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 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.

‘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 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 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.

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.

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, ‘Educating the Public’, is the last lesson of the seven, and it focuses on poster-making and presentation to use and retain the information learned. 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 Lesson 6: Protecting Sites Lesson 7: Educating the Public - this lesson 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, ‘Protecting Sites’, is the sixth lesson of the seven, and it examinies current threats to archaeological sites and how learners can help combat them by educating the public. 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 Lesson 6: Protecting Sites - this lesson 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.

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, ‘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, ‘Introducing the Orkney Islands’, is the second lesson of the seven, and it introduces the Orkney islands and their historical significance and archaeological finds. 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 - this lesson Lesson 3: Excavation Lesson 4: Human-environment Interactions 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, ‘Introducing Archaeology’, is the first lesson of the seven, and it introduces the field of archaeology and the artefacts archaeologists deal with. 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 PDF titled ‘Organic Inorganic’ is intended for the Organic or Inorganic Category Game 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 Lesson 1: Introducing Archaeology - this lesson Lesson 2: Introducing the Orkney Islands Lesson 3: Excavation Lesson 4: Human-environment Interactions 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.

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.

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 interdisciplinary resource is developed by SatSchool using current research and development from global scientific communities. The packs are structured by key ideas and includes prompts or questions and activities throughout the document, to encourage active engagement with these ideas. The ocean is the foundation of all life on Earth, and our planet ecosystems are dependent on the health of the oceans to support and sustain them. However, our actions and way of life is impacting the oceans. This pack includes Oceans 1, Oceans 2, Oceans 3 and Oceans 4 as a collective resource. However, due to the module size and depth these components may also be taught individually. These individual components can be found on our author dashboard. Learning Outcomes: (SCN 3-01a, SCN 3-05b, SCN 4-05b, SCN 4-06a, SCN 4-20a, SCN 4-20b, SOC 3-08a, SOC 4-09b, SOC 4-11a, SOC 4-12b) This resource created by Penny Clarke, Jenny Crocks, Phoebe Hudson and adapted by Molly Wickett, is licensed under CC BY-SA 4.0.

This module explores density across solids, liquids and gases. It then examines global Ocean circulation, patterns and changes caused by climate change. It relates these changes to density, building on the scientific knowledge of this to explain increasing salinity and temperature. Learners are asked to analyse visualisations of this data, looking at globally mapped salinity, temperature and density. This module is the fourth and final module in the Oceans series, which follow on and build upon this knowledge to give learners a comprehensive understanding and ability to think creatively, scientifically and critically about studying the Oceans. You can also find the collective Oceans module , with all the modules in one place, on our author dashboard. Learning outcomes: SCN 3-01a: I can sample and identify living things from different habitats to compare their biodiversity and can suggest reasons for their distribution. SCN 3-05b: I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things. SCN 3-19a: Through experimentation, I can identify indicators of chemical reactions having occurred. I can describe ways of controlling the rate of reactions and can relate my findings to the world around me. SCN 4-08b: Through experimentation, I can explain floating and sinking in terms of the relative densities of different materials. SOC 3-08a: I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. This resource created by Penny Clarke, and adapted by Molly Wickett, is licensed under CC BY-SA 4.0.

This 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

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.