DOI
https://www.doi.org/10.62812/OIDL2631
Document Type
Curriculum Resource
Publication Version
Accepted
Publication Date
Summer 8-3-2025
Keywords
Culturally Responsive Teaching, Taxonomy, Classification, Nomenclature, Identification, Biological hierarchy, Dichotomous key for conifers
Description
This lesson on plant taxonomy introduces students to the scientific system used to name, classify, and identify plant species, with a focus on conifer trees found in local environments. Students explore how observable traits—such as needle shape, cone structure, and bark texture—are used to group plants into categories that reflect their evolutionary relationships. Through a hands-on tree-walk activity, students use a simplified dichotomous key to identify at least five conifer species on or near school grounds. They then use digital plant ID tools to confirm their findings and compare traditional and modern identification methods. The lesson also emphasizes the hierarchical structure of taxonomy, from domain to species, and how this system helps scientists understand the ancestry and adaptation of plants over time. In addition to scientific classification, students explore Indigenous knowledge systems by learning the Lakota names and traditional uses of local conifers. This cultural connection highlights the importance of plants in the lifeways of the Oceti Sakowin people and fosters respect for traditional ecological knowledge. By combining fieldwork, digital tools, and cultural perspectives, this lesson helps students build a deeper understanding of biodiversity, evolution, and the role of plants in both science and society
Pages
9
Format
Language
English
Publisher
Open Prairie
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Recommended Citation
Nepal, Madhav P. 2025. Culturally Responsive Teaching: Identifying Conifers Through Science and Tradition. ILEARN Teaching Resources. Volume 7 (1): 166-174; DOI: https://www.doi.org/10.62812/OIDL2631