This resource is made up of informational power points focussing on earth observation technology and activity packs which guide students through the interpretation of satellite data to observe the effects of deforestation, human activity, seasons and climate change. This is an interdisciplinary resource which includes historical background, graphical and map data, with regular pauses for students to make written considerations of the observed geography and events. The activity packs also provide opportunities for students to develop their technical skills and gain awareness of the worldwide environment and the impacts of human action on the environment. This resource is suggested as a third and fourth level science resource (suggested ages 10 - 16). Relevant Learning Outcomes: SCN 3-11b, SCN 4-06a, LIT 3-28a, LIT 4-28a, LIT 3-06a / LIT 4-06a, SOC 4-10a , SOC 3-14a , SOC 4-14a, MNU 4-20a, MNU 3-11a, MNU 4-11a, TCH 4-14c It is suitable as a standalone resource. The activity packs also match up with the topics covered in the other SatSchool modules so can supplement and enhance those materials. This resource bundle includes the following: • Power point ‘Hands on with Data’ Introductory Presentation • Power Point ‘History of Earth Observation’ Presentation • Intro Activity Booklet • Land Activity Booklet • Oceans Activity Booklet • Ice Coding Activity Booklet • Summary Quiz There are three versions of each activity booklet: online, offline friendly and printing friendly to suit the resources that you have available. More detailed information on the resource content is provided in the resource cover document in the downloadable pack. The download is made up of a compressed folder containing the entire content bundle, along with a selection of images which are used to provide a preview of the content on tes. This resource is an adaptation of the ‘Hands on with Data’ Module available on the SatSchool Website. SatSchool is an Earth observation outreach programme designed and delivered by PhD students from SENSE CDT, spanning multiple universities and research groups. This version of the resource was developed in collaboration with the University of Edinburgh OER Service. Authors: SatSchool Team, module development led by Sol White, website designed by Sam Bancroft, adapted into document form by Alyssa Heggison. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license. Cover Image: Astronaut photograph ISS041-E-081461, Image courtesy of the Earth Science and Remote Sensing Unit, NASA Johnson Space Center. NASA does not maintain copyright.

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.

This module explores ocean pollution, climate change and surveying the oceans from Space on a global scale. The packs cover why the ocean is important, factors which threaten its health, the ecosystems within, climate patterns, economic trade across the oceans and what the challenges we face are across these interconnected topics. This module is the first 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 3-01a 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 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 4-20a I have researched new developments in science and can explain how their current or future applications might impact on modern 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 4-09b: I can assess the impact of developments in transport infrastructure in a selected area and can contribute to a discussion on the development of sustainable systems. SOC 4-11a: Having researched the globalisation of trade, I can explain the interdependence of different parts of the world and assess the impacts for providers, consumers and the environment. SOC 4-12b: I can carry out a geographical enquiry to assess the impact and possible outcomes of climate change on a selected region and can propose strategies to slow or reverse the impact. This resource created by Penny Clarke, 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 interdisciplinary resource aims to develop and encourage curiosity through an expansive, globalised and scientific understanding of the atmosphere. Learners should be able to understand how research components interact to produce a comprehensive overview of the atmosphere, and the effects that climate change may be having upon the atmosphere. This resource makes accessible complex ideas about the atmosphere, what it’s composed of and how we can measure this. The age range is therefore adaptable to learners aged 7-14. You can view the whole collection of adapted SatSchool materials here! Learning outcomes Ozone: 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 2-20a: Through research and discussion, I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society. SCN 2-20b: I can report and comment on current scientific news items to develop my knowledge and understanding of topical science. SCN 3-05b: 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 3-15b: 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 3-16a: I can differentiate between pure substances and mixtures in common use and can select appropriate physical methods for separating mixtures into their components. 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. Weather: SCN 2-20b: I can report and comment on current scientific news items to develop my knowledge and understanding of topical science. SCN 3-20a: I have collaborated with others to find and present information on how scientists from Scotland and beyond have contributed to innovative research and development. 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 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 4-12a: I can identify threats facing the main climate zones, including climate change, and analyse how these threats impact on the way of life. SOC 4-12c: I can demonstrate an understanding of weather and climate by explaining the relationship between weather and air pressure. This resource was created by Ashar Aslam and Emily Dowd, adapted by Molly Wickett and is licens Cover image: July 3, 2013 by Earth Observatory NASA is freely available for re-use

