An interdisciplinary approach to growing and tasting vegetables using experiences and outcomes in the sciences, health and wellbeing, numeracy and literacy. Young learners love to be practical and this resource encourages them to grow plants from seed, fruit and vegetable scraps. The learners are encouraged to taste what they grow, where possible, and to discuss their taste preferences. The additional activities suggested include possible scientific investigations, planting up old wellies, growing hanging baskets with salad & herbs or planting bulbs for a present. Encouraging young learners to recognise common fruits and vegetables and consuming five portions of fruit and vegetables daily is included. The Education Scotland website has a series of very useful links about ‘The Way We Grow and Catch Food in Scotland’. Suitable for Early Education under the Scottish CfE. Keywords: Biodiversity and Interdependence, Nutrition, Safe and Hygenic Practice, Food and the Consumer, Creating texts, Data and analysis, Number and Number Processes, ICT to enhance learning. EdUniOER Cover image is Raphanus sativus, red radish variant by Martin Kozák (Wikimedia), licensed under CC0.

The Earth system is full of cycles - a strong contrast to the often linear product pathways in our society. The organic matter cycle is one of them, it is easy to grasp with lots of potential for hands-on ecological science and outdoor learning! Originally developed for primary school children with complex behavioural and emotional needs (aged 9-11 years), this series contains three lesson plans full of hands-on learning activities. The lessons are easy to carry out, built on individual and group based learning activities and have an emphasis on the outdoors. Suitable for teaching pupils at Scottish CfE First and Second Levels. Exact E&Os are detailed in the resource. Keywords: biology, ecology, organic matter cycling, EdUniOERGeo

Three lessons on the contribution that bees make to our planet on the topics of pollination, bee diversity, and hexagons in the bee hive (STEM activity). Lesson 1: Flower structure and pollination Lesson 2: Types of bees Lesson 3: Why bee hives are made up of hexagons Includes lesson plans, activities, presentations and worksheets. Curriculum for Excellence: SCN 1-02a, SCN 1-02b, SCN 2-01a, MTH 1-16a, MTH 1-16b, MTH 2-16a. Author: Natasha Michaelides, School of GeoSciences at The University of Edinburgh, in collaboration with Ratho Primary School, with thanks to Amy Dixon (class teacher, science specialist and STEM advisor).

Properties and uses of substances, Earth’s Materials, People Place & Environment This mini resource comprises 2 sessions (or one afternoon). Session 1 uses songs to name and locate the continents, oceans and Pacific Ring of Fire. Session 2 involves a reaction of vinegar and bicarbonate of soda to mimic a volcanic eruption. Session 1 is PowerPoint presentation, giving general background on the World Map and names and locations of the continents, oceans and by inference the Pacific Ring of Fire. Despite being ppt based, you can make it interactive and even sing along with the songs. A consolidation worksheet is included to label the world map. Session 2 is a practical activity/demonstration. It involves using the chemical reaction (neutralisation) of bicarbonate of soda and vinegar. These react together to form carbon dioxide (CO2). Carbon dioxide is the fizzy gas in ‘pop’. Adding washing up liquid and tomato ketchup to the mix allows for red CO2 bubbles from the mouth of the small drinks bottle. A copy and complete exercise can be copied from the second half of the PowerPoint. Learning outcomes: Sciences - Biodiversity and interdependence SCN 2-15a: ‘By contributing to investigations into familiar changes in substances to produce other substances, I can describe how their characteristics have changed.’ and the explanatory benchmark, ‘Observes and identifies some of the signs of a chemical reaction, for example, production of bubbles, colour/texture change and heat given out/taken in.’ SCN 2-17a ‘Having explored the substances that make up Earth’s surface, I can compare some of their characteristics and uses‘ Social Studies - People, place, and environment SOC 2-07b: ‘I can describe the physical processes of a natural disaster and discuss its impact on people and the landscape and the explanatory benchmark ‘the explanatory benchmark ‘Describes the causes of a natural disaster such as a volcano, earthquake or extreme weather event’. Author: Kay Douglas of The University of Edinburgh, 2019. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.

