Exploring Simple Machines With Creative Movement

William Paul Lindquist (Hamline University, USA), Martha James-Hassan (Morgan State University, USA) and Nathan C. Lindquist (Bethel University, USA)
Copyright: © 2020 |Pages: 121
EISBN13: 9781799826804|DOI: 10.4018/978-1-5225-9631-8.ch005
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This chapter explores the use of creative movement to extend meaning to inquiry-based science investigations. This process embraces the addition of A to STEM to realize the impact of STEAM. The chapter builds on the import of scientific and physical literacy, interdisciplinary learning, and the power of kinesthetic engagement. Students become active collaborative agents within a dynamic model using creative movement to bring meaning to the science of simple machines. The authors utilize working words into movement strategy to help students use their past experiences and motor memory to explore, interpret, and engage with as they seek understanding of simple machines. A Midwest urban elementary school provides the context for a unit plan culminating in a dance performance. The foundational ideas presented within this unit can be enacted within any classroom by creative movement (physical education or dance) specialists, science specialists, or classroom generalists. It follows with a presentation of science content on simple machines exploring the disciplinary core idea of force and motion.
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