Habitat Mobile – Kindergarten
Interdisciplinary Lesson
Ohio Standards
Connection
Technology
Nature of Technology
Benchmark A
Recognize the
characteristics and scope of
technology.
Indicator 1
Identify objects created
within the human-made
world (e.g., books, chairs,
houses, buses) and objects
that occur in nature (e.g.,
trees, flowers, rocks and
rivers).
Technology for
Productivity Applications
Benchmark A
Understand basic computer
and multimedia technology
concepts and terminology.
Indicator 1
Locate computer and
multimedia technology in
the classroom and identify
it by name (e.g., computer,
VCR, listening station).
Indicator 2
Name the basic parts of a
computer (e.g., monitor,
keyboard, mouse, printer).
Indicator 3
Use computer and
multimedia technology
with teacher assistance
(e.g., computer, VCR,
listening station).
Lesson Summary:
Students identify plants and animals that live together in
forests, fields or waters in Ohio. They explore how animals
depend upon plants and other animals for their needs. After
using technology and other media resources for research
information and images, students design and build a mobile
of an Ohio habitat and share their understanding of the
habitat with their classmates.
This lesson brings together technology and science content
and is designed for the elementary classroom.
Estimated Duration: Five hours and 30 minutes
Commentary:
This lesson integrates the science concept of living things
using their physical characteristics to survive and interact in
their habitats with the technologically-based exploration of
the natural and human-made worlds. Students use
technology to research and present the findings to their
class.
Pre-Assessment:
 Use Attachment A, Human-made or Natural Worksheet,
to differentiate between pictures of human-made and
natural objects. Students should circle the natural
objects. Then have students look at the circled (natural)
things and mark an “L” beside the natural things that are
living.
 Distribute Attachment B, Forest, Field, or Water?.
Have students use a green crayon to circle animals and
plants that could live in a field (rabbit, flower), a brown
crayon for those that could live in a forest (owl, fir tree,
squirrel) and blue for those that could live in water (fish,
water plant). Note that some animals or plants could live
in more than one habitat (rabbit, flower). You may want
to point this fact out to the students before they do the
worksheet.
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
Technology and
Information Literacy

Benchmark A
State what information is,
and show where it can be
found.
Indicator 2
Identify places where
information can be found
and retrieve information
from a specified location
(e.g., classroom, school
library, public library, the
Internet, computer folder,
hard drive, Web site,
book).
Science
Life Sciences
Benchmark A
Discover that there are
living things, non-living
things and pretend things,
and describe the basic
needs of living things
(organisms).
Indicator 1
Explore differences
between living and nonliving things (e.g., plantrock).
Benchmark B
Explain how organisms
function and interact with
their physical environment.
Indicator 5
Investigate observable
features of plants and
animals that help them live
in different kinds of places.


Look at the plant and animal in each picture in Attachment
C, Animals Need Plants. How does the animal in each
picture need the plant? (Note that the eagle uses a tree for
watching and nesting; a butterfly uses flower for food,
spinning a cocoon, and a leaf for laying eggs; the fish uses
plants for eating, hiding and laying eggs for protection)
Pass out Attachment D, Parts of a Computer Worksheet, to
each student. Ask the students to put a “1” by the picture of
a keyboard, a “2” by the mouse, a “3” by the monitor and a
“4” by the printer.
As a class, orally name places to find information on plants
and animals, using print material and information
technology resources, like the Internet, a CD, DVD or a
videotape.
Scoring Guidelines:
Use Attachment E, Pre-Assessment Checklist, to help
determine student understanding.
Post-Assessment:
Based upon student observation during the project, use
Attachment F, Post-Assessment Rubric, to evaluate each
student’s level of understanding, skill and performance on the
following criteria:
 Sorts pictures of objects into groups of living or non-living,
natural or human-made and gives a logical oral explanation
for their choice;
 Correctly identifies the basic parts of a computer system;
 Follows the correct order for turning on and off computers
and using multimedia technology with teacher assistance;
 Runs a CD or other multimedia technology on animals and
plants (i.e., videotape, DVD, presentation software);
 Names three different places to find information about
animals and plants such as Internet, multimedia technology,
encyclopedia, library book;
 Finds information on Ohio plants and animals using
information resources with teacher assistance;
 Names ways the animal in their mobile depend upon plants
and other animals in their habitat;
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
Indicator 6
Investigate the habitats of
many different kinds of local
plants and animals and some
of the ways in which animals
depend on plants and each
other in our community.