Sustainability and Conservation is a relaxed and fun way to engage students in sustainability and conservation subjects. The topics of wildlife, nature art, habitat loss, scientific methods and waste and pollution are covered. Hands on activities the learners enable the learners to apply these themes into their daily lives by exploring nature. Through five workshops they will become ambassadors of conservation and sustainability and will be able to teach their family and friends about it. In case of rainy days or inaccessibility to outdoor areas ‘Plan B’s’ have been created: games modified to limited indoor areas. There is a section on additional information, this provides online links to websites and reports that are related to the resource’s subject areas. Learning outcomes: Art and Design EXA 2-02a: I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks. Sciences - Biodiversity and interdependence: SCN 2-01a: I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction. SCN 2-02a: I have contributed to the design or conservation of a wildlife area. Sciences - Topical Sciences: SCN 2-20b: I can report and comment on current scientific news items to develop my knowledge and understanding of topical science. Social Studies – People, place and environment SOC 2-08a: I can describe the major characteristic features of Scotland’s landscape and explain how these are formed. SOC 2-08b: I can describe the physical processes of a natural disaster and discuss its impact on people and the landscape. This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. Author: Moa Bell, adapted by Andrew Ferguson. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.

An outdoor learning activity to promote the health benefits of using green spaces. It includes a visitor questionnaire, health diary and drawing and interpreting graphs. Two of the lessons are classroom-based, however the other lesson is an outdoor field trip that encourages the learners to put into practise what they have learned in the first lesson. Learning outcomes HWB 3-25a: I am experiencing enjoyment and achievement on a daily basis by taking part in different kinds of energetic physical activities of my choosing, including sport and opportunities for outdoor learning, available at my place of learning and in the wider community. HWB 3-27a: I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity. MTH 2-12d: Having investigated where, why and how scale is used and expressed, I can apply my understanding to interpret simple models, maps and plans. SOC 3-14a: I can use a range of maps and geographical information systems to gather, interpret and present conclusions and can locate a range of features within Scotland, UK, Europe and the wider world. MTH 3-21a: I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology. This resource was created as part of the GeoScience Outreach Course at the University of Edinburgh and was originally developed for Craigroyston Community High School, located in Edinburgh, Scotland. Author: Tom Richmond, adapted by Andrew Ferguson. Unless otherwise stated, all content is released under a CC-BY 4.0 license. Cover Image “A park historian assists with a field trip” from National Park Service, NPS Photo is from the webpage Field Trips, accessed July 2019. Modified by Andrew Ferguson. Public domain. No protection is claimed in original U.S. Government works.

Four lessons giving an introduction to volcanoes and various aspects of geology: Volcano Experiments, “The Debate to Save Heimaey”, Volcanic Eruption Research, and a Field Trip. Educational Level 2 and 3 (SCN 2-17a, SCN 2-19a, SOC 2-07b, SOC 3-07a, TCH 2-02a, LIT 2-02a, EXA 2-14a) This resource makes use of a variety of educational approaches to introduce learners to volcanoes and various aspects of geology. There are four lessons in this resource that lead on from one another. Lesson 1: Introduction to Volcanos Lesson 2: Eruption of Eldfell - The Debate to Save Heimaey Lesson 3: Volcanic Eruption Research Lesson 4: Arthur’s Seat Field Trip Created as part of the School of Geosciences’ Outreach Programme, which allows students in their final year to work in partnership with a local school to develop a set of lesson plans. Author: Isla Simmons Unless otherwise stated all content is released under a CC-BY 4.0 license. Cover image is: Fissure eruption in Holurhraun (Iceland), 13. September 2014 by Joschenbacher (Wikimedia), licensed under CC BY-SA 4.0.

Three lessons covering, adaptation, survival characteristics and the extinction of the woolly mammoth with comparison to living elephants. Includes presentation slides and student worksheet with answers. Aimed at Level 2 (Biodiversity and interdependence, SCN 2-01a) This resource bundle includes: Lesson 1: Woolly mammoths and the ice age Lesson 2: The pygmy mammoths Lesson 3: Comparison of African elephant and the woolly mammoth Created as part of the School of Geosciences’ Outreach Programme, which allows students in their final year to work in partnership with a local school to develop a set of lesson plans. Author: Chloe Young, adapted by Cecily Plascott. Unless otherwise stated all content is released under a CC-BY 4.0 license. Cover image: Model of Mammuth primigenius at the Royal BC Museum by Iain Reid is licensed under CC-BY-SA-4.0.

