2019 Herpetology (B/C)

KAREN LANCOUR
National Bio Rules
Committee Chairman
karenlancour@charter.net
 Event Rules – 2019
DISCLAIMER
This presentation was prepared using
draft rules. There may be some changes
in the final copy of the rules. The rules
which will be in your Coaches Manual and
Student Manuals will be the official rules.
 Event Rules – 2019
 BE SURE TO CHECK THE 2019
EVENT RULES FOR EVENT
PARAMETERS AND TOPICS FOR
EACH COMPETITION LEVEL
 The National Herpetology List is at
www.soinc.org under Event
Information
 HERPETOLOGY (B&C)

 Content:
 Taxonomic Scheme of the 2019 Official Science
Olympiad NATIONAL HERPETOLOGY List
 States may have their own State Herpetology List
for regional and state competitions – see your
state website. It should be posted by Nov. 1
 Event Parameters: see 2019 Official Rules –
Students will make their own binder for use in the
competition. See the handout “Preparing a Resource
Binder”
 2019 SO National
Herpetology List
 The taxonomic scheme is based
upon a combination of traditional
and current categories (designed
to utilize familiar terms widely
used in published resources
available to students).
 The Competition

Content:
 The competition may be a station event or it may
be a power point competition
 The competition may cover identification, anatomy
& physiology, reproduction, habitat characteristics,
ecology, diet, behavior, ID calls, conservation, and
biogeography
Process Skills: observation, inferences, data and
diagram analysis
 TRAINING MATERIALS
 Training Power Point – content overview
 Training Handouts - background information and guide to
making a resource binder.
 Sample Tournament – sample problems with key
based upon the SO National Herpetology List
 Event Supervisor Guide – event prep tips, setup needs and
scoring tips
 Internet Resources & Training Materials – on the Science
Olympiad website at www.soinc.org under Event Information
 A Biology-Earth Science (2019) CD, and the Taxonomy CD
(2016) are available from SO store at www.soinc.org
 LEARNING THE REPTILES
AND AMPHIBIANS
 Make your own resource binder to
assist you
 Learn the characteristics of the
Classes, the Orders (and Suborders),
and then the Families.
 Finally become familiar with the
characteristics of the Genera within
each Family
 Game Plan
1. Use the POWERPOINT for an overview
2. Study the TWO HANDOUTS – for background information and as a guide to
making a binder and learning the competition
3. Use the INTERNET RESOURCES and CD’S for more help – see the Science
Olympiad National website at www.soinc.org under event information and the
Science Olympiad store
4. Prepare a RESOURCE BINDER and use OTHER TOOLS to LEARN THE
AMPHIBIANS AND REPTILES and then MODIFY THE BINDER OR TAB THE
FIELD GUIDE for effective use in competition
5. Do the SAMPLE TOURNAMENT under timed conditions to experience being
timed in competition.
6. Prepare and do PRACTICE STATIONS, OLD TESTS, and INVITATIONALS –to
master knowledge, teamwork, and using your binder effectively under timed
conditions.
 Resource Binder
 Students will make their own
binder as they did for Invasive
Species.
 See the Handout on Making a
Resource Binder to make your
own.
 Binder Tips – See handout on making a binder

 The most effective resources are the ones produced by the students.
 The process of producing the resources is a major learning tool.
 Have a copy of the rules in your binder
 Have a copy of the lists (herps, insects, birds, fossils if applicable) in
your binder
 Prepare and organize materials by major topic divisions.
 Place materials from many different sources into your topic divisions
 Reduce the size of pictures where possible to get more information on a
page.
 Color code information to help you locate or emphasize key items.
 Put pages in sheet protectors – two per protector to save space.
 Use tabs to separate sections.
 Label tabs so items can be located with ease.
 Power Point Slides
 Make power point slides for Order,
Family, and/or Species
 Make them like sample stations with
pictures and questions
 Prepare them so they can be
reorganized to make practice
competitions for study
 Flash Cards

 Make flash cards with pictures on one

side and information on the back
 Use the flash cards to make up sample
competitions
 Use the flash cards to learn the herps
 Doing the Competition
 Place information in appropriate place on answer
sheet
 Print legibly so information is understandable
 Work as a team – use time effectively
 Use Binder or Field Guide effectively
 Identify to Order and then to Family and Genus
 Be sure to spell names correctly
 Carefully read all questions and use common sense
in answering
Relax, Do your best, and Have Fun!!
 Suggested Resources
 There is a list of internet resource links on
the National Web site under events-
Herpetology
 For additional information on Herp
taxonomy, http://www.cnah.org/
 Also see https://ssarherps.org/
 State Resources
 Many states have Amphibian and
Reptile resources and/or state lists
plus guides.
 Check the web for state resources.
 Many commercial field guides are
available.
 State DNR websites may also have
resources.
 Taxonomy
Official National List
 Order (Suborder)