Science and Technology
Benchmark A
Explain why people, when
building or making
something, need to determine
what it will be made of, how
it will affect other people and
the environment.
Indicator 1
Explore that objects can be
sorted as “natural” or
“human-made”.


Constructs a mobile of one animal and one plant that live
together in a common Ohio habitat (e.g., forest, field,
water).
Recognizes how animals and plants survive in a habitat.
Scoring Guidelines:
Use the Attachment F, Post-Assessment Rubric, to evaluate
students upon completion of the project.
Instructional Procedures:
Day One
Time: 45 minutes
Instructional Tip:
Before students start this project, have a habitat mobile
assembled and on display. Use Attachment G, Model of a
Habitat Mobile, to construct your model. Mount the pictures on
tag-board, cut out and assemble as shown. Display the model in
a prominent place in the classroom for a few days before you
begin this lesson so students can see it, ask questions about,
become motivated to do the project and can understand its
assembly.
1. Complete the pre – assessment. Upon review of the results,
modify instructional procedures to fit student needs such as
using other resource materials, pictures, models and
artifacts that may already be in the classroom or local field
trip site.
2. Have student pairs sort pictures at their tables into stacks of
natural and human-made objects. Have them discuss how
they made their choices.
3. Ask each student pair to place one of their pictures on a
bulletin board under the headings of Natural or Humanmade. Ask why they placed their pictures where they did.
Instructional Tip:
Observe and note student placements and reasons. Note the
students having difficulty with the project; give individual or
small group help later, perhaps during the research or
construction phase of the project.
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
Day Two
Time: 60 minutes
4. Lead students in a discussion about the differences between living and non-living things.
Have them consider what makes something living. Include the facts that living things
move, eat, grow, change and reproduce.
5. Ask students to work in groups or individually to verbally identify or physically sort the
Natural pictures into groups of "Living" and "Non-living" things on the bulletin board.
Ask them to tell why they grouped them as they did to the class group discussion.
6. Give students Attachment C, Animals Need Plants. Ask them to identify the pictures of
living things in a forest (tree and eagle), those that live in fields (butterfly and plant) and
those that live in water (fish and water plant). Discuss with the students that plants and
animals have features or parts that let them live in their habitat. In this example:
 The eagle has keen eyesight and a sharp beak for finding and tearing food and has
claws for grasping food and tree branches.
 The tree that the eagle sits in is strong and tall so it can support the eagle and receive
sunlight.
 The flower has leaves to capture sunlight and smell and color to attract insects.
 The butterfly has wings to fly and is light enough to sit on the flower.
 The fish has fins and gills to live in water.
 The water plant’s leaves and roots can survive under water.
7. Using pictures, help students identify other organisms that live together in a habitat,
allow student pairs to match pictures. For example, students might put a raccoon and an
ear of corn together and determine that they live in a field habitat. Then, have students
identify features of each organism that help them live in the habitat, (e.g., a raccoon’s
sharp claws lets it climb trees in a forest or corn needs a field for lots of sunlight and
room to grow). Finally, help students decide how the animals might depend on the plant
for its needs (e.g., the raccoon needs the corn for food).
Day Three
Time: 60 minutes
8. Explain to students that information means a collection of facts which can include words,
numbers, sounds or pictures. Have students use both technological devices (Internet,
CDs, DVDs) and traditional print resources (books, magazines) to locate information.
Instructional Tip:
Frequently restate or reinforce the idea of using technology to find answers to questions
rather than focusing on technological resources as research instruments.
9. Attach labels to the monitor, keyboard, mouse and printer in the room. Be sure each
label has both number and the component’s name on it. Point to each computer part and
show the name of the computer part on the label attached to the part. Students should use
Attachment D, Parts of a Computer Worksheet, to write the number of the part by the
correct word and picture on the sheet.
