Creating Interdisciplinary Curriculum Units that Combine Math, Science, and Engineering to Teach Real-World Problem-Solving Skills

I've spent the last decade watching students' eyes glaze over when I mention the quadratic formula. Same blank stares during lessons on Newton's laws or when explaining how bridges distribute weight. Teaching these subjects in isolation just doesn't click for most kids. But throw them a real problem—like designing a water filtration system for a community—and suddenly they're calculating flow rates, researching contaminants, and sketching prototypes without even realizing they're doing "school."

After experimenting with interdisciplinary units in my own classroom and helping other teachers develop theirs, I've gathered some hard-won insights about what works and what falls flat. This isn't just theoretical—it's messy, practical stuff from someone who's cleaned up failed bridge-building materials and celebrated when students solved problems I didn't even know existed.

Why Traditional Subject Boundaries Are Holding Students Back

Remember that time you used calculus in your adult life? Yeah, me neither. At least not in the way it was taught to me. The artificial separation between math, science, and engineering creates this weird alternate reality where knowledge exists in vacuum-sealed containers.

My colleague Jamie teaches algebra at the high school across town. Last year, she asked her students to raise their hands if they thought they'd use algebra in their future careers. Three hands went up—in a class of 31. When she reframed the question to ask who might need to solve problems involving unknown quantities or relationships between variables, nearly everyone raised their hand.

The disconnect isn't in the content—it's in how we package it.

Real-world problems don't announce themselves as "math problems" or "engineering challenges." They're just... problems. And solving them requires pulling tools from multiple disciplines simultaneously.

Starting With Problems, Not Subjects

The first mistake most of us make when trying to create interdisciplinary units is starting with our subject standards and trying to force connections. I've done it myself—"How can I make this lesson on polynomials connect to something in biology?" That approach almost always feels contrived.

Instead, flip the script. Start with authentic problems that naturally require multiple disciplines to solve:

How could we design a playground that's accessible to kids with different physical abilities?
What would it take to reduce our school's energy consumption by 30%?
How might we create a warning system for flash floods in our region?

These questions don't belong to any single subject. They're just genuinely interesting problems that matter.

When I helped design a unit around the playground question, students ended up using:

Geometry to design ramp angles and calculate spatial requirements
Physics to understand force and motion for different play equipment
Biology to research different physical disabilities
Chemistry to evaluate weather-resistant materials
Engineering design processes to iterate solutions

None of it felt forced because the problem itself demanded these tools.

Building Your First Interdisciplinary Unit: A Framework That Actually Works

After some spectacular failures (ask me about the "design a roller coaster" unit that resulted in exactly zero working models), I've landed on a process that consistently produces engaging, rigorous interdisciplinary units.

Step 1: Find the Right Problem

Not all problems are created equal. The best ones for interdisciplinary work are:

Open-ended: Multiple solution paths exist
Authentic: They matter outside of school
Appropriately complex: Challenging but not overwhelming
Resource-accessible: Solvable with available materials and expertise

I've found that local problems often work best. When my school in Arizona tackled water conservation, students were motivated because they understood the stakes. They'd experienced drought firsthand.

Some reliable sources for finding good problems:

Local news and community issues
School operations and challenges
Student interests and concerns
Industry partners and local businesses
Global challenges with local implications

Step 2: Backward Map the Necessary Knowledge and Skills

Once you've identified a compelling problem, ask yourself:

What would someone need to know to solve this?
What skills would they need to apply?
What tools or methods would help them?

This is where you connect to your curriculum standards, but organically.

For example, when my students tackled the flash flood warning system problem, we identified these needs:

Understanding watershed dynamics (earth science)
Analyzing rainfall data and creating predictive models (statistics)
Designing and testing sensor prototypes (engineering, physics)
Programming alert algorithms (computer science)
Communicating risk effectively to the public (communications)

I then mapped these back to our required standards and found that this single project could address about 40% of our semester's science standards and 25% of our math standards. Not bad for something students actually wanted to work on.

