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Source: Art, Music, and Movement Class (Prof.  Napier)
Students would explore and design their own instruments out of materials like milk jugs, cereal boxes, pop bottles, etc. They will try to make something that can make noise or music out of random items and this is part of STEM because students can make their instrument the way they think it will work and the way they invision it.

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I would be putting students ears to the test, as well as their observation and comparing skills. Taking 10 different sized containers that are not see through and labeled 1-10, i would take 2 containers and fill them both with the same object. This means I would need 5 different types of items that represent hard and soft sounds. This gives students the freedom to explore and think on their own while having to make observations with more than just their eyes.

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http://www.education.com/activity/article/build-popsicle-stick-bridge/
For my students I would add a challenge to this simple activity. I would have students make bridges that could hold actual weight. The student or group whose bridge could hold or withstand the most weight would win. Creating a competition is a great way to get students excited about. I find this to be in the movement category mainly because students are up and moving while creating the bridge. They have to test their bridge and fix what they find needs fixed. Student are being active while working on it.

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http://www.education.com/activity/article/Sound_Scavenger_Hunt/
Having students go on a scavenger hunt for sounds is a great way to incorporate STEM with music and movement. Students are able to go outside or explore the room and hunt for different sounds and record them on some device. They need to write down what each sound is and then as partners or with me, they can play their sounds and their partner (or I) would have to guess what each sound was.

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http://www.education.com/activity/article/Make_Spoon_Bell/
Sound waves travel while we do many things like when we talk or when we listen to music. Using a spoon and a string, students can watch, feel, and hear how the vibrations create sound. This works well with STEM learning and science through music due to the fact that sound waves are what every sound we hear is made of and how it travels to our ears. Students who enjoy music would possibly enjoy learning how the song they like is able to travel to their ear.

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http://www.education.com/activity/article/brick-making/
Students could work in groups or individually by deciding what material they would like to make bricks out of , in order to build a structure. The materials could be mud, sand with glue, flour with water, animal dung, etc. Collecting their own materials and creating the bricks by using ice cube trays are a main part of the activity but then comparing their materials to others is another part. I would have them compare theirs to others and why they think a certain material (whether their own or another person/groups) is a better and more stable brick if they were building an actual structure/building/home.

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Kinetic Energy can be harnessed by students

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Kinetic Energy can be harnessed by students

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http://www.treehugger.com/renewable-energy/what-kinetic-energy-can-harnessed-power-our-stuff.html
http://www.education.com/activity/article/Make_Electricity_fifth/
Students don't always understand where our energy comes from or how it is harnessed. Harnessing energy through motion, or student's movement is a great way for students to experience the engineering side of energy. Students could create energy to power a light by pedaling a bicycle or by creating their own wind turbine.

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http://www.education.com/activity/article/like_birds_and_make_nest/
Students could learn a lot about birds by know why and how they make their homes (nests). For this activity, I would have students gather items outside to make their own nest . Gathering the items is part of movement but it can also help some students think or see what its like to make a nest, from a birds point of view. This could spark a student's interest in biology or animal science careers.

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http://www.education.com/activity/article/Bake_Cake_fifth/
In groups, we could bake cakes. However, this would be a little different. I would have one group make a typical cake, by following instructions exactly. Other groups would change an ingredient or two. We would bake them for the same amount of time but see how a change in (an) ingredient(s) effects the outcome. We could also do experiments by keeping all the ingredients the same, however, baking them for different amounts of time. Students could then journal about the observations they've made.

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Different objects make different pitches/sounds

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Different objects make different pitches/sounds

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http://stem.wesfryer.com/home/sound-music/waterphone
Some objects have different sounds to them and if we do not research it, we are clueless to why they have different sounds and pitches. For example, different types of softball bats make a different sound depending on many factors such as where the ball makes contact and what the bat is made out of. Students should be able to explore objects they are curious about in their life and maybe create a theory why objects may sound different. Students could talk to experts about objects and what might be the cause, once they test them of course.

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http://www.teachhub.com/how-motivate-students-love-science
Doing a mock crime scene with students is a great way for students to get up and moving. Providing students with hands-on activities, where they do not have to sit still can make learning more memorable.  It can also teach them that observing is different for everyone and each individual may see the scene or object differently than others. Mock crime scenes can help students experience what it may be like to be in the Forensic field and could spark interest in that career field.