Portfolio: Medicinal Plants of the Sicangu Lakota
Investigation of Echinacea angustifolia
Echinacea angustifolia photograph © 2003 gwarcita, drawing © 1sagebrush16
Lakota name: On'glakcapi
Listen to Lakota Plant Name: On'glakcapi
Scientific name: Echinacea angustifolia
Common name: Purple coneflower
Echinacea angustifolia, also known as purple coneflower, comes from the group Dicots and from the family Asteraceae. Echinacea angustifolia has white leaves with orange-like buds and leaves that have a frost-like appearance to them.
Native to the U.S., Echinacea angustifolia is neither a threat nor is it considered threatened (meaning it is not an invasive species nor is it considered endangered). Its habitat includes grasses, shrubs, forbs (a broad-leaved herb), and trees.
A commonly used herb to relieve or allay pain. It is considered an antiseptic, a form of treatment for poisionous insect and snake bites, and a cure for toothaches and sore throats. The Lakota used Echinacea angustifolia for cases of thirst and perspiration as well as using the seed heads for combing their hair. Modern day uses of Echinacea angustifolia include its uses in stimulating the immune system and as a preparation against colds and flu.
One of Echinacea angustifolia's active ingredients is polyphenol. Polyphenols are a group of chemical substances found in plants. Popular belief claims that polyphenols may reduce the risk of cardiovascular disease and cancer.
Click on an image to view larger version & data in a new window
Molecular structure of a polyphenol. © 1sagebrush16
Species similar to Echinacea angustifolia include Echinacea simulata, Echinacea pallida and Echinacea purpurea.
Information on the Internet
- ToL Learner Level:
- Target Grade/Age Level:
- Type of Activity
- Classroom resource; Web-based resource
- Science Subject / Key Words
- Additional Treehouse Type:
- Teaching and Learning Strategy:
- Inquiry Learning;
- 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
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 1sagebrush16
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