What's in a Name?

Preparation
 

Students should not know the common name or scientific name of the spotted salamander prior to this activity.
 

Part I
 

1. Provide an image of an animal nearly all students are able to recognize. For example, have the students look at this image of a great white shark.
2. Ask students to give the common name of this shark.
3. Have the students explain how this animal was given the common name white shark or great white shark. (think about color, size, etc.)
4. Ask the students if they know the scientific name of the great white shark.
5. Provide the scientific name of the shark to the students and ask them what does it translate to/from?
   • Here is a helpful link to guide you through the meaning of the shark’s scientific name: www.floridamuseum.ufl.edu/discover-fish/species-profiles/carcharodon-carcharias
6. Discuss how common names and scientific name can be derived using physical characteristics.
    

Part II
 

1. Students will examine a picture of a spotted salamander and identify prominent physical features of the salamander.
   **Remember, do not give away the common or scientific name!**

   

   Photo, courtesy of www.mdsg.umd.edu/topics/k-12-lesson-plans/symbiosis-backbone

2. Ask the students to create a common name for the salamander that incorporates these identified physical features. The more creative, the better.
3. Then, present the students with the REAL common name and scientific name. An alternative would be to present several actual scientific names for organisms and see if students could select the correct name.
4. Use the animated image below highlighting the spots on the salamanders back and blunt jawline.
    

Part III – Evaluation
 

1. Provide students with an image of a Monarch butterfly.

   

2. Provide students with the Monarch's scientific name and its meaning: Danaus plexippus, “sleepy transformation.”
3. Have students complete an exit ticket the Monarch butterfly to the meaning of its scientific name.