Step 3: Design a Learning Sequence That Builds Capacity

This is where many interdisciplinary units fall apart. Teachers often jump straight to the project without ensuring students have the necessary foundational knowledge.

Instead, design a sequence that:

Introduces the problem and establishes its importance
Builds necessary background knowledge through targeted mini-lessons
Teaches specific skills through guided practice
Provides structured research time
Includes regular design and testing cycles
Ends with solution implementation or presentation

For our water conservation unit, we spent the first week just building understanding of local water systems through field trips, expert interviews, and data analysis before students even began thinking about solutions.

Step 4: Create Authentic Assessment Opportunities

If you've gone to all this trouble to create an authentic learning experience, don't ruin it with a multiple-choice test at the end.

Assessment should mirror the integrated nature of the work itself. Some approaches that work well:

Expert panels who evaluate proposed solutions
Implementation of actual solutions with measured results
Documentation of the design process through portfolios
Peer review using discipline-specific criteria
Reflection on knowledge transfer across domains

When my students designed solar cookers for a unit on sustainable energy, they were evaluated on both the effectiveness of their designs (Did it actually cook food? How efficiently?) and their ability to explain the scientific principles at work.

Practical Challenges and How to Overcome Them

Let's be honest—this approach isn't easy. Here are some real challenges I've faced and how I've addressed them:

Challenge 1: Time Constraints and Scheduling

Traditional 45-minute periods make interdisciplinary work difficult. Some solutions:

Partner with colleagues to create blocks by combining periods
Use a modified block schedule for project weeks
Extend projects across homework time and in-class time
Break projects into manageable chunks that fit existing periods

I've found that even just coordinating with one other teacher can make a huge difference. When the science and math departments at my school aligned their schedules for two weeks, we were able to create a 90-minute block for our renewable energy project.

Challenge 2: Assessment and Grading Expectations

Parents, students, and administrators expect traditional grades in traditional subjects. To address this:

Create clear rubrics that show how project components align with subject standards
Maintain separate grades for subject-specific elements while also providing holistic feedback
Document learning with portfolios that organize evidence by subject area
Communicate your approach clearly to stakeholders before beginning

I still give separate math and science grades, but I'm explicit about which parts of the project contribute to each grade.

Challenge 3: Teacher Content Knowledge Limitations

None of us are experts in everything. When you hit the edges of your knowledge:

Team teach with colleagues from other disciplines
Bring in community experts and mentors
Learn alongside your students (modeling how to acquire new knowledge)
Create a resource bank of tutorials and references for both yourself and students

During our bridge design unit, I realized I didn't know enough about material science. Rather than faking it, I invited a civil engineer parent to help, and we all learned together.

Challenge 4: Material and Resource Constraints

Real-world problem-solving often requires materials. When budgets are tight:

Focus on computational and design challenges that require minimal materials
Seek donations from local businesses and parents
Apply for small grants (DonorsChoose, local education foundations)
Use digital simulations when physical materials aren't available
Repurpose everyday items and recycled materials

Some of our most successful projects have used cardboard, plastic bottles, and other recycled materials as their primary building components.

Examples That Have Actually Worked in Real Classrooms

Theory is nice, but you probably want some concrete examples. Here are three interdisciplinary units I've either taught or helped develop that successfully integrated math, science, and engineering:

Example 1: The Flood-Resistant Housing Challenge (Middle School)

The Problem: After significant flooding in our region, students investigated how to design housing that could withstand future flood events.

Math Concepts: Area, volume, measurement, proportional reasoning Science Concepts: Properties of materials, forces, water dynamics Engineering Concepts: Structural design, material selection, testing methodologies

Key Activities:

Analyzed flood data to determine water levels and flow rates
Researched existing flood-resistant designs from around the world
Tested materials for water resistance and structural integrity
Designed and built scale models of flood-resistant structures
Tested designs in a simulated flood environment
Calculated cost-effectiveness of different approaches

Outcome: Students presented their designs to local builders and emergency management officials. Two design elements were actually incorporated into a community rebuilding project.

