This resource is  the fourth of a set of  4 lesson plans with STEM activities based around a group of 10-12 year olds, wanting to explain the science and maths behind magic. This session teaches STATIC ELECTRICITY, a magic wand trick. (Other sessions involve PROBABILITY, AIR PRESSURE, CHEMICAL REACTIONS. ) Wonder in Magic 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 of Wonder in Magic is to explain the ‘magic’ behind science and maths activities. The first has an activity on air pressure. The second has an activity on probability and tthe third is on chemical reactions. There is an optional activity (session 5) on showcasing the knowledge and skills obtained in Wonder in Magic. You can find all of these in our TES Shop for free download and re-use. The log-book (‘Book of Spells’), general teaching notes, completion certificate and letter (‘hook’) are included with all resources. This bundle includes: extensive teacher notes bundle includes pdf and editable versions of the following: Electrostatics – Hopping Magic Wands - contents for each lesson includes: Resource list Learning Intentions Shared success criteria Relevant Es&Os Assessment Methods Lesson Plan General resources * ‘Hook’ letter from the Head Teacher of Scotland’s Magic School Log-book (aka Book of Spells) Completion Certificate General Teaching Notes 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. (Explains how some objects may become electrically charged by rubbing two surfaces together and how the charges produce an electrostatic force. Investigates and demonstrates understanding that electrostatic forces can both repel and attract.) 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. (Asks and responds to a range of questions, including literal, inferential and evaluative questions, to demonstrate understanding of spoken texts.) 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: Philippa Johnston, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license. Read less

This is an Open Educational Resource for the Early Curriculum Level and Beyond (Suitable for the Age 5 to 105). This resource pack includes a booklet with images, information and song audio of 17 common garden and woodland birds in Midlothian and in Scotland. Useful to complement any science work involving environment. Learners can gain an insight into the range of bird species and biodiversity of a local area. Free poster of the birds included to help learners identify birds by their relative sizes. Author: Booklet by Radina Atanasova, adapted by Mayu Ishimoto and a poster by Mayu Ishimoto. Unless otherwise stated, all content is released under a CC BY SA 4.0 license.

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, ‘Excavation’, is the third lesson of the seven, and it focuses on an interactive excavation project for hands-on learning with digital alternatives. 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 Word Document titled ‘Artefact Recording’ and the Powerpoint slide titled ‘Site Grid’, also available in PDF formats, are intended to be used for the indoor/outdoor excavation activity as described in the Teacher’s guide. The PDF titled ‘Sword Shells Vases Cutout’ is also intended to be used for the excavation to represent artefacts when alternatives are not available. Another Word Document titled ‘Google Earth Investigation’, also available in a PDF format, is intended to be a guidance for the Google Earth Investigation activity 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 To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. 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, ‘Human-environment Interactions’, is the fourth lesson of the seven, and it introduces how humans adapt to, depend on, and modify their environments. 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 - this lesson 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, ‘Orkney and Human-Environment Interactions’, is the fifth lesson of the seven, and it looks closer at human-environment interactions on Orkney through the Mesolithic, the Neolithic, and the Viking Age. 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 - this lesson 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.

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 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.

The Cryosphere module introduces what the Cryosphere is, the effects of climate change upon the ice, and the ecosystems it is home to. The Cryosphere 2 Antarctic, ice sheets and shelves, and how these are changing. The Cryosphere 3 then explores the Arctic, glaciers and ice caps, and optical and multispectral remote sensing. Each subsection keeps in mind the growing question of climate change and the effect this will have on the Cryosphere in these locations, and what we could do to monitor or combat this change. These principles are explored through Earth Observation and technological developments, and how this data is presented and analysed by scientists. This resource makes accessible complex ideas about the atmosphere, what it’s composed of and how we can measure this. The age range is adaptable to learners aged 7-14. Learning outcomes Cryosphere 1: SCN 2-08b: By investigating floating and sinking of objects in water, I can apply my understanding of buoyancy to solve a practical challenge. 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 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 3-07a: Having investigated processes which form and shape landscapes. I can explain their impact on selected landscapes in Scotland, Europe and beyond. Cryosphere 2: 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 3-08a: I have collaborated in investigations into the effects of gravity on objects and I can predict what might happen to their weight in different situations on Earth and in space. 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. Cryosphere 3: SCN 3-08a: I have collaborated in investigations into the effects of gravity on objects and I can predict what might happen to their weight in different situations on Earth and in space. 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 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 Morag Fotheringham, Ross Slater and Nick Homer, and adapted by Molly Wickett, is licensed under CC BY-SA 4.0.

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 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.

