This resource contains a workshop with activities about the structure and functions of the brain and what happens when it goes wrong. It also contains short biographies of the two co-authors and details of their academic involvement in psychology. It is intended for learners studying the Scottish National 5 Psychology curriculum. Learning outcomes Name and locate the different lobes of the brain. Understand the functions of each brain, and their real-life applications. Actively work in a team with a common goal. Understand the implications of brain damage, such as the case of Phineas Gage. In this resource This resource bundle includes pdf and editable versions of the following: Practitioner Notes: contains in-depth notes as to the characteristics and composition of the brain, along with several support videos that may benefit learners. Also included are the rules for the “Brain Game” Brain Cut Out: a single page with a coloured image of the brain, as required by the “Brain Game” Brain Function and Lobe Names: for use in the “Brain Game” Clue Cards: a set of clue cards for use in the “Brain Game” Clue Card Answers: the corresponding answers to go along with the Clue Cards in the “Brain Game” Meet the Psychologists: a single page document with a short description and picture of the two authors of this resource This resource was created as part of Psychology Outreach and Engagement which allows undergraduate psychology students to develop new projects aimed at meeting the needs of local community partners as part of their degree. This resource was developed in partnership with Craigroyston Community High School, Edinburgh. Lorna Camus, an MA Hons Psychology student and Agniete Pocyte, a BSc Hons Psychology student, produced and delivered the resource with the help of Eric Freund, a teacher at Craigroyston Community High School. We are indebted to Eric, but we would also like to thank his 1A and his 2C classes for their participation and enthusiasm. Author: Lorna Camus and Agniete Pocyte, adapted by Kay Douglas and Andrew Ferguson. Unless otherwise stated, all content is released under the CC BY 4.0 license.

Two workshops covering what mental health is and how to promote it – aimed at learners aged 11 to 14. Includes workshop plans with presentations. Educational Level 3 (HWB 3-01a, HWB 3-02a, HWB 3-03a, HWB 3-04a, HWB 3-05a, HWB 3-06a, HWB 3-07a) This resource bundle includes lesson plans (pdf and editable word version) and presentation for: Workshop 1: What is mental health? Self-reflection activity What influences by mental health? What is influenced by mental health? Workshop 2: Title Self-reflection activity Strategies for maintaining good mental health Red flags in mental health What is depression? What is anxiety? Quiz This resource was created as part of Psychology Outreach and Engagement which allows undergraduate psychology students to develop new projects aimed at meeting the needs of local community partners as part of their degree. Author: Melina Zavali Unless otherwise stated, all content is released under a CC BY 4.0 license. Cover image is Mental Health by Wokandapix, licensed under the Pixabay license.

This resource is a set of 4 lessons where pupils will learn about ocean biodiversity, food webs, human impacts on the ocean environment and different marine habitats around the UK. The target audience for this resource is level 2 learners in Scotland, corresponding to 10-12 years old (P5-P7 classes). This resource guides the class through topics related to the ocean, finishing with the opportunity for students to reflect on their own experiences with the ocean. This resource aims to broaden pupils’ knowledge and understanding about the ocean and life within it and give them an appreciation of marine habitats around the British Isles. Pupils will also enhance their understanding of different experiences of the ocean between people and cultures. This resource bundle includes 4 lesson videos narrated by Teresa Ikpe, the resource author, on Media Hopper Create (links provided on the Teacher’s Guide), as well as pdf and editable versions of the following: Lesson plans in the Teacher’s guide: Lesson 1: Biodiversity & Food Webs in the Ocean Lesson 2: Human activities & impacts on ocean biodiversity Lesson 3: Marine habitats in the UK and Scotland Lesson 4: Personal reflection on the ocean 5 worksheets: Diverse Species, Ocean Food Web, The Noise Problem, Marine Habitats, The Ocean and Me Model answer booklet containing worksheet answers Learning Outcomes in the Curriculum for Excellence: 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 can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area. SCN 2.02b - Through carrying out practical activities and investigations, I can show how the ocean has benefited society. SCN 2.11a - Through research on how animals communicate, I can explain how sound vibrations are carried by waves through air, water and other media. 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. SOC 2.10a - Having explored my local area, I can present information on different places to live, work and relax and interesting places to visit. SOC 2.13a - I can explain how the physical environment influences the ways in which people use the ocean and shoreline by comparing my local area with a contrasting area. This resource was created by Teresa Ikpe and adapted by Amy Cook at The University of Edinburgh. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.

