents.
Mary
Bourdukofsky, Unangan Elder from St. Paul
Sophie
Sherebernikoff remembers not liking the taste of Sarana{ (also known
as Alugam kangaa, the Stinky flower, Fritillaria camschatcensis)
because it was bitter. Her mother told her that while the ones that
grow in Unalaska tasted bitter, the ones that grow in Nikolksi would
taste sweet.
Sophie
Sherebernikoff, Unangan Elder from Unalaska
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Vocabulary
Aagamagna{
W (UT 2) (aah gham AAG nah): Elder
Ludaa}i{ (UT 257) (loo THAAH ghih): Elder
Ukaanu{ta{ E (UT 427 #3) (uk aahn NUHK tah): Elder
a}aasa{
E (UT 31) (ah GHAAS eh): gift
a}aaza{ W (UT 31) (ah GHAAZ eh): gift
siga{ W (UT 357) (segh ah): gift
an}a}iisi{
(UT 75) (ang gha GHEES ih): life
kamxa{
(UT 227) (KUM kah): celebration
udigasalix
E (UT 416) (oothe igh (ah) SA lih): to share
udixs W (UT 416) (OOTHE ihs): to share
udigda W (UT 416) (oo THIG thah): share
udigdada E (UT 416) (oo thig THAH thah): share
Unangam
An}a}iisingin E (Galaktionoff:
2001)
(oo NUNG am an ghah ghee SING in): traditional
knowledge of Unangan
Unangam
An}a}iisingis W (Dirks:
2001) (oo NUNG am an ghah ghee SING is): traditional knowledge
of Unangas
carnivore lichen
consumer pollution
detritivore primary
consumer
food chain producer
food web secondary
consumer
herbivore
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Nereocystis
luetkeana
Tmagi{ (UT 399)
bull kelp
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Fucus evanescens
Kangadgi{ (UT 231)
Kangadgim chuqii (UT 231)
(stalk of bladderwrack)
Bladderwrack
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ACTIVITY
TWO. You can learn about plant foods from the sea.
Plants from the sea provide many important foods also. Can you find
these plants near your school? Ask your Elders and other experts
what they know about using these plants from the sea. (illustrations)
Record your information in your log books.
As you enjoy your regions foods with your community, think
about the many ways these foods nourish all animals.
Ulva sp.
iiqun E (UT 210)
iklun W (UT 189)
Sea lettuce
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Sea
lettuce:
We
used this sea plant for a lot of things. We would gather it in the
summer and dry in the attic on cardboard. Then when it was dry,
we would put it in a clean cloth flour or sugar sack to store through
the winter. Mom would sprinkle it on whenever she boiled rice or
made stew. When dry, they are dark. When it gets wet, it turns green
again.
When
it was a nice day for a beach picnic, Mom used to boil a kettle
or take one to boil outside to make tea. Then we would gather
a}ugnan (UT
30) (uh WOOGH nun), sea eggs, (sea urchins) to have with crackers
or bread. We ate them raw out of the shell and they tasted sweet.
They were almost like a dessert. We also liked to eat chiim(i)kaayun
(cheem KAYE yoon), E (UT 14), tiny snails, Litorina sitkana.
Mary
Bourdukofsky, Unangan Elder from St. Paul
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Remember,
animals (humans included) cannot make their own food. They get their food
by eating plants or animals that have eaten plants. Plants are known as
producers in the food chain. Willow is an example of a producer.
All others are known as consumers in the food chain. The primary
consumers eat only plants; they are called herbivores. Ptarmigan
are an example of herbivores. They eat the buds of willow and other plants.
The consumers that eat the herbivores are called carnivores. Foxes
are an example of carnivores. They eat ptarmigan, lemmings and small birds.
A diagram of this three-part food chain would look like this:
crowberry 7 vole
7 fox
To
further complete the chain, you could add the detritivores, those
who eat dead plants and animals.
A food chain is just one part of a food
web.
Who or what eats the plants in your region? Have you seen insects eating
the plants when you visited the habitats? Who or what eats the insects?
Who or what eats the insect-eaters?
Are birds or hares or voles eating the plants in your region? Who or what
eats the birds or hares or voles?
ACTIVITY
THREE. You can make a food web
With
your class, list all the plants you can now name now on the left side
of a large sheet of paper. leave space between each plant because your
other lists might become long. Label this first list producers.
