Resource Finder

Welcome to the Colorado Professional Learning Network Database

eNetLearning (www.enetlearning.org) provides the Colorado Professional Learning Network (PLN) online searchable database of free and open source resources that were developed and provided by the member BOCES of the Colorado BOCES Association(CBA) and Foundation.
In addition to this searchable database of resources eNetLearning has developed a series of LiveBinder grade level "digital binders" of Colorado BOCES Instructional Resources at https://www.livebinders.com/s/145470.
eNetLearning also provides online professional development opportunities that can be accessed at: https://www.enetlearning.org/course-catalog-and-descriptions/.
This tool allows you to search for materials across all groups on the site.
Resourcesort icon Overview Type Content Area
Who Influences Me? - Grade 8 Health - Instructional Unit 1

Enhanced and Updated - March 31, 2014 - This updated instructional unit includes learning experiences, teacher and student resources, assessment ideas, and differentiation options. The storyboard document provides a roadmap of teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging- Debatable):

  • How is health enhanced when one learns how to positively cope with influences? (CH09-GR.8-S.3-GLE.2-EO.a)
  • How do the media promote stereotypes and biases regarding various mental illnesses? (CH09-GR.8-S.3-GLE.2-EO.a)
  • What role do your friends and family play in your mental health? (CH09-GR.8-S.3-GLE.2-EO.c)
Curriculum Guide, Units Comprehensive Health
Who Has What?*- Grade 2 Social Studies - Unit 4

The SLVBOCES has "enhanced" this curriculum overview sample by prioritizing the Learning Objectives students should learn during this unit. They are prioritized "to help teachers know how much time they should be devoting to a sparticular objective. Learning objective prioroties are color coded as follows: red - most important, blue - next most important, and black - least critical.

Inquiry Questions (Engaging - Debatable):

  • How does scarcity affect purchasing decisions? (SS09-GR.2-S.3-GLE.1-EO.a, b, c, d; IQ.1; N.1)
  • Do some of us have too much?
  • Why are some resources scarce while others are plentiful? (SS09-GR.2-S.3-GLE.1-IQ.2)
  • How do individuals make and analyze the consequences of financial decisions? (SS09-GR.2-S.3-GLE.2-IQ.1)*

* Note: This curriculum overivew sample was translated by a team of Colorado eductors "into a full instructional unit, with learning experiences, teacher and student resources, assessment ideas and differentiation options." Who Has What? Instructional Unit and Unit Storyboard

Curriculum Guide, Units Social Studies
Who Has What? - Grade 2 Social Studies - Unit 4 Enhanced
The Rangely School District has "enhanced" the sample instructional units by citing text referenced by the coding in the Critical Content and Key Skills sections
 
Inquiry Questions (Engaging‐Debatable):
  • How does scarcity affect purchasing decisions? (SS09‐GR.2‐S.3‐GLE.1‐EO.a, b, c, d; IQ.1; N.1)
  • Do some of us have too much?
  • Why are some resources scarce while others are plentiful? (SS09‐GR.2‐S.3‐GLE.1‐IQ.2)
  • How do individuals make and analyze the consequences of financial decisions? (SS09‐GR.2‐S.3‐GLE.2‐IQ.1)*
Curriculum Guide, Units Social Studies
Who Has What? - Grade 2 Social Studies - Instructional Unit 4

Enhanced and Updated - March 31, 2014 - This updated instructional unit includes learning experiences, teacher and student resources, assessment ideas, and differentiation options. The storyboard document provides a roadmap of teaching activities and a possible performance assessment for the unit.

Inquiry Questions (Engaging- Debatable):

  • How does scarcity affect purchasing decisions? (SS09-GR.2-S.3-GLE.1-EO.a, b, c, d; IQ.1; N.1)
  • Do some of us have too much?
  • Why are some resources scarce while others are plentiful? (SS09-GR.2-S.3-GLE.1-IQ.2)
  • How do individuals make and analyze the consequences of financial decisions? (SS09-GR.2-S.3-GLE.2-IQ.1)*
Curriculum Guide, Units Social Studies
Who am I in a Global World - World Languages Novice Low - Unit 2

Inquiry Questions (Engaging- Debatable):

  • How does engaging people in conversation make me a better global citizen?
Curriculum Guide, Units World Languages
White Socks Only: A Read4Health Lesson Plan Read4Health Book: White Socks Only by Evelyn Coleman Comprehensive Health, Reading, Writing, and Communicating, Social Studies
Where in the World Am I? - Grade 1 Social Studies - Unit 1 Enhanced
The Rangely School District has "enhanced" the sample instructional units by citing text referenced by the coding in the Critical Content and Key Skills sections
 
Inquiry Questions (Engaging‐Debatable):
  • What would the impact be on our community if there were no boundaries?
  • What if we had no geographic tools? (SS09‐GR.1‐S.2‐GLE 1‐IQ.2)
  • What would happen to our community if (specific local natural resource and/or physical feature) was no longer available or was replaced by (specific
    non‐native natural resource and/or physical feature)?
Curriculum Guide, Units Social Studies
Where in the World Am I? - Grade 1 Social Studies - Unit 1

The SLVBOCES has "enhanced" this curriculum overview sample by prioritizing the Learning Objectives students should learn during this unit. They are prioritized "to help teachers know how much time they should be devoting to a sparticular objective. Learning objective prioroties are color coded as follows: red - most important, blue - next most important, and black - least critical.