Example 2: The School Energy Audit (High School)

The Problem: Reduce the school's energy consumption and costs.

Math Concepts: Data analysis, statistical modeling, cost-benefit analysis Science Concepts: Energy transfer, electrical systems, thermodynamics Engineering Concepts: System design, efficiency optimization, monitoring systems

Key Activities:

Conducted a comprehensive energy audit of the school building
Created mathematical models of energy usage patterns
Researched energy-saving technologies and approaches
Designed targeted interventions based on data analysis
Implemented small-scale test solutions
Measured results and projected long-term impacts
Developed a cost-benefit analysis for proposed larger changes

Outcome: Students identified lighting and HVAC inefficiencies that, when addressed, saved the school approximately $3,200 annually. The project paid for itself within three months.

Example 3: The Assistive Device Design Challenge (Elementary/Middle School)

The Problem: Design devices to help a person with a specific physical limitation perform everyday tasks.

Math Concepts: Measurement, geometry, forces and angles Science Concepts: Simple machines, human anatomy, material properties Engineering Concepts: User-centered design, prototyping, iterative testing

Key Activities:

Interviewed people with various physical limitations to understand challenges
Researched existing assistive technologies
Applied principles of simple machines to design solutions
Created mathematical models to optimize mechanical advantage
Built and tested prototypes with actual users
Refined designs based on feedback and performance data

Outcome: Students created several practical devices, including a modified gardening tool for a community member with arthritis and a custom page-turning device for a student with limited hand mobility.

Collaboration Strategies: Getting Other Teachers on Board

Interdisciplinary teaching works best as a team sport. But convincing colleagues to join you can be challenging. Here's what's worked for me:

Start Small and Show Results

Don't begin by trying to reorganize the entire curriculum. Start with a single, well-defined project that connects naturally to another subject. Document student engagement and learning outcomes carefully.

When I first proposed interdisciplinary work, I met resistance. But after running a small two-week project that produced impressive student work, several colleagues asked to join the next one.

Address the "Coverage" Concern Directly

Many teachers worry that interdisciplinary work will prevent them from "covering" required material. Show them how integrated projects can actually address multiple standards simultaneously, often more effectively than traditional instruction.

I maintain a standards alignment document for each project that explicitly shows which standards are addressed and how. This helps reassure colleagues (and administrators) that we're not sacrificing content for engagement.

Create Clear Roles and Responsibilities

Teachers need to know exactly what they're responsible for in a collaborative unit. Create clear divisions of labor that respect each teacher's expertise while encouraging cross-pollination.

In our renewable energy project, the science teacher handled the physics concepts and experimental design, while I (the math teacher) focused on data analysis and modeling. We both participated in all activities, but had clear primary responsibilities.

Provide Structured Planning Time

Interdisciplinary work requires joint planning. If possible, secure dedicated planning time. If not, create efficient planning protocols that respect everyone's time constraints.

We use a shared digital workspace where teachers can contribute asynchronously, with brief in-person meetings focused specifically on coordination issues that require real-time discussion.

Technology Tools That Support Interdisciplinary Learning

The right digital tools can make interdisciplinary work more manageable:

For Project Management

Trello or Asana for tracking project components and deadlines
Google Classroom for distributing resources across subject areas
Padlet for collaborative brainstorming and resource sharing

For Content Creation and Collaboration

Desmos for mathematical modeling and visualization
PhET Simulations for scientific concept exploration
TinkerCAD for 3D design and engineering prototyping
Flipgrid for reflection and documentation across subjects

For Assessment

Seesaw or Google Sites for digital portfolios that span disciplines
Formative for quick checks for understanding across content areas
Rubric generators that allow for multiple domain assessment

I've found that having students maintain digital portfolios is particularly effective for interdisciplinary work, as it allows them to organize evidence of their learning by both project and subject area.

