BOTANY 105 H - ETHNOBOTANY (DS.HAP)Spring 2009

BOTANY 105 H - ETHNOBOTANY (DS.HAP)Spring 2009

Section 33098: 7:45 – 9:00 am and sect. 33084: 9:15 -10:30 am TR @ Koki`o 101

Botany 105 is designed to inform students of the nature of plants, their economic values and their influence upon the culture and lifestyle of Hawai`i, the Pacific and Asia. It emphasizes the economic importance and distribution of various plants and their role in abating world hunger and famine. It also provides an insight into plant-man inter- dependency, thus making people aware of the importance of plants to humans and society. This is a 3-credit course that satisfies the Social Science requirement for KCC AA degree and UHM core. This is offered as a Service Learning course and is a part of the Malama Hawai`i program and KAPE (Kapiolani Asian Pacific Emphasis). It satisfies the HAP (Hawaii Asia Pacific Emphasis) focus requirement for the UH system.

Faculty: Prof. N. K. QuensellOffice Hour: 11:00 – 2:00 pm Thursday or by appointment

Office : Koki`o 102Office Phone: 734-9428 A/S fax #: 734-9151

e-mail address:

COURSE TEXTBOOKS: Required Textbooks:

Abbott, Isabella Aiona. LA`AU HAWAI`I: TRADITIONAL HAWAIIAN USES OF PLANTS

Bishop Museum Press 1992

Balick, Michael J. and. PLANTS, PEOPLE AND CULTURE (The Science of Ethnobotany)

Paul Alan Cox Scientific American Library 1999

Optional References:

Krauss, Beatrice H. PLANTS IN THE HAWAIIAN CULTURE

University of Hawai`i Press 1993

Simpson, Beryl B. and ECONOMIC BOTANY: PLANTS IN OUR WORLD third edition

Molly C. Ogorzaly MacGraw Hill Inc. 2001

COURSE OBJECTIVES: Competencies below meet the AA degree competencies which are:

Communication abilities,Values of living, Quality of life affected by technology and science, Awareness of dynamics in contemporary issues, Problem-solving and decision-making abilities, Responsiveness to arts and humanities, Career choices and life-long learning, Study in a selected program

Upon successful completion of this course, the student should be able to:

Demonstrate the knowledge of habits, habitats, reproductions and interactions of plants and their environment
Identify the role and influence played by plants on the culture of Hawai`i and Pacific
Know the economic importance and ecology of cultivated as well as the wild plants in the world. Understand and appreciate the complete dependence of all living things on plants.
Appreciate the pragmatic application of the principles learned, through the “Malama Hawai`i”, Service Learning path, the KAPE and the media (current news articles, journals, TV)

Botany 105 is also aligned with these General Education academic skill standards:

1. Critical thinking4. Quantitative reasoning

2. Information retrieval and technology5. Written communication.

3. Oral communication6. Understanding self and community

COURSE GRADING:

There will be a total of 600 points obtainable from the course:

Four 120-points tests (finals included) …………………………………….... 480 points

Class participation (seminars, class work, homework, specimens brought

to class, 2 Natural Science papers, SL or seminar) …………………………… 120 points

total points …………………………………………… 600 points

Grades will be computed based on the following:

90% of 600 = A; 80% of 600 = B; 70% of 600 = C; 60% of 600 = D

less than 60% of 600 and those who abandoned class w/o official withdrawal = F

COURSE POLICY STATEMENTS:-*

Students must learn all lecture materials and readings. These learning competencies will be tested by written objective and essay examinations in the class. (Critical thinking, written communication standards)

Written reports need to be submitted on scheduled time. (Written communication standard)

Presentation of seminars: as scheduled on sign-up sheets (Oral communication)

NS paper (summary and reaction on AV material @ Koki`o 202or the STEM

Center): 2/10 and 3/17

Service Learning report due on Apr. 30, 2009

The Service Learning in Botany will entail involvement in: the Adopt An Ahupua’a Pathway

which includes: the Lyon Arboretum/ Hawaii Nature Center/Foster Botanical Garden (as a micropropagation volunteer, greenhouse worker, plant care giver or docent program), the KCC campus/Diamond Head park. (Understanding self and community standard) (=50 points)

You are expected to act in a mature and honorable way. Giving, receiving or sharing

of answer during exams is prohibited. If you are caught cheating your paper will be confiscated and your exam will be equal to ZERO.

