Free open educational resources from the University of Edinburgh to download and adapt for primary and secondary teaching.
Winner of the 2021 OEGlobal Awards for Excellence Open Curation Award for this collection of high quality student made OER on the TES platform.
Free open educational resources from the University of Edinburgh to download and adapt for primary and secondary teaching.
Winner of the 2021 OEGlobal Awards for Excellence Open Curation Award for this collection of high quality student made OER on the TES platform.
A power point resource for teachers of biology, geography and environmental science for pupils studying at Advanced Higher (AS-Level, and above), and early FE/HE levels.
Of use for helping to achieve a basic understanding of the different terms used to describe data and variables commonplace in literature on the internet. It complements the Geoscience Guides (https://www.tes.com/teaching-resource/guide-to-descriptive-statistics-in-geosciences-11308746).
Educational level: Second level (SCQF 2-3)
(SCN 2-02a, SCN 2-02b, SCN 3-01a, TCH 2-06a, SCN 3-05b, SOC 2-08a, SOC 2-08b, SOC 3-07a, SOC 3-10a, MTH 2-13a, MNU 2-20a)
This resource by Nula Langmuir explores the concept of rewilding as a form of environmental conservation through art in an accessible and inquisitive way.
It comprises of a set of three lessons, presentations, guides and notes with an optional fourth. The target audience for this resource is learners aged 7-11, involving conservation and the environment. Resource includes slides, lesson plans and notes, worksheets and printable activities.
Lesson 1 comprises of a series of activities, including drawing a landscape, word association and key definitions, and food webs.
Lesson 2 explores rewilding from Space, and the geography of how landscapes has changed over time.
Lesson 3 uses the example of a field trip to Roslin Glen, but the activity can easily be adapted to your local area. The aim is to consider how rewilding may take place on a global and local scale.
Lesson 4 is optional, a reflective activity which asks the learners to recall what they have learnt and evaluate it.
This interdisciplinary STEM resource on Climate Change has three to four sessions seeking out what practical steps pupils and their family can take to mitigate the effects of climate change. (Involves STEM Challenges.)
Activity 1 is a broad introduction to climate change, its causes, effects and solutions at the individual level.
Activity 2 discusses the concept of ecological footprint and is based on a practical workshop on upcycling.
Activity 3 applies a simplified version of the scientific research method to measure the impact of our actions.
Activity 4 is an optional showcase with scientific posters.
Educational Information
This resource provides material for the Curriculum for Excellence (CfE) Experiences and Outcomes in Technology, Numeracy and Mathematics, Literacy and English. An interdisciplinary approach to the concept of Ecological and Carbon Footprint is adopted with the aim of shaping pupils’ sense of responsibility and awareness of the impact of our daily actions on our planet.
The resource comprises four activities (including STEM), each lasting within the range of 60-80 minutes. A so-called “Gift to the Earth” challenge requires pupils to record their daily commitment to reducing their carbon footprint and creates the link between each activity.
Learning Outcomes covered:
Technology
Technology TCH 2-06a: I can analyse how lifestyles can impact on the environment and Earth’s resources and can make suggestions about how to live in a more sustainable way.
Technology TCH 2-07a: I can make suggestions as to how individuals and organizations may use technologies to support sustainability and reduce the impact on our environment.
Technology TCH 2-09a: I can extend and enhance my design skills to solve problems and can construct models.
Numeracy and Mathematics
Numeracy MNU 2-20b: I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way.
Mathematics MTH 2-21a: 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.
Literacy and English
Literacy and English LIT 2-09a: When listening and talking with others for different purposes, I can: share information, experiences and opinions; explain processes and ideas; identify issues raised and summarise main points or findings; clarify points by asking questions or by asking others to say more.
A power point resource for teachers of biology, geography and environmental science for pupils studying at Advanced Higher (AS-Level, and above), and early FE/HE levels.
