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Polar Bears International


3rd, 4th, 5th, 6th, 7th, 8th


Science, Social Studies, Biology, Earth and Space Sciences, Geography

Resource Types

  • Interactive Media
  • Presentation Slides

Regional Focus

North America, Polar Regions


Microsoft Powerpoint

Polar Bear Tracker

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  • This interactive resource allows students to track polar bears in Hudson Bay as they hunt on the winter ice and are sent back to land by melting summer ice. 
  • Students will learn about polar bears' patterns, the ice they use to hunt in winter, the research projects happening to help them, and how to get involved in polar bear conservation. 
Teaching Tips


  • This resource is interactive and engaging for students.
  • The included slides are incredibly informative and feature teacher notes for presenting to students.

Additional Prerequisites

  • Students should have basic knowledge of polar bears and their habitat. 


  • This resource would work equally well in a science class thinking about habitats and patterns of movement or in a social studies class working on geography and mapping. 
  • For a long-term project, have small groups of students "adopt" a bear to track over several months. They can map the bear's movements, research additional polar bear information, calculate the distance traveled, and predict future movement based on ice.
  • This resource can be used for a one-session lesson or over time to track the bears over a semester or year.
  • Biology classes could use this interactive map to discuss how climate change is affecting plants and animals all over the world.  Consider having students read this article or watch this video to extend the lesson.
Scientist Notes
This resource shows the migration pattern of polar bears and how they could be protected in their ecosystem. The technique used in tracking the bears is appropriate and this resource is recommended for teaching.
  • Science and Engineering
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • MS-LS2-1 Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
      • MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
  • English Language Arts
    • Reading (K-12)
      • R.3.5 Provide an accurate summary of various texts; determine the central idea(s) or theme(s) and analyze its development throughout each text.
      • R.4.12 Read with sufficient accuracy and fluency to support comprehension.
    • Speaking and Listening (K-12)
      • SL.3.1 Prepare for and participate in conversations across a range of topics, types, and forums, building on others' ideas and expressing their own.
  • Social Studies
    • Geography
      • Geography 1: Students understand the geography of the community, Maine, the United States, and various regions of the world by communicating their findings by creating visual representations of the world, showing a basic understanding of the geographic grid, including the equator and prime meridian.
      • Geography 1 (F1): Students understand the geography of the community, Maine, the United States, and various regions of the world, and geographic influences on life in the past, present, and future by using the geographic grid and a variety of types of maps, including digital sources, to locate and access relevant geographic information that reflects multiple perspectives.
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