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
Instructional Tip:
Remind students that in this lesson while the focus is on study of natural living and non
living things, they will be using human made things to collect information and display their
findings.
10. Students identify the parts of a multimedia device by naming the part. Then ask students
to put a label with the part name by a picture of the part on a bulletin board (with
assistance). Include keyboard, mouse, printer, projector, computer and DVD or VHS
player.
Instructional Tip:
Ask volunteers to demonstrate the devices. Select students who have previous experience or
are hands-on learners.
11. Ask students how we tell the technological system device what to do (type or press keys,
use the mouse). Ask how we get information from this system (print, show a picture,
look for things on the Internet).
12. Show a multimedia presentation such as videotape, DVD, electronic slide show on
animals and plants in a habitat in Ohio.
Instructional Tip:
Ask volunteers to run the multimedia presentation to get them accustomed to using the
technology.
13. Ask students to name some of the animals and plants in the presentation. Put up pictures
of these organisms on the board with their name labels. Have them think of other
organisms that they have seen or that they know that live in Ohio.
Instructional Tip:
Farm animals could also be considered as living in a habitat.
14. Have students identify what features they see on an animal or plant that would help that
living thing survive in its habitat such as birds have different shapes of beaks and feet;
frogs have skin that can repel water and legs to jump fast and far.
15. Discuss with students how the animals in the presentation depend upon other living
things in their habitat to meet their needs such as raccoons eat fish, birds need trees for
homes and insects need plants for food.
Day Four
Time: 60 minutes
16. Show students how to use select Web sites to locate local animals and plants. From those
sites, have them work in pairs to locate and print out a local animal and a local plant from
the same habitat. Consider the Ohio Department of Natural Resources Web site or its
CDs as possible resources.
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
Instructional Tip:
Allow more than one pair of students to print out the same information about an animal or
plant.
17. Ask students to save the pictures in file folders or plastic seal bags then label it with both
their names.
Instructional Tip:
Show students the materials they will be using to construct their mobiles such as straws, pipe
cleaners, paper clips and demonstrate techniques for working with these materials.
Day Five
Time: 60 minutes
18. Have students cut out their animal and plant pictures from similar habitats. Assist
students as needed with cutting pictures.
19. Have them mount their pictures on tag-board or construction paper and cut them out.
Instructional Tip:
Provide other pictures from magazines on CDs for students to find and cut out, or as readyto-use pictures for students who have difficulty with cutting and pasting skills or who have
been absent or not able to use a computer.
20. Have students examine the existing mobile. Have them recognize the materials used in
making the mobiles. Why are straws used (light, easy to slip paper clips onto,
inexpensive, straight)? Why are the paper clips used (to hold pictures to straws, can be
linked together to make a chain)? Why are pipe cleaners used (to add strength to the
straws)?
Instructional Tip:
Set up organized procedures or work station for distribution of mobile construction materials.
21. Ask students to tell why a mobile is a good way to display animals and plants in a habitat
(attractive, clearly shows plants and animals that are in the same habitat, fun to make).
22. Have them look at the mobile. Point out how the pictures can be rearranged on the mobile
by changing the length of paper clips or sliding the clips along the straw.
23. Have students lay their mobiles flat on the table so they will understand how they will go
together before actually assembling them.
24. Students begin to assemble and display their mobiles.
Instructional Tip:
Hook the mobiles through the ceiling tile supports to display them. Just push up on a ceiling
tile and hook a paper clip through a hole in the support frame.
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
Day Six
Time: 45 minutes
25. Require each pair to present their mobiles, naming the plant and animal and telling the
features that let them live in their habitat.
26. Students tell how the animals in their mobile depend upon the plants or upon each other.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
 Students can work in groups to research and print out Ohio plants and animals.
 Students may use pre-cut pictures to group and assemble mobile.
 Challenge students to locate and take pictures of Ohio plants and animals to use for their
mobile.
 Challenge students to create a multi-media presentation on Ohio plants and animals of
interest.
