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Modeling is a cornerstone of professional scientific practice, however, there aren’t enough opportunities for youth to leverage their own perspectives when engaging in modeling inquiry. This paper describes three design dimensions—interdisciplinarity, intermodality, & intergenerationality--of a 2-week long summer camp that leveraged theories of syncretism to integrate dance, science and computing in order to support youth contributions in modeling practices. The camp engaged 12 middle school youth, 2 scientists and 3 choreographers in adopting a complex systems lens and engaging in collaborative inquiry around the scientists’ research systems using choreographic and digital NetLogo modeling. Using discourse, video stills, and narrative description of a group that modeled spinal cord injuries, we show how these three dimensions disrupted barriers between disciplines (science & dance), modes of sense- making (movement & computation), and inequitable power dynamics (youth and adults). In the discussion, we draw out contributions to the literature particularly on scientific modeling.