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
Characteristics and Properties of Organisms and Objects* - Kindergarten 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):

  • 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)

* 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." Characteristics and Properties of Organisms and Objects Instructional Unit and Unit Storyboard

Curriculum Guide, Units Science
Characteristics of Matter - High School Physical Science - Unit 2

Inquiry Questions (Engaging- Debatable):

  • How would the structure and possibly the function of a periodic table change if it were to be created for the first time today?
  • How has modern technology changed the model of the atom?
  • If elements combined randomly, without any patterns, what would the implications be for the structure of the universe?
  • What are the philosophical implications of the “cloud model” of an atom?
  • How are patterns in nature represented in patterns found in the periodic table?
Curriculum Guide, Units Science
Characteristics of Matter - High School Physical Science - 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):

  • How would the structure and possibly the function of a periodic table change if it were to be created for the first time today?
  • How has modern technology changed the model of the atom?
  • If elements combined randomly, without any patterns, what would the implications be for the structure of the universe?
  • What are the philosophical implications of the “cloud model” of an atom?
  • How are patterns in nature represented in patterns found in the periodic table?
Curriculum Guide, Units Science
Characteristicvs of Organisms (Jessica Schmidt)

CO State Standard-  2. Life Science
1. Organisms can be described and sorted by their physical characteristics

Lesson Plan Science
Chemical and Nuclear Reactions - High School Physical Science - Unit 3

Inquiry Questions (Engaging- Debatable):

  • How has man’s ability to control chain reactions transformed the shape of society?
  • What are the social and political consequences of Einstein’s assertion that mass and energy are equivalent?
  • What might be the geopolitical consequences as rare earth metals are transformed or depleted?
Curriculum Guide, Units Science
Chemical and Nuclear Reactions - High School Physical 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):

  • How has man’s ability to control chain reactions transformed the shape of society?
  • What are the social and political consequences of Einstein’s assertion that mass and energy are equivalent?
  • What might be the geopolitical consequences as rare earth metals are transformed or depleted?
Curriculum Guide, Units Science
Chemical Bonding - High School Chemistry - Unit 2

High School Chemistry Unit

Inquiry Questions (Engaging- Debatable):

  • How do a variety of substances we encounter every day interact and/or change?
Curriculum Guide, Units Science
Chemical Bonding - High School Chemistry - 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):

  • How do a variety of substances we encounter every day interact and/or change?
Curriculum Guide, Units Science
Chemical Reactions - High School Chemistry - 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):
  • If matter can’t be created or destroyed, why are we running out of resources? (SC09‐GR.HS‐S.1‐GLE.3‐EO.d)
  • Why are compounds limited in living systems? (SC09‐GR.HS‐S.1‐GLE.3‐EO.c,d)
  • How are medicines related to chemical reactions? (SC09‐GR.HS‐S.1‐GLE.3‐EO.a,b,c)
  • What are positive and negative effects of chemical reactions? (SC09‐GR.HS‐S.1‐GLE.3;RA.1,2)
Curriculum Guide, Units Science
Chemical Reactions - High School Chemistry- 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.

High School Chemistry Unit

Inquiry Questions (Engaging- Debatable):

  • If matter can’t be created or destroyed, why are we running out of resources? (SC09-GR.HS-S.1-GLE.3-EO.d)
  • Why are compounds limited in living systems? (SC09-GR.HS-S.1-GLE.3-EO.c,d)
  • How are medicines related to chemical reactions? (SC09-GR.HS-S.1-GLE.3-EO.a,b,c)
  • What are positive and negative effects of chemical reactions? (SC09-GR.HS-S.1-GLE.3;RA.1,2)
Curriculum Guide, Units Science
Choices & Consequences - Grade 4 Social Studies - Instructional Unit 3

Enhanced and Updated - June 23, 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):

  • Where does the state government get its money? (SS09-GR.4-S.4-GLE.2-EO.c)
  • What should a citizenry expect from its government?
  • What should a citizenry contribute to its government?
Curriculum Guide, Units Social Studies
Choices & Consequences - Grade 4 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):

  • Where does the state government get its money? (SS09-GR.4-S.4-GLE.2-EO.c)
  • What should a citizenry expect from its government?
  • What should a citizenry contribute to its government?
Curriculum Guide, Units Social Studies
Choices & Consequences - Grade 4 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):
  • Where does the state government get its money? (SS09‐GR.4‐S.4‐GLE.2‐EO.c)
  • What should a citizenry expect from its government?
  • What should a citizenry contribute to its government?
Curriculum Guide, Units Social Studies
Choices Oh Choices: A Read4Health Lesson Plan Lesson Plan Comprehensive Health, Reading, Writing, and Communicating
Climate Change: CO2 Impact on Climate

The purpose of this unit is to teach students about climate change and the impact increased CO2 levels have on global warming as well as hold students accountable for their own contribution to the problem.

Lesson Plan Science