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.
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.
Clarification Statement - S.K.ESS.3.1.CS: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas, and grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.
Clarification Statement - S.K.ESS.3.1.CS: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas, and grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.
Science and Engineering Practices - PK2.SEP2.3: Use a model to represent relationships in the natural world.
Science and Engineering Practices - PK2.SEP2.3: Use a model to represent relationships in the natural world.
Disciplinary Core Ideas - S.K.ESS.3.1.DCI: ESS3.A: Natural Resources
•Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.
Disciplinary Core Ideas - S.K.ESS.3.1.DCI: ESS3.A: Natural Resources
•Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.
Crosscutting Concepts - CC3.1: Systems in the natural and designed world have parts that work together.
Crosscutting Concepts - CC3.1: Systems in the natural and designed world have parts that work together.
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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