SC/SS 115 Ethnobotany syllabus and calendar Calendar of topics and laboratories for SC/SS 115 Ethnobotany Tuesday Thursday 16 Jan A101 → Field Introduction to Ethnobotany Final exam Text 📖 Flora 🌺 Schoology s⃝ 18 Jan Southeast side of gym. Outdoor dirty. Ethnogardening & Machete safety 🔪→exiv Machetes & rakes used. Sweaty, muddy, wet. 23 Jan Agriculture area. Outdoor dirty. Banana patch ethnogardening An introduction to invasive species. 25 Jan A101 Preparation for group presentations on cyanobacteria, mosses, monilophytes. 30 Jan A101→westside. Outdoor hike. Primi plants Wet, muddy, steep. Mosses, lyco and monilo Valley west of campus. 📖 One, 📖 Two. 01 Feb A101 Group presentations: cyanobacteria, mosses (bryophytes), lycophytes, monilo 06 Feb Rainy: A204 Healing plant videos and herbariums Sunny: A101 → Paies. Healing plant walk. 📖 Three 08 Feb If Tue was sunny: A204 Healing plant videos If Tue was rainy: A101 → Paies. Healing plant walk. 13 Feb A101 Healing plant individual presentations 💘 💘 15 Feb A204 Preparation gymno presentations How to avoid death By PowerPoint Schoology Schoology: Drafting in Schoology 20 Feb→ Pwunso Kolonia. Outdoor field trip. Gymnosperms, plants with economic value. 📖 Four 22 Feb A204 Group presentations: gymnosperms Determine food groups food presentations. 27 Feb → Island Food Community. Field trip. Island Food Community of Pohnpei. Pwunso, Kolonia, Pohnpei. 01 Mar A204 Midterm 06 Mar A101 → Outdoor food plants walkabout. 5. Plants that feed us. Planning session for food presentations. 📖 Five Smells, memories 08 Mar A101 Plants as food: Each cultural group brings a traditional food to share. Group presentation with food. 13 Mar Material Culture: Thatching At gym if sunny Doakoahs en Pohnpei, Ruhk 15 Mar A101 or TBA Outdoor. 6. Vegetative morphology. Seek and find. 📖 Six 20 Mar A204 → Gym. Haruki. Outdoor dirty. Ohigan. Shunbun no hi. Sweaty. Hot. Wet. Muddy. 🔪 → exiv 22 Mar Material Culture presentations Mat Cult essay 27 Mar Faculty development day 29 Mar Easter break 03 Apr TBA Fran Hezel presentation 📖 Seven 05 Apr A204 then Outdoor walk. Flowers! Floral morphology. Sketch/draw flowers. Crayons! Floral formulas. 📖 Eight 10 Apr → Faculty bldg. Fruit! Bring a fruit that no one else brings! Fruit poster in faculty lounge 📖 Nine 12 Apr A101→walkabout. Outdoor. Invasive species. Invasive species checklist A walk and talk Handout 17 Apr A204 Forest bathing Video playlist Possible forest bath... 19 Apr A101 Plants in religious practice walkabout 📖 Ten 24 Apr → Ag. Banana patch cleaning + review for final Meet at bananas in ag area 26 Apr Gym. Outdoor dirty. Meet behind gym. Final garden cleaning and final exam review. Machetes, rakes. Sweaty, muddy, wet. 🔪 → exiv 01 May A204 Psychoactive plants. 📖 Ten.kava Piper methysticum: Chem, uses, legends P. methysticum (sakau) handout 03 May → 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 08 May A101 Course evaluation Outdoor walk on campus Review of the flora campus 09 May A101 → campus 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: 926-2868 Email: dleeling@comfsm.fm
❧ 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
Points
Category123
IngredientsNo localSome localAll local
Physical presentationCulturally inauthentic, foreign styleMix of local and foreign presentation elementsCulturally authentic and appropriate
AppearanceUnappetizingNeutralAppetizing
RecipeNo explanation of stepsSteps unclearSteps well explained
Apparent effortLittle to no effortSome effortRequired a lot of effort and work
DifficultyEasyModerateComplex
TasteInappropriateGoodAwesome

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.