TheThe SpeciesSpecies QuestionQuestion ApplyingApplying TaxonomyTaxonomy ToTo WildlifeWildlife ResearchResearch AndAnd ManagementManagement September 1, 2006 Dear Educator, Colorado has long been committed to the conservation of all wildlife species, whether hunted, or fished, or viewed. One of the nation’s great wildlife restoration success stories—the American Peregrine Falcon—had its beginnings here in the early 1970’s. A Colorado biologist rappelled over cliffs more than 500 feet high, dangled from a thin rope and dodged swooping Peregrines to retrieve their DDT-thinned eggs. He tucked them into his vest and made all-night drives across the state for artificial incubation and hatching. Other successes, such as the restoration and recovery of prairie grouse, lynx, river otter and a number of native fishes, also have their roots in the efforts of Colorado Division of Wildlife professionals. Science-based management decisions are essential to securing species at risk, as well as conserving all the state’s wildlife species. The numbers of scientific disciplines that influence and inform wildlife management are staggering. Advances in taxonomy and molecular biology, in particular, have affected how biologists think about and identify species and subspecies. We invite you and your students to explore new developments in the frontiers of science with us as we harness innovative technologies and ideas and use them to maintain healthy, diverse and abundant wildlife. Sincerely, Bruce L. McCloskey Director Acknowledgments Funding for this project was provided by US Fish & Wildlife Service Wildlife Conservation and Restoration Program Grant No. R-11-1, Great Outdoors Colorado Trust Fund (GOCO), and the sportsmen of Colorado. The Colorado Division of Wildlife gratefully acknowledges the following individuals: For content advice and critical review: Field-test Educators (cont.): Dr. David M. Armstrong, University of Colorado Jeff Keidel, Buena Vista High School, at Boulder, Department of Ecology and Buena Vista, CO Evolutionary Biology Matt Landis, North Park High School, Walden, CO For assistance in developing the field test: Robert Lancaster, Walsh High School, Walsh, CO Nicole Knapp, Science Educator, BSCS Mark Little, Broomfield High School, Broomfield, Anne Tweed, Senior Science Consultant, McREL CO (Mid-continent Research for Education and Rick Moeller, Mountain View High School, Learning) Loveland, CO Pam Van Scotter, Director, BSCS (Biological Lyn Neve, Swink High School, Swink, CO Sciences Curriculum Study) Center for Curriculum Development Dorothy Schnabel, Granada Undivided High School, Granada, CO Field-test Educators: Jill Smith, McClave High School, McClave, CO Shelley Harwell, Heritage High School, Debbie Yeager, Moffat County High School, Littleton, CO Craig, CO Content Advisors and Reviewers: Graphic Design: Writers: Lisa Evans, Northeast Region Darren Eurich, State of Colorado Wendy Hanophy, DOW Education Coordinator, DOW Integrated Document Solutions (IDS) Larry Ann Ott, Retired Educator, Leigh Gillette, Southwest Region Adams County School District 12, Education Coordinator, DOW Illustrations: Colorado Linda Groat, Southeast Region Rural Helen Zane Jensen, Sage Grouse and Education Specialist, DOW Sage Grouse anatomy illustrations on Copy Editor: pages 22 and 24 Renee Herring, Wildlife Watch Tim Pollard, Colorado Department of Coordinator, DOW Marjorie Leggitt, All Other Illustrations Natural Resources Stan Johnson, Northwest Region Education Coordinator, DOW Classroom Observations and Educator Printing: Debbie Lerch-Cushman, Metro Denver Interviews: State of Colorado Integrated Education Coordinator, DOW Wendy Hanophy, DOW Document Solutions (IDS) Print Steve Lucero, Southeast Region Operations James Phillips Education Coordinator, DOW Tabbi Kinion, Project WILD Administrative Assistance: ©Copyright 2006 by Colorado Division of Wildlife. All rights Coordinator, DOW reserved. Permission granted to reproduce handouts for Ken Morgan, Private Lands Habitat Emily Wiseman classroom use. All illustrations are copyright by the artists Specialist, DOW and may not be reproduced or transmitted in any form or by any means, electronic or mechanical, or by any infor- Jeff Rucks, Head of Education, DOW Project Coordinator and Editor: mation storage or retrieval system, without permission in writing. For permissions and other rights under this Gary Skiba, Senior Wildlife Wendy Hanophy, DOW copyright, please contact Colorado Division of Wildlife, Conservation Biologist Supervisor, 6060 Broadway, Denver, CO 80216, Attn: Wendy Hanophy. Southwest Region, DOW TableTable OfOf ContentsContents The Species Question Applying Taxonomy To Wildlife Research And Management Module Overview . 1 Lesson 1: The Species Question Educator’s Overview. 