Chapter Graphic : Pätiki — Flounder
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Approach: One to one
Focus: Observe a flounder and identify its features with adaptive significance to its habitat on the sandy bottom of the ocean.
100k
Resources: Video of flounder in its habitat.

Questions / instructions:
We're going to watch a video that shows shots of a flounder living on the sandy bottom of the sea. The flounder has some features that help it live in this environment. Watch the video carefully. After the video I want you to tell me about the features that help the flounder live in its environment.

Ka mätakitaki ataata täua mö te noho a te pätiki i ngä onepü o te takere o te moana. Kei te pätiki ëtahi ähuatanga e ähei ai tana noho i tënei taiao. Äta mätakitakihia te rïpene ataata. Ka mutu ana, körerotia mai ngä ähuatanga e ähei ai te pätiki ki te noho i tënei taiao.

Play video. 1.

     
% responses
GEd
MI



What is special about flounders that helps them live in the sandy bottom of the sea?
Tell me as many things as you can.
a
a
a Prompt: How does that help them?
He aha ngä tino ähuatanga o te pätiki, i ähei ai rätou ki te noho i ngä onepü o te takere o te moana? Körerohia mai ngä ähuatanga katoa ka taea ana e koe.
a He äwhina: Pëhea ai te äwhina atu o ënei ähuatanga?
Colour effective camouflage — identifies feature and explains value
16
8
feature only
31
52
Flat shape of body — identifies: feature and explains value
22
4
feature only
23
71
Eyes on one side of body — identifies: feature and explains value
15
0
feature only
8
6
Side fins — identifies: features and explains value
9
0
feature only
11
4
Tail — identifies: feature and explains value
11
0
feature only
8
2
Total score: 6–10
6
0
3–5
31
12
1–2
44
80
0
19
8
Commentary:
The performance of some MI (Mäori Immersion) students was affected by their limited Mäori language skills. They might have been helped if the introductory paragraph had used the idea of hiding (huna). MI (Mäori Immersion) students scored statistically significantly lower than GEd (General Education) students.
 
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