This interdisciplinary approach using STEM/ STE(A)M subjects involves the learners being ‘hooked’ by a plea from the head of their Council to design a new school sustainably. Ideas of fair trading and fair testing are explored in the resource. This resource comprises five sessions: auditing your school’s current sustainable features, learning about fair trading using: a maths building game, designing and then making a sustainable school t-shirt (fast fashion) building a windmill with easy materials applying the fair test principle in which scenario the windmill works better. This resource includes: • A teacher block overview for the five sessions (Auditing your School’s sustainability, Fair Trade building, Sustainable School Clothing, Building Wind turbines, Fair test on a wind turbine) • Learner log-book (learner planning sheet) • Teacher guide for each session with any associated material (worksheet for lesson 1, ppt slide for lesson 2) • Learner ‘hook’ letters (This can be customised to your situation) Learning outcomes in the Curriculum for Excellence TCH 2-02b, TCH 2-04b, TCH 2-06a, TCH 2-07a, TCH 2-09a, MNU 2-10b, MNU 2-20b, MTH 2-16c, SCN 2-04a, SCN 2-20b, SOC 2-08a, SOC 2-20a, EXA 2-06a, LIT 2-02a, LIT 2-07a. Sustainable schools – an IDL STEM design challenge, has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative, aimed at promoting regular attendance in primary 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: Nicole Campbell, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license.

This resource is a set of 4 lessons where pupils will learn about ocean biodiversity, food webs, human impacts on the ocean environment and different marine habitats around the UK. The target audience for this resource is level 2 learners in Scotland, corresponding to 10-12 years old (P5-P7 classes). This resource guides the class through topics related to the ocean, finishing with the opportunity for students to reflect on their own experiences with the ocean. This resource aims to broaden pupils’ knowledge and understanding about the ocean and life within it and give them an appreciation of marine habitats around the British Isles. Pupils will also enhance their understanding of different experiences of the ocean between people and cultures. This resource bundle includes 4 lesson videos narrated by Teresa Ikpe, the resource author, on Media Hopper Create (links provided on the Teacher’s Guide), as well as pdf and editable versions of the following: Lesson plans in the Teacher’s guide: Lesson 1: Biodiversity & Food Webs in the Ocean Lesson 2: Human activities & impacts on ocean biodiversity Lesson 3: Marine habitats in the UK and Scotland Lesson 4: Personal reflection on the ocean 5 worksheets: Diverse Species, Ocean Food Web, The Noise Problem, Marine Habitats, The Ocean and Me Model answer booklet containing worksheet answers 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 2.02a - 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 2.02b - Through carrying out practical activities and investigations, I can show how the ocean has benefited society. SCN 2.11a - Through research on how animals communicate, I can explain how sound vibrations are carried by waves through air, water and other media. SOC 2.08a - I can discuss the environmental impact of human activity and suggest ways in which we can live in a more environmentally-responsible way. SOC 2.10a - Having explored my local area, I can present information on different places to live, work and relax and interesting places to visit. SOC 2.13a - I can explain how the physical environment influences the ways in which people use the ocean and shoreline by comparing my local area with a contrasting area. This resource was created by Teresa Ikpe 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.

Overview: This is a package for one lesson for the 3rd and 4th level (S1&2) students to develop knowledge and understanding about climate change through a variety of group activities. The lesson starts with a daily topic of weather, leading students to learn the differences between weather and climate and the effects of climate change, such as extreme weather. Then, students are invited to develop climate graph-reading skills and an understanding of the greenhouse effect and greenhouse gases. This resource was originally developed as part of the Geosciences Outreach Course at the University of Edinburgh then re-adapted for use as an Open Educational Resource (OER) by OER Service, the Information Services Group at the University. As an OER, teachers are welcome to make any changes to their resources according to their needs. Learning Outcomes: • I can define weather as what is happening outside right now. • I can explain that climate is the average of all the weather that has happened in a region over more than 30 years. • I can recognise that rapid global warming is causing the climate to change. • I can infer that global warming is causing extreme weather like excessive rain, more hurricanes, extreme heat, cold and drought. • I can interpret and extract information from climate graphs. • I can explain the greenhouse effect is like a blanket that prevents heat escaping causing the Earth to warm up. • I can name some of the (greenhouse) gases causing global warming, for example, carbon dioxide, methane, or water vapour. • I can illustrate and model the chemical structure of the different greenhouse gases. Experiences and Outcomes: LIT 3-10a, LIT 4-10a, MNU 4-20a, SOC 3-12a, SOC 4-12a, SCN 3-05b ‘Weather, Climate and Global Warming’ was developed by Kay Douglas and Katherine Taylor, adapted by Mayu Ishimoto, and is available under a CC BY-NC-SA 4.0 unless otherwise stated. Header: The 1980-2015 seasonal cycle anomaly in MERRA2 along with the 95% uncertainties on the estimate of the mean, 2024 June, Goddarf Space Flight Centre NASA, in accordance with NASA Media Usage Guidelines.

