Free open educational resources from the University of Edinburgh to download and adapt for primary and secondary teaching.
Winner of the 2021 OEGlobal Awards for Excellence Open Curation Award for this collection of high quality student made OER on the TES platform.
Free open educational resources from the University of Edinburgh to download and adapt for primary and secondary teaching.
Winner of the 2021 OEGlobal Awards for Excellence Open Curation Award for this collection of high quality student made OER on the TES platform.
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.
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.
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).
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.
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).
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.
This resource is a set of 5 lesson plans with slides, an experiment (with worksheets for analysing the results) and assessment items. The target audience for this resource is for learners aged between 14 and 16 years.
Entomophagy is the human consumption of insects as food - it represents a sustainable alternative to the environmentally destructive effects of livestock based protein. The lessons presented here are based around a project designed to test the food conversion efficiency and water footprint of mealworms.
The lessons are presented as 5 individual lessons each 50 minutes in length. They are designed to be incorporated into the school’s curriculum surrounding the food production unit for National 5 students. Providing that classes are taught when the food production unit would normally be delivered, these lessons can act as a detailed blueprint of how to teach the two related subjects in tandem.
This resource aims to cover the following Curriculum for Excellence benchmarks:
SOC 4-09a - Having evaluated the role of agriculture in the production of food and raw material, I can draw reasoned conclusions about the environmental impacts and sustainability.
SCN 4-03a - Through investigating the nitrogen cycle and evaluating results from practical experiments, I can suggest a design for a fertiliser, taking account of its environmental impact. (Particularly the points associated with “Explores and explains the possible impact of the use of fertilisers, for example, algal blooms.”)
SCN 4-20a - I have researched new developments in science and can explain how their current or future applications might impact on modern life.
This resource was created as part of the GeoScience Outreach Course at the University of Edinburgh and was originally developed for the Trinity Academy in Edinburgh.
Author: Danny Ashton, adapted by Ana Mckellar.
Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license.
Cover image is Future food: insects (Krabi, Thailand 2015) by Paul Arps (Flickr), licensed under CC BY-SA 2.0.
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.
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.
Educational Level: Third Curriculum (SCQF Level 3)
(SCN 3-01a, SCN 3-02a, SCN 3-035b, MTH 3-20b, MTH 2-21a, HWB 3-20a)
This resource is a set of 5 lesson plans (tested plans, slides, templates and worksheets) which introduce students to the diversity and natural habitats of insects. The target audience for this resource is learners aged between 12-14 years involving insects and ecology. Resource includes sampling, invertebrate collection and identification, data collection and analysis, insect careers.
This resource aims to address the importance of insect biodiversity and abundance through centring a practical activity. This will involve sampling and identifying insects from two different habitats of clearly contrasting plant diversity. The author suggests conducting the lessons during the period of April to October (when insects are most active in the UK). However, these experiments and resources are adaptable to an international context. By doing so, learners can develop their understanding of the interdependence of biodiversity through insects and their habitat.
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 ‘central tendency’ 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 set of five lesson plans and materials, based around identifying and cataloguing British tree leaves. This resource is suggested as a second level science resource, in which students gain awareness of the importance of trees to humans and the environment.
These activities, grouped into hour long lessons, are based around the storyline of a developer who intends replace a forest with a new shopping centre. The children are tasked with researching whether this is a good idea by researching local woodlands and the importance of trees. The children then communicate their findings along with supporting evidence to the landowner.
Through this resource children can develop their knowledge of and appreciation for the natural environment around them. The children can then apply this knowledge in a series of activities linking in with the Curriculum for Excellence Experiences, Outcomes and Benchmarks.
The Resource Cover document gives a detailed overview of the resource, and lesson plans are contained in the Teacher’s Guide document.
Relevant Experiences and Outcomes: SCN 2-01a, HWB 2-25a, LIT 2-02a, LIT 2-23a, LIT 2-29a, MNU 2-03a
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, Penicuik, Midlothian.
Author: Erica Zaja, adapted by Alyssa Heggison.
Unless otherwise stated, all content is released under a CC BY 4.0 license.
Cover Image: a cropped version of Tree by benjgibbs on flickr, CC-BY 2.0,
