This interdisciplinary resource aims to develop and encourage curiosity through an expansive, globalised and scientific understanding of the atmosphere. Learners should be able to understand how research components interact to produce a comprehensive overview of the atmosphere, and the effects that climate change may be having upon the atmosphere. This resource makes accessible complex ideas about the atmosphere, what it’s composed of and how we can measure this. The age range is therefore adaptable to learners aged 7-14. You can view the whole collection of adapted SatSchool materials here! Learning outcomes Ozone: SCN 2-15a: By contributing to investigations into familiar changes in substances to produce other substances, I can describe how their characteristics have changed. 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 3-05b: I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things. SCN 3-15b: Having contributed to a variety of practical activities to make and break down compounds, I can describe examples of how the properties of compounds are different from their constituent elements. SCN 3-16a: I can differentiate between pure substances and mixtures in common use and can select appropriate physical methods for separating mixtures into their components. SCN 4-06a: By researching developments used to observe or explore space, I can illustrate how our knowledge of the universe has evolved over time. Weather: 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. SCN 3-05b: I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things. SCN 4-06a: By researching developments used to observe or explore space, I can illustrate how our knowledge of the universe has evolved over time. SOC 4-12a: I can identify threats facing the main climate zones, including climate change, and analyse how these threats impact on the way of life. SOC 4-12c: I can demonstrate an understanding of weather and climate by explaining the relationship between weather and air pressure. This resource was created by Ashar Aslam and Emily Dowd, adapted by Molly Wickett and is licens Cover image: July 3, 2013 by Earth Observatory NASA is freely available for re-use

This module explores why whales are important to study, the challenges to monitoring whales and how we can address these through technology and satellite imaging. This then explores these through spotting whales activity, and mass strandings from space. The historical and present threats are explored through climate change, chemical pollution and ocean noise increased through global economic activity and trade. The resource makes accessible complex ideas and science around the oceans. This resource can be adapted for learners aged 10-14. This module is the second module in the Oceans series, which follow on and build upon this knowledge to give learners a comprehensive understanding and ability to think creatively, scientifically and critically about studying the Oceans. This module has been split into individual sections due to the size of it, but the complete resource of all the modules can be found on our TES. Learning outcomes 2.1-2 SCN 4-20b Having selected scientific themes of topical interest, I can critically analyse the issues, and use relevant information to develop an informed argument. 2.3 MNU 3-20a I can work collaboratively, making appropriate use of technology, to source information presented in a range of ways, interpret what it conveys and discuss whether I believe the information to be robust, vague or misleading. 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. SCN 3-20b Through research and discussion, I have contributed to evaluations of media items with regard to scientific content and ethical implications. Unsure if third or fourth on most of these. SCN 4-06a By researching developments used to observe or explore space, I can illustrate how our knowledge of the universe has evolved over time. 2.4 MNU 3-08a I can show how quantities that are related can be increased or decreased proportionally and apply this to solve problems in everyday contexts. This resource created by Penny Clarke, and adapted by Molly Wickett, is licensed under CC BY-SA 4.0.

This module explores ocean pollution, climate change and surveying the oceans from Space on a global scale. The packs cover why the ocean is important, factors which threaten its health, the ecosystems within, climate patterns, economic trade across the oceans and what the challenges we face are across these interconnected topics. This module is the first in the Oceans series, which follow on and build upon this knowledge to give learners a comprehensive understanding and ability to think creatively, scientifically and critically about studying the Oceans. The resource makes accessible complex ideas and science around the oceans. This resource can be adapted for learners aged 10-14. Learning outcomes SCN 3-01a I can sample and identify living things from different habitats to compare their biodiversity and can suggest reasons for their distribution. SCN 3-05b I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things. SCN 4-05b Through exploring the carbon cycle, I can describe the processes involved in maintaining the balance of gases in the air, considering causes and implications of changes in the balance. SCN 4-06a By researching developments used to observe or explore space, I can illustrate how our knowledge of the universe has evolved over time. SCN 4-20a I have researched new developments in science and can explain how their current or future applications might impact on modern life. SCN 4-20b Having selected scientific themes of topical interest, I can critically analyse the issues, and use relevant information to develop an informed argument. SOC 3-08a: I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. SOC 4-09b: I can assess the impact of developments in transport infrastructure in a selected area and can contribute to a discussion on the development of sustainable systems. SOC 4-11a: Having researched the globalisation of trade, I can explain the interdependence of different parts of the world and assess the impacts for providers, consumers and the environment. SOC 4-12b: I can carry out a geographical enquiry to assess the impact and possible outcomes of climate change on a selected region and can propose strategies to slow or reverse the impact. This resource created by Penny Clarke, and adapted by Molly Wickett, is licensed under CC BY-SA 4.0. Cover image: Algae bloom near the Falkland Islands by NOAA is used in accordance with NOAA’s media and usage guidelines

