This is a great question! One of the first steps in outlining the projects for the bundle was to sit with our curriculum and align topics that we thought would fit together. The Ontario Math curriculum follows a bit of a different flow. In Grade 9, students learn measurement, algebra, linear functions and geometry. Typically we would teach those topics in stand alone units, but in the bundle we are able to revisit topics that relate to the project we are working on. For example, we covered volume in our first project and again in our fourth. Determine the equations of lines comes up in three of our units. This method of teaching is called “spiralling”. It has been shown to help students with retention because they have multiple opportunities to connect with the topics. We know that math in the US is taught differently at the secondary level in some States, but the same process could be used to determine art projects that align with content. Teachers at the elementary level are able to integrate even more topics into a project. Some of the projects we cover have connections to Science, Business, English or History. Teaching the bundle has been such a great exercise in delving deeper into curriculum expectations and learning what others are doing within our building.