SC/SS 115 Ethnobotany syllabus and calendar Calendar of topics and laboratories for SC/SS 115 Ethnobotany Tuesday Thursday 16 Aug Introduction to Ethnobotany Text book A204 at class start. Schoology 18 Aug Outdoor dirty. Knife safety. Meet in A204. Later outside. Bananas. Training in machete safety. 🔪 → exiv 23 Aug Outdoor dirty. Meet at gym east lot. Ethnogardening and the final exam. Machetes & rakes used. Sweaty, muddy, wet. 25 Aug Outdoor hike. Less complex plants. Wet, muddy, steep. Mosses, lyco and monilo Lee Ling: Chapters one, two. 30 AugPreparation for group presentations on cyanobacteria, mosses, monilophytes. 01 SepGroup presentations cyanobacteria, mosses (bryophytes), lycophytes, monilo 06 Sep Herbariums and documentation. A204. Herbarium specimens. Healing videos. Healing essay 08 Sep Outdoor walk & talk. Plants that heal us. 3. Medicinal plants of Paies. Lee Ling: Chapter three. 13 SepHealing plant individual presentations Last names A to ½way thru class. 15 Sep Healing plant individual presentations Last names ½ way thru class to Z Heal plant essay due 20 SepOutdoor field trip. Pwunso Kolonia. 4. Gymnosperms, plants with economic value. Lee Ling: Chapter four. 22 Sep Haruki. Outdoor dirty. Ohigan. Shunbun no hi. Sweaty. Hot. Wet. Muddy. 🔪 → exiv 27 Sep Preparation gymno presentations A204 How to avoid death By PowerPoint Determine food groups food presentations. 29 Sep Group presentations: gymnosperms A204 End of class: food groups verification. 04 Oct Field trip. Island Food Community of Pohnpei. Pwunso, Kolonia, Pohnpei. 06 Oct Midterm Test one 11 Oct Outdoor walk. Food plants walk. 5. Plants that feed us. Planning session for food presentations. Lee Ling: 5. 13 Oct Plants as food: Each cultural group brings a traditional food to share. Group presentation with food. 18 Oct Vital Coconut Development Unit field trip Deketik (just past the airport) 20 Oct Material Culture: Thatching At gym if sunny Doakoahs en Pohnpei, Ruhk 25 Oct Material culture individual presentations. Last names ½ way thru class to Z 27 Oct Material culture individual presentations A to ½ way thru class. Mat Cult essay due 01 Nov Outdoor. Invasive species. Invasive species checklist A walk and talk 03 NovFSM Independence 08 Nov Pohnpei Independence 10 Nov Outdoor leaf hunt. 6. Vegetative morphology. Seek and find. Lee Ling: Six. 15 Nov Outdoor walk. Flowers! 8. Floral morphology. Sketch flowers. Floral formulas. Lee Ling: 8 17 Nov 9. Fruit! Bring a fruit that no one else brings! Fruit poster in faculty lounge Lee Ling: Chapter nine 22 Nov Banana patch cleaning + review for final Meet at bananas in ag area 24 Nov Outdoor dirty. Meet behind gym. Final garden cleaning and final exam review. Machetes, rakes. Sweaty, muddy, wet. 🔪 → exiv 29 Nov 10. Psychoactive plants. Meet A204. Piper methysticum: Chem, uses, legends P. methysticum (sakau) handout 01 Dec Field Trip: Kava cultural ceremony Location to be determined.

SC/SS 115 Ethnobotany syllabus and calendar Calendar of topics and laboratories for SC/SS 115 Ethnobotany Tuesday Wednesday 06 Dec Course evaluation Outdoor walk on campus Review of the flora campus 07 Dec Wednesday 4:20 to 6:20 A field practical final on campus identifying the plants and their uses.

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 & Friday 1:00 to 3:00 or by appointment. See also further contact information below.
❧ 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.
MSP 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 engage and describe the production processes
2.3 Communicate and describe the use of plants for transportation, for shelter, and in other material culture applications.
2.4 Engage in activities that explore the use, role, and importance of psychoactive plants within their traditional ceremonial cultural contexts.
3. Demonstrate basic field work competencies related to management of culturally useful plant resources and foods
3.1 Cultivate, maintain, and produce culturally useful plants
3.2 Engage in traditional field work with plants including the production of food plants
3.3 Be able to identify, distinguish, and remove invasive plant species

Integrative medicine essay rubric

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

Material culture essay rubric

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.