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 the fifth 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 fifth session combines the knowledge of the forces DRAG, LIFT, THRUST, and WEIGHT from the precious four sessions, to investigate aeroplane design in a comparative test. The learner self-evaluation and learning log which has also been included in this bundle. In this lesson students can create their planes from a design focus combined with their learning so far during the previous four lessons. They will be able to really contextualise their learning while experimenting and creating their own aeroplane designs. 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 2-04c: I can extend and explore problem solving strategies to meet increasingly difficult challenges with a food or textile focus. 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. 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.

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.

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.

This resource is a the second 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. Other sessions involve LIFT, THRUST, WEIGHT), and the fifth AEROPLANE pulls together all the learning. In this second session students are introduced to the force LIFT. This session is designed to allow the students to investigate lift by focusing on the shape of an aeroplane wing. By the end of the lesson the goal is that the students will have an understanding about the shape of an aeroplane wing and how it causes the aeroplane to fly up into the air. 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. 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

This resource is a the first 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 first session teaches the FORCE DRAG. Other sessions involve LIFT, THRUST, 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 is the first on the force drag. By the end of the lesson the goal is that students will have a clear understanding of drag and how the parachute causes a falling object to slow down, they will also be able to show their understanding in the log book that records their learning by labelling the arrows representing drag in the ‘Parachute section.’ 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 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. A learner self-evaluation and learning log makes up the sixth section and this has been added to each section for ease of use. Learning outcomes in the Curriculum for Excellence and associated benchmark SCN 2-07a: By investigating how friction, including air resistance, affects motion, I can suggest ways to improve efficiency in moving objects. TCH 2-04a: I am developing dexterity, creativity and confidence when preparing models TCH 2-09a: I can extend and enhance my design skills to solve problems and can construct models. TCH 2-10a: I can recognise basic properties and uses for a variety of materials and can discuss which ones are most suitable for a given task. MNU 2:11b: I can use the common units of measure, convert between related units of the metric system and carry out calculations when solving problems. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. 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.

This resource is a the second of a set of four lesson plans with STEM activities based around a group of 10-12 year olds, wanting to discover the science and maths behind magic. This session teaches PROBABILITY. (Other sessions involve AIR PRESSURE, CHEMICAL REACTIONS, STATIC ELECTRICITY) Wonder in Magic has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative that is currently operating in Council schools. The focus of the four planned lessons of Wonder in Magic is to explain the ‘magic’ behind science and maths activities. This is the second resource and it focuses on probability, a magic card trick. The first has an activity on air pressure. The third involves chemical reactions and the fourth static electricity. There is an optional activity (session 5) on showcasing the knowledge and skills obtained in Wonder in Magic. You can find all of these in our TES Shop for free download and re-use. This bundle includes: extensive teacher notes bundle includes  PDF and editable versions of the following: Probability – What’s the Chance?- contents for each lesson includes: Resource list Learning Intentions Shared success criteria Relevant Es&Os Assessment Methods Lesson Plan General resources ‘Hook’ letter from the Head Teacher of Scotland’s Magic School Log-book (aka Book of Spells) Completion Certificate General Teaching Notes Learning outcomes in the Curriculum for Excellence and associated benchmark MNU 2-22a: I can conduct simple experiments involving chance and communicate my predictions and findings using the vocabulary of probability. (Uses the language of probability accurately to describe the likelihood of simple events occurring, for example equal chance; fifty-fifty; one in two, two in three) LIT 2-07a: I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. (Asks and responds to a range of questions, including literal, inferential and evaluative questions, to demonstrate understanding of spoken texts.) This resource was created as part of the GeoScience Outreach Course, which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. Author: Philippa Johnston, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license.

