Teacher and student resource pack covering the effects and causes of cardiovascular disease and medical methods for preventing it. Educational Level: Higher (AS levels) (CfE Higher Human Biology, physiology and health) Cardiovascular disease (CVD) is a class of disorders that refers to any disease affecting the heart or the blood vessels. It can also be called circulatory disease. This resource pack focuses on the most common cardiovascular diseases (CVD). Other types of cardiovascular disease (CVD) include congenital heart disease (i.e. structural defects in the heart or vessels that are present when at birth), heart valve disease (i.e. disease that affects the valves that control blood flow in the heart) and infective diseases of the heart (such as rheumatic fever). This resource pack will not cover these diseases. Learning outcomes Covers the process of atherosclerosis, thrombosis, causes and effects of peripheral vascular disorders and control of cholesterol levels in the body. This resource was created as part of the as part of the Edinburgh Medical School outreach education. Authors: Amy Gray, Simon Walker & Kay Douglas. Unless otherwise stated, all content is released under a CC BY 4.0 license. Cover image is by Kay Douglas and is licensed under a CC BY license.

This is an adaptation of a resource originally created by students in the School of Medicine at the University of Edinburgh about LGBT+ identity and associated social, legal and political issues. It is suitable for use with secondary school pupils of all ages. Created by Derrick Ng & Navina Senthilkumar This resource may be reused, redistributed and modified, as long as the authors and the University of Edinburgh are credited. ©University of Edinburgh released under a CC BY license. Cover image is by gagnonm1993 (Pixabay) and is licensed under the Pixabay license.

A power point resource for teachers of biology, geography and environmental science for pupils studying at Advanced Higher (AS-Level, and above), and early FE/HE levels. Of use for helping to achieve a basic understanding of the different terms used to describe data and variables commonplace in literature on the internet. It complements the Geoscience Guides (https://www.tes.com/teaching-resource/guide-to-descriptive-statistics-in-geosciences-11308746).

A power point resource for teachers of biology, geography and environmental science for pupils studying at Advanced Higher, ( AS-Level, and above), and early FE/HE levels. Of use for helping to achieve a basic understanding and application of the ‘spread of data’ in fieldwork, assignments and examination questions. It complements the Guide to Descriptive Statistics in Geosciences (https://www.tes.com/teaching-resource/guide-to-descriptive-statistics-in-geosciences-11308746).

A resource for pupils studying at Advanced Higher (A2-Level, and above) which details the use of descriptive statistics in the field of geoscience. May be of use to teachers of geography, the sciences or even as an application in a mathematics or statistics course. Of use for helping to achieve problem solving, data handling and numeracy learning outcomes. All content released under a CC BY license. Authors: Kay Douglas and Sophie Flack © University of Edinburgh Keywords: Biology/data and statistics/data handling, Environmental science/data and statistics/data handling, Chemistry/data and statistics/data handling University of Edinburgh, EdUniOERGeo

Presentation with activities about different forms of advertising technique including inattentional blindness, change blindness and Pavlovian conditioning. It also contains short biographies of the two coauthors and details of their academic involvement in psychology. Educational Level 3 and 4 This resource was created as part of Psychology Outreach and Engagement (in partnership with the School of GeoSciences) which allows undergraduate psychology students to develop new projects aimed at meeting the needs of local community partners as part of their degree Authors: Agniete Pocyte & Lorna Camus, adapted by Tomas Sanders Unless otherwise stated, all content is released under a CC-BY 4.0 license. Cover image is Times Square by Eric Salard (Flickr) is licensed under CC BY-SA 2.0.

This interdisciplinary STEM resource on Climate Change has three to four sessions seeking out what practical steps pupils and their family can take to mitigate the effects of climate change. (Involves STEM Challenges.) Activity 1 is a broad introduction to climate change, its causes, effects and solutions at the individual level. Activity 2 discusses the concept of ecological footprint and is based on a practical workshop on upcycling. Activity 3 applies a simplified version of the scientific research method to measure the impact of our actions. Activity 4 is an optional showcase with scientific posters. Educational Information This resource provides material for the Curriculum for Excellence (CfE) Experiences and Outcomes in Technology, Numeracy and Mathematics, Literacy and English. An interdisciplinary approach to the concept of Ecological and Carbon Footprint is adopted with the aim of shaping pupils’ sense of responsibility and awareness of the impact of our daily actions on our planet. The resource comprises four activities (including STEM), each lasting within the range of 60-80 minutes. A so-called “Gift to the Earth” challenge requires pupils to record their daily commitment to reducing their carbon footprint and creates the link between each activity. Learning Outcomes covered: Technology Technology 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. Technology TCH 2-07a: I can make suggestions as to how individuals and organizations may use technologies to support sustainability and reduce the impact on our environment. Technology TCH 2-09a: I can extend and enhance my design skills to solve problems and can construct models. Numeracy and Mathematics Numeracy MNU 2-20b: I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way. Mathematics MTH 2-21a: 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. Literacy and English Literacy and English LIT 2-09a: When listening and talking with others for different purposes, I can: share information, experiences and opinions; explain processes and ideas; identify issues raised and summarise main points or findings; clarify points by asking questions or by asking others to say more.

