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.3.1: Students who demonstrate understanding can construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
Performance Expectation - S.MS.PS.3.1: Students who demonstrate understanding can construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
Performance Expectation - S.MS.PS.3.2: Students who demonstrate understanding can develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Performance Expectation - S.MS.PS.3.2: Students who demonstrate understanding can develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
Performance Expectation - S.MS.PS.3.3: Students who demonstrate understanding can apply scientific principles to design, construct , and test a device that either minimizes or maximizes thermal energy transfer.
Performance Expectation - S.MS.PS.3.3: Students who demonstrate understanding can apply scientific principles to design, construct , and test a device that either minimizes or maximizes thermal energy transfer.
Performance Expectation - S.MS.PS.3.4: Students who demonstrate understanding can plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the
Performance Expectation - S.MS.PS.3.4: Students who demonstrate understanding can plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the
Performance Expectation - S.MS.PS.3.5: Students who demonstrate understanding can construct, use, and present arguments to support the claim that when work is done on or by a system, the
energy of the system changes as energy is transferred to or from the system.
Performance Expectation - S.MS.PS.3.5: Students who demonstrate understanding can construct, use, and present arguments to support the claim that when work is done on or by a system, the
energy of the system changes as energy is transferred to or from the system.
Clarification Statement - S.MS.PS.3.5.CS: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.
Clarification Statement - S.MS.PS.3.5.CS: Examples of empirical evidence used in arguments could include an inventory or other representation of the energy before and after the transfer in the form of temperature changes or motion of object.
Assessment Boundary - S.MS.PS.3.5.AB: Assessment does not include calculations of energy.
Assessment Boundary - S.MS.PS.3.5.AB: Assessment does not include calculations of energy.
Science and Engineering Practices - 6-8.SEP7.1: Construct and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
Science and Engineering Practices - 6-8.SEP7.1: Construct and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.
Disciplinary Core Ideas - S.MS.PS.3.5.DCI: PS3.B: Conservation of Energy and Energy Transfer
•When the motion energy of an object changes, there is inevitably some other change in energy at the same time.
Disciplinary Core Ideas - S.MS.PS.3.5.DCI: PS3.B: Conservation of Energy and Energy Transfer
•When the motion energy of an object changes, there is inevitably some other change in energy at the same time.
Crosscutting Concepts - CC5.8: Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
Crosscutting Concepts - CC5.8: Energy may take different forms (e.g. energy in fields, thermal energy, energy of motion).
Performance Expectation - S.MS.PS.3.6: Make observations to provide evidence that energy can be transferred by electric currents.
Performance Expectation - S.MS.PS.3.6: Make observations to provide evidence that energy can be transferred by electric currents.
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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