SC/SS 115 Ethnobotany syllabus and calendar Calendar of topics and laboratories for SC/SS 115 Ethnobotany Tuesday Thursday 14 JanIntro to Ethnobotany. TextHome A101 at class start. Move to A204: Edmodo 16 JanOutdoor dirty. Inventory. Collect. Transplant the ethnogarden. Stains happen, machetes & rakes used. Sweaty, muddy, wet. FX. 21 JanOutdoor. Banana clean and learn. Meet at A101 for class start. Banana move? Walk to agriculture farm area 23 JanOutdoor hike. Less complex plants. Wet, muddy, steep. Cyano, mosses, lyco and monilo Lee Ling: Chapters one, two. 28 JanPreparation for group presentations on cyanobacteria, mosses, monilophytes. 30 JanGroup presentations cyanobacteria, mosses (bryophytes), lycophytes, monilophytes 04 FebOutdoor field trip. Plants that heal us. 3. Traditional plants garden Pohnpei campus. Lee Ling: Chapter three. Balick: Chapter seven. 06 FebOutdoor walk. Plant collecting process. Herbarium specimens. Healing lecture. A walk through a living herbarium. 11 FebHealing plant individual presentations Last names A to ½way thru class. 13 FebHealing plant individual presentations ½ way thru class to Z Heal plant essay due 18 FebOutdoor field trip. Pwunso Kolonia. 4. Gymnosperms, plants with economic value. Lee Ling: Chapter four. Balick: page 220 20 FebPreparation for gymnosperm presentations. Determine food groups food presentations. 25 FebGroup presentations: gymnosperms End of class: food groups verification. 27 FebField trip. Island Food Community of Pohnpei. Pwunso, Kolonia, Pohnpei. 04 MarMidterm exam 06 Mar Outdoor walk. Food plants walk. 5. Plants that feed us. Planning session for food presentations. Lee Ling: 5. Balick: 2, 3, 4, 5 11 MarPlants as food: Each cultural group brings a traditional food to share. Group presentation with food. 13 MarOutdoor walk. Leaves! 6. Vegetative morphology. Ethnogarden to oahs. Lee Ling: Six. 18 MarMaterial culture talk. 7. Plants that shelter, transport, decorate. Location TBA. Lee Ling: Seven. 20 MarHaruki. Outdoor dirty. Vernal equinox. Ohigan. Shunbun no hi. Sweaty. Hot. Wet. Muddy. Meet at A101. 25 MarMaterial culture individual presentations. Last names ½ way thru class to Z. 27 MarMaterial culture individual presentations A to ½ way thru class. Mat Cult essay due 01 AprFounding Day 03 AprOutdoor walk. Flowers! 8. Floral morphology. Sketch flowers. Floral formulas. Floral SVG handout.Lee Ling: 8 08 AprTest two 10 Apr10. Psychoactive plants. Areca catechu. Piper methysticum: Chemistry and Uses Legends of the stone 15 AprField Trip: Kava cultural ceremony Location to be determined. 17 AprSpring break 22 Apr Course evaluation. T2 handback. Outdoor walk on campus Review of the flora of campus. 24 Apr Outdoor. Banana clean and care. A101 Start 29 Apr Field trip FSM Coconut Development Authority 01 MayReview Engagement survey 06 MayTuesday 4:20 to 6:20 A field practical final on campus identifying the plants and their uses. 08 MayNo class Finals in progress
Botanic studiesEthnographic experiences
1. Most primitive, least evolved: cyanobacteria
More complex, more evolved
2. Primitive plants: Mosses: spore capsules, spores, sperm, eggs; Monilophytes [ferns]: sori, spores, sperm, eggs; Lycophytes: cones, spores, sperm, eggs
4. Seeded non-flowering plants: Gymnosperms: cones, pollen, naked seeds
Most complex, most evolved: Seeded flowering plants (Angiosperms):
6. vegetative morphology: leaf shapes 8. floral morphology: flower shapes 9. fruits
3. Healing plants: Plants that heal us
5. Food plants: Plants that feed us
7. Material culture plants: Plants that provide shelter, transportation, clothing, and that decorate our bodies, homes, and gardens
10. Sacred plants: Plants that entertain, inspirit,and enrapture us,plants that inspire legends.

