Lesson

The Polar Zone

I can feel how arctic animals adapt to cold weather - lesson adapted from Steve Spangler Science

Blubber Gloves https://www.stevespanglerscience.com/lab/experiments/blubber-gloves/

Grade Level

3rd grade

Time Needed

60 minutes

Materials Needed

Ice cubes, large bowl filled with ice water, thermometer, 2 ziplock bags per student, large glass filled

with room temperature water, one egg timer per group, one container of crisco per group.

Introduction

This lesson will be a hands on activity about adaptations in the animals of the polar climate zone in

order for students to understand how the climate zone affects the biology which lives there.

Background

The teacher should know about how warm blooded animals that live in polar regions have adapted a

layer of fat blubber. The fat acts as an insulator which traps the animals own body heat.

MDE Science Standard

3-ESS2-2
Obtain and combine information to describe climates in different regions of

the world.

Engagement

The teacher asks students to name as many animals as they can that live in the polar regions. Write

them down on the whiteboard - polar bear, penguin, walrus

The teacher asks all of the students to take their hand and put it in their armpit for one minute. At the

end of the minute the teacher asks the students to describe how their hand feels. They can take their

hand out of their armpit now.

How does your hand feel?

Is it warm or cold?

Why do you think your armpit is warm?

Where does the heat come from?

Then, the teacher unveils the giant bowl of ice water. He asks, how do you think your hand will feel if

you put it in this ice water? The teacher then asks for two volunteers to come to see who can keep

their hand in the ice water the longest. The teacher says, Since we know that there are many animals

that live in the polar climate zone, how do you think they can they survive in such cold temperatures?

Exploration

Students are going to hypothesize about how long they can keep their hands in the ice water without

blubber and with blubber. They must write their hypothesis on the worksheet. Then give two tries with

each method and write their times on the sheet. Students are placed in groups of four by drawing
colored straws. Each group has their own supplies. Students take the temperature of the room

temperature water. Then they take the temperature of the ice water. They write it on the worksheet.

Students record how long they can keep their hands in the ice water using only plastic bags with

nothing inside. Then, students scoop large scoops of blubber into a plastic bag. They insert a second

bag and use their hand to spread the blubber around creating a thick coating of blubber. Then, students

fold over the inside bag and use duct tape to seal the entire outside. Students then see how long they

can keep their hand in the ice water and record it on the worksheet.

Blubbler glove worksheet:

The Blubber Glove Experiment

Name:___________________

Which can I keep in the ice water longer?

Circle One: Blubber Glove hand - Bare Hand

Blubber Glove Test

Bare Hand Test

#1 #1
(second (second
s) s)
 #2
#2
(second
(second
s)
s)

#3
#3
(second
(second
s)
s)

Average time:
Average:

(To find the average, add all times together and divide by 3)

Which hand was kept in the water longer?

Circle one: Blubber Glove Hand - Bare Hand

Why do you think this is so?

Explanation

https://www.youtube.com/watch?v=TwfKCX_8fbA&list=PLF6L_jispVMqlczSh40EDafdedB3vWRP5

Students watch the video above. The teacher makes special note that only warm blooded animals are

capable of utilizing blubber as an insulator because they generate heat. All warm blooded animals

(including us!) have to maintain an internal body temperature around 100 degrees fahrenheit. Also,
some animals have adapted other traits to survive in polar regions. Polar bears have special hairs that

keep water out and trap heat in. Penguins huddle in large groups to share body heat.

Evaluation

Summative Assessment

After students hear the explanation, they must write their own explanation as to why their hypothesis

was true or false based on their new understanding and the evidence they have gained from the

experiment.

Name__________________

______

My hypothesis:

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_____________________
Ice Test:

#1 _________ seconds

#2_________ seconds

Blubber Tests:

#1___________ seconds

#2___________ seconds

Was my hypothesis True or

False?

Circle one: True False

Explain why your hypothesis

was true or false in at least 3

sentences.

_______________________

_______________________
_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

_______________________

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