‘Investigating Edinburgh’s Geological Past’ is created for learners aged 12-14 at the S2 level from the University of Edinburgh’s GeoScience Outreach Course. It introduces basic ideas of geology, such as geological time, rocks and fossils, and geological skills. It consists of five lessons (sessions) including a field trip to Holyrood Park for the Session 3, and the Session 5 can be taught as a standalone lesson as well. Throughout the five sessions, learners are encouraged to explore the rich geological heritage of Edinburgh and to develop a range of skills to determine what the past environment of Edinburgh was like. The resource has been created as an Interdisciplinary Learning (IDL) resource, primarily between Geography and Science with relevant English skills. It will encourage students to integrate the knowledge and skills they have learnt from different subjects and use them to approach a subject that may be new to them. This session introduces three different rock types and their formation to students, followed by a hands-on activity in observing and describing rocks. The pack includes a set of slides in Powerpoint and PDF formats and worksheets in Word.docx and PDF formats, along with a Teacher’s guide to help teachers run a class with the slides. Links to the accompanying sessions: One: Rock Descriptions (this session): Teaching and demonstration of three different rock types and their formation, followed by a hands-on activity in describing rocks. Two: Carboniferous Edinburgh and Fieldwork Preparation: Exploring the Carboniferous environment using BGS poster; Preparation for the field trip by writing aims and hypothesis and practising field sketches. Three: Holyrood Park Field Trip: Field trip to Holyrood Park to visit Camstone Quarry (Sandstones and past environments) and The Dasses (intrusive igneous rocks, cooling rates and erosion). Four: Reconstructing Past Environments: Group work using Evidence Packs and field trip observations to determine what the environment during the Carboniferous period was like. Students to write a postcard to consolidate this knowledge as a picture and in text. Five: Edinburgh in 100 years’ Time: Consideration of different development pressures on Holyrood Park in the future. Students work in groups to present a proposed development. Experiences and Outcomes of this session: SCN3-17a: Through evaluation of a range of data, I can describe the formation, characteristics and uses of soils, minerals and basic types of rocks. ‘Investigating Edinburgh’s Geological Past’ was created by Jenny Ridout, adapted into an OER by Mayu Ishimoto. The resource is available under a Creative Commons AttributionShareAlike 4.0 license unless otherwise stated. Header Image Attribution: Arthur’s Seat by Jenny Ridout, 2023, CC BY-SA.

‘Investigating Edinburgh’s Geological Past’ is created for learners aged 12-14 at the S2 level from the University of Edinburgh’s GeoScience Outreach Course. It introduces basic ideas of geology, such as geological time, rocks and fossils, and geological skills. Throughout the five sessions, learners are encouraged to explore the rich geological heritage of Edinburgh and to develop a range of skills to determine what the past environment of Edinburgh was like. The resource has been created as an Interdisciplinary Learning (IDL) resource, primarily between Geography and Science with relevant English skills. It will encourage students to integrate the knowledge and skills they have learnt from different subjects and use them to approach a subject that may be new to them. This session explores the Carboniferous environment using BGS and prepares students for the field trip by writing aims and hypothesis and practising field sketches. The pack includes a set of slides in Powerpoint and PDF formats and worksheets in Word.docx and PDF formats, along with a Teacher’s guide to help teachers run a class with the slides. Links to the accompanying sessions: One: Rock Descriptions: Teaching and demonstration of three different rock types and their formation, followed by a hands-on activity in describing rocks. Two: Carboniferous Edinburgh and Fieldwork Preparation (this session): Exploring the Carboniferous environment using BGS poster; Preparation for the field trip by writing aims and hypothesis and practising field sketches. Three: Holyrood Park Field Trip: Field trip to Holyrood Park to visit Camstone Quarry (Sandstones and past environments) and The Dasses (intrusive igneous rocks, cooling rates and erosion). Four: Reconstructing Past Environments: Group work using Evidence Packs and field trip observations to determine what the environment during the Carboniferous period was like. Students to write a postcard to consolidate this knowledge as a picture and in text. Five: Edinburgh in 100 years’ Time: Consideration of different development pressures on Holyrood Park in the future. Students work in groups to present a proposed development. Experiences and Outcomes of this session: 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. ‘Investigating Edinburgh’s Geological Past’ was created by Jenny Ridout, adapted into an OER by Mayu Ishimoto. The resource is available under a Creative Commons AttributionShareAlike 4.0 license unless otherwise stated. Header Image Attribution: Arthur’s Seat by Jenny Ridout, 2023, CC BY-SA.

