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
Performance Expectation - S.4.PS.3.1: Students who demonstrate understanding can use evidence to construct an explanation relating the speed of an object to the energy of that object.
Performance Expectation - S.4.PS.3.1: Students who demonstrate understanding can use evidence to construct an explanation relating the speed of an object to the energy of that object.
Assessment Boundary - S.4.PS.3.1.AB: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy
Assessment Boundary - S.4.PS.3.1.AB: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy
Science and Engineering Practices - 3-5.SEP6.2: Use evidence (e.g., observations, patterns) to construct an explanation.
Science and Engineering Practices - 3-5.SEP6.2: Use evidence (e.g., observations, patterns) to construct an explanation.
Disciplinary Core Ideas - S.4.PS.3.1.DCI: PS3.A: Definitions of Energy
•(NYSED) A given object possesses more energy of motion when it is moving faster.
Disciplinary Core Ideas - S.4.PS.3.1.DCI: PS3.A: Definitions of Energy
•(NYSED) A given object possesses more energy of motion when it is moving faster.
Crosscutting Concepts - CC5.3: Energy can be transferred in various ways and between objects.
Crosscutting Concepts - CC5.3: Energy can be transferred in various ways and between objects.
Performance Expectation - S.4.PS.3.2: Students who demonstrate understanding can make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Performance Expectation - S.4.PS.3.2: Students who demonstrate understanding can make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.
Performance Expectation - S.4.PS.3.3: Students who demonstrate understanding can ask questions and predict outcomes about the changes in energy that occur when objects collide.
Performance Expectation - S.4.PS.3.3: Students who demonstrate understanding can ask questions and predict outcomes about the changes in energy that occur when objects collide.
Performance Expectation - S.4.PS.3.4: Students who demonstrate understanding can apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Performance Expectation - S.4.PS.3.4: Students who demonstrate understanding can apply scientific ideas to design, test, and refine a device that converts energy from one form to another.
Performance Expectation - S.4.ESS.3.1: Students who demonstrate understanding can obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Performance Expectation - S.4.ESS.3.1: Students who demonstrate understanding can obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.
Domain - S.4.PS: Waves: Waves and Information
Domain - S.4.PS: Waves: Waves and Information
Domain - S.4.PS: Structure, Function, and Information Processing
Domain - S.4.PS: Structure, Function, and Information Processing
Domain - S.4.ESS: Earth’s Systems: Processes that Shape the Earth
Domain - S.4.ESS: Earth’s Systems: Processes that Shape the Earth
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
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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