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This resource is on forces, specifically gravity, and includes a ten-minute video and a PDF with four follow up activities. Including: recommended books to borrow, watching a video, doing a quiz, researching and conducting your own experiment. The target audience for this resource is children aged 8-11 years-old. There is also another session which follows the same structure but is about forces, called: Spaceman Sam and Comets. This resource aims to encourage borrowing books from the library - particularly books relating to STEM subjects. This project focuses on forces which is a key area of physics outlined in the Science Benchmarks, Experiences & Outcomes (Es & Os) in the Curriculum for Excellence (CfE). This project also utilises principles of active learning by following the stories with a variety of activities. These are very versatile and aim to reinforce the knowledge introduced during the stories. The activities range from less to more involved so the participants can progress through them, but they also serve as standalone activities. This resource bundle includes the following: The Forces Video is available to watch via the link in the Word document, titled ‘Forces Fiona asks about Gravity’ on Media Hopper Create website, the University of Edinburgh. The video is written and read by Amy Cook The follow up activities sheet accompanying the video is Forces Fiona Activities, it is available in a downloadable PDF. SCN 2-08a I have collaborated in investigations to compare magnetic, electrostatic and gravitational forces and have explored their practical applications. SCN 2-20a (Topical Science): Through research and discussion I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society. LIT 2-04a: As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-07a: I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. ENG 2-12a: Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally developed for the City of Edinburgh Libaries. Author: Amy Cook, adapted by Alysha Wilson. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.

This resource is on comets and includes a twelve-minute video and a PDF with four follow up activities. Including: recommended books to borrow, watching a video, doing a quiz, researching and conducting your own experiment. The target audience for this resource is children aged 8-11 years-old. There is also another session which follows the same structure but is about forces, called: Forces Fiona Asks about Gravity. This project focuses on space, which is a key area of physics outlined in the Science Benchmarks, Experiences & Outcomes (Es & Os) in the Curriculum for Excellence (CfE). The activities reinforce the knowledge introduced during the stories and range from less to more involved so the participants can progress through them, but they also serve as standalone activities. This resource bundle includes the following: • The Space Video is available to watch via the link on the Word document, ‘Spaceman Sam and Comets’ on Media Hopper Create, the University of Edinburgh. The twelve-minute video is a story written and told by Amy Cook following Sam, who lives on the moon, as he meets the Astronomer Caroline Herschel who introduces him to comets through a telescope! • The follow up activities sheet accompanying the video is available in a downloadable PDF. SCN 2-06a: By observing and researching features of our solar system, I can use simple models to communicate my understanding of size, scale, time and relative motion within it. SCN 2-20a: Through research and discussion I have an appreciation of the contribution that individuals are making to scientific discovery and invention and the impact this has made on society. LIT 2-04a: As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained within the text, and use this information for different purposes. LIT 2-07a: I can show my understanding of what I listen to or watch by responding to literal, inferential, evaluative and other types of questions, and by asking different kinds of questions of my own. ENG 2-12a: Through developing my knowledge of context clues, punctuation, grammar and layout, I can read unfamiliar texts with increasing fluency, understanding and expression. LIT 2-14a: Using what I know about the features of different types of texts, I can find, select and sort information from a variety of sources and use this for different purposes. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. This resource was created as part of the GeoScience Outreach Course which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. This resource was originally developed for the City of Edinburgh Libaries. Author: Amy Cook, adapted by Alysha Wilson. Unless otherwise stated, all content is released under a CC BY-SA 4.0 license.

