7/28/2019 Level 2 Sample Activitie
1/38
Sampl e Activities
Developmental
Level Two:
Early Primary School
100 WorkbooksPlacement and
Progress
Sample Activities
7/28/2019 Level 2 Sample Activitie
2/38
Devel opmental Level Two:Ear l y Pr imary SchoolFor students of all ages who are currently working towards
outcomes associated with the developmental level of Early Primary
School. (Mainstream Equivalent of 6 to 8 years old)
Christian Studies Concepts and Patterns
Workbook 1 2 Workbook A B C
Date
Completed
Date
Completed
Creative Minds Fine Motor Skills
Workbook 1 2 Workbook 4A 5B 6C
Date
Completed
Date
Completed
Listening Skills Personal Development
and Instruction Following and Protective Behaviours
Workbook A B C Workbook A B C
Date
Completed
Date
Completed
Processing Speed and Accuracy Thinking Skills and Problem Solving
Workbook A B C Workbook A B C
Date
Completed
Date
Completed
Receptive and Expressive Communication
WorkbookColours,
Shapes,
Sizes
Questions
1Questions
2Position
1Position
2Spiral4A
Spiral5B
Spiral
6C
Date
Completed
Word Sounds and Spelling Working Memory(Phonemic Awareness)
Workbook A B C Workbook A B C
Date
Completed
Date
Completed
7/28/2019 Level 2 Sample Activitie
3/38
English (Functional Literacy)
Spiral A Spiral B Spiral C
Workbook 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
Date
Completed
Mathematics (Functional Numeracy)
Spiral A Spiral B Spiral C
Workbook 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8
Date
Completed
Curriculum StudiesIn addition, the following Curriculum Studies Workbooks are available, each dealing
with an individual topic. Write the completion date beside each Workbook, as applicable.
Mathematics Date: Date:
Geometry 1 Numbers and Operations 1
Graphing and Classification 1 Numbers and Operations 2
Measurement and Money 1 Numbers and Operations 3
Measurement and Money 2 Time 1
Extension Work for children from 6 to 8 years oldGifted and Talented students, from 6 to 8 years old, can comfortably use many of the
resources from most program levels of Precision Academics.
In particular, encourage them to browse through Developmental Level Three: Middle
Primary to select workbooks of interest to them.
Creative Minds workbooks 1, 2, 3,4, and 5 are often special favourites. The following WINGS and Challenge Me workbooks are especially suitable:
WINGSDate
CompletedWINGS
Date
Completed
A Worm in my Apple A Walk on the Wild Side
Fantasy and Me What will They Think of Next?
Undersea Adventures A Day at the Swamp
Challenge Me 1 Challenge Me 2
Challenge Me 3 Challenge Me 4
7/28/2019 Level 2 Sample Activitie
4/38
Conceptsand Patterns
3 Workbooks1. Level A2. Level B3. Level C
These Workbooks are suitable for students at the following developmental level:
The ability to form abstract concepts, recognise patterns and predict future events based onpatterns and sequences is another vital pre-requisite learning skill.
A students strength or weakness in Concepts and Patterns can be seen when we ask the studentto study visual material carefully, to form verbal and non-verbal concepts, to recognize and apply
patterns and sequences, and to make generalizations and apply them to future situations
Some students do not attend to key visual cues. They struggle with fundamental skills such asvisual discrimination, tracking across the page, crossing the visual midline and moving their eyes
from the board to the page. They glance quickly at stimulus material, but do not take the time to
register important information and exact details. Their answers are often inaccurate or
incomplete.
Many students have difficulty linking information and cues together in order to complete a task.They cannot go consolidate the information into easier to handle patterns, so every answer takes
far more effort.
Other students struggle with abstract concepts. They need extra training to help them to movebeyond the concrete world and recognise key concepts which underpin our language and give usvaluable shortcuts.
Concepts and Patterns are essential for school success, but are also extremely important in allfacets of daily life.
How will these Workbooks assist the student?
The Concepts and Patterns Workbooks are designed for students who have been identified ashaving difficulty processing visual material, forming verbal and non-verbal concepts, recognising
and applying patterns and sequences, and to making generalizations and applying them to future
situations The exercises are intended to help students to study all visual material with great care, to track
across the page including crossing the visual midline, to move their eyes between visual fields, to
recognise and form key concepts which unite our world, to find and apply patterns and sequences
7/28/2019 Level 2 Sample Activitie
5/38
Sample Activities fromConcepts and Patter ns
Level A
Join the matching pictures.
