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Browse Standards
View all PreK-12 NYS Learning Standards in a dropdown list format.
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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
Educational Resources
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.P: Pre-K
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Grade Level - S.P: Pre-K
Grade Level - S.K: Kindergarten
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Grade Level - S.K: Kindergarten
Domain - S.K.PS: Matter and Its Interactions
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Domain - S.K.PS: Matter and Its Interactions
Performance Expectation - S.K.PS.1.1:
Students who demonstrate understanding can plan and conduct an investigation to test the claim that different kinds of matter exist as either solid or liquid, depending on temperature.
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Performance Expectation - S.K.PS.1.1:
Students who demonstrate understanding can plan and conduct an investigation to test the claim that different kinds of matter exist as either solid or liquid, depending on temperature.
Educational Resources
Domain - S.K.PS: Forces and Interactions: Pushes and Pulls
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Domain - S.K.PS: Forces and Interactions: Pushes and Pulls
Performance Expectation - S.K.PS.2.1:
Students who demonstrate understanding can plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
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Performance Expectation - S.K.PS.2.1:
Students who demonstrate understanding can plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
Educational Resources
Performance Expectation - S.K.PS.2.2:
Students who demonstrate understanding can analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
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Performance Expectation - S.K.PS.2.2:
Students who demonstrate understanding can analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
Domain - S.K.LS: Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment
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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.
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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.
Educational Resources
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.
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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.
Educational Resources
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.
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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.
Educational Resources
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.
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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.
Educational Resources
Domain - S.K.ESS: Weather and Climate
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Domain - S.K.ESS: Weather and Climate
Performance Expectation - S.K.ESS.2.1:
Students who demonstrate understanding can use and share observations of local weather conditions to describe patterns over time.
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Performance Expectation - S.K.ESS.2.1:
Students who demonstrate understanding can use and share observations of local weather conditions to describe patterns over time.
Educational Resources
Performance Expectation - S.K.ESS.3.2:
Students who demonstrate understanding can ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
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Performance Expectation - S.K.ESS.3.2:
Students who demonstrate understanding can ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.
Educational Resources
Performance Expectation - S.K.PS.3.1:
Students who demonstrate understanding can make observations to determine the effect of sunlight on Earth’s surface.
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Performance Expectation - S.K.PS.3.1:
Students who demonstrate understanding can make observations to determine the effect of sunlight on Earth’s surface.
Performance Expectation - S.K.PS.3.2:
Students who demonstrate understanding can use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
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Performance Expectation - S.K.PS.3.2:
Students who demonstrate understanding can use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.
Grade Level - S.1: First Grade
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Grade Level - S.1: First Grade
Grade Level - S.2: Second Grade
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Grade Level - S.2: Second Grade
Grade Band - S.K-2: Kindergarten - Second Grade
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Grade Band - S.K-2: Kindergarten - Second Grade
Grade Level - S.3: Third Grade
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Grade Level - S.3: Third Grade
Grade Level - S.4: Fourth Grade
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Grade Level - S.4: Fourth Grade
Grade Level - S.5: Fifth Grade
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Grade Level - S.5: Fifth Grade
Grade Band - S.3-5: Third - Fifth Grades
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Grade Band - S.3-5: Third - Fifth Grades
Grade Level - S.MS: Middle School
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Grade Level - S.MS: Middle School
Grade Level - S.HS: High School
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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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