Free open educational resources from the University of Edinburgh to download and adapt for primary and secondary teaching.
Winner of the 2021 OEGlobal Awards for Excellence Open Curation Award for this collection of high quality student made OER on the TES platform.
Free open educational resources from the University of Edinburgh to download and adapt for primary and secondary teaching.
Winner of the 2021 OEGlobal Awards for Excellence Open Curation Award for this collection of high quality student made OER on the TES platform.
A resource for pupils studying at 1st to 2nd year undergraduate levels which details the use of inferential statistics in the field of geoscience and ecology. May be of use to teachers of geography, ecology, the sciences or even as an application in a mathematics or statistics course. Of use for helping to achieve problem solving, data handling and numeracy learning outcomes.
All content released under a CC BY license.
Authors: Kay Douglas and Sophie Flack
Š 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
Due to climate change, this layer is changing. The Biosphere 1.1 explores what the Biosphere is made up of, and how it can be studied through technology and satellite imaging. The Biosphere 1.2 explores the effects of climate change, using the case study of forest fires as a naturally occurring yet increasingly extreme event. This looks first at band maths and plant health to establish an understanding of healthy vegetation and how this is then impacted. The impact of forest fires can be viewed through this data set, exploring the use of NDVI indexes and satellite imaging to understand and analyse the extent of the damage.
This resource makes accessible complex ideas about the biosphere, and can be flexibly adapted for learners aged 10-14.
It is suitable as a standalone resource. The information and activity packs match up with the topics covered in other Satschool modules can also supplement and enhance those materials.
Learning outcomes
SCN 3-11b: By exploring radiations beyond the visible, I can describe a selected application, discussing the advantages and limitations.
SCN 3-15: Having contributed to a variety of practical activities to make and break down compounds, I can describe examples of how the properties of compounds are different from their constituent elements.
SCN 3-19a: Through experimentation, I can identify indicators of chemical reactions having occurred. I can describe ways of controlling the rate of reactions and can relate my findings to the world around me.
SCN 3-19b: I have helped to design and carry out practical activities to develop my understanding of chemical reactions involving the Earthâs materials. I can explain how we apply knowledge of these reactions in practical ways.
SCN 4-05b: Through exploring the carbon cycle, I can describe the processes involved in maintaining the balance of gases in the air, considering causes and implications of changes in the balance.
SCN 4-06a: By researching developments used to observe or explore space, I can illustrate how our knowledge of the universe has evolved over time.
SCN 4-11b: By carrying out a comparison of the properties of parts of the electromagnetic spectrum beyond the visible, I can explain the use of radiation and discuss how this has impacted upon society and our quality of life.
SCN 4-20b: Having selected scientific themes of topical interest, I can critically analyse the issues, and use relevant information to develop an informed argument.
SOC 3-08a: I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact.
SOC 3-14a I can use a range of maps and geographical information systems to gather, interpret and present conclusions and can locate a range of features within Scotland, UK, Europe and the wider world.
SOC 4-10a: I can develop my understanding of the interaction between humans and the environment by describing and assessing the impact of human activity on an area.
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 itâs 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 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 NOAAâs media and usage guidelines
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 theyâre 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 NOAAâs media and usage guidelines
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 âPlan Bâsâ 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 resourceâs 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 â People, place and environment
SOC 2-08a: I can describe the major characteristic features of Scotlandâs 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.
These are teaching resources for free use, aimed at the second curriculum level pupils aged 10-12.
The series of seven lessons titled âIntroduction to Archaeologyâ introduces pupils the field of archaeology and the archaeological significance of the Orkney Islands through interactive activities.
Throughout the seven lessons, learners will explore the important concepts around archaeology and the skills to be a good archaeologists, ticking off the skills in the accompanying âArchaeology Skills Passportâ. Learners are encouraged throughout the lessons to think creatively and work collaboratively through a range of activities, such as an excavation, drawing and group discussions, allowing them to develop a range of Experiences and Outcomes (Es&Os, an educational framework identifying a range of learning activities for Scottish Curriculum for Excellence) in a highly interdisciplinary and active way.
Teachers can choose to teach all the lessons or pick any lesson as a standalone class. This pack, âEducating the Publicâ, is the last lesson of the seven, and it focuses on poster-making and presentation to use and retain the information learned.
What this resource pack includes
This pack includes a set of slides in Powerpoint and PDF formats, along with a Teacherâs guide to help teachers run a class with the slides. Additionally, the pack includes the Evidence Book and Archaeology Passport PDFs which are intended to be used with all of the lessons as explained in the Teacherâs Guide. These can also be found in each of the lesson packs linked below.
