BIOBLITZ EducaTOr S resource. Identifying Species National Geographic Society; Educators may reproduce for students.

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1 BIOBLITZ EducaTOr S resource Identifying Species

2 Identifying Species > 2 Introduction It 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 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. KEy QuESTIOnS: What is a species? Why is species identification important? What steps should you take to identify species? WhaT S InSId E Guided Discussion...3 Salamander Key...4 Supplemental Media...5 Activity...6 Species Identification Cards Outline for Guided Discussion.. 9

3 Guided discussion/powerpoint > 3 Guided discussion/powerpoint 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 min Teaching Methods: Discussions; Multimedia Instruction Grouping: Large-group Instruction Materials/Preparation: Go to 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 group, 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. Turn to p. 9 for the complete outline.

4 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 brown overall...dusky salamander (Desmognathus), go to 3 > Legs all about same size; line from eye to mouth absent; can be red, yellow, golden, gray, black, or variety of colors...go to 7 > 3. Undersides black; 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 black 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 red 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 red and or yellow 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. Red with black speckles all over body; black chin; eye yellow or golden, NOT brown... Red salamander (Pseudotriton ruber) Red 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) Adapted by permission from the Appalachian Highlands Science Learning Center, Great Smoky Mountains National Park.

5 Supplemental Media > 5 Supplemental Media: Wild chronicles Available online at -video. Video segments from National Geographic s Wild Chronicles are an engaging way to show pioneering wildlife research from around the planet to students. Segments can be viewed as an independent activity or incorporated into the Guided Discussion. discovered in Madagascar Wild Chronicles joins a National Geographic expedition to Madagascar, where a neverbefore-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 and evolve into a myriad of colorful species. However, despite their evolutionary adaptability, frogs now face a variety of modern problems, and some scientists worry that frogs need human help to survive. Time: 2:48 Finding the Ivory Billed Woodpecker, again In 2007, 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 of these woodpeckers 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 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? credits The resource was produced by National Geographic Education Programs 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 development NATIONAL GEOGRAPHIC EDUCATION PROGRAMS Kim Hulse, Director, Geography Education Amy Grossman, Manager, Educational Media Ivey Wohlfeld, Researcher Chelsea Zillmer, Copyeditor contributors/consultants Birgit Buhleier, Remote Imaging National Geographic Mission Programs Brian Forist, Education Director Indiana Dunes Environmental Learning Center Leslie Ann Pierce, Ed.D., Science Education Consultant Susan Sachs, Education Coordinator Appalachian Highlands Science Learning Center, Great Smoky Mountains National Park Kimberly Swift, Education Program Manager Indiana Dunes National Lakeshore Tim Watkins, Ph.D., Program Officer National Geographic Mission Programs Todd P. Witcher, Executive Director Discover Life in America What actions are being taken to protect this species? design Project Design Company: Dan Banks, Art Director, Kerri Sarembock, Designer Image credits Cover, p. 2, Mark Christmas/National Geographic Society; p. 5, Francesco Rovero; p. 7, Bralt Braids/ National Geographic Society

6 activity > 6 activity: Species Identification 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. directions 1. 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 websites listed on the next page to complete this activity. 2. a rrange students into small groups. Keep students in the groups from the Plot Study activity or jigsaw students so that each group is working with data from all plots/groups. 3. distribute the materials. Students will need access to expert resources as well as paper, pens, markers, tape, and glue. Encourage students to use expert resources for research and to incorporate drawings, observations, and photographs in the identification cards. 4. conclude the 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. continued > 45 min activity min presentations Teaching Method: Research Grouping: Small-group Instruction 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 try this! Adapt this activity 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, have 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

7 activity > 7 Species Identification, continued r ECOMMENDED res O urces 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 ( Students can search this database, which contains records for more than a million species, by common or scientific name. Each species profile includes geographic distribution, full classification information, and links to other resources. cornell Lab of Ornithology ( 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 ( Students can explore life in Great Smoky Mountains National Park using a searchable database containing an estimated 100,000 organisms. Encyclopedia of Life ( 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 ( 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.

8 Species Identification Cards bioblitz > Species Identification Cards bioblitz > Species Identification Cards Description / Image: Description / Image: Family: Scientific Name (Genus species): Common Name(s): Observation Location: Identified By: Family: Scientific Name (Genus species): Common Name(s): Observation Location: Identified By: Date Observed: / / Date Observed: / /!! bioblitz > Species Identification Cards bioblitz > Species Identification Cards Description / Image: Description / Image:! Family: Scientific Name (Genus species): Common Name(s): Observation Location: Identified By: Date Observed: / /! Family: Scientific Name (Genus species): Common Name(s): Observation Location: Identified By: Date Observed: / /

9 Outline for Guided Discussion > 9 Outline for Guided Discussion Go to to download Identifying Species in PowerPoint format. Slide # Slide Notes Start the presentation. 1 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 years and never be complete. Other species inventories, such as a BioBlitz, are held in 24 hours or less. If students are unfamiliar with salamanders, explain that they are amphibians. Salamanders are sometimes confused with lizards, which are reptiles. 3 4 Ask students to suggest resources, such as libraries or experts, they can 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.

10 Outline for Guided Discussion > 10 Outline for Guided Discussion Slide # Slide Notes This slide is an organizational slide. It introduces a question or topic that will be explored. 5 Encourage students to use the highlighted question to organize their note-taking and conceptual understanding. Explain that this is a complicated question in biology, with no single answer. 6 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 1 million species of fungi. 8 This is a wide 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.

11 Outline for Guided Discussion > 11 Outline for Guided Discussion Slide # Slide Notes 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 presents a problem to scientists. Some species live in remote or inaccessible locations and are challenging to find and study. Optional: Watch A New Shrew. See p.4 in the Identifying Species Educator s Resource or go to nationalgeographic.com/ bioblitz-video. This slide is an organizational slide. It introduces a question or topic that will be explored. 11 Encourage students to use the highlighted question to organize their note-taking and conceptual understanding. 12 Each chart tracks changes in biodiversity between 1970 and Explain that 1.00 is a baseline. Ask students to analyze the graphs to determine if the lines are increasing or decreasing. (Answer: decreasing) To determine the percentage change, subtract the 2003 number from 1.00 and express the result as a percentage. For example, from the top chart, 1.00 minus.69 =.31, equivalent to - 31% change.

12 Outline for Guided Discussion > 12 Outline for Guided Discussion Slide # Slide Notes Discuss these goals with students. Ask: Why might these goals be important? This slide introduces a set of slides featuring the Great Smoky Mountains National Park, located near the border of North Carolina and Tennessee. For more information about the All Taxa Biodiversity Index, go to Discovering Life in America, Shown are some of the species found at Great Smoky Mountains National Park because of the ATBI. Students can learn more about these species at Discovering Life in America, 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 -video.

13 Outline for Guided Discussion > 13 Outline for Guided Discussion Slide # Slide Notes Discuss these findings with students. 17 Optional: Recap previous slides on the Great Smoky Mountains 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. This slide is an organizational slide. It introduces a question or topic that will be explored. 18 Encourage students to use the highlighted question to organize their note-taking and conceptual understanding. Return to the question posed in the Warm-Up: How are species identified? 19 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 elevation to record species distribution and make predictions about additional locations where the species might be found.

14 Outline for Guided Discussion > 14 Outline for Guided Discussion Slide # Slide Notes 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. 21 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). Review the findings with students. 22 Optional: Point out that an organism can have many common names, depending on location, which can make it difficult to determine what 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! 24