This resource is a the fifth of a set of five lesson plans with STEM activities based around a group of 10-12 year olds, wanting to get their ‘wings’ from Flight School, by completing activities on forces associated with flight. **This fifth session combines the knowledge of the forces DRAG, LIFT, THRUST, and WEIGHT from the precious four sessions, to investigate aeroplane design in a comparative test. The learner self-evaluation and learning log which has also been included in this bundle. In this lesson students can create their planes from a design focus combined with their learning so far during the previous four lessons. They will be able to really contextualise their learning while experimenting and creating their own aeroplane designs. This bundle includes: extensive teacher notes bundle includes pdf and editable versions of the following: • Teaching Notes - contents for each lesson includes: • Science behind the lesson • Materials best for the session • Parachute shapes • Plenary responses List of resources specific for this lesson. • Main Lesson Plan (as a PowerPoint Resource) • Learning goals • Overview • Set Up • Task • Plenary and Feedback Learning outcomes in the Curriculum for Excellence and associated benchmark SCN 2-08a: I have collaborated in investigations to compare magnetic, electrostatic and gravitational forces and have explored their practical applications. TCH 2-04b: I am developing dexterity, creativity and confidence when working with textiles. TCH 2-04c: I can extend and explore problem solving strategies to meet increasingly difficult challenges with a food or textile focus. MTH 2-16b: Through practical activities, I can show my understanding of the relationship between 3D objects and their nets. LIT 2-02a: When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. 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: Joanna Barrie, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license.

This Meteorological Observation Guide has been written as part of a NERC (Natural Environment Research Council) Research Experience Placement carried out in the School of GeoSciences, The University of Edinburgh. Aimed at National 5 to Higher. The aim of the research project was to investigate specific aspects of how global climate change affects the climate of Britain. There are two main aims to this project: 1. Conduct visibility observations from Blackford Hill in Edinburgh, observing to see whether in times of anti-cyclonic weather, pollution build up in the atmosphere reduces the observed visibility. 2. Analysis of historical climate models to see how the frequency of anti-cyclones over the UK has changed due to anthropogenic climate change. This guide is part of the former section. The procedure that follows is the procedure used over the period of the project, and the Blackford Hill example used is the actual visibility observation that was conducted. This element of the project is transferable to other locations with a suitable vantage point. The work can be carried out by a class group or as part of a specific scientific project for senior pupils. Author: James Holehouse Unless otherwise stated all content is released under a CC-BY 4.0 license Keywords: Anti-cyclonic weather; Meteorological Visibility Observations; hill; Climate Change; Weather; Climate Cover image is The view over the City of Edinburgh looking towards the north from Blackford Hill by Brian Cameron, licensed under CC BY-SA 3.0.

