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
Domain - S.5.PS: Structure and Properties of Matter
Domain - S.5.PS: Structure and Properties of Matter
Domain - S.5.PS: Matter and Energy in Organisms and Ecosystems
Domain - S.5.PS: Matter and Energy in Organisms and Ecosystems
Domain - S.5.ESS: Earth’s Systems
Domain - S.5.ESS: Earth’s Systems
Domain - S.5.PS: Space Systems: Stars and the Solar System
Domain - S.5.PS: Space Systems: Stars and the Solar System
Performance Expectation - S.5.PS.2.1: Students who demonstrate understanding can support an argument that the gravitational force exerted by Earth on objects is directed down.
Performance Expectation - S.5.PS.2.1: Students who demonstrate understanding can support an argument that the gravitational force exerted by Earth on objects is directed down.
Performance Expectation - S.5.ESS.1.1: Students who demonstrate understanding can support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth.
Performance Expectation - S.5.ESS.1.1: Students who demonstrate understanding can support an argument that differences in the apparent brightness of the Sun compared to other stars is due to their relative distances from Earth.
Performance Expectation - S.5.ESS.1.2: Students who demonstrate understanding can represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
Performance Expectation - S.5.ESS.1.2: Students who demonstrate understanding can represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.
Clarification Statement - S.5.ESS.1.2.CS: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.
Clarification Statement - S.5.ESS.1.2.CS: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.
Assessment Boundary - S.5.ESS.1.2.AB: Assessment does not include causes of seasons.
Assessment Boundary - S.5.ESS.1.2.AB: Assessment does not include causes of seasons.
Science and Engineering Practices - 3-5.SEP4.2: Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships.
Science and Engineering Practices - 3-5.SEP4.2: Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships.
Disciplinary Core Ideas - S.5.ESS.1.2.DCI: ESS1.B: Earth and the Solar System
•The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year.
Disciplinary Core Ideas - S.5.ESS.1.2.DCI: ESS1.B: Earth and the Solar System
•The orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns. These include day and night; daily changes in the length and direction of shadows; and different positions of the sun, moon, and stars at different times of the day, month, and year.
Crosscutting Concepts - CC1.8: Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena.
Crosscutting Concepts - CC1.8: Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena.
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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