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Acknowledgements
I would like to acknowledge Dr. Alex King for being my mentor.
Disclosure Statement
No potential conflict of interest was reported by the author.
Additional information
Notes on contributors
Caitlyn Ishaq
I am a science teacher in the Napa Valley Unified School District in Napa, California. It is currently my second year teaching science at a Spanish immersion middle school. Growing up in a bilingual household (Arabic and English) and later learning Spanish showed me the importance of helping students maintain their home languages and cultures. Because of this, my goal as a teacher is to better support multilingual and multicultural learners in science. By participating in the STEMSS Project, I am now able to better develop lessons that incorporate strategies to best support multilingual and multicultural students.
Learning how to incorporate geography and culture more effectively into science lessons is one of many ways that the STEMSS Project has influenced my teaching. Finding opportunities within lessons to incorporate geography and culture has become routine in my teaching. The most difficult, but most rewarding, experience as an educator is working with English language learners and seeing them understand and explain science concepts to each other using multiple languages. Using the knowledge and tools that the STEMSS Project has given me, I was able to develop this lesson leading to my most memorable experience as an educator: developing and improving the Boiling River lesson, teaching it to my students, then presenting it at the 2022 STEMSS Conference to other educators.