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).

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 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.

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

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.

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,

This resource is a set of information packs, worksheets and a presentations on the topic of Satellite Earth Observation complete with slides. The target audience for this resource is learners ages 10-14. This interdisciplinary resource was originally developed by SatSchool using current research and development from global scientific communities. It is an adaption of the online Introduction to Earth Observation Module, available on the SatSchool Web Page. These resources provide foundational knowledge for understanding the way we can use technology to produce digital imaging, and introduce the history of satellite developments leading up to current technology. Learners are encouraged to ask questions, engage with scientific developments and consider the role of real-world scientists in understanding the Earth and Space. Earth observation explores the use of satellites and other technology used to measure Earth from space. This resource introduces this through booklets covering four key sections: Overview Satellites and Orbits Satellite Sensors Image Resolution Also included is an introductory overview presentation and two activity worksheets. Where two versions of a document are included, one version is an editable version ( e.g. Word document) and the other is the best format for viewing/printing (PDF). All the resources are contained in a compressed folder in the download pack. The pack also contains a selection of images used only to provide preview images on the tes webpage. Relevant learning outcomes: SCN 3-08a, SCN 3-11b, SCN 3-20, SOC 3-14a, SOC 3-08a This resource is an adaption of the Earth Observation module on the SatSchool Website, created as part of the SatSchool Outreach Course. SatSchool is an Earth Observation outreach programme designed and delivered by PhD students from SENSE CDT, spanning multiple universities and researchers. This resource was developed in collaboration with the University of Edinburgh OER Service. Authors: Bryony Freer, Eszter Kovacs and Megan Udy, adapted into OER form by Molly Wickett and Alyssa Heggison. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license. Cover Image: Jason-3 Satellite, Copernicus Marine, EUMETSAT, European Union Copernicus Sentinel images,

The development of these grade-related marking criteria has been led by Dr Nina Morris (School of GeoSciences) and Dr Hazel Christie (Institute for Academic Development). They are an outcome of a University of Edinburgh Principal’s Teaching Award funded project ‘Every student a researcher: supporting the use of blogging as a form of student assessment’. They provide a marking template for academic staff who wish to incorporate assessed blogs into their undergraduate or postgraduate curriculum and are designed to be adapted to suit individual course needs; not all comments will be relevant to every blog assessment – please delete elements as appropriate. If you adopt these marking criteria (regardless of how you adapt them) we would be grateful if you could let us know at N.Morris@ed.ac.uk or Hazel.Christie@ed.ac.uk. The assessment criteria for each grade include paragraphs relating to: CONTENT: knowledge (i.e. range, command of material, awareness of scholarship), application of theory (i.e. use and relevance of examples, connection of course themes to wider world), argument/analysis (i.e. focus, clarity of structure, analytical skills, evaluation and evidence), self-reflection (i.e. progress of project, contribution to group, group performance). PRESENTATION: language and expression (i.e. clarity and accuracy, grammar and syntax, spelling, fluency of writing), genre-specific features (i.e. content indicators, use of images and/or audio-visual material, use of hyperlinks), scholarly apparatus (i.e. accuracy and consistency of referencing, accuracy and consistency of bibliography, due consideration of data protection with regards to images and audio-visual material, image copyright), and accessibility (i.e. overall appearance, media, writing). PRACTICE: self-reflection and critical reflection on group efficacy. The original template for these criteria was the University of Edinburgh Geography Degree Programme Grade Related Marking Criteria. We have also drawn on: Badenhorst, C. & Mather, C. (2014) Blogging geographies, Journal of Geography in Higher Education, 38(2), 193-207. Brendell, N. (2017) Using weblogs to determine the levels of student reflection in global education. In C. Brooks, G. Butt and M. Fargher (Eds.) The Power of Geographical Thinking. London: Springer, pp.119-135. Dunleavy, P. (2014) Shorter, better, faster, free: Blogging changes the nature of academic research, not just how it is communicated. LSE Blogs. We are grateful to colleagues at the University of Edinburgh, Andrew Gardiner (Royal (Dick) School of Veterinary Studies), Karen Howie (Information Services), Kate Saunders (School of GeoSciences), Iraklis Pantopoulos (Edinburgh College of Art), and Kirsten Lloyd (Edinburgh College of Art), for their comments on an earlier version. June 2020