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.3.1: Students who demonstrate understanding can create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
Performance Expectation - S.HS.PS.3.1: Students who demonstrate understanding can create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.
Performance Expectation - S.HS.PS.3.2: Students who demonstrate understanding can develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative
Performance Expectation - S.HS.PS.3.2: Students who demonstrate understanding can develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative
Performance Expectation - S.HS.PS.3.3: Students who demonstrate understanding can design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
Performance Expectation - S.HS.PS.3.3: Students who demonstrate understanding can design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.
Performance Expectation - S.HS.PS.3.4: Students who demonstrate understanding can plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribu
Performance Expectation - S.HS.PS.3.4: Students who demonstrate understanding can plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribu
Performance Expectation - S.HS.PS.3.5: Students who demonstrate understanding can develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
Performance Expectation - S.HS.PS.3.5: Students who demonstrate understanding can develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.
Clarification Statement - S.HS.PS.3.5.CS: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.
Clarification Statement - S.HS.PS.3.5.CS: Examples of models could include drawings, diagrams, and texts, such as drawings of what happens when two charges of opposite polarity are near each other.
Assessment Boundary - S.HS.PS.3.5.AB: Assessment is limited to systems containing two objects.
Assessment Boundary - S.HS.PS.3.5.AB: Assessment is limited to systems containing two objects.
Science and Engineering Practices - 9-12.SEP2.1: Develop a model based on evidence to illustrate the relationships between systems or between components of a system.
Science and Engineering Practices - 9-12.SEP2.1: Develop a model based on evidence to illustrate the relationships between systems or between components of a system.
Disciplinary Core Ideas - S.HS.PS.3.5.DCI: PS3.C: Relationship Between Energy and Forces
•When two objects interacting through a field change relative position, the energy stored in the field is changed. (HS-PS3-5)
Disciplinary Core Ideas - S.HS.PS.3.5.DCI: PS3.C: Relationship Between Energy and Forces
•When two objects interacting through a field change relative position, the energy stored in the field is changed. (HS-PS3-5)
Crosscutting Concepts - CC2.10: Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
Crosscutting Concepts - CC2.10: Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
Performance Expectation - S.HS.PS.3.6: Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.
Performance Expectation - S.HS.PS.3.6: Analyze data to support the claim that Ohm’s Law describes the mathematical relationship among the potential difference, current, and resistance of an electric circuit.
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
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