Identifying Species Educator\'s Resource

Species
Identifying
BIOBLITZ EducaTOr’S rESOurcE

© 2009 National Geographic Society; Educators may reproduce for students.

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 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.

KEy QuESTIOnS:
› What is a species?

› Why is species identification important?

› What steps should you take to identify
species?

WhaT’S InSIdE
Guided Discussion . . . . . . . . . . . . 3 © 2009 National Geographic Society; Educators may reproduce for students.

Salamander Key . . . . . . . . . . . . . 4
Supplemental Media . . . . . . . . . . 5
Lab Activity. . . . . . . . . . . . . . . . . . 6
Student Worksheet . . . . . . . . . . . 8
Outline for Guided Discussion . . 9

bioblitz > identifying species nationalgeographic.com/bioblitz

Guided Discussion/PowerPoint > 3

Guided Discussion/PowerPoint
Instructional Strategy:
Introduce students to the complexities Large-group Instruction; Multimedia Instruction;
Discussions
30-45 min
facing scientists as they identify species.
Materials/Preparation:
Discuss how scientists identify species
• Go to nationalgeographic.com/bioblitz to download
and the challenges they face. Learn about Identifying Species, in PowerPoint format.
the All Taxa Biodiversity Index, a 10-year • See Outline for Guided Discussion, p. 9, for a
preview of slides and teaching notes. Use this as a
inventory of all organisms in Great Smoky
reference during the guided discussion.
Mountains National Park.
• 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.


Turn to p. 9 for complete outline.


Guided discussion/Purchase Knob Salamander Key

Gills absent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adult, go to 2 >
1.
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 >
Tips of toes have black friction pads, tail keeled... Black-bellied or Seal salamander . . . . . go to 5 >
4.
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)

© 2009 National Geographic Society; Educators may reproduce for students. Adapted by permission from the Appalachian Highlands Science Learning Center, Great Smoky Mountains National Park.
Undersides light colored, but otherwise better fitting description
for black-bellied salamander in (3) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Black-bellied salamander
Uniformly dark gray or approaching uniform . . . . . . . . . . . . . . . . . .Imitator salamander (D. imitator)
6.
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 >
Stout-bodied; red, orange, or pink with speckles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . go to 9 >
8.
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)


Supplemental Media > 5

Supplemental Media: Wild chronicles
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.

› discovered in Madagascar › a new Shrew
Wild Chronicles joins a National Geographic In Tanzania, National Geographic grantee
expedition to Madagascar, where a never- Francesco Rovero discovers a new species of
before-seen species of lemur has been giant elephant shrew that is almost twice the
discovered. With the help of the locals, the size of other known species. Time: 1:14
researchers try to protect what was recently
› On Top of Great Smoky
found from being lost forever. Time: 5:09
Scientists discover a new species in the tree
› Frog Problems canopy of the Great Smoky Mountains National
Frogs have managed to outlive the dinosaurs, Park. Discoveries like these are yet another
evolving into a myriad of colorful species. reason why ecosystems up, down, and all
However, despite their evolutionary adaptability, around, are worthy of protection. Time: 5:30
frogs now face a phalanx of modern problems,
dIScuSSIOn
and some worry they need human help to
survive. Time: 2:48
• What was discov
ered or learned?
› Finding the Ivory Billed Woodpecker, again
• What is the scie
Two years ago, an ivory billed woodpecker — a ntific importance
of this
finding?
bird presumed extinct for nearly 60 years — was
spotted in the swamps of eastern Arkansas.
• What tools are
being used to as
Now, a determined team of researchers wants sist
wildlife observat
to find out if there are enough ivory bills left to ions?
reproduce and recover. Time: 6:00 • Is additional re
search needed?
Why?
• What actions ar
e being taken to
protect
this species?
credits
contributors/consultants
The resource was produced by National Geographic
Education Programs. © 2009 National Geographic Birgit Buhleier, Remote Imaging
Society. All Rights Reserved. Educators may National Geographic Mission Programs design
reproduce for students. Project Design Company: Dan Banks, Art Director,
Brian Forist, Education Director
Kerri Sarembock, Designer
Purchase Knob Salamander Key adapted by Indiana Dunes Environmental Learning Center
permission of Appalachian Highlands Science Leslie Ann Pierce, Ed.D.,
Learning Center, Great Smoky Mountains National Science Education Consultant
Image credits
Park.
Susan Sachs, Education Coordinator Cover, p. 2, Mark Christmas/National Geographic
Appalachian Highlands Science Learning Center, Society; p. 5, Francesco Rovero; p. 7, Bralt Braids/
content development
Great Smoky Mountains National Park National Geographic Society
NATIONAL GEOGRAPHIC EDUCATION PROGRAMS
Kimberly Swift, Education Program Manager
Kim Hulse, Director, Geography Education
Indiana Dunes National Lakeshore
Amy Grossman, Manager, Educational Media
Ivey Wohlfeld, Researcher Tim Watkins, Ph.D., Program Officer
Chelsea Zillmer, Copyeditor National Geographic Mission Programs
Todd P. Witcher, Executive Director
Discover Life in America


