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Resourcesort icon Overview Type Content Area Group
A Healthy Cookbook: A Read4Health Lesson Plan Lesson Plan Comprehensive Health, Reading, Writing, and Communicating Read 4 Health
A Reason to Celebrate - World Languages Novice High - Unit 1

Inquiry Questions (Engaging- Debatable):

  • Why do people celebrate?
Curriculum Guide, Units World Languages Colorado's Sample Instructional Units Resource Bank
A Violence Free Society - Grade 8 Health - Instructional Unit 2

Enhanced and Updated - October 2015 - 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):

  • How does a person advocate preventing assaults and violence? (CH09-GR.8-S.4-GLE.4-EO.f,g;IQ.3;RA.1)
  • To what extent do the media foster more violence? (CH09-GR.8-S.4-GLE.4-EO.a,b;N.1)
  • Are laws deterrents to violent behavior? (CH09-GR.8-S.4-GLE.4-EO.g;RA.1)
Curriculum Guide, Units Comprehensive Health Colorado's Sample Instructional Units Resource Bank
A World Without Borders (Diversity) - Grade 8 RWC - 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.

Inquiry Questions (Engaging- Debatable):

  • How does the changing diversity of a nation impact how that nation views citizenship? (RWC10-GR.8-S.4-GLE 1)
  • How does research of the past influence our perspective of today?
Curriculum Guide, Units Reading, Writing, and Communicating Colorado's Sample Instructional Units Resource Bank
A World without Borders - Grade 8 RWC - 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 does the changing diversity of a nation impact how that nation views citizenship? (RWC10‐GR.8‐S.4‐GLE 1)
  • How does research of the past influence our perspective of today?
Curriculum Guide, Units Reading, Writing, and Communicating Rangely School District/RBBOCES
A World without Borders* - Grade 8 - Read, Write, Communicate - 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 Question (Engaging - Debatable):

  • How does the changing diversity of a nation impact how that nation views citizenship? (RWC10-GR.8-S.4-GLE 1)
  • How does research of the past influence our perspective of today?

* 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." A World without Borders Instructional Unit and Unit Storyboard

Curriculum Guide, Units Reading, Writing, and Communicating San Luis Valley BOCES Assessments, San Luis Valley BOCES Resources
A*S*K Fundamental Marketing Concepts A*S*K Institute Fundamental Marketing Concepts Assessment Career & Technical Education Assessment Resource Bank
A*S*K Institute Finance Exam Assessment Career & Technical Education Assessment Resource Bank
A*S*K- Concepts of Entrepreneurship and Management Assessment Career & Technical Education Assessment Resource Bank
AAAS Project 2061 Science Assessment AAAS Science Assessment weblink Assessment Science Assessment Resource Bank
ABC: Easy as Do, Re, Mi - Grade 8 Music - Unit 1 (General Music)

Inquiry Questions (Engaging- Debatable):

  • How do patterns in music relate to similar patterns found in other disciplines (such as language or visual arts)? (MU09-GR.8-S.1-GLE.3) and (MU09- GR.8-S.2-GLE.1) and (MU09-GR.8-S.3-GLE.1,2,3) and (MU09-GR.8-S.4-GLE.1)
  • How do musical elements form the structure of a music composition? How can learning musical notation increase skills in all academic areas?
Curriculum Guide, Units Music Colorado's Sample Instructional Units Resource Bank
ABCYA.COM

Website with educational games and activities.

ABCya! Elementary Computer Games
Games and Simulations, Manipulatives and Models, Problem Solving, Reading & Vocabulary, Technology Integration Career & Technical Education, Math, Reading, Writing, and Communicating, Science, Social Studies, World Languages South Central BOCES
Abstracting Your Inspiration (Performance Assessment) Assessment Dance Assessment Resource Bank
Abstracting Your Inspiration - Grade 8 Dance - 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.

Inquiry Questions (Engaging- Debatable):

  • How do you explain the intent of your dance in relation to the movements you have chosen?
  • When is a dance considered “abstract?”
  • Why are some abstract depictions considered odd or difficult for an audience to understand?
  • What is the value of critiques?
Curriculum Guide, Units Dance Colorado's Sample Instructional Units Resource Bank
Abstraction as Interpretation - High School Visual Arts - 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 (Engaging- Debatable):

  • What does transformation have to do with Abstract Art? (VA09-Gr.HS-S.1-GLE.1,2,3) and (VA09-Gr.HS- S.2-GLE.3) and (VA09-Gr.HS-S.4-GLE.1-EO.a,b)
  • How does abstraction affect how a viewer might react to a work of work?
  • Would something (idea, place, or portrait) be better interpreted abstractly rather than realistically? Why?
  • Why has Abstract Art developed through time and culture?
Curriculum Guide, Units Visual Arts Colorado's Sample Instructional Units Resource Bank