Germs, Disease, Vaccines & Chemical Reactions has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative that is currently operating in Council schools. The focus of the four planned lessons is to increase knowledge and awareness during and after the covid-19 pandemic and help support the pupils in developing fair tests and inquiry skills. In each of the four/five sessions, the scene is set by Jason Leitch, Clinical Director asking pupils to act as investigators to solve a problem. The first introduces four types of microbe and where they lurk in schools. The second is a comparison experiment using a plant spray to mimic sneezing. The third session explores vaccines and fair testing on chemical reactions. The final session uses a card game to explain pandemics and global diseases patterns. A lab-book is enclosed with optional additional worksheets. The Teacher’s guide offers help with the experiments (including photos) and basic science on the resource in addition to hyperlinked resources. All sessions can be linked to the covid-19 pandemic if wished. Help and resources are to be found in the Teacher’s Guide. Contents in this resource • Extensive Teacher’s guide o Lesson Plan o Resource list and safety information o ‘Basic Facts and online resources’ (hyperlinked) o ‘Help with the Investigation’ (includes photos) • PowerPoint presentations. Included in these are the letter (‘hook’) from the current National Clinical Director, Professor Jason Leitch. Here are some of his videos (In the Young Scot one, he introduces himself) • Lab Book (short reflective notebook) • Learner worksheet for ‘sneeze experiment’ (session 2) • Pandemic cards (for photocopying in session 4) • Suggestions for extension **Learning outcomes in the Curriculum for Excellence ** SCN 2-19a, SCN 2-20a, SCN 2-20b, SCN 1-13a Second Level: Sciences Inquiry and Investigation skills: SOC 2-14a, SOC 2-19a, MTH 2-21a This resource was created as part of the GeoScience Outreach Course, which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. Author: Stacey Fullerton, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license. OpenCovid4Ed

About the resource This resource is a PowerPoint presentation with audio storytelling and interactive quizzes. The target audience for this resource is second level students P5 – P7 & S1 - S3, ages 10 to 15… Topics covered include: How an infectious disease outbreak can start and how it can spread How infectious diseases can involve both humans and animals How different scientists help with outbreak response It was created as part of a Data-Driven Innovation (DDI) initiative through the 2020 Small Grant Funding Call as part of the project ‘Understanding the epidemiology of COVID-19 in Scotland to design and model lockdown exit strategies: A risk-based approach to policy prioritisation’. Learning outcomes HWB 2-15a / HWB 3-15a - I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. HWB 2-16a / HWB 3-16a - I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible HWB 2-17a / HWB 3-17a – I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations. HWB 2-33a - Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing. SCN 2-20a - Through research and discussion I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society. SCN 2-20b -I can report and comment on current scientific news items to develop my knowledge and understanding of topical science. SCN 3-20a - I have collaborated with others to find and present information on how scientists from Scotland and beyond have contributed to innovative research and development. In this resource This resource bundle includes pdf and editable versions of the following: • A PowerPoint slide presentation with audio storytelling and included quizzes. Authors: Rosemary McManus & Lina Gonzalez Gordon Unless otherwise stated, all content is released under a CC BY-SA license.

This resource is aimed at Level 2 students studying plant germination and decay by microorganisms. Through this resource school learners develop their scientific knowledge, skills and scientific literacy in addition to honing their practical skills. This resource promotes appreciation for the environment and includes five activities, which relate to the second level Curriculum for Excellence (CfE) Experiences and Outcomes and Benchmarks. Created as part of the School of Geosciences’ Outreach Programme, which allows students in their final year to work in partnership with a local school to develop a set of lesson plans. Author: Sara Thornton and Tabitha Ewing Unless otherwise stated all content is released under a CC-BY 4.0 license Keywords: plants, environment, micro-organisms, ecosystem, photosynthesis, germination, seeds Cover image Plassiflora seedling by BlueRidgeKitties on Flickr under CC BY-NC-SA 2.0 license.