This resource is made up of informational power points focussing on earth observation technology and activity packs which guide students through the interpretation of satellite data to observe the effects of deforestation, human activity, seasons and climate change. This is an interdisciplinary resource which includes historical background, graphical and map data, with regular pauses for students to make written considerations of the observed geography and events. The activity packs also provide opportunities for students to develop their technical skills and gain awareness of the worldwide environment and the impacts of human action on the environment. This resource is suggested as a third and fourth level science resource (suggested ages 10 - 16). Relevant Learning Outcomes: SCN 3-11b, SCN 4-06a, LIT 3-28a, LIT 4-28a, LIT 3-06a / LIT 4-06a, SOC 4-10a , SOC 3-14a , SOC 4-14a, MNU 4-20a, MNU 3-11a, MNU 4-11a, TCH 4-14c It is suitable as a standalone resource. The activity packs also match up with the topics covered in the other SatSchool modules so can supplement and enhance those materials. This resource bundle includes the following: • Power point ‘Hands on with Data’ Introductory Presentation • Power Point ‘History of Earth Observation’ Presentation • Intro Activity Booklet • Land Activity Booklet • Oceans Activity Booklet • Ice Coding Activity Booklet • Summary Quiz There are three versions of each activity booklet: online, offline friendly and printing friendly to suit the resources that you have available. More detailed information on the resource content is provided in the resource cover document in the downloadable pack. The download is made up of a compressed folder containing the entire content bundle, along with a selection of images which are used to provide a preview of the content on tes. This resource is an adaptation of the ‘Hands on with Data’ Module available on the SatSchool Website. SatSchool is an Earth observation outreach programme designed and delivered by PhD students from SENSE CDT, spanning multiple universities and research groups. This version of the resource was developed in collaboration with the University of Edinburgh OER Service. Authors: SatSchool Team, module development led by Sol White, website designed by Sam Bancroft, adapted into document form by Alyssa Heggison. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license. Cover Image: Astronaut photograph ISS041-E-081461, Image courtesy of the Earth Science and Remote Sensing Unit, NASA Johnson Space Center. NASA does not maintain copyright.

This resource is on forces, specifically gravity, and includes a ten-minute video and a PDF with four follow up activities. Including: recommended books to borrow, watching a video, doing a quiz, researching and conducting your own experiment. The target audience for this resource is children aged 8-11 years-old. There is also another session which follows the same structure but is about forces, called: Spaceman Sam and Comets. This resource aims to encourage borrowing books from the library - particularly books relating to STEM subjects. This project focuses on forces which is a key area of physics outlined in the Science Benchmarks, Experiences & Outcomes (Es & Os) in the Curriculum for Excellence (CfE). This project also utilises principles of active learning by following the stories with a variety of activities. These are very versatile and aim to reinforce the knowledge introduced during the stories. The activities range from less to more involved so the participants can progress through them, but they also serve as standalone activities. This resource bundle includes the following: The Forces Video is available to watch via the link in the Word document, titled ‘Forces Fiona asks about Gravity’ on Media Hopper Create website, the University of Edinburgh. The video is written and read by Amy Cook The follow up activities sheet accompanying the video is Forces Fiona Activities, it is available in a downloadable PDF. SCN 2-08a I have collaborated in investigations to compare magnetic, electrostatic and gravitational forces and have explored their practical applications. SCN 2-20a (Topical Science): 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. LIT 2-04a: As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-07a: I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. ENG 2-12a: Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. 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 developed for the City of Edinburgh Libaries. Author: Amy Cook, adapted by Alysha Wilson. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.

This resource is a the first of a set of five lesson plans with STEM activities based around a group of 10-12 year olds, wanting to get their ‘wings’ from Flight School, by completing activities on forces associated with flight. This first session teaches the FORCE DRAG. Other sessions involve LIFT, THRUST, WEIGHT), and the fifth AEROPLANE pulls together all the learning. The sixth section contains the learner self-evaluation and learning log which has also been included in this bundle. This is the first on the force drag. By the end of the lesson the goal is that students will have a clear understanding of drag and how the parachute causes a falling object to slow down, they will also be able to show their understanding in the log book that records their learning by labelling the arrows representing drag in the ‘Parachute section.’ This bundle includes: extensive teacher notes bundle includes pdf and editable versions of the following: • Teaching Notes - contents for each lesson includes: • Science behind the lesson • Materials best for the session • Parachute shapes • Plenary responses • List of resources specific for this lesson. Main Lesson Plan (as a PowerPoint Resource) • Learning goals • Overview • Set Up • Task • Plenary and Feedback Flight School 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. A learner self-evaluation and learning log makes up the sixth section and this has been added to each section for ease of use. Learning outcomes in the Curriculum for Excellence and associated benchmark SCN 2-07a: By investigating how friction, including air resistance, affects motion, I can suggest ways to improve efficiency in moving objects. TCH 2-04a: I am developing dexterity, creativity and confidence when preparing models TCH 2-09a: I can extend and enhance my design skills to solve problems and can construct models. TCH 2-10a: I can recognise basic properties and uses for a variety of materials and can discuss which ones are most suitable for a given task. MNU 2:11b: I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. Author: Joanna Barrie, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license.