This resource includes five wizard/magic themed activities introducing 5 different concepts (Chemical Reactions, Density, Solids and Liquids, Logic and Languages) to second level students. For each activity session there is the Es &Os, a list of equipment and materials, the aim of the activity, an explanation of the activity and suggestions for extending the activity. We strongly recommend teachers try out the activity before asking the students to do them. Learning outcomes Sciences Chemical changes SCN 2-19a: I have collaborated in activities which safely demonstrate simple chemical reactions using everyday chemicals. I can show an appreciation of a chemical reaction as being a change in which different materials are made. Properties and uses of substances SCN 2-15a: by contributing to investigations into familiar changes in substances to produce other substances, I can describe how their characteristics have changed. **Processes of the planet ** SCN 2-05a: I can apply my knowledge of how water changes state to help me understand the processes involved in the water cycle in nature over time. MTH 2-12a: I have worked with others to explore and present our findings on, how mathematics impacts on the world and the important part it has played in advances and inventions. MLAN 2-11b: I can make comparisons and explore connections between spelling patterns in English and the language I am learning. MLAN 2-11d: I can recognise and comment on other features of my own language which help to make sense of words in the language I am learning. This resource bundle includes pdf and editable versions of the following: • Activity plans; Potion 1: Explosion Potion Potion 2: Magic Liquids Potion 3: Slimy Potion Code Breaking Latin Spells • Documents Included: Activity Sheets, with a beginners and advanced version for the Latin Spells activity. A teacher’s guide to delivering the activities (including the answers for the worksheets). A risk assessment for teachers to complete. Optional introductory letter for the participants available in black and white. Optional certificate for the participants available in black and white and full colour. This resource was created as part of the GeoScience Outreach Course which is a fourth 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 holiday club at St Francis’ RC Primary School To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. Author: Jennifer Struthers, adapted by Alysha Wilson. Co-authored by Kay Douglas and Alysha Wilson. Unless otherwise stated, all content is released under a CC BY 4.0 license. Cover Image

Volcanoes and Vulcanologists has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative that is currently operating in Council schools. The interdisciplinary approach involves pupils in developing knowledge and skills through five separate lessons. The first session involves pupils experimenting with everyday chemicals to make a ‘volcano’. The second session uses food (biscuits, bananas, custard) to show the structure and functioning of the different Earth layers. The third session involves a comparison test to mimic lava flow in different types of volcano. The fourth session involves composing a rap or poem using knowledge of the ‘Pacific Ring of Fire’, the location for 75% of the Earth’s volcanoes. The final section looks at the advantages and disadvantages of living near a volcano, where the learning is deepened using expressive arts. Vinnie (my volcano character), learning book and Vinnie certificate are included with a lesson plan and ppt for each of the five sessions. Due to the volume of content in this resource, a selection of files are available to preview and the full selection of content is contained within the zipped folder in the download pack. Contents in this resource • Five Lesson Plans • Five PowerPoints • Volcano photographs and factsheets • Sample Risk Assessment • ‘Vinney’s’ Learning book (Self-reflective) • ‘Vinney’ emotion pictograms • ‘Vinney’ hook letter Learning outcomes in the Curriculum for Excellence SCN 1-15a; SCN 2-15a; SCN 2-17a; SCN 2-19a Second Level: Sciences Inquiry and Investigation skills SOC 2-07a; MNU 1-11b; MTH 2-21a; LIT 2-02a; EXA 2-02a; EXA 2-04a; EXA 2-13a; EXA 2-18a; TCH 2-09a; TCH 2:10a; TCH 2-12a I hope you and your pupils enjoy my resource. Vinnie would like that! Kim Greig, Primary Teacher. This resource was created as part of the GeoScience Outreach Course, which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project.

Germs, Disease, Vaccines & Chemical Reactions has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative that is currently operating in Council schools. The focus of the four planned lessons is to increase knowledge and awareness during and after the covid-19 pandemic and help support the pupils in developing fair tests and inquiry skills. In each of the four/five sessions, the scene is set by Jason Leitch, Clinical Director asking pupils to act as investigators to solve a problem. The first introduces four types of microbe and where they lurk in schools. The second is a comparison experiment using a plant spray to mimic sneezing. The third session explores vaccines and fair testing on chemical reactions. The final session uses a card game to explain pandemics and global diseases patterns. A lab-book is enclosed with optional additional worksheets. The Teacher’s guide offers help with the experiments (including photos) and basic science on the resource in addition to hyperlinked resources. All sessions can be linked to the covid-19 pandemic if wished. Help and resources are to be found in the Teacher’s Guide. Contents in this resource • Extensive Teacher’s guide o Lesson Plan o Resource list and safety information o ‘Basic Facts and online resources’ (hyperlinked) o ‘Help with the Investigation’ (includes photos) • PowerPoint presentations. Included in these are the letter (‘hook’) from the current National Clinical Director, Professor Jason Leitch. Here are some of his videos (In the Young Scot one, he introduces himself) • Lab Book (short reflective notebook) • Learner worksheet for ‘sneeze experiment’ (session 2) • Pandemic cards (for photocopying in session 4) • Suggestions for extension **Learning outcomes in the Curriculum for Excellence ** SCN 2-19a, SCN 2-20a, SCN 2-20b, SCN 1-13a Second Level: Sciences Inquiry and Investigation skills: SOC 2-14a, SOC 2-19a, MTH 2-21a 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: Stacey Fullerton, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license. OpenCovid4Ed