Extensions:
 Students could keep logbooks of a trip with their parents or class to a local habitat (state
park, zoo, farm). Rangers, zoo officials or other wildlife managers would provide
valuable resources and insight into Ohio habitats.
 Students could take photos or make drawings to create a new mobile to remember their
trip.
 Students could create mobiles using materials and design of their choice.
Home Connections:
Students investigate their backyard or local park and find animals and plants that live
together there. They discuss with family members the relationships that exist between the
plants and animals they find, or they research the relationships at the public library or on the
Internet.
Materials and Resources:
The inclusion of specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of
its contents, by the Ohio Department of Education. The Ohio Department of Education does
not endorse any particular resource. The Web addresses listed are for a given site's main
page; therefore, it may be necessary to search within that site to find the specific information
required for a given lesson. Please note that information published on the Internet changes
over time; therefore, the links provided may no longer contain the specific information
related to a given lesson. Teachers are advised to preview all sites before using them with
students.
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
Note: Some Web sites contain material that is protected by copyright. Teachers should
ensure that any use of material from the Web does not infringe upon the content owner's
copyright.
For the teacher:
pictures of human-made and natural objects (be sure to include some
living and some non-living things), pictures of plants and animals,
pictures and labels of computer and multimedia parts, a computer,
Internet websites of local plants and animals, a printer, a video of local
animals and plants, a multimedia presentation device, a ready-made
mobile
For the students:
computer for each pair of students, access to the Internet, printer for
computers, straws, paper clips, pipe cleaners, tag-board, paste,
scissors. Optional: publications featuring pictures of Ohio plants and
animals
Potential IMS linked lessons:
 Being Alike Is Also Really Being Different – Grade Kindergarten, Science, Life Sciences
 Characteristics and Structure of Life – Grade One, Science, Life Sciences
 Investigating Ohio’s Environment – Grade Two , Science, Life Sciences
 Our Grasslands – Grade Two, Science, Life Sciences
 Plants and Animals Around the Year – Grade Two, Science, Life Sciences
Vocabulary:
1. Habitat terms
 field – an open land area free of woods and buildings
 forest – a dense growth of trees and underbrush covering a large tract
 habitat – the home, place or environment where a plant or animal naturally or
normally lives and grows
 human-made – something made by people that is not naturally found in nature
 living – to be alive
 natural – something found in nature, such as wood, clay, gases
 non-living – something that has never been alive or part of something that was alive
2. Multimedia and information terms
 information – knowledge obtained from investigation, study, or instruction
 keyboard – set of keys which operates a machine or device
 monitor – a viewing screen for a computer
 mouse – a hand-controlled device
 printer – a device that will print text or graphics from a computer onto paper
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
3. Mobile terms
 balance – when weights of the parts of a mobile are evenly distributed
 materials – substances that have weight and take up space (rocks, paper, liquids, air)
 mobile – a structure (as of paper or plastic) suspended so that it moves in a current of
air
 CD and DVD
 Characteristics (of objects and living things)
 Computer
 Habitat
 Internet
 Mobile
 Ohio
 Paper clip
 Pipe cleaner
 Various animal and plant names found in Ohio
Library Connections:
In 2003, the State Board of Education and the Ohio Department of Education established
library guidelines that represent a standards-based education approach to school library
programs. Entitled Academic Content Standards K-12 Guidelines Library, Ohio’s library
guidelines provide a variety of content-specific, grade-level indicators describing
information literacy, literacy linked to library-based technologies, and media literacy
experiences for students. Featured on pages 204-219 are sample activities for making library
connections across academic content standards and disciplines. Also included are gradeband models for student research and specific information concerning copyright and fair use
of materials laws. K-12 teachers are encouraged to utilize the library guidelines and
collaborate with the school library media specialist (SLMS) whenever possible. Ohio’s
library guidelines can be found under the heading of Library at www.ode.state.oh.us,
keyword search Library.
Library Guidelines
Information Literacy
Benchmark E
Understand what information is and use a process to find information.
Indicator 1
Identify what information is and recognize that it can be represented in a variety of ways
(e.g., numbers, words, pictures, sounds).
Indicator 2
Decide what information is needed.
