Unit 3

Vocabulary Extend Worksheet 3.3.2

1 Complete the web. Use words from the box that relate to group behaviour in animals.

formation  mimic  coordinated   migrate  realise  collective

collective
animal group
behaviour

2 Read. Unscramble the correct word in the box and write it on the line.

recodtinado  deeral  seamus   ucessnons  reperf

1. Do you prefer to be alone or part of a group?

2. When you have a , everyone agrees.

3. A team of cheerleaders performs a set of moves.

4. Some animal groups have a but some don’t.

5. Don’t that all animals travel in groups.

Impact Extend Worksheet 3.3.2 1

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 3 Read. Which words make sense together? Circle all the letters that make sense for each item.
1. realise
a. the behaviour b. your mistake c. the importance d. the meaning

2. group
a. of students b. of buildings c. of sweets d. of geese

3. assemble
a. at your desk b. on the field c. in the gym d. in a group

4. system
a. aggressive b. efficient c. powerful d. beneficial

5. potential
a. danger b. predator c. group d. leader

4 Read. Write answers to the questions. Use the words in bold in your answers. Then share
your answers with a partner.
1. What is collective behaviour? Describe an example of this kind of behaviour that is
beneficial to animals.

2. What are some groups that you think are good for people to belong to? Why is it good to
belong to them?

3. Explain how some animal groups that don’t have leaders are still able to act all together.

Impact Extend Worksheet 3.3.2 2

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Unit 3
Speaking Strategy Extend Worksheet 3.3.3
1 Read in pairs. Take turns. Use the phrases in the box to express cause and effect. Partner
A uses the first table below. Partner B uses the second table.

Conversation strategies

Expressing cause: since, because, due to, because of

Locusts eat each other because of a lack of protein and salt in their diet.

Expressing effect: so, as a result, consequently, for that reason, as a result of

This surprising discovery was made as a result of Iain Couzin’s observation of locust behaviour.

Partner A

1. Iain Couzin’s research relies a lot on maths.

2. He built a racetrack in his lab and, , he discovered the real

reason locusts march for miles in huge groups.

3. It’s amazing! their bodies contain the nutrients locusts

need to survive, they become one another’s prey.

4. The ants are able to coordinate their behaviour in surprising ways.

, they can quickly wipe out the prey in a whole area.

Partner B

1. I know. he didn’t have much training in maths or

computers, he taught himself computer programming.

2. They’re not cooperating as a group, they’re running they

want to eat each other!

3. Couzin’s research, we know a lot more about army ants,

too.

4. He’s making connections between animal behaviour and robots.

, a new generation of robots may be designed to help
prevent future environmental disasters.

Impact Extend Worksheet 3.3.3 1

Copyright © National Geographic Learning, a part of Cengage Learning.
 2 Read. Which words or phrases have meanings similar to the numbered items? Circle all the
correct letters for each item.
1. potential
a. probable b. coordinated c. likely d. possible

2. assemble
a. form b. gather c. line up d. migrate

3. allow
a. won’t prevent b. enable to happen c. belong to d. permit to go

4. leader
a. member b. boss c. principal d. chief

5. remain
a. wait b. stay behind c. go forward d. don’t move

Impact Extend Worksheet 3.3.3 2

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Unit 3
Grammar 2 Extend Worksheet 3.3.5
1 Read. Draw a line to connect each numbered sentence with the meaning that best matches
the underlined word or words.
1. It isn’t enough. a. more than needed

2. It’s way too much! b. the right amount

3. It’s too many. c. a lot more than needed

4. It’s enough. d. the right amount plus a little more

5. It’s more than enough. e. less than needed

2 Read. Complete each sentence with too much or too many.

1. Let’s move our tent. There are ants here!

2. We worked out that there was flour in the batter.

3. The park is in the next town, isn’t it? That’s miles for me
to walk.

4. Who said you can’t have friends?

5. It’ll take time to count all those feathers!

6. Can a person have self-confidence?

Impact Extend Worksheet 3.3.5 1

Copyright © National Geographic Learning, a part of Cengage Learning.
 3 Play Noughts and Crosses in pairs. One partner is X. The other is O. Flip a coin to see who
goes first. Read a sentence. If your partner says the correct word to replace the word blank,
he marks an X or O over that word on his grid. Then it’s his turn to read a sentence. The first
one to connect three boxes up, down, across or diagonally, wins.

much many enough

many enough many

enough many much

1. There are not blank people in this group to play Simon Says.

2. Would fifty people be too blank?

3. Yes, it would, but twenty would be blank.

4. Let’s get started. You can’t have too blank fun playing this game!

5. Here come some more people. We might have too blank players now.

6. My little sister is nervous. Playing might be too blank stress for her.

Impact Extend Worksheet 3.3.5 2

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Unit 3
Unit Review Worksheet 3.3.7
1 Complete the sentences with words from the list.

potential  consensus  school  collective  swarm  remain  formation  mimic

1. The high school band marched in at the head of the parade.

2. Alonzo has shown himself to be organised and responsible. He is a

club president.

3. The way a school of fish moves in response to danger is an example of

behaviour.

4. One fish makes a move and its closest neighbours will quickly it.

5. When all the fish move in the same direction at the same time, they have reached a
on the best way to escape a predator.

6. The fish that by themselves may not survive.

Impact Review Worksheet 3.3.7 1

Copyright © National Geographic Learning, a part of Cengage Learning.
 2 Rewrite each sentence. Replace the verb with the correct form of the verb in brackets. If
the verb can be separated, you must separate it.
1. A herd of elephants depends on a female leader. (rely on)

2. She acts on any hint of danger to the members of the group. (respond to)

3. Iain Couzin studies other kinds of animal groups. (look into)

4. He wondered why locusts form swarms, and he found out the answer. (work out)

5. He believes in collaboration, so he discusses his ideas with his team. (talk about)

6. Could the results of his research on army ants relate to humans? (apply to)

7. They consider the question. (talk over)

8. Perhaps one day we will turn to robots that can accomplish amazing mechanical feats the
way ants can. (count on)

Impact Review Worksheet 3.3.7 2

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