Measuring Success: Beyond Test Scores

How do you know if your interdisciplinary approach is working? Look beyond traditional metrics:

Short-term Indicators

Increased student engagement and attendance
Higher quality work products than single-subject assignments
More sophisticated questioning from students
Improved ability to transfer concepts between contexts
Greater persistence when facing challenges

Long-term Outcomes

Improved performance on complex assessment tasks
Development of identifiable problem-solving strategies
Student initiation of further interdisciplinary connections
Application of school concepts to out-of-school contexts
Career interest development in related fields

One of my favorite success stories involves a student who had failed traditional math classes repeatedly but excelled in our engineering-focused units. He's now studying civil engineering in college—something neither he nor I would have predicted before our interdisciplinary work.

Common Pitfalls and How to Avoid Them

After years of trial and error, I've identified some common ways interdisciplinary units go wrong:

Pitfall 1: Forced Connections

When you try to jam subjects together without an authentic connecting problem, students see right through it. Avoid this by starting with the problem, not the subjects.

Pitfall 2: Depth Sacrifice

Sometimes teachers include so many subjects that none gets explored deeply. Better to meaningfully connect two or three disciplines than superficially touch five or six.

Pitfall 3: Inequitable Workload

In collaborative teaching, workload often falls unevenly. Create explicit agreements about responsibilities and check in regularly about balance.

Pitfall 4: Prioritizing Product Over Process

It's easy to focus on the final project and neglect the learning journey. Build in reflection points and emphasize the thinking behind the work, not just the outcome.

Pitfall 5: Neglecting Individual Assessment

Group projects can mask individual understanding. Include both collaborative and independent assessment components to ensure all students are learning.

Getting Started Tomorrow: Baby Steps Toward Integration

You don't need to revolutionize your entire curriculum overnight. Here are some entry points:

Find a natural connection between a topic you're currently teaching and another subject. Highlight this connection explicitly for students.
Invite a colleague to guest teach a single lesson that connects their subject to yours.
Add a real-world application component to an existing lesson, showing how multiple disciplines contribute to solving the problem.
Assign a mini-project that requires students to apply knowledge from multiple classes they're currently taking.
Reframe existing word problems to create authentic scenarios that naturally cross disciplinary boundaries.

I started simply by coordinating homework with the science teacher so students could see how the math they were learning with me applied to the physics they were studying next door. That small alignment led to bigger collaborations later.

The Bigger Picture: Preparing Students for Complex Futures

The artificial separation of subjects doesn't just make school less engaging—it leaves students unprepared for the complex, interconnected challenges they'll face in their futures.

Climate change, pandemic response, technological ethics, economic inequality—none of these defining challenges fits neatly into a single subject box. By teaching students to integrate knowledge and skills across disciplines, we're not just making school more interesting; we're preparing them to tackle problems we can't yet imagine.

When my former student Elena emailed me from her environmental engineering internship, she wrote: "Remember how you made us calculate the economic and environmental tradeoffs of different energy solutions? I'm literally doing that exact analysis for a real city right now. Except now I'm getting paid for it!"

That's the ultimate goal—not just transfer between subjects, but transfer between school and life.

Final Thoughts: The Courage to Cross Boundaries

Creating truly interdisciplinary learning experiences requires courage—courage to step outside your content comfort zone, to collaborate with colleagues, to embrace the messiness of authentic problems, and sometimes to admit to your students that you don't have all the answers.

But this courage is contagious. When teachers model boundary-crossing, students begin to see knowledge not as isolated facts to memorize but as interconnected tools for making sense of a complex world.

The quadratic formula, Newton's laws, and bridge engineering principles all matter—not as isolated topics to be tested and forgotten, but as powerful tools that, when combined, allow us to solve problems that matter. By teaching them together, in the context of authentic challenges, we help students develop not just knowledge, but wisdom.

And in a world facing increasingly complex challenges, wisdom might be the most important thing we can teach.