Links to the accompanying lessons
Lesson 1: Introducing Archaeology
Lesson 2: Introducing the Orkney Islands
Lesson 3: Excavation
Lesson 4: Human-environment Interactions
Lesson 5: Orkney and Human-Environment Interactions
Lesson 6: Protecting Sites
Lesson 7: Educating the Public - this lesson
Author: Sam Connor, adapted by August Enger and Mayu Ishimoto.
Unless otherwise stated, all content is released under a CC BY SA 4.0 license.
These are teaching resources for free use, aimed at the second curriculum level pupils aged 10-12.
The series of seven lessons titled âIntroduction to Archaeologyâ introduces pupils the field of archaeology and the archaeological significance of the Orkney Islands through interactive activities.
Throughout the seven lessons, learners will explore the important concepts around archaeology and the skills to be a good archaeologists, ticking off the skills in the accompanying âArchaeology Skills Passportâ. Learners are encouraged throughout the lessons to think creatively and work collaboratively through a range of activities, such as an excavation, drawing and group discussions, allowing them to develop a range of Experiences and Outcomes (Es&Os, an educational framework identifying a range of learning activities for Scottish Curriculum for Excellence) in a highly interdisciplinary and active way.
Teachers can choose to teach all the lessons or pick any lesson as a standalone class. This pack, âProtecting Sitesâ, is the sixth lesson of the seven, and it examinies current threats to archaeological sites and how learners can help combat them by educating the public.
What this resource pack includes
This pack includes a set of slides in Powerpoint and PDF formats, along with a Teacherâs guide to help teachers run a class with the slides. Additionally, the pack includes the Evidence Book and Archaeology Passport PDFs which are intended to be used with all of the lessons as explained in the Teacherâs Guide. These can also be found in each of the lesson packs linked below.
Links to the accompanying lessons
Lesson 1: Introducing Archaeology
Lesson 2: Introducing the Orkney Islands
Lesson 3: Excavation
Lesson 4: Human-environment Interactions
Lesson 5: Orkney and Human-Environment Interactions
Lesson 6: Protecting Sites - this lesson
Lesson 7: Educating the Public
Author: Sam Connor, adapted by August Enger and Mayu Ishimoto.
Unless otherwise stated, all content is released under a CC BY SA 4.0 license.
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 âA park historian assists with a field tripâ 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 schoolâs 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 âExplores and explains the possible impact of the use of fertilisers, for example, algal blooms.â)
SCN 4-20a - I have researched new developments in science and can explain how their current or future applications might impact on modern life.
Â
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.
These are teaching resources for free use, aimed at the second curriculum level pupils aged 10-12.
The series of seven lessons titled âIntroduction to Archaeologyâ introduces pupils the field of archaeology and the archaeological significance of the Orkney Islands through interactive activities.
Throughout the seven lessons, learners will explore the important concepts around archaeology and the skills to be a good archaeologists, ticking off the skills in the accompanying âArchaeology Skills Passportâ. Learners are encouraged throughout the lessons to think creatively and work collaboratively through a range of activities, such as an excavation, drawing and group discussions, allowing them to develop a range of Experiences and Outcomes (Es&Os, an educational framework identifying a range of learning activities for Scottish Curriculum for Excellence) in a highly interdisciplinary and active way.
Teachers can choose to teach all the lessons or pick any lesson as a standalone class. This pack, âIntroducing the Orkney Islandsâ, is the second lesson of the seven, and it introduces the Orkney islands and their historical significance and archaeological finds.
What this resource pack includes
This pack includes a set of slides in Powerpoint and PDF formats, along with a Teacherâs guide to help teachers run a class with the slides. Additionally, the pack includes the Evidence Book and Archaeology Passport PDFs which are intended to be used with all of the lessons as explained in the Teacherâs Guide. These can also be found in each of the lesson packs linked below.
Links to the accompanying lessons
Lesson 1: Introducing Archaeology
Lesson 2: Introducing the Orkney Islands - this lesson
Lesson 3: Excavation
Lesson 4: Human-environment Interactions
Lesson 5: Orkney and Human-Environment Interactions
Lesson 6: Protecting Sites
Lesson 7: Educating the Public
Author: Sam Connor, adapted by August Enger and Mayu Ishimoto.
Unless otherwise stated, all content is released under a CC BY SA 4.0 license.
These are teaching resources for free use, aimed at the second curriculum level pupils aged 10-12.
The series of seven lessons titled âIntroduction to Archaeologyâ introduces pupils the field of archaeology and the archaeological significance of the Orkney Islands through interactive activities.
Throughout the seven lessons, learners will explore the important concepts around archaeology and the skills to be a good archaeologists, ticking off the skills in the accompanying âArchaeology Skills Passportâ. Learners are encouraged throughout the lessons to think creatively and work collaboratively through a range of activities, such as an excavation, drawing and group discussions, allowing them to develop a range of Experiences and Outcomes (Es&Os, an educational framework identifying a range of learning activities for Scottish Curriculum for Excellence) in a highly interdisciplinary and active way.
