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
We the People - High School (Civics) Social Studies - Unit 4

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
We Have Feelings: A Read4Health Lesson Plan Read4Health Book: I Have Feelings. by: Jana Novotny Hunter Lesson Plan Comprehensive Health, Reading, Writing, and Communicating
We Are Family! - World Languages Novice Mid - Grade 6

Inquiry Questions (Engaging- Debatable):

  • How does my family affect who I am or who I become?
Curriculum Guide, Units World Languages
We All Need To Communicate - Grade 6 Health - Instructional Unit 1

Enhanced and Updated - October 2015 - 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 do people’s perspectives vary about which emotions and behaviors are considered “normal”? (CH09-GR.6-S.3-GLE.1-EO.a,b;IQ.4)
  • What if behaviors were determined only by emotions? (CH09-GR.6-S.3-GLE.1-EO.a,b)
  • How can a person control their feelings? (CH09-GR.6-S.3-GLE.1-EO.c;IQ.2)
  • How can the way kids communicate feelings hurt others? (CH09-GR.6-S.3-GLE.1-EO.c;IQ.3)
  • Are mental health problems as real or valid as other health problems? (CH09-GR.6-S.3-GLE.1;IQ.3)
Curriculum Guide, Units Comprehensive Health
Ways of Walking - Kindergarten Dance - Unit 1

Inquiry Questions (Engaging- Debatable):

  • How many different ways can you travel through space? 
  • How do you know what is happening in a dance?
  • What does movement say?
Curriculum Guide, Units Dance
Ways of Seeing: The Power of Visual Literacy - Grade 7 Visual Arts - 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):

  • Should one consider the origins of a particular image as well as the intended audience? Why? (VA09-GR.7-S.1-GLE.1,2,3) and (VA09-GR.7-S.2-GLE.1,2) and (VA09-GR.7-S.4-GLE.2)
  • Why can some works of art be considered dangerous? Does art always tell the truth? Explain.
  • Why does one need to learn about visual literacy?
Curriculum Guide, Units Visual Arts
Water, Water Everywhere* - Grade 6 Science - 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 Questions (Engaging - Debatable):

  • How do daily decisions impact the quality of water in the water cycle?
  • Would a new “visitor” to Earth see five oceans or only one?
  • Why is water an essential substance for supporting life?
  • How would life be different if all matter had the same density?

* 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." Solar System Instructional Unit and Unit Storyboard

Curriculum Guide, Units Science
Water, Water Everywhere - Grade 6 Science - Unit 2 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 do daily decisions impact the quality of water in the water cycle?
  • Would a new “visitor” to Earth see five oceans or only one?
  • Why is water an essential substance for supporting life?
  • How would life be different if all matter had the same density?
Curriculum Guide, Units Science
Water, Water Everywhere - Grade 6 Science - 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.

Inquiry Questions (Engaging- Debatable):

  • How do daily decisions impact the quality of water in the water cycle?
  • Would a new “visitor” to Earth see five oceans or only one?
  • Why is water an essential substance for supporting life?
  • How would life be different if all matter had the same density?

Standards and Grade Level Expectations Addressed in this Unit

  • SC09-GR.6-S.1-GLE.3
  • SC09-GR.6-S.1-GLE.4
  • SC09-GR.6-S.3-GLE.2
Curriculum Guide, Units Science
War & Peace - High School U.S. History - 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):

  • What circumstances lead United States to war and are they ever justified?
  • What is the importance of compromise in American government? (SS09‐GR.HS‐S.4‐GLE.2‐EO.c)
  • How is the exchange of ideas an important aspect of a democratic society? (SS09‐GR.HS‐S.4‐GLE.2‐EO.c)

 

Curriculum Guide, Units Social Studies
War & Peace - High School (US History) Social Studies - Unit 3

Enhanced and Updated - November, 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):

  • What circumstances lead United States to war and are they ever justified?
  • What is the importance of compromise in American government? (SS09-GR.HS-S.4-GLE.2-EO.c)
  • How is the exchange of ideas an important aspect of a democratic society? (SS09-GR.HS-S.4-GLE.2-EO.c)
Curriculum Guide, Units Social Studies
Walk the Line* - Grade 8 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 Question (Engaging - Debatable):

  • Why do some problems have no solution? (MA10-GR8-S.2-GLE.3)

* 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." Walk the Line Instructional Unit and Unit Storyboard

Curriculum Guide, Units Math
Walk the Line - Grade 8 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):
  • Why do some problems have no solution? (MA10-GR8-S.2-GLE.3)
Curriculum Guide, Units Math
Walk the Line - Grade 8 Math - 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):

Why do some problems have no solution? (MA10-GR8-S.2-GLE.3)

Curriculum Guide, Units Math
Wabi-Sabi - High School Visual Arts - Unit 2

Inquiry Questions (Engaging- Debatable):

  • In what way might cultural aesthetics influence how objects are created? (VA09-Gr.HS-S.1-GLE.1,2,3) and (VA09-Gr.HS- S.2-GLE.1,2,3) and (VA09- Gr.HS-S.3-GLE.1,2,3) and (VA09-Gr.HS-S.4-GLE.1,2,3)
  • In art, what does it mean when something is beautiful?
Curriculum Guide, Units Visual Arts