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Resource	Overview	Type	Content Area	Group
Assessment Scoring Template	assessment_scoring_template.xls	Assessment	Career & Technical Education, Comprehensive Health, Dance, Drama, Math, Music, Physical Education, Reading, Writing, and Communicating, Science, Social Studies, STEM, Visual Arts, World Languages	NEBOCES CTT
Axle Annie and the Speed Grump: A Read4Health Lesson Plan	Read4Health Book: Axel Annie and the Speed Grump Robin Pulver Colorado's Child Restraint Laws Minutes for Kids - Seatbelt Safety	Lesson Plan	Comprehensive Health, Reading, Writing, and Communicating	Read 4 Health
Baby Steps: From Territory to Statehood - Grade 4 Social Studies - Unit 1	Inquiry Questions (Engaging- Debatable): Why do we have and why do we need states? (SS09-GR.4-S.1-GLE.1) What would Colorado be like without a state government? (SS09-GR.4-S.4-GLE.2-IQ.3) What role did geography play in the creation of Colorado? Whose perspectives do you hear in history? Baby Steps: From Territory to Statehood - Grade 4 Social Studies - Unit 1 Baby Steps: From Territory to Statehood - Grade 4 Social Studies - Unit 1	Curriculum Guide, Units	Social Studies	Colorado's Sample Instructional Units Resource Bank
Baby Steps: From Territory to Statehood - Grade 4 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): Why do we have and why do we need states? (SS09-GR.4-S.1-GLE.1) What would Colorado be like without a state government? (SS09-GR.4-S.4-GLE.2-IQ.3) What role did geography play in the creation of Colorado? Whose perspectives do you hear in history? SLV RT3 - Baby Steps Territory to Statehood - SS Unit 1 SLV RT3 - Baby Steps Territory to Statehood - SS Unit 1	Curriculum Guide, Units	Social Studies	San Luis Valley BOCES Assessments, San Luis Valley BOCES Resources
Baby Steps: From Territory to Statehood - Grade 4 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): Why do we have and why do we need states? (SS09‐GR.4‐S.1‐GLE.1) What would Colorado be like without a state government? (SS09‐GR.4‐S.4‐GLE.2‐IQ.3) What role did geography play in the creation of Colorado? Whose perspectives do you hear in history? Baby Steps: From Territory to Statehood - Grade 4 Social Studies - Unit 1 Enhanced	Curriculum Guide, Units	Social Studies	Rangely School District/RBBOCES
Back in the Day ... Primary Sources Come Alive - Grade 4 Drama - 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): Why is it important to research primary sources for dramatic portrayals? (DTA09-GR.4-S.1-GLE.1,2,3) and (DTA09-GR.4-S.2-GLE.1,2,3) and (DTA09- GR.4-S.3-GLE.1,2) When is it permissible to adapt primary source information for a dramatic portrayal? Back in the Day ... Primary Sources Come Alive - Grade 4 Drama - Instructional Unit 1 - March 31, 2014 Back in the Day ... Primary Sources Come Alive Unit Storyboard Back in the Day ... Primary Sources Come Alive - Grade 4 Drama - Instructional Unit 1 - March 31, 2014	Curriculum Guide, Units	Drama	Colorado's Sample Instructional Units Resource Bank
Back to the Future: Changes in Our Communities - Grade 2 Social Studies - Unit 2	Inquiry Questions (Engaging- Debatable): Why does the past matter? (SS09-GR.2-S.1-GLE.2-IQ.1, 2; RA.1) Should a community change? (SS09-GR.2-S.1-GLE.2- EO. b; IQ.2; N.1) Are traditions important? (SS09-GR.2-S.1-GLE.1-EO.e) and (SS09-GR.2-S.1-GLE.2-EO.c, e) Back to the Future: Changes in Our Communities - Grade 2 Social Studies - Unit 2 Back to the Future: Changes in Our Communities - Grade 2 Social Studies - Unit 2	Curriculum Guide, Units	Social Studies	Colorado's Sample Instructional Units Resource Bank
Back to the Future: Changes in Our Communities - Grade 2 Social Studies - 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 Questions (Engaging - Debatable): Why does the past matter? (SS09-GR.2-S.1-GLE.2-IQ.1, 2; RA.1) Should a community change? (SS09-GR.2-S.1-GLE.2- EO. b; IQ.2; N.1) Are traditions important? (SS09-GR.2-S.1-GLE.1-EO.e) and (SS09-GR.2-S.1-GLE.2-EO.c, e) SLV RT3 - Back to the Future - SS Unit 2 SLV RT3 - Back to the Future - SS Unit 2	Curriculum Guide, Units	Social Studies	San Luis Valley BOCES Assessments, San Luis Valley BOCES Resources
Back to the Future: Changes in Our Communities - Grade 2 Social Studies - 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): Why does the past matter? (SS09‐GR.2‐S.1‐GLE.2‐IQ.1, 2; RA.1) Should a community change? (SS09‐GR.2‐S.1‐GLE.2‐ EO. b; IQ.2; N.1) Are traditions important? (SS09‐GR.2‐S.1‐GLE.1‐EO.e) and (SS09‐GR.2‐S.1‐GLE.2‐EO.c, e) Back to the Future: Changes in our Communities - Grade 2 Social Studies - Unit 2 Enhanced	Curriculum Guide, Units	Social Studies	Rangely School District/RBBOCES
