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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
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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
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
Domain - S.MS.PS: Structure and Properties of Matter
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Domain - S.MS.PS: Structure and Properties of Matter
Performance Expectation - S.MS.PS.1.1:
Students who demonstrate understanding can develop models to describe the atomic composition of simple molecules and extended structures.
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Performance Expectation - S.MS.PS.1.1:
Students who demonstrate understanding can develop models to describe the atomic composition of simple molecules and extended structures.
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Performance Expectation - S.MS.PS.1.3:
Students who demonstrate understanding can gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
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Performance Expectation - S.MS.PS.1.3:
Students who demonstrate understanding can gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
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Performance Expectation - S.MS.PS.1.4:
Students who demonstrate understanding can develop a model that predicts and describes changes in particle motion, temperature, and phase (state) of a substance when thermal energy is added or removed.
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Performance Expectation - S.MS.PS.1.4:
Students who demonstrate understanding can develop a model that predicts and describes changes in particle motion, temperature, and phase (state) of a substance when thermal energy is added or removed.
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Assessments
Performance Expectation - S.MS.PS.1.7:
Use evidence to illustrate that density is a property that can be used to identify samples of matter.
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Performance Expectation - S.MS.PS.1.7:
Use evidence to illustrate that density is a property that can be used to identify samples of matter.
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Performance Expectation - S.MS.PS.1.8:
Plan and conduct an investigation to demonstrate that mixtures are combinations of substances.
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Performance Expectation - S.MS.PS.1.8:
Plan and conduct an investigation to demonstrate that mixtures are combinations of substances.
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Domain - S.MS.PS: Chemical Reactions
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Domain - S.MS.PS: Chemical Reactions
Performance Expectation - S.MS.PS.1.2:
Students who demonstrate understanding can analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
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Performance Expectation - S.MS.PS.1.2:
Students who demonstrate understanding can analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
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Performance Expectation - S.MS.PS.1.5:
Students who demonstrate understanding can develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
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Performance Expectation - S.MS.PS.1.5:
Students who demonstrate understanding can develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
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Performance Expectation - S.MS.PS.1.6:
Students who demonstrate understanding can undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
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Performance Expectation - S.MS.PS.1.6:
Students who demonstrate understanding can undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.
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Domain - S.MS.PS: Forces and Interactions
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Domain - S.MS.PS: Forces and Interactions
Performance Expectation - S.MS.PS.2.1:
Students who demonstrate understanding can apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
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Performance Expectation - S.MS.PS.2.1:
Students who demonstrate understanding can apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
Performance Expectation - S.MS.PS.2.2:
Students who demonstrate understanding can plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
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Performance Expectation - S.MS.PS.2.2:
Students who demonstrate understanding can plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
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Performance Expectation - S.MS.PS.2.3:
Students who demonstrate understanding can ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
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Performance Expectation - S.MS.PS.2.3:
Students who demonstrate understanding can ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
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Performance Expectation - S.MS.PS.2.4:
Students who demonstrate understanding can construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them.
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Performance Expectation - S.MS.PS.2.4:
Students who demonstrate understanding can construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them.
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Performance Expectation - S.MS.PS.2.5:
Students who demonstrate understanding can conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
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Performance Expectation - S.MS.PS.2.5:
Students who demonstrate understanding can conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
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Domain - S.MS.PS: Energy
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Domain - S.MS.PS: Energy
Performance Expectation - S.MS.PS.3.1:
Students who demonstrate understanding can construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
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Performance Expectation - S.MS.PS.3.1:
Students who demonstrate understanding can construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
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Performance Expectation - S.MS.PS.3.2:
Students who demonstrate understanding can develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
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Performance Expectation - S.MS.PS.3.2:
Students who demonstrate understanding can develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
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Performance Expectation - S.MS.PS.3.3:
Students who demonstrate understanding can apply scientific principles to design, construct , and test a device that either minimizes or maximizes thermal energy transfer.
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Performance Expectation - S.MS.PS.3.3:
Students who demonstrate understanding can apply scientific principles to design, construct , and test a device that either minimizes or maximizes thermal energy transfer.
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Performance Expectation - S.MS.PS.3.4:
Students who demonstrate understanding can plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the
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Performance Expectation - S.MS.PS.3.4:
Students who demonstrate understanding can plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the
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Performance Expectation - S.MS.PS.3.5:
Students who demonstrate understanding can construct, use, and present arguments to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
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Performance Expectation - S.MS.PS.3.5:
Students who demonstrate understanding can construct, use, and present arguments to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
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Assessments
Performance Expectation - S.MS.PS.3.6:
Make observations to provide evidence that energy can be transferred by electric currents.
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Performance Expectation - S.MS.PS.3.6:
Make observations to provide evidence that energy can be transferred by electric currents.
