# Resource Finder

## Welcome to the Colorado Professional Learning Network Database

##### 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.
Resource Overview Type Content Area
Building Block Numbers Lesson Plan Math
Building Block Numbers - Kindergarten Math - Unit 1

Inquiry Questions:

Is there a wrong way to count? (MA10-GR.K-S.1-GLE.1-IQ.2)

Why do we count things? (MA10-GR.K-S.1-GLE.1-IQ.1

Curriculum Guide, Units Math
Building Block Numbers - Kindergarten 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):

• Is there a wrong way to count? (MA10-GR.K-S.1-GLE.1-IQ.2)
• Why do we count things? (MA10-GR.K-S.1-GLE.1-IQ.1)
Curriculum Guide, Units Math
Building Block Numbers - Kindergarten Math - 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):
• Is there a wrong way to count? (MA10‐GR.K‐S.1‐GLE.1‐IQ.2)
• Why do we count things? (MA10‐GR.K‐S.1‐GLE.1‐IQ.1)
Curriculum Guide, Units Math
Building Blocks of Life - Grade 6 Science - Unit 3

Enhanced and Updated - December 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):

• Are space travel and the colonization of places like the moon or mars possible?
• Do the Laws of Physics apply constantly across the universe?
• How would the human body be affected by space travel?
• Is anything in the world not made of matter?
Curriculum Guide, Units Science
Building Blocks of Life - Grade 6 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):

• Are space travel and the colonization of places like the moon or mars possible?
• Do the Laws of Physics apply constantly across the universe?
• How would the human body be affected by space travel?
• Is anything in the world not made of matter?
Curriculum Guide, Units Science
Building Blocks of Life - Grade 6 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):

• Are space travel and the colonization of places like the moon or mars possible?
• Do the Laws of Physics apply constantly across the universe?
• How would the human body be affected by space travel?
• Is anything in the world not made of matter?
Curriculum Guide, Units Science
Building Relationships- Improving School Climate
Lesson Plan Career & Technical Education, Math, Reading, Writing, and Communicating, Social Studies, STEM
Building the Music - Grade 6 Music - Unit 2 (Performance)

Inquiry Questions (Engaging- Debatable):

• How can you make music when there is no printed music in front of you? (MU09-GR.6-S.2-GLE.1,2) and (MU09-GR.6-S.3-GLE.1,3) and (MU09-GR.6-S.4- GLE.1)
• How do compositional choices affect the final product? How could the process of composition and improvisation be described?
Curriculum Guide, Units Music

Inquiry Questions (Engaging- Debatable):

• Would you rather have strong arm and leg muscles, or a strong heart muscle? Why? (PE09-GR.1-S.2-GLE.1-EO.a,b,c,d; IQ.1; RA.1,2; N.2,3,4)
• How could you work on improving your muscular strength and endurance? (PE09-GR.1-S.2-GLE.1-EO.a,b,c,d; IQ.2; RA.1,2; N.2,3,4)
• Can one have muscular strength without muscular endurance? What about the other way around? Explain. (PE09-GR.1-S.2-GLE.1-EO.c,d; IQ.3; RA.2; N.1,2,3,4)
Curriculum Guide, Units Physical Education
Camtasia Studio

Software for screen capture

Tech Smith website
Professional Development
Can't We Just Get Along - Grade 5 RWC - 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 is conflict and resolution important in text?
• How can internal conflict impact external conflicts? (RWC10-GR.5-S2.GLE.1-EO.a-e) (RWC10-GR.5-S.2.GLE.1-EO.a-e)
Curriculum Guide, Units Reading, Writing, and Communicating
Can't We Just Get Along? - Grade 5 RWC - 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.

This instructional unit is referenced in the following integrated unit:  Conflicts and Resolutions (Health/Read, Write, Communicate).

Inquiry Questions (Engaging- Debatable):

• Why is conflict and resolution important in text?
• How can internal conflict impact external conflicts? (RWC10-GR.5-S2.GLE.1-EO.a-e) (RWC10-GR.5-S.2.GLE.1-EO.a-e)
Curriculum Guide, Units Reading, Writing, and Communicating
Can’t We Just Get Along?* - Grade 5 - Read, Write, Communicate - 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 is conflict and resolution important in text?
• How can internal conflict impact external conflicts? (RWC10-GR.5-S2.GLE.1-EO.a-e) (RWC10-GR.5-S.2.GLE.1-EO.a-e)

* 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." Can't We Just Get Along Instructional Unit and Unit Storyboard

Curriculum Guide, Units Reading, Writing, and Communicating
Cause and Effect - Grade 2 PE - Unit 2

This curriculum overview sample is referenced in the following integrated (Comprehensive Health/Physical Education) unit: Project Healthy Transformation.

Inquiry Questions (Engaging- Debatable):

• What are the advantages of instructor feedback over self- feedback? (PE09-GR.2-S.1-GLE.3 -EO. a,b; IQ. 4; N.2)
• When would peer feedback be inappropriate? (PE09-GR.2-S. 1-GLE.3 -EO. a,b; IQ. 4; N.2)
• When trying to improve skills, is it better to correct weaknesses or expand strengths. (PE09-GR.2-S. 1-GLE.3 -EO. a,b; IQ. 4; N.2)
• Why is it important to have self- feedback? (PE09-GR.2-S. 1-GLE.3 -EO. a,b; IQ. 4; N.2)
Curriculum Guide, Units Physical Education