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
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
Performance Expectation - S.MS.ESS.3.2: Students who demonstrate understanding can analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Performance Expectation - S.MS.ESS.3.2: Students who demonstrate understanding can analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Performance Expectation - S.MS.ESS.3.3: Students who demonstrate understanding can apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Performance Expectation - S.MS.ESS.3.3: Students who demonstrate understanding can apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Clarification Statement - S.MS.ESS.3.3.CS: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts could include water usage (su
Clarification Statement - S.MS.ESS.3.3.CS: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts could include water usage (su
Science and Engineering Practices - 6-8.SEP6.2: Apply scientific ideas or principles to design an object, tool, process or system.
Science and Engineering Practices - 6-8.SEP6.2: Apply scientific ideas or principles to design an object, tool, process or system.
Disciplinary Core Ideas - S.MS.ESS.3.3.DCI: ESS3.C: Human Impacts on Earth Systems
•Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.
•Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
Disciplinary Core Ideas - S.MS.ESS.3.3.DCI: ESS3.C: Human Impacts on Earth Systems
•Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things.
•Typically as human populations and per-capita consumption of natural resources increase, so do the negative impacts on Earth unless the activities and technologies involved are engineered otherwise.
Crosscutting Concepts - CC2.7: Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation.
Crosscutting Concepts - CC2.7: Relationships can be classified as causal or correlational, and correlation does not necessarily imply causation.
Performance Expectation - S.MS.ESS.3.4: Students who demonstrate understanding can construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
Performance Expectation - S.MS.ESS.3.4: Students who demonstrate understanding can construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
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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