These are teaching resources for free use, aimed at the second curriculum level pupils aged 10-12. The series of seven lessons titled ‘Introduction to Archaeology’ introduces pupils the field of archaeology and the archaeological significance of the Orkney Islands through interactive activities. Throughout the seven lessons, learners will explore the important concepts around archaeology and the skills to be a good archaeologists, ticking off the skills in the accompanying ‘Archaeology Skills Passport’. Learners are encouraged throughout the lessons to think creatively and work collaboratively through a range of activities, such as an excavation, drawing and group discussions, allowing them to develop a range of Experiences and Outcomes (Es&Os, an educational framework identifying a range of learning activities for Scottish Curriculum for Excellence) in a highly interdisciplinary and active way. Teachers can choose to teach all the lessons or pick any lesson as a standalone class. This pack, ‘Introducing Archaeology’, is the first lesson of the seven, and it introduces the field of archaeology and the artefacts archaeologists deal with. What this resource pack includes This pack includes a set of slides in Powerpoint and PDF formats, along with a Teacher’s guide to help teachers run a class with the slides. The PDF titled ‘Organic Inorganic’ is intended for the Organic or Inorganic Category Game as described in the Teacher’s guide. Additionally, the pack includes the Evidence Book and Archaeology Passport PDFs which are intended to be used with all of the lessons as explained in the Teacher’s Guide. These can also be found in each of the lesson packs linked below. Links to the accompanying lessons Lesson 1: Introducing Archaeology - this lesson Lesson 2: Introducing the Orkney Islands Lesson 3: Excavation Lesson 4: Human-environment Interactions Lesson 5: Orkney and Human-Environment Interactions Lesson 6: Protecting Sites Lesson 7: Educating the Public Author: Sam Connor, adapted by August Enger and Mayu Ishimoto. Unless otherwise stated, all content is released under a CC BY SA 4.0 license.

This is an Open Educational Resource for the Early Curriculum Level and Beyond (Suitable for the Age 5 to 105). This resource pack includes a booklet with images, information and song audio of 17 common garden and woodland birds in Midlothian and in Scotland. Useful to complement any science work involving environment. Learners can gain an insight into the range of bird species and biodiversity of a local area. Free poster of the birds included to help learners identify birds by their relative sizes. Author: Booklet by Radina Atanasova, adapted by Mayu Ishimoto and a poster by Mayu Ishimoto. Unless otherwise stated, all content is released under a CC BY SA 4.0 license.

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.

This interdisciplinary approach using STEM/ STE(A)M subjects involves the learners being ‘hooked’ by a plea from the head of their Council to design a new school sustainably. Ideas of fair trading and fair testing are explored in the resource. This resource comprises five sessions: auditing your school’s current sustainable features, learning about fair trading using: a maths building game, designing and then making a sustainable school t-shirt (fast fashion) building a windmill with easy materials applying the fair test principle in which scenario the windmill works better. This resource includes: • A teacher block overview for the five sessions (Auditing your School’s sustainability, Fair Trade building, Sustainable School Clothing, Building Wind turbines, Fair test on a wind turbine) • Learner log-book (learner planning sheet) • Teacher guide for each session with any associated material (worksheet for lesson 1, ppt slide for lesson 2) • Learner ‘hook’ letters (This can be customised to your situation) Learning outcomes in the Curriculum for Excellence TCH 2-02b, TCH 2-04b, TCH 2-06a, TCH 2-07a, TCH 2-09a, MNU 2-10b, MNU 2-20b, MTH 2-16c, SCN 2-04a, SCN 2-20b, SOC 2-08a, SOC 2-20a, EXA 2-06a, LIT 2-02a, LIT 2-07a. Sustainable schools – an IDL STEM design challenge, has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative, aimed at promoting regular attendance in primary schools. 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: Nicole Campbell, adapted by Kay Douglas and Charlie Farley. 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.

