Adaptations in fish

Adaptations in fish

Pencil and paper
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
Further Resources
i) Kahawai ii) Flounder
iii) Spotty iv) Hoki
 
a)
Look carefully at the pictures, taking particular note of the body shape, eyes, and appearance of each fish. Fill in the table below, identifying the special adaptations of each fish and explaining how these help it survive. The Kahawai has been done for you.
 
  Fish Adaptation Purpose of adaptation
i)
 
 Kahawai Its colouring is dark on top and silver underneath It is difficult to see from above and below
ii)
 
 Flounder    
iii)
 
 Spotty    
iv)
 
 Hoki    
   
b) Think about the special adaptations of each fish. On the diagram below, write the name of each fish next to a letter, to show the place where you think it is most likely to live.
 
 
 
 
 
Peer assessment
 
With a partner go back and check your answers to Question a).
Have you linked the adaptations you describe and their purposes to the features of the place where you think each lives?
 
Features of place Features of fish
A
 
 
 
B
 
 
 
C
  
 
 
D
 
 
 
Task administration: 

This task can be completed with pencil and paper.

The peer assessment sheet can be completed in pairs or small groups after the assessment is completed individually. This gives the students a chance to debate their decisions and learn from each other. You may want to provide some of the information on the teacher pages to give them some extra information to assist them to critique their responses.

Copyright: 
Picture source:
Te Ara - The Encyclopaedia of New Zealand		 Picture source: FCIT
 Picture source:
Te Ara - The Encyclopaedia of New Zealand		  Picture source: www.fish.govt.nz
Level:
5
Curriculum info: 
Science, Investigating in science, Living World
Keywords: 
ecology, adaptation, fish, survival, peer assessment, pattern seeking
Description of task: 
Task: Use pictures to identify special features of various fish and make predictions as to likely habitats based on these features. Assessment focus: purpose of adaptation in fish.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
 
Capability: Use evidence
This resource provides opportunities to discuss using evidence to make inferences.
 
 
Capability: Gather and interpret data
This resource provides opportunities to discuss looking carefully at what you see in pictures and explaining what your observations make you think.
Science capabilities: 
Gather and interpret data, Use evidence
Answers/responses: 
a)
  Fish Adaptation Percentage of students choosing this option Purpose of adaptation Y10 (08/06)
ii) Flounder Flat body 80% Can lie flat on the bottom very easy
(6% gave a well reasoned
but incorrect answer.)
Mottled colour 59% Camouflage
Eyes on top of head 12% Can see when on the bottom
iii) Spotty Spots and stripes 73% Camouflage amongst weeds moderate
(9% gave a well reasoned
but incorrect answer.)
Shape 12%  
Eyes 5%  
iv) Hoki Big eyes 7% Can "catch" more light in dark habitat very difficult
(43% gave a well reasoned
but incorrect answer.)
Streamlined shape 83% Typical shape of a predator (no plants where there is no sunlight)
Colour/ pattern 13%  

NOTE: Well reasoned explanations for adaptations can provide valuable insights into students' understandings even when incorrect.
b)
Hoki – moderate
Kahawai – easy
Spotty – moderate
Flounder – easy
All correct – difficult
 
Trialled on 174 Y10 students.
Diagnostic and formative information: 

Being able to observe a feature does not necessarily mean it is easy to give an explanation about how that feature enables the fish to live in a particular habitat. You also need to have contextual knowledge. For example, if you don't know that hoki are deep sea fish, the size of their eyes may be meaningless. Conversely, if you don't know that big eyes enable fish to see where light is poor, you will not be able to draw conclusions about where hoki might live.

Many students did not know or work out from clues such as their large eyes that hoki are a deep-water species. Students from a school near a deep water fishing port did better with this species than the general trial sample. Students were more likely to consider shape and colouring. Eyes were the least often mentioned adaptation.

Most students only discussed one adaptation. Some students used their prior knowledge to make decisions about where the fish might be found. For example, references to spotties being small were made, even though no scale was provided.

Few students gave responses that indicated an awareness of the challenges of deep water as a habitat for living things. These challenges include:

  • lack of light (which also means there is a lack of plant life);
  • lack of food;
  • effect of extreme pressures; and
  • often, cold temperatures.