Circle the larger picture for each pair.
7/28/2019 Level 2 Sample Activitie
6/38
Creative Minds
2 Workbooks1. Creative Minds 12. Creative Minds 2
These Workbooks are suitable for students at the following developmental level:
Creative Minds 1 and 2 are two of the many programs in the GTAL/Extension series,
offered through Precision Academics. This program offers extension activities suitablefor students who are highly motivatedandhighly achieving in the Focus Area of this
program which include:
Receptive and Expressive Language Multiple Intelligences Lateral Thinking and Creativity Problem Solving Note: Targeted students are NOT required to have well-developed literacy skills
(reading and/or writing) for this particular program
7/28/2019 Level 2 Sample Activitie
7/38
Sample Activities fromCr eative Minds
Workbook 1
Add the missing details for this picture.
Rupert loves to row his boat, but he doesnt always plan where he is going.
Today he headed out for a calm and peaceful trip down the river. There
were lots of pink and yellow flowers along the banks of the river. The sun
was shining and two birds flew by. But, OH DEAR, imagine Ruperts
surprise when he realised there was a giant waterfall at the end of the river.
7/28/2019 Level 2 Sample Activitie
8/38
Fine Motor Skills:Pre-Writing
3 Workbooks1. Level 4 A2. Level 5 B3. Level 6 C
These Workbooks are suitable for students at the following developmental level:
Eye-hand co-ordination, pincer grip, left-right visual crossover, and tracking lines are vitalpre-requisite learning skills.
A students strength or weakness in Fine Motor Skills can be seen when we ask the student totrace along pathways, place small objects in target locations, colour objects within the lines, hold
a pencil and other small objects using a pincer grip, cut, paste, tear paper, place stickers etc.
Some students do not seem to recognise line boundaries. Other students know the lines arethere, but lack the fine motor control to stay within the boundaries.
Some students hold pencils and other small objects with a fist grip, which gives them little or nocontrol over the movement of these objects.
Some students lack the control or strength necessary for cutting and pasting accurately. Fine Motor Skills are essential for academic success, but these skills are also extremely important
in all facets of daily life.
How will these Workbooks assist the student?
Fine Motor Skills: Pre-Writing Workbooks are designed for students who have been identifiedas having difficulty with pincer grip, tracing within pathways, cutting, folding, crushing paper,
placing stickers, colouring within lines, drawing very simple shapes, eye-hand co-ordination and
placement of small objects.
The exercises are intended to provide students with many opportunities to develop these skillsthrough practise with short, colourful, stimulating and highly reinforcing activities.
Encourage your student to listen as carefully as possible to ALL instructions, maintainconcentration throughout the task, and check work for accuracy.
7/28/2019 Level 2 Sample Activitie
9/38
Sample Activities fromFine Motor Skil l s: Pr e-Wr iting
Level 4 A
Trace around all 5 hoops using 5 different colours.
Place a small sticker inside each hoop.
7/28/2019 Level 2 Sample Activitie
10/38
Listening Skills andInstruction Following
3 Workbooks1. Level A2. Level B3. Level C
These Workbooks are suitable for students at the following developmental level:
The ability to listen carefully and follow instructions is another vital pre-requisite learning skill.
A students strength or weakness in Listening Skills and Instruction Following can be seen whenwe ask the student to pay attention to instructions and take care to follow them carefully.
Many students simply do not listen. They may chatter or fool around rather than takingresponsibility for listening to what they are supposed to do.
Some students wait to be told individually, or rely on others to show them what to do. Often,these students will not begin a task unless they are told many times. These students have to be
continually reminded of what to do next. They may complete part of the task, then leave the rest
unfinished.
Other students appear to be of task, daydreaming, wandering about, fiddling with objects aroundthem, staring off into space. They are not concentrating on what the teacher or parent is telling
them.
Listening Skills and Instruction Following are essential for school success, but are also extremelyimportant in all facets of daily life.
How will these Workbooks assist the student?
The Listening Skills and Instruction Following Workbooks are designed for students who havebeen identified as having difficulty concentrating, taking responsibility for listening to
instructions, staying on task and completing their work.