‘Investigating Edinburgh’s Geological Past’ is created for learners aged 12-14 at the S2 level, introducing basic geological ideas and skills and encouraging learners to explore the rich geological heritage of Edinburgh. (for a full description of this OER series, see the Session One description, with a link in a section below) This session is a field trip to Holyrood Park to observe sandstones at Camstone Quarry and igneous rocks at “The Dasses” to learn about past environments and how rocks form and erode, by means of hands-on activities. The pack includes a student workbook in Word.docx and PDF formats, along with a Teacher’s guide to help teachers run a class with the slides. Links to the accompanying sessions: One: Rock Descriptions: Teaching and demonstration of three different rock types and their formation, followed by a hands-on activity in describing rocks. Two: Carboniferous Edinburgh and Fieldwork Preparation: Exploring the Carboniferous environment using BGS poster; Preparation for the field trip by writing aims and hypothesis and practising field sketches. Three: Holyrood Park Field Trip (this session): Field trip to Holyrood Park to visit Camstone Quarry (Sandstones and past environments) and The Dasses (intrusive igneous rocks, cooling rates and erosion). Four: Reconstructing Past Environments: Group work using Evidence Packs and field trip observations to determine what the environment during the Carboniferous period was like. Students to write a postcard to consolidate this knowledge as a picture and in text. Five: Edinburgh in 100 years’ Time: Consideration of different development pressures on Holyrood Park in the future. Students work in groups to present a proposed development. Experiences and Outcomes of this session: SOC 3-07a: Having investigated processes which form and shape landscapes I can explain their impact on selected landscapes in Scotland, Europe and beyond. SCN3-17a: Through evaluation of a range of data, I can describe the formation, characteristics and uses of soils, minerals and basic types of rocks. MNU 3-11a: I can solve practical problems by applying my knowledge of measure, choosing the appropriate units and degree of accuracy for the task and using a formula to calculate area or volume when required. ‘Investigating Edinburgh’s Geological Past’ was created by Jenny Ridout, adapted into an OER by Mayu Ishimoto. The resource is available under a Creative Commons AttributionShareAlike 4.0 license unless otherwise stated. Header Image Attribution: Arthur’s Seat by Jenny Ridout, 2023, CC BY-SA.

‘Investigating Edinburgh’s Geological Past’ is an Interdisciplinary Learning (IDL) resource created for learners aged 12-14 at the S2 level from the University of Edinburgh’s GeoScience Outreach Course. It introduces basic ideas of geology, such as geological time, rocks and fossils, and geological skills. It consists of five lessons (sessions) including a field trip to Holyrood Park for the Session 3, and the Session 5 can be taught as a standalone lesson as well. Throughout the five sessions, learners are encouraged to explore the rich geological heritage of Edinburgh and to develop a range of skills to determine what the past environment of Edinburgh was like. The pack includes a set of slides in Powerpoint and PDF formats and worksheets in Word.docx and PDF formats, along with a Teacher’s guide to help teachers run a class with the slides. Links to the accompanying sessions: One: Rock Descriptions: Teaching and demonstration of three different rock types and their formation, followed by a hands-on activity in describing rocks. Two: Carboniferous Edinburgh and Fieldwork Preparation: Exploring the Carboniferous environment using BGS poster; Preparation for the field trip by writing aims and hypothesis and practising field sketches. Three: Holyrood Park Field Trip: Field trip to Holyrood Park to visit Camstone Quarry (Sandstones and past environments) and The Dasses (intrusive igneous rocks, cooling rates and erosion). Four: Reconstructing Past Environments: Group work using Evidence Packs and field trip observations to determine what the environment during the Carboniferous period was like. Students to write a postcard to consolidate this knowledge as a picture and in text. Five: Edinburgh in 100 years’ Time (this session): Consideration of different development pressures on Holyrood Park in the future. Students work in groups to present a proposed development. Experiences and Outcomes of this session: SOC 3‐08a: I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. LIT 3-29a: I can persuade, argue, evaluate, explore issues or express an opinion using a clear line of thought, relevant supporting detail and/or evidence. ‘Investigating Edinburgh’s Geological Past’ was created by Jenny Ridout, adapted into an OER by Mayu Ishimoto. The resource is available under a Creative Commons AttributionShareAlike 4.0 license unless otherwise stated. Header Image Attribution: Arthur’s Seat by Jenny Ridout, 2023, CC BY-SA.

