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
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
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.2.1: 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.
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.
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.
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.
Clarification Statement - S.MS.PS.2.3.CS: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasi
Clarification Statement - S.MS.PS.2.3.CS: Examples of devices that use electric and magnetic forces could include electromagnets, electric motors, or generators. Examples of data could include the effect of the number of turns of wire on the strength of an electromagnet, or the effect of increasi
Assessment Boundary - S.MS.PS.2.3.AB: Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.
Assessment Boundary - S.MS.PS.2.3.AB: Assessment about questions that require quantitative answers is limited to proportional reasoning and algebraic thinking.
Science and Engineering Practices - 6-8.SEP1.1: Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.
Science and Engineering Practices - 6-8.SEP1.1: Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.
Disciplinary Core Ideas - S.MS.PS.2.3.DCI: PS2.B: Types of Interactions
•Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects.
Disciplinary Core Ideas - S.MS.PS.2.3.DCI: PS2.B: Types of Interactions
•Electric and magnetic (electromagnetic) forces can be attractive or repulsive, and their sizes depend on the magnitudes of the charges, currents, or magnetic strengths involved and on the distances between the interacting objects.
Crosscutting Concepts - CC2.5: Cause and effect relationships may be used to predict phenomena in natural or designed systems.
Crosscutting Concepts - CC2.5: Cause and effect relationships may be used to predict phenomena in natural or designed systems.
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.
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.
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.
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.
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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