This interdisciplinary STEM resource on Climate Change has three to four sessions seeking out what practical steps pupils and their family can take to mitigate the effects of climate change. (Involves STEM Challenges.) Activity 1 is a broad introduction to climate change, its causes, effects and solutions at the individual level. Activity 2 discusses the concept of ecological footprint and is based on a practical workshop on upcycling. Activity 3 applies a simplified version of the scientific research method to measure the impact of our actions. Activity 4 is an optional showcase with scientific posters. Educational Information This resource provides material for the Curriculum for Excellence (CfE) Experiences and Outcomes in Technology, Numeracy and Mathematics, Literacy and English. An interdisciplinary approach to the concept of Ecological and Carbon Footprint is adopted with the aim of shaping pupils’ sense of responsibility and awareness of the impact of our daily actions on our planet. The resource comprises four activities (including STEM), each lasting within the range of 60-80 minutes. A so-called “Gift to the Earth” challenge requires pupils to record their daily commitment to reducing their carbon footprint and creates the link between each activity. Learning Outcomes covered: Technology Technology TCH 2-06a: I can analyse how lifestyles can impact on the environment and Earth’s resources and can make suggestions about how to live in a more sustainable way. Technology TCH 2-07a: I can make suggestions as to how individuals and organizations may use technologies to support sustainability and reduce the impact on our environment. Technology TCH 2-09a: I can extend and enhance my design skills to solve problems and can construct models. Numeracy and Mathematics Numeracy MNU 2-20b: I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way. Mathematics MTH 2-21a: I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology. Literacy and English Literacy and English LIT 2-09a: When listening and talking with others for different purposes, I can: share information, experiences and opinions; explain processes and ideas; identify issues raised and summarise main points or findings; clarify points by asking questions or by asking others to say more.

This resource is a set of worksheets about games and puzzles based on simple concepts in graph theory. The resource covers: the seven bridges of Konigsberg, the Shannon Switching game and graph vertex colouring. The resource is aimed at a general public level as formal mathematical knowledge is not required beyond counting, but younger audiences would need more guidance. This resource aims to provide a very basic introduction to graph theory. The activities are designed to get participants to become familiar with how problems can be simplified into graph theory problems and how that may be used to find solutions. In this resource: Graph Colouring: solving scheduling and allocating problems using graphs Instructor guide 4 Party Problems 3 Radio Problems Rivers and Bridges: based on the Bridges of Konigsberg problem Instructor guide Matching activity Worksheets for 4 real cities (including Konigsberg) Shannon Switching game: a simple game which is played on a graph Instructor guide PowerPoint explaining the game (with presentation guide) 4 Virus games Simple examples Design your own graph to win the game This resource was originally developed for the Edinburgh International Science Festival with the School of Mathematics. Authors: Francesca Iezzi, Ana McKellar, Lukas Cerny, Benedetta Mussati and Patrick Kinnear (with additional input from other members of the Maths Outreach Team), adapted for wider audiences by Ana McKellar. Unless otherwise stated, all content (including original images) is released under a CC BY-SA 4.0 license. Cover image is Four Color Problem by Jeff Kubina (Flickr) is licenced under CC BY-SA 2.0.

An outdoor learning activity to promote the health benefits of using green spaces. It includes a visitor questionnaire, health diary and drawing and interpreting graphs. Two of the lessons are classroom-based, however the other lesson is an outdoor field trip that encourages the learners to put into practise what they have learned in the first lesson. Learning outcomes HWB 3-25a: I am experiencing enjoyment and achievement on a daily basis by taking part in different kinds of energetic physical activities of my choosing, including sport and opportunities for outdoor learning, available at my place of learning and in the wider community. HWB 3-27a: I can explain why I need to be active on a daily basis to maintain good health and try to achieve a good balance of sleep, rest and physical activity. MTH 2-12d: Having investigated where, why and how scale is used and expressed, I can apply my understanding to interpret simple models, maps and plans. 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. MTH 3-21a: I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology. This resource was created as part of the GeoScience Outreach Course at the University of Edinburgh and was originally developed for Craigroyston Community High School, located in Edinburgh, Scotland. Author: Tom Richmond, adapted by Andrew Ferguson. Unless otherwise stated, all content is released under a CC-BY 4.0 license. Cover Image “A park historian assists with a field trip” from National Park Service, NPS Photo is from the webpage Field Trips, accessed July 2019. Modified by Andrew Ferguson. Public domain. No protection is claimed in original U.S. Government works.

