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
Domain - S.4.PS: Waves: Waves and Information
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.
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.
Performance Expectation - S.4.PS.4.3: Students who demonstrate understanding can generate and compare multiple solutions that use patterns to transfer information.
Performance Expectation - S.4.PS.4.3: Students who demonstrate understanding can generate and compare multiple solutions that use patterns to transfer information.
Clarification Statement - S.4.PS.4.3.CS: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.
Clarification Statement - S.4.PS.4.3.CS: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.
Science and Engineering Practices - 3-5.SEP6.4: Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
Science and Engineering Practices - 3-5.SEP6.4: Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution.
Disciplinary Core Ideas - S.4.PS.4.3.DCI: PS4.C: Information Technologies and Instrumentation
•Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—convert it from digitized form to voice—and vice versa.
ETS1.C: Optimizing The Design Solution
•Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (secondary to 4-PS4-3)
Disciplinary Core Ideas - S.4.PS.4.3.DCI: PS4.C: Information Technologies and Instrumentation
•Digitized information can be transmitted over long distances without significant degradation. High-tech devices, such as computers or cell phones, can receive and decode information—convert it from digitized form to voice—and vice versa.
ETS1.C: Optimizing The Design Solution
•Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints. (secondary to 4-PS4-3)
Crosscutting Concepts - CC1.6: Similarities and differences in patterns can be used to sort and classify designed products
Crosscutting Concepts - CC1.6: Similarities and differences in patterns can be used to sort and classify designed products
Domain - S.4.PS: Structure, Function, and Information Processing
Domain - S.4.PS: Structure, Function, and Information Processing
Domain - S.4.ESS: Earth’s Systems: Processes that Shape the Earth
Domain - S.4.ESS: Earth’s Systems: Processes that Shape the Earth
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
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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