Ahtove

Creating Charts to Show Ethnobotanical Data: A Conceptual Discovery of Northern Cheyenne Native Plants Using Ahtove.org

Ethnobotany

Main resource used in this lesson plan from ahtove.org

View complete lesson plan below

Authors: Maggie Davis (davismt2023@mountunion.edu) & Miya Gotto (gottomn2022@mountunion.edu)

Consultant/Editor: Dr. Mary Beth Henning (henninma@mountunion.edu)

Grade Level: 4th

Subject: Social Studies/Science: Northern Cheyenne Ethnobotony

Context for Teaching/Learning:

  • This lesson was taught to 20 fourth grade students at Alliance Intermediate School in Alliance, Ohio in the classroom of experienced teacher, Mrs. Kelly Lemmon. Over 25% of the students in the class were non-White.  All children received free and reduced lunch.  The class included 11 girls and 9 boys including six students with an IEP. Most students were working below grade level in this class. The room was set-up for small group interaction.
  • Jerome Bruner’s theory emphasizes the importance of concept “discovery learning” through scaffolding in the learning process. In this lesson, students are given pictures of plants to examine, discuss, and sort in groups. Then, using the ahtove website, they can complete charts to present information about indigenous plants of Montana that are important to the Northern Cheyenne tribe.
  • Using the ahtove website provides students the benefits of using a primary resource to conduct their own research as well as learn new skills that are very different from anything they would learn from a classroom textbook. The students will be connecting the Cheyenne words to the Cheyenne culture and thinking about how culture is connected to the natural world.

Content Standards:

Ohio Social Studies Grade 4 Content Statement. Spatial Thinking and Skills. 4. Geographic tools can be used to gather, process and report information about people, places, and environments.

Ohio Social Studies Grade 4 Content Statement. Economic Decision Making and Skills.20. Tables and charts organize data in a variety of formats to help individuals understand information and issues.

Ohio Learning Standards. Nature of Science, Grades 3-5. Develop and communicate descriptions, models, explanations, and predictions. • Think critically and ask questions about the observations and explanations of other • People of all cultures, genders, and backgrounds can pursue a career in science. • Scientists often work in teams.

Learning Objective:

Students will complete a chart showing the following information about their assigned indigenous plant: name, drawing, location, and use with 90% accuracy.

Academic Language:

Cheyenne Tribe – An indigenous tribe from the Plains Region. 

Ethnobotany – Study of a region’s plants and their particular use by the local people.

Licorice – A sweet tasting native plant with seeds that turns brown. (Used for Energy)

Stinging Nettle – A green native plant that has small and sharp hairs on the leaves and stems. (Used for Arthritis medicine)

Black Root – A native plant with dark roots, green leaves and flowers. (Used for toothache medicine)

Juneberry – A native plant with purple and dark red berries. It is known as a small fruit that grows on trees and bushes. (Used for tea/food)

Oregon Grape – A native plant with green leaves that has a yellow stem and roots. (Used for yellow dye)

Turnip – A small white and purple native plant that is used for food. It is known as a vegetable that grows underground. (Used for food) 

Currant – A native plant with different colored berries. (Used for food)

 

(Mango, Coco, Banana, Corn, Cranberry, Dogwood, Daisy) These will be used during the sorting activity and students should have an understanding of these plants already.  

 Formative Assessment: 

The formative assessment will be a sorting activity where students will physically divide the 14 plants into two different categories (Cheyenne Tribe/Western United States plants v. Other regional plants). Afterward, each pair can explain the two categories and why they sorted them that way. 

  • There will be 7 Cheyenne tribe native plants and 7 other plants that are provided.

Summative Assessment:

  • The summative assessment will be creating a chart showing information about the plant each group was assigned. The groups will represent their information by filling in each box on the chart with pictures or words. Each group will present their poster to the class by sharing the ethnobotony information they found..

Lesson Introduction:  3 minutes

  • Begin by asking the students, “Do you know of any plants that can be used like medicine?  Or have you ever used a plan to make yourself feel better?”
    • If no students can give examples, suggest aloe plant or chamomile tea. 
  • After gaining an understanding of what the students already know/don’t know, explain the sorting activity.

Procedures, Lesson Body: 20 minutes

  • Group students in pairs to complete the sorting activity. Tell the students that they will be given 14 cards with pictures of plants on them.
    • Explain to the students that they need to make two different groups with 7 cards each in them.
    • Set a 7-minute timer on the interactive board for this activity.
    • Walk around the room and ask leading questions to help any pair of students that is having difficulty thinking of ways to group the photos into two columns.
  • Once the timer goes off, ask students if they want to share how and why they categorized their plants the way they did. 
  • Allow different student groups to share their plant groupings and rationale.
  • Compliment students’ critical thinking and teamwork, encourage divergent thinking.
  • Guide the children to the conceptual understanding of Western United States indigenous plants and plants from other parts of the world.
  • After everyone has a chance to share, introduce the primary source website the students will be using for their research.
  • Now the students will be creating charts that they will present to the rest of the class.
  • Explain that the students will be working in groups like ethnobotanists (explain what an ethnobotanist is and does).
    • “As a group, you will research more about the given Cheyenne Tribe plant you learned about today. After you have researched as a group, you will complete and present your chart over the plant.” 
    • Have a chart already completed as an example for students to follow. 
  • Place students in groups and assign each table a plant to research.
    • Table 1: Licorice
    • Table 2: Stinging Nettle
    • Table 3: Black Root 
    • Table 4: Juneberry
    • Table 5: Oregon Grape
    • Table 6: Turnip
    • Table 7: Currant
  • When giving the groups their plant, instruct them to go to the website on the interactive board.
    • There will be a 12-minute timer set for the creation of charts, and more can be added if needed.
  • Encourage them to begin researching and creating their charts.
    • As the students are working, walk around and check in frequently with each group to ensure they are understanding the activity. 
    • If students finish early and want to research an extra plant with their group, allow them to use the back of the poster board to do so.

Procedures, Lesson Closure:  10 minutes

  • Once all the groups have finished their charts, ask for volunteers to share their poster with the class.
    • Have each group share the name, drawing, location, and use of the plant they researched. 
    • After each group has shared their posters, collect the posters for a “grade.” 
  • Display the posters around the room, take photos of the students with their posters to send home, encourage the students to share the website and what they learned with a caregiver.

Instructional Materials and Support:

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