Teachers can choose to teach all the lessons or pick any lesson as a standalone class. This pack, âIntroducing Archaeologyâ, is the first lesson of the seven, and it introduces the field of archaeology and the artefacts archaeologists deal with.
What this resource pack includes
This pack includes a set of slides in Powerpoint and PDF formats, along with a Teacherâs guide to help teachers run a class with the slides. The PDF titled âOrganic Inorganicâ is intended for the Organic or Inorganic Category Game as described in the Teacherâs guide. Additionally, the pack includes the Evidence Book and Archaeology Passport PDFs which are intended to be used with all of the lessons as explained in the Teacherâs Guide. These can also be found in each of the lesson packs linked below.
Links to the accompanying lessons
Lesson 1: Introducing Archaeology - this lesson
Lesson 2: Introducing the Orkney Islands
Lesson 3: Excavation
Lesson 4: Human-environment Interactions
Lesson 5: Orkney and Human-Environment Interactions
Lesson 6: Protecting Sites
Lesson 7: Educating the Public
Author: Sam Connor, adapted by August Enger and Mayu Ishimoto.
Unless otherwise stated, all content is released under a CC BY SA 4.0 license.
Volcanoes and Vulcanologists has been created as a teaching resource for the City of Edinburgh Councilâs âCuriosity Clubâ, 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 âvolcanoâ. 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 âPacific Ring of Fireâ, the location for 75% of the Earthâs 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
⢠âVinneyâsâ Learning book (Self-reflective)
⢠âVinneyâ emotion pictograms
⢠âVinneyâ 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.
These are teaching resources for free use, aimed at the second curriculum level pupils aged 10-12.
The series of seven lessons titled âIntroduction to Archaeologyâ introduces pupils the field of archaeology and the archaeological significance of the Orkney Islands through interactive activities.
Throughout the seven lessons, learners will explore the important concepts around archaeology and the skills to be a good archaeologists, ticking off the skills in the accompanying âArchaeology Skills Passportâ. Learners are encouraged throughout the lessons to think creatively and work collaboratively through a range of activities, such as an excavation, drawing and group discussions, allowing them to develop a range of Experiences and Outcomes (Es&Os, an educational framework identifying a range of learning activities for Scottish Curriculum for Excellence) in a highly interdisciplinary and active way.
Teachers can choose to teach all the lessons or pick any lesson as a standalone class. This pack, âExcavationâ, is the third lesson of the seven, and it focuses on an interactive excavation project for hands-on learning with digital alternatives.
What this resource pack includes
This pack includes a set of slides in Powerpoint and PDF formats, along with a Teacherâs guide to help teachers run a class with the slides.
The Word Document titled âArtefact Recordingâ and the Powerpoint slide titled âSite Gridâ, also available in PDF formats, are intended to be used for the indoor/outdoor excavation activity as described in the Teacherâs guide. The PDF titled âSword Shells Vases Cutoutâ is also intended to be used for the excavation to represent artefacts when alternatives are not available. Another Word Document titled âGoogle Earth Investigationâ, also available in a PDF format, is intended to be a guidance for the Google Earth Investigation activity as described in the Teacherâs guide.
Additionally, the pack includes the Evidence Book and Archaeology Passport PDFs which are intended to be used with all of the lessons as explained in the Teacherâs Guide. These can also be found in each of the lesson packs linked below.
Links to the accompanying lessons
To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk.
Author: Sam Connor, adapted by August Enger and Mayu Ishimoto.
Unless otherwise stated, all content is released under a CC BY SA 4.0 license.
These are teaching resources for free use, aimed at the second curriculum level pupils aged 10-12.
The series of seven lessons titled âIntroduction to Archaeologyâ introduces pupils the field of archaeology and the archaeological significance of the Orkney Islands through interactive activities.
Throughout the seven lessons, learners will explore the important concepts around archaeology and the skills to be a good archaeologists, ticking off the skills in the accompanying âArchaeology Skills Passportâ. Learners are encouraged throughout the lessons to think creatively and work collaboratively through a range of activities, such as an excavation, drawing and group discussions, allowing them to develop a range of Experiences and Outcomes (Es&Os, an educational framework identifying a range of learning activities for Scottish Curriculum for Excellence) in a highly interdisciplinary and active way.
Teachers can choose to teach all the lessons or pick any lesson as a standalone class. This pack, âHuman-environment Interactionsâ, is the fourth lesson of the seven, and it introduces how humans adapt to, depend on, and modify their environments.
