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
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
Performance Expectation - S.HS.LS.2.1: Students who demonstrate understanding can use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Performance Expectation - S.HS.LS.2.1: Students who demonstrate understanding can use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
Performance Expectation - S.HS.LS.2.2: Students who demonstrate understanding can use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Performance Expectation - S.HS.LS.2.2: Students who demonstrate understanding can use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
Performance Expectation - S.HS.LS.2.6: Students who demonstrate understanding can evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a
Performance Expectation - S.HS.LS.2.6: Students who demonstrate understanding can evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a
Performance Expectation - S.HS.LS.2.7: Students who demonstrate understanding can design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Performance Expectation - S.HS.LS.2.7: Students who demonstrate understanding can design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
Performance Expectation - S.HS.LS.2.8: Students who demonstrate understanding can evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
Performance Expectation - S.HS.LS.2.8: Students who demonstrate understanding can evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.
Clarification Statement - S.HS.LS.2.8.CS: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include
Clarification Statement - S.HS.LS.2.8.CS: Emphasis is on: (1) distinguishing between group and individual behavior, (2) identifying evidence supporting the outcomes of group behavior, and (3) developing logical and reasonable arguments based on evidence. Examples of group behaviors could include
Science and Engineering Practices - 9-12.SEP7.2: Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments.
Science and Engineering Practices - 9-12.SEP7.2: Evaluate the evidence behind currently accepted explanations or solutions to determine the merits of arguments.
Disciplinary Core Ideas - S.HS.LS.2.8.DCI: LS2.D: Social Interactions and Group Behavior
•Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8)
Disciplinary Core Ideas - S.HS.LS.2.8.DCI: LS2.D: Social Interactions and Group Behavior
•Group behavior has evolved because membership can increase the chances of survival for individuals and their genetic relatives. (HS-LS2-8)
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.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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