News by Levels · Level 3 · For teachers
Teacher guide & answers
Video Study Explains Reedsnakes’ Rolling Escape
How to use these two pages
Give learners the student worksheet. It contains the story and questions, without the answers. Keep this guide for yourself. Use it to lead the activity and explain the answers afterwards.
Student worksheetA simple 15–20-minute lesson
- Before reading · 2 minutes
Show the title. Ask: “What do you think this story is about?”
- Read and answer · 8–10 minutes
Give out the student worksheet. Learners read for the main idea, then reread to answer the 2 questions. They can compare answers with a partner.
- Discuss and write · 5–8 minutes
Check the answers below together. Ask learners to point to the clue in the story, then finish with the open question.
Adjust the support: Let learners use word help or Level 1 if needed. For a challenge, compare the wording in another level. This activity is not a proficiency test.
Answers to the 2 questions
The question numbers match the student worksheet. Each answer includes a reason and the clue learners can find in the story.
What would misstate the speed comparison?
Correct answer: A — Calling it the average speed of every journey
Why: Peak and average speed are different measures.
Clue in the story: The reported ratio compares maximum measured velocities, not time-averaged performance over arbitrary journeys. Segment-specific motion also explains how rear-body rotation can coexist with head stabilisation. The tested behaviour does not establish a universal property of all snakes.
How can rotation coexist with a steady head?
Correct answer: B — Different body sections move differently
Why: Body segments need not share identical movement.
Clue in the story: The reported ratio compares maximum measured velocities, not time-averaged performance over arbitrary journeys. Segment-specific motion also explains how rear-body rotation can coexist with head stabilisation. The tested behaviour does not establish a universal property of all snakes.
The open question: accept different answers
Ask learners: Explain why peak speed should not be called average speed.
One possible answer: Peak speed is the highest measured moment. Average speed describes the whole measured trip or period.
This is an example, not the only correct answer. Look for a relevant idea, a reason and the learner’s own words. Learners can answer aloud or write one or two sentences.