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
What Makes Music? - High School Music - Unit 1 (Academic)

Inquiry Questions (Engaging- Debatable):

  • When looking at the community, how, when, and why is music used? (MU09-GR.HSGP-S.1-GLE.2) and (MU09-GR.HSGP-S.2-GLE.1) and (MU09- GR.HSGP-S.3-GLE.1-EO.a) and (MU09-GR.HSGP-S.4-GLE.2)
  • How do musicians learn to choose pitches and rhythms that are appropriate for a given harmonic progression?
  • Why is it important to understand the use of the different elements of music?
  • What kinds of opportunities available for amateur musicians in communities?
  • Why is it important to have systems for writing music?
  • Where can you find opportunities to use musical skills in life?
Curriculum Guide, Units Music
What is Epilepsy?: A Read4Health lesson plan Read4Health Book: Becky the Brave: A Story About Epilepsy Lesson Plan Comprehensive Health, Reading, Writing, and Communicating
What is Diabetes?: A Read4Health Lesson Plan Read4Health Book: The Great Katie Kate Discusses Diabetes Lesson Plan Comprehensive Health, Reading, Writing, and Communicating
What is a Bully?: A Read4Health Lesson Plan Comprehensive Health, Reading, Writing, and Communicating
What Happened? - Kindergarten 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):
  • Why is it important to know the order of events? (SS09‐GR.K‐S.1‐GLE.2‐EO.a; RA.1)
  • What are the most important events in your life, so far? (SS09‐GR.K‐S.1‐GLE.1‐EO.a)
  • What do you think your day looked like when you were two? How does that day compare to now? What do you think your day will look like in first
    grade? (SS09‐GR.K‐S.1‐GLE.2‐EO.b) and (SS09‐GR.K‐S.1‐GLE.2‐ IQ.2, 3, 4)
  • Why do we tell different stories about the same event? (SS09‐GR.K‐S.1‐GLE.1‐EO.b; RA.1)

 

Curriculum Guide, Units Social Studies
What Happened? - Kindergarten 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):

  • Why is it important to know the order of events? (SS09-GR.K-S.1-GLE.2-EO.a; RA.1)
  • What are the most important events in your life, so far? (SS09-GR.K-S.1-GLE.1-EO.a)
  • What do you think your day looked like when you were two? How does that day compare to now? What do you think your day will look like in first grade? (SS09-GR.K-S.1-GLE.2-EO.b) and (SS09-GR.K-S.1-GLE.2- IQ.2, 3, 4)
  • Why do we tell different stories about the same event? (SS09-GR.K-S.1-GLE.1-EO.b; RA.1)
Curriculum Guide, Units Social Studies
What Happened? - Kindergarten Social Studies - Unit 4

Inquiry Questions (Engaging- Debatable):

  • Why is it important to know the order of events? (SS09-GR.K-S.1-GLE.2-EO.a; RA.1)
  • What are the most important events in your life, so far? (SS09-GR.K-S.1-GLE.1-EO.a)
  • What do you think your day looked like when you were two? How does that day compare to now? What do you think your day will look like in first grade? (SS09-GR.K-S.1-GLE.2-EO.b) and (SS09-GR.K-S.1-GLE.2- IQ.2, 3, 4)
  • Why do we tell different stories about the same event? (SS09-GR.K-S.1-GLE.1-EO.b; RA.1)
Curriculum Guide, Units Social Studies
What Goes Up Must Come Down - Integrated Math II - Unit 2

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 do symbolic transformations of a function affect the graph of the function? (MA10-GR.HS-S.2-GLE.1-IQ.8)
Curriculum Guide, Units Math
What Goes Around - High School Geometry - 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):

  • Do perfect circles naturally occur in the physical world? If so, how do we model them? (MA10‐GR.HS‐S.4‐GLE.2‐IQ.4)
  • Why are circles at the foundation of constructions?
Curriculum Guide, Units Math
What Goes Around - Geometry - 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):

  • Do perfect circles naturally occur in the physical world? If so, how do we model them? (MA10-GR.HS-S.4-GLE.2-IQ.4)
  • Why are circles at the foundation of constructions?
Curriculum Guide, Units Math
What does 10 have to do with 1000? - Grade 2 Math - 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 can 10 be both ten and one?
  • What would happen if there were no such thing as place value? (MA10‐GR.2‐S.1‐GLE.1‐RA.2; N.1)
Curriculum Guide, Units Math
What Does 10 Have to Do with 1000? - Grade 2 Math - 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 can 10 be both ten and one?
  • What would happen if there were no such thing as place value? (MA10-GR.2-S.1-GLE.1-RA.2; N.1)
Curriculum Guide, Units Math
What Does 10 Have to Do with 1000? - Grade 2 Math - Unit 4

Inquiry Questions:

How can 10 be both ten and one?
What would happen if there were no such thing as place value? (MA10-GR.2-S.1-GLE.1-RA.2; N.1)

Curriculum Guide, Units Math
What Do You See and Hear? - Grade 1 Dance - Unit 1

Inquiry Questions (Engaging- Debatable):

  • How do your feelings help you to move? 
  • Where do movement ideas come from?
  • What do the sounds in the movement of a particular dance look like?
  • Why is sound and music important to a dance?
  • Why is it important to watch respectfully during a live dance performance?
Curriculum Guide, Units Dance
What do I want to be when I grow up? - World Languages Intermediate Mid - Unit 2

Inquiry Questions (Engaging- Debatable):

  • How do I get the job I want?
Curriculum Guide, Units World Languages