This interdisciplinary approach using STEM/ STE(A)M subjects involves the learners being ‘hooked’ by a plea from the head of their Council to design a new school sustainably. Ideas of fair trading and fair testing are explored in the resource. This resource comprises five sessions: auditing your school’s current sustainable features, learning about fair trading using: a maths building game, designing and then making a sustainable school t-shirt (fast fashion) building a windmill with easy materials applying the fair test principle in which scenario the windmill works better. This resource includes: • A teacher block overview for the five sessions (Auditing your School’s sustainability, Fair Trade building, Sustainable School Clothing, Building Wind turbines, Fair test on a wind turbine) • Learner log-book (learner planning sheet) • Teacher guide for each session with any associated material (worksheet for lesson 1, ppt slide for lesson 2) • Learner ‘hook’ letters (This can be customised to your situation) Learning outcomes in the Curriculum for Excellence TCH 2-02b, TCH 2-04b, TCH 2-06a, TCH 2-07a, TCH 2-09a, MNU 2-10b, MNU 2-20b, MTH 2-16c, SCN 2-04a, SCN 2-20b, SOC 2-08a, SOC 2-20a, EXA 2-06a, LIT 2-02a, LIT 2-07a. Sustainable schools – an IDL STEM design challenge, has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative, aimed at promoting regular attendance in primary schools. This resource was created as part of the GeoScience Outreach Course, which is a 4th year undergraduate course in the School of GeoSciences aiming to provide students with the opportunity to develop their own science communication and engagement project. Author: Nicole Campbell, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license.

This 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.

This resource is a the fourth 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 lesson is the final of the four forces and it is WEIGHT. This force will already be understood by a lot of children as it is part of everyday life. However, it is worth guiding their attention to weight in relation to flying aircrafts. By the end of the lesson students should have an overall understanding of the four forces involved in flight. They will also have gained some good problem-solving experience which has hopefully helped them develop some useful skills for their futures. Other sessions involve DRAG, LIFT, THRUST, 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 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 2-09a: I can extend and enhance my design skills to solve problems and can construct models. MTH 2-17b: Through practical activities, I can show my understanding of the relationship between 3D objects and their nets. 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. 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.

This resource is a the third 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. In this third session students are introduced to the force THRUST while building on their understanding of LIFT. This session is designed to allow the students to experiment with design to create a ‘mini helicopter model’. By the end of the lesson the goal is that the students will have an understanding of THRUST and LIFT in relation to flight. Other sessions involve DRAG, LIFT, 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 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. 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. 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. 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.

This resource is a the second 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. Other sessions involve LIFT, THRUST, WEIGHT), and the fifth AEROPLANE pulls together all the learning. In this second session students are introduced to the force LIFT. This session is designed to allow the students to investigate lift by focusing on the shape of an aeroplane wing. By the end of the lesson the goal is that the students will have an understanding about the shape of an aeroplane wing and how it causes the aeroplane to fly up into the air. 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. 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

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.

This resource is  the fourth of a set of  4 lesson plans with STEM activities based around a group of 10-12 year olds, wanting to explain the science and maths behind magic. This session teaches STATIC ELECTRICITY, a magic wand trick. (Other sessions involve PROBABILITY, AIR PRESSURE, CHEMICAL REACTIONS. ) Wonder in Magic has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative that is currently operating in Council schools. The focus of the four planned lessons of Wonder in Magic is to explain the ‘magic’ behind science and maths activities. The first has an activity on air pressure. The second has an activity on probability and tthe third is on chemical reactions. There is an optional activity (session 5) on showcasing the knowledge and skills obtained in Wonder in Magic. You can find all of these in our TES Shop for free download and re-use. The log-book (‘Book of Spells’), general teaching notes, completion certificate and letter (‘hook’) are included with all resources. This bundle includes: extensive teacher notes bundle includes pdf and editable versions of the following: Electrostatics – Hopping Magic Wands - contents for each lesson includes: Resource list Learning Intentions Shared success criteria Relevant Es&Os Assessment Methods Lesson Plan General resources * ‘Hook’ letter from the Head Teacher of Scotland’s Magic School Log-book (aka Book of Spells) Completion Certificate General Teaching Notes 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. (Explains how some objects may become electrically charged by rubbing two surfaces together and how the charges produce an electrostatic force. Investigates and demonstrates understanding that electrostatic forces can both repel and attract.) 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. (Asks and responds to a range of questions, including literal, inferential and evaluative questions, to demonstrate understanding of spoken texts.) 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: Philippa Johnston, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license. Read less

