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
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
Domain - S.MS.PS: Structure and Properties of Matter
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.
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.
Clarification Statement - S.MS.PS.1.1.CS: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of particulate-level models could
Clarification Statement - S.MS.PS.1.1.CS: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of particulate-level models could
Assessment Boundary - S.MS.PS.1.1.AB: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure.
Assessment Boundary - S.MS.PS.1.1.AB: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure.
Science and Engineering Practices - 6-8.SEP2.1: Develop a model to predict and/or describe phenomena.
Science and Engineering Practices - 6-8.SEP2.1: Develop a model to predict and/or describe phenomena.
Disciplinary Core Ideas - S.MS.PS.1.1.DCI: PS1.A: Structure and Properties of Matter
•(NYSED) Substances are made of one type of atom or combinations of different types of atoms. Individual atoms are particles and can combine to form larger particles that range in size from two to thousands of atoms.
•Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals).
Disciplinary Core Ideas - S.MS.PS.1.1.DCI: PS1.A: Structure and Properties of Matter
•(NYSED) Substances are made of one type of atom or combinations of different types of atoms. Individual atoms are particles and can combine to form larger particles that range in size from two to thousands of atoms.
•Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals).
Crosscutting Concepts - CC1.9: Macroscopic patterns are related to the nature of microscopic and atomic-level structure.
Crosscutting Concepts - CC1.9: Macroscopic patterns are related to the nature of microscopic and atomic-level structure.
Crosscutting Concepts - CC1.10: Graphs, charts, and images can be used to identify patterns in data.
Crosscutting Concepts - CC1.10: Graphs, charts, and images can be used to identify patterns in data.
Crosscutting Concepts - CC7.4: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
Crosscutting Concepts - CC7.4: Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.
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.
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.
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.
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.
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.
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.
Performance Expectation - S.MS.PS.1.8: Plan and conduct an investigation to demonstrate that mixtures are combinations of substances.
Performance Expectation - S.MS.PS.1.8: Plan and conduct an investigation to demonstrate that mixtures are combinations of substances.
Domain - S.MS.PS: Chemical Reactions
Domain - S.MS.PS: Chemical Reactions
Domain - S.MS.PS: Forces and Interactions
Domain - S.MS.PS: Forces and Interactions
Domain - S.MS.PS: Waves and Electromagnetic Radiation
Domain - S.MS.PS: Waves and Electromagnetic Radiation
Domain - S.MS.LS: Structure, Function, and Information Processing
Domain - S.MS.LS: Structure, Function, and Information Processing
Domain - S.MS.LS: Matter and Energy in Organisms and Ecosystems
Domain - S.MS.LS: Matter and Energy in Organisms and Ecosystems
Domain - S.MS.LS: Interdependent Relationships in Ecosystems
Domain - S.MS.LS: Interdependent Relationships in Ecosystems
Domain - S.MS.LS: Growth, Development, and Reproduction of Organisms
Domain - S.MS.LS: Growth, Development, and Reproduction of Organisms
Domain - S.MS.LS: Natural Selection and Adaptations
Domain - S.MS.LS: Natural Selection and Adaptations
Domain - S.MS.ESS: Space Systems
Domain - S.MS.ESS: Space Systems
Domain - S.MS.ESS: History of Earth
Domain - S.MS.ESS: History of Earth
Domain - S.MS.ESS: Earth’s Systems
Domain - S.MS.ESS: Earth’s Systems
Domain - S.MS.ESS: Weather and Climate
Domain - S.MS.ESS: Weather and Climate
Domain - S.MS.ESS: Human Impacts
Domain - S.MS.ESS: Human Impacts
Domain - S.MS.ETS: Engineering Design
Domain - S.MS.ETS: Engineering Design
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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