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.
Clarification Statement - S.4.LS.1.1.CS: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.
Clarification Statement - S.4.LS.1.1.CS: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.
Assessment Boundary - S.4.LS.1.1.AB: Assessment is limited to macroscopic structures within plant and animal systems.
Assessment Boundary - S.4.LS.1.1.AB: Assessment is limited to macroscopic structures within plant and animal systems.
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.4.LS.1.1.DCI:
LS1.A: Structure and Function
•Plants and animals have both internal and external
structures that serve various functions in growth,
survival, behavior, and reproduction.
Disciplinary Core Ideas - S.4.LS.1.1.DCI:
LS1.A: Structure and Function
•Plants and animals have both internal and external
structures that serve various functions in growth,
survival, behavior, and reproduction.
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.
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.
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
Data is Loading...