This resource is  the third of a set of  4 lesson plans with STEM activities based around a group of 10-12 year olds, wanting to explain the science and maths behind magic. This session teaches CHEMICAL REACTIONS, magic invisible ink trick. (Other sessions involve PROBABILITY, AIR PRESSURE, STATIC ELECTRICITY. ) Wonder in Magic has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative that is currently operating in Council schools. The focus of the four planned lessons of Wonder in Magic is to explain the ‘magic’ behind science and maths activities. The first has an activity on air pressure. The second has an activity on probability and the fourth static electricity. There is an optional activity (session 5) on showcasing the knowledge and skills obtained in Wonder in Magic. You can find all of these in our TES Shop for free download and re-use. The log-book (‘Book of Spells’), general teaching notes, completion certificate and letter (‘hook’) are included with all resources. This bundle includes: extensive teacher notes bundle includes PDF and editable versions of the following: This bundle includes: extensive teacher notes bundle includes pdf and editable versions of the following: Chemical Reactions – Secret Message- contents for each lesson includes: Resource list Learning Intentions Shared success criteria Relevant Es&Os Assessment Methods Lesson Plan General resources ‘Hook’ letter from the Head Teacher of Scotland’s Magic School Log-book (aka Book of Spells) Completion Certificate General Teaching Notes SCN 2-08a: I have collaborated in investigations to compare magnetic, electrostatic and gravitational forces and have explored their practical applications. y investigating how friction, including air resistance, affects motion, I can suggest ways to improve efficiency in moving objects. (Explores and explains air pressure, a gravitational force) 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. (Asks and responds to a range of questions, including literal, inferential and evaluative questions, to demonstrate understanding of spoken texts.) 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. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. Author: Philippa Johnston, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license.

This resource is a the second of a set of four lesson plans with STEM activities based around a group of 10-12 year olds, wanting to discover the science and maths behind magic. This session teaches PROBABILITY. (Other sessions involve AIR PRESSURE, CHEMICAL REACTIONS, STATIC ELECTRICITY) Wonder in Magic has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative that is currently operating in Council schools. The focus of the four planned lessons of Wonder in Magic is to explain the ‘magic’ behind science and maths activities. This is the second resource and it focuses on probability, a magic card trick. The first has an activity on air pressure. The third involves chemical reactions and the fourth static electricity. There is an optional activity (session 5) on showcasing the knowledge and skills obtained in Wonder in Magic. You can find all of these in our TES Shop for free download and re-use. This bundle includes: extensive teacher notes bundle includes  PDF and editable versions of the following: Probability – What’s the Chance?- contents for each lesson includes: Resource list Learning Intentions Shared success criteria Relevant Es&Os Assessment Methods Lesson Plan General resources ‘Hook’ letter from the Head Teacher of Scotland’s Magic School Log-book (aka Book of Spells) Completion Certificate General Teaching Notes Learning outcomes in the Curriculum for Excellence and associated benchmark MNU 2-22a: I can conduct simple experiments involving chance and communicate my predictions and findings using the vocabulary of probability. (Uses the language of probability accurately to describe the likelihood of simple events occurring, for example equal chance; fifty-fifty; one in two, two in three) 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. (Asks and responds to a range of questions, including literal, inferential and evaluative questions, to demonstrate understanding of spoken texts.) 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: Philippa Johnston, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license.