This module explores the marine ecosystem and the biological pump, and the impact of small organisms collectively on a global scale. Phytoplankton have been instrumental in the health and development of the Oceans, and this module explores their role in the oceans, how we can measure them and why they’re important for the climate. This module is the third in the Oceans series, which follow on and build upon this knowledge to give learners a comprehensive understanding and ability to think creatively, scientifically and critically about studying the Oceans. The resource makes accessible complex ideas and science around the oceans. This resource can be adapted for learners aged 10-14. Learning outcomes SCN 3-02a: I have collaborated on investigations into the process of photosynthesis and I can demonstrate my understanding of why plants are vital to sustaining life on Earth. SCN 4-01a: understand how animal and plant species depend on each other and how living things are adapted for survival. I can predict the impact of population growth and natural hazards on biodiversity. SCN 4-05b: Through exploring the carbon cycle, I can describe the processes involved in maintaining the balance of gases in the air, considering causes and implications of changes in the balance. 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. This resource created by Penny Clarke, Jenny Crocks and adapted by Molly Wickett, is licensed under CC BY-SA 4.0. Cover Image: Algae bloom near the Falkland Islands by NOAA is used in accordance with NOAA’s media and usage guidelines

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, ‘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.

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.

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.

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 the Orkney Islands’, is the second lesson of the seven, and it introduces the Orkney islands and their historical significance and archaeological finds. 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 - this lesson 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.

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 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,

This resource is a quiz-style lesson presentation focussed on the impacts of machine learning social media algorithms on society and individuals. It is an interdisciplinary resource covering topics from health and wellbeing, technology, data and social studies and is also relevant to the NPA Data Science Qualification Suite. The contents are suitable for learners aged around 12 upwards and relevant to all ages. About the resource content: The presentation covers the definitions of algorithms and machine learning then provides examples of both beneficial uses and ethical problems with their use. The content then focusses on applications to social media user retention. The aims of social media companies, the contributions of automated decision making to societal biases, inequalities, the promotion of dangerous content, polarisation and echo-chamber creation are some of the main topics covered. This resource allows students to develop their awareness of the dangers posed to themselves and others when using social media and encourages responsible and informed use of platforms. The downloadable pack of resources includes a quiz-style informational presentation, and word document containing duplicate content in plain text format. Curriculum Relevance: This interdisciplinary resource is recommended for and relevant to all ages 12 and upwards, and covers themes from health and wellbeing, technology and social studies. This pack may particularly be a useful teaching resource for the National Progression Award Data Science SCQF Levels 4,5 and 6, particularly the Machine Learning Optional Unit. The resource relates to aims 4 and 11 of the qualification to “stimulate interest in data science” and to “Raise awareness of the societal issues relating to data science including data ethics” respectively. The resource contains content focussed on non-technical data skills such as consideration of the impact of data, and ethical use of data and AI. In particular it may be relevant to the level 6 qualification which “takes a more academic view of data science, situating it in the wider context of AI and big data” and aims to raise “awareness of data ethics”. The materials could also be used as part of English language activities in which students read and evaluate the linked articles, form and discuss their opinions and create factual or persuasive writing pieces on this topic. This resource was developed as part of an Open Content Curator Internship with The University of Edinburgh Open Educational Resources Service. Authors: Alyssa Heggison, with guidance and input from from Amy Yin, Megan Thomson and Dr Vicki Madden at The University of Edinburgh Information Services Group Unless otherwise stated, all content is released under a CC BY-SA 4.0 license. Cover Image:

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

Volcanoes and Vulcanologists 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 interdisciplinary approach involves pupils in developing knowledge and skills through five separate lessons. The first session involves pupils experimenting with everyday chemicals to make a ‘volcano’. The second session uses food (biscuits, bananas, custard) to show the structure and functioning of the different Earth layers. The third session involves a comparison test to mimic lava flow in different types of volcano. The fourth session involves composing a rap or poem using knowledge of the ‘Pacific Ring of Fire’, the location for 75% of the Earth’s volcanoes. The final section looks at the advantages and disadvantages of living near a volcano, where the learning is deepened using expressive arts. Vinnie (my volcano character), learning book and Vinnie certificate are included with a lesson plan and ppt for each of the five sessions. Due to the volume of content in this resource, a selection of files are available to preview and the full selection of content is contained within the zipped folder in the download pack. Contents in this resource • Five Lesson Plans • Five PowerPoints • Volcano photographs and factsheets • Sample Risk Assessment • ‘Vinney’s’ Learning book (Self-reflective) • ‘Vinney’ emotion pictograms • ‘Vinney’ hook letter Learning outcomes in the Curriculum for Excellence SCN 1-15a; SCN 2-15a; SCN 2-17a; SCN 2-19a Second Level: Sciences Inquiry and Investigation skills SOC 2-07a; MNU 1-11b; MTH 2-21a; LIT 2-02a; EXA 2-02a; EXA 2-04a; EXA 2-13a; EXA 2-18a; TCH 2-09a; TCH 2:10a; TCH 2-12a I hope you and your pupils enjoy my resource. Vinnie would like that! Kim Greig, Primary Teacher. 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.

The pupils receive a distress call from an alien planet. Over the course of 3-4 lessons, pupils will learn about how life is adapted to live in different places, why water is necessary for life and the size of the Solar System by helping the aliens. The target audience for this resource is level 2 learners, corresponding to 10-12 year old pupils (P5-P7 classes in Scotland). Pupils have the opportunity to learn more about their assigned alien world using the pre-prepared fact files. They will then share this knowledge with the rest of their class and will finally celebrate successfully saving the aliens! Lessons in this resource: o Lesson 1: First Contact o Lesson 2: Lift Off o Lesson 3: Save the Day o Lesson 4: Celebrate This resource bundle includes pdf and editable versions of the following: • Lesson plans for teachers for lessons 1-4, including relevant Es, Os and Benchmarks • PowerPoint presentations for lessons 1-4 • Fact files on Europa, Mars, Titan and Venus • Transcripts of messages received from Europa, Mars, Titan and Venus • Worksheet titled “Building a Scale Model of the Solar System” for lesson 2 • Instructions & Worksheet titled “Can you help the aliens?” for lesson 3 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 2-05a: I can apply my knowledge of how water changes state to help me understand the processes involved in the water cycle in nature over time. SCN 2-06a: By observing and researching features of our solar system, I can use simple models to communicate my understanding of size, scale, time and relative motion within it. MNU 2-10c: (Extension) Using simple time periods, I can give a good estimate of how long a journey should take, based on my knowledge of the link between time, speed and distance. 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: Ray Honeysett, adapted by Amy Cook Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.

This resource is a the second 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. Other sessions involve LIFT, THRUST, WEIGHT), and the fifth AEROPLANE pulls together all the learning. In this second session students are introduced to the force LIFT. This session is designed to allow the students to investigate lift by focusing on the shape of an aeroplane wing. By the end of the lesson the goal is that the students will have an understanding about the shape of an aeroplane wing and how it causes the aeroplane to fly up into the air. 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. 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

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 resource is a the fourth 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 lesson is the final of the four forces and it is WEIGHT. This force will already be understood by a lot of children as it is part of everyday life. However, it is worth guiding their attention to weight in relation to flying aircrafts. By the end of the lesson students should have an overall understanding of the four forces involved in flight. They will also have gained some good problem-solving experience which has hopefully helped them develop some useful skills for their futures. Other sessions involve DRAG, LIFT, THRUST, 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 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 2-09a: I can extend and enhance my design skills to solve problems and can construct models. MTH 2-17b: Through practical activities, I can show my understanding of the relationship between 3D objects and their nets. 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. 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 resource is a the third 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. In this third session students are introduced to the force THRUST while building on their understanding of LIFT. This session is designed to allow the students to experiment with design to create a ‘mini helicopter model’. By the end of the lesson the goal is that the students will have an understanding of THRUST and LIFT in relation to flight. Other sessions involve DRAG, LIFT, 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 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. 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. 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. 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.