Ballet Composition - High School (Fundamental Pathway) - Beginning Ballet Unit	Inquiry Questions (Engaging- Debatable): How does one interpret music as a dancer? How does one decide what movements to keep and what to cut in a dance work? How could a traditional dance be adapted into a contemporary context? How is dance a “universal language?” Ballet Composition - High School (Fundamental Pathway) - Beginning Ballet Unit Ballet Composition - High School (Fundamental Pathway) - Beginning Ballet Unit	Curriculum Guide, Units	Dance	Colorado's Sample Instructional Units Resource Bank
Ballet Exploration, Choreography and Performance - High School (Extended Pathway) - Intermediate Ballet Unit	Inquiry Questions (Engaging- Debatable): How is it different to create a dance (ballet) for a solo compared to a dance for an ensemble? How does one use stimulus to create and develop a dance (ballet) work? How does one use and change specific choreographic forms to create two or more dances? How does one make a dance work accessible and interesting for an audience? Ballet Exploration, Choreography and Performance - High School (Extended Pathway) - Intermediate Ballet Unit Ballet Exploration, Choreography and Performance - High School (Extended Pathway) - Intermediate Ballet Unit	Curriculum Guide, Units	Dance	Colorado's Sample Instructional Units Resource Bank
Basic Ballet Technique & Vocabulary (Barre & Center Exercises) - High School (Fundamental Pathway) - Beginning Ballet Unit	Inquiry Questions (Engaging- Debatable): How does a dancer’s expression of space/time/energy change as his or her technical abilities increase? How can one describe what structure or form is within a dance work? What connections are seen between a historical dance form and the culture in which it was created? How could one diagram a dance to explain a movement to another person? Basic Ballet Technique & Vocabulary (Barre & Center Exercises) - High School (Fundamental Pathway) - Beginning Ballet Unit Basic Ballet Technique & Vocabulary (Barre & Center Exercises) - High School (Fundamental Pathway) - Beginning Ballet Unit	Curriculum Guide, Units	Dance	Colorado's Sample Instructional Units Resource Bank
Be a "Buddy" not a "Bully" - Grade 2 Health - Instructional Unit 4	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 sample is referenced in the following integrated units: Communication At Its Best! (Comprehensive Health/Read, Write, Communicate) and Remarkable Relationships (Comprehensive Health/Physical Education). Inquiry Questions (Engaging- Debatable): From your perspective, what is the difference between teasing and bullying? (CH09-GR.2-S.4-GLE.3-EO.c) How does the saying, “walk a mile in the other person’s shoes” apply to teasing and bullying? (CH09-GR.2-S.4-GLE.3-EO.a,b;IQ.1) If it’s just making fun then how can it be harmful? (CH09-GR.2-S.4-GLE.3-EO.a) Be a "Buddy" not a "Bully" Instructional Unit - Grade 2 Health - Unit 4 - March 31, 2014 Be a "Buddy" not a "Bully" Storyboard Be a "Buddy" not a "Bully" Instructional Unit - Grade 2 Health - Unit 4 - March 31, 2014	Curriculum Guide, Units	Comprehensive Health	Colorado's Sample Instructional Units Resource Bank
Be a Bike Safe Kid!: A Read4Health Lesson Plan	Read4Health Book: Safe and Healthy by Robyn Hardyman Bicycle Safety Activity Kit Colorado Resources for a Bike Rodeo Bike Safety Activity Kit Activity #1 Safety Basics Activity #2 Decorate the Helmet Activity #3 Complete the Safety Lesson Activity #4 Connect the Dots Bike Safety Activity #5 Arrange the Safety Tips Activity #6 Color the Signs Activity #7 Colors of Safety Activity #8 Cross with Care	Lesson Plan	Comprehensive Health, Reading, Writing, and Communicating	Read 4 Health
Be a Practical Designer: Design the World of the Play using Costumes, Props, and Make-up - Grade 6 Drama - Unit 2	Inquiry Questions (Engaging- Debatable): What unifies a theatrical vision? (DTA09-GR.6-S.1-GLE.3) and (DTA09-GR.6-S.2-GLE2) and (DTA09-GR.6-S.3-GLE1,2,3) What can practical designers (make-up artist, costumer, prop master) do to influence the work of an overall production? How is a rendering like a window to view a theatrical vision? Be a Practical Designer: Design the World of the Play using Costumes, Props, and Make-up - Grade 6 Drama - Unit 2 Be a Practical Designer: Design the World of the Play using Costumes, Props, and Make-up - Grade 6 Drama - Unit 2	Units	Drama	Colorado's Sample Instructional Units Resource Bank

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