A resource for pupils studying at Higher, Advanced Higher (AS-Levels) and above which details scientific investigation and the methodology used in the field of geoscience. May be of use to teachers of geography and science (particularly biology). Of use for helping to achieve problem solving, data handling and scientific investigation learning outcomes. All content released under a CC BY license. Authors: Kay Douglas & Sophie Flack © University of Edinburgh Keywords: Biology/ Investigation/AH investigation Chemistry/Investigation/AH Investigation Environmental Science/investigation/AH investigation OER, EdUniOERGeo

A resource for pupils studying at 1st to 2nd year undergraduate levels which details the use of inferential statistics in the field of geoscience and ecology. May be of use to teachers of geography, ecology, the sciences or even as an application in a mathematics or statistics course. Of use for helping to achieve problem solving, data handling and numeracy learning outcomes. All content released under a CC BY license. Authors: Kay Douglas and Sophie Flack © University of Edinburgh Keywords: Biology/data and statistics/data handling, Environmental science/data and statistics/data handling, Chemistry/data and statistics/data handling University of Edinburgh, EdUniOERGeo

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:

This resource is five lessons, each with a different activity; species identification, habitat, hibernation and mindfulness. These lessons have been designed to be done around the South Edinburgh green space of Blackford Hill (including the Hermitage of Braid and Braidburn), but it could be adapted to any outdoor space. The target for this resource is children of nursery age (3-5 years old). Outdoor learning and environmental education are powerful tools used to establish human-nature connections. Raising awareness of local biodiversity and the importance of co-existing species within ecosystems can motivate intentions to care for and protect wildlife. Introducing these concepts at a young age can help foster early environmental stewardship and allow individuals to explore their feelings towards nature. The resources includes details of the relevant aims, outcomes, extra teacher information and any potential further activities. The activities are designed to be fun and engaging to help the children develop an interest in the content. Biodiversity and Interdependence SCN 0-01a: I have observed living things in the environment over time and  am becoming aware of how they depend on each other. Properties and uses of substances SCN 0-15a: Through creative play, I explore different materials and can share my reasoning for selecting materials for different purposes. Mental and emotional wellbeing HWB 0-07a: I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss. Listening and talking; enjoyment and choice LIT 0-01c: I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. Creating texts  LIT 0-09a: Within real and imaginary situations, I share experiences and feelings,  ideas and information in a way that communicates my message. Art and Design EXA 0-02a: I have the freedom to discover and choose ways to create images & objects using a variety of materials. This resource bundle includes pdf and editable versions of the following: Teachers guide: including details of equipment, learning outcomes, instructions for the activities, teacher’s notes, potential health and safety risks. Animal Habitat Information Guide Plant and Flower Identification booklet This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally developed for the ‘Arcadia @ Kings Buildings’ Nursery. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. Author: Ellie Sutton, adapted by Alysha Wilson. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license.

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

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.

In this resource, pupils will learn how sensory stories from our oral history research reveal surprising details about life in mid-20th century Inverclyde. Pupils will also learn how to conduct their own sensory oral history interview to explore hidden histories in their local area. Teachers and pupils can explore the role of sugar in shaping the history of Greenock and then conduct their own interviews to find out about the history of their local area – focusing on sights, smells, sounds and taste. Students can use objects and questions about the senses creatively to discover what life in their town was like in the past and compare this with other knowledge of the same historical period. While this resource was originally designed for primary and secondary school children in Inverclyde to share local stories of Greenock’s sugar industry, it could easily be adapted to another area with an industrial past that could be explored using the same methods. This resource is also designed to be adaptable for students from P5 up to S3 classes (ages 10-15 years). This resource bundle includes pdf and editable versions of the following: • A PowerPoint presentation about Sensory Oral Histories (within the context of the sugar industry in Greenock) • Teacher’s guide, including a lesson plan on Sensory Oral History interviews (an overview and practise outline) • Student information sheet • Student worksheet for interview practise • An interviewee consent form Learning Outcomes in the Curriculum for Excellence: Social studies - SOC 2/3-01a; SOC 2/3-02a; SOC 2/3-03a; SOC 2/3-14a • Develop my understanding of the history, heritage and culture of Scotland, and an appreciation of my local and national heritage within the world • Learn how to locate, explore and link periods, people and events in time and place • Learn how to locate, explore and link features and places locally and further afield • Explore and evaluate different types of sources and evidence Literacy & English - LIT2/3-26a; LIT 2/3-24a; LIT2-07a; LIT2/3-10a Students will research local and global history by conducting sensory oral history interviews, applying their skills and understanding in a range of contexts and suitable formats. The writing format of the piece of text, accompanying historical materials, level of challenge, length and complexity of task are to be determined by the teacher. This resource was created by Marisa Wilson 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 is a set of three lessons for children learning at the first SCQF level, inspired by the work of environmental heroes David Attenborough, Greta Thunberg and Poppy Okotcha. Each lesson begins with a brief storytelling of the person’s work and aims, followed by learning through art and craft activities based on nature and the environment. These activities encourage the children to consider, imagine and feel empowered to work towards the future that they want for the world. The children can develop their appreciation of nature and the ways in which humans interact with the natural environment. Through activities including nature journaling, crafting planters and storyboard or poster making, the students can apply their creative and observational skills whilst learning about the world. The resource cover document gives a fully detailed overview of the resource. Links to the Curriculum for Excellence: EXA 1-03a, EXA 1-05a, EXA 1-07a, TCH 1-11a, SOC 1-08a, SOC 1-09a, HWB 1-24a, LIT 1-07a, ENG 1-31a 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 Gorgie Farm Art School. Author: Jennifer Gullery, with the supervision of Kay Douglas and Issy Key, adapted into OER form by Alyssa Heggison. Unless otherwise stated, this resource content is released under a CC BY-SA 4.0 licence. Cover image: Cropped version of “Nature” by ChrisA1995 via flickr, CC BY 2.0, with text and logo overlay.

