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
Ch....Ch....Ch....Ch....Changes! - Grade 7 Social Studies - 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):

  • What are the societal benefits of continuity/stability? (SS09-GR.7-S.1-GLE.2-EO.b; IQ.1)
  • Who defines a “civilized” or “uncivilized” society? (SS09-GR.7-S.1-GLE.2-N.2,3)
  • How does technology affect the way we live?
Curriculum Guide, Units Social Studies
Ch...Ch...Ch...Ch...Changes! - Grade 7 Social Studies - 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 are the societal benefits of continuity/stability? (SS09‐GR.7‐S.1‐GLE.2‐EO.b; IQ.1)
  • Who defines a “civilized” or “uncivilized” society? (SS09‐GR.7‐S.1‐GLE.2‐N.2,3)
  • How does technology affect the way we live?
Curriculum Guide, Units Social Studies
Ch..Ch…Ch…Ch…Changes!* - Grade 7 Social Studies - 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.

  • What are the societal benefits of continuity/stability? (SS09-GR.7-S.1-GLE.2-EO.b; IQ.1)
  • Who defines a “civilized” or “uncivilized” society? (SS09-GR.7-S.1-GLE.2-N.2,3)
  • How does technology affect the way we live?

* 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." Ch..Ch…Ch…Ch…Changes! Instructional Unit and Unit Storyboard

Curriculum Guide, Units Social Studies
Change Happens - Grade 1 Social Studies - 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 does change occur? (SS09-GR.1-S.1-GLE.1-N.1)
  • Why does understanding change matter? (SS09-GR.1-S.1-GLE.1-IQ.1)
  • What if nothing ever changed?
Curriculum Guide, Units Social Studies
Change Happens - Grade 1 Social Studies - 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 does change occur? (SS09‐GR.1‐S.1‐GLE.1‐N.1)
  • Why does understanding change matter? (SS09‐GR.1‐S.1‐GLE.1‐IQ.1)
  • What if nothing ever changed?
Curriculum Guide, Units Social Studies
Change Happens* - Grade 1 Social Studies - 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 does change occur? (SS09-GR.1-S.1-GLE.1-N.1)
  • Why does understanding change matter? (SS09-GR.1-S.1-GLE.1-IQ.1)
  • What if nothing ever changed?

* 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." Change Happens Instructional Unit and Unit Storyboard

Curriculum Guide, Units Social Studies
Change Is a Comin' - High School (US History) Social Studies - 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):

  • What ideas and events have transformed American culture over time? (SS09-GR.HS-S.1-GLE.2-EO.f)
  • What circumstances encourage people to challenge power and authority?
  • Who holds power in American society?
Curriculum Guide, Units Social Studies
Change is Comin' - High School U.S. History - 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):

  • What ideas and events have transformed American culture over time? (SS09‐GR.HS‐S.1‐GLE.2‐EO.f)
  • What circumstances encourage people to challenge power and authority?
  • Who holds power in American society?
Curriculum Guide, Units Social Studies
Change Over Time - High School (Biology) Science - Unit 5

Inquiry Questions (Engaging- Debatable):

  • How can environmental change affect the human population?
  • How have humans affected extinction?
  • In what ways can humans evolve?
  • How are humans involved in controlling evolution?

 

Curriculum Guide, Units Science
Change Over Time - High School Biology - 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 can environmental change affect the human population?
  • How have humans affected extinction?
  • In what ways can humans evolve?
  • How are humans involved in controlling evolution?
Curriculum Guide, Units Science
Changing Environments - Grade 6 Science - Unit 1

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):

  • How do changes in one (population) affect balance in an ecosystem?
  • How would life / ecosystems be different if Earth’s surface did not change?
Curriculum Guide, Units Science
Changing Environments - Grade 6 Science - 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):

  • How do changes in one (population) affect balance in an ecosystem?
  • How would life / ecosystems be different if Earth’s surface did not change?
Curriculum Guide, Units Science
Changing Environments - Grade 6 Science - 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 do changes in one (population) affect balance in an ecosystem?
  • How would life / ecosystems be different if Earth’s surface did not change?
Curriculum Guide, Units Science
Characteristics and Properties of Organisms and Objects - Kindergarten Science - 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):

  • What would life be like if organisms had everything in common and there were no detectable patterns? (SC09-GR.K-S.2-GLE.1; IQ.1)
  • Why is there strength in diversity? (SC09-GR.K-S.2-GLE.1; IQ.2)
  • How do you decide which properties are most important when putting objects into groups?(SC09-GR.K-S.1-GLE.1; IQ.2)
Curriculum Guide, Units Science
Characteristics and Properties of Organisms and Objects - Kindergarten Science - 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):
  • What would life be like if organisms had everything in common and there were no detectable patterns? (SC09‐GR.K‐S.2‐GLE.1; IQ.1)
  • Why is there strength in diversity? (SC09‐GR.K‐S.2‐GLE.1; IQ.2)
  • How do you decide which properties are most important when putting objects into groups?(SC09‐GR.K‐S.1‐GLE.1; IQ.2)
Curriculum Guide, Units Science