Knowledge and movement

What am I supposed to do with this? Is it fun? Then yes please, I want more.

 

Ok. Now we’re different.

We are all animals. Yet. We all have bodies that move. Yet. There are two here that don’t swim long distances in water regularly. The differences in their bodies, their shapes, allows them to live effectively on different surfaces. Yet they need to all live together, yet some don’t, yet some might never cross paths yet they might be somewhat close, yet they are part of the same eco-system. Some are food sources for the others.

Oops. did I make a mistake? Yes. On purpose. well. I had to learn the facts that Polar Bears live in the Arctic and Penguins live in the Antarctic. Yet. I see them both on white surfaces. But they don’t live together. Well, they do live together, just in a zoo. When they are collected as toys, they can still play together but in the real world they are not meant to live together and that science fact can be confusing for some kids because the break down through all of these levels can make it seem like someone is telling them something wrong. When things get patched together like this it can be very clear what is happening. The colour blue in and of itself isn’t anything but a symbol in this case of water. Yet my hand movements as I move the animals need to be very different when I use the polar bear on water as compared to the polar bear on the land. Same thing for the seal. So when I am required in class to describe the movements of animals, these types of animals are also helpful to be included rather than just learning that snakes slide / slither or that rabbits jump / bounce / hop. Including the environment can help individuals recognise what is the correct way to move is often dependent on the physical surfaces that are being moved on or through not just what type of physical parts an object has.