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
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
Performance Expectation - S.3.LS.1.1: Students who demonstrate understanding can develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
Performance Expectation - S.3.LS.1.1: Students who demonstrate understanding can develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
Performance Expectation - S.3.LS.3.1: Students who demonstrate understanding can analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
Performance Expectation - S.3.LS.3.1: Students who demonstrate understanding can analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
Performance Expectation - S.3.LS.3.2: Students who demonstrate understanding can use evidence to support the explanation that traits can be influenced by the environment.
Performance Expectation - S.3.LS.3.2: Students who demonstrate understanding can use evidence to support the explanation that traits can be influenced by the environment.
Performance Expectation - S.3.LS.4.2: Students who demonstrate understanding can use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
Performance Expectation - S.3.LS.4.2: Students who demonstrate understanding can use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.
Clarification Statement - S.3.LS.4.2.CS: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and ther
Clarification Statement - S.3.LS.4.2.CS: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and ther
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.3.LS.4.2.DCI: LS4.B: Natural Selection
•Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing.
Disciplinary Core Ideas - S.3.LS.4.2.DCI: LS4.B: Natural Selection
•Sometimes the differences in characteristics between individuals of the same species provide advantages in surviving, finding mates, and reproducing.
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.
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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