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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
Grade Level - S.5: Fifth Grade
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Grade Level - S.5: Fifth Grade
Domain - S.5.PS: Structure and Properties of Matter
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Domain - S.5.PS: Structure and Properties of Matter
Performance Expectation - S.5.PS.1.1:
Students who demonstrate understanding can develop a model to describe that matter is made of particles too small to be seen.
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Performance Expectation - S.5.PS.1.1:
Students who demonstrate understanding can develop a model to describe that matter is made of particles too small to be seen.
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Assessments
Performance Expectation - S.5.PS.1.2:
Students who demonstrate understanding can measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
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Performance Expectation - S.5.PS.1.2:
Students who demonstrate understanding can measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.
Educational Resources
Assessments
Performance Expectation - S.5.PS.1.3:
Students who demonstrate understanding can make observations and measurements to identify materials based on their properties.
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Performance Expectation - S.5.PS.1.3:
Students who demonstrate understanding can make observations and measurements to identify materials based on their properties.
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Performance Expectation - S.5.PS.1.4:
Students who demonstrate understanding can conduct an investigation to determine whether the mixing of two or more substances results in new substances.
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Performance Expectation - S.5.PS.1.4:
Students who demonstrate understanding can conduct an investigation to determine whether the mixing of two or more substances results in new substances.
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Domain - S.5.PS: Matter and Energy in Organisms and Ecosystems
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Domain - S.5.PS: Matter and Energy in Organisms and Ecosystems
Performance Expectation - S.5.PS.3.1:
Students who demonstrate understanding can use models to describe that energy in animals’ food (used for body repair, growth, motion , and to maintain body warmth) was once energy from the sun.
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Performance Expectation - S.5.PS.3.1:
Students who demonstrate understanding can use models to describe that energy in animals’ food (used for body repair, growth, motion , and to maintain body warmth) was once energy from the sun.
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Assessments
Performance Expectation - S.5.LS.1.1:
Students who demonstrate understanding can support an argument that plants get the materials they need for growth chiefly from air and water.
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Performance Expectation - S.5.LS.1.1:
Students who demonstrate understanding can support an argument that plants get the materials they need for growth chiefly from air and water.
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Performance Expectation - S.5.LS.2.1:
Students who demonstrate understanding can develop a model to describe the movement of matter among plants (producers), animals (consumers), decomposers, and the environment.
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Performance Expectation - S.5.LS.2.1:
Students who demonstrate understanding can develop a model to describe the movement of matter among plants (producers), animals (consumers), decomposers, and the environment.
Educational Resources
Assessments
Domain - S.5.ESS: Earth’s Systems
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Domain - S.5.ESS: Earth’s Systems
Performance Expectation - S.5.ESS.2.1:
Students who demonstrate understanding can develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
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Performance Expectation - S.5.ESS.2.1:
Students who demonstrate understanding can develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.
Educational Resources
Performance Expectation - S.5.ESS.2.2:
Students who demonstrate understanding can describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
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Performance Expectation - S.5.ESS.2.2:
Students who demonstrate understanding can describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.
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Performance Expectation - S.5.ESS.3.1:
Students who demonstrate understanding can obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
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Performance Expectation - S.5.ESS.3.1:
Students who demonstrate understanding can obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
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Domain - S.5.PS: Space Systems: Stars and the Solar System
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Domain - S.5.PS: Space Systems: Stars and the Solar System
Performance Expectation - S.5.PS.2.1:
Students who demonstrate understanding can support an argument that the gravitational force exerted by Earth on objects is directed down.
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Performance Expectation - S.5.PS.2.1:
Students who demonstrate understanding can support an argument that the gravitational force exerted by Earth on objects is directed down.
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Performance Expectation - S.5.ESS.1.1:
Students who demonstrate understanding can support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth.
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Performance Expectation - S.5.ESS.1.1:
Students who demonstrate understanding can support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth.
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Performance Expectation - S.5.ESS.1.2:
Students who demonstrate understanding can represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
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Performance Expectation - S.5.ESS.1.2:
Students who demonstrate understanding can represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
Educational Resources
Assessments
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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