 Family

 Genus

 Common name
 COMPARISON OF
AMPHIBIANS AND REPTILES
Introduction Amphibians mean living two lives
(on land as well as on water).
Amphibians usually have to stay
near water sources to prevent
drying out, and have smooth
skin.
Examples of animals Frogs, toads, and salamanders
(including newts)
Method of Breathing Gills, lungs, skin
Body Metabolism Ectothermic (cold-blooded)
Metamorphosis Yes. Breathes water through the
skin and gills until it develops
lungs.
Defense Toxic skin secretions; may bite.
No claws. If teeth are present,
they are pedicellate teeth.
Reptiles are groups of animals that
breathe air with lungs (no gills), have
scales and claws on their bodies, and
often lay eggs.
Snakes, lizards, crocodilians, and
turtles
Lungs
Ectothermic (cold-blooded)
No. Looks like a miniature adult when
hatched .
Nails and teeth (some snakes and a
few lizards have fangs and venom).
Reptiles have scales, which act as a
kind of armor to physically protect the
body.
 COMPARISON OF
AMPHIBIANS AND REPTILES -2
Heart structure 3-chambered
Limbs Short fore limbs and long hind
limbs, often with five webbed
digits.
Skin Texture Smooth, moist and glandular--
sometimes rather sticky skin.
Laden with mucous glands.
Eggs Have soft, gelatinous covering
surrounding their eggs --without
a hard covering. Usually, found in
water or moist places.
Reproduction Usually external fertilization
Most reptile hearts has three chambers, two
atria and one, largely divided, ventricle.
However crocodilians have four-chambered
hearts with two atria and two ventricles (but
the wall between the ventricles is incomplete).
Reptiles usually have four limbs, but some
reptiles (snakes) have no limbs. Reptiles with
limbs vary in their ability to move; some move
very slowly and crawl, while others can run,
jump, and even climb. One type of lizard can
even run on water.
Dry and scaly. Scales are covered with a dead,
outer layer of keratin. Living skin is found
below the scales.
Amniotic egg. Have hard (calcareous or
leathery) eggs laid on land or they keep eggs
in their bodies until they hatch.
Internal fertilization
 Amphibians
 Up to four limbs without claws on toes
 Most adults have lungs instead of gills
 Both internal & external nares
(nostrils)
 Three chambered heart (two atria &
one ventricle)
 Double loop blood circulation to lungs
& rest of body cells
 Live in moist or aquatic environments
 Amphibians
 Most with smooth, moist skin to absorb
dissolved oxygen
 Webbed toes without claws
 Ectothermic - body temperature changes
with environment
 Show dormancy or torpor (state of inactivity
during unfavorable environmental
conditions)
 Hibernate in winter and aestivate in summer
 Aquatic larva called tadpole goes through
metamorphosis to adult stage
 Amphibians
 External fertilization with amplexus in anurans
and some salamanders (male clasps back of
female as sperm & eggs are deposited into water)
 Eggs coated with sticky, jelly-like material so
they attach to objects in water & do not float away
 Eggs hatch into tadpoles in a few days
 Males have with vocal sacs to “croak”
 Digestive system adapted to swallowing prey
whole
 FROGS AND TOADS

 Frog skin smooth & moist for cutaneous respiration

 Toad skin is rough & warty with poison glands
Amphibians –
Frogs & Toads ID Traits
 Amphibians –
Hind Feet
 a. True frogs – webbed toes
 b. Tree frogs – toe pads &
webbing
 c. Toads – tubercles & little
webbing
 d. Spadefoot Toads – thorny
projections(spade) and reduced
webbing
 Characteristics of
Frogs & Toads
 Herbivorous tadpole have tails and
gills
 Carnivorous adults (without tails)
have four limbs, & lungs
 Longer hind limbs for jumping
 Elongated tongue hinged at front of
mouth
 COMPARISON CHART
FROGS AND TOADS
Frog Toad

Hind legs Long, powerful jumping legs Shorter legs for walking or hopping

Eggs Frogs usually lay eggs in clusters, tadpoles Toads lay eggs in long chains; some toads do
live in water not lay eggs but give birth to live young, young
live in water

Skin Moist and smooth Dry and bumpy

Habitat Prefer aquatic or moist environments Prefer dry environment but adapt to moist
conditions as well.