❧ Attendance policy: Students who have more than four unexcused absences prior to the last day to withdraw with a W will be withdrawn from the course by the instructor. Exceeding four unexcused absences after the last day to withdraw with a W can result in failure of the course. Absences for medical or academic reasons can be excused by a note from a medical official or a faculty sponsor.
❧ Attendance and participation are important in this class. The class is in part a set of shared experiences. Being absent not only has a negative impact on your own learning, being absent has a negative impact on the social cohesion of the class as a whole. This is a participatory class.
❧ Come to class prepared with your "yam, sakau, and pig" (having read the text, prepared to take notes, and ready to learn or give a presentation) and you will do well. If you are absent or unprepared, then your "title" may get "jumped" (your grade may be negatively affected). This class is all about actively being here.
❧ Field trips, hikes, and outings: Rain or shine, on and off trail. Hikes over difficult, steep, muddy, and slippery terrain are conducted. Outdoor work days are in pouring rain or hot sun and involve sharp objects such as machetes. Plants grow where they want to, not where it is convenient for us. Plant knowledge gained on hikes is testable material: Ethnobotany is a listen, watch, experience, do, and learn field!
❧ Office Hours: Monday, Wednesday, Friday afternoons, or by appointment or walk in.
❧ No betelnut chewing in class due to college regulations. No food, drink, or gum in the science laboratories.
❧ Assessment: Tests and examinations include coverage of student learning outcomes on outline. Some outcomes are assessed via presentations. Grade is based on participation in course activities, performing presentations, and achievement on tests. Being here and being an active participant are crucial to success in this course.
❧ Ethnographic individual presentations are oral presentations to the class. Healing plants presentation: bring the plant. Material culture: bring the item. Fruit: bring the fruit. Some students will have to work with the instructor to find suitable material for presentations.
❧ The presentation of a traditional food is done as a group. Each culture presents a single food, bringing that food to share with the class.
❧ Work phone: 320-2480 Extension 228. Cell: 922-1858 Home phone: 320-2962. Email:
Program learning outcomes:
ANR 2 Demonstrate basic competencies in the management of land resources and food production.
GE 3.4 Define and explain the concepts, principles, and theories of a field of science.
GE 4.2 Demonstrate knowledge of the major cultural issues of a person's own culture as well as other cultures.
MicroSt 2 Demonstrate proficiency in the geographical, historical, and cultural literacy of the Micronesian region.
Course learning outcomes:
1. Identify local plants, their reproductive strategies, and morphology.
1.1 Identify local plants by local and scientific names.
1.2 Compare and contrast the distinguishing reproductive characteristics of different phyla of plants including mosses, seedless vascular plants, gymnosperms, and angiosperms.
1.3 Label the key morphological features of the different phyla of plants including mosses, seedless vascular plants, gymnosperms, and angiosperms including the morphology of the reproductive structures.
2. Communicate and describe the cultural use of local plants for healing, as food, as raw materials, and in traditional social contexts.
2.1 Communicate and describe the healing uses of local plants and the cultural contexts in which that healing occurs.
2.2 Communicate and describe the food uses of local plants and describe the production process.
2.3 Communicate and describe the use of plants for transportation, for shelter, and in other material culture applications.
2.4 Describe the use, role, and importance of psychoactive plants within their traditional ceremonial cultural contexts.

Essay on healing and healing plants

Go to the LRC. Look up integrative health using Google. Look up integrative medicine. Read some of the articles that come up. Learn the meaning of terms such as evidence based medicine, holistic medicine, and alternative medicine. Visit the web site and learn about Integrative Therapies and Traditional and Indigenous Healing Systems. Think about your own life. You have probably used both "Western" evidence based medicine and traditional treatments.

Issues to address in your essay

Essay on material culture

Many traditional cultures, including those of Micronesia, have generally abandoned their traditional material cultural practices. Traditional homes have given way to cement cinder block houses, canoes have been replaced by fiberglass outboard motor boats and airplanes, and few young Micronesians tattoo themselves from head to foot. While people hold on to their language, their traditional medicinal plants, and their traditional foods, material culture seems to be intentionally jettisoned.

Young men wear stylish closed foot athletic shoes, women adopt western clothing, and everyone wears sunglasses. Rope (pwehl) making has been replaced by rope buying at a hardware store. Traditional roofs are produced only for special cultural huts or tourist hotels, people live under corrugated steel or cement roofs. Of all the areas we study during the term, the loss of knowledge and the extent of the adoption of foreign ways is most evident in material culture. As none of the students come to class in ancient traditional wear, or walk to the college from town, arguing that material culture is important would be unsupported by reality. The daily choices made by Micronesians indicate that material culture is being abandoned and forgotten.

Issues to address in your essay