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Domain - S.MS.PS: Waves and Electromagnetic Radiation
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Domain - S.MS.PS: Waves and Electromagnetic Radiation
Performance Expectation - S.MS.PS.4.1:
Students who demonstrate understanding can use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
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Performance Expectation - S.MS.PS.4.1:
Students who demonstrate understanding can use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
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Performance Expectation - S.MS.PS.4.2:
Students who demonstrate understanding can develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
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Performance Expectation - S.MS.PS.4.2:
Students who demonstrate understanding can develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
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Performance Expectation - S.MS.PS.4.3:
Students who demonstrate understanding can integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
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Performance Expectation - S.MS.PS.4.3:
Students who demonstrate understanding can integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
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Domain - S.MS.LS: Structure, Function, and Information Processing
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Domain - S.MS.LS: Structure, Function, and Information Processing
Performance Expectation - S.MS.LS.1.1:
Students who demonstrate understanding can plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
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Performance Expectation - S.MS.LS.1.1:
Students who demonstrate understanding can plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
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Performance Expectation - S.MS.LS.1.2:
Students who demonstrate understanding can develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
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Performance Expectation - S.MS.LS.1.2:
Students who demonstrate understanding can develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
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Performance Expectation - S.MS.LS.1.3:
Students who demonstrate understanding Construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis.
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Performance Expectation - S.MS.LS.1.3:
Students who demonstrate understanding Construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis.
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Performance Expectation - S.MS.LS.1.8:
Students who demonstrate understanding can gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
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Performance Expectation - S.MS.LS.1.8:
Students who demonstrate understanding can gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
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Domain - S.MS.LS: Matter and Energy in Organisms and Ecosystems
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Domain - S.MS.LS: Matter and Energy in Organisms and Ecosystems
Performance Expectation - S.MS.LS.1.6:
Students who demonstrate understanding can construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
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Performance Expectation - S.MS.LS.1.6:
Students who demonstrate understanding can construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
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Performance Expectation - S.MS.LS.1.7:
Students who demonstrate understanding can develop a model to describe how food is rearranged through chemical reactions form ing new molecules that support growth and/or release energy as this matter moves through an organism.
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Performance Expectation - S.MS.LS.1.7:
Students who demonstrate understanding can develop a model to describe how food is rearranged through chemical reactions form ing new molecules that support growth and/or release energy as this matter moves through an organism.
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Performance Expectation - S.MS.LS.2.1:
Students who demonstrate understanding can analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
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Performance Expectation - S.MS.LS.2.1:
Students who demonstrate understanding can analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
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Performance Expectation - S.MS.LS.2.3:
Students who demonstrate understanding can develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
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Performance Expectation - S.MS.LS.2.3:
Students who demonstrate understanding can develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
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Performance Expectation - S.MS.LS.2.4:
Students who demonstrate understanding can construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
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Performance Expectation - S.MS.LS.2.4:
Students who demonstrate understanding can construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
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Domain - S.MS.LS: Interdependent Relationships in Ecosystems
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Domain - S.MS.LS: Interdependent Relationships in Ecosystems
Performance Expectation - S.MS.LS.2.2:
Students who demonstrate understanding can construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
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Performance Expectation - S.MS.LS.2.2:
Students who demonstrate understanding can construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
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Performance Expectation - S.MS.LS.2.5:
Students who demonstrate understanding can evaluate competing design solutions for maintaining biodiversity and ecosystem stability.
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Performance Expectation - S.MS.LS.2.5:
Students who demonstrate understanding can evaluate competing design solutions for maintaining biodiversity and ecosystem stability.
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Domain - S.MS.LS: Growth, Development, and Reproduction of Organisms
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Domain - S.MS.LS: Growth, Development, and Reproduction of Organisms
Performance Expectation - S.MS.LS.1.4:
Students who demonstrate understanding can use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproducti
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Performance Expectation - S.MS.LS.1.4:
Students who demonstrate understanding can use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproducti
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Performance Expectation - S.MS.LS.1.5:
Students who demonstrate understanding can construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
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Performance Expectation - S.MS.LS.1.5:
Students who demonstrate understanding can construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
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Performance Expectation - S.MS.LS.3.1:
Students who demonstrate understanding can develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function o
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Performance Expectation - S.MS.LS.3.1:
Students who demonstrate understanding can develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function o
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Performance Expectation - S.MS.LS.3.2:
Students who demonstrate understanding can develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
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Performance Expectation - S.MS.LS.3.2:
Students who demonstrate understanding can develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
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Performance Expectation - S.MS.LS.4.5:
Students who demonstrate understanding can gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
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Performance Expectation - S.MS.LS.4.5:
Students who demonstrate understanding can gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
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Domain - S.MS.LS: Natural Selection and Adaptations
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Domain - S.MS.LS: Natural Selection and Adaptations
Performance Expectation - S.MS.LS.4.1:
Students who demonstrate understanding can analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural
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Performance Expectation - S.MS.LS.4.1:
Students who demonstrate understanding can analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural
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Performance Expectation - S.MS.LS.4.2:
Students who demonstrate understanding can apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
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Performance Expectation - S.MS.LS.4.2:
Students who demonstrate understanding can apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
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Performance Expectation - S.MS.LS.4.3:
Students who demonstrate understanding can analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
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Performance Expectation - S.MS.LS.4.3:
Students who demonstrate understanding can analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
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Performance Expectation - S.MS.LS.4.4:
Students who demonstrate understanding can construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
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Performance Expectation - S.MS.LS.4.4:
Students who demonstrate understanding can construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
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Performance Expectation - S.MS.LS.4.6:
Students who demonstrate understanding can use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
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Performance Expectation - S.MS.LS.4.6:
Students who demonstrate understanding can use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
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Domain - S.MS.ESS: Space Systems
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Domain - S.MS.ESS: Space Systems
Performance Expectation - S.MS.ESS.1.1:
Students who demonstrate understanding can develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
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Performance Expectation - S.MS.ESS.1.1:
Students who demonstrate understanding can develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
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Performance Expectation - S.MS.ESS.1.2:
Students who demonstrate understanding can develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
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Performance Expectation - S.MS.ESS.1.2:
Students who demonstrate understanding can develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
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Performance Expectation - S.MS.ESS.1.3:
Students who demonstrate understanding can analyze and interpret data to determine scale properties of objects in the solar system.
