Younger, Hoff, Wienecke, Hinden, and Miller conducted


a study on how emperor penguins (Aptenodytes forster) and Weddell seals (Leptonychotes weddellii) could adapt in order to survive glacial melting.3 They found that while both of these animals are predators living in the same Antarctic region, they would respond to the change to their habitat in very different ways. Emperor penguin populations were pre- dicted to increase, while the Weddell seal populations were predicted to remain static. A spike in population of emperor penguins could mean increased gene flow, and a better chance for adaptive variations. This is needed for emperor penguins, who will be losing ice that they rely on, but Wed- dell seals appear to be more sturdy as a species against vary- ing temperatures. This is an example of population growth, but shows that different organisms will respond to climate change in various ways. As you take your students through the following lesson,


make sure that they are thinking through their organism’s niche, the species distribution, and anything else that could specifically alter the way they would need to adapt to the way their habitat is changing. As I was teaching this lesson to an art class, I created


a quick, ten-slide presentation to give the students a foun- dation of understanding before they began their research. However, you can walk your students through the above background information however you see fit. One thing that was very obvious from teaching this lesson to varying skill levels was how adaptable it is. Each student took on the challenge in their own unique way and the result of that was brilliant. Feel free to adapt the lesson in whatever way you see fit to meet the needs and interests of your students.


Christen Lubbers is the Education Director at the Ar- chitectural Foundation of Cincinnati. She completed this project as part of her graduate work with Project Dragon- fly at Miami University in Oxford, Ohio. As an adult who struggled as a student herself, she is always looking for ways to make difficult lessons more fun and approachable for every student. She would like to thank Brittany Forsythe and her grade seven and eight art classes for testing this lesson plan.


Notes


1. OpenStax College (2016). Chapter 18: Evolution and the origin of species. OpenStax College, Biology. OpenStax College. Retrieved from: http://cnx.org/ contents/GFy_h8cu@10.54:noBcfThl@7/Understanding-Evolution


2. Cook, J., Orestes, N., Doran, P. T., Anderegg, W. R. L., Verheggen, B., Mai- bach, E. W.,Carlton, J. S., Lewandowsky, S., Skuce, A. G., Green, S. A., Nuc- citelli, D., Jacobs, P., Richardson, M., Winkler, B., Painting, R., and Rice, K. (2016). Consensus on consensus: a synthesis of consensus estimates on human- caused global warming. IOPscience 11(4) doi:10.1088


3. Younger, J. L., van den Hoff, J., Wienecke, B., Hindell, M., & Miller, K. J. (2016). Contrasting responses to a climate regime change by sympatric, ice-dependent predators. BMC Evolutionary Biology, 1661. doi:10.1186/s12862-016-0630-


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