"This Was My First Time Camping..."

Videos

Grades6, 7, 8, 9, 10, 11, 12Biology

Scientist Reviewed

Provided by National Park Service

Open Resource

What it is

This video is about high school students from San Joaquin Valley who participated in a program called Climate Change Academy in Sequoia National Park.
Students see how experiencing nature through hiking, camping, and doing activities raises awareness about climate change and instills an appreciation of nature.

Teaching tips

Positives

Students will enjoy hearing youth talk about what they gained from their camping experience.
An audio-described version of the video is linked in the video description.

Additional Prerequisites

Students may benefit from learning about Sequoia National Park and the National Park System before viewing the video.

Differentiation

Students could research national and state parks or nature preserves in their area and plan a field trip or personal visit. After visiting, students could make slideshows or videos to teach younger students about what they learned in the park.
Life skills or advisory classes could discuss how being in nature can improve mental health. After the discussion, students could watch this video on the health benefits of green spaces.
Other resources on this topic include this Project Look Sharp activity on threats to biodiversity, this video on how humans impact the environment, and this article about how forests can protect the water supply in cities.

From the scientist review

This video inspires students to engage in local field trips to connect with nature, learn, and share experiences on biodiversity conservation with family, colleagues, younger students, their communities, and society at large. This is recommended for teaching.

How we review resources

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At a glance

Grades: 6, 7, 8, 9, 10, 11, 12
Subjects: Biology
Format: YouTube Video
Language: English
Location: North America, North America > United States, North America > United States > California
Provider: National Park Service
Authors: National Park Service
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · MS-LS2-4. + 36 more

Core

Core Standards legacy

MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-ESS3-3.MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-5.MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
HS-LS2-6.HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-ESS3-6.HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

New Jersey Climate Education Hub

New Jersey Climate Education Hub Standards legacy

MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
HS-LS2-6.HS-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-ESS3-6.HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Oregon Climate Education Hub

Oregon Climate Education Hub Standards legacy

7.LS2.47.LS2.4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
HS.LS2.6HS.LS2.6 Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS.ESS3.6HS.ESS3.6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity (i.e., climate change).

Wisconsin Climate Education Hub

Wisconsin Climate Education Hub Standards legacy

HS-ESS3-6.HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
HS-LS2-6.HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Maine Climate Education Hub

Maine Climate Education Hub Standards legacy

MS-LS2-4MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
HS-LS2-6HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-ESS3-6HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

New York Climate Education Hub

New York Climate Education Hub Standards legacy

MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-ESS3-3.MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
HS-LS2-6.HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS.ESS3-6.HS.ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Connecticut Climate Education Hub

Connecticut Climate Education Hub Standards legacy

MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-ESS3-3.MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-5.MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
HS-LS2-6.HS-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-ESS3-6.HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

ECCLPs Climate Education Hub

ECCLPs Climate Education Hub Standards legacy

MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
HS-LS2-6.HS-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-ESS3-6.HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Michigan Climate Education Hub

Michigan Climate Education Hub Standards legacy

MS-LS2-4MS-LS2-4 Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
HS-LS2-6HS-LS2-6 Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-ESS3-6HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

Illinois Climate Education

Illinois Climate Education Standards legacy

MS-LS2-4.MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
MS-ESS3-3.MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ESS3-5.MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
HS-LS2-6.HS-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-ESS3-6.HS-ESS3-6. Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.

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