What this resource pack includes
This pack includes a set of slides in Powerpoint and PDF formats, along with a Teacherâs guide to help teachers run a class with the slides. Additionally, the pack includes the Evidence Book and Archaeology Passport PDFs which are intended to be used with all of the lessons as explained in the Teacherâs Guide. These can also be found in each of the lesson packs linked below.
Links to the accompanying lessons
Lesson 1: Introducing Archaeology
Lesson 2: Introducing the Orkney Islands
Lesson 3: Excavation
Lesson 4: Human-environment Interactions - this lesson
Lesson 5: Orkney and Human-Environment Interactions
Lesson 6: Protecting Sites
Lesson 7: Educating the Public
Author: Sam Connor, adapted by August Enger and Mayu Ishimoto.
Unless otherwise stated, all content is released under a CC BY SA 4.0 license.
These are teaching resources for free use, aimed at the second curriculum level pupils aged 10-12.
The series of seven lessons titled âIntroduction to Archaeologyâ introduces pupils the field of archaeology and the archaeological significance of the Orkney Islands through interactive activities.
Throughout the seven lessons, learners will explore the important concepts around archaeology and the skills to be a good archaeologists, ticking off the skills in the accompanying âArchaeology Skills Passportâ. Learners are encouraged throughout the lessons to think creatively and work collaboratively through a range of activities, such as an excavation, drawing and group discussions, allowing them to develop a range of Experiences and Outcomes (Es&Os, an educational framework identifying a range of learning activities for Scottish Curriculum for Excellence) in a highly interdisciplinary and active way.
Teachers can choose to teach all the lessons or pick any lesson as a standalone class. This pack, âOrkney and Human-Environment Interactionsâ, is the fifth lesson of the seven, and it looks closer at human-environment interactions on Orkney through the Mesolithic, the Neolithic, and the Viking Age.
What this resource pack includes
This pack includes a set of slides in Powerpoint and PDF formats, along with a Teacherâs guide to help teachers run a class with the slides. Additionally, the pack includes the Evidence Book and Archaeology Passport PDFs which are intended to be used with all of the lessons as explained in the Teacherâs Guide. These can also be found in each of the lesson packs linked below.
Links to the accompanying lessons
Lesson 1: Introducing Archaeology
Lesson 2: Introducing the Orkney Islands
Lesson 3: Excavation
Lesson 4: Human-environment Interactions
Lesson 5: Orkney and Human-Environment Interactions - this lesson
Lesson 6: Protecting Sites
Lesson 7: Educating the Public
Author: Sam Connor, adapted by August Enger and Mayu Ishimoto.
Unless otherwise stated, all content is released under a CC BY SA 4.0 license.
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.
The Cryosphere module introduces what the Cryosphere is, the effects of climate change upon the ice, and the ecosystems it is home to. The Cryosphere 2 Antarctic, ice sheets and shelves, and how these are changing. The Cryosphere 3 then explores the Arctic, glaciers and ice caps, and optical and multispectral remote sensing. Each subsection keeps in mind the growing question of climate change and the effect this will have on the Cryosphere in these locations, and what we could do to monitor or combat this change. These principles are explored through Earth Observation and technological developments, and how this data is presented and analysed by scientists.
This resource makes accessible complex ideas about the atmosphere, what itâs composed of and how we can measure this. The age range is adaptable to learners aged 7-14.
Learning outcomes
Cryosphere 1:
SCN 2-08b: By investigating floating and sinking of objects in water, I can apply my understanding of buoyancy to solve a practical challenge.
SCN 2-15a: By contributing to investigations into familiar changes in substances to produce other substances, I can describe how their characteristics have changed.
SCN 4-06a: By researching developments used to observe or explore space, I can illustrate how our knowledge of the universe has evolved over time.
SOC 3-07a: Having investigated processes which form and shape landscapes. I can explain their impact on selected landscapes in Scotland, Europe and beyond.
Cryosphere 2:
SCN 2-15a: By contributing to investigations into familiar changes in substances to produce other substances, I can describe how their characteristics have changed.
SCN 3-08a: I have collaborated in investigations into the effects of gravity on objects and I can predict what might happen to their weight in different situations on Earth and in space.
SCN 4-06a: By researching developments used to observe or explore space, I can illustrate how our knowledge of the universe has evolved over time.
Cryosphere 3:
SCN 3-08a: I have collaborated in investigations into the effects of gravity on objects and I can predict what might happen to their weight in different situations on Earth and in space.
SCN 4-06a: By researching developments used to observe or explore space, I can illustrate how our knowledge of the universe has evolved over time.
SOC 3-14a: I can use a range of maps and geographical information systems to gather, interpret and present conclusions and can locate a range of features within Scotland, UK, Europe and the wider world.
This resource created by Morag Fotheringham, Ross Slater and Nick Homer, and adapted by Molly Wickett, is licensed under CC BY-SA 4.0.
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.