Then make a second list next to it. This list is consumers: herbivores,
the plant eaters.
Write
each eaters name by the plant or plants it eats. Write your list
in the column going down so that you can connect it to the third list.
Then make a third list of consumers: carnivores. This is the
list of the animals (include the insects and birds and sea life and humans)
that eat the herbivores. Some names will be in both lists. Draw an arrow
pointing from the eater to the eaten.
You may need to take a short break from the class discussion and look
in your library or on the World Wide Web to build your lists.
Make
a sign for each producer and consumer on your lists. Color code
the signs for each of the three categories: producer, herbivore,
or carnivore. Each class member wears a sign, holding it on with
yarn around the neck or by pinning the sign on clothes.
One
student should be designated the sun and begins the food web, holding
onto one end of a ball of yarn. The sun passes the yarn to a student
wearing a sign for the producer. Start with one producer at a time.
The plant person (or persons) passes the yarn s/he has on to an
eater of the plant, based on the class list you made. The yarn is
passed from eaten to eater until all eaters and foods are connected.
Look at all the places the yarn crosses over. Look at the ways the
yarn connects to many things or to only one thing. What happens
if the yarn connection is broken because one of the foods disappears?
You can show this by cutting the yarn with scissors and then consider
what that animal will eat instead.
Each time you build a food web with another producer, change the
roles around so that the same people are not always eaten.
EXTENSIONS:
ACTIVITY A.
Before the community celebration, read again The Right Way
to Live as an Unanga{ (Appendix). Choose one guideline
to illustrate on a small poster that will be part of the welcoming
display showing the way to the celebration.
ACTIVITY B.
You can find more information on the World Wide Web about food webs.
Turn your browsers search engine to food chain
and food web to locate resources.
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Empetrum
nigrum
Qaayum qaxchikluu E
(UT 314)
(blackberry)
Aangsu{ W (UT 90)
Qaayu{ (UT 314)
Kidnam qaayuu
(UT 237)
(bush of moss)
Crowberry, mossberry, blackberry
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ACTIVITY
C.
How does pollution affect your plants region and your local wild
food?
Although called a moss reindeer moss is actually a lichen.
It is known to have many uses. Ask your Elders or local experts what they
know about reindeer moss.
To
understand more about lichens, you might want to look at this web
site for lively
illustrations
http://mgd.nacse.org/hyperSQL/lichenland/index.html
Lichens are also important in measuring the pollution in
a region. For example, look at:
Lichens
and Acid Rain in Alaskas Tundra & Wildlife:
Alaska Wildlife Curriculum Teachers Guide, Alaska Department
of Fish and Game, 1995. page 133.
ACTIVITY
D.
You can consult a Web site for information about nutrition in wild
foods.
See: Alaska Traditional Knowledge and Native Foods database
http://www.nativeknowledge.org/db/nutriout.asp
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Cladina
rangiferina
Huquqlu{ W (UT 449)
It{aygim kidngaa E (UT 237)
Kigyam ali}a Attuan (UT 237)
Reindeer moss
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Student
Assessment, Section Five
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Name: ____________________________ |
Date:
__________________ |
1.
Always |
2.
Sometimes |
3.
Never |
I
completed all my work. |
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I
was respectful of Elders. |
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I
understood the information. |
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The
next time I study plants, I would like to do the following in a
different way:
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Leymus
mollis formerly known as Elymus mollis
Ti{yu{ E (UT 398)
Ti}yu{ W (UT 398)
(basket grass)
Wild rye, beach rye
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Unangan
Elder, Nick Galaktionoff, formerly of Makushin village on Unalaska
Island said, My grandmother and my mom used to make small
grass baskets. They made grass rugs and window blinds too. No one
does that anymore. My mom got good, long grass like they have at
Eider Point and Little South America. They cut fresh grass
and stored it in the warehouse to dry. Dry grass has the best smell
inside. When they needed grass for the floor of the ula{
or sod home, they would bring it in from the warehouse and spread
it on the floor. It smelled like fresh air inside, Nick
said. I like that smell! You would use it two or three
times and then change it when you wanted it to be nice and fresh.
Nick
Galaktionoff, Unangan Elder from Unalaska
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