Indicator 3
Find the information with the assistance of the teacher or librarian (e.g., using books or
observations).
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
Indicator 4
Use the information by sharing ideas and experiences.
Librarians should have books and other materials on Ohio habitats and Ohio plants and
animals available for students to use for their research. Having Web sites already
bookmarked would be extremely helpful. Librarians or information technology specialists
may be called upon to help students learn the different names and functions of the computers
and other multimedia devices being used to gather information for the lesson and how to
print selected pictures.
If available, the SLMS can introduce a copy machine as another man-made technological
device. Make copies of animals from books to use in mobiles. This would also be a good
time for the SLMS to reinforce the difference between fiction and nonfiction and show
students where to find books on habitats and animals.
The SLMS can act as an intervention specialist for struggling and/or gifted students.
Research Connections:
Marzano, R. et al. Classroom Instruction that Works: Research-based Strategies for
Increasing Student Achievement. Alexandria, VA: Association for Supervision and
Curriculum Development, 2001.
1. Identifying similarities and differences enhances students’ understanding of and
ability to use knowledge. This process includes comparing, classifying, creating
metaphors and creating analogies and may involve the following:
 Presenting students with explicit guidance in identifying similarities and
differences;
 Asking students to independently identify similarities and differences;
 Representing similarities and differences in graphic or symbolic form.
2. Nonlinguistic representations help students think about and recall knowledge. This
includes the following:
 Creating graphic representations (organizers);
 Making physical models;
 Generating mental pictures;
 Drawing pictures and pictographs;
 Engaging in kinesthetic activity.
3. Cooperative learning has a powerful effect on student learning. This type of grouping
includes the following elements:
 Positive interdependence;
 Face-to-face promotive interaction;
 Individual and group accountability;
 Interpersonal and small group skills;
 Group processing.
4. Setting objectives and providing feedback establish a direction for learning and a way
to monitor progress. This provides focus on learning targets and specific information
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
to allow the student to make needed adjustments during the learning process,
resulting in increased student learning.
Technology for All Americans Project, Measuring Progress: A Guide to Assessing Students
for Technological Literacy, Reston, VA: International Technology Education Association,
2004.
Standards-based student assessment supports the systematic, multi-step process of
collecting evidence on student learning, understanding and abilities and using that
information to inform instruction and provide feedback to the learner, thereby enhancing
learning. Students should be assessed often using a variety of tools and methods. The
design of student assessments should follow set principles, such as utilizing authentic
assessment that provides students the opportunity to demonstrate their knowledge and
abilities in real-world situations. Note: the complete publication and other resource
materials are available online at the Ohio page of the ITEA Center to Advance the
Teaching of Technology and Science [CATTS] web link:
http://www.iteaconnect.org/EbD/CATTSresources/CATTSresourcesOH01.htm
Additional Resources:
Ohio Trees
www.dnr.state.oh.us (Search for “Ohio Trees”)
Ohio's Amphibians
www.dnr.state.oh.us (Search for “Amphibians”)
Animals in Ohio
www.ohiohistorycentral.org (Select “Animals” under Basic Topics)
A Closer Look at Wildlife
www.hsus.org (Select “Wildlife” tab at top; Select “A Closer Look at Wildlife” on left
margin)
A First Look at Farm Animals
www.hsus.org (Select “Farm Animals” tab at top; Select “First Look at Farm Animals” on
left margin)
Ohio Summer Wildflowers
www.dnr.state.oh.us (Search for “Ohio Summer Wild Flowers”)
Pictures of Ohio Animals
www.dnr.state.oh.us (Search for Ohio Species)
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
General Tips:
Search the Internet for a wildlife guide in your area.
Attachments:
Attachment A, Human-Made or Natural Worksheet
Attachment B, Forest, Field, or Water?
Attachment C, Animals Need Plants
Attachment D, Parts of a Computer Worksheet
Attachment E, Pre-Assessment Checklist
Attachment F, Post-Assessment Rubric
Attachment G, Model of a Habitat Mobile
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
Attachment A
Human-made or Natural
Worksheet
Photo Credits:
US National Oceanic and Atmospheric
Administration
US Fish and Wildlife Service
NASA
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
Attachment B, Forest, Field, or Water?