Teeth Frogs have vomerine teeth in their upper jaw. Toads have no teeth.

Eyes Eyes bulge out Eyes do not bulge out, poison gland behind eyes

Food Insects, snails, spiders, worms and even small Insects, grubs, slugs, worms, and other
fish invertebrates
Salamander
ID features
 Salamanders

 Have elongated bodies with a tail and up

to 4 limbs
 Smooth, most glandular skin for
cutaneous respiration
 Less able to survive on dry land than
frogs and toads
 Nocturnal when live in drier areas
 Newts are usually aquatic species
 Reptiles –
Terrestrial Adaptations
 Dry, watertight skin covered by scales to
prevent desiccation (water loss)
 Toes with claws to dig & climb
 Geckos have toes modified with micro hairs on
the surface to aid climbing
 Snakes use scales & well developed muscular &
skeletal systems to move
 Ectothermic - body temperature controlled by
environment
 May bask or lie in sun to raise body
temperature or seek shade to lower body
temperature; known as thermoregulation
 Reptiles –
Terrestrial Adaptations
 Lungs for respiration
 Double circulation of blood through
heart to increase oxygen to cells
 Partial separation in ventricle to
separate oxygenated & deoxygenated
blood
 Water conserved as nitrogenous
wastes excreted in dry, paste-like form
of uric acid crystals
 Reptile
Reproduction Advance
 Amniotic Egg
 Protective membranes &

porous shell around

embryo
 Water-conserving shell
may be hard (calcified) or
leathery & waterproof
 Internal fertilization

before shell is formed

Crocodilian
 Crocodiles
& Alligators
 Carnivorous (wait for prey to come near &
then aggressively attack)
 Eyes located on top of head so they can see
when submerged
 Nostrils on top of snout to breathe in water
 Valve in back of mouth prevents water from
entering airway when feeding underwater
 Both American species guard the nest &
watch over of young; males are vocal
 Crocodiles are tropical or subtropical, usually
nocturnal
Turtles – ID Features
 Turtles &
Tortoises
 Body covered with shell composed of
hard plates & tough, leathery skin
 Carapace or dorsal surface of shell
fused with vertebrae & ribs
 Plastron is ventral shell surface
 Shape of shell is modified for habitat
 Dome shaped shell helps to retract
head & limbs in tortoises
 Terrestrial turtles are known as
“tortoises” and are herbaceous
 Turtles Marine turtle (flippers)

Tortoise
(dome-shape)

Spotted turtle- Water dwelling

(Streamline for movement)
Lizards – ID features
 Lizards

 Most have four limbs, some have none

 Rely on speed, agility, & camouflage to catch prey
 Most are carnivorous-feeding on small animals
(mostly insects); a few are herbaceous
 Some, such as anole & chameleon, can change colors
for protection
 May use active displays such as squirting blood,
hissing, or inflating bodies
 Some can show autotomy (breaking off tail to escape
predators)
 One venomous U.S. species - Gila Monster
Snakes – ID features
 Snakes
 100 – 40 vertebrae each with a pair of ribs &
attached muscles for movement
 Move in 3 ways – lateral, rectilinear, & side winding
 Lateral undulations most common
 Hearing is generally poor-locate prey visually or
with chemical scents (using forked tongue)
 May inject venom (poison) – hemotoxin (rattle
snake & cottonmouth) or neurotoxin (coral snake)
 Constrictors wrap body around prey and squeeze to
death
 Swallow prey whole – jaws unhinge from mouth to
stretch
 Snakes
 Venomous snakes-three fang types
 Rear-fanged snakes (boomslang)
 Front-fanged snakes (coral)
 Erectile-fanged snakes (rattlesnakes,
cottonmouth, copperhead)
 Often camouflaged for defense
 May have defense signals as expanding
hood of cobra, tail rattling or hissing
 May be oviparous, or viviparous
 Ecology Impacts
 Importance of ectothermy
 Economic importance
 Bio-indicators
 Functional role in ecosystems
 Longevity of some species – 50+ yrs
 Status and conservation
 Habitat destruction
 Decline of Amphibians

 Their highly permeable skin is more

immediately sensitive to changes in the
environment, including changes to
freshwater and air quality
 Air and water pollution
 Habitat are being destroyed for human
development
 Consumer demand
 Decline in Reptiles,
Turtles, Crocs
 Habitat loss & degradation
 Invasive exotic species
 Environmental Pollution
 Unsustainable use
 Global climate change
 Life history – some do not reproduce
until later in life – some turtles 18 yrs.
 Top of food pyramid – indicators of
environmental health.