This resource is a set of three lessons for children learning at the first SCQF level, inspired by the work of environmental heroes David Attenborough, Greta Thunberg and Poppy Okotcha. Each lesson begins with a brief storytelling of the person’s work and aims, followed by learning through art and craft activities based on nature and the environment. These activities encourage the children to consider, imagine and feel empowered to work towards the future that they want for the world. The children can develop their appreciation of nature and the ways in which humans interact with the natural environment. Through activities including nature journaling, crafting planters and storyboard or poster making, the students can apply their creative and observational skills whilst learning about the world. The resource cover document gives a fully detailed overview of the resource. Links to the Curriculum for Excellence: EXA 1-03a, EXA 1-05a, EXA 1-07a, TCH 1-11a, SOC 1-08a, SOC 1-09a, HWB 1-24a, LIT 1-07a, ENG 1-31a This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally developed for Gorgie Farm Art School. Author: Jennifer Gullery, with the supervision of Kay Douglas and Issy Key, adapted into OER form by Alyssa Heggison. Unless otherwise stated, this resource content is released under a CC BY-SA 4.0 licence. Cover image: Cropped version of “Nature” by ChrisA1995 via flickr, CC BY 2.0, with text and logo overlay.

This teaching block of five lessons revolves around the idea of scientific testing and psychology. The students will be introduced to the “Scottish Water Company” and their mission to find out how a new water-based sports drink can improve psychological abilities. The students will learn about three areas of psychology; perception, memory, and reaction time to find a possible psychology experiment for the water. Once the children find that they can measure and test reaction time, they will begin to look at questions about scientific testing, and then design their own test. The series will conclude with the finding that the water was no more than tap water, which the children can present in writing or verbally. This resource is suggested as a second level science resource and relates mainly to SCQF level 2 Experiences and Outcomes. However it could be used with classes working at first or third level, or even be used alongside a different curriculum with minor adaptations. Relevant Experiences and Outcomes: LIT 2-02a, LIT 2-07a, LIT 2-09a, LIT 2-10a, MNU 2-01a, MNU 2-02a, MNU 2-03a, MNU 2-03b, MNU 2-07a , MNU 2-10b, MNU 2-11a, MNU 2-11b, MNU 3-03a, MNU 3-07a, MNU 3-08a, MNU 3-11a, SCN 1-12b, SCN 1-20a, SCN 2-12b, SCN 2-20a, SCN 3-12b This resource was created as part of the Psychology Outreach and Engagement course which allows undergraduate psychology students to develop new projects aimed at meeting the needs of local community partners as part of their degree. This resource was originally developed for Curiosity Club. Author: Alex Wren, adapted by Alysha Wilson, Molly Wickett and Alyssa Heggison. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.

Educational level: Second level (SCQF 2-3) (SCN 2-02a, SCN 2-02b, SCN 3-01a, TCH 2-06a, SCN 3-05b, SOC 2-08a, SOC 2-08b, SOC 3-07a, SOC 3-10a, MTH 2-13a, MNU 2-20a) This resource by Nula Langmuir explores the concept of rewilding as a form of environmental conservation through art in an accessible and inquisitive way. It comprises of a set of three lessons, presentations, guides and notes with an optional fourth. The target audience for this resource is learners aged 7-11, involving conservation and the environment. Resource includes slides, lesson plans and notes, worksheets and printable activities. Lesson 1 comprises of a series of activities, including drawing a landscape, word association and key definitions, and food webs. Lesson 2 explores rewilding from Space, and the geography of how landscapes has changed over time. Lesson 3 uses the example of a field trip to Roslin Glen, but the activity can easily be adapted to your local area. The aim is to consider how rewilding may take place on a global and local scale. Lesson 4 is optional, a reflective activity which asks the learners to recall what they have learnt and evaluate it.

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

Educational Level: Third Curriculum (SCQF Level 3) (SCN 3-01a, SCN 3-02a, SCN 3-035b, MTH 3-20b, MTH 2-21a, HWB 3-20a) This resource is a set of 5 lesson plans (tested plans, slides, templates and worksheets) which introduce students to the diversity and natural habitats of insects. The target audience for this resource is learners aged between 12-14 years involving insects and ecology. Resource includes sampling, invertebrate collection and identification, data collection and analysis, insect careers. This resource aims to address the importance of insect biodiversity and abundance through centring a practical activity. This will involve sampling and identifying insects from two different habitats of clearly contrasting plant diversity. The author suggests conducting the lessons during the period of April to October (when insects are most active in the UK). However, these experiments and resources are adaptable to an international context. By doing so, learners can develop their understanding of the interdependence of biodiversity through insects and their habitat.