Photo Credit: US Fish and Wildlife Service
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
Attachment C, Animals Need Plants
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
Attachment D – Parts of a Computer Worksheet
Name __________________________
______
______
______
______
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
Attachment E, Pre-Assessment Checklist
Directions: Put a check in the box that indicates the level of the student’s ability or
knowledge. Or write a brief comment in the appropriate boxes.
Name ___________________Class _________________Date _____________
Task or
Knowledge
Mastery of
Task or
Knowledge
Proficiency
of Task or
Knowledge
Improvement
Needed in Task
or Knowledge
Task or
Knowledge
Not
Demonstrated
Differentiates
between natural
and human-made
objects
Differentiates
between living
and non-living
objects
Knows the basic
parts of a
computer
Recognize links
between animals
and plants in a
habitat
Recognizes how
animals depend
upon plants in a
common habitat
Recognizes
organism’s
features that helps
them live in their
habitat
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
Attachment F, Post-Assessment Rubric
Use the rubric as a guide to help determine each of your students’ level of skill,
understanding and performance in the following criteria. The second page is a marking
worksheet to calculate the final score.
Skills,
Understandings,
and Performances
Identifies natural and
human-made objects
4
3
2
1
Sorts all pictures of natural
and human-made things
into correct groups
Sorts most pictures of
natural and humanmade things into
correct groups
Sorts some pictures of
natural and humanmade things into
correct groups
Sorts no or few pictures
of natural and humanmade things into correct
groups
Identifies living and
non-living things
Sort all pictures of living
and non-living things into
correct groups
Identifies the monitor,
keyboard, mouse and
printer
Name and locates a
computer or
multimedia
technology in the
classroom
Names and locates
computer or multimedia
technology correctly with
no teacher assistance
Recognizes and
retrieves information
resources
Correctly names and uses
two different information
sources such as library,
Internet, computer, book,
multimedia
Sort some pictures of
living and non-living
things into correct
groups
Identifies two of the
following: the
monitor, keyboard,
mouse and printer
Names and locates
computer or
multimedia
technology with some
errors with some
teacher assistance
Correctly names and
uses one information
source such as library,
Internet, computer,
book, multimedia
Sort no or few pictures of
living and non-living
things into correct groups
Knows the basic parts
of a computer
Recognizes ways in
which animals
depend upon plants
and each other in a
common habitat
Easily offers examples
(without assistance) of
animals which depend
upon plants and each other
in a common habitat
Sort most pictures of
living and non-living
things into correct
groups
Identifies three of the
following: the
monitor, keyboard,
mouse and printer
Names and locates
computer or
multimedia
technology correctly
with some teacher
assistance
Correctly names and
uses two different
information sources
such as library,
Internet, computer,
book, multimedia
Offers examples other
(without assistance) of
animals which depend
upon plants and each
in a common habitat
Recognizes how
animals and plants
survive in a habitat
Easily recognizes features
that help an organism
survive in its habitat
Names features of
organisms that help
them in the habitat
Recognizes ways in
which an animal
depends upon a plant
and/or other animals
in a common habitat
when shown a picture
Tells how a given
feature might help an
organism in its habitat
Fails to recognize ways
in which an animal
depends upon a plant
and/or other animals in a
common habitat, even
when shown a picture
Fails to understand how a
feature might help an
organism live in its
habitat
Identifies one or fewer of
the following: the
monitor, keyboard,
mouse and printer
Fails to name and locate
computer or multimedia
technology correctly
even with teacher
assistance
Fails to use even one
information source such
as library, Internet,
computer, book,
multimedia effectively
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Habitat Mobile – Kindergarten
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Attachment G, Model of a Habitat Mobile
Mount the pictures below on tag-board or construction paper, cut them out and assemble the
mobile as shown on the following page.
Photo Credits: US National Oceanic and Atmospheric Administration
US Fish and Wildlife Service
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Habitat Mobile – Kindergarten
Interdisciplinary Lesson
Assembled Mobile
A pipe cleaner
has been inserted
into the straw to
add strength and
stability to the
mobile.
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