A card game to develop HOTS (Higher Order Thinking Skills) using climate change in the Alps. Learners discuss whether a fictional ski instructor should exchange his skis for bicycle wheels. Included in this guide is ‘Meet the Scientists’, about the real climate scientists. For learners aged 11 to 14. Educational Level 2 - 3 (SOC 2-12a, SOC 2-13a, SOC 2-14a, SCN 2-20b, SCN 2-20a, MLAN 2-09a, LIT 2-02a, LIT 2-08a, LIT 2-09a) This resource includes: A practitioner guide (PDF and Word versions) Details about learning outcomes Instructions on running the activities Items to be printed off or photocopied to play the game A Meet the Scientists section about the real climate scientists who are Richard Fromm, Jack Schaeffer and Viktoria Engel. Map board for playing the game on Presentations Presentation 1: Setting the Scene: an introduction to Germany, its language and Richard’s dilemma. Presentation 2: “Where is that place?” - Map skills Presentation 3: How to play the Board Game Help Richard decide if he should exchange his skis for bicycle wheels. This resource was created as part of the School of GeoScience Outreach. Author: Kay Douglas. Unless otherwise stated, all content is released under a CC BY 4.0 license. Cover image is Aerial tramway La Grave France by NielsB (Wikimedia commons), licensed under CC-BY-SA-3.0.

Brief project covering both the life cycle of plants and where food comes from. The project involves growing baked beans ingredients and includes different recipes for having a baked bean “bake-off”. This resource contains a class workbook and a practitioner’s guide. Educational Level 2 (SCN 2-02b, SCN 2-03a, SCN 2-14a, HWB 2-35a) This resource is a project covering both the lifecycle of plants and where food comes from. The project involves growing baked beans ingredients and includes different recipes for having a baked bean “bakeoff”. The resource covers the following topics: Where food comes from How food grows? How climate affects food production How seasons affect food production How chemicals affect our food This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally designed for South Morningside Primary School. Author: Emma Fairlie, adapted by Stephanie (Charlie) Farley. Unless otherwise stated, all content is released under a CC BY 4.0 license. Cover image is Baked beans in tomato sauce by Mk2010 (Wikimedia) is licensed under CC BY-SA 3.0.

Plastic in the Ocean is a project aimed at educating learners about the negative environmental effects of plastic. Over the course of four lessons, the learners are taught what plastic is, why it is bad for the environment and what can be done to address this environmental problem. As well as fun and interactive lessons the learners are given the opportunity to explore the local area collecting litter/plastic, putting what they have learned in the classroom lessons into context with the real-world. Learning outcomes Science - Earth Materials SCN 2-17a: Having explored the substances that make up Earth’s surface, I can compare some of their characteristics and uses. Science - Topical Science SCN 2-20a: Through research and discussion, I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society. SCN 2-20b: I can report and comment on current scientific news items to develop my knowledge and understanding of topical science. Social Sciences – People, Place and the Environment SOC 2-08a: I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally responsible way. Technologies – Technology Developments in Society and Business TCH 2-06a: I can analyse how lifestyles can impact on the environment and Earth’s resources, and can make suggestions about how to live in a more sustainable way. TCH 2-07a: I can make suggestions as to how individuals and organisations may use technologies to support sustainability and reduce the impact on our environment. Expressive Arts – Art and Design EXA 2-03a: I can create and present work that shows developing skill in using the visual elements and concepts. EXA 2-05a: Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally designed to be implemented in Queensferry Primary School, located in South Queensferry, Edinburgh. The lessons were taught to Primary 5, Second Level. Author: Hannah Newberry, adapted by Andrew Ferguson. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license. Cover image by Wild0ne on Pixabay is licensed under the Pixabay License. Has been cropped and overlay graphics added.

A set of three posters aimed at Primary School learners that lay out different techniques for finding averages, using the example of Pokemon Hit Points. The posters cover mean, mode and median methods, include graphs to visually show averages and information about the advantages and disadvantages of each. Also included are versions of the posters that are editable in PowerPoint. For these to display correctly users will need to download the free font ‘Pokemon Normal’ designed by Neale Davidson (available on urbanfonts.com). Key words: Mean, Mode, Median, Average, Graphs, Pokemon Created as part of the School of Geosciences’ Outreach Programme, which allows students in their final year to work in partnership with a local school to develop a set of lesson plans. Authors: Kay Douglas, Tomas Sanders and Rebecca Shannon Unless otherwise stated all content is released under a CC-BY 4.0 license