This resource provides materials to run a workshop about Escher’s printmaking, exploring the artist, his process and the mathematics underlying his work. There is a practical art element which involves participants designing and printing their own piece of work. This resource aims to show participants a creative side to mathematics. Knowledge of symmetry (rotational and reflectional) is assumed but also explained within the resource. The workshop is aimed at general public level - it is suitable for anyone with a basic understanding of geometry and symmetry. Learning outcomes: MTH 3-19a, MTH 4-19a, EXA 4-02a, EXA 4-06a To learn about the life and work of Escher To understand how mathematics influenced Escher’s work To learn about symmetries and wallpaper patterns To be able to identify the wallpaper group of a tessellation design To learn how to make lino prints In this resource: Workshop plan Part 1: Presentation Part 2: Designing a tessellating pattern Part 3: Printmaking Part 4: The mathematics behind your work Presentation slides Part 1: Who was Escher? Part 2: Regular divisions of the plane Part 3: Escher and mathematics Presentation guide Presentation content This resource was created as part of the Festival of Creative Learning by the Maths Outreach Team with the School of Mathematics. Author: Mairi Walker, Ana McKellar, Lukas Cerny and Benedetta Mussati. Except where otherwise stated, all content is released under a CC BY-SA 4.0 license. Cover image is a photograph from the original workshop courtesy of the University of Edinburgh School of Mathematics.

Three lessons on the contribution that bees make to our planet on the topics of pollination, bee diversity, and hexagons in the bee hive (STEM activity). Lesson 1: Flower structure and pollination Lesson 2: Types of bees Lesson 3: Why bee hives are made up of hexagons Includes lesson plans, activities, presentations and worksheets. Curriculum for Excellence: SCN 1-02a, SCN 1-02b, SCN 2-01a, MTH 1-16a, MTH 1-16b, MTH 2-16a. Author: Natasha Michaelides, School of GeoSciences at The University of Edinburgh, in collaboration with Ratho Primary School, with thanks to Amy Dixon (class teacher, science specialist and STEM advisor).

‘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.

A set of three posters aimed at Primary School learners that lay out different techniques for finding averages, using the example of Pokemon Hit Points. The posters cover mean, mode and median methods, include graphs to visually show averages and information about the advantages and disadvantages of each. Also included are versions of the posters that are editable in PowerPoint. For these to display correctly users will need to download the free font ‘Pokemon Normal’ designed by Neale Davidson (available on urbanfonts.com). Key words: Mean, Mode, Median, Average, Graphs, Pokemon Created as part of the School of Geosciences’ Outreach Programme, which allows students in their final year to work in partnership with a local school to develop a set of lesson plans. Authors: Kay Douglas, Tomas Sanders and Rebecca Shannon Unless otherwise stated all content is released under a CC-BY 4.0 license

A power point resource for teachers of biology, geography and environmental science for pupils studying at Advanced Higher (AS-Level, and above), and early FE/HE levels. Of use for helping to achieve a basic understanding of the different terms used to describe data and variables commonplace in literature on the internet. It complements the Geoscience Guides (https://www.tes.com/teaching-resource/guide-to-descriptive-statistics-in-geosciences-11308746).

A power point resource for teachers of biology, geography and environmental science for pupils studying at Advanced Higher, ( AS-Level, and above), and early FE/HE levels. Of use for helping to achieve a basic understanding and application of the ‘spread of data’ in fieldwork, assignments and examination questions. It complements the Guide to Descriptive Statistics in Geosciences (https://www.tes.com/teaching-resource/guide-to-descriptive-statistics-in-geosciences-11308746).

A power point resource for teachers of biology, geography and environmental science for pupils studying at Advanced Higher (AS-Level, and above), and early FE/HE levels. Of use for helping to achieve a basic understanding and application of ‘central tendency’ in fieldwork, assignments and examination questions. It complements the Guide to Descriptive Statistics in Geosciences (https://www.tes.com/teaching-resource/guide-to-descriptive-statistics-in-geosciences-11308746).

A 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 1st to 2nd year undergraduate levels which details the use of inferential 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 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