• analyse disciplinary knowledge

• evaluate interdisciplinary perspectives

within a source, work or text.

• create a product that communicates a purposeful interdisciplinary understanding

• justify how their product communicates interdisciplinary understanding.

• discuss the development of their own interdisciplinary learning

• discuss how new interdisciplinary understanding enables action.

2) Science and Design: Suggest a new engaging project that will allow students in grade 9 to combine what they have learned about sustainability in science with what they have learned about design and fabrication, drawing from the Ontario curriculum.

3) Science and I&S: brainstorm 3 activities that will help students in grade 9 make connections between science Indigenous traditional knowledge and Canadian History, drawing from the Ontario curriculum for course codes SNC1W and CHC2D.

** Remember the relationship expressed in the SOI should include at least one key concept

**Remember the global context exploration should be explicitly referred to in the SOI for an IDU

Suggest an engaging project that will allow students in grade <grade level> to combine what they have learned about <topic> in <subject> with what they have learned about <topic> in <subject>.

"For #2, write factual, conceptual, and debatable questions for an Individual and Societies class working with an arts class"

This was cool to see what content could be included in the project

Objective: Develop a deep understanding of the health effects of tobacco use while integrating concepts from biology, chemistry, and anatomy.

Description:

1. Begin with a collaborative brainstorming session where students list the known health effects of tobacco use.

2. Divide students into small groups and assign each group a specific health effect (e.g., lung cancer, cardiovascular diseases, addiction).

3. In their groups, students research the chosen health effect, utilizing resources from biology, chemistry, and anatomy textbooks or online databases.

4. Students create visual representations (such as infographics, diagrams, or models) illustrating the physiological mechanisms behind the selected health effect.

5. Each group presents their findings to the class, explaining the interdisciplinary connections between health, biology, chemistry, and anatomy, and discussing the broader implications of tobacco use on human health.

Activity 2: Language and Social Studies Integration - Analyzing the Cultural and Societal Impact of Tobacco Use

Objective: Explore the cultural and societal dimensions of tobacco use through the lenses of language and social studies.

Description:

1. Introduce students to literary works, articles, or historical documents that discuss tobacco use within different cultural contexts.

2. Students engage in close reading and analysis of the texts, identifying themes, symbols, and societal attitudes towards tobacco.

3. Organize a Socratic seminar or a fishbowl discussion where students discuss the cultural significance of tobacco use, drawing connections to historical events, social norms, and economic factors.

4. Students write reflective essays or create multimedia presentations exploring how language and societal perspectives influence individual attitudes and behaviors towards tobacco use.

5. Encourage students to consider the ethical implications of tobacco marketing, public health policies, and social justice issues related to tobacco consumption.

Activity 3: Math and Economics Integration - Analyzing the Economic Costs of Tobacco Use

Objective: Examine the economic impact of tobacco use on both micro and macro levels, integrating concepts from mathematics and economics.

Description:

1. Provide students with data sets or case studies detailing the economic costs associated with tobacco use, including healthcare expenditures, productivity losses, and tax revenues.

2. Guide students through mathematical analysis, such as calculating the per capita healthcare spending attributable to tobacco-related diseases or forecasting future trends in tobacco consumption using mathematical models.

3. Facilitate discussions on economic principles such as supply and demand, elasticity of demand, and externalities, relating them to the tobacco industry and government policies.

4. In small groups, students design economic models or simulations to illustrate the complex interactions between tobacco production, consumption, and regulation.

5. Students present their models to the class, articulating the interdisciplinary connections between mathematics, economics, and public health, and proposing informed strategies for addressing the economic costs of tobacco use at local and global levels.