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for Cultural Standards in Practice.
MEDICINAL
PLANTS
OF THE
KODIAK ALUTIIQ
ARCHIPELAGO
AUTHORED BY:
ROSA L. WALLACE AND VICTORIA N.
WOODWARD
MAY 1999
Plant Unit
Summary
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Authors:
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Rosa Wallace/Vicki
Woodward
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Grade
Level:
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3
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Context:
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Five Day
Observation
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ARSI
Region:
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Kodiak Alutiiq
Archipelago
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Science
Standards:
B1 - Use the process of science; these
processes include observing, classifying, measuring,
interpreting data, inferring, communicating, controlling
variables, developing models and theories, hypothesizing,
predicting, and experimenting
Skills and
Knowledge:
- Understand that certain plants possess medicinal
properties.
- Demonstrate scientific skills of observation and
classification in the gathering of plants.
- Interpreting and researching of harvested samples in order to
infer, predict, and communicate an understanding of medicinal
plants.
Cultural
Standards:
D1 - Acquire in-depth cultural knowledge
through active participation and meaningful interaction with
Elders.
E2 - Understand the ecology and geography of the bioregion
they inhabit;
Skills and
Knowledge:
- Acquire knowledge from Elders about the physical description,
habit and use of medicinal plants.
- Interactive communication with Elders through Alutiiq and
Russian name identification of medicinal plants.
- Ability to demonstrate traditional harvesting and usage of
medicinal plants.
Overview:
The Kodiak Archipelago
is divided into three geographic areas based on social, cultural,
and environmental considerations. The northern area extends to the
southern limit of the dense spruce forest which runs approximately
from Uganik Bay on the west to Ugak Bay on the east. The southern
boundary of the central area is from the mountains directly south
of the Sturgeon River on western Kodiak Island to easternly
located Kiliuda Bay. The southern area includes the region of the
Kodiak Archipelago south of the central area. In these areas
plants are widely used medicinally.
The Kodiak Alutiiq employ a
wide variety of trees, shrubs, and herbs for medicinal purposes.
They use most plant parts including leaves, stems, flowers, fruit,
roots, bark, and wood. The majority of medicinal plants are
harvested in the growing season, but some plants and plant parts
are available throughout the year. Women aided by children tend to
be the primary gatherers, processors, and preservers of plant
medicines.
Common methods of preparing
medicinal plants are boiling, simmering, or steeping the fresh or
dried plant. Depending on the plant or ailment, the liquid may be
taken internally or used as a wash, while the entire plant or
plant parts may be used as a poultice or placed or rubbed directly
on the body. Raw plants appear to be administered externally more
often than internally. (Russell pp. 60-62).
Since physicians and
pharmacists were not available, Elders learned through the
scientific method (trial and error) which plants were effective in
healing various ailments. (Bates p.15).
In this unit students will
work with the Elders, Native educators and their teacher to
determine which traditional plants are effective in healing
various body parts. Students will employ traditional methods of
harvesting medicinal plants under the direct guidance of the
Elders and their teacher. After five days of collecting
information, journaling, and analyzing, students will communicate
their findings to their school peers, and demonstrate their
understanding of procedures and findings by producing an area
poster of some of the local medicinal plants.
Since this unit targets
third grade students, the emphasis is on observation,
communication, comparison, and organizational skills. It does not
deal with principles concerning interactions such as plant
photosynthesis or making logical conclusions with which they may
have limited experience. This principle is addressed in grades
five through twelve.
LESSON
OUTLINE
1. In
Class Presentation By Elder
*Sample
Collection
*Gathering
Methods
*Plantlore
2. Plant Walk With
Elder
*Collect Two
Plant Samples
*Preserve Sample Of
Plant Model
3. Plant Log And Journal
With Elder
*In class plant
identification by group
*Alutiiq, Russian,
Common, and Scientific names
4. Medicinal
Uses
*Matching plant
parts to body parts
*Make tea, salve, or
poultice
5. Culminate Medicinal
Plant Activities
*Assessment
generated by N.E.A.R.
