The Bulbs: Camas and Daffodil
Evelyn Carter, D’Lisa Pinkham, Jackie Taylor
Nez Perce Indian Reservation, Lapwai, Idaho

Summary
Students learn about interdependence in Nature through the exploration of the camas bulb, a traditional staple food of the Nez Perce people.

Grade level
Fourth

Time required
Two hours plus 15 minutes daily for growth observation

Materials
Daffodil bulb
Camas bulb
Pictures of the camas flower and the bulb
Picture of a tookas (digging stick)
Pictures of native people harvesting camas
Potting materials (soil, sand, gravel, pots, lighted area, fertilizers, etc.)
Science journals
Books and web sites on plants and their parts
Satellite image of the Nez Perce reservation
Map of Nez Perce aboriginal territory

Goals
By completing this lesson students will

1. become aware of the importance of the camas bulb to the Nez Perce people,
2. learn the parts of plants,
3. gain understanding of the interdependence of Nature,
4. learn about the possible causes and outcomes of global warming,
5. develop skills in inquiry learning and
6. develop skills in interpreting maps and satellite images.

Science standards addressed
National Science Standards

• Abilities necessary to do scientific inquiry
• Characteristics of organisms
• Life cycle of organisms
• Organisms and environments
• Changes in environments

American Indian Science Standards

• Changes in Earth’s surface, weather fluctuations and movements of celestial objects and how they affected historical American Indian community locations, annual migrations, and agricultural and ceremonial cycles.

Teacher tips
Camas is still harvested by the Nez Perce today. Baking the bulbs is a long process, done in a pit in the ground. Invite an elder or other tribal member to talk to your students about camas. Take them on a field trip to harvest or bake it. Allow them to taste it if possible.

The Nez Perce National Historic Park is a good source for information about camas, Camas Prairie and the Nez Perce. Their “Nez Perce” brochure contains a map that indicates areas where camas is collected in and around the Nez Perce reservation. Their web site (www.nps.gov/nepe/sites.htm) contains information, maps and pictures about these topics as well.

There are a number of excellent educators’ resources on global warming available on the Internet. NASA sites are one good source (www.nasa.gov).

Background information
One of the most important roots for the Nez Perce was the blue flowered camas. It is a member of the lily family and is harvested from late July through September in mountain meadows and prairies. A digging stick (tookas) is used to dig these bulbs from the ground. The black outer covering of the bulb is removed. Then the white bulb is baked underground for two or three days. When baked, the bulb turns dark brown and tastes similar to sweet potatoes. The baked bulb can be eaten fresh, dried whole or ground into a mush or cereal. It was also used in times past as a valuable trade item with other tribes.

Some scientists believe that both natural and man made sources of greenhouse gases like carbon dioxide are creating a gradual increase in Earth’s average temperatures, an effect commonly known as global warming. Scientists predict that even slight changes in temperature will create far reaching changes on Earth, from the melting of glaciers, to drastic changes in precipitation, to shifts in agricultural zones. The interdependent nature of Earth means that these changes will have significant impacts on all living things on Earth, including humans.

Procedure
Engagement

1. Ask students to talk about what foods they like and dislike.
2. Discuss the camas bulb and that it was a traditional food of the Nez Perce. Show pictures and items related to camas such as the bulb, and a tookas. Allow students to handle and taste the bulb.
3. Show students a satellite image and map of Nez Perce aboriginal territory. Using words like habitat and climate in context, ask students to speculate about where good harvesting sites for camas might be located on the image. Identify and mark known camas digging areas on the image.

Exploration

1. Ask students to predict the characteristics of camas habitat, based on the location of the traditional harvest areas identified. Ask them what things might affect the growth of camas. Make a chart of their responses.
2. Tell students that they will be growing a daffodil bulb in the classroom. Ask students to pick one variable of the bulb’s growing environment that they will study (light, fertilizer, water, temperature, soil type, etc.). Have them write a paragraph in their journals describing their proposed experiment.
3. Ask students to create a data table in their journals where they will record their observations of their bulb’s growth. Have them check their bulb and monitor its growing conditions daily.
4. Ask students to use resources to discover the names of the parts of the daffodil plant. Ask them to draw their plant in their journals and label the drawings accurately.
5. Ask students to graph and analyze their experimental results, and write up their conclusions from their experiments in their journals.

Explanation

1. Invite elders to talk with the class about camas harvest and preparation. Ask them to discuss traditional areas for camas harvest in Nez Perce aboriginal territory. Locate the areas on the image and map. Are these still good areas for digging camas?
2. Revisit the topic of factors that might affect the growth of camas. Encourage students to incorporate their experimental findings in the discussion, and to use relevant vocabulary.
3. Ask students to write answers in their journals to the following questions:
   • What types of changes in the environment might be affecting the growth of camas today?
   • What are the possible causes of environmental change?

Elaboration

1. Introduce the term global warming to the class. Facilitate a short discussion about interdependence in Nature and global warming. Ask students to write predictions in their journals about the effects of rising temperatures on Mother Earth.
2. Facilitate a class discussion about possible causes and outcomes of global warming. Show satellite images illustrating the effects of global warming, such as melting glaciers (see Resources section for web address). Relate the rise in global temperatures to potential changes in plant growth and food availability.

Evaluation

1. Evaluate students’ understanding of interdependence in Nature by reviewing their journal entries and their contributions to class discussions. Look for higher level thinking and application of concepts.
2. Evaluate students’ inquiry skills through observation of their experimentation and by reviewing their written descriptions, data tables, drawings and conclusions from their experiments.

Vocabulary

Resources
Web sites
National Park Service Nez Perce National Historic Park – Pictures and maps of and information about camas and Camas Prairie.
www.nps.gov/nepe/sites.htm

NASA Goddard’s Earth Observing System Educators’ Visual Materials – Provides satellite images of changes in Earth’s environment due to natural and human made causes.
http://eospso.gsfc.nasa.gov/eos_homepage/for_educators/eos_edu_pack/index.php