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Building a Song - Grade 5 Music - Unit 2

Inquiry Questions (Engaging- Debatable):

  • Why do people compose music? (MU09-GR.5-S.1-GLE.2,3) and (MU09-GR.5-S.2-GLE.2-EO.a,b) and (MU09-GR.5-S.3-GLE.3) and (MU09-GR.5-S.4- GLE.1,2)
  • How does culture influence creation?
  • What tools do composers need to create an effective composition?
Curriculum Guide, Units Music Colorado's Sample Instructional Units Resource Bank
Building Block Numbers Lesson Plan Math South Central BOCES
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 Colorado's Sample Instructional Units Resource Bank
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 San Luis Valley BOCES Assessments, San Luis Valley BOCES Resources
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 Rangely School District/RBBOCES
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 Colorado's Sample Instructional Units Resource Bank
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 San Luis Valley BOCES Assessments, San Luis Valley BOCES Resources
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 Rangely School District/RBBOCES
Building Relationships- Improving School Climate Lesson Plan Career & Technical Education, Math, Reading, Writing, and Communicating, Social Studies, STEM Colorado's Sample Instructional Units Resource Bank, Read 4 Health
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 Colorado's Sample Instructional Units Resource Bank
Building Your Body - Grade 1 PE - Unit 4

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 Colorado's Sample Instructional Units Resource Bank
Camtasia Studio

Software for screen capture

Tech Smith website
Professional Development SCBOCES Trainer of Trainers
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 Rangely School District/RBBOCES
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 Colorado's Sample Instructional Units Resource Bank
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 San Luis Valley BOCES Assessments, San Luis Valley BOCES Resources