Identifying Species Educator\'s Resource

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Identifying Species

B I O B L I T Z E d u c a T O r ’ S r E S O u r c E

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nationalgeographic.com/bioblitzbioblitz > identifying species

IntroductionIt takes specialized skills and scientific expertise to correctly identify species. There are millions of species on Earth—between 5 and 30 million —and just 2 million species have been identified and named. That means there are more species that are unknown than known. In addition, some species are so similar that differences are visible only through DNA analysis.

The Guided discussion and PowerPoint introduce students to the topic. In the Lab activity, students work with data collected or online resources, identify organisms, and complete Species Identification cards that reflect the diversity of organisms in a selected area.

Identifying Species > 2

KEy QuESTIOnS: › What is a species?

› Why is species identification important?

› What steps should you take to identify species?

W h a T ’ S I n S I d E

Guided Discussion . . . . . . . . . . . . 3

Salamander Key . . . . . . . . . . . . . 4

Supplemental Media . . . . . . . . . . 5

Lab Activity . . . . . . . . . . . . . . . . . . 6

Student Worksheet . . . . . . . . . . . 8

Outline for Guided Discussion . . 9

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www.nationalgeographic.com/bioblitz

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Guided Discussion/PowerPoint > 3

Instructional Strategy: Large-group Instruction; Multimedia Instruction; Discussions

Materials/Preparation: • Go to nationalgeographic.com/bioblitz to download

Identifying Species, in PowerPoint format.

• See Outline for Guided Discussion, p. 9, for a preview of slides and teaching notes. Use this as a reference during the guided discussion.

• Copy the Purchase Knob Salamander Key, p. 4, one per student or workgroup, to use for an activity introduced on slide 8 of the presentation.

Optional: • Incorporate video segments on wildlife research

into the discussion. See Supplemental Media, p. 5, for details.

Introduce students to the complexities facing scientists as they identify species. Discuss how scientists identify species and the challenges they face. Learn about the All Taxa Biodiversity Index, a 10-year inventory of all organisms in Great Smoky Mountains National Park.

Guided Discussion/PowerPoint

Turn to p. 9 for complete outline.

30-45 min


http://www.nationalgeographic.com/bioblitz

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Guided discussion/Purchase Knob Salamander Key

1. Gills absent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adult, go to 2 >

Gills present . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . larva

2. Rear legs larger and longer than front legs; light line from eye back to corner of mouth; often dark brownish over all . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .dusky salamander (Desmognathus), go to 3 > Legs all about same size; line from eye to mouth absent; can be reddish, yellow, golden, gray, black, or variety of colors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . go to 7 >

3. Undersides blackish; back mottled chestnut and green, not in defined spots; tail keeled; sides sometimes with white spots;

head big and fat-looking . . . . . . . . . . . . . . . . . . . . . . Black-bellied salamander (D. quadramaculatus) Undersides not blackish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . go to 4 >

4. Tips of toes have black friction pads, tail keeled... Black-bellied or Seal salamander . . . . . go to 5 >

Tips of toes same color as rest of toe; tail round in cross-section . . . . . . . . . . . . . . . . . . . . . . go to 6 >

5. Undersides very light, even transparent; mottled back often grading into reddish spots at the tail; often especially bug-eyed and long-snouted; tail keeled . . . . . . . . . Seal salamander (D. monticola)

Undersides light colored, but otherwise better fitting description for black-bellied salamander in (3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Black-bellied salamander

6. Uniformly dark gray or approaching uniform . . . . . . . . . . . . . . . . . .Imitator salamander (D. imitator)

Back usually with reddish and or yellowish stripe, edges either straight or wavy; belly usually gray speckled with white . . . . . . . . . Ocoee salamanader (D. ocoee) or Imitator salamander (D. imitator) Back is mottled olive, sometimes with some chestnut; belly is light colored, usually with yellow under the tail; small white spots along sides of body and usually along sides of head . . . . . . . . . . . . . . . . . . . . . . . . Santeetlah salamander (D. santeetlah)

7. Slender and short-legged; yellow; two dark stripes down the sides of its back; look and often move like tiny yellow snakes . . . . . . .Blue ridge Two-lined salamander (E. wilderae)

Not especially slender and/or not yellow or striped . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . go to 8 >

8. Stout-bodied; red, orange, or pink with speckles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . go to 9 >

Slender-bodied; gray or black . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . go to 10 >

