1. Engaging Chinese Language Students
Through STEM
Ruby Costea
Maryland State Department of Education
Shuhan C. Wang, PhD
ELE Consulting International
2013 NCLC, Boston, MA
April 7, 2013

2. Overview
I. Explain Maryland’s Race to the Top World Languages
Pipelines project .
II. Describe the collaborative process of developing World
Language-STEM (Science, Technology, Engineering, and
Mathematics)-focused curriculum modules for K-5
students.
III. Highlight essential components and share samples of
curriculum modules and lessons.
IV. Conduct a Q & A session about the project. 2

3. Race to the Top
In 2010, Maryland was the only state to receive
federal Race to the Top funding to support world 3
languages.

4. World Languages Pipelines Project
 Establishment of Spanish dual-language K- 5
programs, and Arabic and Chinese FL programs;
Funding to LEAs for start-up costs and innovated
technology use
 Development of STEM-focused WL curriculum
modules to be utilized in K-5 programs statewide
 Development of online courses in teaching STEM
content for world language teachers in ES
 Development of proficiency assessment to be 4
administered to WL students

5. RTTT World Languages Pipeline Grants
 Year 1: Planning
 Year 2: 4 programs in 4 counties
ACPS – Chinese partial immersion
AACPS – Arabic after-school and summer camp
PGCPS – Chinese STEM
WCPS – Spanish dual-language
 Year 3: 4 programs in 3 counties
AACPS – Chinese after-school and summer camp
PGCPS – Spanish STEM
HCPSS – Chinese/Spanish science
HCPSS – Spanish dual immersion STEM
5
 Year 4: In progress

6. WL-STEM classes
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7. STEM–focused WL Modules: Process
 National experts as advisors: Dr. Shuhan Wang
and Dr. Carol Ann Dahlberg
 Teacher curriculum development workshop in
July
 Write –> Review –> Revision process
 Convert ESOL to Arabic, Chinese, and Spanish
 Review –> Revision process again
 Post online
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 User feedback

8. STEM-focused WL Modules: Structure
 Modules are to be integrated with existing
curriculum where teachers find the most
appropriate fit; they are not a complete
curriculum.
 Designed to reinforce STEM concepts but not to
teach STEM content: Content-Related.
 Keep the priorities of language development and
culture experiences. 8

9. Guiding Principles for Language Learning
 Standards for Foreign Language Learning
in the 21st Century
 Performance-based assessment
and instruction
 Understanding by Design/Backward Design
Stage 1 – Identify desired results.
Stage 2 – Determine acceptable evidence.
Stage 3 – Plan learning experiences and
instruction.
 Story Form 9

10. Guiding Principles for STEM Learning
 Aligned with the Maryland Common Core State
Standards for Mathematics and the Next
Generation Science Standards of Science
 The format of the lessons incorporates the key
elements of STEM design, commonly known as
the 5Es, within the structure of a language lesson
10

11. EXPLORATION
• Objects and phenomena are explored.
5Es
• Hands-on activities, with guidance
ENGAGEMENT EXPLANATION
EVALUATION • Students explain their
• Object, event, or • Students assess their understanding of
question is used to knowledge, skills and concepts and processes.
engage students. abilities.
• New concepts and skills
• Connections are • Activities permit evaluation are introduced as
facilitated between of student development conceptual clarity and
what students know and lesson effectiveness. cohesion are sought.
and can do.
ELABORATION
Activities allow students to apply concepts
in contexts and build on or extend 11
understanding and skill.

12. Structure of a Module
5Es 5Cs
Engagement Lesson 1
/ Day 1
Exploration Lesson 2 Communication
/ Day 2
Culture
Explanation Lesson 3
/ Day 3 Connections
Elaboration Lesson 4 Comparisons
/ Day 4
Communities
Evaluation Lesson 5 12
/ Day 5

13. A Sample Module: From Seeds to Table
13

14. From Seeds to Table
Enduring Understanding:
Living things and their environment form a system, in which they need
each other.
Essential Questions:
What are the living things in our environment? How does environment
affect living things?
Context and Storyline:
• The teacher brings in seed packets for common ingredients for salad.
Students will select a plant and grow these seeds while they keep a log
recording how they take care of the plant and the progress of the
plant’s growth.
• Students study the conditions for different plants to grow. They will
understand that plants and other living things interact with one
another and also with the environment.
• At the end, students make their own salad by using different parts of
14
plants. They will report on the growth of their own plants and make a
pledge to take care of the plant.

15. 5 Lessons
Module Duration and Lessons:
Depending on the length and frequency of classes per week, we
suggest the five lessons in this module could be taught during
the period of three to five weeks. On the average, each lesson
may be taught over a week, with 30 minutes classes three to
five times per week.
Lesson 1 –沙拉從哪裡來？
Lesson 2 –我们来种种子。
Lesson 3 –环境改变的实验！
Lesson 4 –植物的不同部位,功能也不同。
Lesson 5 –做沙拉, 和我对我的植物的誓言。
15

16. Knowledge and Skills Identified
16

17. STEM Background Information
17

18. Module and Lesson Can-Do Statements
18

19. Text and Teacher Guide
19

20. Performance Assessment & Teacher Reflection
20

21. 小种子找到了它的家
从前，有一个小的种子，从一棵大树上
掉下来。
小种子说：“我能去哪里呢？哪里是我
家？“
大风来了，小种子飞在空中。
飞呀飞，小种子在空中飞呀飞
小种子说：“我能去哪里？哪里是我家?”
小种子唱，“阳光，空气，土和水，
这些都是我需要的东西。
我的家需要他们。”
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这些都是我需要的东西。

22. Worksheet 4c – Learning Content
种子
茎
根
叶子
水果
22

23. Worksheet 2a: Literacy Development
23

24. Worksheet 3a – Conduct an Experiment
24

25. Sample Assessments
25

26. 26

27. 27

28. 28

29. Next Steps
 More WL programs in elementary schools
 New WL-STEM modules for G 4 & 5
 MD Online LinguaFolio Jr.
 Online Continuing Professional Development
courses
29

30. Questions and Comments?
MSDE Modules
http://marylandpublicschools.org/MSDE/divisions/instruction/wl_escm.htm
(http://bit.ly/MSDEWLSTEMmodules)
Thank you!
Ruby Costea Shuhan C. Wang, PhD
World Languages Specialist ELE Consulting
MSDE International
rcostea@msde.state.md.us shuhancw@gmail.com