This resource is five lessons, each with a different activity; species identification, habitat, hibernation and mindfulness. These lessons have been designed to be done around the South Edinburgh green space of Blackford Hill (including the Hermitage of Braid and Braidburn), but it could be adapted to any outdoor space. The target for this resource is children of nursery age (3-5 years old). Outdoor learning and environmental education are powerful tools used to establish human-nature connections. Raising awareness of local biodiversity and the importance of co-existing species within ecosystems can motivate intentions to care for and protect wildlife. Introducing these concepts at a young age can help foster early environmental stewardship and allow individuals to explore their feelings towards nature. The resources includes details of the relevant aims, outcomes, extra teacher information and any potential further activities. The activities are designed to be fun and engaging to help the children develop an interest in the content. Biodiversity and Interdependence SCN 0-01a: I have observed living things in the environment over time and  am becoming aware of how they depend on each other. Properties and uses of substances SCN 0-15a: Through creative play, I explore different materials and can share my reasoning for selecting materials for different purposes. Mental and emotional wellbeing HWB 0-07a: I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss. Listening and talking; enjoyment and choice LIT 0-01c: I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. Creating texts  LIT 0-09a: Within real and imaginary situations, I share experiences and feelings,  ideas and information in a way that communicates my message. Art and Design EXA 0-02a: I have the freedom to discover and choose ways to create images & objects using a variety of materials. This resource bundle includes pdf and editable versions of the following: Teachers guide: including details of equipment, learning outcomes, instructions for the activities, teacher’s notes, potential health and safety risks. Animal Habitat Information Guide Plant and Flower Identification booklet This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally developed for the ‘Arcadia @ Kings Buildings’ Nursery. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. Author: Ellie Sutton, adapted by Alysha Wilson. 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.

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

This resource by Louise Litrico uses works of art to explore key concepts in ecology in an accessible way. It is comprised of 2 lessons, with a video being the main part of each. Each session focuses on different ecological notions through different pieces of art. The first session uses a painting of a dreamscape ‘Jungle’ to explore food chains, and interactions between species. The second session examines different environments through trying to grow a banana tree from Kenya in Scotland. The activities and questions posed within the video make the sessions interactive, and are in the form a worksheet which has a matching version with answers, as well as PowerPoints for use. These two sessions are aimed at second level students. Learning 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 2-02a 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 3-01a I can sample and identify living things from different habitats to compare their biodiversity and can suggest reasons for their distribution. EXA 2-05a Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design. In this resource This resource bundle includes editable versions of the following: A teachers guide which has notes that can be read out that explain the key concepts, along with instructions for all the activities. As well as details of exact times to pause the videos for the students to go through worksheets. Lesson 1: How species interact together to form a community -The 15-minute videos where Louise explains key concepts and sets activities, on Media Hopper Create, the University of Edinburgh (links provided on the Teacher’s guide.) -A PowerPoint -A worksheet -A version of the worksheet with answers -a handout for activity F for session 1 Session 2: How communities change due to the environment -The 15-minute video where Louise explains key concepts and sets activities, on Media Hopper Create, the University of Edinburgh (link provided on the Teacher’s guide) -A PowerPoint -A worksheet -A version of the worksheet with answers This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally developed for Mauricewood Primary School in Penicuik, as two science lessons. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. Author: Louise Litrico, adapted by Alysha. Unless otherwise stated, all content is released under a CC BY 4.0 license.

In this resource, pupils will learn how sensory stories from our oral history research reveal surprising details about life in mid-20th century Inverclyde. Pupils will also learn how to conduct their own sensory oral history interview to explore hidden histories in their local area. Teachers and pupils can explore the role of sugar in shaping the history of Greenock and then conduct their own interviews to find out about the history of their local area – focusing on sights, smells, sounds and taste. Students can use objects and questions about the senses creatively to discover what life in their town was like in the past and compare this with other knowledge of the same historical period. While this resource was originally designed for primary and secondary school children in Inverclyde to share local stories of Greenock’s sugar industry, it could easily be adapted to another area with an industrial past that could be explored using the same methods. This resource is also designed to be adaptable for students from P5 up to S3 classes (ages 10-15 years). This resource bundle includes pdf and editable versions of the following: • A PowerPoint presentation about Sensory Oral Histories (within the context of the sugar industry in Greenock) • Teacher’s guide, including a lesson plan on Sensory Oral History interviews (an overview and practise outline) • Student information sheet • Student worksheet for interview practise • An interviewee consent form Learning Outcomes in the Curriculum for Excellence: Social studies - SOC 2/3-01a; SOC 2/3-02a; SOC 2/3-03a; SOC 2/3-14a • Develop my understanding of the history, heritage and culture of Scotland, and an appreciation of my local and national heritage within the world • Learn how to locate, explore and link periods, people and events in time and place • Learn how to locate, explore and link features and places locally and further afield • Explore and evaluate different types of sources and evidence Literacy & English - LIT2/3-26a; LIT 2/3-24a; LIT2-07a; LIT2/3-10a Students will research local and global history by conducting sensory oral history interviews, applying their skills and understanding in a range of contexts and suitable formats. The writing format of the piece of text, accompanying historical materials, level of challenge, length and complexity of task are to be determined by the teacher. This resource was created by Marisa Wilson and adapted by Amy Cook at The University of Edinburgh. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.

