Portfolio: Medicinal Plants of the Sicangu Lakota
Hymenopappus tenuifolius. © 2008 1sagebrush18
Lakota name: Śuηkhú śtipiye
Listen to Lakota Plant Name: Śuηkhú śtipiye
Scientific name: Hymenopappus tenuifolius Pursh
Common name: Chalk-hill woolly white
Use as a medicinal plant by the Lakota or any other culture: Made into a tea and used as salve (medical ointment) for horse hooves (Moerman 1998).
Description: Stands about a meter tall, has multiple yellow flowers and has other protective petioles, forbs/herbs.
Click on an image to view larger version & data in a new window
Hymenopappus tenuifolius. Image courtesy USDA Plants Database
Flowering: It can take 4+ years to flower in some cases.
South Dakota Distribution: Southern prairies in the state.
North American Distribution: Throughout the Midwest including SD, ND, CO, WY,KS, NE, OK, TX, and NM.
During my research I wasn’t able to find any information on potential derivatives.
Group: Dicot, Hymenopappus L'Hér.
Information on the Internet
Britton, N.L., and A. Brown. 1913. An illustrated flora of the northern United States, Canada and the British Possessions. Vol. 3: 506.
Moerman, D. E. 1998. Native American Ethnobotany. Timber Press.
- ToL Learner Level:
- Target Grade/Age Level:
- Type of Activity
- Classroom resource; Web-based resource
- Science Subject / Key Words
- Morphology & Anatomy
- Suggested Time Frame
- It will take about 5 to 10 minutes go through this treehouse
- Sequence and Context
- This is only one lesson contained in a classroom lesson of several plants.
- Additional Treehouse Type:
- Curricular Areas:
- Teaching and Learning Strategy:
- Inquiry Learning;
- Hands-on Learning
State Education Standards
- South Dakota Education Standards
- 9-12.L.1.1. Students are able to relate cellular functions and processes to specialized structures within cells.
- 9-12.L.1.2. Students are able to classify organisms using characteristics and evolutionary relationships of major taxa.
- 9-12.S.1.1. Students are able to explain ethical roles and responsibilities of scientists and scientific research.
- 9-12.S.1.2. Students are able to evaluate and describe the impact of scientific discoveries on historical events and social, economic, and ethical issues.
- 9-12.N.1.1. Students are able to evaluate a scientific discovery to determine and describe how societal, cultural, and personal beliefs influence scientific investigations and interpretations.
- 9-12.N.2.1. Students are able to apply science process skills to design and conduct student investigations. (Synthesis)
- 9-12.N.2.2. Students are able to practice safe and effective laboratory techniques.
National Education Standards
- National Education Standards
CONTENT STANDARD A: As a result of activities in grades 9-12, all students should develop
- Abilities necessary to do scientific inquiry
- Understandings about scientific inquiry
CONTENT STANDARD B: As a result of their activities in grades 9-12, all students should develop an understanding of
- Structure of atoms
- Structure and properties of matter
- Chemical reactions
- Motions and forces
- Conservation of energy and increase in disorder
- Interactions of energy and matter
CONTENT STANDARD C: As a result of their activities in grades 9-12, all students should develop understanding of
- The cell
- Molecular basis of heredity
- Biological evolution
- Interdependence of organisms
- Matter, energy, and organization in living systems
- Behavior of organisms
CONTENT STANDARD E: As a result of activities in grades 9-12, all students should develop
- Abilities of technological design
- Understandings about science and technology
CONTENT STANDARD F: As a result of activities in grades 9-12, all students should develop understanding of
- Personal and community health
- Population growth
- Natural resources
- Environmental quality
- Natural and human-induced hazards
- Science and technology in local, national, and global challenges
CONTENT STANDARD G: As a result of activities in grades 9-12, all students should develop understanding of
- Science as a human endeavor
- Nature of scientific knowledge
- Historical perspectives
About This Page
Classroom Project: Medicinal Plants of the Lakota Sioux
Lead-Deadwood High School
Lead, South Dakota United States
License: Creative Commons Attribution-NonCommercial License - Version 3.0
Correspondence regarding this page should be directed to , Lead-Deadwood High School
Page copyright © 2008 1sagebrush18
Treehouses are authored by students, teachers, science enthusiasts, or professional scientists. Anyone can sign up as a treehouse contributor and share their knowledge and enthusiasm about organisms. Treehouse contributions are checked for general accuracy and quality by teachers and ToL editors, but they are not usually reviewed by expert scientists. If you spot an error, please get in touch with the author or the teacher. For more information about quality control of Tree of Life content, see Status of Tree of Life Pages.
About This Portfolio
I would like to acknowledge the following individuals for their help with this project:
- Rev. Raymond Bucko S.J., Creighton University Department of Sociology and Anthropology
- My student mentor Devan, Kim Loeffen, Tony Beisiot, Wade Mackey, and Sharon Burns for their technical help.
- F.J. Doody, Buechel Memorial Museum, St. Francis, S.D.
- Ben Black Bear Jr. for his audio of Lakota names, St. Francis, S.D. (Author of the Introduction of Dilwyn Rogers' Book of Father Buechel's research.)
- Katja Schulz Managing Editor ToL
- And mostly, my students for their perserverence!
Lead-Deadwood High School
Correspondence regarding this page should be directed to Robin Cochran-Dirksen at
Page copyright © 2008 Robin Cochran-Dirksen