# 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
What's The Matter? - Solids and Liquids - Grade 1 Science - Unit 1

Inquiry Questions (Engaging- Debatable): How are patterns detected when sorting solids and liquids? (SC09-GR.1-S.1-GLE.1;RA.2)

Curriculum Guide, Units Science
What's the Matter? - Solids and Liquids - Grade 1 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 are patterns detected when sorting solids and liquids? (SC09‐GR.1‐S.1‐GLE.1;RA.2)
Curriculum Guide, Units Science
What’s Faster than Counting? - Grade 1 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 are addition and subtracted related? (MA10-GR.1-S.1-GLE.2-IQ.3)
• How can addition be used to solve a subtraction problem?
Curriculum Guide, Units Math
What’s Faster than Counting? - Grade 1 Math - Unit 4

Inquiry Questions:

How are addition and subtracted related? (MA10-GR.1-S.1-GLE.2-IQ.3)

How can addition be used to solve a subtraction problem?

Curriculum Guide, Units Math
What’s in a Shape? - Grade 1 Math - Unit 1

Inquiry Questions:

Are all objects in the world made up of shapes? (MA10-GR.1-S.4-GLE.1-RA.1)

Why is it important to be fair when sharing something that you have divided?

Curriculum Guide, Units Math
What’s in a Shape? - Grade 1 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):

• Are all objects in the world made up of shapes? (MA10-GR.1-S.4-GLE.1-RA.1)
• Why is it important to be fair when sharing something that you have divided?
Curriculum Guide, Units Math
What’s It Worth? - Grade 7 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.

• How do your economic choices affect others? (SS09-GR.7-S.3-GLE.1-EO.b,d; RA.3)
• How can economic choices encourage innovation?
• How do you decide what to buy?
• What trade-offs occur when the government encourages technological and scientific innovation? (SS09-GR.7-S.3-GLE.2-RA.2)*
Curriculum Guide, Units Social Studies
What’s My Number - Grade 4 Math - Unit 5

Inquiry Questions:

Is there a decimal closest to one? Why? (MA10-GR.4-S.1-GLE.1-IQ.3)
Why isn’t there a “oneths” place in decimal fractions? (MA10-GR.4-S.1-GLE.1-IQ.1)
What would change if we used a base-8 number system? What would our numbers look like?

Curriculum Guide, Units Math
What’s My Number - Grade 4 Math - Unit 5

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 decimal closest to one? Why? (MA10-GR.4-S.1-GLE.1-IQ.3)
• Why isn’t there a “oneths” place in decimal fractions? (MA10-GR.4-S.1-GLE.1-IQ.1)
• What would change if we used a base-8 number system? What would our numbers look like?
Curriculum Guide, Units Math
What’s the Matter? - Solids and Liquids - Grade 1 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 Question  (Engaging - Debatable):

• How are patterns detected when sorting solids and liquids? (SC09-GR.1-S.1-GLE.1;RA.2)
Curriculum Guide, Units Science
Where Do Ideas Come From? - Grade 2 Visual Arts - Unit 2

Inquiry Questions (Engaging- Debatable):

• Where do ideas come from? (VA09-GR.2-S.1-GLE.1) and (VA09-GR.2-S.2-GLE.1) and (VA09-GR.2-S.3-GLE.1) and (VA09-GR.2-S.4-GLE.1-EO.a,b,c)
• Why would an artist keep a sketchbook
• What is an idea?
Curriculum Guide, Units Visual Arts
Where in the World Am I? - Grade 1 Social Studies - Unit 1

Inquiry Questions (Engaging- Debatable):

• What would the impact be on our community if there were no boundaries?
• What if we had no geographic tools? (SS09-GR.1-S.2-GLE 1-IQ.2)
• What would happen to our community if (specific local natural resource and/or physical feature) was no longer available or was replaced by (specific non-native natural resource and/or physical feature)?
Curriculum Guide, Units Social Studies
Where in the World Am I? - Grade 1 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.

Inquiry Questions (Engaging - Debatable):

• What would the impact be on our community if there were no boundaries?
• What if we had no geographic tools? (SS09-GR.1-S.2-GLE 1-IQ.2)
• What would happen to our community if (specific local natural resource and/or physical feature) was no longer available or was replaced by (specific non-native natural resource and/or physical feature)?
Curriculum Guide, Units Social Studies
Where in the World Am I? - Grade 1 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):
• What would the impact be on our community if there were no boundaries?
• What if we had no geographic tools? (SS09‐GR.1‐S.2‐GLE 1‐IQ.2)
• What would happen to our community if (specific local natural resource and/or physical feature) was no longer available or was replaced by (specific
non‐native natural resource and/or physical feature)?
Curriculum Guide, Units Social Studies
White Socks Only: A Read4Health Lesson Plan Read4Health Book: White Socks Only by Evelyn Coleman Comprehensive Health, Reading, Writing, and Communicating, Social Studies