The pupils receive a distress call from an alien planet. Over the course of 3-4 lessons, pupils will learn about how life is adapted to live in different places, why water is necessary for life and the size of the Solar System by helping the aliens. The target audience for this resource is level 2 learners, corresponding to 10-12 year old pupils (P5-P7 classes in Scotland). Pupils have the opportunity to learn more about their assigned alien world using the pre-prepared fact files. They will then share this knowledge with the rest of their class and will finally celebrate successfully saving the aliens! Lessons in this resource: o Lesson 1: First Contact o Lesson 2: Lift Off o Lesson 3: Save the Day o Lesson 4: Celebrate This resource bundle includes pdf and editable versions of the following: • Lesson plans for teachers for lessons 1-4, including relevant Es, Os and Benchmarks • PowerPoint presentations for lessons 1-4 • Fact files on Europa, Mars, Titan and Venus • Transcripts of messages received from Europa, Mars, Titan and Venus • Worksheet titled “Building a Scale Model of the Solar System” for lesson 2 • Instructions & Worksheet titled “Can you help the aliens?” for lesson 3 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 2-05a: I can apply my knowledge of how water changes state to help me understand the processes involved in the water cycle in nature over time. SCN 2-06a: By observing and researching features of our solar system, I can use simple models to communicate my understanding of size, scale, time and relative motion within it. MNU 2-10c: (Extension) Using simple time periods, I can give a good estimate of how long a journey should take, based on my knowledge of the link between time, speed and distance. 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: Ray Honeysett, adapted by Amy Cook Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.

This resource is on forces, specifically gravity, and includes a ten-minute video and a PDF with four follow up activities. Including: recommended books to borrow, watching a video, doing a quiz, researching and conducting your own experiment. The target audience for this resource is children aged 8-11 years-old. There is also another session which follows the same structure but is about forces, called: Spaceman Sam and Comets. This resource aims to encourage borrowing books from the library - particularly books relating to STEM subjects. This project focuses on forces which is a key area of physics outlined in the Science Benchmarks, Experiences & Outcomes (Es & Os) in the Curriculum for Excellence (CfE). This project also utilises principles of active learning by following the stories with a variety of activities. These are very versatile and aim to reinforce the knowledge introduced during the stories. The activities range from less to more involved so the participants can progress through them, but they also serve as standalone activities. This resource bundle includes the following: The Forces Video is available to watch via the link in the Word document, titled ‘Forces Fiona asks about Gravity’ on Media Hopper Create website, the University of Edinburgh. The video is written and read by Amy Cook The follow up activities sheet accompanying the video is Forces Fiona Activities, it is available in a downloadable PDF. SCN 2-08a I have collaborated in investigations to compare magnetic, electrostatic and gravitational forces and have explored their practical applications. SCN 2-20a (Topical Science): Through research and discussion I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society. LIT 2-04a: As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. 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. ENG 2-12a: Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally developed for the City of Edinburgh Libaries. Author: Amy Cook, adapted by Alysha Wilson. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.

This resource is on comets and includes a twelve-minute video and a PDF with four follow up activities. Including: recommended books to borrow, watching a video, doing a quiz, researching and conducting your own experiment. The target audience for this resource is children aged 8-11 years-old. There is also another session which follows the same structure but is about forces, called: Forces Fiona Asks about Gravity. This project focuses on space, which is a key area of physics outlined in the Science Benchmarks, Experiences & Outcomes (Es & Os) in the Curriculum for Excellence (CfE). The activities reinforce the knowledge introduced during the stories and range from less to more involved so the participants can progress through them, but they also serve as standalone activities. This resource bundle includes the following: • The Space Video is available to watch via the link on the Word document, ‘Spaceman Sam and Comets’ on Media Hopper Create, the University of Edinburgh. The twelve-minute video is a story written and told by Amy Cook following Sam, who lives on the moon, as he meets the Astronomer Caroline Herschel who introduces him to comets through a telescope! • The follow up activities sheet accompanying the video is available in a downloadable PDF. SCN 2-06a: By observing and researching features of our solar system, I can use simple models to communicate my understanding of size, scale, time and relative motion within it. SCN 2-20a: Through research and discussion I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society. LIT 2-04a: As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. 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. ENG 2-12a: Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression. LIT 2-14a: Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally developed for the City of Edinburgh Libaries. Author: Amy Cook, adapted by Alysha Wilson. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.