Inquiry Questions (Engaging - Debatable):

  • What would the impact be on our community if there were no boundaries?
  • What if we had no geographic tools? (SS09-GR.1-S.2-GLE 1-IQ.2)
  • What would happen to our community if (specific local natural resource and/or physical feature) was no longer available or was replaced by (specific non-native natural resource and/or physical feature)?
Curriculum Guide, Units Social Studies
Where in the World Am I? - Grade 1 Social Studies - Unit 1

Inquiry Questions (Engaging- Debatable):

  • What would the impact be on our community if there were no boundaries?
  • What if we had no geographic tools? (SS09-GR.1-S.2-GLE 1-IQ.2)
  • What would happen to our community if (specific local natural resource and/or physical feature) was no longer available or was replaced by (specific non-native natural resource and/or physical feature)?
Curriculum Guide, Units Social Studies
Where Do Ideas Come From? - Grade 2 Visual Arts - Unit 2

Inquiry Questions (Engaging- Debatable):

  • Where do ideas come from? (VA09-GR.2-S.1-GLE.1) and (VA09-GR.2-S.2-GLE.1) and (VA09-GR.2-S.3-GLE.1) and (VA09-GR.2-S.4-GLE.1-EO.a,b,c)
  • Why would an artist keep a sketchbook
  • What is an idea?
Curriculum Guide, Units Visual Arts
What’s the Matter? - Solids and Liquids - Grade 1 Science - Unit 1

The SLVBOCES has "enhanced" this curriculum overview sample by prioritizing the Learning Objectives students should learn during this unit. They are prioritized "to help teachers know how much time they should be devoting to a sparticular objective. Learning objective prioroties are color coded as follows: red - most important, blue - next most important, and black - least critical.

Inquiry Question  (Engaging - Debatable):

  • How are patterns detected when sorting solids and liquids? (SC09-GR.1-S.1-GLE.1;RA.2)
Curriculum Guide, Units Science
What’s My Number - Grade 4 Math - Unit 5

The SLVBOCES has "enhanced" this curriculum overview sample by prioritizing the Learning Objectives students should learn during this unit. They are prioritized "to help teachers know how much time they should be devoting to a sparticular objective. Learning objective prioroties are color coded as follows: red - most important, blue - next most important, and black - least critical.

Inquiry Questions (Engaging - Debatable):

  • Is there a decimal closest to one? Why? (MA10-GR.4-S.1-GLE.1-IQ.3)
  • Why isn’t there a “oneths” place in decimal fractions? (MA10-GR.4-S.1-GLE.1-IQ.1)
  • What would change if we used a base-8 number system? What would our numbers look like?
Curriculum Guide, Units Math
What’s My Number - Grade 4 Math - Unit 5

Inquiry Questions:

Is there a decimal closest to one? Why? (MA10-GR.4-S.1-GLE.1-IQ.3)
Why isn’t there a “oneths” place in decimal fractions? (MA10-GR.4-S.1-GLE.1-IQ.1)
What would change if we used a base-8 number system? What would our numbers look like?

Curriculum Guide, Units Math
What’s It Worth? - Grade 7 Social Studies - Unit 4

The SLVBOCES has "enhanced" this curriculum overview sample by prioritizing the Learning Objectives students should learn during this unit. They are prioritized "to help teachers know how much time they should be devoting to a sparticular objective. Learning objective prioroties are color coded as follows: red - most important, blue - next most important, and black - least critical.

  • How do your economic choices affect others? (SS09-GR.7-S.3-GLE.1-EO.b,d; RA.3)
  • How can economic choices encourage innovation?
  • How do you decide what to buy?
  • What trade-offs occur when the government encourages technological and scientific innovation? (SS09-GR.7-S.3-GLE.2-RA.2)*
Curriculum Guide, Units Social Studies
What’s in a Shape? - Grade 1 Math - Unit 1

The SLVBOCES has "enhanced" this curriculum overview sample by prioritizing the Learning Objectives students should learn during this unit. They are prioritized "to help teachers know how much time they should be devoting to a sparticular objective. Learning objective prioroties are color coded as follows: red - most important, blue - next most important, and black - least critical.Inquiry Questions (Engaging - Debatable):

  • Are all objects in the world made up of shapes? (MA10-GR.1-S.4-GLE.1-RA.1)
  • Why is it important to be fair when sharing something that you have divided?
Curriculum Guide, Units Math