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
Domain - S.4.PS: Waves: Waves and Information
Domain - S.4.PS: Waves: Waves and Information
Domain - S.4.PS: Structure, Function, and Information Processing
Domain - S.4.PS: Structure, Function, and Information Processing
Performance Expectation - S.4.PS.4.2: Students who demonstrate understanding can develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Performance Expectation - S.4.PS.4.2: Students who demonstrate understanding can develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
Performance Expectation - S.4.LS.1.1: Students who demonstrate understanding can construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Performance Expectation - S.4.LS.1.1: Students who demonstrate understanding can construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Performance Expectation - S.4.LS.1.2: Students who demonstrate understanding can use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Performance Expectation - S.4.LS.1.2: Students who demonstrate understanding can use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Clarification Statement - S.4.LS.1.2.CS: Emphasis is on systems of information transfer.
Clarification Statement - S.4.LS.1.2.CS: Emphasis is on systems of information transfer.
Assessment Boundary - S.4.LS.1.2.AB: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.
Assessment Boundary - S.4.LS.1.2.AB: Assessment does not include the mechanisms by which the brain stores and recalls information or the mechanisms of how sensory receptors function.
Science and Engineering Practices - 3-5.SEP2.3: Use a model to test interactions concerning the functioning of a natural system.
Science and Engineering Practices - 3-5.SEP2.3: Use a model to test interactions concerning the functioning of a natural system.
Disciplinary Core Ideas - S.4.LS.1.2.DCI: LS1.D: Information Processing
•Different sense receptors are specialized for
particular kinds of information, which may be then
processed by the animal’s brain. Animals are able
to use their perceptions and memories to guide
their actions.
Disciplinary Core Ideas - S.4.LS.1.2.DCI: LS1.D: Information Processing
•Different sense receptors are specialized for
particular kinds of information, which may be then
processed by the animal’s brain. Animals are able
to use their perceptions and memories to guide
their actions.
Crosscutting Concepts - CC3.2: A system can be described in terms of its components and their interactions.
Crosscutting Concepts - CC3.2: A system can be described in terms of its components and their interactions.
Domain - S.4.ESS: Earth’s Systems: Processes that Shape the Earth
Domain - S.4.ESS: Earth’s Systems: Processes that Shape the Earth
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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