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.

Germs, Disease, Vaccines & Chemical Reactions has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative that is currently operating in Council schools. The focus of the four planned lessons is to increase knowledge and awareness during and after the covid-19 pandemic and help support the pupils in developing fair tests and inquiry skills. In each of the four/five sessions, the scene is set by Jason Leitch, Clinical Director asking pupils to act as investigators to solve a problem. The first introduces four types of microbe and where they lurk in schools. The second is a comparison experiment using a plant spray to mimic sneezing. The third session explores vaccines and fair testing on chemical reactions. The final session uses a card game to explain pandemics and global diseases patterns. A lab-book is enclosed with optional additional worksheets. The Teacher’s guide offers help with the experiments (including photos) and basic science on the resource in addition to hyperlinked resources. All sessions can be linked to the covid-19 pandemic if wished. Help and resources are to be found in the Teacher’s Guide. Contents in this resource • Extensive Teacher’s guide o Lesson Plan o Resource list and safety information o ‘Basic Facts and online resources’ (hyperlinked) o ‘Help with the Investigation’ (includes photos) • PowerPoint presentations. Included in these are the letter (‘hook’) from the current National Clinical Director, Professor Jason Leitch. Here are some of his videos (In the Young Scot one, he introduces himself) • Lab Book (short reflective notebook) • Learner worksheet for ‘sneeze experiment’ (session 2) • Pandemic cards (for photocopying in session 4) • Suggestions for extension **Learning outcomes in the Curriculum for Excellence ** SCN 2-19a, SCN 2-20a, SCN 2-20b, SCN 1-13a Second Level: Sciences Inquiry and Investigation skills: SOC 2-14a, SOC 2-19a, MTH 2-21a This resource was created as part of the GeoScience Outreach Course, which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. Author: Stacey Fullerton, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license. OpenCovid4Ed

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.

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).

This resource is a the third of a set of five lesson plans with STEM activities based around a group of 10-12 year olds, wanting to get their ‘wings’ from Flight School, by completing activities on forces associated with flight. In this third session students are introduced to the force THRUST while building on their understanding of LIFT. This session is designed to allow the students to experiment with design to create a ‘mini helicopter model’. By the end of the lesson the goal is that the students will have an understanding of THRUST and LIFT in relation to flight. Other sessions involve DRAG, LIFT, WEIGHT), and the fifth AEROPLANE pulls together all the learning. The sixth section contains the learner self-evaluation and learning log which has also been included in this bundle. This bundle includes: extensive teacher notes bundle includes pdf and editable versions of the following: • Teaching Notes - contents for each lesson includes: • Science behind the lesson • Materials best for the session • Parachute shapes • Plenary responses List of resources specific for this lesson. • Main Lesson Plan (as a PowerPoint Resource) • Learning goals • Overview • Set Up • Task • Plenary and Feedback Learning outcomes in the Curriculum for Excellence and associated benchmark SCN 2-08a: I have collaborated in investigations to compare magnetic, electrostatic and gravitational forces and have explored their practical applications. TCH 2-04b: I am developing dexterity, creativity and confidence when working with textiles. MTH 2-16b: Through practical activities, I can show my understanding of the relationship between 3D objects and their nets. LIT 2-02a: When I engage with others, I can respond in ways appropriate to my role, show that I value others’ contributions and use these to build on thinking. Flight School has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative that is currently operating in Council schools. This resource was created as part of the GeoScience Outreach Course, which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. Author: Joanna Barrie, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license.

A resource for 1st to 2nd year undergraduate levels which details the use of graphs in the field of environmental science. May be of use to teachers of geography, the sciences or even as an application of mathematics. 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 Science/data handling / graphs Biology/data handling/graphs Environmental science /data handling /graphs OER, EdUniOERGeo

A resource for pupils studying at Aimed at 1st to 2nd year undergraduate levels which details scientific investigation and the methodology used in the field of geoscience and ecology. May be of use to teachers of geography, ecology, 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

This resource is  the third 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 CHEMICAL REACTIONS, magic invisible ink trick. (Other sessions involve PROBABILITY, AIR PRESSURE, 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. The first has an activity on air pressure. The second has an activity on probability 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. 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: This bundle includes: extensive teacher notes bundle includes pdf and editable versions of the following: Chemical Reactions – Secret Message- 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 SCN 2-08a: I have collaborated in investigations to compare magnetic, electrostatic and gravitational forces and have explored their practical applications. y investigating how friction, including air resistance, affects motion, I can suggest ways to improve efficiency in moving objects. (Explores and explains air pressure, a gravitational force) 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. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. 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  the first 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 first session teaches AIR PRESSURE, a gravitational force. (Other sessions involve PROBABILITY, 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 first on air pressure, a gravitational force. The second has an activity on probability. 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. The log-book (‘Book of Spells’), general teaching notes, completion certificate and letter (‘hook’) are included with all resources. This is the first on air pressure, a gravitational force. This bundle includes: extensive teacher notes bundle includes PDF and editable versions of the following: Air Pressure – A Magical Fountain - 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. y investigating how friction, including air resistance, affects motion, I can suggest ways to improve efficiency in moving objects. (Explores and explains air pressure, a gravitational force) 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. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. 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.

