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Blast from the Past: Can We Learn From the Past? - Grade 3 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 Question (Engaging - Debatable):

  • Why is it important to know about the past? (SS09-GR.3-S.1-GLE.2-EO.a, b)
  • Why is trade important to growing and maintaining a community? (SS09-GR.3-S.1-GLE.1-IQ.2)
  • How do people choose where to live? (SS09-GR.3-S.2-RA.1, 2) and (SS09-GR.3-S.1-GLE.2-EO.c)
  • Why do we have rules? Who makes and enforces these rules? (SS09-GR.3-S.4-GLE.2-IQ.4)

 

Curriculum Guide, Units Social Studies San Luis Valley BOCES Assessments, San Luis Valley BOCES Resources
Blast from the Past: Can We Learn from the Past? - Grade 3 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 is it important to know about the past? (SS09‐GR.3‐S.1‐GLE.2‐EO.a, b)
  • Why is trade important to growing and maintaining a community? (SS09‐GR.3‐S.1‐GLE.1‐IQ.2)
  • How do people choose where to live? (SS09‐GR.3‐S.2‐RA.1, 2) and (SS09‐GR.3‐S.1‐GLE.2‐EO.c)
  • Why do we have rules? Who makes and enforces these rules? (SS09‐GR.3‐S.4‐GLE.2‐IQ.4)
Curriculum Guide, Units Social Studies Rangely School District/RBBOCES
Blubber - Promoting Pro-Social Behaviors: A Read4Health Lesson Plan Lesson Plan Comprehensive Health, Reading, Writing, and Communicating Read 4 Health
Bo Jangles, Father of the Time Step - High School - (Fundamental Pathway) Dance Unit

Inquiry Questions (Engaging- Debatable):

  • Why do dancers consider their bodies “body instruments?”
  • How is it different to create a dance for a solo compared to creating an ensemble piece?
  • Why is it important to incorporate cultural and historical traditions into contemporary performance?
  • How could one diagram a dance to explain movement to another person?
Curriculum Guide, Units Dance Colorado's Sample Instructional Units Resource Bank
Boom and Bust - Grade 4 Social Studies - 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 do the decisions we make and the values we hold affect people around us and the state in which we live? (Or, Who wore their Beaver Hat to
    school today)? (SS09‐GR.4‐S.3‐GLE.1‐EO.c, S.3‐GLE.1‐IQ.1)
  • Why are some demands “passing fads” while others remain constant? (SS09‐GR.4‐S.3‐GLE.1‐EO.b)
  • What examples of these demands are we currently experiencing? How are they connected to the unique resources of our region/state? What are their (potential) effects/impacts?
Curriculum Guide, Units Social Studies Rangely School District/RBBOCES
Boom and Bust* - Grade 4 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):

  • How do the decisions we make and the values we hold affect people around us and the state in which we live? (Or, Who wore their Beaver Hat to school today)? (SS09-GR.4-S.3-GLE.1-EO.c, S.3-GLE.1-IQ.1)
  • Why are some demands “passing fads” while others remain constant? (SS09-GR.4-S.3-GLE.1-EO.b)
  • What examples of these demands are we currently experiencing? How are they connected to the unique resources of our region/state? What are their (potential) effects/impacts?

* 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." Boom and Bust Instructional Unit and Unit Storyboard

Curriculum Guide, Units Social Studies San Luis Valley BOCES Assessments, San Luis Valley BOCES Resources
Bottle Caps to Old Shoes - Grade 8 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.

Inquiry Questions (Engaging- Debatable):

  • What would motivate an artist to consider using discarded object and materials in their art work? (VA09-GR.8-S.1-GLE.1,2,3) and ( VA09-GR.8-S.2-GLE.1,2) and ( VA09-GR.8-S.4-GLE.1, 2,3)
  • When does putting junk together become art?
  • What is the difference between little ‘a’ art and big ‘A’ Art?
  • Why should we value art made from discarded objects and materials?
Curriculum Guide, Units Visual Arts Colorado's Sample Instructional Units Resource Bank
Branches of Government - High School (Civics) Social Studies - Unit 2

Inquiry Questions (Engaging- Debatable):

  • What would the United States government look like with no checks and balances or another mix of those limitations? (SS09-GR.HS-S.4-GLE.2- IQ.4)
  • How are competing interests resolved in a democracy?
  • What would society look like if several landmark court cases had been decided differently? (SS09-GR.HS-S.4-GLE.2-EO.f; IQ.2)
Curriculum Guide, Units Social Studies Colorado's Sample Instructional Units Resource Bank
Branches of Government - High School Civics - 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):

  • What would the United States government look like with no checks and balances or another mix of those limitations? (SS09‐GR.HS‐S.4‐GLE.2‐IQ.4)
  • How are competing interests resolved in a democracy?
  • What would society look like if several landmark court cases had been decided differently? (SS09‐GR.HS‐S.4‐GLE.2‐EO.f; IQ.2)
Curriculum Guide, Units Social Studies Rangely School District/RBBOCES
Breaking Apart is Hard To Do - Kindergarten Math - Unit 4

Inquiry Questions

Why are there multiple ways to break apart a number?

How many ways can you separate a group of ten objects? (MA10-GR.K-S.1-GLE.2-IQ.2)

Curriculum Guide, Units Math Colorado's Sample Instructional Units Resource Bank
Breaking Apart Is Hard to Do - Kindergarten 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):

  • Why are there multiple ways to break apart a number?
  • How many ways can you separate a group of ten objects? (MA10-GR.K-S.1-GLE.2-IQ.2)
Curriculum Guide, Units Math San Luis Valley BOCES Assessments, San Luis Valley BOCES Resources
Breaking apart is hard to do - Kindergarten 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):
  • Why are there multiple ways to break apart a number?
  • How many ways can you separate a group of ten objects? (MA10‐GR.K‐S.1‐GLE.2‐IQ.2)
Curriculum Guide, Units Math Rangely School District/RBBOCES
Breaking Numbers Apart Lesson Plan Math South Central BOCES
Breaking the Musical Code - Grade 6 Music - Unit 1 (General Music)

Inquiry Questions (Engaging- Debatable):

  • How does knowledge of rhythm notation assist musicians? (MU09-GR.6-S.1-GLE.1,2) and (MU09-GR.6-S.2-GLE.1) and (MU09-GR.6-S.3-GLE.1,2) and (MU09-GR.6-S.4-GLE.1)
  • How do time signatures shape a song?
  • Why should we know musical notation?
Curriculum Guide, Units Music Colorado's Sample Instructional Units Resource Bank
Bucket Fillers: A Read4Health Lesson Plan Lesson Plan Comprehensive Health, Reading, Writing, and Communicating Read 4 Health