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Lessons
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Assessment
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1. In Class Elder
Presentation
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- listen and note
classroom communication
- listen for prior
knowledge of medicinal plants
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2. Plant Walk With
Elder
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- understanding of
plant identification
- using gathered
samples to preserve plant model
- plant
classification
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3. Plant Log and
Journal
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- log entries for
details and accuracy of observation.
- read journals and
respond for prior knowledge, depth of understanding and
thoroughness.
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4. Medicinal
Uses
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- process skills
checklist for communication and
classification
- using data to
prepare medicinal product (Elder supervision and
guidance)
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5. Conduct Plant
Sample Investigation
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- NEAR activity
assessment suggested *
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* NEAR stands for Native
Educators of the Alutiiq Region
BIBLIOGRAPHY
Bates, R. (l994). Flowers
and Seeds (pp. 15-17). North Carolina: Carson-Dellosa.
Graham, F.K. (1985). Plant
Lore of an Alaskan Island. Anchorage: Northwest.
Kari, P.R. (l977). Tanaina
Plantlore, Dena'ina K'etuna. Anchorage: University of
Alaska.
Krochmal, A. & C. (1975). A Guide to Medicinal Plants of the United States. New York:
New York Times.
Pratt, V.E. (l989). Field
Guide to Alaskan Flowers. Anchorage: Alaskacrafts.
Russell, P.N. (1991).
English Bay and Port Graham Alutiiq Plantlore. Homer, AK:
George C. West.
Russell, P.N. (l995). Kodiak
Alutiiq Plantlore. (Unpublished manuscript)
Schofield, J.J. (l993).
Alaska's Wild Plants. Seattle: Alaska Northwest.
Schofield, J.J. (1989).
Discovering Wild Plants. Portland: Alaska
Northwest.
Snyder, J., & Graves, K.
(l993). Plants and Flowers (p.16). California: Creative
Teaching Press.
Viereck, E.G. (1987).
Alaska's Wilderness Medicines. Portland: Alaska Northwest
Book.
DRAFT
IN CLASS PLANT
PRESENTATION BY ELDER
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Lesson One
Summary:
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This activity will
group students with an Elder from the Kodiak Alutiiq region
for the purpose of viewing sample collections of local
medicinal plants. They will explore the gathering methods
which encompass traditional values and beliefs. Students
will gain knowledge of the process, preservation, habitat
and range, of medicinal harvesting. Elder(s) will share
traditional plant lore with students to allow observation
and harvesting of medicinal plants from the perspective of
traditional harvesters.
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Materials:
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*Kodiak Alutiiq
regional map
*sample of medicinal
plants
*sample medicinal
plant products
*name cards of
Alutiiq, Russian, common, and scientific plants
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Preparation:
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Invite Elder to work
with the class throughout the project. This person will be
very familiar with traditional plant lore, the gathering
process, preservation, and habitat and range. Teacher will
meet with Elder prior to the lesson. This will insure
desired goals and outcome, a common understanding of
gathering, harvesting, and preservation of medicinal
plants.
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DRAFT
LESSON 1: INCLASS
PRESENTATION BY ELDER
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GEAR-UP 1
EXPLORE
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Elder will query
students on medicinal use of items pulled from
box.
Elder will pose the
question, "Raise your hand if you have ever had a
toothache?"
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GENERALIZE
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Elder will display
sample of Yarrow plant and say, "We did not have modern
medicine for toothaches. We chewed the fresh Yarrow leaves
to relieve pain."
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GEAR-UP
EXPLORE
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Elder stimulates a
question. "What do you know about medicinal
plants?"
Students brainstorm
their knowledge on the uses of medicinal plants on a K-W-L
chart. K/Their Knowledge of medicinal plants.
Elder will ask
students, "What do you want to learn about medicinal
plants?" W/ What I Want to Learn
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APPLY
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Students will
interview an Elder on the specific use of a medicinal plant
and share their results with the class.
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DRAFT
PLANT WALK WITH
ELDER
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Lesson Two
Summary:
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This activity will
take Elder and students outdoors to collect two medicinal
plant samples. Students will preserve plant sample by
placing it on a pre-cut 5" by 8" manila folder and cover it
with clear contact paper cut 1/2 inch larger to overlap the
specimen. (These items should be placed on student's desks
and ready for use.) Elder will present and identify plants
to the class. Students will match and identify their samples
to Elder's plant.