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.

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

This open educational resource contains PowerPoint slides for a lifelong learning course which introduces the major schools of classical Chinese philosophy, including Confucianism and Daoism. Philosophical texts are approached in English translation, focusing on how the ancient Chinese thought about philosophical topics which concern us today. The course is intended for adult learners and taught at university foundation level (Scottish Credit and Qualifications Framework level 7). Introduction to Chinese Philosophy is offered as part of the Short Courses programme at the University of Edinburgh’s Centre for Open Learning. More information on our Short Courses can be found on our website. Learning outcomes On completion of this course, students will be able to: identify different approaches in classical Chinese philosophy; describe the positions of Chinese philosophers on philosophical issues; read and analyse extracts of Chinese philosophical texts in English translation. Content This resource bundle includes four PowerPoint presentations. Please click the links below to download them. Confucianism I: General Background and the Analects Confucianism II: Mencius and Xunzi Daoism I: Daodejing Daoism II: Zhuangzi Author: Lee Wilson All content is released under a CC BY-SA 4.0 license. Cover image: silk painting depicting a man riding a dragon, public domain image on Wikimedia Commons.

This resource is a the fourth of a set of five lesson plans with STEM activities based around a group of 10-12 year olds, wanting to get their ‘wings’ from Flight School, by completing activities on forces associated with flight. This lesson is the final of the four forces and it is WEIGHT. This force will already be understood by a lot of children as it is part of everyday life. However, it is worth guiding their attention to weight in relation to flying aircrafts. By the end of the lesson students should have an overall understanding of the four forces involved in flight. They will also have gained some good problem-solving experience which has hopefully helped them develop some useful skills for their futures. Other sessions involve DRAG, LIFT, THRUST, and the fifth AEROPLANE pulls together all the learning. The sixth section contains the learner self-evaluation and learning log which has also been included in this bundle. This bundle includes: extensive teacher notes bundle includes pdf and editable versions of the following: Teaching Notes - contents for each lesson includes: • Science behind the lesson • Materials best for the session • Parachute shapes • Plenary responses List of resources specific for this lesson. • Main Lesson Plan (as a PowerPoint Resource) • Learning goals • Overview • Set Up • Task • Plenary and Feedback Learning outcomes in the Curriculum for Excellence and associated benchmark SCN 2-08a: I have collaborated in investigations to compare magnetic, electrostatic and gravitational forces and have explored their practical applications. TCH 2-04b: I am developing dexterity, creativity and confidence when working with textiles. TCH 2-09a: I can extend and enhance my design skills to solve problems and can construct models. MTH 2-17b: Through practical activities, I can show my understanding of the relationship between 3D objects and their nets. Flight School has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative that is currently operating in Council schools. This resource was created as part of the GeoScience Outreach Course, which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. Author: Joanna Barrie, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license.

A resource for pupils studying at Advanced Higher (A Levels) and above, which details the use of inferential statistics in the field of geoscience. May be of use to teachers of geography, 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

A resource for pupils studying at 1st to 2nd year undergraduate levels which details the use of descriptive 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

A resource for pupils studying at SCQF Level 6-7, (Scottish Higher, AS-Level, and above) which details the use of graphs in the field of geoscience. May be of use to teachers of geography, the sciences or even as an application of mathematics. 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 Science/data handling / graphs Biology/data handling/graphs Environmental science /data handling /graphs OER, EdUniOERGeo

‘Psych Research Methods’ is a resource that ties into the Scottish National 5 Psychology curriculum. It includes detailed presentation slides and notes covering 2 lessons, including student worksheet and in class activities. The full contents of this resource will download as a zipped folder containing multiple sub-folders. A selection of preview images are included outwith the main folder to give a better view of the resource via the tes website. Key words: Psychology, Research Cover image: ‘person writing on brown wooden table near white ceramic mug’ by Green Chameleon on Unsplash, used under the Unsplash Licence, with text and logo overlay.

This resource contains PowerPoint slides for a lifelong learning course which introduces different democratic theories and traces the development of modern mass democracy from ancient Greece to the present. The course is intended for adult learners and taught at university foundation level (Scottish Credit and Qualifications Framework level 7). Democracy in Theory and Practice is offered as part of the Short Courses programme at the University of Edinburgh’s Centre for Open Learning. More information on our Short Courses can be found on our website. Learning outcomes On completion of this course, students will be able to: • Distinguish different models of democracy and their normative assumptions; • Apply democratic theories to critically assess political institutions and practices; • Reflect on the nature of citizenship and identify ways to participate in public life; • Engage in dialogue about the meaning and value of democracy; • Present arguments clearly and coherently. Content This resource bundle includes nine PowerPoint presentations: Introduction Classic Models I: Athenian Democracy Classic Models II: Civic Republicanism Classic Models III: Liberal Constitutionalism Modern Democracy I: Representative Government Modern Democracy II: The Role of the State Modern Democracy III: The Global Context The Future of Democracy I: Alternative Models The Future of Democracy II: Innovations and Reforms Author: Max Jaede All content is released under a CC BY-SA 4.0 license. Cover image: Greek Rally Against Troika, by D. Byrne, CC BY 2.0.

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.

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