Standards Mapping
Filament Games builds interactive learning experience based on education's latest learning standards and goals. The standards in our games come from next generation Science Standards (2013), Common Core State Standards Initiatives for Math and Literacy, and Benchmarks for Science Literacy.
Dr. Guts
Next Generation Science Standards
MS-LS1-3
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.LS1.A: Structure and Function
- In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions.
Common Core
CCSS.ELA-Literacy.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Benchmarks for Science Literacy
6C/M1
Organs and organ systems are composed of cells and help to provide all cells with basic needs.6C/M3
To burn food for the release of energy stored in it, oxygen must be supplied to cells, and carbon dioxide removed. Lungs take in oxygen for the combustion of food and eliminate the carbon dioxide produced. The urinary system disposes of dissolved waste molecules, the intestinal tract removes solid wastes, and the skin and lungs aid in the transfer of thermal energy from the body. The circulatory system moves all these substances to or from cells where they are needed or produced, responding to changing demands.
You Make Me Sick!
Common Core
CCSS.ELA-Literacy.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Benchmarks for Science Literacy
6E/M3
Viruses, bacteria, fungi, and parasites may infect the human body and interfere with normal body functions. A person can catch a cold many times because there are many varieties of cold viruses that cause similar symptoms.6E/M4
White blood cells engulf invaders or produce antibodies that attack them or mark them for killing by other white cells. The antibodies produced will remain and can fight off subsequent invaders of the same kind.6E/M6** (BSL)
Specific kinds of germs cause specific diseases.6E/M7** (BSL)
Vaccines induce the body to build immunity to a disease without actually causing the disease itself.
Fossil Forensics
Next Generation Science Standards
MS-LS4-1
Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.MS-LS4-2
Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.LS4.A: Evidence of Common Ancestry and Diversity
- The collection of fossils and their placement in chronological order (e.g., through the location of the sedimentary layers in which they are found or through radioactive dating) is known as the fossil record. It documents the existence, diversity, extinction, and change of many life forms throughout the history of life on Earth. (MS-LS4-1)
- Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent. (MS-LS4-2)
Common Core
CCSS.ELA-Literacy.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Benchmarks for Science Literacy
5F/M1
Small differences between parents and offspring can accumulate (through selective breeding) in successive generations so that descendants are very different from their ancestors.5F/M3a
Many thousands of layers of sedimentary rock provide evidence for the long history of the earth and for the long history of changing life forms whose remains are found in the rocks.
Cell Command
Next Generation Science Standards
MS-LS1-2
Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.LS1.A: Structure and Function
- Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2)
Common Core
CCSS.ELA-Literacy.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Benchmarks for Science Literacy
5C/M1a
All living things are composed of cells, from just one to many millions, whose details usually are visible only through a microscope.5C/M2a
Cells repeatedly divide to make more cells for growth and repair.5C/M3a
Within cells, many of the basic functions of organisms—such as extracting energy from food and getting rid of waste—are carried out.
Crazy Plant Shop
Next Generation Science Standards
MS-LS3-2
Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.MS-LS4-5
Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.LS1.B: Growth and Development of Organisms
- Organisms reproduce, either sexually or asexually, and transfer their genetic information to their offspring.
LS3.A: Inheritance of Traits
- Variations of inherited traits between parent and offspring arise from genetic differences that result from the subset of chromosomes (and therefore genes) inherited.
LS3.B: Variation of Traits
- In sexually reproducing organisms, each parent contributes half of the genes acquired (at random) by the offspring. Individuals have two of each chromosome and hence two alleles of each gene, one acquired from each parent. These versions may be identical or may differ from each other.
LS4.B: Natural Selection
- In artificial selection, humans have the capacity to influence certain characteristics of organisms by selective breeding. One can choose desired parental traits determined by genes, which are then passed on to offspring.
Common Core
CCSS.ELA-Literacy.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Benchmarks for Science Literacy
Reach For the Sun
Next Generation Science Standards
MS-LS1-4
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.MS-LS1-6
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.LS1.B: Growth and Development of Organisms
- Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction. (MS-LS1-4)
LS1.C: Organization for Matter and Energy Flow in Organisms
- Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. (MS-LS1-6)
Common Core
CCSS.ELA-Literacy.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Benchmarks for Science Literacy
5A/M2
Animals and plants have a great variety of body plans and internal structures that contribute to their being able to make or find food and reproduce.
Backyard Engineers
Next Generation Science Standards
MS-ETS1-1
Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.MS-ETS1-2
Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.MS-ETS1-3
Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.MS-ETS1-4
Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.ETS1.A: Defining and Delimiting Engineering Problems
- The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions. (MS-ETS1-1)
ETS1.B: Developing Possible Solutions
- A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. (MS-ETS1-4)
- There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (MS-ETS1-2), (MS-ETS1-3)
- Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. (MS-ETS1-3)
- Models of all kinds are important for testing solutions. (MS-ETS1-4)
ETS1.C: Optimizing the Design Solution
- Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design. (MSETS1-3)
- The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. (MSETS1-4)
MS-PS2-2 *
Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.MS-PS3-1 *
Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.MS-PS3-5 *
Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.PS3.A: Definitions of Energy *
- Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3-1)
- A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3-2)
PS3.B: Conservation of Energy and Energy Transfer *
- When the motion energy of an object changes, there is inevitably some other change in energy at the same time. (MS-PS3-5)
PS3.C: Relationship Between Energy and Forces *
- When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (MS-PS3-2)
* These standards are met with the included curriculum materials.
