Browse Standards
View all PreK-12 NYS Learning Standards in a dropdown list format.
Standard Area - ARTS: NYS The Arts
Standard Area - ARTS: NYS The Arts
Standard Area - CDOS: NYS Career Development and Occupational Studies
Standard Area - CDOS: NYS Career Development and Occupational Studies
Standard Area - CSDF: NYS Computer Science and Digital Fluency
Standard Area - CSDF: NYS Computer Science and Digital Fluency
Standard Area - ELA: NYS Next Generation English Language Arts
Standard Area - ELA: NYS Next Generation English Language Arts
Standard Area - HPF: NYS Health, Physical Education, and Family and Consumer Sciences
Standard Area - HPF: NYS Health, Physical Education, and Family and Consumer Sciences
Standard Area - NY-MATH: NYS Next Generation Mathematics
Standard Area - NY-MATH: NYS Next Generation Mathematics
Standard Area - PE: NYS Physical Education
Standard Area - PE: NYS Physical Education
Standard Area - S: NYS Science
Standard Area - S: NYS Science
Grade Level - S.K: Kindergarten
Grade Level - S.K: Kindergarten
Grade Level - S.1: First Grade
Grade Level - S.1: First Grade
Grade Level - S.2: Second Grade
Grade Level - S.2: Second Grade
Grade Band - S.K-2: Kindergarten - Second Grade
Grade Band - S.K-2: Kindergarten - Second Grade
Grade Level - S.3: Third Grade
Grade Level - S.3: Third Grade
Grade Level - S.4: Fourth Grade
Grade Level - S.4: Fourth Grade
Performance Expectation - S.4.PS.3.1: Students who demonstrate understanding can use evidence to construct an explanation relating the speed of an object to the energy of that object.
Performance Expectation - S.4.PS.3.1: Students who demonstrate understanding can use evidence to construct an explanation relating the speed of an object to the energy of that object.
Performance Expectation - S.4.PS.3.2: Students who demonstrate understanding can make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Performance Expectation - S.4.PS.3.2: Students who demonstrate understanding can make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Performance Expectation - S.4.PS.3.3: Students who demonstrate understanding can ask questions and predict outcomes about the changes in energy that occur when objects collide.
Performance Expectation - S.4.PS.3.3: Students who demonstrate understanding can ask questions and predict outcomes about the changes in energy that occur when objects collide.
Performance Expectation - S.4.PS.3.4: Students who demonstrate understanding can apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Performance Expectation - S.4.PS.3.4: Students who demonstrate understanding can apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Performance Expectation - S.4.ESS.3.1: Students who demonstrate understanding can obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Performance Expectation - S.4.ESS.3.1: Students who demonstrate understanding can obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Clarification Statement - S.4.ESS.3.1.CS: Examples of renewable energy resources could include wind, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat
Clarification Statement - S.4.ESS.3.1.CS: Examples of renewable energy resources could include wind, water behind dams, and sunlight; non-renewable energy resources are fossil fuels and fissile materials. Examples of environmental effects could include loss of habitat due to dams, loss of habitat
Science and Engineering Practices - 3-5.SEP8.1: Obtain and combine information from books and other reliable media to explain phenomena.
Science and Engineering Practices - 3-5.SEP8.1: Obtain and combine information from books and other reliable media to explain phenomena.
Disciplinary Core Ideas - S.4.ESS.3.1.DCI: ESS3.A: Natural Resources
•Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not.
Disciplinary Core Ideas - S.4.ESS.3.1.DCI: ESS3.A: Natural Resources
•Energy and fuels that humans use are derived from natural sources, and their use affects the environment in multiple ways. Some resources are renewable over time, and others are not.
Crosscutting Concepts - CC2.4: Cause and effect relationships are routinely identified, tested, and used to explain change.
Crosscutting Concepts - CC2.4: Cause and effect relationships are routinely identified, tested, and used to explain change.
Domain - S.4.PS: Waves: Waves and Information
Domain - S.4.PS: Waves: Waves and Information
Domain - S.4.PS: Structure, Function, and Information Processing
Domain - S.4.PS: Structure, Function, and Information Processing
Domain - S.4.ESS: Earth’s Systems: Processes that Shape the Earth
Domain - S.4.ESS: Earth’s Systems: Processes that Shape the Earth
Grade Level - S.5: Fifth Grade
Grade Level - S.5: Fifth Grade
Grade Band - S.3-5: Third - Fifth Grades
Grade Band - S.3-5: Third - Fifth Grades
Grade Level - S.MS: Middle School
Grade Level - S.MS: Middle School
Grade Level - S.HS: High School
Grade Level - S.HS: High School
Standard Area - SEL: NYS Social Emotional Learning Benchmarks
Standard Area - SEL: NYS Social Emotional Learning Benchmarks
Standard Area - SS: NYS Social Studies Framework
Standard Area - SS: NYS Social Studies Framework
Standard Area - TECH: Learning Standards for Technology (see MST standards under Previous Standard Versions)
Standard Area - TECH: Learning Standards for Technology (see MST standards under Previous Standard Versions)
Standard Area - WL: World Languages
Standard Area - WL: World Languages
Standard Area - Previous Standards Versions
Standard Area - Previous Standards Versions
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