The students will need to maintain regular, punctual attendance in class. It is the responsibility of the student to obtain lecture notes from classmates upon returning to class.

“Students are expected to attend all classes for which they are registered. If a student is unable to attend class, he or she should contact the instructor in advance to give notification of the absence and make necessary arrangements. For those students who receive financial aid and fail to attend the first week of class without making arrangements with the instructor, the instructor will submit the student's name to the Registrar. The student will be denied financial aid for the class he/she is not attending. In addition, it is solely the student's responsibility to withdraw from the class or attend the class and pay the tuition”.

There is NO make-up for missed exams

If Prof. Quensell is more than fifteen (15) minutes late, you may consider the class to be cancelled.

If you decide to withdraw from the course, the paperwork must be completed by March 23rd, 2009, the last day for all withdrawals.

Withdrawals after March 23, 2009 will be allowed only in cases of extreme or unusual

circumstances (as certified medical condition or death in the immediate family). All grade-

related excuses are not acceptable. If you abandon class or disappear without official

withdrawal, your final grade will be “F”.

Incomplete: Students must present the “Request for Incomplete” form (available at the Registrar’s office) PRIOR TO THE LAST DAY OF INSTRUCTION, May 6, 2009(Wednesday) Incomplete or “I” grade will be allowed for students who are:

1. averaging a “C” grade or better 2. very close to completing the course (including completed all other course requirements, as articles, papers, seminars) 3. have a very good reason for NOT being able to complete the course on time, such as medical reasons or death of an immediate family member. Vacation-related reasons are unacceptable.

Extended test time in a distraction-free environment may be arranged for students

with disabilities. If you have a disability and have not voluntarily disclosed the nature of

your disability and the support you need, please contact the Special Student Services

Office, at Ilima 105, 734-9552.

Classwork means small group discussions or reactions to CDs, videos that are relevant to the course objectives and are experienced during class time. All paper work must be submitted before leaving the classroom. Therefore, if you are absent, the class work cannot be made-up. (Oral and written communication skills standards)

11..You may sign up for student seminars. Each seminar will be worth 50 points. Sign-up on

assignment sheets that will be passed around after the first test. The individual seminars will be orally presented on designated dates. There will be NO MAKE-UP for missed seminars. Please take note of all the directions regarding this class activity. If you need help, please come in to see me. (Oral and written communication / information retrieval technology,/ critical thinking)

SCHEDULE OF LEARNING EXPERIENCE IN BOT 105:

