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Browse Standards

View all PreK-12 NYS Learning Standards in a dropdown list format.
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        • Clarification Statement - S.MS.ESS.2.5.CS:
          Emphasis is on how air flows from regions of high pressure to low pressure, the complex interactions at airmass boundaries, and the movements of air masses affect weather (defined by temperature, pressure, humidity, precipitation, and wind at a fixed loc
        • Assessment Boundary - S.MS.ESS.2.5.AB:
          Assessment includes the application of weather data systems but does not include recalling the names of cloud types, weather symbols used on weather maps, the reported diagrams from weather stations, or the interrelationship of weather variables.
        • Science and Engineering Practices - 6-8.SEP3.2:
          Collect data to produce data to serve as the basis for evidence to answer scientific questions or test design solutions under a range of conditions.
        • Disciplinary Core Ideas - S.MS.ESS.2.5.DCI:
          ESS2.C: The Roles of Water in Earth’s Surface Processes •The complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns. ESS2.D: Weather and Climate •Because these patterns are so complex, weather can only be predicted probabilistically.
        • Crosscutting Concepts - CC2.5:
          Cause and effect relationships may be used to predict phenomena in natural or designed systems.
        • Clarification Statement - S.MS.ESS.2.6.CS:
          Emphasis is on how patterns vary by latitude, altitude, and geographic land distribution. Emphasis is on the sunlight-driven latitudinal banding causing differences in density that create convection currents in the atmosphere, the Coriolis effect, and res
        • Assessment Boundary - S.MS.ESS.2.6.AB:
          Assessment does not include the dynamics of the Coriolis effect.
        • Science and Engineering Practices - 6-8.SEP2.3:
          Develop and use a model to describe phenomena.
        • Disciplinary Core Ideas - S.MS.ESS.2.6.DCI:
          ESS2.C: The Roles of Water in Earth’s Surface Processes •Variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents. ESS2.D: Weather and Climate •Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. •The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents.
        • Crosscutting Concepts - CC3.3:
          Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems.
        • Clarification Statement - S.MS.ESS.3.5.CS:
          Examples of factors include human activities (such as fossil fuel combustion, cement production, and agricultural activity) a nd natural processes (such as changes in incoming solar radiation or volcanic activity). Examples of evidence could include table
        • Science and Engineering Practices - 6-8.SEP1.2:
          Ask questions to identify and clarify evidence of an argument.
        • Disciplinary Core Ideas - S.MS.ESS.3.5.DCI:
          ESS3.D: Global Climate Change •Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities.
        • Crosscutting Concepts - CC6.5:
          Stability might be disturbed either by sudden events or gradual changes that accumulate over time.
  • Standard Area - TECH: Learning Standards for Technology
    (see MST standards under Previous Standard Versions)
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