‘Investigating Edinburgh’s Geological Past’ is an Interdisciplinary Learning (IDL) resource created for learners aged 12-14 at the S2 level from the University of Edinburgh’s GeoScience Outreach Course. It introduces basic geological knowledge and skills. Throughout the five sessions, learners are encouraged to explore the rich geological heritage of Edinburgh and to develop a range of skills to determine what the past environment of Edinburgh was like. This session consists of group work using an Evidence Pack and observations from the field trip during the previous session to determine what the environment during the Carboniferous period was like. Students are also encouraged to consolidate this knowledge as a picture and in text by the postcard writing activity. The pack includes ‘Evidence Pack’ in Word.docx and PDF formats, along with a Teacher’s guide to help teachers run a class with the slides. Links to the accompanying sessions: One: Rock Descriptions: Teaching and demonstration of three different rock types and their formation, followed by a hands-on activity in describing rocks. Two: Carboniferous Edinburgh and Fieldwork Preparation: Exploring the Carboniferous environment using BGS poster; Preparation for the field trip by writing aims and hypothesis and practising field sketches. Three: Holyrood Park Field Trip: Field trip to Holyrood Park to visit Camstone Quarry (Sandstones and past environments) and The Dasses (intrusive igneous rocks, cooling rates and erosion). Four: Reconstructing Past Environments (this session): Group work using Evidence Packs and field trip observations to determine what the environment during the Carboniferous period was like. Students to write a postcard to consolidate this knowledge as a picture and in text. Five: Edinburgh in 100 years’ Time: Consideration of different development pressures on Holyrood Park in the future. Students work in groups to present a proposed development. Experiences and Outcomes of this session: SOC 3-07a: Having investigated processes which form and shape landscapes I can explain their impact on selected landscapes in Scotland, Europe and beyond. SCN3-17a: Through evaluation of a range of data, I can describe the formation, characteristics and uses of soils, minerals and basic types of rocks. ENG 3-27a /ENG 4-27a: I can engage and/or influence readers through my use of language, style and tone as appropriate to genre. ‘Investigating Edinburgh’s Geological Past’ was created by Jenny Ridout, adapted into an OER by Mayu Ishimoto. The resource is available under a Creative Commons AttributionShareAlike 4.0 license unless otherwise stated. Header Image Attribution: Arthur’s Seat by Jenny Ridout, 2023, CC BY-SA.

This resource helps Primary School pupils learn about tree identification, their benefits, and biodiversity through two interactive card games. Background: The resource was originally developed for local P7 pupils in Edinburgh, based on an OER (Open Educational Resource) by Erica Zaja https://www.tes.com/teaching-resource/identifying-british-trees-lesson-packs-12701457 and https://open.ed.ac.uk/identifying-british-trees/ as part of the Geoscience Outreach Course at the University of Edinburgh. Overview and How to Make Use of This Resource: While this resource is designed for a 45-minute class for P7 at a local primary school in Edinburgh, it is highly flexible and can easily be adapted by teachers. The resource includes two videos and “Development Plan” slides, to make the class interactive and discussion-based, as well as two games to help pupils learn about trees and their benefits. Teachers can choose to leave the Edinburgh-based lesson materials and to create their own or use the resource fully to prompt discussion in the classroom. The games include tree species common in Scotland, but teachers can also add other species as our PowerPoint slides are easily adaptable. Objectives: By the end of the session, learners should be able to: Recall some facts about common trees (Bloom’s ‘Remember’) Identify common trees in Scotland by leaf and tree shape (Bloom’s ‘Understand’) Interpret the importance of trees in Scotland (Bloom’s ‘Apply’) Justify why trees should not be cut down (Bloom’s ‘Evaluate’) Experiences and 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 2-02b – Through carrying out practical activities and investigations, I can show how plants have benefited society. LIT 2-25a - I can use my notes and other types of writing to help me understand information and ideas, explore problems, make decisions, generate and develop ideas or create new text. **This Pack Includes: ** • Introduction/Development Plan Slides (a copy used in the first video, pptx/pdf) • Tree Matching Cards (pptx/pdf) • Tree Board Game Cards and Board Template (pptx/pdf) • Tree Counters (word docx/pdf) • Tree ID Worksheet (word docx/pdf) • Tree Benefits Worksheet (word docx/pdf) • Guide for the Resource (this document) • How to Play the Games (word docx/pdf) • Links to two Videos from Mr. Frederick (See details in the Lesson Plan section below) Author: Erica Zaja, Frederick Madsen, Kay Douglas, adapted by Mayu Ishimoto, 2024, the University of Edinburgh. The Resource is under CC BY-SA license unless otherwise stated.