6 The Species Question . 10 Lesson 2: Birds Of A Feather Educator’s Overview. 16 Birds Of A Feather . 20 A Closer Look. 21 Hidden In Plain View. 26 Lesson 3: Taxonomy Through The Ages Educator’s Overview. 28 Taxonomy Through The Ages. 41 Lesson 4: Understanding Ungulate Phylogeny Educator’s Overview. 52 Understanding Ungulate Phylogeny . 56 TableTable OfOf ContentsContents Lesson 5: The Pocket Gopher Cladogram Conundrum Educator’s Overview. 64 Pocket Gophers Of Colorado. 68 Characters Of Colorado Pocket Gophers . 69 The Pocket Gopher Cladogram Conundrum . 70 Lesson 6: Déjà Vu Educator’s Overview. 80 Déjà Vu . 84 Glossary . 95 Module Overview The Species Question Applying Taxonomy To Wildlife Research And Management Taxonomy— each state’s wildlife management options are restricted by a species status. Some species It’s Not Just for Geeks Anymore! management falls under the purview of the Federal government. Taxonomy is the science-based hierar- chical classification of the world’s species. Now that taxonomy can literally hit Over the centuries, taxonomy has been used somebody “where they live,” the ideas and to organize, interpret, and understand the methods of delineating species have become diversity of life on Earth. everyone’s business. While no conscientious person would seek to propel a fellow creature As a science, taxonomy had traditionally into the long night of extinction, few would been viewed as an obscure discipline want to limit what they could do with their involving brainy professors and highbrow property or their life without good evidence science know-it-alls who would memorize and that it really mattered to a species’ survival. interpret thousands of Latin species names. Few paid attention to advances in the field or It turns out that sometimes hard evidence to the many scathing disputes between taxon- is slow in coming. Many of the ideas omists. A decision to place an organism in the scientists hold about species, including the genus Spea rather than Scaphiopus would not concept of species itself, are undergoing make the front page of the newspaper, or revision. With advances in molecular biology, even the back page for that matter. Educators we find that some animals that look alike are such as yourself would cruise through the in no way related. Contrarily, some that look taxonomy section of the textbook as quickly different have nearly identical genetics! For as possible, and move on to more vital topics. students (or anyone, for that matter) used to In a word, taxonomy was BORING. clean, clear-cut answers, this module on taxonomy and systematics might be Public and academic indifference to “annoying.” Each concept of species has its taxonomy was lost forever when precise deficiencies, so modern-day biologists rely on taxonomic recognition of species and legal definitions and agreed upon subspecies came to be the basis for conventions. They employ techniques of protection under the Endangered Species Act cladistics and evolutionary systematics to (ESA). Signed into law by President Richard determine both the relatedness of organisms Nixon in 1973, the law is considered one of and their potential for a unique evolutionary the most stringent environmental protection future. Once viewed as a “stagnant” documents ever enacted. The penalties are science—taxonomy is exciting and chal- stiff. Anyone found to take, harass, harm, lenging. As you and your students join us in pursue, hunt, shoot, wound, kill, trap, capture, our discoveries, our questions, and our or collect a listed species could receive jail arguments, you will develop a clearer under- terms and large fines. The ESA also impacts standing of the nature of scientific knowledge land use decisions, which can in turn impact and the scientific process, the human Module Overview individuals, families, communities and dimension of science, and the value of peer economies in unforeseen ways. In addition, review. The Species Question 1 What is This? Stan Johnson, Education Coordinator, NW Region This six-lesson module, designed for 711 Independent Avenue almost two weeks of classroom instruction, Grand Junction, CO 81505 begins with basic high school level taxonomy 970-255-6191 and classification, and then introduces the larger field of systematics. The module is Linda Groat, Rural Education Specialist designed to supplement or replace the SE Region activities found in most high school biology 2500 S. Main textbooks that address these topics. It is the Lamar, CO 81502 second module developed by the DOW to 719-336-6608 address the specific learning objectives of high school students. Materials are inquiry Steve Lucero, Education Coordinator, based, develop critical thinking skills, supply SE Region evidence to support each concept,