Common Core
CCSS.ELA-Literacy.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.CCSS.ELA-Literacy.WHST.6-8.1
Write arguments focused on discipline-specific content.CCSS.ELA-Literacy.WHST.6-8.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. (MS-PS3-1)
Benchmarks for Science Literacy
3A/M3
Engineers, architects, and others who engage in design and technology use scientific knowledge to solve practical problems. They also usually have to take human values and limitations into account.3B/M4a
Systems fail because they have faulty or poorly matched parts, are used in ways that exceed what was intended by the design, or were poorly designed to begin with.3C/M8
Scientific laws, engineering principles, properties of materials, and construction techniques must be taken into account when designing engineering solutions to problems
Motion Force
Next Generation Science Standards
PS2.A: Forces and Motion
- For any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law). (MS-PS2-1)
- The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. All positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. (MS-PS2-2)
MS-PS2-1
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.MS-PS2-2
Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Common Core
CCSS.ELA-Literacy.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Benchmarks for Science Literacy
4F/M3a
An unbalanced force acting on an object changes its speed or direction of motion, or both.
Planet Mechanic
Next Generation Science Standards
MS-ESS1-1
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.MS-ESS1-2
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.ESS1.A: The Universe and Its Stars
- Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models. (MS-ESS1-1)
ESS1.B: Earth and the Solar System
- Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. (MS-ESS1-1)
Common Core
CCSS.ELA-Literacy.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Benchmarks for Science Literacy
4B/M5
The moon’s orbit around the earth once in about 28 days changes what part of the moon is lighted by the sun and how much of that part can be seen from the earth—the phases of the moon.4B/M12
The temperature of a place on the earth’s surface tends to rise and fall in a somewhat predictable pattern every day and over the course of a year. The pattern of temperature changes observed in a place tends to vary depending on how far north or south of the equator the place is, how near to oceans it is, and how high above sea level it is.4B/M13
The number of hours of daylight and the intensity of the sunlight both vary in a predictable pattern that depends on how far north or south of the equator the place is. This variation explains why temperatures vary over the course of the year and at different locations.4B/M15
The atmosphere is a mixture of nitrogen, oxygen, and trace amounts of water vapor, carbon dioxide, and other gases. (NSES)
Bongo Balance
Next Generation Science Standards
MS-PS1-5
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.PS1.B: Chemical Reactions
- Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-2) (MS-PS1-3) (MS-PS1-5)
- The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5)
Common Core
CCSS.ELA-Literacy.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.CCSS.ELA-Literacy.RST.6-8.7
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually.CCSS.Math.Content.7.EE.B.3
Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
Benchmarks for Science Literacy
4D/M7a
No matter how substances within a closed system interact with one another, or how they combine or break apart, the total mass of the system remains the same.4D/M7b
The idea of atoms explains the conservation of matter: If the number of atoms stays the same no matter how the same atoms are rearranged, then their total mass stays the same.4D/M13
The idea of atoms explains chemical reactions: When substances interact to form new substances, the atoms that make up the molecules of the original substances combine in new ways.
Molecubes
Next Generation Science Standards
MS-PS1-2
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.MS-PS1-4
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.MS-PS1-6
Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.PS1.A: Structure and Properties of Matter
- Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.
- Gases and liquids are made of molecules or inert atoms that are moving about relative to each other.
- In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations.
- The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter.
PS1.B: Chemical Reactions
- Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.
- Some chemical reactions release energy; others store energy.
Common Core
CCSS.ELA-Literacy.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Benchmarks for Science Literacy
4D/M8
Most substances can exist as a solid, liquid, or gas depending on temperature.4D/M9
Materials vary in how they respond to electric currents, magnetic forces, and visible light or other electromagnetic waves.4D/M10
A substance has characteristic properties such as density, a boiling point, and solubility, all of which are independent of the amount of the substance and can be used to identify it.4D/M11
Substances react chemically in characteristic ways with other substances to form new substances with different characteristic properties.
Prisoner of Echo
Next Generation Science Standards
MS-PS4-2
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.PS4.A: Wave Properties
- A sound wave needs a medium through which it is transmitted.
Common Core
CCSS.ELA-Literacy.RST.6-8.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.CCSS.ELA-Literacy.RST.6-8.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.
Benchmarks for Science Literacy
4F/M4
Vibrations in materials set up wavelike disturbances that spread away from the source. Sound and earthquake waves are examples. These and other waves move at different speeds in different materials.
Diffission
Common Core
CCSS.ELA-Literacy.SL.3.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.CCSS.ELA-Literacy.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.CCSS.ELA-Literacy.SL.3.6
Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.CCSS.Math.Content.3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.CCSS.Math.Content.3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number line diagram.CCSS.Math.Content.3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.CCSS.Math.Practice.MP1
Make sense of problems and persevere in solving them.CCSS.Math.Practice.MP2
Reason abstractly and quantitativelyCCSS.Math.Practice.MP3
Construct viable arguments and critique the reasoning of others.CCSS.Math.Practice.MP4
Model with mathematics.CCSS.Math.Practice.MP5
Use appropriate tools strategically.
Letter Quest EDU
Common Core
CCSS.ELA-LITERACY.RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.CCSS.ELA-LITERACY.RF.2.4
Read with sufficient accuracy and fluency to support comprehension.
Human Resource Machine EDU
Ruby Rei EDU
Common Core
CCSS.ELA-LITERACY.L.5.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CCSS.ELA-LITERACY.L.5.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.CCSS.ELA-LITERACY.L.5.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.