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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
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
Domain - S.4.PS: Energy
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Domain - S.4.PS: Energy
Performance Expectation - S.4.PS.3.1:
Students who demonstrate understanding can use evidence to construct an explanation relating the speed of an object to the energy of that object.
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Performance Expectation - S.4.PS.3.1:
Students who demonstrate understanding can use evidence to construct an explanation relating the speed of an object to the energy of that object.
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Assessments
Performance Expectation - S.4.PS.3.2:
Students who demonstrate understanding can make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
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Performance Expectation - S.4.PS.3.2:
Students who demonstrate understanding can make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
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Assessments
Performance Expectation - S.4.PS.3.3:
Students who demonstrate understanding can ask questions and predict outcomes about the changes in energy that occur when objects collide.
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Performance Expectation - S.4.PS.3.3:
Students who demonstrate understanding can ask questions and predict outcomes about the changes in energy that occur when objects collide.
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Performance Expectation - S.4.PS.3.4:
Students who demonstrate understanding can apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
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Performance Expectation - S.4.PS.3.4:
Students who demonstrate understanding can apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Educational Resources
Performance Expectation - S.4.ESS.3.1:
Students who demonstrate understanding can obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
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Performance Expectation - S.4.ESS.3.1:
Students who demonstrate understanding can obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Educational Resources
Domain - S.4.PS: Waves: Waves and Information
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Domain - S.4.PS: Waves: Waves and Information
Performance Expectation - S.4.PS.4.1:
Students who demonstrate understanding can develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
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Performance Expectation - S.4.PS.4.1:
Students who demonstrate understanding can develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.
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Performance Expectation - S.4.PS.4.3:
Students who demonstrate understanding can generate and compare multiple solutions that use patterns to transfer information.
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Performance Expectation - S.4.PS.4.3:
Students who demonstrate understanding can generate and compare multiple solutions that use patterns to transfer information.
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Domain - S.4.PS: Structure, Function, and Information Processing
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Domain - S.4.PS: Structure, Function, and Information Processing
Performance Expectation - S.4.PS.4.2:
Students who demonstrate understanding can develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
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Performance Expectation - S.4.PS.4.2:
Students who demonstrate understanding can develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
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Assessments
Performance Expectation - S.4.LS.1.1:
Students who demonstrate understanding can construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
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Performance Expectation - S.4.LS.1.1:
Students who demonstrate understanding can construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
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Assessments
Performance Expectation - S.4.LS.1.2:
Students who demonstrate understanding can use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
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Performance Expectation - S.4.LS.1.2:
Students who demonstrate understanding can use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
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Domain - S.4.ESS: Earth’s Systems: Processes that Shape the Earth
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Domain - S.4.ESS: Earth’s Systems: Processes that Shape the Earth
Performance Expectation - S.4.ESS.1.1:
Students who demonstrate understanding can identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a land scape over time.
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Performance Expectation - S.4.ESS.1.1:
Students who demonstrate understanding can identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a land scape over time.
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Performance Expectation - S.4.ESS.2.1:
Students who demonstrate understanding can make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
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Performance Expectation - S.4.ESS.2.1:
Students who demonstrate understanding can make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.
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Performance Expectation - S.4.ESS.2.2:
Students who demonstrate understanding can analyze and interpret data from maps to describe patterns of Earth’s features.
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Performance Expectation - S.4.ESS.2.2:
Students who demonstrate understanding can analyze and interpret data from maps to describe patterns of Earth’s features.
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Performance Expectation - S.4.ESS.3.2:
Students who demonstrate understanding can generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
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Performance Expectation - S.4.ESS.3.2:
Students who demonstrate understanding can generate and compare multiple solutions to reduce the impacts of natural Earth processes on humans.
Educational Resources
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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