Date / Subject/materials/seminar schedule / Pages/text/student semnr
1/13/09 / What`re ethnobotany? plants? botany / Chapter 1 (B/C)
1/15/09 / Campus walk….. classwork (one paper for each pair of students)
1/20/09 to
1/29/09 / Features of flowering plants / Chapter 1 (S/O)* handout
2/3/09 / First Hawns and their plants/evolving relationships of land and crops / Chapter 1 + 2 (Abbott)
2/5/09 / What’s agriculture? Religious dimensions of hawaiian agriculture / Chapter 3 (S/O)* handout
Chapter 3 (Abbott)
2/10/09 / From hunting and gathering to haute cuisine / Chapter 3 (B/C)
2/12/09 / TEST #1 : all above materials / Closed notes
2/17/09 / Staple crops: kalo and `uala / Chapter 4 (Abbott)
2/17/09 / a. Mai`a, uhi, pi`a, b. ti, awa, hapu`u,
c. ulu, ko, ape / a..
b..
2/19/09 / Seminar on: d. hala, pineapple, guava / c.
d.
2/19/09 / Semnr: e. mango, ohia`ai, ohelo,
f. avocado, squash (3 sp) / e.
f.
2/24/09 / Food plants from aquatic sources
lecture on algae / Chapter 6 (Abbott)
2/24/09 / Seminar on: f1. koali, limu manauea (ogo)
limu kohu, / f1.
2/26/09 / Food transport, preparation., storage, etc. / Chapter 12 (Abbott)
2/26/09 / Semnr: g. kamani, false kamani,olopua / g.
2/26/09 / h. Milo, kou, kauila
(finish other unfinished semnrs) / h.
3/3/09 / TEST #2 : all materials after T#1 / Closed notes/books
3/5/09 / Fiber plants (incldg. Kapa making) / Chapter 7 (Abbott)
3/5/09 / Semnr: i. wauke, mamaki, hau / i.
3/10/09 / Semnr: j. ma`o, ahu`awa, olona / J
3/10/09 / Cordage for all occasions / Chapter 8 (Abbott)
3/10/09 / Semnr: k. Mt. Hala (`ie`ie), uki`uki, kukui / k.
3/12/09 / Semnr: l. hemp, koka,` olena / l.
3/12/09 / Indigenous textiles / Pp 125-128 (Balick/Cox)
3/12/09 / Finish off all seminars relevant to fibers, cordage, and dyes. / Chapter 9 (Abbott)
Pp 110-115; on Balick and Cox
3/17/09 / Seminar: m. ohi`a, mamane, `ohe / m.
3/17/09 / Semnr: n. Naio, ili`ahi, calabash (la`amia) / n.
3/19/09 / Canoe and fishing tools; indigenous voyaging and fishing implements / Chapter 11 (Abbott) Ch. 4 & Pp128-132 (Balick/Cox)
3/19/09 / Semnr: o. Wiliwili, olapa, lama / o.
3/19/09 / Semnr: p. coconut, koa, hao / p.
3/23–27 / SPRING BREAK (Enjoy, be safe/happy)
3/31/09 / TEST #3 all materials after T#2 / Closed notes/books
4/2/09 / Medicinals, , movie on medicinal plants
Plants that Heal / Chapter 13 (Abbott), chapt 2 (Balick / Cox)
4/7/09 / Semnr: q. popolo, noni, koko`olau / q.
4/7/09 / Semnr: r. ala`ala wainui, awapuhi, uhaloa / r.
4/9/09 / Warfare and chiefly regalia and religious images and ceremonies / Chapter 14 (Abbott)
Chapter 15 (Abbott)
4/9/09 / Hula and Music / Chapter 16 (Abbott)
4/14/09 / Semnr: s. maile, halapepe, ilima / s.
4/14/09 / Semnr: t. a`ali`I, pukiawe, ma`o hau hele / t.
4/16/09 / Personal adornment and leisure, lei making / Chapter 17 (Abbott)
4/21/09 / Semnr: u. mokihana, laua`e, kauna`oa / u.
4/21/09 / Semnr: v. puki`awe, lie`e, pala`a / v.
4/23/09 / Changes in society and plant use / Afterword (Abbott)
4/23/09 / Biological conservation and ethnobotany / Chapter 6 (Balick/Cox)
4/23/09 / Semnr w. poisonous species: castor bean, crown flower, oleander / w.
4/28/09 / Test #4 materials after T#3 Closed notes/books
4/30/09 / Service Learning presentations Journals, copy of time sheets
(10 minutes each) and reflection paper due.
5/5/09 / Review for finals, individual conferences, class standing, check out all final materials and get ready for finals
Final Examination (all four tests) / Return all tests loaned
Class taking final test

BOT 105 SERVICE LEARNING EXPERIENCE :

Environmental/Ahupua`a Pathway

A H U P U A ` A

SOCIAL SCIENCE FOCUS NATURAL SCIENCE FOCUS

Diamond HeadKCC/DH

Hanauma BayLyon Arboretum

Kanewai Lo`i Makiki Nature Center

FishpondFoster Botanical Garden

Others (individual research).Others (individualresearch)

**********************************************************************

SERVICE LEARNING IN BOTANY CLASSES

(critical thinking, oral communication, written communication, understanding self and community)

“Service learning is a teaching and learning method that connects meaningful community service experiences with academic learning, personal growth, and civic responsibility. It enhances theories learned by extending student learning beyond the classroom and providing many opportunities for lifelong learning.”

