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
Domain - S.3.PS: Forces and Interactions
Domain - S.3.PS: Forces and Interactions
Domain - S.3.LS: Interdependent Relationships in Ecosystems
Domain - S.3.LS: Interdependent Relationships in Ecosystems
Performance Expectation - S.3.LS.2.1: Students who demonstrate understanding can construct an argument that some animals form groups that help members survive.
Performance Expectation - S.3.LS.2.1: Students who demonstrate understanding can construct an argument that some animals form groups that help members survive.
Clarification Statement - S.3.LS.2.1.CS: Examples of groups could include a herd of cattle, a swarm of bees, a flock of geese, a pod of whales, etc
Clarification Statement - S.3.LS.2.1.CS: Examples of groups could include a herd of cattle, a swarm of bees, a flock of geese, a pod of whales, etc
Science and Engineering Practices - 3-5.SEP7.1: Construct an argument with evidence, data, and/or a model.
Science and Engineering Practices - 3-5.SEP7.1: Construct an argument with evidence, data, and/or a model.
Disciplinary Core Ideas - S.3.LS.2.1.DCI: LS2.D: Social Interactions and Group Behavior
•(NYSED) Being part of a group helps some animals obtain food, defend themselves, and survive. Groups may serve different functions and vary dramatically in size. (Note: Moved from K–2)
Disciplinary Core Ideas - S.3.LS.2.1.DCI: LS2.D: Social Interactions and Group Behavior
•(NYSED) Being part of a group helps some animals obtain food, defend themselves, and survive. Groups may serve different functions and vary dramatically in size. (Note: Moved from K–2)
Crosscutting Concepts - CC2.4: Cause and effect relationships are routinely identified, tested, and used to explain change.
Crosscutting Concepts - CC2.4: Cause and effect relationships are routinely identified, tested, and used to explain change.
Performance Expectation - S.3.LS.4.1: Students who demonstrate understanding can analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
Performance Expectation - S.3.LS.4.1: Students who demonstrate understanding can analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.
Performance Expectation - S.3.LS.4.3: Students who demonstrate understanding can construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
Performance Expectation - S.3.LS.4.3: Students who demonstrate understanding can construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
Performance Expectation - S.3.LS.4.4: Students who demonstrate understanding can make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
Performance Expectation - S.3.LS.4.4: Students who demonstrate understanding can make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.
Domain - S.3.LS: Inheritance and Variation of Traits: Life Cycles and Traits
Domain - S.3.LS: Inheritance and Variation of Traits: Life Cycles and Traits
Domain - S.3.ESS: Weather and Climate
Domain - S.3.ESS: Weather and Climate
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
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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