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
Grade Level - S.HS: High School
Grade Level - S.HS: High School
Domain - S.HS.PS: Structure and Properties of Matter
Domain - S.HS.PS: Structure and Properties of Matter
Domain - S.HS.PS: Chemical Reactions
Domain - S.HS.PS: Chemical Reactions
Domain - S.HS.PS: Forces and Interactions
Domain - S.HS.PS: Forces and Interactions
Performance Expectation - S.HS.PS.2.1: Students who demonstrate understanding can analyze data to support the claim that Newton’s Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
Performance Expectation - S.HS.PS.2.1: Students who demonstrate understanding can analyze data to support the claim that Newton’s Second Law of Motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
Performance Expectation - S.HS.PS.2.2: Students who demonstrate understanding can use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
Performance Expectation - S.HS.PS.2.2: Students who demonstrate understanding can use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
Performance Expectation - S.HS.PS.2.3: Students who demonstrate understanding can apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
Performance Expectation - S.HS.PS.2.3: Students who demonstrate understanding can apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
Performance Expectation - S.HS.PS.2.4: Students who demonstrate understanding can use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
Performance Expectation - S.HS.PS.2.4: Students who demonstrate understanding can use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
Performance Expectation - S.HS.PS.2.5: Students who demonstrate understanding can plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
Performance Expectation - S.HS.PS.2.5: Students who demonstrate understanding can plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
Assessment Boundary - S.HS.PS.2.5.AB: Assessment is limited to designing and conducting investigations with provided materials and tools.
Assessment Boundary - S.HS.PS.2.5.AB: Assessment is limited to designing and conducting investigations with provided materials and tools.
Science and Engineering Practices - 9-12.SEP3.1: Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on t
Science and Engineering Practices - 9-12.SEP3.1: Plan and conduct an investigation individually and collaboratively to produce data to serve as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to produce reliable measurements and consider limitations on t
Disciplinary Core Ideas - S.HS.PS.2.5.DCI: PS2.B: Types of Interactions
•Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.
Disciplinary Core Ideas - S.HS.PS.2.5.DCI: PS2.B: Types of Interactions
•Forces at a distance are explained by fields (gravitational, electric, and magnetic) permeating space that can transfer energy through space. Magnets or electric currents cause magnetic fields; electric charges or changing magnetic fields cause electric fields.
Crosscutting Concepts - CC2.8: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Crosscutting Concepts - CC2.8: Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
Domain - S.HS.PS: Waves and Electromagnetic Radiation
Domain - S.HS.PS: Waves and Electromagnetic Radiation
Domain - S.HS.LS: Structure and Function
Domain - S.HS.LS: Structure and Function
Domain - S.HS.LS: Matter and Energy in Organisms and Ecosystems
Domain - S.HS.LS: Matter and Energy in Organisms and Ecosystems
Domain - S.HS.LS: Interdependent Relationships in Ecosystems
Domain - S.HS.LS: Interdependent Relationships in Ecosystems
Domain - S.HS.LS: Inheritance and Variation of Traits
Domain - S.HS.LS: Inheritance and Variation of Traits
Domain - S.HS.LS: Natural Selection and Evolution
Domain - S.HS.LS: Natural Selection and Evolution
Domain - S.HS.ESS: Space Systems
Domain - S.HS.ESS: Space Systems
Domain - S.HS.ESS: History of Earth
Domain - S.HS.ESS: History of Earth
Domain - S.HS.ESS: Earth’s Systems
Domain - S.HS.ESS: Earth’s Systems
Domain - S.HS.ESS: Weather and Climate
Domain - S.HS.ESS: Weather and Climate
Domain - S.HS.ESS: Human Sustainability
Domain - S.HS.ESS: Human Sustainability
Domain - S.HS.ETS: Engineering Design
Domain - S.HS.ETS: Engineering Design
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
Data is Loading...