These are teaching resources for free use, aimed at the second curriculum level pupils aged 10-12. The series of seven lessons titled ‘Introduction to Archaeology’ introduces pupils the field of archaeology and the archaeological significance of the Orkney Islands through interactive activities. Throughout the seven lessons, learners will explore the important concepts around archaeology and the skills to be a good archaeologists, ticking off the skills in the accompanying ‘Archaeology Skills Passport’. Learners are encouraged throughout the lessons to think creatively and work collaboratively through a range of activities, such as an excavation, drawing and group discussions, allowing them to develop a range of Experiences and Outcomes (Es&Os, an educational framework identifying a range of learning activities for Scottish Curriculum for Excellence) in a highly interdisciplinary and active way. Teachers can choose to teach all the lessons or pick any lesson as a standalone class. This pack, ‘Excavation’, is the third lesson of the seven, and it focuses on an interactive excavation project for hands-on learning with digital alternatives. What this resource pack includes This pack includes a set of slides in Powerpoint and PDF formats, along with a Teacher’s guide to help teachers run a class with the slides. The Word Document titled ‘Artefact Recording’ and the Powerpoint slide titled ‘Site Grid’, also available in PDF formats, are intended to be used for the indoor/outdoor excavation activity as described in the Teacher’s guide. The PDF titled ‘Sword Shells Vases Cutout’ is also intended to be used for the excavation to represent artefacts when alternatives are not available. Another Word Document titled ‘Google Earth Investigation’, also available in a PDF format, is intended to be a guidance for the Google Earth Investigation activity as described in the Teacher’s guide. Additionally, the pack includes the Evidence Book and Archaeology Passport PDFs which are intended to be used with all of the lessons as explained in the Teacher’s Guide. These can also be found in each of the lesson packs linked below. Links to the accompanying lessons To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. Author: Sam Connor, adapted by August Enger and Mayu Ishimoto. Unless otherwise stated, all content is released under a CC BY SA 4.0 license.

These are teaching resources for free use, aimed at the second curriculum level pupils aged 10-12. The series of seven lessons titled ‘Introduction to Archaeology’ introduces pupils the field of archaeology and the archaeological significance of the Orkney Islands through interactive activities. Throughout the seven lessons, learners will explore the important concepts around archaeology and the skills to be a good archaeologists, ticking off the skills in the accompanying ‘Archaeology Skills Passport’. Learners are encouraged throughout the lessons to think creatively and work collaboratively through a range of activities, such as an excavation, drawing and group discussions, allowing them to develop a range of Experiences and Outcomes (Es&Os, an educational framework identifying a range of learning activities for Scottish Curriculum for Excellence) in a highly interdisciplinary and active way. Teachers can choose to teach all the lessons or pick any lesson as a standalone class. This pack, ‘Educating the Public’, is the last lesson of the seven, and it focuses on poster-making and presentation to use and retain the information learned. What this resource pack includes This pack includes a set of slides in Powerpoint and PDF formats, along with a Teacher’s guide to help teachers run a class with the slides. Additionally, the pack includes the Evidence Book and Archaeology Passport PDFs which are intended to be used with all of the lessons as explained in the Teacher’s Guide. These can also be found in each of the lesson packs linked below. Links to the accompanying lessons Lesson 1: Introducing Archaeology Lesson 2: Introducing the Orkney Islands Lesson 3: Excavation Lesson 4: Human-environment Interactions Lesson 5: Orkney and Human-Environment Interactions Lesson 6: Protecting Sites Lesson 7: Educating the Public - this lesson Author: Sam Connor, adapted by August Enger and Mayu Ishimoto. Unless otherwise stated, all content is released under a CC BY SA 4.0 license.

These are teaching resources for free use, aimed at the second curriculum level pupils aged 10-12. The series of seven lessons titled ‘Introduction to Archaeology’ introduces pupils the field of archaeology and the archaeological significance of the Orkney Islands through interactive activities. Throughout the seven lessons, learners will explore the important concepts around archaeology and the skills to be a good archaeologists, ticking off the skills in the accompanying ‘Archaeology Skills Passport’. Learners are encouraged throughout the lessons to think creatively and work collaboratively through a range of activities, such as an excavation, drawing and group discussions, allowing them to develop a range of Experiences and Outcomes (Es&Os, an educational framework identifying a range of learning activities for Scottish Curriculum for Excellence) in a highly interdisciplinary and active way. Teachers can choose to teach all the lessons or pick any lesson as a standalone class. This pack, ‘Protecting Sites’, is the sixth lesson of the seven, and it examinies current threats to archaeological sites and how learners can help combat them by educating the public. What this resource pack includes This pack includes a set of slides in Powerpoint and PDF formats, along with a Teacher’s guide to help teachers run a class with the slides. Additionally, the pack includes the Evidence Book and Archaeology Passport PDFs which are intended to be used with all of the lessons as explained in the Teacher’s Guide. These can also be found in each of the lesson packs linked below. Links to the accompanying lessons Lesson 1: Introducing Archaeology Lesson 2: Introducing the Orkney Islands Lesson 3: Excavation Lesson 4: Human-environment Interactions Lesson 5: Orkney and Human-Environment Interactions Lesson 6: Protecting Sites - this lesson Lesson 7: Educating the Public Author: Sam Connor, adapted by August Enger and Mayu Ishimoto. Unless otherwise stated, all content is released under a CC BY SA 4.0 license.