This teaching block of five lessons revolves around the idea of scientific testing and psychology. The students will be introduced to the “Scottish Water Company” and their mission to find out how a new water-based sports drink can improve psychological abilities. The students will learn about three areas of psychology; perception, memory, and reaction time to find a possible psychology experiment for the water. Once the children find that they can measure and test reaction time, they will begin to look at questions about scientific testing, and then design their own test. The series will conclude with the finding that the water was no more than tap water, which the children can present in writing or verbally. This resource is suggested as a second level science resource and relates mainly to SCQF level 2 Experiences and Outcomes. However it could be used with classes working at first or third level, or even be used alongside a different curriculum with minor adaptations. Relevant Experiences and Outcomes: LIT 2-02a, LIT 2-07a, LIT 2-09a, LIT 2-10a, MNU 2-01a, MNU 2-02a, MNU 2-03a, MNU 2-03b, MNU 2-07a , MNU 2-10b, MNU 2-11a, MNU 2-11b, MNU 3-03a, MNU 3-07a, MNU 3-08a, MNU 3-11a, SCN 1-12b, SCN 1-20a, SCN 2-12b, SCN 2-20a, SCN 3-12b This resource was created as part of the Psychology Outreach and Engagement course 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 originally developed for Curiosity Club. Author: Alex Wren, adapted by Alysha Wilson, Molly Wickett and Alyssa Heggison. 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.

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.

This interdisciplinary resource is developed by SatSchool using current research and development from global scientific communities. The packs are structured by key ideas and includes prompts or questions and activities throughout the document, to encourage active engagement with these ideas. The ocean is the foundation of all life on Earth, and our planet ecosystems are dependent on the health of the oceans to support and sustain them. However, our actions and way of life is impacting the oceans. This pack includes Oceans 1, Oceans 2, Oceans 3 and Oceans 4 as a collective resource. However, due to the module size and depth these components may also be taught individually. These individual components can be found on our author dashboard. Learning Outcomes: (SCN 3-01a, SCN 3-05b, SCN 4-05b, SCN 4-06a, SCN 4-20a, SCN 4-20b, SOC 3-08a, SOC 4-09b, SOC 4-11a, SOC 4-12b) This resource created by Penny Clarke, Jenny Crocks, Phoebe Hudson 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 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

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 density across solids, liquids and gases. It then examines global Ocean circulation, patterns and changes caused by climate change. It relates these changes to density, building on the scientific knowledge of this to explain increasing salinity and temperature. Learners are asked to analyse visualisations of this data, looking at globally mapped salinity, temperature and density. This module is the fourth and final 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. You can also find the collective Oceans module , with all the modules in one place, on our author dashboard. 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 3-19a: Through experimentation, I can identify indicators of chemical reactions having occurred. I can describe ways of controlling the rate of reactions and can relate my findings to the world around me. SCN 4-08b: Through experimentation, I can explain floating and sinking in terms of the relative densities of different materials. SOC 3-08a: I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. This resource created by Penny Clarke, and adapted by Molly Wickett, is licensed under CC BY-SA 4.0.

This resource is on comets and includes a twelve-minute video and a PDF with four follow up activities. Including: recommended books to borrow, watching a video, doing a quiz, researching and conducting your own experiment. The target audience for this resource is children aged 8-11 years-old. There is also another session which follows the same structure but is about forces, called: Forces Fiona Asks about Gravity. This project focuses on space, which is a key area of physics outlined in the Science Benchmarks, Experiences & Outcomes (Es & Os) in the Curriculum for Excellence (CfE). The activities reinforce the knowledge introduced during the stories and range from less to more involved so the participants can progress through them, but they also serve as standalone activities. This resource bundle includes the following: • The Space Video is available to watch via the link on the Word document, ‘Spaceman Sam and Comets’ on Media Hopper Create, the University of Edinburgh. The twelve-minute video is a story written and told by Amy Cook following Sam, who lives on the moon, as he meets the Astronomer Caroline Herschel who introduces him to comets through a telescope! • The follow up activities sheet accompanying the video is available in a downloadable PDF. 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. 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. LIT 2-04a: As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-07a: I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. ENG 2-12a: Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression. LIT 2-14a: Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally developed for the City of Edinburgh Libaries. Author: Amy Cook, adapted by Alysha Wilson. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.