The exercises are intended to help students to listen carefully to ALL instructions, to hold thisinformation in their short term memory, to complete ALL elements of each task and to take
responsibility for checking their work is complete and correct. Encourage your student to listen as carefully as possible to ALL instructions, maintain
concentration throughout the task, and check work for accuracy.
7/28/2019 Level 2 Sample Activitie
11/38
Sample Activities fromListening Skil l s and Instr uction Fol l owing
Level A
Listen carefully while your helper reads these sentences.
Tick or Highlight the sentences that are correct and put a cross
by the sentences that are not correct.
This animal is an elephant.
The elephant is looking at me.
The elephant is running away from me.
The elephant has two big ears.
The elephant is sitting on a chair.
The elephant is standing by a tree.
7/28/2019 Level 2 Sample Activitie
12/38
Personal Development andProtective Behaviours
3 Workbooks1. Level A2. Level B3. Level C
These Workbooks are suitable for students at the following developmental level:
Knowledge of personal details (such as name, address, phone number) and familiarity withimportant guidelines for self-protection are vital adaptive living skills.
Some students require frequent, explicit repetition over many years to develop these importantskills.
How will these Workbooks assist the student?
The Personal Development and Protective Behaviours Workbooks are designed for students whohave been identified as requiring significant development in their knowledge and understanding
of personal information and protective behaviours.
The exercises are intended to provide students with many opportunities to develop these skillsthrough constant repetition and practise using highly varied stimulus materials.
Encourage your student to listen as carefully as possible to ALL instructions, maintainconcentration throughout the task, and check work for accuracy.
7/28/2019 Level 2 Sample Activitie
13/38
Sample Activities fromPer sonal Devel opment and Protective Behaviour s
Level C
Always hold a trusted grown-ups hand
when you cross the road.
Explain to your helper why this rule we must
always follow this important rule.
Colour the mother pink and the child orange.
My first name is ____________________My last name is ____________________
I ama _________________grl or boy
7/28/2019 Level 2 Sample Activitie
14/38
Processing Speedand Accuracy
3 Workbooks1. Level A2. Level B3. Level C
These Workbooks are suitable for students at the following developmental level:
The ability to process information quickly and accurately is another vital pre-requisitelearning skill.
A students strength or weakness in Processing Speed and Accuracy can be seen when we askthe student to work quickly but pay careful attention to details.
Many students have difficulty keeping a sharp focus on the work they are doing. Some tend to go too quickly and carelessly, making errors along the way. These children often have poorly developed checking habits they are quick, but their work
is riddled with mistakes.
Others tend to work too slowly, either because they lose focus and let their minds wander,or because they are too afraid of making mistakes.
The ability to process information and complete tasks quickly and accurately is necessary acrossall key learning areas, not just at school but in many aspects of life.How will these Workbooks assist the student?
The Processing Speed and Accuracy Workbooks are designed for students who have beenidentified as having difficulty with speed and/or accuracy when processing information and
completing tasks.
The exercises are intended to help students to develop their speed as well as their accuracy, tomaintain a sharp focus on a task from start to finish and to be able to evaluate their own
performance through the feedback measures of speed and accuracy provided at the end of eachtask.
All tasks in these Workbooks are timed by stopwatch, with accuracy checked for every activity.
7/28/2019 Level 2 Sample Activitie
15/38
Sample Activities fromPr ocessing Speed and Accur acy
Level B
Circle 4 pictures that look like this Cross out 4 pictures that look like this
Draw a small triant above 4 pictures that look like this
Speed: __________seconds Accuracy: _____/12
7/28/2019 Level 2 Sample Activitie
16/38
Receptive andExpressive Communication
8 Workbooks1. Level 4 A2. Level 5 B3. Level 6 B4. Asking and Answering Questions 15. Asking and Answering Questions 26. Colours, Sizes and Shapes7. Positional Language 18. Positional Language 2
These Workbooks are suitable for students at the following developmental level:
The ability to communicate ones ideas clearly and to understand the communication of othersare vital pre-requisite learning skills.
A students strength or weakness in Receptive and Expressive Communication can be identifiedwhen we ask the student to ask and answer questions, describe images, articulate thoughts and
ideas and respond appropriately to the communication of other people.