This resource by Louise Litrico uses works of art to explore key concepts in ecology in an accessible way. It is comprised of 2 lessons, with a video being the main part of each. Each session focuses on different ecological notions through different pieces of art. The first session uses a painting of a dreamscape ‘Jungle’ to explore food chains, and interactions between species. The second session examines different environments through trying to grow a banana tree from Kenya in Scotland. The activities and questions posed within the video make the sessions interactive, and are in the form a worksheet which has a matching version with answers, as well as PowerPoints for use. These two sessions are aimed at second level students. Learning outcomes 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 can use my knowledge of the interactions and energy flow between plants and animals in ecosystems, food chains and webs. I have contributed to the design or conservation of a wildlife area. SCN 3-01a I can sample and identify living things from different habitats to compare their biodiversity and can suggest reasons for their distribution. 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. In this resource This resource bundle includes editable versions of the following: A teachers guide which has notes that can be read out that explain the key concepts, along with instructions for all the activities. As well as details of exact times to pause the videos for the students to go through worksheets. Lesson 1: How species interact together to form a community -The 15-minute videos where Louise explains key concepts and sets activities, on Media Hopper Create, the University of Edinburgh (links provided on the Teacher’s guide.) -A PowerPoint -A worksheet -A version of the worksheet with answers -a handout for activity F for session 1 Session 2: How communities change due to the environment -The 15-minute video where Louise explains key concepts and sets activities, on Media Hopper Create, the University of Edinburgh (link provided on the Teacher’s guide) -A PowerPoint -A worksheet -A version of the worksheet with answers 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 Mauricewood Primary School in Penicuik, as two science lessons. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. Author: Louise Litrico, adapted by Alysha. Unless otherwise stated, all content is released under a CC BY 4.0 license.

This resource helps Primary School pupils learn about tree identification, their benefits, and biodiversity through two interactive card games. Background: The resource was originally developed for local P7 pupils in Edinburgh, based on an OER (Open Educational Resource) by Erica Zaja https://www.tes.com/teaching-resource/identifying-british-trees-lesson-packs-12701457 and https://open.ed.ac.uk/identifying-british-trees/ as part of the Geoscience Outreach Course at the University of Edinburgh. Overview and How to Make Use of This Resource: While this resource is designed for a 45-minute class for P7 at a local primary school in Edinburgh, it is highly flexible and can easily be adapted by teachers. The resource includes two videos and “Development Plan” slides, to make the class interactive and discussion-based, as well as two games to help pupils learn about trees and their benefits. Teachers can choose to leave the Edinburgh-based lesson materials and to create their own or use the resource fully to prompt discussion in the classroom. The games include tree species common in Scotland, but teachers can also add other species as our PowerPoint slides are easily adaptable. Objectives: By the end of the session, learners should be able to: Recall some facts about common trees (Bloom’s ‘Remember’) Identify common trees in Scotland by leaf and tree shape (Bloom’s ‘Understand’) Interpret the importance of trees in Scotland (Bloom’s ‘Apply’) Justify why trees should not be cut down (Bloom’s ‘Evaluate’) Experiences and Outcomes: 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 2-02b – Through carrying out practical activities and investigations, I can show how plants have benefited society. LIT 2-25a - I can use my notes and other types of writing to help me understand information and ideas, explore problems, make decisions, generate and develop ideas or create new text. **This Pack Includes: ** • Introduction/Development Plan Slides (a copy used in the first video, pptx/pdf) • Tree Matching Cards (pptx/pdf) • Tree Board Game Cards and Board Template (pptx/pdf) • Tree Counters (word docx/pdf) • Tree ID Worksheet (word docx/pdf) • Tree Benefits Worksheet (word docx/pdf) • Guide for the Resource (this document) • How to Play the Games (word docx/pdf) • Links to two Videos from Mr. Frederick (See details in the Lesson Plan section below) Author: Erica Zaja, Frederick Madsen, Kay Douglas, adapted by Mayu Ishimoto, 2024, the University of Edinburgh. The Resource is under CC BY-SA license unless otherwise stated.