1.Imagine that you are teaching a lesson on animals, and a student raises their hand to say that insects are not animals. Describe in a paragraph what you would do in your classroom to correct this misconception by engaging your students in discovery learning but not using live insects. 2.A teacher has a group of children gather leaves from plants on the school grounds or from a nearby park and classify them on the basis of shape, size, and color. Describe in a paragraph how you might extend and enrich this activity so that the children would be using more metacognitive strategies. 3.The Next Generation Science Standards contain connections to the Common Core State Standards. Refer to the Common Core State Standards, and find a math standard that you could teach while integrating the teaching of a science concept. In a paragraph, describe the activity you would facilitate for students to teach the Common Core math standard while also teaching a science concept. 4.Consider the position taken by some that there is not enough time to focus intently on science at the elementary level. In a paragraph, state and justify your position about the importance of developing scientific literacy among elementary students. 5.Imagine that you are teaching a group of elementary students the criteria for classifying certain plant life as fruits. In a couple paragraphs, describe how, during your instruction, you would use the Universal Design for Learning (UDL) strategy of providing students with multiple means of representation, expression, and engagement.