SC/SS 115 Ethnobotany syllabus and calendar Calendar of topics and laboratories for SC/SS 115 Ethnobotany Tuesday Thursday 13 Jan Introduction to Ethnobotany Text book A101 at class start. Move to A204: Schoology 15 Jan Outdoor dirty. Meet A101. Knife safety. Ethnogardening and the final exam. + Haruki Machetes & rakes used. Sweaty, muddy, wet. 20 JanOutdoor. Banana clean and learn. Meet at A101 for class start. Walk to agriculture farm area [up to 10] 22 JanOutdoor hike. Less complex plants. Wet, muddy, steep. Cyano, mosses, lyco and monilo Lee Ling: Chapters one, two. [up to 10] 27 JanPreparation for group presentations on cyanobacteria, mosses, monilophytes. 29 JanGroup presentations cyanobacteria, mosses (bryophytes), lycophytes, monilophytes [up to 20] 03 Feb Outdoor field trip. Plants that heal us. 3. Traditional plants garden Pohnpei campus. Lee Ling: Chapter three. [5] 05 Feb Outdoor walk. Plant collecting process. Herbarium specimens. Healing lecture. A walk through a living herbarium. [5] 10 FebHealing plant individual presentations Last names A to ½way thru class. [up to 15] 12 FebHealing plant individual presentations Last names ½ way thru class to Z [up to 15] Heal plant essay due [16] 17 FebOutdoor field trip. Pwunso Kolonia. 4. Gymnosperms, plants with economic value. Lee Ling: Chapter four. [5] 19 FebPreparation for gymnosperm presentations. Determine food groups food presentations. 24 FebGroup presentations: gymnosperms [up to 10] End of class: food groups verification. 26 Feb Field trip. Island Food Community of Pohnpei. Pwunso, Kolonia, Pohnpei. [5] 03 Mar Midterm exam [~25 to 30] 05 March Outdoor walk. Food plants walk. 5. Plants that feed us. Planning session for food presentations. Lee Ling: 5. [5] 10 Mar Plants as food: Each cultural group brings a traditional food to share. Group presentation with food.[15] 12 Mar Outdoor walk. Leaves! 6. Vegetative morphology. Walk and talk. Lee Ling: Six. [10] 17 Mar Material culture 7. Plants that shelter, transport, decorate 19 Mar Haruki. Outdoor dirty. Equinox. Ohigan. Shunbun no hi. Sweaty. [10] Hot. Wet. Muddy. Meet at A101. 24 Mar Outdoor walk. Flowers! 8. Floral morphology. Sketch flowers. Floral formulas. Lee Ling: 8 [5] 26 Mar Material Culture: Thatching At gym if sunny Doakoahs en Pohnpei, Ruhk Mat Cult essay due [20] 31 March Rahn en Tiahk 02 April Maundy Thursday 07 April Vital Coconut Development Unit field trip Deketik (just past the airport) 09 Apr Outdoor. Invasive species search. Clidemia hirta (Koster's curse, riahpen rot). Muddy. Wet. Itchy. Coconut oil. 14 Apr Fruit! [Uniqueness points] 9. Bring an edible fruit to share with the class. Lee Ling: Chapter nine [up to 12] 16 Apr Test two [Up to 60 points] 21 Apr Outdoor. Banana clean and care. A101 Start [up to 10] 23 Apr Outdoor dirty. Meet A101. Final garden cleaning and final exam review. Machetes & rakes used. Sweaty, muddy, wet. 28 Apr 10. Psychoactive plants. Areca catechu. Piper methysticum: Chemistry and Uses Legends of the stone 30 Apr Field Trip: Kava cultural ceremony Location to be determined. [10] 05 MayTuesday 4:20 to 6:20 A field practical final on campus identifying the plants and their uses. [48]
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:
❧ Course grade is tracked in Schoology. Essays will also be submitted via Schoology.
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

When have you used local medicine, for what, and why?
When have you used "western" evidence based medicine, for what, and why?
How do you know when to use local and when to use foreign medicine?
How could both be used together (integrative healing)?

+4 local medicine use including specific examples
+4 foreign medicine use including specific examples
+4 explanation of how the decision between the systems is made
+4 explanation of how both could be used together
16 points
Deductions will be made for spelling errors and errors of grammar.

Food presentation marking rubric
IngredientsNo localSome localAll local
Physical presentationCulturally inauthentic, foreign styleMix of local and foreign presentation elementsCulturally authentic and appropriate
RecipeNo explanation of stepsSteps unclearSteps well explained
Apparent effortLittle to no effortSome effortRequired a lot of effort and work

Ethnobotany material culture essay marking rubric
Deductions will be made for spelling errors and errors of grammar.

What items of material culture are being conserved? Be specific in your examples.
What are the reasons for the abandonment of material culture?
Which specific parts of traditional material culture should be conserved?
Since the choice of what you wear, what you live in, and how you move around is an individual choice, how do you conserve material culture? How can your culture survive without your material culture?

+4 specific items cited
+4 specific reasons explained
+4 areas that should be conserved are discussed
+4 the issue of free will and choice are discussed
+4 an explanation is provided of how the culture can continue to survive and be practiced if material culture is lost
20 points
Deductions will be made for spelling errors and errors of grammar.