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 Do I See? - Kindergarten Visual Arts - Instructional Unit 2

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.

This instructional unit is referenced in the following integrated (Math/Visual Arts) unit: Shapes Detectives.

Inquiry Questions (Engaging- Debatable):

  • Why do things look different out the window of your house at night vs. during the day? When it rains? When it snows? In the fall? In the spring? (VA09-GR.k-S.1-GLE.1,2) and (VA09-GR.k-S.3-GLE.1-EO.a,b,c,d) and (VA09-GR.k-S.4-GLE.1-EO. a, d)
  • Can artists create under, over, beneath, around, inside?
  • Why do we see things differently?
Curriculum Guide, Units Visual Arts
What Did They Leave Behind?* - Grade 6 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.

  • How are a society’s beliefs and ideals influenced by its historical roots?
  • How are artifacts (such as ….) be used to tell a story? What story might your possessions tell about you? (SS09-GR.6-S.1-GLE.1-EO.b)
  • Why do we care about the past?

* 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." What Did They Leave Behind? Instructional Unit and Unit Storyboard

Curriculum Guide, Units Social Studies
What Did They Leave Behind? - Grade 6 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):

  • How are a society’s beliefs and ideals influenced by its historical roots?
  • How are artifacts (such as ….) be used to tell a story? What story might your possessions tell about you? (SS09‐GR.6‐S.1‐GLE.1‐EO.b)
  • Why do we care about the past?
Curriculum Guide, Units Social Studies
What Did They Leave Behind? - Grade 6 Social Studies - 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 are a society’s beliefs and ideals influenced by its historical roots?
  • How are artifacts (such as ….) be used to tell a story? What story might your possessions tell about you? (SS09-GR.6-S.1-GLE.1-EO.b)
  • Why do we care about the past?
Curriculum Guide, Units Social Studies
WeVideo Website

http://www.wevideo.com

WeVideo
Career & Technical Education, Comprehensive Health, Dance, Drama, Math, Music, Physical Education, Reading, Writing, and Communicating, Science, Social Studies, STEM, Visual Arts, World Languages
WeVideo Colorado Digital Storytelling Project Proposal Career & Technical Education, Comprehensive Health, Dance, Drama, Math, Music, Physical Education, Reading, Writing, and Communicating, Science, Social Studies, STEM, Visual Arts, World Languages
Welcome to K-5 Math Teaching Resources!

This site provides an extensive collection of free resources, math games, and hands-on math activities aligned with the Common Core State Standards for Mathematics.

K-5 Math Teaching Resources
Extension Activities, Games and Simulations, Manipulatives and Models Math
Weight Loss

Some experts estimate that 10% to 25% of teenagers and 20% to 50% of adults have a weight problem. It's ironic that North Americans are heavier than ever despite the increasing focus over the past few decades on weight loss, exercise and reduced fat intake. For most people, diets mean denial and deprivation – and therefore cause overeating once the diet is stopped.

Weight Loss
Interdisciplinary Activity Comprehensive Health, Dance, Drama, Math, Music, Physical Education, Reading, Writing, and Communicating, Science, Social Studies, STEM, Visual Arts, World Languages
Weather or Not - Grade 5 Science - Unit 5 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 has accurate weather prediction allowed for the advancement of society? (SC09‐GR.5‐S3‐GLE.3)
Curriculum Guide, Units Science
Weather or Not - Grade 5 Science - 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 Question (Engaging - Debatable):

  • How has accurate weather prediction allowed for the advancement of society? (SC09-GR.5-S3-GLE.3)
Curriculum Guide, Units Science
Weather or Not - Grade 5 Science - Unit 5

Inquiry Questions (Engaging- Debatable): 

  • How has accurate weather prediction allowed for the advancement of society? (SC09-GR.5-S3-GLE.3)
Curriculum Guide, Units Science
Weather and Seasons* - Grade 2 Science - Unit 3

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 would the seasons be different in different hemispheres?
  • How do weather and changing seasons impact the behavior and/or physical characteristics of plants and animals?

* 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." Weather and Seasons Instructional Unit and Unit Storyboard

Curriculum Guide, Units Science
Weather and Seasons - Grade 2 Science - Unit 3 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 would the seasons be different in different hemispheres?
  • How do weather and changing seasons impact the behavior and/or physical characteristics of plants and animals?
Curriculum Guide, Units Science
Weather and Seasons - Grade 2 Science - Instructional Unit 3

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):

  • Why would the seasons be different in different hemispheres?
  • How do weather and changing seasons impact the behavior and/or physical characteristics of plants and animals?
Curriculum Guide, Units Science
We the People - High School Civics - 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 conflict, compromise, and consensus protect citizens’ rights in a democracy? (SS09‐GR.HS‐S.4‐GLE.2‐EO.c; IQ.3)
  • Can citizens ever have too much power? (SS09‐GR.HS‐S.4‐GLE.2‐EO.c; IQ.3; N.1)
  • What are the most important democratic ideals and practices? (SS09‐GR.HS‐S.4‐GLE.2‐EO.c; IQ.1)
  • Why should you participate in government? (SS09‐GR.HS‐S.4‐GLE.1‐IQ.5)
Curriculum Guide, Units Social Studies