Portfolio: Medicinal Plants of the Sicangu Lakota
Lakota name: peji hota toto (gray or gray blue herb)
Listen to Lakota Plant Name: peji hota toto
Scientific name: Artemisia cana
Common names: Common names include silver sagebrush, plains silver sagebrush, hoary sagebrush, and white sagebrush.
Lakota use: It is listed only as a medicine.
Description: Young twigs are green, rigid and canescent while older twigs are brown to gray coloured and glabrous. The trunk bark is tan to grayish-brown. The leaves are alternate, simple, linear (2-9 cm long, 1-7 mm wide), and entire to 1-2 lobed with a canescent surface. The fruit is a cylindrical, light brown achene (2.5 mm long, 1 mm wide).
Distribution: Silver sagebrush grows in southern Alberta and Saskatchewan, through Montana, Wyoming, and northern Colorado into central North and South Dakota and northwestern Nebraska. Isolated populations grow in the eastern Dakotas.
Special management considerations: Silver sagebrush sprouts vigorously following disturbance. Stand densities on winter ranges can be manipulated when dense stands form with concentrated animal use. Forage can increase when silver sagebrush is reduced.
Information on the Internet
Barrett, M.W. 1979. Evaluation of fertilizer on pronghorn winter range in Alberta. J. Range Manage. 32:55-59.
Beetle, A.A. and K.L. Johnson. 1982. Sagebrush in Wyoming. Agr. Exp. Sta. Bull. 779. Laramie WY.
- ToL Learner Level:
- Target Grade/Age Level:
- Type of Activity
- Lab resource; Field resource; Web-based resource
- Science Subject / Key Words
- Morphology & Anatomy
- Curricular Areas:
- Teaching and Learning Strategy:
- Technology Integration/Computer Assisted Instruction
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
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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