Science requires active learning--it is something that children do, rather than something that is done to them. The learning process involves students' thinking and doing to develop higher-order thinking skills, strengthen their reading and mathematical skills, and attain scientific knowledge. In the elementary grades, children learn biological concepts through direct experiences with living organisms and those organisms' life cycles and habitats. Students come to understand that the survival of organisms depends on their physical environment and how well they adapt to living in it. Direct experiences are easy if habitats are within children's immediate environment. However, some habitats are not easily accessible for such hands-on, minds-on explorations; hence simulations and models are important teaching strategies. The lesson topic "How do polar bears keep warm in their homes?" is part of a teaching unit that explores animals and their adaptations to habitat. The unit features a variety of animals and the structural adaptations that they have that allow them to live in their habitats. For example, a streamlined body and the presence of scales and gills allow a fish to breathe in water. In this polar bear adaptation activity, students learn what physical features of polar bears allow them to call the arctic regions home. (Contains 2 tables.)