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Performance Expectation - S.MS.ESS.1.3:
Students who demonstrate understanding can analyze and interpret data to determine scale properties of objects in the solar system.
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Domain - S.MS.ESS: History of Earth
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Domain - S.MS.ESS: History of Earth
Performance Expectation - S.MS.ESS.1.4:
Students who demonstrate understanding can construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
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Performance Expectation - S.MS.ESS.1.4:
Students who demonstrate understanding can construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
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Performance Expectation - S.MS.ESS.2.2:
Students who demonstrate understanding can construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
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Performance Expectation - S.MS.ESS.2.2:
Students who demonstrate understanding can construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
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Performance Expectation - S.MS.ESS.2.3:
Students who demonstrate understanding can analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
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Performance Expectation - S.MS.ESS.2.3:
Students who demonstrate understanding can analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
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Domain - S.MS.ESS: Earth’s Systems
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Domain - S.MS.ESS: Earth’s Systems
Performance Expectation - S.MS.ESS.2.1:
Students who demonstrate understanding can develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
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Performance Expectation - S.MS.ESS.2.1:
Students who demonstrate understanding can develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
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Performance Expectation - S.MS.ESS.2.4:
Students who demonstrate understanding can develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
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Performance Expectation - S.MS.ESS.2.4:
Students who demonstrate understanding can develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.
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Performance Expectation - S.MS.ESS.3.1:
Students who demonstrate understanding can construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
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Performance Expectation - S.MS.ESS.3.1:
Students who demonstrate understanding can construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
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Domain - S.MS.ESS: Weather and Climate
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Domain - S.MS.ESS: Weather and Climate
Performance Expectation - S.MS.ESS.2.5:
Students who demonstrate understanding can collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
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Performance Expectation - S.MS.ESS.2.5:
Students who demonstrate understanding can collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
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Performance Expectation - S.MS.ESS.2.6:
Students who demonstrate understanding can develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
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Performance Expectation - S.MS.ESS.2.6:
Students who demonstrate understanding can develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
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Performance Expectation - S.MS.ESS.3.5:
Students who demonstrate understanding can ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
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Performance Expectation - S.MS.ESS.3.5:
Students who demonstrate understanding can ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
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Domain - S.MS.ESS: Human Impacts
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Domain - S.MS.ESS: Human Impacts
Performance Expectation - S.MS.ESS.3.2:
Students who demonstrate understanding can analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
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Performance Expectation - S.MS.ESS.3.2:
Students who demonstrate understanding can analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
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Performance Expectation - S.MS.ESS.3.3:
Students who demonstrate understanding can apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
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Performance Expectation - S.MS.ESS.3.3:
Students who demonstrate understanding can apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
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Performance Expectation - S.MS.ESS.3.4:
Students who demonstrate understanding can construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
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Performance Expectation - S.MS.ESS.3.4:
Students who demonstrate understanding can construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
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Domain - S.MS.ETS: Engineering Design
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Domain - S.MS.ETS: Engineering Design
Performance Expectation - S.MS.ETS.1.1:
Students who demonstrate understanding can define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natura
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Performance Expectation - S.MS.ETS.1.1:
Students who demonstrate understanding can define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natura
Educational Resources
Assessments
Performance Expectation - S.MS.ETS.1.2:
Students who demonstrate understanding can evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
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Educational Resources
Performance Expectation - S.MS.ETS.1.2:
Students who demonstrate understanding can evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Educational Resources
Assessments
Performance Expectation - S.MS.ETS.1.3:
Students who demonstrate understanding can analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria f
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Educational Resources
Performance Expectation - S.MS.ETS.1.3:
Students who demonstrate understanding can analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria f
Educational Resources
Performance Expectation - S.MS.ETS.1.4:
Students who demonstrate understanding can develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
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Educational Resources
Performance Expectation - S.MS.ETS.1.4:
Students who demonstrate understanding can develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
Educational Resources
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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