9. Reddish with black speckles all over body; black chin; eye yellow or golden, NOT brown . . . . . . . . . . . . . . red salamander (Pseudotriton ruber)

Reddish or purple; with black speckles over back; keeled tail; dark lines from eye forward to nose . . . . . . . . . . . . .Spring salamander (Gyrinophilus porphyriticus)

10. Uniform black or dark gray with tiny white speckles, especially on back . . . . . . . . . . . . . . . . . . . Southern appalachian salamander (Plethodon teyahalee)

Uniform gray or blue-gray without white speckles . . . . . . . . . . . . . . . . . . . . . . Southern Gray-cheeked salamander (Plethodon metcalfi)


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Supplemental Media > 5

The resource was produced by National Geographic Education Programs. © 2009 National Geographic Society. All Rights Reserved. Educators may reproduce for students.Purchase Knob Salamander Key adapted by permission of Appalachian Highlands Science Learning Center, Great Smoky Mountains National Park.

content developmentNATIONAL GEOGRAPHIC EDUCATION PROGRAMS Kim Hulse, Director, Geography Education Amy Grossman, Manager, Educational Media Ivey Wohlfeld, Researcher Chelsea Zillmer, Copyeditor

contributors/consultantsBirgit Buhleier, Remote Imaging National Geographic Mission ProgramsBrian Forist, Education Director Indiana Dunes Environmental Learning CenterLeslie Ann Pierce, Ed.D., Science Education ConsultantSusan Sachs, Education Coordinator Appalachian Highlands Science Learning Center, Great Smoky Mountains National ParkKimberly Swift, Education Program Manager Indiana Dunes National LakeshoreTim Watkins, Ph.D., Program Officer National Geographic Mission ProgramsTodd P. Witcher, Executive Director Discover Life in America

designProject Design Company: Dan Banks, Art Director, Kerri Sarembock, Designer

Image creditsCover, p. 2, Mark Christmas/National Geographic Society; p. 5, Francesco Rovero; p. 7, Bralt Braids/National Geographic Society

Available online at nationalgeographic.com/bioblitz-video.

Video segments from National Geographic’s Wild Chronicles are an engaging way to show students pioneering wildlife research from around the planet. Segments can be viewed as an independent activity or incorporated into the Guided Discussion.

Supplemental Media: Wild chronicles

discovered in Madagascar › Wild Chronicles joins a National Geographic expedition to Madagascar, where a never-before-seen species of lemur has been discovered. With the help of the locals, the researchers try to protect what was recently found from being lost forever. Time: 5:09

Frog Problems › Frogs have managed to outlive the dinosaurs, evolving into a myriad of colorful species. However, despite their evolutionary adaptability, frogs now face a phalanx of modern problems, and some worry they need human help to survive. Time: 2:48

Finding the Ivory Billed Woodpecker, again › Two years ago, an ivory billed woodpecker — a bird presumed extinct for nearly 60 years — was spotted in the swamps of eastern Arkansas. Now, a determined team of researchers wants to find out if there are enough ivory bills left to reproduce and recover. Time: 6:00

a new Shrew › In Tanzania, National Geographic grantee Francesco Rovero discovers a new species of giant elephant shrew that is almost twice the size of other known species. Time: 1:14

On Top of Great Smoky › Scientists discover a new species in the tree canopy of the Great Smoky Mountains National Park. Discoveries like these are yet another reason why ecosystems up, down, and all around, are worthy of protection. Time: 5:30

credits

dIScuSSIOn• What was discovered or learned?• What is the scientific importance of this finding?

• What tools are being used to assist wildlife observations?• Is additional research needed? Why?• What actions are being taken to protect this species?


http://www.nationalgeographic.com/bioblitz-video

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Lab activity > 6

Instructional Strategy: Small-group Instruction; Large-group Instruction (optional); Cooperative Strategy Learning

Materials/Preparation: • Completed Plot Study Datasheets (see Making and

Recording Observations) or computers with Internet access (see next page for sample resources)

• Expert resources such as field guides, species keys, or online databases

• Copies of Species Identification Cards, p.8

Optional: • Butcher paper, tape, or glue for student

presentations

Students consult expert resources such as field guides, species keys, or online databases to identify organisms observed in the Plot Study activity. They will use this research to complete species inventory cards, creating an inventory that represents the biodiversity of the area studied.