Of use for helping to achieve a basic understanding and application of ‘central tendency’ in fieldwork, assignments and examination questions. It complements the Guide to Descriptive Statistics in Geosciences (https://www.tes.com/teaching-resource/guide-to-descriptive-statistics-in-geosciences-11308746).
A power point resource for teachers of biology, geography and environmental science for pupils studying at Advanced Higher, ( AS-Level, and above), and early FE/HE levels.
Of use for helping to achieve a basic understanding and application of the ‘spread of data’ in fieldwork, assignments and examination questions. It complements the Guide to Descriptive Statistics in Geosciences (https://www.tes.com/teaching-resource/guide-to-descriptive-statistics-in-geosciences-11308746).
Due to climate change, this layer is changing. The Biosphere 1.1 explores what the Biosphere is made up of, and how it can be studied through technology and satellite imaging. The Biosphere 1.2 explores the effects of climate change, using the case study of forest fires as a naturally occurring yet increasingly extreme event. This looks first at band maths and plant health to establish an understanding of healthy vegetation and how this is then impacted. The impact of forest fires can be viewed through this data set, exploring the use of NDVI indexes and satellite imaging to understand and analyse the extent of the damage.
This resource makes accessible complex ideas about the biosphere, and can be flexibly adapted for learners aged 10-14.
It is suitable as a standalone resource. The information and activity packs match up with the topics covered in other Satschool modules can also supplement and enhance those materials.
Learning outcomes
SCN 3-11b: By exploring radiations beyond the visible, I can describe a selected application, discussing the advantages and limitations.
SCN 3-15: 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 3-19a: 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 3-19b: I have helped to design and carry out practical activities to develop my understanding of chemical reactions involving the Earth’s materials. I can explain how we apply knowledge of these reactions in practical ways.
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 4-11b: By carrying out a comparison of the properties of parts of the electromagnetic spectrum beyond the visible, I can explain the use of radiation and discuss how this has impacted upon society and our quality of 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 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.
SOC 4-10a: I can develop my understanding of the interaction between humans and the environment by describing and assessing the impact of human activity on an area.
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
Properties and uses of substances, Earth’s Materials, People Place & Environment
This mini resource comprises 2 sessions (or one afternoon).
Session 1 uses songs to name and locate the continents, oceans and Pacific Ring of Fire.
Session 2 involves a reaction of vinegar and bicarbonate of soda to mimic a volcanic eruption.
Session 1 is PowerPoint presentation, giving general background on the World Map and names and locations of the continents, oceans and by inference the Pacific Ring of Fire. Despite being ppt based, you can make it interactive and even sing along with the songs. A consolidation worksheet is included to label the world map.
Session 2 is a practical activity/demonstration. It involves using the chemical reaction (neutralisation) of bicarbonate of soda and vinegar. These react together to form carbon dioxide (CO2). Carbon dioxide is the fizzy gas in ‘pop’. Adding washing up liquid and tomato ketchup to the mix allows for red CO2 bubbles from the mouth of the small drinks bottle. A copy and complete exercise can be copied from the second half of the PowerPoint.
Learning outcomes:
Sciences - Biodiversity and interdependence
SCN 2-15a: ‘By contributing to investigations into familiar changes in substances to produce other substances, I can describe how their characteristics have changed.’ and the explanatory benchmark, ‘Observes and identifies some of the signs of a chemical reaction, for example, production of bubbles, colour/texture change and heat given out/taken in.’
SCN 2-17a ‘Having explored the substances that make up Earth’s surface, I can compare some of their characteristics and uses‘
Social Studies - People, place, and environment
SOC 2-07b: ‘I can describe the physical processes of a natural disaster and discuss its impact on people and the landscape and the explanatory benchmark ‘the explanatory benchmark ‘Describes the causes of a natural disaster such as a volcano, earthquake or extreme weather event’.
Author: Kay Douglas of The University of Edinburgh, 2019.
Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.
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.
