Prior to this past fall, Nightingale’s STEM team had been exploring ways to design a semester-long, interdisciplinary unit that would meaningfully integrate science, mathematics, and computer science. They conducted extensive research, visited other institutions for inspiration, and brainstormed a range of possibilities, using a framework of goals for their students to achieve during the unit: data, problem solving, systems thinking, communication, and quantitative reasoning.

“A semester-long project allows the teachers and students to delve more deeply into a topic and explore different aspects, which we believe leads to an overall broader understanding,” Science Department Chair Mary Beth Spina, PhD, explained. “Early on, we decided to center the unit around a broad, universal theme, such as water or air, that could naturally connect our disciplines. During one of our discussions, [Mathematics Faculty] Claire Lulow mentioned the book The Ghost Map, which I had previously used in my Bioethics class. As we delved deeper into the book's themes, we grew increasingly excited by the potential for cross-disciplinary connections, and it quickly became clear that this would be a rich foundation for our unit.”

And with that, the semester-long The Ghost Map project was born.

Analyzing The Ghost Map

Upon returning to the Schoolhouse in September, the Class of 2028 had just completed their summer reading of The Ghost Map: The Story of London's Most Terrifying Epidemic—and How It Changed Science, Cities, and the Modern World, which tells the story of the rapid spread of a cholera outbreak in London in 1854. During their opening days, students met in the Black Box Theatre for an in-depth review of the book and a discussion.

Later in the week, students were separated into groups for an immersive activity around the Schoolhouse. Working together, students were tasked with finding “water pumps” throughout the building. They then carried textbooks—representing the weight of the water—back to their homeroom. Each “batch” represented a different level of contamination. Students then made connections to how quickly the disease was able to spread during that time.

Exploring London

In November, Class IX students visited London for their annual trip. This time, however, students connected more deeply to their studies as they walked in the very footsteps of John Snow, the physician who traced the source of the 1854 outbreak to Broad Street. Students toured the sewers of London, explored Soho on a scavenger hunt to understand the neighborhood’s geography, and collected data for a citizen science project focused on building sustainability.

“They followed the path of his investigation and even visited the site of the infamous Broad Street pump, bringing the historical narrative to life powerfully and tangibly,” Dr. Spina said.

Lakshmi G. ’28 felt like a historian, scientist, and researcher while locating spots in Soho connected to the book: “I felt like we were tracing back history while researching cholera at the same time—I felt like John Snow.”

Becoming Experts: Final Presentations

Finally, for the culminating assessment, students created research posters that synthesized their findings in a clear, engaging, and visually accessible format. Students were challenged to display their explanations, data, analysis, and relevant visuals—and share their findings with their peers in a formal presentation. To showcase their work, the Upper School STEM team hosted the Class IX Symposium just before winter break, inviting faculty and administrators to attend.

On the morning of Winter Celebration, all Class IX students presented in groups, each taking turns to explain sections of their group poster. This event gave students an opportunity to practice their communication and presentation skills, while demonstrating interdisciplinary expertise.

“Working on a real-world issue from history helped me see how important it is to link all those subjects together, and has helped me see how there is STEM in everyday life,” Aima W. ’28 reflected.

“We believe it’s essential for students to understand that subjects like math, biology, and computer science are not isolated disciplines, but interconnected tools that, when combined, deepen understanding and problem-solving abilities,” Dr. Spina said. “By working on a project that weaves these areas together and ties into a real-world experience like their London trip, students can see how knowledge from different fields comes together to make sense of complex issues. This interdisciplinary approach not only enriches their learning but also reflects how challenges are addressed in the real world, where collaboration across domains is key.”

This article recently appeared in the summer issue of The Blue Doors.