One definition of ELs stated the following, “ELs are identified as students who demonstrate a sufficient difficulty in reading, writing, speaking, or understanding the English language: a challenge that “inhibits their ability to learn successfully in classrooms where English is the language of instruction or to participate fully in the larger US society”. Not being able to speak, read or write in English does create challenges on the part of the ill-equipped educator, but with the correct professional learning for teachers, ELs can be seen as valuable participants and contributors in the classroom, regardless of the content area. It is statements like these that continuously feed the belief and practice of keeping culturally linguistic students out of rigorous classes. Research has proven that when ELs are allowed to interact in varied ways to build from what they already know and to develop new technical knowledge at school, ELs can be successful in STEM content and practices while simultaneously building their proficiency in English beyond STEM.

This talk will define and discuss ELs and The Leaky STEM Pipeline's impact on students whose first language is not English and culturally responsive teaching. Dr. de Haan will also include strategies that can be used in any classroom and their connection to TESOL’s 6 Principles for Exemplary Teaching of English Learners and the connection to the Brain.

Dr. Darlyne de Haan, founder of de Haan Consulting, LLC, the non-profit, Mad About Science, Inc. and presently the Director of Curriculum and Instruction of Math, Science and STEM for a large linguistically and culturally diverse school population, is a former forensic scientist and chemist with more than 20 years of experience in STEM. She is a recipient and participant of the coveted Fulbright Administrator Program for Fulbright Leaders for Global Schools, a program sponsored by the U.S. Department of State's Bureau of Educational and Cultural Affairs. She is a strong advocate for changing the face of STEM to reflect the population.

To raise the awareness of the ecological environment, we conduct this a series of courses to start concerning on the surroundings in campus. To get students closer to the nature and build their responsibility, we planned to have students plant and take care of their own okras. This lesson was practiced just at the same time they finish seeding. Students are expected to apply the knowledge they learn from the course and take good care of their plants as well as developing patience, responsibility, and problem-solving skills.

• To Predict, to Observe, and to Explain. The teacher asks some questions to students to let them notice the science phenomena in daily life. Then, the teacher teaches in the P-O-E model, to guide the students to find out the answers for their predictions and try to make the explanation for the natural phenomena.

• To be a lifelong learner with competence. This lesson plan is designed according to the curriculum of 12-year basic education. The abilities to conduct the plan, communicating with others, and collaborating during group tasks are so important in the 21st century. As the result, this lesson plan contains the parts of the discussion, experiments, and hands-on activity. Students will learn both the knowledge of buoyancy and the skills they need for real life. We aim to motivate the students to become lifelong learners with competence.

• Science in your life, STEAM in our class! The teacher combines the contents knowledge with tasks. This can give students the opportunity to cultivate their competence in problem-solving. Besides, the STEAM teaching model contains the element of art, so it is a good way for students to show the content knowledge in multiple types.

The lesson id about volume. Students will be able to find out the volume of the milk carton with cubes and also understand the unit conversion between volume and capacity. There are some activities for students to find out the volume of their own water bottles and know how to measure the volume of irregular objects.

Wind, which is always ignored, exists everywhere. From the picture book “Where Is the Wind”, students can discover that wind indeed exists everywhere. By discussing the application of the wind, students can learn the famous Dutch windmills and their songs. Through the rhythmic activity of silk scarf, singing of the song “The Wind Blows Over” and the performance of maracas, students can explore and experience the variety of appearances of wind. Winds of different intensities lead out the concept of dynamics in music, which then is transformed into the strong and weak notations (f/p) on the score. Taking the theme of life as the context, construct a process of experiencing the contrast between strengths and weaknesses and recognizing musical terms, so as to enhance students' hearing acuity and perception. At the end of this unit, students are divided into groups to perform the song with the strong and weak marks they’ve redesigned.

Most big cities around the world have rivers winding through. Rivers enrich the livelihood of human beings. Our local Dahan river contributed to the richness and prosperity in Xinzhuang over three hundred years ago. Nowadays, its riversides have become one of the citizens’ best choices for leisure. However, from time to time, we can still see the news report of wastewater being discharged into the river. The river belongs to all citizens. We need to teach our children the value of Dahan river and to cherish the comfort it offers to us. We try to bring the awareness of what the result could be if the pollution problems continue or worsen to our children. Our goal is to help them cultivate the ideas of protecting our river and hometown. Therefore, we design the two-session lesson plan with the topic of river conservation to arouse the affections of our children and to achieve the goal of maintaining a sustainable environment.

This lesson plan explores the application of magnetic force. The students apply the scientific concept and follow the steps, ask–think–plan–create–improve, to build a STEAM project “Surprise Door and Magic Wand.” ‧ Think like a scientist: By asking “What? Why? How?”, the students spot the cause-effect relationship as well as the mechanism behind it. ‧ Act like a scientist: By following the steps, ask–think–plan–create–improve, the students apply the scientific concept to build a STEAM project that shows door opens and closes. ‧ Talk like a scientist: By conducting a show and tell, the students describe and explain the mechanism behind the project.

Through playing Fitness Monopoly, students are able to learn a variety of fitness actions to strengthen their body. Moreover, students can design their own fitness plans in their daily lives after the class.

Perimeter and area are not just topics in math curriculum. They are concepts we use to solve real-life problems. However, there’s one challenge for the young learners, which is to know when to calculate for area and when to calculate for perimeter. To clarify the situations whether to use either area or perimeter, this lesson plan adopted multiple real-life scenarios and have students think and choose the correct tool to use. The activities applied in this lesson plan are related to students’ life experiences. The final project of this lesson plan asks students to draw their own portrait and calculate area of each part of the body. Providing information in multiple modalities helps improve comprehension and recall for all students. In this lesson plan, the teacher created recording sheets and digital hands-on tools for students to manipulate shapes, perimeter, and area. Designed activities tried to increase students’ engagement. PowerPoint files in the lesson plan enable multimodal learning through the projection of images, animation for the visual mode; and interactive slides provide thinking time and ask students to do something. Students practice concepts in multiple class activities. This lesson plan starts with a simplified monster story to bring out the concepts of perimeter and area. Activities involved are age appropriate, considering Grade Four students’ cognition development. Classroom English, instructional language, and picture clues make learning more accessible.

By drawing cats, students can observe cats' picture and find out the same or similar colors. Students can learn how to mix colors with oil pastel and how to use different skills to paint a cat's body. Also, students can design a proper background related to their daily life behind the cat by observing its positions.

This lesson plan is designed to review students’ prior knowledge about shapes. Students can describe the name of plane figures, such as circle, square, triangle and rectangle. Students can also count the numbers of sides, vertices and anangles of plane shape.

In this project, I cover four domains, namely, art practice and performance, appreciation, language and semiotics, which could be adapted to the 4Cs framework of CLIL. Besides, I also relate the learning objectives to 6 Levels of Bloom’s Taxonomy, marked the ability of level in the lesson plan below. In the beginning of the class, students will be inspired by the brief quilling art history, and become aware of its similarity of Art Nouveau. Later, they will start with rolling a strip of paper into a coil and pinching the coil into shapes that can be glued together. By repeating the basic quilling skills and making coils of different shapes, students are able to strengthen the paper quilling ability and eventually create a quilled design. I expect students to make good use of the elements of beauty to create their unique quilling art pieces. When art works are completed, through the class exhibition and the demonstration of the masterpieces of two modern quilling artists, student will be able to appreciate the art created not only by them, but by others. They will also recognize more applied art forms transferred from quilling art in our daily life, such as jewelry and furniture designs. This way, students will know more possibilities of quilling art.