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
Domain - S.K.PS: Matter and Its Interactions
Domain - S.K.PS: Matter and Its Interactions
Domain - S.K.PS: Forces and Interactions: Pushes and Pulls
Domain - S.K.PS: Forces and Interactions: Pushes and Pulls
Domain - S.K.LS: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment
Domain - S.K.LS: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment
Performance Expectation - S.K.LS.1.1: Students who demonstrate understanding can use observations to describe patterns of what plants and animals (including humans) need to survive.
Performance Expectation - S.K.LS.1.1: Students who demonstrate understanding can use observations to describe patterns of what plants and animals (including humans) need to survive.
Clarification Statement - S.K.LS.1.1.CS: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.
Clarification Statement - S.K.LS.1.1.CS: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.
Science and Engineering Practices - PK2.SEP4.2: Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.
Science and Engineering Practices - PK2.SEP4.2: Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.
Disciplinary Core Ideas - S.K.LS.1.1.DCI: LS1.C: Organization for Matter and Energy Flow in Organisms
•(NYSED) All animals need food, air, and water in order to live, grow, and thrive. Animals obtain food from plants or from other animals. Plants need water, air, and light to live, grow, and thrive.
Disciplinary Core Ideas - S.K.LS.1.1.DCI: LS1.C: Organization for Matter and Energy Flow in Organisms
•(NYSED) All animals need food, air, and water in order to live, grow, and thrive. Animals obtain food from plants or from other animals. Plants need water, air, and light to live, grow, and thrive.
Crosscutting Concepts - CC1.1: Patterns in the natural and human designed world can be observed and used as evidence.
Crosscutting Concepts - CC1.1: Patterns in the natural and human designed world can be observed and used as evidence.
Performance Expectation - S.K.ESS.2.2: Students who demonstrate understanding can construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
Performance Expectation - S.K.ESS.2.2: Students who demonstrate understanding can construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
Performance Expectation - S.K.ESS.3.1: Students who demonstrate understanding can use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
Performance Expectation - S.K.ESS.3.1: Students who demonstrate understanding can use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live.
Performance Expectation - S.K.ESS.3.3: Students who demonstrate understanding can communicate solutions that will reduce the impact of humans on living organisms and non-living things in the local environment.
Performance Expectation - S.K.ESS.3.3: Students who demonstrate understanding can communicate solutions that will reduce the impact of humans on living organisms and non-living things in the local environment.
Domain - S.K.ESS: Weather and Climate
Domain - S.K.ESS: Weather and Climate
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
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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