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
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
Domain - S.HS.PS: Structure and Properties of Matter
Domain - S.HS.PS: Structure and Properties of Matter
Performance Expectation - S.HS.PS.1.1: Students who demonstrate understanding can use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outer most energy level of atoms.
Performance Expectation - S.HS.PS.1.1: Students who demonstrate understanding can use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outer most energy level of atoms.
Performance Expectation - S.HS.PS.1.3: Students who demonstrate understanding can plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
Performance Expectation - S.HS.PS.1.3: Students who demonstrate understanding can plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
Performance Expectation - S.HS.PS.1.8: Students who demonstrate understanding can develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
Performance Expectation - S.HS.PS.1.8: Students who demonstrate understanding can develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.
Performance Expectation - S.HS.PS.2.6: Students who demonstrate understanding can communicate scientific and technical information about why the particulate-level structure is important in the functioning of designed materials.
Performance Expectation - S.HS.PS.2.6: Students who demonstrate understanding can communicate scientific and technical information about why the particulate-level structure is important in the functioning of designed materials.
Performance Expectation - S.HS.PS.1.9: Analyze data to support the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas.
Performance Expectation - S.HS.PS.1.9: Analyze data to support the claim that the combined gas law describes the relationships among volume, pressure, and temperature for a sample of an ideal gas.
Performance Expectation - S.HS.PS.1.10: Use evidence to support claims regarding the formation, properties and behaviors of solutions at bulk scales.
Performance Expectation - S.HS.PS.1.10: Use evidence to support claims regarding the formation, properties and behaviors of solutions at bulk scales.
Clarification Statement - S.HS.PS.1.10.CS: Examples of physical properties could include colligative properties, degree of saturation, physical behavior of solutions, solvation process and conductivity. Examples of solution types could include solid-liquid, liquid-liquid, and gas-liquid solutions
Clarification Statement - S.HS.PS.1.10.CS: Examples of physical properties could include colligative properties, degree of saturation, physical behavior of solutions, solvation process and conductivity. Examples of solution types could include solid-liquid, liquid-liquid, and gas-liquid solutions
Assessment Boundary - S.HS.PS.1.10.AB: Assessment of colligative properties is limited to qualitative statements of boiling point elevation and freezing point depression.
Assessment Boundary - S.HS.PS.1.10.AB: Assessment of colligative properties is limited to qualitative statements of boiling point elevation and freezing point depression.
Science and Engineering Practices - 9-12.SEP7.1: Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments.
Science and Engineering Practices - 9-12.SEP7.1: Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments.
Disciplinary Core Ideas - S.HS.PS.1.10.DCI: PS1.A: Structure and Properties of Matter
•(NYSED) Solutions possess characteristic properties that can be described qualitatively and quantitatively.
Disciplinary Core Ideas - S.HS.PS.1.10.DCI: PS1.A: Structure and Properties of Matter
•(NYSED) Solutions possess characteristic properties that can be described qualitatively and quantitatively.
Crosscutting Concepts - CC1.13: Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Crosscutting Concepts - CC1.13: Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.
Domain - S.HS.PS: Chemical Reactions
Domain - S.HS.PS: Chemical Reactions
Domain - S.HS.PS: Forces and Interactions
Domain - S.HS.PS: Forces and Interactions
Domain - S.HS.PS: Waves and Electromagnetic Radiation
Domain - S.HS.PS: Waves and Electromagnetic Radiation
Domain - S.HS.LS: Structure and Function
Domain - S.HS.LS: Structure and Function
Domain - S.HS.LS: Matter and Energy in Organisms and Ecosystems
Domain - S.HS.LS: Matter and Energy in Organisms and Ecosystems
Domain - S.HS.LS: Interdependent Relationships in Ecosystems
Domain - S.HS.LS: Interdependent Relationships in Ecosystems
Domain - S.HS.LS: Inheritance and Variation of Traits
Domain - S.HS.LS: Inheritance and Variation of Traits
Domain - S.HS.LS: Natural Selection and Evolution
Domain - S.HS.LS: Natural Selection and Evolution
Domain - S.HS.ESS: Space Systems
Domain - S.HS.ESS: Space Systems
Domain - S.HS.ESS: History of Earth
Domain - S.HS.ESS: History of Earth
Domain - S.HS.ESS: Earth’s Systems
Domain - S.HS.ESS: Earth’s Systems
Domain - S.HS.ESS: Weather and Climate
Domain - S.HS.ESS: Weather and Climate
Domain - S.HS.ESS: Human Sustainability
Domain - S.HS.ESS: Human Sustainability
Domain - S.HS.ETS: Engineering Design
Domain - S.HS.ETS: Engineering Design
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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