Lab activity > 6

Lab activity: Species Identification
Instructional Strategy:
45 min lab
Students consult expert resources such Small-group Instruction; Large-group Instruction
10-15 min
presentations (optional); Cooperative Strategy Learning
as field guides, species keys, or online
databases to identify organisms observed Materials/Preparation:
in the Plot Study activity. They will use this • Completed Plot Study Datasheets (see Making and
Recording Observations) or computers with Internet
research to complete species inventory cards,
access (see next page for sample resources)
creating an inventory that represents the
• Expert resources such as field guides, species keys,
biodiversity of the area studied. or online databases
• Copies of Species Identification Cards, p.8

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

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 Web sites listed
on the next page to complete this activity.

this!
2. arrange students into workgroups. Continue
try
workgroups from the Plot Study activity or jigsaw
students so that each group is working with data truction:
Adapt for Large-group Ins
from all plots/groups. ir
organisms recorded in the
Have students compile the s
ster list of all organism
3. distribute materials. Students will need access to
datasheets to make a ma
organize this list on chart
expert resources as well as paper, pens, markers, tape,
observed. Students can et.
abase, or on a spreadshe
glue, etc. Encourage students to use expert resources
paper, in a computer dat s to
or more organism
for research and to incorporate drawings, observations,
Next, students select one ce
resources, and then produ
and photographs in the identification cards.
identify, consulting expert © 2009 National Geographic Society; Educators may reproduce for students.

Encourage students to
a species inventory card.
4. conclude activity with student presentations. Students es, and photographs on
include drawings, sketch
can present inventories, share findings, and describe
their cards.
research challenges they may have faced during the
r
h School Science Teache
—Leslie Ann Pierce, Hig
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 >


Lab activity > 7

Species Identification, continued

resOurces
Online
sample
omic
ord and exchange taxon
online technology to rec
many projects that use ect students
There are or dir
explore with your class
some examples you can
information. Below are
.
to review for extra credit
catalogue of Life
g)
(www.catalogueoflife.or
s
database, which contain
Students can search this n or
million species, by commo
records for more than a phic
cies profile gives geogra
scientific name. Each spe
n, and links to
tion informatio
distribution, full classifica
other resources.
y
cornell Lab of Ornitholog
(www.birds.cornell.edu)
ds
h of information about bir
Students will find a wealt
nds, photos, maps, habitat
on this site, including sou
tion tips. Students can
information, and identifica cies.
or select from a list of spe
search by species name
entory database
all Taxa Biodiversity Inv
discover Life in america/
ce/atbi_database.shtml)
(www.dlia.org/atbi/scien a searchable
tains National Park using
life in Great Smoky Moun
Students can explore s.
imated 100,000 organism
database containing an est