This resource is  the first of a set of  4 lesson plans with STEM activities based around a group of 10-12 year olds, wanting to explain the science and maths behind magic. This first session teaches AIR PRESSURE, a gravitational force. (Other sessions involve PROBABILITY, CHEMICAL REACTIONS, STATIC ELECTRICITY. ) Wonder in Magic has been created as a teaching resource for the City of Edinburgh Council’s ‘Curiosity Club’, an Intervention Strategy initiative that is currently operating in Council schools. The focus of the four planned lessons of Wonder in Magic is to explain the ‘magic’ behind science and maths activities. This is the first on air pressure, a gravitational force. The second has an activity on probability. The third involves chemical reactions and the fourth static electricity. There is an optional activity (session 5) on showcasing the knowledge and skills obtained in Wonder in Magic. You can find all of these in our TES Shop for free download and re-use. The log-book (‘Book of Spells’), general teaching notes, completion certificate and letter (‘hook’) are included with all resources. This is the first on air pressure, a gravitational force. This bundle includes: extensive teacher notes bundle includes PDF and editable versions of the following: Air Pressure – A Magical Fountain - contents for each lesson includes: Resource list Learning Intentions Shared success criteria Relevant Es&Os Assessment Methods Lesson Plan General resources ‘Hook’ letter from the Head Teacher of Scotland’s Magic School Log-book (aka Book of Spells) Completion Certificate General Teaching Notes 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. y investigating how friction, including air resistance, affects motion, I can suggest ways to improve efficiency in moving objects. (Explores and explains air pressure, a gravitational force) 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. (Asks and responds to a range of questions, including literal, inferential and evaluative questions, to demonstrate understanding of spoken texts.) 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. To find more Open Educational Resources from the University of Edinburgh, visit open.ed.ac.uk. Author: Philippa Johnston, adapted by Kay Douglas and Charlie Farley. Unless otherwise stated, all content is released under a CC-BY-SA 4.0 license.

This interdisciplinary STEM resource on Climate Change has three to four sessions seeking out what practical steps pupils and their family can take to mitigate the effects of climate change. (Involves STEM Challenges.) Activity 1 is a broad introduction to climate change, its causes, effects and solutions at the individual level. Activity 2 discusses the concept of ecological footprint and is based on a practical workshop on upcycling. Activity 3 applies a simplified version of the scientific research method to measure the impact of our actions. Activity 4 is an optional showcase with scientific posters. Educational Information This resource provides material for the Curriculum for Excellence (CfE) Experiences and Outcomes in Technology, Numeracy and Mathematics, Literacy and English. An interdisciplinary approach to the concept of Ecological and Carbon Footprint is adopted with the aim of shaping pupils’ sense of responsibility and awareness of the impact of our daily actions on our planet. The resource comprises four activities (including STEM), each lasting within the range of 60-80 minutes. A so-called “Gift to the Earth” challenge requires pupils to record their daily commitment to reducing their carbon footprint and creates the link between each activity. Learning Outcomes covered: Technology Technology TCH 2-06a: I can analyse how lifestyles can impact on the environment and Earth’s resources and can make suggestions about how to live in a more sustainable way. Technology TCH 2-07a: I can make suggestions as to how individuals and organizations may use technologies to support sustainability and reduce the impact on our environment. Technology TCH 2-09a: I can extend and enhance my design skills to solve problems and can construct models. Numeracy and Mathematics Numeracy MNU 2-20b: I have carried out investigations and surveys, devising and using a variety of methods to gather information and have worked with others to collate, organise and communicate the results in an appropriate way. Mathematics MTH 2-21a: I can display data in a clear way using a suitable scale, by choosing appropriately from an extended range of tables, charts, diagrams and graphs, making effective use of technology. Literacy and English Literacy and English LIT 2-09a: When listening and talking with others for different purposes, I can: share information, experiences and opinions; explain processes and ideas; identify issues raised and summarise main points or findings; clarify points by asking questions or by asking others to say more.

This open educational resource contains PowerPoint slides for a lifelong learning course which introduces the major schools of classical Chinese philosophy, including Confucianism and Daoism. Philosophical texts are approached in English translation, focusing on how the ancient Chinese thought about philosophical topics which concern us today. The course is intended for adult learners and taught at university foundation level (Scottish Credit and Qualifications Framework level 7). Introduction to Chinese Philosophy is offered as part of the Short Courses programme at the University of Edinburgh’s Centre for Open Learning. More information on our Short Courses can be found on our website. Learning outcomes On completion of this course, students will be able to: identify different approaches in classical Chinese philosophy; describe the positions of Chinese philosophers on philosophical issues; read and analyse extracts of Chinese philosophical texts in English translation. Content This resource bundle includes four PowerPoint presentations. Please click the links below to download them. Confucianism I: General Background and the Analects Confucianism II: Mencius and Xunzi Daoism I: Daodejing Daoism II: Zhuangzi Author: Lee Wilson All content is released under a CC BY-SA 4.0 license. Cover image: silk painting depicting a man riding a dragon, public domain image on Wikimedia Commons.

