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.
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Career & Technical Education, Comprehensive Health, Dance, Drama, Math, Music, Physical Education, Reading, Writing, and Communicating, Science, Social Studies, STEM, Visual Arts, World Languages
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
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 - 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 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 do I want to be when I grow up? - World Languages Intermediate Mid - Unit 2

Inquiry Questions (Engaging- Debatable):

  • How do I get the job I want?
Curriculum Guide, Units World Languages
What Do You See and Hear? - Grade 1 Dance - Unit 1

Inquiry Questions (Engaging- Debatable):

  • How do your feelings help you to move? 
  • Where do movement ideas come from?
  • What do the sounds in the movement of a particular dance look like?
  • Why is sound and music important to a dance?
  • Why is it important to watch respectfully during a live dance performance?
Curriculum Guide, Units Dance
What Does 10 Have to Do with 1000? - Grade 2 Math - Unit 4

Inquiry Questions:

How can 10 be both ten and one?
What would happen if there were no such thing as place value? (MA10-GR.2-S.1-GLE.1-RA.2; N.1)

Curriculum Guide, Units Math
What Does 10 Have to Do with 1000? - Grade 2 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 Questions (Engaging - Debatable):

  • How can 10 be both ten and one?
  • What would happen if there were no such thing as place value? (MA10-GR.2-S.1-GLE.1-RA.2; N.1)
Curriculum Guide, Units Math
What does 10 have to do with 1000? - Grade 2 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):
  • How can 10 be both ten and one?
  • What would happen if there were no such thing as place value? (MA10‐GR.2‐S.1‐GLE.1‐RA.2; N.1)
Curriculum Guide, Units Math
What Goes Around - Geometry - 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 Questions (Engaging - Debatable):

  • Do perfect circles naturally occur in the physical world? If so, how do we model them? (MA10-GR.HS-S.4-GLE.2-IQ.4)
  • Why are circles at the foundation of constructions?
Curriculum Guide, Units Math
What Goes Around - High School Geometry - 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 perfect circles naturally occur in the physical world? If so, how do we model them? (MA10‐GR.HS‐S.4‐GLE.2‐IQ.4)
  • Why are circles at the foundation of constructions?
Curriculum Guide, Units Math
What Goes Up Must Come Down - Integrated Math II - 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 Question (Engaging - Debatable):

  • How do symbolic transformations of a function affect the graph of the function? (MA10-GR.HS-S.2-GLE.1-IQ.8)
Curriculum Guide, Units Math
What Happened? - Kindergarten Social Studies - Unit 4

Inquiry Questions (Engaging- Debatable):

  • Why is it important to know the order of events? (SS09-GR.K-S.1-GLE.2-EO.a; RA.1)
  • What are the most important events in your life, so far? (SS09-GR.K-S.1-GLE.1-EO.a)
  • What do you think your day looked like when you were two? How does that day compare to now? What do you think your day will look like in first grade? (SS09-GR.K-S.1-GLE.2-EO.b) and (SS09-GR.K-S.1-GLE.2- IQ.2, 3, 4)
  • Why do we tell different stories about the same event? (SS09-GR.K-S.1-GLE.1-EO.b; RA.1)
Curriculum Guide, Units Social Studies
What Happened? - Kindergarten Social Studies - 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 Questions (Engaging - Debatable):

  • Why is it important to know the order of events? (SS09-GR.K-S.1-GLE.2-EO.a; RA.1)
  • What are the most important events in your life, so far? (SS09-GR.K-S.1-GLE.1-EO.a)
  • What do you think your day looked like when you were two? How does that day compare to now? What do you think your day will look like in first grade? (SS09-GR.K-S.1-GLE.2-EO.b) and (SS09-GR.K-S.1-GLE.2- IQ.2, 3, 4)
  • Why do we tell different stories about the same event? (SS09-GR.K-S.1-GLE.1-EO.b; RA.1)
Curriculum Guide, Units Social Studies