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.
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.
Clarification Statement - S.MS.PS.2.5.CS: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or simulations. Emphasis should be on using a
Clarification Statement - S.MS.PS.2.5.CS: Examples of this phenomenon could include the interactions of magnets, electrically-charged strips of tape, and electrically-charged pith balls. Examples of investigations could include first-hand experiences or simulations. Emphasis should be on using a
Assessment Boundary - S.MS.PS.2.5.AB: Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.
Assessment Boundary - S.MS.PS.2.5.AB: Assessment is limited to electric and magnetic fields, and limited to qualitative evidence for the existence of fields.
Science and Engineering Practices - 6-8.SEP3.3: Conduct an investigation and evaluate the experimental design to produce data to serve as the basis for evidence that can meet the goals of the investigation.
Science and Engineering Practices - 6-8.SEP3.3: Conduct an investigation and evaluate the experimental design to produce data to serve as the basis for evidence that can meet the goals of the investigation.
Disciplinary Core Ideas - S.MS.PS.2.5.DCI: PS2.B: Types of Interactions
•Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively).
Disciplinary Core Ideas - S.MS.PS.2.5.DCI: PS2.B: Types of Interactions
•Forces that act at a distance (electric, magnetic, and gravitational) can be explained by fields that extend through space and can be mapped by their effect on a test object (a charged object, or a ball, respectively).
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.
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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