A set of five lesson plans and materials, based around identifying and cataloguing British tree leaves. This resource is suggested as a second level science resource, in which students gain awareness of the importance of trees to humans and the environment. These activities, grouped into hour long lessons, are based around the storyline of a developer who intends replace a forest with a new shopping centre. The children are tasked with researching whether this is a good idea by researching local woodlands and the importance of trees. The children then communicate their findings along with supporting evidence to the landowner. Through this resource children can develop their knowledge of and appreciation for the natural environment around them. The children can then apply this knowledge in a series of activities linking in with the Curriculum for Excellence Experiences, Outcomes and Benchmarks. The Resource Cover document gives a detailed overview of the resource, and lesson plans are contained in the Teacher’s Guide document. Relevant Experiences and Outcomes: SCN 2-01a, HWB 2-25a, LIT 2-02a, LIT 2-23a, LIT 2-29a, MNU 2-03a This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally developed for Mauricewood Primary School, Penicuik, Midlothian. Author: Erica Zaja, adapted by Alyssa Heggison. Unless otherwise stated, all content is released under a CC BY 4.0 license. Cover Image: a cropped version of Tree by benjgibbs on flickr, CC-BY 2.0,

About the resource This resource is a PowerPoint presentation with audio storytelling and interactive quizzes. The target audience for this resource is second level students P5 – P7 & S1 - S3, ages 10 to 15… Topics covered include: How an infectious disease outbreak can start and how it can spread How infectious diseases can involve both humans and animals How different scientists help with outbreak response It was created as part of a Data-Driven Innovation (DDI) initiative through the 2020 Small Grant Funding Call as part of the project ‘Understanding the epidemiology of COVID-19 in Scotland to design and model lockdown exit strategies: A risk-based approach to policy prioritisation’. Learning outcomes HWB 2-15a / HWB 3-15a - I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health. HWB 2-16a / HWB 3-16a - I am learning to assess and manage risk, to protect myself and others, and to reduce the potential for harm when possible HWB 2-17a / HWB 3-17a – I know and can demonstrate how to keep myself and others safe and how to respond in a range of emergency situations. HWB 2-33a - Having learned about cleanliness, hygiene and safety, I can apply these principles to my everyday routines, understanding their importance to health and wellbeing. SCN 2-20a - Through research and discussion I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society. SCN 2-20b -I can report and comment on current scientific news items to develop my knowledge and understanding of topical science. SCN 3-20a - I have collaborated with others to find and present information on how scientists from Scotland and beyond have contributed to innovative research and development. In this resource This resource bundle includes pdf and editable versions of the following: • A PowerPoint slide presentation with audio storytelling and included quizzes. Authors: Rosemary McManus & Lina Gonzalez Gordon Unless otherwise stated, all content is released under a CC BY-SA license.

An eight-part project about sea level change since the ice age. Covers glaciation, global warming and isostasy. Includes lesson plans, presentations, workbooks and a template for a timeline poster to illustrate the content of the eight sessions. Educational Level 3 & 4 (SCN 2.05, 3.05a, 3.05b, 2.17a, 3.20b, 4.08b, SOC 2.07a, 3.07a, 4.07a, 2.08a, 3.08a) This resource bundle includes pdf and editable versions of the following: Lesson plan Learning context Part 1: Introducing the Ice Age Part 2: Finding Evidence for the Ice Age Part 3: The Ice Age and sea-level change Part 4: Coming out of the Ice Age Part 5: Introducing isostasy Part 6: Isostasy and sea-level change Part 7: Current sea-level change Part 8: The impacts of current sea-level change Presentations Lesson slides Isostatic uplift Timeline display Timeline components Student workbook (and version with model answers) Photograph sets and question sets 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 created for Boroughmuir High School Author: Roseanne Smith, adapted by Stephanie (Charlie) Farley and Martin Tasker. Unless otherwise stated, all content released under a CC BY-SA 4.0 license. Cover image is Getz Ice Shelf by NASA/Dick Ewers, licensed under CC0.

This resource is a the second of a set of four lesson plans with STEM activities based around a group of 10-12 year olds, wanting to discover the science and maths behind magic. This session teaches PROBABILITY. (Other sessions involve AIR PRESSURE, CHEMICAL REACTIONS, STATIC ELECTRICITY) Wonder in Magic 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 of Wonder in Magic is to explain the ‘magic’ behind science and maths activities. This is the second resource and it focuses on probability, a magic card trick. The first has an activity on air pressure. The third involves chemical reactions and the fourth static electricity. There is an optional activity (session 5) on showcasing the knowledge and skills obtained in Wonder in Magic. You can find all of these in our TES Shop for free download and re-use. This bundle includes: extensive teacher notes bundle includes  PDF and editable versions of the following: Probability – What’s the Chance?- contents for each lesson includes: Resource list Learning Intentions Shared success criteria Relevant Es&Os Assessment Methods Lesson Plan General resources ‘Hook’ letter from the Head Teacher of Scotland’s Magic School Log-book (aka Book of Spells) Completion Certificate General Teaching Notes Learning outcomes in the Curriculum for Excellence and associated benchmark MNU 2-22a: I can conduct simple experiments involving chance and communicate my predictions and findings using the vocabulary of probability. (Uses the language of probability accurately to describe the likelihood of simple events occurring, for example equal chance; fifty-fifty; one in two, two in three) 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. (Asks and responds to a range of questions, including literal, inferential and evaluative questions, to demonstrate understanding of spoken texts.) 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: Philippa Johnston, 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 aimed at Level 2 students studying plant germination and decay by microorganisms. Through this resource school learners develop their scientific knowledge, skills and scientific literacy in addition to honing their practical skills. This resource promotes appreciation for the environment and includes five activities, which relate to the second level Curriculum for Excellence (CfE) Experiences and Outcomes and Benchmarks. Created as part of the School of Geosciences’ Outreach Programme, which allows students in their final year to work in partnership with a local school to develop a set of lesson plans. Author: Sara Thornton and Tabitha Ewing Unless otherwise stated all content is released under a CC-BY 4.0 license Keywords: plants, environment, micro-organisms, ecosystem, photosynthesis, germination, seeds Cover image Plassiflora seedling by BlueRidgeKitties on Flickr under CC BY-NC-SA 2.0 license.