Lab activity: Species Identification

dIrEcTIOnS1. Introduce. Students will consult expert resources to

identify organisms observed in the Plot Study activity and then make species identification cards, creating an inventory representing the diversity of the area studied. If necessary, review elements commonly included on a species identification card (Family, Scientific Name, Common Name(s), Observation Location, Date Observed, Identified By, Detailed Description). Note: If completed Plot Study datasheets are unavailable, direct students to research species lists from a nearby state or national park, or to use one of the Web sites listed on the next page to complete this activity.

2. arrange students into workgroups. Continue workgroups from the Plot Study activity or jigsaw students so that each group is working with data from all plots/groups.

3. distribute materials. Students will need access to expert resources as well as paper, pens, markers, tape, glue, etc. Encourage students to use expert resources for research and to incorporate drawings, observations, and photographs in the identification cards.

4. conclude activity with student presentations. Students can present inventories, share findings, and describe research challenges they may have faced during the project. Remind students there are between 5 and 30 million species, many nearly identical, and that it takes practice and skill to identify species.

45 min lab10-15 min

presentations

t r y t h i s !

Adapt for Large-group Instruction:

Have students compile the organisms recorded in their

datasheets to make a master list of all organisms

observed. Students can organize this list on chart

paper, in a computer database, or on a spreadsheet.

Next, students select one or more organisms to

identify, consulting expert resources, and then produce

a species inventory card. Encourage students to

include drawings, sketches, and photographs on

their cards.

—Leslie Ann Pierce, High School Science Teacher

continued >


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Lab activity > 7

Species Identification, continued

s a m p l e O n l i n e r e s O u r c e s

There are many projects that use online technology to record and exchange taxonomic

information. Below are some examples you can explore with your class or direct students

to review for extra credit.

catalogue of Life

(www.catalogueoflife.org)

Students can search this database, which contains

records for more than a million species, by common or

scientific name. Each species profile gives geographic

distribution, full classification information, and links to

other resources.

cornell Lab of Ornithology

(www.birds.cornell.edu)

Students will find a wealth of information about birds

on this site, including sounds, photos, maps, habitat

information, and identification tips. Students can

search by species name or select from a list of species.

discover Life in america/all Taxa Biodiversity Inventory database

(www.dlia.org/atbi/science/atbi_database.shtml)

Students can explore life in Great Smoky Mountains National Park using a searchable

database containing an estimated 100,000 organisms.

Encyclopedia of Life

(www.eol.org)

Approximately 1.8 million species are catalogued on this site, where students can search the

database and find photos, maps, and basic information for each.

national Biological Information Infrastructure

(www.nbii.gov)

With a focus on United States biology, this site offers students links to various databases for

specific groups of organisms as well as links to ecological topics such as invasive species

and wildlife diseases. Students can also search for information by geographic region.


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Species Identification cards

DESCRIPTION / IMAGE:

FAMILy:_______________________________________________________________________

SCIENTIFIC NAME (GENUS SPECIES):_______________________________________________________________________

COMMON NAME(S):_______________________________________________________________________

OBSERvATION LOCATION:_______________________________________________________________________

IDENTIFIED By:_______________________________________________________________________

DATE OBSERvED: ____/_____/_____

!

bioblitz > Species Identification Cards


FAMILy:_______________________________________________________________________


COMMON NAME(S):_______________________________________________________________________


IDENTIFIED By:_______________________________________________________________________

DATE OBSERvED: ____/_____/_____

!



FAMILy:_______________________________________________________________________


COMMON NAME(S):_______________________________________________________________________


IDENTIFIED By:_______________________________________________________________________

DATE OBSERvED: ____/_____/_____

!



FAMILy:_______________________________________________________________________


COMMON NAME(S):_______________________________________________________________________


IDENTIFIED By:_______________________________________________________________________

DATE OBSERvED: ____/_____/_____

!



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Slide # Slide Notes

1

Start presentation.

2

An inventory is a catalogue of items. A species inventory is a study researchers undertake to identify all the organisms living in a particular place. Species inventories in areas of great biodiversity can take yeas and never be complete. Other species inventories, such as a BioBlitz, are held in 24-hours or less.

3

If students are unfamiliar with salamanders, explain that they are amphibians. Salamanders are sometimes confused with lizards, which are reptiles.

4

Ask students to suggest resources such as libraries, experts, etc. they consult to answer questions. Prompt students to look at the images, noticing similarities (size, shape) and differences (color, markings). Are they the same or different? More research is needed.

In this presentation, students will learn what scientists do to identify species and why it is important.

