Sharks' fins

Sharks' fins

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Working with Students
This task is about using a diagram and information on sharks' fins to answer questions.
labelled-shark.png
Fact File:
  • Sharks are shaped a bit like aeroplanes, but move through water instead of air.
  • Sharks use their body and tail in a side to side motion to move through the water.
  • They have five different kinds of fins. Their fins control their movements.
  • Some fins are used for balance.
  • Some fins are used for steering.
  • Some fins are used for moving upwards or downwards.
  • Some fins are used for moving the shark forwards.  
Study the diagram of the shark and read the fact file to help you answer the following questions.

Question 2Change answer

a)  You can often see 2 fins of a shark when you are standing on a beach.
     Which fins are they likely to be?
     1.            2. 

Question 2Change answer

b)  People who have sighted a shark in the water often give an estimate of its size, even though
     they cannot see it clearly.  What might they use to estimate its size?
     

Question 2Change answer

c)  i)  Which fins would be the most important for moving the shark forward through the water?
          
     ii) Give a reason for your answer.
          

Question 2Change answer

d)  i)   Which fins would be the most important for moving the shark upwards or downwards?
           
     ii)  Give a reason for your answer.
          
Task administration: 
This task can be completed with pen and paper or online (with NO auto marking).
Level:
3
Curriculum info: 
Science, Communicating in science, Living World
Keywords: 
Life processes, adaptation, sharks, fins
Description of task: 
Task: Use a diagram and fact file to answer questions about sharks' fins. Assessment focus: adaptations of sharks to facilitate movement in water.
Curriculum Links: 
Science capabilities
The capabilities focus is brought about by the conversations you have and the questions you ask.
 
Capability: Interpret representations
This resource provides opportunities to discuss using evidence to make inferences.
 
Science capabilities: 
Interpret representations
Making Better Sense: 
Adaptation
Answers/responses: 
 

Y7 (03/2005)

a)

 i)
ii)

First dorsal fin
Tail (caudal) fin
(Any order is acceptable)

 easy
b)  

The fins

 difficult
c) i)
ii)

The tail fin
Accept any one of:

  • Described the way the fin moved.
  • Or, explained that the fin pushed water away or acted as a propeller.
  • Or, justified answer by referring to size or position of fin.
  • Or, related answer to prior knowledge, e.g. I have seen on TV.
 easy
easy
d) i)
ii)

Pectoral fins or pelvic fins
Accept any one of:

  • Described the way the fin moved.
  • Or, explained that the fin pushed water away.
  • Or, justified answer by referring to size or position of fin.
  • Or, related answer to prior knowledge e.g. I have seen on TV.
 easy
easy

Trial sample was 225 Year 7 students.

Diagnostic and formative information: 
  • For Question b) many students suggested ways of estimating the size of the shark that did not relate to its fins. For example it was suggested that the shadow could be compared to the size of a boat. Any such responses were counted as wrong as the focus of this activity is on sharks' fins. It may be useful to alert students to the purpose of the activity. Many students also interpreted this question to mean what units of measurement you would use to estimate the size of the shark.
  • In Question c) ii) and d) ii) many students were able to relate what they knew in other situations to how fins worked. For example some students likened the pectoral fins to the flaps on a plane and others related the movement of a shark through water to the way humans move when swimming.