An interdisciplinary approach to growing and tasting vegetables using experiences and outcomes in the sciences, health and wellbeing, numeracy and literacy. Young learners love to be practical and this resource encourages them to grow plants from seed, fruit and vegetable scraps. The learners are encouraged to taste what they grow, where possible, and to discuss their taste preferences. The additional activities suggested include possible scientific investigations, planting up old wellies, growing hanging baskets with salad & herbs or planting bulbs for a present. Encouraging young learners to recognise common fruits and vegetables and consuming five portions of fruit and vegetables daily is included. The Education Scotland website has a series of very useful links about ‘The Way We Grow and Catch Food in Scotland’. Suitable for Early Education under the Scottish CfE. Keywords: Biodiversity and Interdependence, Nutrition, Safe and Hygenic Practice, Food and the Consumer, Creating texts, Data and analysis, Number and Number Processes, ICT to enhance learning. EdUniOER Cover image is Raphanus sativus, red radish variant by Martin Kozák (Wikimedia), licensed under CC0.

This resource contains two items, a detailed lesson plan and an accompanying slideshow/deck. Created by The University of Edinburgh’s Wikimedian-in-Residence, Ewan McAndrew, the plan should assist any Wikipedia trainer in how to run a Wikipedia editing training sessions. If you’re located in the UK, please message Wikimedia UK (info@wikimedia.org.uk) to let them know you are planning to run a training session as there are signup sheets, feedback forms and Wikimedia swag materials they can provide you with along with guidance about best practice. They can also potentially link you with Wikipedians in your area to help out at the session. Cover image is Editing Wikipedia by Veronica Erb on Flickr, licensed under CC BY-SA 2.0.

This resource is a presentation with activities about contact theory, the bystander effect and cognitive dissonance. It also contains short biographies of the two co-authors and details of their academic involvement in psychology. The target audience for this resource is learners studying the Scottish National 5 Psychology course (or equivalent). Learning outcomes Understand the difference between stereotypes, prejudice, and discrimination Be able to recognise a prejudiced comment Ability to respond to prejudiced comment in a constructive way Know several effective prejudice reducing strategies Understand the basics of contact theory Understand the bystander effect and its underlying factors Understand cognitive dissonance In this resource This resource bundle includes pdf and editable versions of the following: Practitioner Notes: contains notes detailing how to deliver the lessons, an activity on ‘Practising Prejudice Reduction’, and a ‘Meet the Psychologists’ section providing a short introduction to the authors of the resource. Presentation: a short presentation. Details of use and when to present are included in the Practitioner Notes. This resource was created as part of Psychology Outreach and Engagement which allows undergraduate psychology students to develop new projects aimed at meeting the needs of local community partners as part of their degree. This resource was developed in partnership with Craigroyston Community High School, Edinburgh. Lorna Camus, an MA Hons Psychology student and Agniete Pocyte, a BSc Hons Psychology student, produced and delivered the resource with the help of Eric Freund, a teacher at Craigroyston Community High School. We are indebted to Eric, but we would also like to thank his 1A and his 2C classes for their participation and enthusiasm. Author: Lorna Camus and Agniete Pocyte, adapted by Kay Douglas and Andrew Ferguson. Unless otherwise stated, all content is released under a CC BY 4.0 license.

Brief project covering both the life cycle of plants and where food comes from. The project involves growing baked beans ingredients and includes different recipes for having a baked bean “bake-off”. This resource contains a class workbook and a practitioner’s guide. Educational Level 2 (SCN 2-02b, SCN 2-03a, SCN 2-14a, HWB 2-35a) This resource is a project covering both the lifecycle of plants and where food comes from. The project involves growing baked beans ingredients and includes different recipes for having a baked bean “bakeoff”. The resource covers the following topics: Where food comes from How food grows? How climate affects food production How seasons affect food production How chemicals affect our food This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally designed for South Morningside Primary School. Author: Emma Fairlie, adapted by Stephanie (Charlie) Farley. Unless otherwise stated, all content is released under a CC BY 4.0 license. Cover image is Baked beans in tomato sauce by Mk2010 (Wikimedia) is licensed under CC BY-SA 3.0.