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JASON makes integrating its curriculum components into the classroom easy.
The Operation: Tectonic Fury curriculum aligns with National Science Education Standards (NSES) for grades 5-8. This table lists core standards, strands, and substrands covered by the Missions in Operation: Tectonic Fury. You can use the Digital Library in the JASON Mission Center to see alignments of individual resources (articles, images, videos, Labs, and Field Assignments) to these standards and Standard A: Science as Inquiry. You can also use the Digital Library to find alignments of content to other state, regional, and local education standards.
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Operation: Tectonic Fury NSES Alignments: |
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Mission 1: The Building Blocks - Earth's Rocks and Minerals
| D.1.d. |
Some changes in the solid Earth can be described as the rock cycle |
| D.2.a. |
The Earth processes we see today, including erosion, movement of lithospheric plates, and changes in atmospheric composition, are similar to those that occurred in the past |
| F.5.d. |
Science and technology have advanced through contributions of many different people, in different cultures, at different times in history |
| F.5.e. |
Scientists and engineers work in many different settings, including colleges and universities, businesses and industries, specific research institutes, and government agencies |
| G.1.a. |
Women and men of various social and ethnic backgrounds and with diverse interests, talents, qualities, and motivations engage in the activities of science, engineering, and related fields such as the health professions |
| G.2.a. |
Scientists formulate and test their explanations of nature using observation, experiments, and theoretical and mathematical models |
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Mission 2: Earth's Changing Face - Weathering, Erosion, and Soils
| C.4.d. |
The number of organisms an ecosystem can support depends on the resources available and abiotic factors, such as quantity of light and water, range of temperatures, and soil composition |
| D.1.c. |
Landforms are the result of a combination of constructive and destructive forces |
| D.1.e. |
Soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria |
| D.1.k. |
Living organisms have played many roles in the Earth system, including affecting the composition of the atmosphere, producing some types of rocks, and contributing to the weathering of rocks |
| D.2.a. |
The Earth processes we see today, including erosion, movement of lithospheric plates, and changes in atmospheric composition, are similar to those that occurred in the past |
| F.5.d. |
Science and technology have advanced through contributions of many different people, in different cultures, at different times in history |
| F.5.e. |
Scientists and engineers work in many different settings, including colleges and universities, businesses and industries, specific research institutes, and government agencies |
| G.2.a. |
Scientists formulate and test their explanations of nature using observation, experiments, and theoretical and mathematical models |
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Mission 3: Analyzing the Evidence - Dating, Fossils, and Geologic Time
| D.2.b. |
Fossils provide important evidence of how life and environmental conditions have changed |
| F.5.d. |
Science and technology have advanced through contributions of many different people, in different cultures, at different times in history |
| F.5.e. |
Scientists and engineers work in many different settings, including colleges and universities, businesses and industries, specific research institutes, and government agencies |
| G.2.a. |
Scientists formulate and test their explanations of nature using observation, experiments, and theoretical and mathematical models |
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Mission 4: Earth on the Move - Plate Tectonics, Earthquakes, and Volcanoes
| D.1.a. |
The solid Earth is layered with a lithosphere; hot, convecting mantle; and dense, metallic core |
| D.1.b. |
Lithospheric plates on the scales of continents and oceans constantly move at rates of centimeters per year in response to movements in the mantle |
| D.1.c. |
Landforms are the result of a combination of constructive and destructive forces |
| F.4.b. |
Students should understand the risks associated with natural hazards (fires, floods, tornadoes, hurricanes, earthquakes, and volcanic eruptions), with chemical hazards (pollutants in air, water, soil, and food), with biological hazards (pollen, viruses, bacterial, and parasites), social hazards (occupational safety and transportation), and with personal hazards (smoking, dieting, and drinking). |
| F.5.b. |
Science and technology have advanced through contributions of many different people, in different cultures, at different times in history |
| F.5.e. |
Scientists and engineers work in many different settings, including colleges and universities, businesses and industries, specific research institutes, and government agencies |
| F.4.a. |
Risk analysis considers the type of hazard and estimates the number of people that might be exposed and the number likely to suffer consequences |
| F.4.b. |
Students should understand the risks associated with natural, chemical, biological, social, and personal hazards |
| F.4.c. |
Individuals can use a systematic approach to thinking critically about risks and benefits |
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