The development of these grade-related marking criteria has been led by Dr Nina Morris (School of GeoSciences) and Dr Hazel Christie (Institute for Academic Development). They are an outcome of a University of Edinburgh Principal’s Teaching Award funded project ‘Every student a researcher: supporting the use of blogging as a form of student assessment’. They provide a marking template for academic staff who wish to incorporate assessed blogs into their undergraduate or postgraduate curriculum and are designed to be adapted to suit individual course needs; not all comments will be relevant to every blog assessment – please delete elements as appropriate. If you adopt these marking criteria (regardless of how you adapt them) we would be grateful if you could let us know at N.Morris@ed.ac.uk or Hazel.Christie@ed.ac.uk. The assessment criteria for each grade include paragraphs relating to: CONTENT: knowledge (i.e. range, command of material, awareness of scholarship), application of theory (i.e. use and relevance of examples, connection of course themes to wider world), argument/analysis (i.e. focus, clarity of structure, analytical skills, evaluation and evidence), self-reflection (i.e. progress of project, contribution to group, group performance). PRESENTATION: language and expression (i.e. clarity and accuracy, grammar and syntax, spelling, fluency of writing), genre-specific features (i.e. content indicators, use of images and/or audio-visual material, use of hyperlinks), scholarly apparatus (i.e. accuracy and consistency of referencing, accuracy and consistency of bibliography, due consideration of data protection with regards to images and audio-visual material, image copyright), and accessibility (i.e. overall appearance, media, writing). PRACTICE: self-reflection and critical reflection on group efficacy. The original template for these criteria was the University of Edinburgh Geography Degree Programme Grade Related Marking Criteria. We have also drawn on: Badenhorst, C. & Mather, C. (2014) Blogging geographies, Journal of Geography in Higher Education, 38(2), 193-207. Brendell, N. (2017) Using weblogs to determine the levels of student reflection in global education. In C. Brooks, G. Butt and M. Fargher (Eds.) The Power of Geographical Thinking. London: Springer, pp.119-135. Dunleavy, P. (2014) Shorter, better, faster, free: Blogging changes the nature of academic research, not just how it is communicated. LSE Blogs. We are grateful to colleagues at the University of Edinburgh, Andrew Gardiner (Royal (Dick) School of Veterinary Studies), Karen Howie (Information Services), Kate Saunders (School of GeoSciences), Iraklis Pantopoulos (Edinburgh College of Art), and Kirsten Lloyd (Edinburgh College of Art), for their comments on an earlier version. June 2020

This resource contains PowerPoint slides for a lifelong learning course which introduces different democratic theories and traces the development of modern mass democracy from ancient Greece to the present. The course is intended for adult learners and taught at university foundation level (Scottish Credit and Qualifications Framework level 7). Democracy in Theory and Practice is offered as part of the Short Courses programme at the University of Edinburgh’s Centre for Open Learning. More information on our Short Courses can be found on our website. Learning outcomes On completion of this course, students will be able to: • Distinguish different models of democracy and their normative assumptions; • Apply democratic theories to critically assess political institutions and practices; • Reflect on the nature of citizenship and identify ways to participate in public life; • Engage in dialogue about the meaning and value of democracy; • Present arguments clearly and coherently. Content This resource bundle includes nine PowerPoint presentations: Introduction Classic Models I: Athenian Democracy Classic Models II: Civic Republicanism Classic Models III: Liberal Constitutionalism Modern Democracy I: Representative Government Modern Democracy II: The Role of the State Modern Democracy III: The Global Context The Future of Democracy I: Alternative Models The Future of Democracy II: Innovations and Reforms Author: Max Jaede All content is released under a CC BY-SA 4.0 license. Cover image: Greek Rally Against Troika, by D. Byrne, CC BY 2.0.

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.