Students in Botany classes volunteer at least 20 – 30 hours per semester of community service to community organizations and schools, maintain a log of their learning experiences and on ______will submit a written report that will illustrate the relevance of their learning experience to the competencies of the course (=reflection paper). ( may be = 30 points)

The various activities and community organizations a Botany student may be involved with are the following: (you may choose one number)

A. ADOPT AN AHUPUA`A: (Understanding self and community)

This is a collaboration between KCC and UHM faculty and students on various interdisciplinary projects with the overall and long range theme of "Adopting An Ahupua`a" in order to identify and address community/ahupua`a needs. Ahupua`a is a Hawaiian concept that describes pre-contact land tenure system where lands were divided into approximate pie-shaped wedges stretching from the mountains to the sea, so that in any ahupua`a land division the commoner farmer and fisherman will have access to upland, lowland and ocean resources. While in-class materials and discussions will teach concepts and theory, the out-of-class learning activities will teach us the application of these theories and thus, foster Polynesian and Pacific learning. The Ethnobotany classes will identify the ethnobotanical significance of the site in the adopted district. It will hopefully develop a “sense of place” among our students and the awareness of this may lead to the discovery of the existing flora and fauna, also address what was there before and eventually compare the two. This semester the Botany students in collaboration with the Biology 101 classes of Chung and Quensell and the Anthropology classes of Hefner and Hasager (including the Manoa sections of Hawaiian History and Anthropology) will complete the following activities:

Ecological survey and analysis, re-planting, and studying the “Youth Peace Garden” at Diamond Head Park. We are collaborating with the Diamond Head Parks and a federal entity.
Continue the “Native Plants/Garden Project “ at KCC campus. We will plant more native species, maintain and monitor the growth and development of various native species on areas around KCC campus.
We will meet with the other classes on three Saturdays for mutual discussions and sharing of learning experiences. A schedule will follow later. Herbarium experience, probable.

B..VOLUNTEEER PLANT CARE PERSON FOR EITHER LYON ARBORETUM AT MANOA, FOSTER BOTANICAL GARDEN AT VINEYARD BLVD., HO`OMALUHIA AT

KANEOHE (Understanding self and community, oral communication)

Students volunteer to learn about and do actual field work related to species conservation and ecology at either places. There are various points or places of interest within the Arboretum and the Garden which students may explore. Some examples are: the green house, the micropropagation lab (Lyon Arboretum only), ethnobotanical gardens, bromeliads and orchids, learning various horticultural practices, various mini-gardens on spices, medicinals, poisonous species, ferns, economic plants, palms, etc… We will have contact persons in each location who will act as your immediate supervisors. Each site will provide orientation for the volunteers. Contact: Jill Laughlin @ 988-0471, Nellie Sugii @ 988-0470, Ken Seamon @ 988-0469,

C. VOLUNTEER TEACHING DOCENT AT HAWAI`I NATURE CENTER, MAKIKI

(Information retrieval and technology, oral communication)

The volunteers will have the opportunity to work with 1st, 3rd and 4th grade programs at field sites in Makiki Valley, Pu`u Ualaka`a State Park and the USFWS Honouliuli Pearl Harbor National Wildlife Refuge in Ewa. They provide orientation for new docents and ask for a commitment of one weekday per week, 8:30 to noon from August to December 2003. More info, call 955-0100 (Pauline Kawamoto)

STUDENTS' RESPONSIBILITIES:

Although you have the choice of your service learning experience, you must obtain the approval of the faculty

before starting your community service.

