Standards Alignment
At Firia Labs, our educational resources align seamlessly with State Standards, integrating computational thinking and problem-solving into both core and elective courses. Through interactive technology and hands-on learning with physical devices, our curriculum empowers educators to meet rigorous standards while keeping students actively engaged. Discover how Firia Labs brings innovation to the classroom, equipping students with the skills they need to succeed in today’s digital world.
Below, you’ll find a selection of standards aligned with each mission, but this is just a glimpse of the full scope. Brain DeCoded connects to a broad range of educational benchmarks, ensuring deep integration across multiple disciplines. Whether in computer science, biology, or cross-curricular applications, our curriculum supports meaningful, standards-based learning experiences.
Mission 1: Brainstorm Bootcamp
| Objective | Content Area | Standards |
|---|---|---|
| 1 | Computer Science (CS) | 9-12.CS.1 Describe ways in which abstractions hide the underlying implementation details of computing systems to simplify user experiences. |
| 2 | CS | 9-12.CS.1 Describe ways in which abstractions hide the underlying implementation details of computing systems to simplify user experiences. |
| 3 | CS | 9-12.CS.2 Compare levels of abstraction and interactions between application software, system software, and hardware. |
| 4 | CS | 9-12.AP.15 Iteratively design and develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions. |
| 5 | CS | 9-12.AP.15 Iteratively design and develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions. |
| 6 | CS | 9-12.AP.16 Decompose problems into smaller subproblems through systematic analysis, using constructs such as procedures, modules, and/or classes. |
| 7 | CS | 9-12.AP.17 Create computational artifacts using modular design. |
Mission 2: Neuron Navigator
| Objective | Content Area | Standards |
|---|---|---|
| 1 | Life Science | LS1.A: Structure and Function Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. |
| Science & Engineering Practices: Developing and Using Models Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. | ||
| Crosscutting Concepts: Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales. | ||
| ELA | WHST.9–10.2, WHST.11–12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. | |
| WHST.9–10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. | ||
| 2 | CS | 9-12.AP.21 Design and develop computational artifacts working in team roles using collaborative tools. |
| 3 | CS | 9-12.NI.4 Describe issues that impact network functionality. |
| 4 | CS | 9-12.AP.21 Design and develop computational artifacts working in team roles using collaborative tools. |
| 5 | CS | 9-12.AP.15 Iteratively design and develop computational artifacts for practical intent, personal expression, or to address a societal issue by using events to initiate instructions. |
| 9-12.AP.16 Decompose problems into smaller subproblems through systematic analysis, using constructs such as procedures, modules, and/or classes. |
Mission 3: Synaptic Sparks
| Objective | Content Area | Standards |
|---|---|---|
| 1 | ELA | ELA/Literacy – RST.11–12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. (HS-LS1-1), (HS-LS1-6) |
| WHST.9–10.2.a–f Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. (HS-LS1-1), (HS-LS1-6) | ||
| WHST.11–12.2.a–e Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. (HS-LS1-1), (HS-LS1-6) | ||
| 2 | CS | 9-12.AP.14 Justify the selection of specific control structures by identifying tradeoffs associated with implementation, readability, and performance. |
| Health | 5.2.M Compare various coping mechanisms for managing stress. | |
| Science | Science & Engineering Practices: Constructing Explanations and Designing Solutions Construct an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. | |
| Math | N-Q.1-3: Reason quantitatively and use units to solve problems. | |
| 3 | Physical Science | HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. |
| 4 | Health | 1.1.P Discuss the value of actively managing personal health behaviors (e.g., getting adequate sleep, practicing ergonomics, and performing self-examinations). |
| 2.7.P Evaluate the need for rest, sleep, and exercise. | ||
| 5 | Health | 1.1.A Describe the health benefits of abstaining from or discontinuing use of alcohol, tobacco, and other drugs. |
| 1.2.A Explain the impact of alcohol, tobacco, and other drug use on brain chemistry, brain function, and behavior. | ||
| 5.4.P Analyze how using alcohol, tobacco, and other drugs influences health and other behaviors. | ||
