Abstract
This project was created with a goal of addressing the lack of brain-enhancing movement in everyday lessons of a grade one classroom. Beyond pre-school and kindergarten, we expect children to hold still for extensive periods of time. Recent research done on the brain suggests the important connection between movement, learning and the intricate functions of the human brain. There is a scientifically proven need to integrate more movement into school days however, educators continue to require their students to hold still and think. My research focused on presenting the basics of neuroscience followed by the support for the effects of movement on the body and mind. Information for the review chapter was obtained from books, journal articles and a collective knowledge base gained by means of elective coursework. An interdisciplinary perspective was gained by enrolling in courses outside of the department of education such as biology, psychology and child development. The lessons developed for the supplement were written with a current language arts curriculum as a guide. They cover various topics in the language arts such as reading, writing and phonics. While the concentration of this project is the positive effects of movement on learning, the ultimate goal would be to influence educators to consider the biology and psychology of learning when they plan and implement their lessons.