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
Algebra II Units - ECBOCES

Nine Algebra II units covering: Functions, Equations & Graphs, Systems of Equations & Inequalities, Quadratics, Polynomials, Radical Functions, Exponential & Logarithmic Functions & Equations, Rational Equations, Expressions & Inequalities, Trigonometric Functions, and Drawing Inferences & Conclusions From Data

Download the Zip files below to access the units and resources

Curriculum Guide, Lesson Plan, Units Math
All People Have Feelings: A Read4Health Lesson Plan Read4Health Book: A Little Book About Feelings by Abbie Schiller Lesson Plan Comprehensive Health, Reading, Writing, and Communicating
All Systems Go - Algebra I - Unit 6

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 you determine when a hybrid car would pay for itself in gas savings compared to a less expensive conventional car? (MA10-GR.HS-S.2-GLE.4- EO.d)
Curriculum Guide, Units Math
All Systems Go - High School Algebra I - Unit 6 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 you determine when a hybrid car would pay for itself in gas savings compared to a less expensive conventional car? (MA10‐GR.HS‐S.2‐GLE.4‐
    EO.d)
Curriculum Guide, Units Math
All Systems Go - Integrated Math I - 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 Question (Engaging - Debatable):

  • How do you determine when a hybrid car would pay for itself in gas savings compared to a less expensive conventional car? (MA10-GR.HS-S.2-GLE.4- EO.a)
Curriculum Guide, Units Math
Allergy Alert!: A Read4Health Lesson Plan Lesson Plan Comprehensive Health, Reading, Writing, and Communicating
An Exploration of the Crucible through Seventeenth Century

Companion for reading the Crucible. See- The Exploration of the Crucible - This site provides companion activities for each act of the Crucible.  It provides high interest activities for each act of the play.  It also provides a great background of the Arthur Miller inspiration to the creation of the play.

The Exploration of the Crucible
Drama, Reading, Writing, and Communicating, Social Studies
Analysis of Performance - Grade 7 PE - Unit 3

Inquiry Questions (Engaging- Debatable):

  • When would it be most effective to learn a skill in parts? (PE09-GR.7-S.1-GLE.1-EO.a; IQ.4; RA.1,2; N.4)
  • How does increasing the number of players in a game affect the outcome? (PE09-GR.7-S.3-GLE.2-EO.b,c; IQ.5; RA.4; N.1)
Curriculum Guide, Units Physical Education
Anatomical Kinesiology and Physiology for Ballet Dancers - High School (Extended Pathway) - Intermediate Ballet Unit

Inquiry Questions (Engaging- Debatable):

  • How can basic technique in one dance form improve with the study of multiple dance forms? 
  • What must a dancer do to properly prepare for a performance?
  • How do underlying structures unconsciously guide the creation of dance works?

 

Curriculum Guide, Units Dance
Anatomy of Dancers - High School (Fundamental Pathway) - Beginning Ballet Unit

Inquiry Questions (Engaging- Debatable):

  • How does maintaining a strong center support arm and leg extension? 
  • In what ways does a dancer make informed choices about his or her health and wellness that may be different from a non-dancer?
  • How does a dancer’s expression of space/time/and energy change as his or her technical abilities increase?
  • What is the connection between dance and science?
Curriculum Guide, Units Dance
Ancient Denvers (Geological History of Colorado)

Geological Timescale Which Displays Colorado's Geological History and Changing Climate (7th Grade Earth Science: Earth History, Fossils, Climate Change)

Ancient Denvers
Technology Integration Science
Architecture - Grade 3 Visual Arts - 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.

This unit is referenced in this integrated (Social Studies/Visual Arts) unit: State Your Claim with an Architectural Twist.

Inquiry Questions (Engaging- Debatable):

  • How does architecture influence the human experience? (VA09-GR.3-S.1-GLE.1,2) and (VA09-GR.3-S.2-GLE.2-EO.b) and (VA09-GR.3-S.4-GLE.1,2)
  • How does the human experience influence architecture?
  • How does the environment influence architecture?
Curriculum Guide, Units Visual Arts
Are We There Yet? - High School (Geography) Social Studies - Unit 3

Inquiry Questions (Engaging- Debatable):

  • Does the movement of people, goods and ideas need to be regulated?
  • What predictions can be made about human migration patterns? (SS09-GR.HS-S.2-GLE.3-EO.f)
  • Why do people move from place to place?
Curriculum Guide, Units Social Studies
Are We There Yet? - High School Geography - 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):

  • Does the movement of people, goods and ideas need to be regulated?
  • What predictions can be made about human migration patterns? (SS09‐GR.HS‐S.2‐GLE.3‐EO.f)
  • Why do people move from place to place?
Curriculum Guide, Units Social Studies
Are You Odd or Even? - Grade 2 Math - 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:

What is the best way (s) to add and subtract numbers? (MA10-GR.2-S.1-GLE.2-N.1)
What makes a strategy efficient?

Curriculum Guide, Units Math