| CS | 9-12S.AP.18 Demonstrate code reuse by creating programming solutions using libraries and APIs. | |
| 9-12.AP.16 Decompose problems into smaller subproblems through systematic analysis, using constructs such as procedures, modules, and/or classes. | ||
| 6 | CS | 9-12.AP.16 Decompose problems into smaller subproblems through systematic analysis, using constructs such as procedures, modules, and/or classes. |
| PE | PE-HS1.1.3 Identify, explain, and apply the skill-related components of balance, reaction time, agility, coordination, explosive power, and speed that enhance performance levels in aquatic, rhythms/dance, and individual and dual activities |
Mission 4: Language Logic
| Objective | Content Area | Standards |
|---|---|---|
| 1 | CS | 9-12S.IC.28 Evaluate how computational innovations that have revolutionized aspects of our culture might evolve. |
| Engineering Design | HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants. | |
| ELA | W.9-10.1 W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. | |
| 2 | CS | 9-12.AP.14 Justify the selection of specific control structures by identifying tradeoffs associated with implementation, readability, and performance. |
| ELA | RST.9-10.4 RST.11-12.4 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 9–10 texts and topics. | |
| 3 | CS | 9-12.DA.8 Translate between different representations of data abstractions of real-world phenomena, such as characters, numbers, and images. |
| 4 | CS | 9-12.DA.10 Create data visualizations to help others better understand real-world phenomena. |
| ELA | RST.9-10.4 RST.11-12.4 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 9–10 texts and topics. | |
| 5 | CS | 9-12.IC.24 Identify impacts of bias and equity deficit on design and implementation of computational artifacts and apply appropriate processes for evaluating issues of bias. |
| 9-12.IC.30 Evaluate the social and economic implications of privacy in the context of safety, law, or ethics. | ||
| ELA | WHST.9–10.2.a–f WHST.11–12.2.a–e Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. (HS-LS1-1), (HS-LS1-6) | |
| 6 | ELA | L.11-12.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| L.9-10.4 L.11-12.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10/ 11–12 reading and content, choosing flexibly from a range of strategies. | ||
| World Languages | WL.CM5.N Demonstrate understanding of words, phrases (signs and fingerspelling in ASL), and simple sentences on very familiar common daily topics. Use orthography, phonology, ASL parameters, and very basic sentence-level elements (morphology and/or syntax). | |
| WL.CM7.I Identify similarities and differences in the basic sentence-level elements (morphology and syntax) of the languages known. |
Mission 5: Muscle Magic
| Objective | Content Area | Standards |
|---|---|---|
| 1 | Physical Science | HS-LS1-2 Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. |
| LS1.A: Structure and Function Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. | ||
| Science & Engineering Practices: Developing and Using Models Develop and use a model based on evidence to illustrate the relationships between systems or between components of a system. | ||
| Crosscutting Concepts: Systems and System Models Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales. | ||
| ELA | RST.11–12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. | |
| RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. | ||
| 2 | Math | S-ID.2 Summarize, represent, and interpret data on a single count or measurement variable. |
| CS | 9-12.AP.14 Justify the selection of specific control structures by identifying tradeoffs associated with implementation, readability, and performance. | |
| 3 | CS | 9-12.AP.13 Create more generalized computational solutions using collections instead of repeatedly using simple variables. |
| 4 | Physical Science | Science & Engineering Practices: Engaging in Argument from Evidence Evaluate evidence behind currently accepted explanations or solutions to determine the merits of arguments. |
| Crosscutting Concepts: Patterns Empirical evidence is needed to identify patterns | ||
| 5 | CS | 9-12.DA.10 Create data visualizations to help others better understand real-world phenomena. |
| Physical Science | HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. | |
| 6 | PE | PE-HS1.1.3 Students demonstrate knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. |
| CS | 9-12.AP.12 Design algorithms to solve computational problems using a combination of original and existing algorithms. |