Some students offer only very brief answers and must be encouraged to offer greater depth intheir responses. They find it very difficult to describe images in detail or to ask or answer
questions.
Some students do not appear to understand verbal cues given in a normal classroom setting.Their responses and answers appear to be unrelated to the questions asked, or the students are
non-responsive, giving only minimal answers.
Receptive and Expressive Communicate skills are essential for school success, but they are alsoextremely important in all facets of daily life.
How will these Workbooks assist the student?
The Receptive and Expressive Communication Workbooks are designed for students who havebeen identified as having difficulty with a range of aspects of inter-personal communication.
The exercises are intended to provide students with many opportunities to develop these skillsthrough practise. Helpers encourage their students to give clear and detailed descriptions,
answers and explanations; to pose questions to others; to relay simple stories; to response to
increasingly complex instructions from others.
Helpers are asked to model appropriate sentence structure, offer additional vocabulary, modeldifferent styles of speaking (such as asking questions, making statements, sounding confident)
7/28/2019 Level 2 Sample Activitie
17/38
Sample Activities fromReceptive and Expr essive Communication
Asking and Answer ing Questions 1
When has this picture been taken?
Circle One: In Summer. In Winter.
How do you think they are feeling right now?
Speak your answer, using full sentences. Ask your helper to write your
answer here.
__________________________________________________________________________________________________________________
Now it is your turn to copy your answer, then read it back together.
_________________________________________________________
_________________________________________________________
7/28/2019 Level 2 Sample Activitie
18/38
7/28/2019 Level 2 Sample Activitie
19/38
Sample Activities fromThinking Skil l s and Pr obl em Sol ving
Level C
Here are three very different moon faces.
Draw three more completely different moon faces
7/28/2019 Level 2 Sample Activitie
20/38
Word Sounds andSpelling (Phonemic Awareness)
3 Workbooks1. Level A2. Level B3. Level C
These Workbooks are suitable for students at the following developmental level:
The ability to hear and manipulate sounds in words, known as Phonemic Awareness, is anothervital pre-requisite learning skill.
Phonemic Awareness focuses on auditory language (listening to sounds within words) rather thanreading written texts. Awareness of the sounds in spoken language develops through a series ofstages during which young people become aware that language is made up of words, that words
are made up of syllables and that syllables are made up of individual sounds called phonemes.
A students strength or weakness in Phonemic Awareness can be seen when we ask the student toisolate the component sounds within words, manipulate these sounds, and apply common rules
of pronunciation and spelling.
Many students have not yet developed mastery with common guidelines that can assist them toidentify new words, and cannot transfer verbal cues to written text.
Research indicates that phonemic awareness is essential for beginning and developing readersand lays the foundation for successful spelling.
How will these Workbooks assist the student?
The Phonemic Awareness: Word Sounds and Spelling Workbooks are designed for students whohave been identified as having difficulty isolating the component sounds within words,
manipulating these sounds, and apply common rules of pronunciation and spelling.
The exercises are intended to provide highly motivating exercises including rhymes, alliteration,isolated sound recognition, sound segmentation, letter (and letter grouping) sound association,
sound deletion and many more.
7/28/2019 Level 2 Sample Activitie
21/38
Sample Activities fromWord Sounds and Spel l ing
(Phonemic Awar eness)
Level A
Learning Partner:
In this lesson we are looking at a family of words that all sound the same at the end.The at family.
Student:
Read the words in the next column three times
cat bat rat hat
Sound out these words three times
rat
cat
matsat
fat
pat
Point to the picture of the one I say:
cat bat rat hat
What is silly about this sentence?
Repeat the sentence using the correct word from the list above.
Put your cat on your head.
7/28/2019 Level 2 Sample Activitie
22/38
Working Memory
3 Workbooks1. Level A2. Level B3. Level C
These Workbooks are suitable for students at the following developmental level:
The ability to listen carefully to information and them remember this information while workingon a task is another vital pre-requisite learning skill.
A students strength or weakness in Working Memory can be seen when we ask the student tohold information in short term memory, filter out what is and is not important, and perform somekind of mental "work" using this information to solve problems.
Many students have difficulty remembering key information long enough to complete tasksproperly.
Some students tend to rush straight in, get the first part right and them forget what else they wereasked to do.
