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

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.

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.

Volcanoes and Vulcanologists 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 interdisciplinary approach involves pupils in developing knowledge and skills through five separate lessons. The first session involves pupils experimenting with everyday chemicals to make a ‘volcano’. The second session uses food (biscuits, bananas, custard) to show the structure and functioning of the different Earth layers. The third session involves a comparison test to mimic lava flow in different types of volcano. The fourth session involves composing a rap or poem using knowledge of the ‘Pacific Ring of Fire’, the location for 75% of the Earth’s volcanoes. The final section looks at the advantages and disadvantages of living near a volcano, where the learning is deepened using expressive arts. Vinnie (my volcano character), learning book and Vinnie certificate are included with a lesson plan and ppt for each of the five sessions. Due to the volume of content in this resource, a selection of files are available to preview and the full selection of content is contained within the zipped folder in the download pack. Contents in this resource • Five Lesson Plans • Five PowerPoints • Volcano photographs and factsheets • Sample Risk Assessment • ‘Vinney’s’ Learning book (Self-reflective) • ‘Vinney’ emotion pictograms • ‘Vinney’ hook letter Learning outcomes in the Curriculum for Excellence SCN 1-15a; SCN 2-15a; SCN 2-17a; SCN 2-19a Second Level: Sciences Inquiry and Investigation skills SOC 2-07a; MNU 1-11b; MTH 2-21a; LIT 2-02a; EXA 2-02a; EXA 2-04a; EXA 2-13a; EXA 2-18a; TCH 2-09a; TCH 2:10a; TCH 2-12a I hope you and your pupils enjoy my resource. Vinnie would like that! Kim Greig, Primary Teacher. 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 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 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.

Properties and uses of substances, Earth’s Materials, People Place & Environment This mini resource comprises 2 sessions (or one afternoon). Session 1 uses songs to name and locate the continents, oceans and Pacific Ring of Fire. Session 2 involves a reaction of vinegar and bicarbonate of soda to mimic a volcanic eruption. Session 1 is PowerPoint presentation, giving general background on the World Map and names and locations of the continents, oceans and by inference the Pacific Ring of Fire. Despite being ppt based, you can make it interactive and even sing along with the songs. A consolidation worksheet is included to label the world map. Session 2 is a practical activity/demonstration. It involves using the chemical reaction (neutralisation) of bicarbonate of soda and vinegar. These react together to form carbon dioxide (CO2). Carbon dioxide is the fizzy gas in ‘pop’. Adding washing up liquid and tomato ketchup to the mix allows for red CO2 bubbles from the mouth of the small drinks bottle. A copy and complete exercise can be copied from the second half of the PowerPoint. Learning outcomes: Sciences - Biodiversity and interdependence SCN 2-15a: ‘By contributing to investigations into familiar changes in substances to produce other substances, I can describe how their characteristics have changed.’ and the explanatory benchmark, ‘Observes and identifies some of the signs of a chemical reaction, for example, production of bubbles, colour/texture change and heat given out/taken in.’ SCN 2-17a ‘Having explored the substances that make up Earth’s surface, I can compare some of their characteristics and uses‘ Social Studies - People, place, and environment SOC 2-07b: ‘I can describe the physical processes of a natural disaster and discuss its impact on people and the landscape and the explanatory benchmark ‘the explanatory benchmark ‘Describes the causes of a natural disaster such as a volcano, earthquake or extreme weather event’. Author: Kay Douglas of The University of Edinburgh, 2019. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.

Kind Clothing is a project written for Girlguides, designed by Hannah Fieldsend. It aims to fit into the exciting and varied programme suited to inspire and challenge Girlguides ages 10-14. Any groups looking to achieve their ‘Global Awareness’ guiding essential can use Kind Clothing as part of their programme, and it covers topics such as Sustainability, Environmental Issues and Practical Skills. It consists of three interactive sessions that introduce the idea of Fast Fashion and link it to the concepts of the environment and sustainability. Throughout the sessions there is an overarching project where the girlguides recycle a piece of clothing into a DIY drawstring bag. Learning outcomes: Girlguiding Programme Session 1 Express myself: innovate, communicate Session 2 Express myself: innovate, communicate Skills for my future: live smart Session 3 Know myself: reflect, network Skills for my future: live smart Take action: make change, influence Scottish Curriculum for Excellence Learning Objectives: Session 1 Literacy: 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. Environment: SOC 3-08a, I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. Session 2 Planetary Processes: 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. Environment: 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. Session 3 People in Society: SOC 2-20a, Through exploring ethnical trading, I can understand how people’s basic needs are the same round the world, discussing why some societies are more able to meet these needs than others. People in Society: SOC 3-19a, I can describe how the interdependence of countries affects levels of development, considering the effects on people’s lives. 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 girlguides, and was successfully run with a girlguide group. Author: Hannah Fieldsend, adapted by Andrew Ferguson. Unless otherwise stated, all content is released under a CC BY SA 4.0 license.

Sustainability and Conservation is a relaxed and fun way to engage students in sustainability and conservation subjects. The topics of wildlife, nature art, habitat loss, scientific methods and waste and pollution are covered. Hands on activities the learners enable the learners to apply these themes into their daily lives by exploring nature. Through five workshops they will become ambassadors of conservation and sustainability and will be able to teach their family and friends about it. In case of rainy days or inaccessibility to outdoor areas ‘Plan B’s’ have been created: games modified to limited indoor areas. There is a section on additional information, this provides online links to websites and reports that are related to the resource’s subject areas. Learning outcomes: Art and Design EXA 2-02a: I have the opportunity to choose and explore an extended range of media and technologies to create images and objects, comparing and combining them for specific tasks. Sciences - Biodiversity and interdependence: 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 have contributed to the design or conservation of a wildlife area. Sciences - Topical Sciences: SCN 2-20b: I can report and comment on current scientific news items to develop my knowledge and understanding of topical science. Social Studies – People, place and environment SOC 2-08a: I can describe the major characteristic features of Scotland’s landscape and explain how these are formed. SOC 2-08b: I can describe the physical processes of a natural disaster and discuss its impact on people and the landscape. 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: Moa Bell, adapted by Andrew Ferguson. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.

Plastic in the Ocean is a project aimed at educating learners about the negative environmental effects of plastic. Over the course of four lessons, the learners are taught what plastic is, why it is bad for the environment and what can be done to address this environmental problem. As well as fun and interactive lessons the learners are given the opportunity to explore the local area collecting litter/plastic, putting what they have learned in the classroom lessons into context with the real-world. Learning outcomes Science - Earth Materials SCN 2-17a: Having explored the substances that make up Earth’s surface, I can compare some of their characteristics and uses. Science - Topical Science 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. Social Sciences – People, Place and the Environment 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. Technologies – Technology Developments in Society and Business 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. TCH 2-07a: I can make suggestions as to how individuals and organisations may use technologies to support sustainability and reduce the impact on our environment. Expressive Arts – Art and Design EXA 2-03a: I can create and present work that shows developing skill in using the visual elements and concepts. 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. This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally designed to be implemented in Queensferry Primary School, located in South Queensferry, Edinburgh. The lessons were taught to Primary 5, Second Level. Author: Hannah Newberry, adapted by Andrew Ferguson. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license. Cover image by Wild0ne on Pixabay is licensed under the Pixabay License. Has been cropped and overlay graphics added.

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 is a set of 5 lesson plans with slides, an experiment (with worksheets for analysing the results) and assessment items. The target audience for this resource is for learners aged between 14 and 16 years. Entomophagy is the human consumption of insects as food - it represents a sustainable alternative to the environmentally destructive effects of livestock based protein. The lessons presented here are based around a project designed to test the food conversion efficiency and water footprint of mealworms. The lessons are presented as 5 individual lessons each 50 minutes in length. They are designed to be incorporated into the school’s curriculum surrounding the food production unit for National 5 students. Providing that classes are taught when the food production unit would normally be delivered, these lessons can act as a detailed blueprint of how to teach the two related subjects in tandem. This resource aims to cover the following Curriculum for Excellence benchmarks: SOC 4-09a - Having evaluated the role of agriculture in the production of food and raw material, I can draw reasoned conclusions about the environmental impacts and sustainability. SCN 4-03a - Through investigating the nitrogen cycle and evaluating results from practical experiments, I can suggest a design for a fertiliser, taking account of its environmental impact. (Particularly the points associated with “Explores and explains the possible impact of the use of fertilisers, for example, algal blooms.”) SCN 4-20a - I have researched new developments in science and can explain how their current or future applications might impact on modern life.   This resource was created as part of the GeoScience Outreach Course at the University of Edinburgh and was originally developed for the Trinity Academy in Edinburgh. Author: Danny Ashton, adapted by Ana Mckellar. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license. Cover image is Future food: insects (Krabi, Thailand 2015) by Paul Arps (Flickr), licensed under CC BY-SA 2.0.

Three lessons covering, adaptation, survival characteristics and the extinction of the woolly mammoth with comparison to living elephants. Includes presentation slides and student worksheet with answers. Aimed at Level 2 (Biodiversity and interdependence, SCN 2-01a) This resource bundle includes: Lesson 1: Woolly mammoths and the ice age Lesson 2: The pygmy mammoths Lesson 3: Comparison of African elephant and the woolly mammoth 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. Author: Chloe Young, adapted by Cecily Plascott. Unless otherwise stated all content is released under a CC-BY 4.0 license. Cover image: Model of Mammuth primigenius at the Royal BC Museum by Iain Reid is licensed under CC-BY-SA-4.0.

This Meteorological Observation Guide has been written as part of a NERC (Natural Environment Research Council) Research Experience Placement carried out in the School of GeoSciences, The University of Edinburgh. Aimed at National 5 to Higher. The aim of the research project was to investigate specific aspects of how global climate change affects the climate of Britain. There are two main aims to this project: 1. Conduct visibility observations from Blackford Hill in Edinburgh, observing to see whether in times of anti-cyclonic weather, pollution build up in the atmosphere reduces the observed visibility. 2. Analysis of historical climate models to see how the frequency of anti-cyclones over the UK has changed due to anthropogenic climate change. This guide is part of the former section. The procedure that follows is the procedure used over the period of the project, and the Blackford Hill example used is the actual visibility observation that was conducted. This element of the project is transferable to other locations with a suitable vantage point. The work can be carried out by a class group or as part of a specific scientific project for senior pupils. Author: James Holehouse Unless otherwise stated all content is released under a CC-BY 4.0 license Keywords: Anti-cyclonic weather; Meteorological Visibility Observations; hill; Climate Change; Weather; Climate Cover image is The view over the City of Edinburgh looking towards the north from Blackford Hill by Brian Cameron, licensed under CC BY-SA 3.0.

Four lessons giving an introduction to volcanoes and various aspects of geology: Volcano Experiments, “The Debate to Save Heimaey”, Volcanic Eruption Research, and a Field Trip. Educational Level 2 and 3 (SCN 2-17a, SCN 2-19a, SOC 2-07b, SOC 3-07a, TCH 2-02a, LIT 2-02a, EXA 2-14a) This resource makes use of a variety of educational approaches to introduce learners to volcanoes and various aspects of geology. There are four lessons in this resource that lead on from one another. Lesson 1: Introduction to Volcanos Lesson 2: Eruption of Eldfell - The Debate to Save Heimaey Lesson 3: Volcanic Eruption Research Lesson 4: Arthur’s Seat Field Trip 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. Author: Isla Simmons Unless otherwise stated all content is released under a CC-BY 4.0 license. Cover image is: Fissure eruption in Holurhraun (Iceland), 13. September 2014 by Joschenbacher (Wikimedia), licensed under CC BY-SA 4.0.

A card game to develop HOTS (Higher Order Thinking Skills) using climate change in the Alps. Learners discuss whether a fictional ski instructor should exchange his skis for bicycle wheels. Included in this guide is ‘Meet the Scientists’, about the real climate scientists. For learners aged 11 to 14. Educational Level 2 - 3 (SOC 2-12a, SOC 2-13a, SOC 2-14a, SCN 2-20b, SCN 2-20a, MLAN 2-09a, LIT 2-02a, LIT 2-08a, LIT 2-09a) This resource includes: A practitioner guide (PDF and Word versions) Details about learning outcomes Instructions on running the activities Items to be printed off or photocopied to play the game A Meet the Scientists section about the real climate scientists who are Richard Fromm, Jack Schaeffer and Viktoria Engel. Map board for playing the game on Presentations Presentation 1: Setting the Scene: an introduction to Germany, its language and Richard’s dilemma. Presentation 2: “Where is that place?” - Map skills Presentation 3: How to play the Board Game Help Richard decide if he should exchange his skis for bicycle wheels. This resource was created as part of the School of GeoScience Outreach. Author: Kay Douglas. Unless otherwise stated, all content is released under a CC BY 4.0 license. Cover image is Aerial tramway La Grave France by NielsB (Wikimedia commons), licensed under CC-BY-SA-3.0.

A power point resource for teachers of biology, geography and environmental science for pupils studying at Advanced Higher (AS-Level, and above), and early FE/HE levels. Of use for helping to achieve a basic understanding 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).