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Materials:
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*Collection folder per
student(stapled construction paper or quart size Ziplock
bags)
*Pre-cut manila folder
and clear contact paper (two per student)
*Classroom
resources
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Preparation:
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Teacher will seek out
and invite an Elder to the classroom for the entire duration
of the Plant Unit. Teacher and Elder will go over the lesson
goals, outcomes, and assessment. Students will preserve
plant samples on precut 5" by 8" pieces of manila folder
with clear contact paper cut 1/2 inch larger. Elder will
present and identify plant samples to the class. As time
permits, students will match and identify their plant
samples to that of Elder's plant. With an Elder as the main
resource, additional classroom resources will include plant
samples by common, scientific, Alutiiq, and Russian names.
Pictures, books, plantlore, maps, and necessary materials
will be stored in a plant tub which can be easily
transported from classroom to classroom.
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DRAFT
LESSON 2: PLANT WALK
WITH ELDER
GEAR-UP
1
1. Elder presents
Plant Gathering Techniques designed to preserve the natural
environment and traditional conservation (Kelso: Glen Ray's
Introduction pg. 5).
COLLECTING
PLANTS
Two cautions about collecting
wild plants: First, never use a plant for food or medicine unless you
are sure you have properly identified the plant. And secondly, when
gathering wild plants, never take all the plants in the area. Leave
some there to repopulate the species, so that you and others may have
the pleasure of using the plant again.
In his Root, Stem, and Leaf,
Glen Ray lists nine techniques to use when gathering plants. These
techniques are designed to help preserve the natural environment
while still using the resources available. They are a system called "traditional conservation." We
feel these techniques are important for Alaska foragers to follow, so have repeated
them here:
1) Learn the habitat and
conditions under which each plant flourishes.
2) Know the area in which you
live well enough to know where each plant can be abundantly
found.
3) Take time to ask Native
Elders if the locale where you would like to harvest a plant is not
already a harvesting spot for a group of people.
4) Find a place to harvest not
already harvested.
5) If the plant seems not to be
abundant in the area where it is found, it would be best not to
harvest until it can be found growing abundantly. If one feels that
some harvesting is possible then take only a few plants or only some
portion of several plants.
6) Leave the roots of
perennials intact along with a portion of the leaves so the plant can
regenerate.
7) Take only a part of a plant
so the plant can flower and reproduce.
8) Take only what can be
processed and used.
9) Take time to enjoy the
process and appreciate the surroundings.
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GEAR-UP
2
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1. Time outdoors with
Elder for collection of two plant samples per
student.
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EXPLORE
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2. Students will
preserve medicinal plant samples.
3. Students will match
preserved plant to that of the Elder's sample.
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GENERALIZE
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4. Students will
transfer medicinal plant sample information unto the NEAR
plant assessment activity sheet with the guidance of an
elder.
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APPLY
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5. Students will
sketch and color their medicinal plant sample.
6. Elder will review
knowledge of the physical description, habitat, and
harvesting time. This will enable to accurately record
assessed information.
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Medicinal Plants of
Kodiak
1. Common Name
__________________________________________
2. Scientific Name
______________________________________
3. Alutiiq Name
_________________________________________
4. Where did you find your
plant? (beach, pond, stream, field, swamp, forest, etc.,)
__________________________________________________________
5. Describe your plant. (size,
color, shape, etc.,)
__________________________________________________________
__________________________________________________________
__________________________________________________________
6. What medicinal use(s) does
it have? __________________
__________________________________________________________
__________________________________________________________
7. Draw, trace, or use a real
photo of your plant.
Handbook
for Culturally Responsive Science Curriculum by Sidney Stephens
Excerpt: "The information and insights contained in this document will be
of interest to anyone involved in bringing local knowledge to bear in school
curriculum. Drawing upon the efforts of many people over a period of several
years, Sidney Stephens has managed to distill and synthesize the critical ingredients
for making the teaching of science relevant and meaningful in culturally adaptable
ways." |