Others remember only the last part of the instruction. Some children simply cannot remember more than one instruction even if the appear to be
listening quite well.
These students have to be continually reminded of what to do next. Working Memory is closely linked to school success, but is also extremely important in all facetsof daily life.
How will these Workbooks assist the student?
The Working Memory Workbooks are designed for students who have been identified as havingdifficulty remembering and then acting upon key information presented orally and visually.
The exercises are intended to help students to to hold information in short term memory, filterout what is and is not important, and perform some kind of mental "work" using this information
to solve problems.
Encourage your student to listen as carefully as possible to ALL instructions, maintainconcentration throughout the task, and check work for accuracy.
7/28/2019 Level 2 Sample Activitie
23/38
Sample Activities fromWor king Memor y
Level C
Listen carefully as your helper reads this story.
You will be asked some questions at the end.
It was Murfels birthday yesterday.
Her younger brother Zorg gave her a
lovely toy spaceship as a present.
Murfel wants to be an astronaut when
she grows up. She hopes to have a real
spaceship of her very own so that shefly all around the galaxy.
Turn the page now
Answer these questions. Your helper will help you to write your answers if necessary.
1. When was Murfels birthday? _________________________
2. What is her brothers name?__________________________
3. What did he give Murfel as a present?
__________________________________________________
4. Why do you think he choose this present?
__________________________________________________
7/28/2019 Level 2 Sample Activitie
24/38
English - Spiral SeriesFunctional Literacy
24 Workbooks1. Level A
WorkbooksoA1, A2, A3, A4, A5, A6, A7, A82. Level B
WorkbooksoB1, B2, B3, B4, B5, B6, B7, B8
3. Level C Workbooks
oC1,C2, C3, C4, C5, C6, C7, C8
How will these Workbooks assist the student?
The English Spiral Series Workbooks target the development of Functional Literacy. Activities in the Workbook develop all aspects of the English Curriculum
o Talking, Reading, Writing, Listening and Instruction Followingo Including spelling, sentence structure, grammar, graphic and text features, and oral
language.
These Workbooks are suitable foro normal ability pre-school and primary studentso students of any age with a developmental disability or learning difficultieso young, gifted students.
7/28/2019 Level 2 Sample Activitie
25/38
Sample Activities fromEngl ish Spir al Ser ies
Functional Liter acy
The word ant begns with the letter aTrace the letter a a a aJoin up the ant pictures that belong together
7/28/2019 Level 2 Sample Activitie
26/38
Draw a line from each word to its matching paint pot.
Red Green Blue Yelow Orange Purpe
Trace this sentence
I liketo paint.Listen very carefully to this story as your helper reads it out. Each time you
hear the guh sound, wave your hand. Then you or your helper will draw a line
under each of the guh words as you hear them
A grl was paying with a baby goatThe goat was eating green grass.The grl was not eating grass,she was chewing gum
7/28/2019 Level 2 Sample Activitie
27/38
Join each sentence to its matching picture.
Ths motorcycle is green.Ths motorcycle is brown and back.Ths motorcycle is al the coours of the ranbow.
7/28/2019 Level 2 Sample Activitie
28/38
Mathematics - Spiral SeriesFunctional Numeracy
24 Workbooks1.
Level A
WorkbooksoA1, A2, A3, A4, A5, A6, A7, A8
2. Level B Workbooks
oB1, B2, B3, B4, B5, B6, B7, B83. Level C
WorkbooksoC1, C2, C3, C4, C5, C6, C7, C8
How will these Workbooks assist the student?
The Mathematics Spiral Series Workbooks target the development of Functional Numeracy. Activities in the Workbook develop all aspects of the Mathematics Curriculum
o Numbers and Operationso 2D and 3D Geometryo Measurement, Time, Money, and Applied Problem Solving.
These Workbooks are suitable foro normal ability pre-school and primary studentso students of any age with a developmental disability or learning difficultieso young, gifted students.
7/28/2019 Level 2 Sample Activitie
29/38
Sample Activities fromMathematics Spir al Ser ies
Functional Numer acy
Draw a hat on the biggest cat: biggest
Circle the animal that is in the water: in
7/28/2019 Level 2 Sample Activitie
30/38
Circle the correct number How many?
