Georgia Performance Standards Correlations
National Parks Adventure sends audiences on the ultimate off-trail adventure as viewers are immersed
in the awe-inspiring great outdoors and untamed wilderness. Your students will experience America’s
national parks by soaring over red rock canyons, climbing steep mountain peaks, and exploring the
realms of America’s most legendary outdoor spaces, including Yosemite, Yellowstone, Arches and
Glacier National Parks. This action-packed film celebrates the 100-year anniversary of the National Parks
Service and is sure to inspire the adventurer in all of us.
National Parks Adventure covers a broad range of life science, earth science and social studies themes
suitable for Kindergarten through high school students alike. Following are key correlations between the
film and Georgia Performance Standards by grade level. Please contact us at
[email protected] if we can provide further assistance as you integrate the film’s
content into your curriculum.
Kindergarten
SKE1. Students will describe time patterns (such as day to night and night to day) and objects (such as
sun, moon, stars) in the day and night sky.
a. Describe changes that occur in the sky during the day, as day turns into night, during the night, and as
night turns into day.
b. Classify objects according to those seen in the day sky and those seen in the night sky.
SKE2. Students will describe the physical attributes of rocks and soils.
a. Use senses to observe and group rocks by physical attributes such as large/small, heavy/light,
smooth/rough, dark/light, etc.
b. Use senses to observe soils by physical attributes such as smell, texture, color, particle/grain size. c.
Recognize earth materials— soil, rocks, water, air, etc.
SKL1. Students will sort living organisms and non-living materials into groups by observable physical
attributes.
a. Recognize the difference between living organisms and nonliving materials.
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First Grade
SS1H1. The student will read about and describe the life of historical figures in American history.
a. Identify the contributions made by these figures: Benjamin Franklin (inventor/author/ statesman),
Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea
(exploration), Harriet Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the
environment), George Washington Carver (science).
b. Describe how everyday life of these historical figures is similar to and different from everyday life in
the present (food, clothing, homes, transportation, communication, recreation).
SS1G1. The student will describe the cultural and geographic systems associated with the historical
figures in SS1H1a.
SS1CG1. The student will describe how the historical figures in SS1H1a display positive character traits
of fairness, respect for others, respect for the environment, conservation, courage, equality,
tolerance, perseverance, and commitment.
Second Grade
S2E3. Students will observe and record changes in their surroundings and infer the causes of the
changes.
a. Recognize effects that occur in a specific area caused by weather, plants, animals, and/or people.
SS2CG1. The student will define the concept of government and the need for rules and laws.
Third Grade
S3E1. Students will investigate the physical attributes of rocks and soils.
b. Recognize the physical attributes of rocks and minerals using observation (shape, color, texture),
measurement, and simple tests (hardness).
d. Determine how water and wind can change rocks and soil over time using observation and research.
S3L2. Students will recognize the effects of pollution and humans on the environment.
b. Identify ways to protect the environment.
• Conservation of resources
Fourth Grade
S4P3. Students will demonstrate the relationship between the application of a force and the resulting
change in position and motion on an object.
a. Identify simple machines and explain their uses (lever, pulley, wedge, inclined plane, screw, wheel and
axle).
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S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem.
c. Predict how changes in the environment would affect a community of organisms.
SS4G1. The student will be able to locate important physical and man-made features in the United
States.
Fifth Grade
S5E1. Students will identify surface features of the Earth caused by constructive and destructive
processes.
b. Identify and find examples of surface features caused by destructive processes.
• Erosion (water—rivers and oceans, wind)
• Weathering
• Impact of organisms
SS5G1. The student will locate important places in the United States.
a. Locate important physical features; include the Grand Canyon, Salton Sea, Great Salt Lake, and
Mojave Desert.
Sixth Grade
S6E5. Students will investigate the scientific view of how the earth’s surface is formed.
f. Explain the effects of physical processes (plate tectonics, erosion, deposition, volcanic eruption,
gravity) on geological features including oceans (composition, currents, and tides).
Seventh Grade
S7L4. Students will examine the dependence of organisms on one another and their environments.
c. Recognize that changes in environmental conditions can affect the survival of both individuals and
entire species.
d. Categorize relationships between organisms that are competitive or mutually beneficial.
Eighth Grade
S8P3. Students will investigate relationship between force, mass, and the motion of objects.
a. Determine the relationship between velocity and acceleration.
b. Demonstrate the effect of balanced and unbalanced forces on an object in terms of gravity, inertia,
and friction.
c. Demonstrate the effect of simple machines (lever, inclined plane, pulley, wedge, screw, and wheel
and axle) on work.
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High School
Botany
SBO6. Students will analyze the economic and ecological importance of plants in society.
a. Explain the uses and values of plants in different societies (agriculture, horticulture, industry,
medicine, biotechnology).
b. Explain how plants impact the environment providing diverse habitats for birds, insects, and other
wildlife in ecosystems.
Earth Systems
SES3. Students will explore the actions of water, wind, ice, and gravity that create landforms and
systems of landforms (landscapes).
a. Describe how surface water and groundwater act as the major agents of physical and chemical
weathering.
d. Relate the past and present actions of ice, wind, and water to landform distribution and landscape
evolution.
Ecology
SEC5. Students will assess the impact of human activities on the natural world, and research how
ecological theory can address current issues facing our society, locally and globally.
b. Compare and contrast the ecological impact of sustainable and non-sustainable use of resources,
including soil, timber, fish and wild game, mineral resources, and nonrenewable energy.
c. Evaluate the causes and impacts on ecosystems of natural and anthropogenic climate change.
d. Explain the consequences of habitat fragmentation and habitat loss on biodiversity in relation to
island biogeography, and apply island biogeography theory to the design of parks and nature preserves.
Environmental Science
SEV5. Students will recognize that human beings are part of the global ecosystem and will evaluate
the effects of human activities and technology on ecosystems.
f. Describe how political, legal, social, and economic decisions may affect global and local ecosystems.
Geology
SG4. Students will evaluate how climate systems affect landforms on the surface of the Earth.
a. Analyze the effects of climate on weathering processes and soil formation.
b. Characterize the geologic processes and resulting landforms of desert and glacial areas.
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U.S. History
SSUSH13. The student will identify major efforts to reform American society and politics in the
Progressive Era.
f. Describe the conservation movement and the development of national parks and forests; include the
role of Theodore Roosevelt.
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