Go to nationalgeographic.com/bioblitz to download Identifying Species, in PowerPoint format.

Outline for Guided discussion > 9

Outline for Guided discussion


http://www.nationalgeographic.com/bioblitz

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Outline for Guided discussionSlide # Slide Notes

5

This slide is an organizational slide. It introduces a question or topic that will be explored. Encourage students to use the highlighted question to organize their note-taking and conceptual understanding.

6

This is one definition but there are others. Explain that this is a complicated question in biology, with no single answer.

Ask, “Why is species identification important to studying biodiversity?” Explain that, once identified, organisms can be monitored over time to track population patterns. Scientists also study associated species to understand the relationship between species in ecosystems.

7

Encourage students to suggest an answer to this question. Additional data: There are an estimated 20,000 species of birds, 5,000 species of frogs, 100,000 species of trees, 5,400 species of mammals, and over one million species of fungi.

8

This is a vast range. Prompt students to suggest some reasons why this range is so large and to suggest some of the challenges scientists might face. These are open-ended questions and there are no right or wrong answers. Next, some reasons will be explored.


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9

Species that are scarce are difficult to find. Species that are extinct are no longer alive. Some species are microscopic and require special tools to observe and identify.

10

Because of speciation and biodiversity, there are millions of unique species on Earth. This in itself presents a problem to scientists. Some species live in remote or inaccessible loca-tions and are challenging to find and study.

Optional: Watch A New Shrew. See p.4 in the Identifying Spe-cies Educator’s Resource or go to nationalgeographic.com/bioblitz-video.

11

This slide is an organizational slide. It introduces a question or topic that will be explored.

Encourage students to use the highlighted question to orga-nize their note-taking and conceptual understanding.

12

Each chart tracks change in biodiversity between 1970 to 2003. Explain that “1.00” is a baseline. Ask students to analyze the graphs to determine if the trendlines are incres-ing or decreasing (Answer: decreasing).

To determine the percentage change, subtract the 2003 number from 1.00 and express the result as a percent-age. For example, from the top chart, 1.00 minus .69 = .31, equivalent to - 31% change.


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13

Discuss these goals with students.

14

This slide introduces a set of slides featuring the Great Smoky Mountains National Park, located near the border of North Carolina and Tennessee.

15

For more information about the All Taxa Biodiversity Index, go to Discovering Life in America, www.dlia.org/atbi.

16

Shown are some of the species found at Great Smokies because of the ATBI. Students can learn more about these species at Discovering Life in America, www.dlia.org/atbi.

Optional: Watch On Top of Great Smoky, joining researchers as they discover a new species of slime mold in the Great Smokies. See Identifying Species Educator’s Resource, p. 4, or go to nationalgeographic.com/bioblitz-video.


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17

Discuss these findings with students.

Optional: Recap previous slides on the Great Smokies and the All Taxa Biodiversity Inventory, reviewing the problem (What lives in the Great Smokies?), a way to address the problem (start a multi-year species inventory), preliminary findings (many species discovered, some new to science, others new to the park), and why it’s important.

18

This slide is an organizational slide. It introduces a question or topic that will be explored.

Encourage students to use the highlighted question to organize their note-taking and conceptual understanding.

19

Return to the question posed in the Warm-Up: How are species identified?

Students will learn some steps that can be taken and can practice identifying these specimens using the Purchase Knob Salamander Key. This key is available on p.4 of the Identifying Species Educator’s Resource.

20

Explain that scientific observations are factual, systematic, recorded, shared, quantifiable, lead to the formation of questions and hypotheses, and are detailed.

Scientists use geographic data such as location and eleva-tion to record species distribution and make predictions about additional locations where the species might be found.


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21

Explain that scientists and naturalists apply their own knowledge and use other resources such as field guides, species keys, and species experts to identify specimens.

Distribute the Purchase Knob Salamander Key, p. 4 to students. They can use this key to identify these species.

Answer: Grynophilus or Spring salmander (L); Santeetlah salamander (R).

22

Review with students.

Optional: Point out that an organism can have many common names, depending on location, which can make it difficult to determine which specific organism is being identified. However, an organism has only one scientific name (giving its genus and species). Using the scientific name, researchers can identify a specific organism anywhere in the world, in any language.

23

Close by telling students that new species are named either after the person who made the discovery, the location, or a unique characteristic of the species. Remind students that there are more species that are undiscovered than known. One day, maybe they will discover a species and it will be named after them!

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Technology

Identifying Species Educator\'s Resource