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
1 2 3 4 5
Trace this number: Trace
7/28/2019 Level 2 Sample Activitie
31/38
Help the fish get through the maze
7/28/2019 Level 2 Sample Activitie
32/38
How many starfish can you see? 1 2 3 4 5
Trace these number sentences and read them aloud.
7/28/2019 Level 2 Sample Activitie
33/38
Curriculum Studies
8 Workbooks
Geometry 1 Graphing and Classification 1 Measurement and Money 1 and 2 Number and Operations 1, 2 and 3 Time 1
How will these Workbooks assist the student?
The 5th Edition includes dozens of Workbooks, each featuring an individualcurriculum based topic. Each Workbook has a focus on one specific topic..
Across all levels of Precision Academics, there are a wide range of Key LearningAreas included in the Curriculum Studies Workbooks. Including:
Science and Geography, English, Mathematics, History, Religion and World Studies.
However, in the Early Primary Stage of development, all Curriculum StudiesWorkbooks focus on specific topics in Mathematics.
7/28/2019 Level 2 Sample Activitie
34/38
Sample Activities fromCur r icul um Studies
What time is this? ___________________________________
Circle the first chicken. Cross out the last chicken.
first last
7/28/2019 Level 2 Sample Activitie
35/38
Daniel the Dog has been given the job of sweeping up all the leaves from the
trees. It takes him 2 minute to sweep up the leaves from each tree. Count
the trees. How long did this job take him altogether?
The job took him _____ minutes altogether.
Each square equals one unit.
About how long is this model of a ship?
1 2 3 4 5 6 7 8 9 10
This model of a ship is about______ units long.
.
7/28/2019 Level 2 Sample Activitie
36/38
WINGS andChallenge Me
8 Workbooks
A Worm in my Apple A Walk on the Wild Side
Fantasy and Me What will They Think of Next?
Undersea Adventures A Day at the Swamp
Challenge Me 1 Challenge Me 2
Challenge Me 3 Challenge Me 4
How will these Workbooks assist the student?
Gifted and Talented students, from 6 to 8 years old, can comfortably use many of
the resources from most program levels of Precision Academics.
In particular, encourage them to browse through
Developmental Level Three: Middle Primary to select workbooks of interest to them.
Creative Minds workbooks 1, 2, 3,4, and 5 are often special favourites.
The WINGS and Challenge Me workbooks are especially suitable:
7/28/2019 Level 2 Sample Activitie
37/38
Sample Activities fromWINGS Ser ies
Feathers, Fur or Fins?Imagine that you are holding an animal Olympic Games at
the Brighton Swamp. You need to select representativesfrom each of the following three categories to compete in
a series of events. List the animals you would choose to
represent their category in each event.
For example, for the event The Long Jump*The athlete representing Team Feathers will be
- The emu because this bird can take very long strides
*The athlete representing Team Fur will be
- The kangaroo because it is a fabulous jumper*The athlete representing Team Fins will be
- The marlin because this fish can jump high out of the
water
Who will you pick for The 100 metre sprint and why?
*The athlete representing Team Feathers will be
- the __________________
because ________________________________________________
*The athlete representing Team Fur will be
- the __________________
because ________________________________________________
*The athlete representing Team Fins will be
- the __________________
because ________________________________________________
7/28/2019 Level 2 Sample Activitie
38/38
Crisis in the ant colony
Life has been wonderful in the ant colony.
Thousands of tiny ants work and play together happily.
Every morning, the worker ants scurry out of their holes and
search for food. Every day is a new and exciting adventure.
But one morning, disaster strikes. A huge truck comes
along, pouring concrete to make a driveway. All the ant
holes have been covered up.
In desperation, the ants come together to plan what action to
take. There isnt a lot of time to spare because they cant
survive for long without food.
Pretend that you are four ants at this meeting and each onehas a different opinion about what should be done. What strategy does each ant suggest?
Alice Ant suggests, We should ________________________________________
________________________________________________________________________
Adam Ant suggests, We should ________________________________________
________________________________________________________________________
Ashley Ant suggests, We should ________________________________________
________________________________________________________________________
Abigail Ant suggests, We should ________________________________________
________________________________________________________________________
If you were one of the ants in the colony, which of these four strategies would you
choose? Why?
I would choose _____________s idea, because ________________________________
________________________________________________________________________
Ill t t f th t t i th b k f thi i thi h di