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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.

Overview: This resource provides a lesson plan and material for a 90-minute lesson. The target audience for this resource is for learners aged between 6 and 14 years. This pack provides instructions for arranging an interactive ‘treasure hunt’ lesson in Edinburgh, based at the University of Edinburgh’s King’s Buildings campus, to develop an understanding of geophysics and an ability to carry out experiments. As this lesson can be adapted for a range of age groups and levels, the corresponding learning outcomes met will vary according to which lesson plan is used. Background: This resource was created for the Children’s Holiday Venture (CHV) by Esther Bull, a student at the School of Geosciences at the University of Edinburgh. This resource has been created for use as an Open Educational Resource (OER) by OER Service, the Information Services Group at the University. As an OER, teachers are welcome to make any changes to their resources according to their needs. Experiences and Outcomes: For a Level 1 class SCN 0-20a, SCN 0-15a, MNU 0-11a, MTH 0-17a. For a Level 2-4 class SCN 1-11a, SCN 1-20a, MNU 1-01a, MNU 1-03a, MTH 1-12a, MTH 1-18a. For a Level 3-4 class SCN 3-05a, SCN 3-11b, SCN 3-17a, SCN 3-17b, MTH 3-15b, MTH 2-18a / MTH 3-18a, MNU 3-20a. This Pack Includes: • Resource Guide • Certificate • Classroom ppt • Classroom script • GEO clues • GEO worksheet • Invitation and kit list • Lesson Plan (Level 1) • Lesson Plan (Level 2-4) • Lesson Plan (Level 3-4) • News article • Seismic ppt ‘Geophysical Edinburgh Treasure Hunt’ was developed by Esther Bull and adapted by Sanika Prakash, and all content in this package is available under a CC BY-SA 4.0 license unless otherwise stated.

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.

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 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.

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 (/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 (/teaching-resource/guide-to-descriptive-statistics-in-geosciences-11308746).

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.

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

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 module explores density across solids, liquids and gases. It then examines global Ocean circulation, patterns and changes caused by climate change. It relates these changes to density, building on the scientific knowledge of this to explain increasing salinity and temperature. Learners are asked to analyse visualisations of this data, looking at globally mapped salinity, temperature and density. This module is the fourth and final module in the Oceans series, which follow on and build upon this knowledge to give learners a comprehensive understanding and ability to think creatively, scientifically and critically about studying the Oceans. You can also find the collective Oceans module , with all the modules in one place, on our author dashboard. Learning outcomes: SCN 3-01a: I can sample and identify living things from different habitats to compare their biodiversity and can suggest reasons for their distribution. SCN 3-05b: I can explain some of the processes which contribute to climate change and discuss the possible impact of atmospheric change on the survival of living things. SCN 3-19a: Through experimentation, I can identify indicators of chemical reactions having occurred. I can describe ways of controlling the rate of reactions and can relate my findings to the world around me. SCN 4-08b: Through experimentation, I can explain floating and sinking in terms of the relative densities of different materials. SOC 3-08a: I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. This resource created by Penny Clarke, and adapted by Molly Wickett, is licensed under CC BY-SA 4.0.

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.

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.

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 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.

Overview: This is a package for one lesson for the 3rd and 4th level (S1&2) students to develop knowledge and understanding about climate change through a variety of group activities. The lesson starts with a daily topic of weather, leading students to learn the differences between weather and climate and the effects of climate change, such as extreme weather. Then, students are invited to develop climate graph-reading skills and an understanding of the greenhouse effect and greenhouse gases. This resource was originally developed as part of the Geosciences Outreach Course at the University of Edinburgh then re-adapted for use as an Open Educational Resource (OER) by OER Service, the Information Services Group at the University. As an OER, teachers are welcome to make any changes to their resources according to their needs. Learning Outcomes: • I can define weather as what is happening outside right now. • I can explain that climate is the average of all the weather that has happened in a region over more than 30 years. • I can recognise that rapid global warming is causing the climate to change. • I can infer that global warming is causing extreme weather like excessive rain, more hurricanes, extreme heat, cold and drought. • I can interpret and extract information from climate graphs. • I can explain the greenhouse effect is like a blanket that prevents heat escaping causing the Earth to warm up. • I can name some of the (greenhouse) gases causing global warming, for example, carbon dioxide, methane, or water vapour. • I can illustrate and model the chemical structure of the different greenhouse gases. Experiences and Outcomes: LIT 3-10a, LIT 4-10a, MNU 4-20a, SOC 3-12a, SOC 4-12a, SCN 3-05b ‘Weather, Climate and Global Warming’ was developed by Kay Douglas and Katherine Taylor, adapted by Mayu Ishimoto, and is available under a CC BY-NC-SA 4.0 unless otherwise stated. Header: The 1980-2015 seasonal cycle anomaly in MERRA2 along with the 95% uncertainties on the estimate of the mean, 2024 June, Goddarf Space Flight Centre NASA, in accordance with NASA Media Usage Guidelines.

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 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.

‘Investigating Edinburgh’s Geological Past’ is created for learners aged 12-14 at the S2 level from the University of Edinburgh’s GeoScience Outreach Course. It introduces basic ideas of geology, such as geological time, rocks and fossils, and geological skills. It consists of five lessons (sessions) including a field trip to Holyrood Park for the Session 3, and the Session 5 can be taught as a standalone lesson as well. 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. The resource has been created as an Interdisciplinary Learning (IDL) resource, primarily between Geography and Science with relevant English skills. It will encourage students to integrate the knowledge and skills they have learnt from different subjects and use them to approach a subject that may be new to them. This session introduces three different rock types and their formation to students, followed by a hands-on activity in observing and describing rocks. The pack includes a set of slides in Powerpoint and PDF formats and worksheets 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 (this session): 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: 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: 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. ‘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.