Species identification is part of the biology education and is argued to be important for students to understand biodiversity and evolution. However, there is not enough time for thestudents to develop their ability to identify species within the biology courses. In this paper,we argue for a different model for teaching this topic. The idea comes from the ability to recognize a bird just from its appearance, known among ornithologists as jizz. This conceptcould theoretically being connected to the dual memory system model that implies thathuman beings have two different way of processing information, System 1 and System 2. System 1 operates as a pattern matching process in which already experienced situations arematched against a new situation. Video recordings from an biology field excursion, astimulated recall with the teacher of the excursion and interviews with the students show that the teacher use pattern matching as he recognize species during the excursion. However, healso highlights the important role of the environment to be able to identify plants. In histeaching, he also mentions one typical characteristic for the student as a way to consciously confirm the first, rapid pattern matching. The results indicate that it might be fruitful to teachcarefully selected species to students. Furthermore, even if the students do not remember the exact species name, they recognized the species and they more often remembered the groupor family of the species, even six months after the excursion. This shows the greatimportance of teaching plant identification (or recognition) not only theoretically, but primarily outdoors.