Resources & Documents

Resource Overview Category Updated
Digital Collections Tutorial

This video tutorial demonstrates how to access and use the BOCES Digital Content Collections located in LiveBinders. Select the link on the left, Digital Collections Tutorial, to see the embedded tutorial or select Direct Link below.

NOTE: You use the Table of Contents to skip through and pause the tutorial by selecting the menu options on the lower right of the video player.

 

Direct Link to Tutorial
  • Curriculum Guide
  • Units
Whose Line Is It? - Grade 8 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.

 

What is the best cell phone plan? (MA10-GR.8-S.2-GLE.2, MA10-GR.8-S.2-GLE.3)

  • Curriculum Guide
  • Units
Matter Responds to Energy* - Grade 8 Science - 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 can matter change energy?
  • Would a world with only physical changes (versus chemical change) differ from Earth?
  • Would life be easier or harder if mass was not conserved? (SC09-GR.8-S.1-GLE.3; IQ.3)
  • Do humans have a unique responsibility to the ecosystems in which they live? (SC09-GR.8-S.2-GLE1; IQ.1)

* 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." Matter Responds to Energy Instructional Unit and Unit Storyboard

  • Curriculum Guide
  • Units
Transfers and Transformation of Energy - Grade 8 Science - 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):

  • How would global climate change affect the weather?
  • How would life be different if energy could not transform?
  • How are waves harmful or helpful to society?
  • How would weather be different if heat did not move in predictable patterns?
  • Curriculum Guide
  • Units
Our Place in Space - Grade 8 Science - 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):

  • How would multiple visible moons in the night sky affect the solar system?
  • Should more money be allocated for space exploration?
  • How would a different tilt of the earth affect energy consumption in Colorado?
  • Curriculum Guide
  • Units
Genetics and the Human Influence on Genes* - Grade 8 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):

  • How will genetic engineering be used when humans reach outer space? (SC09-GR.8-S.2-GLE.1,2-EO.a,b,c,d,e)
  • Is genetic variation a positive or negative societal trait?
  • Would discrimination occur if ALL genotypes were expressed as phenotypes?
  • Do the benefits outweigh the risks of genetic technology (cloning, gene therapy, and genetically modified foods)? (SC09-GR.8-S.2-GLE.2; IQ.3)

* 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." Genetics and the Human Influence on Genes Instructional Unit and Unit Storyboard

  • Curriculum Guide
  • Units
Shake, Rattle and Roll - Grade 7 Science - 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):

change, time, interaction, motion, force, tectonic plates, patterns, geologic events

  • Curriculum Guide
  • Units
Adaptations of Life Over Time - Grade 7 Science - 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):

  • Is there strength in diversity? How does diversity impact species survival?
  • Why can we find evidence of life on top of mountains?
  • Why is the relationship between nature and nurture important for survival of a species?
  • How would the world be different if organisms did not change over time?
  • Curriculum Guide
  • Units
Mixtures and Substances - Grade 7 Science - 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):

  • What would earth be like if we were unable to separate or classify the matter that makes up a substance or mixture?
  • Does the environmental impact of mining outweigh the benefits gained through extracting and separating these resources?
  • Curriculum Guide
  • Units
Energy Transformations in Living Things - Grade 7 Science - 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):

  • What might be the effect of increased carbon dioxide in the air on plant and animal life?
  • What would happen to life as we know it is there was no sunlight and energy transformation?
  • Curriculum Guide
  • Units
It’s All About You: From Cells to Organisms* - Grade 7 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):

  • Does structure follow function or does function follow structure in living organisms?
  • How can the human body be explained as systems within systems?

* 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." It’s All About You: From Cells to Organisms Instructional Unit and Unit Storyboard

  • Curriculum Guide
  • Units
Building Blocks of Life - Grade 6 Science - 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):

  • Are space travel and the colonization of places like the moon or mars possible?
  • Do the Laws of Physics apply constantly across the universe?
  • How would the human body be affected by space travel?
  • Is anything in the world not made of matter?
  • Curriculum Guide
  • Units
Environmental Systems - Grade 6 Science - 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):

  • Do human behaviors influence the destructive and constructive forces that already naturally shape our Earth?
  • What, if any, are the connections between human behavior and natural disasters? (i.e. Hurricane Sandy)?
  • How do natural disasters affect human behavior?
  • Curriculum Guide
  • Units
Water, Water Everywhere* - Grade 6 Science - 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):

  • How do daily decisions impact the quality of water in the water cycle?
  • Would a new “visitor” to Earth see five oceans or only one?
  • Why is water an essential substance for supporting life?
  • How would life be different if all matter had the same density?

* 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." Solar System Instructional Unit and Unit Storyboard

  • Curriculum Guide
  • Units
Changing Environments - Grade 6 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):

  • How do changes in one (population) affect balance in an ecosystem?
  • How would life / ecosystems be different if Earth’s surface did not change?
  • Curriculum Guide
  • Units