An art teacher collaborates with a STEAM teacher to challenge students to imagine how animals might adapt to survive in the future.

Janine Plumer and Anna Warf

This project built on the work students did in class during their American Reading Company (ARC) unit on Animal Adaptations: the Informational Research Lab. In this unit, students researched one animal in depth to learn about behavioral, physical, and life cycle adaptations. Students also learned about threats their animal faces.

This project built on that groundwork to imagine and design how animals might physically or behaviorally adapt in the future. These speculative adaptations were grounded in students’ understanding of current dangers their animal might encounter from predators, climate change, or human interaction.

After researching animals and their threats, students chose two or three ways their animal might adapt in the future in response to these threats. Students planned and sketched a visual representation of their animal with these adaptations. They chose either to create a three-dimensional representation of the future animal out of clay or draw a diagram of the future animal.

Once studentsʼ sketches were complete, they were ready to create their future animals. Most worked with modeling clay to construct their adapted animal. Because we had a fixed amount of clay, students were limited to making their animals about the size of their hands. This size allowed for quick work and close attention to detail. We showed them how to warm the clay in their hands and construct the largest shapes first. Clay tools and toothpicks were handy for creating texture and visual interest. These tools also helped when developing features such as scales, fins, and teeth. For animals that needed more support, some students built a wire armature and added clay around the wire. While they worked, we reminded everyone to stay true to their initial sketch. It was easy to get off track with so many new and interesting materials available!

After the main shapes were created with clay, we opened up a table of materials that really got students’ creative juices flowing. Tufts of wool made a great mane on one animal. Tiny bits of pipe cleaner and plastic-coated craft wire worked well for teeth and claws. Wings and fins were made with feathers and cut-up pieces of milk jugs. Students used these materials in inventive ways that connected to their initial illustrations and adaptations.

After completing the representation of their animal, students completed a writing assignment about their creation in class. Students described their future animal adaptations and justified them based on the threats that animal currently faced.

The project ended in a symposium showcasing students’ creations and descriptions of their future animals. The entire school was invited, and the cafeteria was packed with kindergartners through fifth graders buzzing about the fourth graders’ creations!

Students had many opportunities to shine in this unit, whether they were working with their hands, writing about their ideas, or using their imaginations to see what their animal could look like in the future.

One idea for an extension to this project is having students create a diorama for their three-dimensional creature to represent its biome. You could also incorporate digital media by having students photograph their creations and add digital labels identifying their adaptations.

The level of creativity and engagement with this lesson was spectacular. It was a wonderful way to work across the curriculum and help students see how art can connect their learning across multiple disciplines.

Janine Plumer and Anna Warf collaborated to develop and implement this project. At the time of this project, they both worked at J.J. Flynn Elementary School (Burlington, Vermont) as an art teacher and a STEAM teacher. jplumer@bsdvt.org, awarf@bsdvt.org

Future Animal Adaptations: Reimagining Survival