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
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
Performance Expectation - S.HS.LS.4.1: Students who demonstrate understanding can communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Performance Expectation - S.HS.LS.4.1: Students who demonstrate understanding can communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.
Performance Expectation - S.HS.LS.4.2: Students who demonstrate understanding can construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individ
Performance Expectation - S.HS.LS.4.2: Students who demonstrate understanding can construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individ
Performance Expectation - S.HS.LS.4.3: Students who demonstrate understanding can apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
Performance Expectation - S.HS.LS.4.3: Students who demonstrate understanding can apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
Performance Expectation - S.HS.LS.4.4: Students who demonstrate understanding can construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Performance Expectation - S.HS.LS.4.4: Students who demonstrate understanding can construct an explanation based on evidence for how natural selection leads to adaptation of populations.
Performance Expectation - S.HS.LS.4.5: Students who demonstrate understanding can evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3)
Performance Expectation - S.HS.LS.4.5: Students who demonstrate understanding can evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3)
Clarification Statement - S.HS.LS.4.5.CS: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappea
Clarification Statement - S.HS.LS.4.5.CS: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, fishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappea
Science and Engineering Practices - 9-12.SEP7.2: Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments.
Science and Engineering Practices - 9-12.SEP7.2: Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments.
Disciplinary Core Ideas - S.HS.LS.4.5.DCI: LS4.C: Adaptation
•Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species.
•Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost.
Disciplinary Core Ideas - S.HS.LS.4.5.DCI: LS4.C: Adaptation
•Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the emergence of new distinct species as populations diverge under different conditions, and the decline–and sometimes the extinction–of some species.
•Species become extinct because they can no longer survive and reproduce in their altered environment. If members cannot adjust to change that is too fast or drastic, the opportunity for the species’ evolution is lost.
Crosscutting Concepts - CC2.8: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Crosscutting Concepts - CC2.8: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
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
Data is Loading...