You have TO ATTEND ONE OF THE SCHEDULED ORIENTATION/SIGN-UP SESSIONS for all KCC students and complete all the necessary paperwork and attend the award ceremony at the end of the semester
Students are expected to donate 20-30 hours of community service for the semester. = 30 points for class.
Writing assignments: You will maintain a logbook or detailed journal of your experience and it should reflect their learning process that is taking place. Begin your journal as soon as you finalize your placement. You should engage in some reflection prior to getting involved in the actual work. Examine your goals and expectations from this experience.
At the end of your service, you have to complete a written reflective essay on your service learning experience. (The format of report will be on a separate page.) It should address your exact duties and responsibilities, a short history of the organization you worked with, major problems encountered and their solutions, how this experience relates to the competencies of the course you are registered in. You have to show how much learning occurred during the process.

At the end you will have a few minutes to share your experience with the class, through a very brief oral presentation.

REFLECTIVE JOURNALING: (Written communication and critical thinking )

Students in Service Learning need to keep a journal of their field experiences. The journal should describe what you see and do and then provide your own interpretative comments. A practical way of doing this is to divide the paper in half (lengthwise), and describe the experience on one side and the interpretative comments on the other side. I will collect these journals on the end and specifically peruse these pages. These entries will also help you when you write your final 2- 3 pages long critique of the experience (=reflection paper).Also indicate any new processes or items you learned during the SL experience. As we progress in the semester and as time allows us to, we can do some sharing and learn from each other's experiences, insights and perspectives. Ahupua`a is a Hawaiian concept that describes pre-contact land tenure system where lands were divided into approximate pie-shaped wedges stretching from mountain to ocean so that in any ahupua`a land division , commoner farmer and fisherman had access to upland, lowland and ocean resources.

Adopt an Ahupua`a SERVICE LEARNING OPTIONS

Choice of community partner or SL activity / Description of the service or community activity / Contact person/supervisor
Tel. #/e-mail address
Recycling / Identify, quantify, collect and properly discard recyclable items at KCC campus / Krista Hiser//LaVache Scanlan
(808) 734-8464/(808) 734-9371
/
Adopt KapCC / Plant more native species, maintain existing (weeding, fertilizing, pruning,) native species and namesakes / Nelda K. Quensell
(808) 734-9428

Diamond Head and
The Peace Garden / Ecological survey analysis; re-plant and maintain the Peace Garden and native species; ciollaborate with federal entity / Yara La Madrid
(808) 587-0294/258-1312

Lyon Arboretum at Manoa, Honolulu
Part of UH Manoa / Children’s program, micro-propagation lab, conservation of native species, weed removal, ethnobotanical garden, work in greenhouse / Jill Laughlin: 988-0471
Nellie Sugii – 988-0470
Ray Baker – 988-0455
Ken Seamon – 988-0469
Alvin Yoshinagha – 988-0469
Foster Botanical Gardens: Nuuanu, Wahiawa Or Kaneohe’s Hoomaluhia / Conservation program
Docent training
Information/greeters
Plant care giver / Brian Koren (808) 621-5463

[or the Education specialist at
(808) 522-7063]
Hawaii Nature Center at Makiki, Honolulu / Docent for elementary school children; or a plant care giver / Pauline Kawamoto (or the education specialist)
(808) 955-0100
Bishop Museum
or
The Waikiki Aquarium / Work with scientists on Botanical collections or on anthropology;
Hawaiian limu conservation or coastal species / BM: Judi McClain
(808) 848-4180
WA: call the education specialist/check phone book
Palolo Pipeline / Tutor math oir science
Tech tutor at the “Hale”
Conservation of the taro lo`i with the Anuenue School / Ulla Hasager: (808) 734-9177 or (808) 956-4218
Hale: Judi Kirkpatrick/KCC
AS: Kamuela Yim (808) 953-8988

BOT 105 SEMINAR MECHANICS: