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

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).

This resource helps Primary School pupils learn about tree identification, their benefits, and biodiversity through two interactive card games. Background: The resource was originally developed for local P7 pupils in Edinburgh, based on an OER (Open Educational Resource) by Erica Zaja https://www.tes.com/teaching-resource/identifying-british-trees-lesson-packs-12701457 and https://open.ed.ac.uk/identifying-british-trees/ as part of the Geoscience Outreach Course at the University of Edinburgh. Overview and How to Make Use of This Resource: While this resource is designed for a 45-minute class for P7 at a local primary school in Edinburgh, it is highly flexible and can easily be adapted by teachers. The resource includes two videos and “Development Plan” slides, to make the class interactive and discussion-based, as well as two games to help pupils learn about trees and their benefits. Teachers can choose to leave the Edinburgh-based lesson materials and to create their own or use the resource fully to prompt discussion in the classroom. The games include tree species common in Scotland, but teachers can also add other species as our PowerPoint slides are easily adaptable. Objectives: By the end of the session, learners should be able to: Recall some facts about common trees (Bloom’s ‘Remember’) Identify common trees in Scotland by leaf and tree shape (Bloom’s ‘Understand’) Interpret the importance of trees in Scotland (Bloom’s ‘Apply’) Justify why trees should not be cut down (Bloom’s ‘Evaluate’) Experiences and Outcomes: SCN 2-01a – I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction. SCN 2-02b – Through carrying out practical activities and investigations, I can show how plants have benefited society. LIT 2-25a - I can use my notes and other types of writing to help me understand information and ideas, explore problems, make decisions, generate and develop ideas or create new text. **This Pack Includes: ** • Introduction/Development Plan Slides (a copy used in the first video, pptx/pdf) • Tree Matching Cards (pptx/pdf) • Tree Board Game Cards and Board Template (pptx/pdf) • Tree Counters (word docx/pdf) • Tree ID Worksheet (word docx/pdf) • Tree Benefits Worksheet (word docx/pdf) • Guide for the Resource (this document) • How to Play the Games (word docx/pdf) • Links to two Videos from Mr. Frederick (See details in the Lesson Plan section below) Author: Erica Zaja, Frederick Madsen, Kay Douglas, adapted by Mayu Ishimoto, 2024, the University of Edinburgh. The Resource is under CC BY-SA license unless otherwise stated.

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).

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.

A resource for pupils studying at Advanced Higher (A2-Level, and above) which details the use of descriptive statistics in the field of geoscience. May be of use to teachers of geography, 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

Presentation with activities about different forms of advertising technique including inattentional blindness, change blindness and Pavlovian conditioning. It also contains short biographies of the two coauthors and details of their academic involvement in psychology. Educational Level 3 and 4 This resource was created as part of Psychology Outreach and Engagement (in partnership with the School of GeoSciences) which allows undergraduate psychology students to develop new projects aimed at meeting the needs of local community partners as part of their degree Authors: Agniete Pocyte & Lorna Camus, adapted by Tomas Sanders Unless otherwise stated, all content is released under a CC-BY 4.0 license. Cover image is Times Square by Eric Salard (Flickr) is licensed under CC BY-SA 2.0.

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 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.

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 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 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.

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.

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.

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.

An eight-part project about sea level change since the ice age. Covers glaciation, global warming and isostasy. Includes lesson plans, presentations, workbooks and a template for a timeline poster to illustrate the content of the eight sessions. Educational Level 3 & 4 (SCN 2.05, 3.05a, 3.05b, 2.17a, 3.20b, 4.08b, SOC 2.07a, 3.07a, 4.07a, 2.08a, 3.08a) This resource bundle includes pdf and editable versions of the following: Lesson plan Learning context Part 1: Introducing the Ice Age Part 2: Finding Evidence for the Ice Age Part 3: The Ice Age and sea-level change Part 4: Coming out of the Ice Age Part 5: Introducing isostasy Part 6: Isostasy and sea-level change Part 7: Current sea-level change Part 8: The impacts of current sea-level change Presentations Lesson slides Isostatic uplift Timeline display Timeline components Student workbook (and version with model answers) Photograph sets and question sets 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 created for Boroughmuir High School Author: Roseanne Smith, adapted by Stephanie (Charlie) Farley and Martin Tasker. Unless otherwise stated, all content released under a CC BY-SA 4.0 license. Cover image is Getz Ice Shelf by NASA/Dick Ewers, licensed under CC0.

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.

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.

These are teaching resources for use in Religious and Moral Education, and describe some of the stories of various Buddhist traditions. Although the resources have been created in consultation with Education Scotland and Scottish school teachers, we hope they will also be useful to teachers in other parts of the UK (or even beyond). The resource is structured to meet the Education Scotland’s Curriculum for Excellence standard for RME. The resource is divided according to the three structuring principles of the experiences and outcomes for RME in Scotland: Beliefs, Values and Issues, and Practices and Traditions. Keywords are also provided to indicate the particular relevance of the story. The file contains six stories in PDF format, sorted by the principles stated above, and an introduction to Jakatas. The What’s It Tree and the Prince Vessantara stories both have accompanying PowerPoint Presentations for illustrative purposes. The full collection of resources is downloadable in a zipped folder. Selected documents are duplicated outwith this main folder to allow for previews to be displayed on tes. Resources provided as part of the project Approaching Religion Through Story are licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. They are free to use, copy and adapt for all non-commercial purposes. More RME resources can be found at Resources section of Story and Religion website run by the School of Divinity, the University of Edinburgh. Cover image is Vessantara Jataka, Narrative Scroll, by Anonymous (Thailand) is licensed under CC0.

Two workshops covering what mental health is and how to promote it – aimed at learners aged 11 to 14. Includes workshop plans with presentations. Educational Level 3 (HWB 3-01a, HWB 3-02a, HWB 3-03a, HWB 3-04a, HWB 3-05a, HWB 3-06a, HWB 3-07a) This resource bundle includes lesson plans (pdf and editable word version) and presentation for: Workshop 1: What is mental health? Self-reflection activity What influences by mental health? What is influenced by mental health? Workshop 2: Title Self-reflection activity Strategies for maintaining good mental health Red flags in mental health What is depression? What is anxiety? Quiz This resource was created as part of Psychology Outreach and Engagement which allows undergraduate psychology students to develop new projects aimed at meeting the needs of local community partners as part of their degree. Author: Melina Zavali Unless otherwise stated, all content is released under a CC BY 4.0 license. Cover image is Mental Health by Wokandapix, licensed under the Pixabay license.