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
Grade Level - S.5: Fifth Grade
Grade Level - S.5: Fifth Grade
Domain - S.5.PS: Structure and Properties of Matter
Domain - S.5.PS: Structure and Properties of Matter
Domain - S.5.PS: Matter and Energy in Organisms and Ecosystems
Domain - S.5.PS: Matter and Energy in Organisms and Ecosystems
Domain - S.5.ESS: Earth’s Systems
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.
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.
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.
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.
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.
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.
Clarification Statement - S.5.ESS.3.1.CS: Emphasis should be on how communities use information to sustain resources and the environment locally, regionally, nationally, and/or internationally.
Clarification Statement - S.5.ESS.3.1.CS: Emphasis should be on how communities use information to sustain resources and the environment locally, regionally, nationally, and/or internationally.
Science and Engineering Practices - 3-5.SEP8.1: Obtain and combine information from books and other reliable media to explain phenomena.
Science and Engineering Practices - 3-5.SEP8.1: Obtain and combine information from books and other reliable media to explain phenomena.
Disciplinary Core Ideas - S.5.ESS.3.1.DCI: ESS3.C: Human Impacts on Earth Systems
•Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments.
Disciplinary Core Ideas - S.5.ESS.3.1.DCI: ESS3.C: Human Impacts on Earth Systems
•Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments.
Crosscutting Concepts - CC3.2: A system can be described in terms of its components and their interactions.
Crosscutting Concepts - CC3.2: A system can be described in terms of its components and their interactions.
Domain - S.5.PS: Space Systems: Stars and the Solar System
Domain - S.5.PS: Space Systems: Stars and the Solar System
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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