Encyclopedia of Life
(www.eol.org) search the
s site, where students can
cies are catalogued on thi
n spe
Approximately 1.8 millio
ic information for each.
find photos, maps, and bas
database and
ation Infrastructure
national Biological Inform
(www.nbii.gov) for
links to various databases
this site offers students
on United States biology, ve species
asi
With a focus logical topics such as inv
sms as well as links to eco
specific groups of organi n by geographic region.
informatio
dents can also search for
and wildlife diseases. Stu


Species Identification cards

bioblitz > Species Identification Cards bioblitz > Species Identification Cards

DESCRIPTION / IMAGE: DESCRIPTION / IMAGE:

FAMILy: FAMILy:
_______________________________________________________________________ _______________________________________________________________________

SCIENTIFIC NAME (GENUS SPECIES): SCIENTIFIC NAME (GENUS SPECIES):
_______________________________________________________________________ _______________________________________________________________________

COMMON NAME(S): COMMON NAME(S):
_______________________________________________________________________ _______________________________________________________________________

OBSERvATION LOCATION: OBSERvATION LOCATION:
_______________________________________________________________________ _______________________________________________________________________

IDENTIFIED By: IDENTIFIED By:
_______________________________________________________________________ _______________________________________________________________________

DATE OBSERvED: ____/_____/_____ DATE OBSERvED: ____/_____/_____
!

!

bioblitz > Species Identification Cards bioblitz > Species Identification Cards

DESCRIPTION / IMAGE: DESCRIPTION / IMAGE:

FAMILy: FAMILy:
_______________________________________________________________________ _______________________________________________________________________

SCIENTIFIC NAME (GENUS SPECIES): SCIENTIFIC NAME (GENUS SPECIES):
_______________________________________________________________________ _______________________________________________________________________

COMMON NAME(S): COMMON NAME(S):
_______________________________________________________________________ _______________________________________________________________________

OBSERvATION LOCATION: OBSERvATION LOCATION:
_______________________________________________________________________ _______________________________________________________________________

IDENTIFIED By: IDENTIFIED By:
_______________________________________________________________________ _______________________________________________________________________

DATE OBSERvED: ____/_____/_____ DATE OBSERvED: ____/_____/_____
!

!


Outline for Guided discussion > 9

Go to nationalgeographic.com/bioblitz to download
Outline for Guided discussion Identifying Species, in PowerPoint format.
Slide # Slide Notes

Start presentation.

1

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.
2 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

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 © 2009 National Geographic Society; Educators may reproduce for students.
differences (color, markings). Are they the same or different?
4 More research is needed.

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



Outline for Guided discussion
Slide # Slide Notes

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.
5

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
6 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.

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.
7

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 © 2009 National Geographic Society; Educators may reproduce for students.
questions and there are no right or wrong answers. Next,
8 some reasons will be explored.



Slide # Slide Notes

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.

9

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.
10
Optional: Watch A New Shrew. See p.4 in the Identifying Spe-
cies Educator’s Resource or go to nationalgeographic.com/
bioblitz-video.

or topic that will be explored.

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

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- © 2009 National Geographic Society; Educators may reproduce for students.
ing or decreasing (Answer: decreasing).
12
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.



Slide # Slide Notes

Discuss these goals with students.

13

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

14

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

15

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. © 2009 National Geographic Society; Educators may reproduce for students.

16 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.



Slide # Slide Notes

Discuss these findings with students.

Optional: Recap previous slides on the Great Smokies and
the All Taxa Biodiversity Inventory, reviewing the problem
17 (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.

or topic that will be explored.

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

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

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

Explain that scientific observations are factual, systematic,
recorded, shared, quantifiable, lead to the formation of
questions and hypotheses, and are detailed. © 2009 National Geographic Society; Educators may reproduce for students.

20 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.



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 with students.

Optional: Point out that an organism can have many
common names, depending on location, which can
22 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.

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.
23 One day, maybe they will discover a species and it will be
named after them!


24


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